Языковое портфолио: целесообразность его создания для обучающихся

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Министерство общего и профессионального образования
Свердловской области
МКУ «Управление образования городского округа Красноуральск»
Свердловской области
Муниципальное автономное общеобразовательное учреждение
средняя общеобразовательная школа №8
Направление: лингвистическое (иностранные языки)
Тема: «Языковоепортфолио и целесообразность его создания для
обучающихся»
Автор: Уваров Александр, 11А
Руководитель: Уварова Марина Александровна, учитель английского языка
Место выполнения работы:МАОУ СОШ №8
Красноуральск
2015

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Contents
Introduction………………………………………..………..… 3
Basicpart………………………………………………………..…… 5
1. What is a Portfolio……………………………………..……..…… 5
2. What is a LanguagePortfolio…………………………..…..….… 5
2.1.The European Language Portfolio (ELP)……………….. 5
2.2.The Language Portfolio in Russia……………………….… 7
2.3.Purposes ofthe portfolio ………………………………….. 8
2.4. Contents and structure of the portfolio……….………….. 8
2.5. What is a Portfolio for me?…………………………..….. 9
3. My Portfolio…………………………………………………....……. 11
3.1. Language Passport............................................................ 12
3.2. Language Biography………………………………..…... 13
3.3. Dossier…………………………………….……….…..… 20
3.4.Extra Activities .................................................................. 20
4. The opinion poll……………………………………………….…… 21
Conclusion……………………………...…………………….… 23
List of literature ……………………………..……………...….. 24
Appendix

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Introduction
There is no doubt that portfolio is a hot topic nowadays. Many are against
portfolios, others are sure they cannot do without them.
The first and, perhaps, the most responsible stage on the way to get a future
profession is entering of a school-leaver any higher educational institution. If the
question of a formal assessment of school volume of knowledge of the entrant in the
format of the unified state exam may be considered fulfilled, the standard technique of
an assessment of individual creative abilities of young people does not exist yet. Lack
of differentiation in procedure of entrance exams reduces motivation and probability of
entering higher education institution of those school-leavers who have no privileges
from position of the state.
The problem: What can help school–leavers to enter any higher educational
institution?
The leaders, capable to think originally, capable to generate ideas, to make
decisions and to take the responsibility are necessary for the development of our
country. No doubt, theUnified State Examhas to remain the main, but not the only way
of checking the quality of education. This year the Unified State Exam has been
added with one more form of an assessment of knowledge of school-leavers— a
portfolio. As far as I know there is no experience of discussing the creation of a
language portfolio in our town. So the actuality of the research is obvious for all
school-leavers and I am one of them.
I will try to express my own opinion and try to convince you in importance of
having a personal portfolio. Our contemporaries should know about personal portfolio
as one of the most important things in life of future students. We should remember
about the demands of our time: creative and inspired students. After finishing school I
want to enter a higher institution in order to become a student and my personal
portfolio will help me in it, I hope.
Hypotheses: Portfolio shows achievements in learning foreign languages and it
will be useful in life.

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The aim of the work:To create a personal language portfolio and to show my
achievements in learning a foreign language .
Tasks: 1. To study the experience of creation of a language portfolio in our
country and abroad;
2. To make a poll among the pupils of our school of different ages to find
out their opinion about need of creation of a language portfolio;
3. To introduce the pupils the created personallanguage portfolio.
The object of the research: the learning activity in English;
The subject of the research: the demonstration of personalachievements in
learning foreign languageswith the help of own language portfolio;
Methods of the research: 1.Studying different literature about the language
portfoliosin the Internet and analyzing it;
2. Making a poll among pupils of our school of different ages to find out their
opinion about the neсessity of creation of a language portfolio and analyze the results;
3. Generalizing and introduction own experience of creation personal language
portfolio to the pupils.

