NSASplit_portfolio_1A-1B

1A-1B

IndexMy questions about the Portfolio 2My Language Passport 4My Language Learning Biography 7My Dossier 15

New Step Ahead - Split Edition - Portfolio based on the Portfolio of Step Ahead by Daniela Calzoni andJulia 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.

© 2009, ELI s.r.l. - P.O. Box 6 - 62019 Recanati - Italy - Tel. +39 071 750701 - Fax. +39 071 977851e-mail: [email protected] - www.elionline.com

AcknowledgementsEditorial Project: Sarah Mercedes HowellArt Director: Marco MercataliEditorial Dept: Lisa Suett, Sabina Cedraro, Gigliola CapodaglioProduction Manager: Francesco CapitanoIllustrated by G. SignoraSplit Edition Graphics: Airone Comunicazione

Printed in Italy by Tecnostampa – 09.83.117.0

New Step Ahead - Split Edition - Portfolio 1A-1B

Portfolio1_Int 4-12-2008 14:57 Pagina 1

2 New Step Ahead • Portfolio

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.

2 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 youdecide the contents. Collecting all your best/greatestachievements (together with photos, drawings and recordings),allows you to see your progress over time.

Have you ever seen a designer or photographer carrying a folderwith his/her drawings or photos? Have you ever asked yourselfwhy? It is because that folder contains his/her best and mostnotable work. These pieces of work also narrate his/her “artisticstory” and show the owner’s individual qualities and style toeveryone else.

You too, with your Portfolio, will be able to show your most notablework and illustrate your language learning experience to yourcurrent and future teachers as well as to your family and friends.

3 Yes, yes, but all this means loads of extra work!

Not at all! With the Portfolio, the teacher willhelp you do the same activities you do to learna foreign language but in a more organised way,recording your progress logically and efficiently!

Moreover, with your Portfolio, you will be ableto understand the best way for you to learn,your learning style, and this will get you toorganise your study method for languages andall other subjects.

Hi! I’m Percy Portfolio.

I’m here to help you.


3New Step Ahead • Portfolio

4 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.

5 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 simplysuggest what you should include or not: it might be an activityyou have done and that has already been formally assessed.

It is important in fact to be formally assessed but also to be ableto self assess.

The teacher will help you compile your Portfolio andunderstand your strengths and weaknesses.

6 So it’s all very simple, right?

Well, you too have some responsibilities! Do you really think that the designer or photographer we weretalking about didn’t care about their portfolio? That they forgot about it? That they stuffed any oldmaterial 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 substitutedwith new and better ones!


4 New Step Ahead • Portfolio

MY LANGUAGE PASSPORT

School ____________________________________________________________________________________

School Year _______________________ Class _______________________

Name and surname

_____________________________________________________

Place and date of birth

_____________________________________________________

Nationality

_____________________________________________________

Mother Tongue

_____________________________________________________

Languages spoken

_____________________________________________________

Languages studied

_____________________________________________________

This is a photo of me !

CEFR Level

A1

A2

Reading Writtenproduction

OralProduction

OralInteraction

Listening

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


New Step Ahead • Portfolio

Passport

5

PARTIAL SELF-EVALUATION GRID

COMPREHENSION

SPEAKING

WRITING

A1

I understand very basic phrasesconcerning myself, my familyand immediate concretesurroundings when people speakslowly and clearly.

☺ � �I can understand familiarnames, words and very simplesentences, for example onnotices and posters or incatalogues.

☺ � �I can use simple phrases andsentences to describe where Ilive and people I know.

☺ � �I can interact in a simple wayprovided the other person isprepared to repeat or rephrasethings at a slower rate of speechand help me formulate what I’mtrying to say. I can ask andanswer simple questions in areasof immediate need or on veryfamiliar topics.

☺ � �I can write a short, simplepostcard, for example sendingholiday greetings. I can fill informs with personal details, forexample entering my name,nationality and address on ahotel registration form.

☺ � �

A2

I can understand phrases andthe highest frequency vocabularyrelated to areas of mostimmediate personal relevance(e.g. very basic personal andfamily information, shopping,local geography, employment).

☺ � �I can read very short, simple texts.I can find specific, predictableinformation in simple everydaymaterial such as advertisements,prospectuses, menus andtimetables and I can understandshort simple personal letters.

☺ � �I can use a series of phrases andsentences to describe in simpleterms my family and otherpeople, living conditions, myeducational background and mypresent or most recent job.

☺ � �I can communicate in simpleand routine tasks requiring asimple and direct exchange ofinformation on familiar topicsand activities. I can handle veryshort social exchanges, eventhough I can’t usuallyunderstand enough to keep theconversation going myself.

☺ � �I can write short, simple notesand messages relating to mattersin areas of immediate need. Ican write a very simple personalletter, for example thankingsomeone for something.