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Basic part
1. What is a Portfolio?
Portfolios are very popular these days. Even in a time when calls for higher
standards and tougher testing are louder than ever, many schools are doing portfolios –
or at least talking about doing them. So what are portfolios? Aren't they for students
who want to go tohigher education institution? And besides, if all you need are good
grades and test scores to get into higher education institution, why even bother?
A portfolio is a selection of student’s work, usually collected and selected by the
student him/herself for a particular purpose. The portfolio exhibits the student’s
efforts, progress and achievements over a period of time. Usually, the work also
exhibits the student’s own choice and interests. The portfolio should include a
description of its purpose and goals as well as of the criteria for selection and
assessment. It should also contain the student’s own reflection on and evaluation of
both the selected work and the process of studying and learning.
Students select some of their pieces of work at the end of a course or a
term, for example, according their criteria for selection,their own goals as well as to
assess their work and learning. The final showcase portfolio thus usually represents the
students’ best works showing their strengths. Naturally, the criteria for selection
depend on the purpose of the portfolio.
2. What is a Language Portfolio?
Portfolios have been used for a long time by various professions as a means to
document a person’s achievements. Artists, architects or designers collect samples of
their work in portfolios. They use them to show evidence of their best practice, but
also to demonstrate how their skills have developed over the years as a consequence of
their learning biography. The Language Portfolio has similar aims with regard to a
learner's language and intercultural competence. Ithelps to make the students’ learning
progress and process visible and noticeable.
2.1. The European Language Portfolio (ELP)

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The European Language Portfolio is a set of documents where the people
anywhere learning languages collect and store all documents reflecting their
achievements in studying of a language and their experience in cross-cultural
communication. Devised by the Council of Europe's Modern Languages Division, it
was piloted in 15 Council of European member countries, and was launched during
the European Year of Languages in 2001.
The documents containing in a portfolio reflect all stages of studying of
languages and the certificate on the reached levels of competence and are used for
representation of language experience in the detailed documentary form corresponding
to criteria of the Council of Europe.(See the Appendix-1)
Portfolio (ELP) purposes:
 to motivate students on further studying of languages, providing
recognition all of their efforts to expand and diversify the language skills
at all levels;
 to provide the official documentary list of all of the language and
culturological skills reached by students for submission of these
documents at receipt in educational institution or at employment;
Portfolio consists of 3 sections:
1) Language passport
The section "Language Passport" represents the documents confirming a certain
level of proficiency in the European languages at the time of granting a portfolio.
Documents are submitted in the format reflecting criteria of an assessment of language
skills in the Council of Europe contain as officially appropriated qualifications (part
"Certificates and diplomas"), and the description of the reached language competences
and cross-cultural experience during studying of language. Besides, the section
"Language Passport" includes "A language profile" where on the basis of "the
European Scheme of Levels of proficiency in Language" the owner of a portfolio
independently represents an assessment of the knowledge, breaking them on skills and
levels of proficiency in language.
2) Language Biography

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The section "Language Biography" reflects ability to a self-assessment and
planning of studying of languages. The owner of a portfolio represents in this section
 the history of studying of the language, analyzing own achievements and
progress supporting the analysis with examples and the facts from the
language biography;
 the list of cross-cultural experience, i.e. trips and contacts and how they
influenced the development of competences and skills.
3) Dossier
The section " Dossier " gives to the owner of a portfolio opportunity to select
material which seems to him/her interesting and informative, and to place it in a
portfolio as illustrations of those achievements in the field of studying of language
which were presented in the sections "Language Passport" and "Language Biography".
Material can include examples of an epistolary genre – correspondence, creative
compositions, or the most successful test works, or illustrations to participation in
projects, i.e. everything that, according to the owner of a portfolio, is indicative in
respect of studying of languages.
2.2.The Language Portfolio in Russia
The language portfolio of pupils is a package of working materials (in a printing
and electronic type) which represents experience and results of educational activity of
the pupil on acquisition of a foreign language .
In Russia the language portfolio appeared in the 2000th years. It was based on
"The European language portfolio". Now it exists in 4 options:
 RLP Acquaintance to languages (for children of 7-10 years);
 RLP for high school (11-14 years);
 RLP for the senior classes of educational institutions;
 RLP for philologists (teachers of language, written and interpreters);
Children's LP for Russia consists of three sections preceded by an
autobiographical page.
The first section carries the name "Languages Which I Know" or so-called "The
language passport". In it children describe the experience of studying of languages and

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cross-cultural communication, and also level of proficiency in the corresponding
language.
In LP for high school the scale of command of the language (the table of a self-
assessment) is given."Passport" contains:
 language abilities according to "The all-European competences of foreign
language skills";
 data on studying of languages and experience of cross-cultural
communication;
 list of certificates and diplomas;
Working with the portfolio, school students become active participants of
process of training, learn to plan the activity and objectively to estimate results of the
work. The language portfolio teaches them to keep accurately records, to organize
them in the folder. As a rule the level of students’ knowledge of the subject increases.
2.3. Purposes of the portfolio
Portfolio is an individual and learner-centered tool for learning and assessment.
Its purposes and functions may vary, as well as its forms and contents and the process
of producing and compiling it. Portfolios are usually created for one of the following
three purposes:
 to show the growth;
 to showcase current abilities;
 to evaluate cumulative achievements.
2.4. Contents and structure of the portfolio
In practice Language Portfolios may include projects, essays or other examples
of written work, computer diskettes (with some work or drawings completed inside or
outside the class), video cassettes (with your favourite stories or with performances of
songs, school plays, etc), certificates, diplomas, reports from your teachers, or even a
collection of objects or pictures.
Language passport

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In this part of a language portfolio pupils tell about themselves, the family, the
hobby. Pupils make out the personal card (Personal Identification) and the
autobiography which are updated in process of learning. Pupils place diplomas,
certificates of the published works which confirm their achievements in electronic or
paper form.
Language biography
This section is supposed to be filled in within academic years to track dynamics
of improvement of abilities of pupils in four main types of speech activity (speaking,
audition, reading and writing). The main part of this section of a language portfolio
provides in the course of training and acquisition of English a basis for a reflexive self-
assessment to pupils of the skills. Using various forms of a self-assessment in a
language portfolio gives the chance to analyze own achievements and progress. It
allows to pupils to form methods of self-checking and a self-assessment of level of
proficiency on the main aspects of knowledge of English.
Dossier
The third part represents " Dossier". In it pupils collect all material which
speaks about their knowledge of foreign languages. It can be diplomas, total works and
many other things.
 diary of achievements of the pupil;
 diplomas, certificates of participation in competitions, games, Olympiads
of various levels;
 the best creative works;
 the description of projects and the research works made by the pupil;
 the list of the read literature;
 words of favourite foreign songs,poems, etc.
Therefore Portfolio also includs three sections stated above.
2.5. What is a Portfolio for Me?
I personally believe it is very important to have a portfolio.
First of all, in life and career of students there are many moments when it needs
to present a language portfolio — receipt and/or transfer to another educational

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institution, a choice of a language course, a meeting with the employer. In these cases
a portfolio will be addressed to those people who make the most important decisions
for the owner of a portfolio. A portfolio is important as well for a self-assessment and
a reflection of studying of languages.
Secondly, such criteria as motivation and self-realization of students, their
tolerance towards different countries, languages, culture and history should be taken
into account. Modern education should be focused on creativity rather than
conventional practice, and skills rather than knowledge, etc. One of effective
assessment tools to develop students’ language skills and engage them in experimental
inquiry tasks, problem-solving tasks is language portfolio.
Those who are against creating portfolios think it is a time-consuming work.
They believe they might need a portfolio if only they apply for a job. I cannot agree
with the idea. Although we consider a portfolio as a self-advertisement, it is the worst
thing to create it only for an employer.
Moreover, a portfolio is a self-portrait which depicts one’s interests, abilities and
achievements. It is a good opportunity for self-culture and self-examination. Besides, it
helps to develop a sense of individuality.
self-actualization
self-affirmation
self-organization
self-determination
self-awareness
PORTFOLIO self-perfection
self-testing
responsibility
assessment
motivation
presentation