☺ � �

B1

I can catch the main point inshort, clear, simple messages andannouncements. I can understandthe main points of clear standardspeech on familiar mattersregularly encountered in work,school, leisure, etc. I canunderstand the main point ofmany radio or TV programmes oncurrent affairs or topics of personalor professional interest when thedelivery is relatively slow and clear.

☺ � �I can understand texts thatconsist mainly of high frequencyeveryday or job-relatedlanguage. I can understand thedescription of events, feelingsand wishes in personal letters.

☺ � �I can connect phrases in asimple way in order to describeexperiences and events, mydreams, hopes and ambitions. Ican briefly give reasons andexplanations for opinions andplans. I can narrate a story orrelate the plot of a book or filmand describe my reactions.

☺ � �I can deal with most situationslikely to arise while travelling inan area where the language isspoken. I can enter unpreparedinto conversation on topics thatare familiar, of personal interestor pertinent to everyday life (e.g.family, hobbies, work, travel andcurrent events).

☺ � �I can write simple connectedtext on topics which are familiaror of personal interest. I canwrite personal letters describingexperiences and impressions.

☺ � �

From the Common European Framework of Reference (CEFR)

Listening

Reading

Circle the smiley which describes the way you feel for each level and ability.

OralInteraction

OralProduction

Writtenproduction



Passport

6

CertIfIcates or dIplomas

TYPE OF CERTIFICATESOR DIPLOMAS

EXAMININGINSTITUTION

YEAR LANGUAGE LEVEL



Biography

7

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 eachof 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

1 _____________________

2 _____________________

3 _____________________

4 _____________________

5 _____________________

6 _____________________

7 _____________________

THE LEAST IMPORTANT

Why? Give reasons for your priorities.

Listening

Speaking

Reading

Writing

Grammar

Vocabulary

Culture



Biography

8

How can I Improve?

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

1.This is positive and means that you alreadyknow yourselfpretty well as a student.

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

3.This is very personal: but remember tocollaborate with your mates when you are inclass, they can help you understand very manythings.

4.This might disturb you: try to relax listening tomusic or some TV after homework.

5.Grammar helps you speak correctly, but alwaystry to use the foreign language in a creative andpersonal way.

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

7.Never be ashamed ofyour mistakes, butsometimes it is useful to stop and reflect.

8.This is positive and helps you remember better.

9.Remember: often understanding global meaningmay help you understand individual words!

10.This is excellent to learn to communicate andinteract with other people!

11.Try to reflect on your mistakes and try to correctthem yourself.

12.Learn to risk! You will improve a lot!

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.

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



Biography

9

My experIences wIth EnglIsh

Narrate the experiences which have been particularly important to you, the way they havecontributed 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 someEnglish speaking countries, if you have friends or penfriends, if you listen to songs in English andanything else you can think of.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



Biography

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rSELF-ASSESSMENT. Module A: FRIENDS

I can:

I have reached all these objectives: yes partly no

To improve, I will:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Listening

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

Reading

Introduce someone and use simple greetings [A1]

Ask for and give personal information, e.g. name, age, nationality, likes [A1]

Speaking and oral interaction

Give information about the nationality of a person [A1]

Ask how to spell names in English

Write simple sentences about myself [A1]

Write simple sentences about a famous person [A1]

Writing

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]



Biography

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rSELF -ASSESSMENT. Module B: FAMILY

I can:

Listening

Understand the names of the days of the week

Understand classroom objects and furniture

Understand the names of family members

Understand friends’ 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

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

Reading

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

Write simple sentences about a mate

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

Writing


To improve, I will:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________



Biography

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rSELF-ASSESSMENT. Module C: BIRTHDAYS

I can:

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]

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

Reading

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

Write simple sentences about a real or imaginary animal

Write simple sentences about me, e.g. my belongings [A1]

Writing


To improve, I will:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________



Biography

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rSELF-ASSESSMENT. Module D: TEENAGE LIVES

I can:

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]

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]

Reading

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]

Write simple sentences about my daily routine [A1]

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

Writing


To improve, I will:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________


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Biography

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SELF-ASSESSMENT. Module E: LOOKING GOOD

I can:

I have reached all these objectives:yes partly no

To improve, I will:

___________________________________________________________________________________________________

__________________________________________________________________________________________________

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 someone’s clothes [A2]

Understand prices and foreign currency [A1]

Understand the names of shops

Get basic information from interviews about shopping [A2]

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]

Reading

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]


Write a diary of an evening at home [A1]

Write simple sentences about daily routines, e.g. shopping [A2]

Writing


Step Ahead • Portfolio 15

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: ______________________



Dossier

16

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.

TitleNo. Type of Activity I’ve shown I can... Date

Write about myself in EnglishCompositionMy skills and abilities1


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