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To conclude, I would like to present my portfolio -the example of the Portfolio
that contains materials I have been collecting since 2006 while I was a pupil of the 3rd
form of the infant school ”Mollier” in town Gargenville, France till present time. It’s a
pity but I have not got materials of the second form when I started learning English at
our school. It is based on the Language portfolio given to the set "English in Focus-9".
My Language Portfolio is a collection of my achievements in studying English.
My Language Portfolio is necessary for me because I want to know what way to move
to and to be sure that I am following the correct way. It is important because it shows
my progress and my personal success. I think it will help me to improve my
knowledge of English so I would be able to enter the University, get good education
and be successful in future.
The Language Portfolio contains material which I can use and then keep as a
record of my learning. In this portfolio I also include any extra material given by my
teacher throughout the course. However, the final decision of what to include into the
Language Portfolio is completely up to me.
The next unit gives a short explanation of each section of my Language
Portfolio and some advise how to start making your own language portfolio that allows
you to see your progress, your personal achievements in studying English and your
experience in cross-cultural communication.
3. My Portfolio
How to organize your Language Portfolio?
This Language Portfolio is my property. It has been designed to help me
improve my language learning. It accompanies me throughout my school life and helps
me document my learning both inside and outside the classroom.
In your Language Portfolio, you can include anything of your choosing to keep
and show as evidence of your progress in the English language.
In practice, your Language Portfolio can be in any shape or size depending on
the material you choose to store. Your Language Portfolio can include any of the
following:
 examples of good written language work;

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 audio / video recordings;
 descriptions and results of project work;
 documents, diplomas and certificates;
 course descriptions;
 reflections on language learning progress;
 reports from tutors or teachers;
 any things you’d like to keep and show others;
Name: Uvarov Alexander
Date of birth: December, 1 /1997
Age: 17years old
Place of birth: Krasnouralsk, Russia
Number of years I’ve been studying English: ten years
My English teachers’ names: Lapteva(Ikonnikova)N.I.(2005-2006),
Mrs.Bonnofus(2006-2007), Uvarova M.A.(2007-2015)
3.1. Language Passport
This is an updated report of my progress in English language learning. In this
section I have included any evidence of my formal qualification (certificates,
diplomas), tests, progress report cards, self-assessment forms, etc. In general, you can
include anything that is proof of your competence in English.
Every time you add something, record it on your Language Passport Chart.
Date Type of material
14/11/2014 My CV(printed)
04/02/2015
Diploma for the 2-nd place in Municipal stage of the All-
Russian Olympiad of school students in English
Here you can record all your achievements in the English language.

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My achievements
Date Type of the activity Results
12/ 2014
Municipal stage of the All-Russian
Olympiad of school students in English
Diploma
Place-2
3.2. Language Biography
This is an updated record of my personal language learning history which helps
me evaluate mylearning aims, and reflect on my language learning and inter-cultural
experiences.
All About Me
Name ( first name & surname) Alexander Uvarov
Date of birth (date, month , year) 1/12/1997
Place of birth (city/village, region,
country)
Krasnouralsk, Russia
Gender (Male, Female ) Male
Address (street, city/ village,
region, country)
110/66, UstinovSt.,
Krasnouralsk, 624330
Russia
Citizenship Russia
School / Grade Krasnouralsk, #8/11A
Core Subjects All in the curriculum
Electives Computer Graphic Arts, Physics
Interests Sport, reading, internet surfing,
travelling.
Academic contests /Olympiads/ English, Social sciences, History,
Mathematics, Russian etc.
Extracurricular activities Gym, special courses

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Free time Bike, internet surfing, watching
films and reading books.
Sport competitions & activities Gym
Projects “Krasnouralsk : yesterday, today,
tomorrow”,
“Speaking clothes”,
”Beatles: yesterday, today, forever?”
Personal qualities & abilities Communicative, intellegence,
respectable, polite.
Duties Social work .
Social work experience the member of the group checking
the uniform at school
Knowledge of foreign languages English, French
Knowledge of computer programs Photoshop, MS Office,
Vegas Pro.
Aims in life Be the best husband and father.
Working experience No.
Teamwork skills Yes.
Groups Yes.
Favourite book / writer “Clockwork Orange”
by Anthony Burgess
Favourite film/ TV channel/ TV
program
“The Shawshank Redemption” by
Frank Darabont
Best achievements A lot of first places in school and
town Olympiads.
Additional important information Fast speed of typing, able to drive
car/moto.

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Real-life English
Read and put ■ (YES) or □( NO).
Some members of my family speak at least basic English. ■
Some members of my family speak English fluently or are from an English-
speaking country. ■
There is someone at home who regularly speaks English to me. ■
I often read English books, magazines, websites, etc. for enjoyment. □
I sometimes use English resources e.g. articles, websites, books for research for
school projects or out of personal interest. ■
I often listen to English songs or watch English films or TV programmes for
enjoyment. ■
I have extra English lessons. ■
I have some contact with people from English-speaking countries, e.g. pen
friends, tourists, English-speaking friends. ■
I have been on a school exchange or educational trip to an English-speaking
country. □
I sometimes receive or send letters, emails or greeting cards in English. □
I have been on holiday to/lived in the following English-speaking countries:■
How I Learn!
Think about the easiest ways for you to learn something new.
Read the sentences below and choose. You can choose more than one.
I understand words/sentences/texts better if I…
 listen to them on cassette/CD. ■
 listen to my teacher saying them. ■
 see them written. ■
 read them in context as part of a text. ■
 see them, listen to them and do something with them. ■
 other (state what) played games with these words.

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2. I learn words/phrases better if…
 I listen to them on cassette/CD.
 I listen to my classmates saying them. ■
 I read them. ■
 I write them. ■
 I repeat them many times.
 I act them out, sing them, etc. ■
 they are part of a video/DVD, etc.
 other (state what) ....................................
3. I can express myself best if I…
 already know all the words I need to use. ■
 know some of the words I need to use. ■
 use mime, objects and pictures to help me.
 already have some life experience on the subject.
 other (state what) ...................................
4. I learn best if I work…
 on my own. ■
 in pairs.
 in groups/teams.
 other (state how) one- to- one ■
5. I am more eager to learn if…
 I know why I’m doing an activity. ■
 I know an activity will help me.
 I am rewarded. ■
 an activity will help me to find out more about the things I like.
 E other (state what) ....................................
 6. I understand grammar rules better if…
 they are explained to me in my mother tongue. ■
 I compare them with my mother tongue.

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 I get them from a text by exploring it.
 other (state what) ............................................
My World of English!
Please put a tick
(v)next to the situation you
have been to
You are welcome with any
examples
Trips France, Germany, Poland,
Holland, Luxemburg
v
Films “Titanic”, “The Great
Gatsby”,
“The Shawshank Redemption”,
“Clockwork Orange”,
“American History X”.
v
Books Tales and short stories v
Magazines Top Gear v
Music “Yesterday”(The Beatles)
“You're in the Army Now”
(Status Quo)
v
Friends Two pen friends v
Other Spoke English with German at
running competition
Now I Can ...!
Here is whatyou will be able to do in English at this level. Every now and
then, for instance, once a month, you will need to check your progress in the English
language. For this reason you should use a pencil so that you can changeand/or
add thingsas you go along. You can use the following code:
Very Well: !!! OK: !! Not Very Well: !

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Listening
I can ... code
• understand and follow orders and instructions. .............. !!
• connect what I hear to a picture, object, etc. .............. !!
• understand a simple dialogueabout topics that I know. .............. !!!
• understand songs and chants and accompany them with mime
and gestures. ..............
!
• understand simple sentences that describe me. .............. !!!
• understand simple questions about me and my experiences. !!!
• understand simple illustrated stories, fairy tales, etc. .............. !
• understand other people when they speak slowly and clearly !!!
Reading
I can ... code
• connect words to pictures. .............. !!!
• choose words from a list to complete dialogues, texts, etc. !!!
• understand simple illustrated stories, fairy tales, etc. .............. !!
• understand and follow simple instructions. .............. !!
• understand simple texts about other cultures. .............. !!!
• understand simple words and sentences to play a game. . !!!
• find information from a simple text about topics that I know. !!!
• understand simple sentences, short paragraphs, etc. .............. !!!
• understand simple written messages, notices, posters, etc. !!
Speaking
I can ... code
• greet other people and introduce myself. .............. !!!
• ask for things I need in the classroom. .............. !!!
• give simple information about myself (e.g. name, age, !!!

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nationality, food, etc).
• give simple descriptions (e.g. animals, dinosaurs, food, etc). !!!
• talk about what I can see in a picture. .............. !!!
• sing a song or a chant. .............. !!
• ask and answer simple questions in English. .............. !!!
• take part in a conversation about topics I know. !!
Writing
I can ... code
• copy words, sentences without making mistakes. .............. !!!
• write names of animals, buildings, TV programmes, etc. !!!
• write basic words, sentences said by my teacher or classmates. !!!
• organize information in sentences or simple paragraphs. !!
• write short, simple sentences and paragraphs about animals,
town, myself, my past experiences, etc.
!!
Improving My English!
What would you like to do to improve your English?
How can you learn more about other people and other countries?
Keep a record of what you do. You can also add your own ideas.
I WOULD LIKE TO...
• read English stories, magazines, etc. Ѵ
• watch English films, programmes, etc. Ѵ
• find information about other countries and cultures, etc. Ѵ
• listen to English songs Ѵ
• talk to native speakers Ѵ
• use the Internet Ѵ
• write to people from other countries Ѵ
• visit other countries Ѵ

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3.3. Dossier
This is a collection of my works which I have chosen to illustrate my language
skills, experiences and achievements in the English language. In this section of my
Language Portfoliothere is some material I can use. I can also file any work I do
inside or outside the classroom that I would like to keep as evidence of my work in
English(resume, artwork, reports, transcripts, certifications, articles, letters, and more).
Here are some activities you can do that can be included in your Language
Portfolio, if you wish. Every time you do one of these activities, tick (V) the relevant
box.
Activity: Creation of the Language Portfolio
How much did you like the activity? (tick V )
very much quite a lot a little not at all
V
3.4. Extra Activities
In this section you can include anything you do inside and outside the classroom
whichshows your work with the English language. You can also write some comments
(why you like it, if you found it difficult/easy, etc.) on the activity pages. It will be
useful if you write the date you did this activity. Remember: the choice of the activities
is yours. Every time you include something new, record it in the table.
My Selection
The titles of the activities
My product Date
Song ” Yesterday” 02/2014
Poem “What a Wonderful World!” 02/2015
Song ”You're in the army now” 02/2015
………………………………

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You can include in your Language Portfolio almost anything you have produced
or collected that proves your progress in English. I suggest you keep your work in
plastic envelopes so that it remains in good condition. In practice, your Language
Portfolio can be in any shape or size according to the material you choose to store.
4. The opinion poll
It was interesting to me what my contemporaries know about portfolio and
Language Portfolio in particular.
For clarification I worked out a questionnaire and made a poll among the pupils
of different ages of our school the aim of which was not only to find out what they
know about the language portfolio but compare their knowledge and their opinion with
mine.
I worked out a common form for filling for 2 age categories: for 13-14 years old
(the7-th form-12 pupils), and 17-18 years old (the11-th form - my classmates-20
pupils). (See Appendix №2)
I received the following results which I represent in tables and diagrams.(See
Appendix № 3)
Questions №1: Do you know what a portfolio is?
Questions №2:Do you know what a language portfolio is?
From the Table№1 we can see that the majority of the interviewees- 92% of all
pupils know what a portfolio is, ( I was surprised that 2 pupils of the 11-th form do not
know what a portfolio is.), but only 16% know what a language portfolio is.
92
8
1. Do you know what a
portfolio is?(12+20)
Yes
No
16
84
2. Do you know
what a language portfolio
is?(12+20)
Yes
No

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Questions №3: Will you be able to realize the idea of creation of a language
portfolio?
Only 9% consider that they will be able to realize the idea of creation of a
language portfolio.
Questions №4, 5: Would you like to participate in a creative group of pupils to
create a language portfolio? Are you ready to start?
42% of the 7-th formers want and are ready to start the creation of the LP. But
we observe a bit different picture in the 11th form. Only 20 % are ready to work with
the LP.(Are they busy with coming exams and have no free time for it?)
Pupils of both forms found it difficult to answer the last, the 6-th question:
Will the language portfolio be useful in life?
As we can see from the table №1 and diagrams 75% of pupils are not sure if the
portfolio will be useful in life but however nobody said “NO”. (See Appendix № 3)
9
28
63
3. Will you be able to realize the idea of creationof a
language portfolio?
Yes
No
I don’tknow
0
20
40
60
80
Yes
I don’t
know
No
25
75
0
6.Will the language portfolio be useful in life?

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Conclusion
As for me, I think that portfolio is a very important thing both for teachers and
students. Firstly, one can easily monitor the process and the development of skills,
because it shows growth. Secondly, it shows current abilities. Finally, it shows
achievements.
I came to a conclusion that such set of materials gives the pupil opportunity to
analyze and estimate the volume of work and achievements of the pupil in the field of
studying of a foreign language, dynamics of language acquisition and the experience
of educational activity. As for my portfolio I plan to make an electronic version of it
and post it in the Internet.
The purpose and problem of my work are carried out.
The hypothesis is confirmed: portfolio is important in our life. It helps me, for
example, to develop self-critisism, self-discipline because these are the most difficult
things. It made me honest because to admit that you can not do anything that is not
easy and pleasant and at the same time it makes you brave if you have submitted. I can
say with proud, “I’ve done it”.
Practical value of work: The materials of this work can be useful for pupils and
teachers at schools and also in others educational institutions as the importance of any
personal portfolio is increasing nowadays. And pupils and students should be taught to
create their portfolio correctly.
To sum it all up, portfolio is a very important part of studying and teaching in a
modern world. Try and I hope you will really enjoy doing these activities. Good luck!

24
List of literature /Internet resources
1. European Language Portfolios
http://elp.ecml.at/Portfolios/tabid/2370/language/en-GB/Default.aspx
2. Introduction to Portfolios https://www.teachervision.com/teaching-methods-
and-management/experimental-education/4528.html
3. Language Portfolios - Express Publishing
http://expresspublishing.co.uk/portfolios/language_portfolio.php?selected=INT
ERNATIONAL&Submit=Go
4. Safronova Elena Anatolyevna, APPLICATION of the PORTFOLIO AT
ESTIMATION of INDIVIDUAL ACHIEVEMENTS of PUPILS "My
LANGUAGE PORTFOLIO"
http://uchkopilka.ru/inostrannyj-yazyk/vneurochnaya-deyatelnost/item/4043-
5. Translate.RU http://www.translate.ru/
6. Virginia Evans, Jenny Dooley “Spotlight 9. My Language Portfolio”, Express
Publishing , PROSVESHCHENIYE,2010

26
Appendics-1
A1 A2 B1
U
N
D
E
R
S
T
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 ofmost
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.
A
N
D
I
N
G
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 ofevents, feelings and
wishes in personal letters.
S
P
E
A
Spoken
Interaction
I can interact in a simple way
provided the other person is
prepared to repeat or rephrase
things at a slower rate ofspeech
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, ofpersonal
interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and
current events).
KI
N
G
Spoken
Production
I can use simple phrases and
sentences to describe where I live
and people I know.
I can use a series ofphrases and
sentences to describe in simple
terms my family and other
people, living conditions, my
educational background and my
present or most recent job.
I can connect phrases in a simple way
in order to describe experiences and
events, my dreams, hopes and
ambitions. I can briefly give reasons
and explanations for opinions and
plans. I can narrate a story or relate the
plot ofa book or filmand describe my
reactions.
W
RI
TI
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.

27
B2 C1 C2
UNDER
ST
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 offilms in standard dialect.
I can understand extended speech even
when it is not clearly structured and
when relationships are only impliedand
not signalled explicitly. I can
understand television programmes and
films without too much effort.
I have no difficulty in understanding any kind ofspoken
language, whether live or broadcast, even when delivered
at fast native speed, provided. I have some time to get
familiar with the accent.
ANDING 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 ofstyle. 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 ofthe written
language, including abstract, structurally or linguistically
complex texts such as manuals, specialised articles and
literary works.
SPEA
I can interact with a degree offluency
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 ofother 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 ofmeaning precisely. IfI
do have a problemI can backtrack and restructure around
the difficulty so smoothly that other people are hardly
aware of it.
KING I can present clear, detailed descriptions
on a wide range ofsubjects related to my
field of interest. I can explain a
viewpoint on a topical issue giving the
advantages and disadvantages ofvarious
options.
I can present clear, detailed descriptions
of complex subjects integrating sub-
themes, developing particular points
and rounding offwith an appropriate
conclusion.
I can present a clear, smoothly-flowing description or
argument in a style appropriate to the context and with an
effective logical structure which helps the recipient to
notice and remember significant points.
WRITIN
G
I can write clear, detailed text on a wide
range of subjects related to my interests.
I can write an essay or report, passingon
information or giving reasons in support
of or against a particular point ofview. I
can write letters highlighting the
personal significance ofevents 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 ofprofessional
or literary works.

28
Appendics-2
Анкета
Уважаемые старшеклассники!
Прошу Вас ответить на вопросы целесообразности введения языкового
портфолио для обучающихся.
1. Знаешь ли ты, что такое портфолио?
a) Да
b) Нет
2. Знаешь ли ты, что такое языковое портфолио?
a) Да
b) Нет
3. Сможешь ли ты реализовать идеюсозданияязыковогопортфолио?
a) Да
b) Нет
c) Не уверен(а)
4. Хочешь ли ты участвовать в творческой группе учащихся по созданию
языкового портфолио?
a) Да
b) Нет
5. Готовли ты включитьсяв работу?
a) Да
b) Нет
6. Как ты думаешь, пригодитсяли портфолио
в жизни?
a. Да
b. Нет
c. Не уверен(а)
Спасибо.

29
Dear friends, answerthe questions, please.
1. Do you know what a portfolio is?
a) Yes
b) No
2. Do you know what a language portfolio is?
a) Yes
b) No
3. Will you be able to realize the idea of creationof a language
portfolio?
a) Yes
b) No
c) Not sure
4. Would you like to participate in a creative group of pupils to create a
language portfolio?
a) Yes
b) No
5. Are you ready to start?
a) Yes
b) No
6. Will the portfolio be useful in life?
a) Yes
b) No
c) Not sure

30
Appendix-3
Questions Form-7(12) Form-
11(20)
32 pupils
Yes NO Not
sure
Yes NO Not
sure
Yes NO Not
sure
1. Do you know
what a
portfolio is?
12 0 - 18 2 - 30 2 -
2. Do you know
what a
language
portfolio is?
2 10 - 3 17 - 5 27 -
3. Will you be
able to realize
the idea of
creation of a
language
portfolio?
0 2 10 3 7 10 3 9 20
4. Would you like
to participate in
a creative
group of pupils
to create a
language
portfolio?
5 7 - 6 14 0 11 21 -
5. Are you ready
to start?
5 7 - 6 14 0 11 21 -
6. Will the
portfolio be
useful in life?
3 - 9 5 - 15 8 - 24
Table1. Results of the poll

31
Appendics-4
Questions: № 1. Do you know what a portfolio is?
№2.Do you know what a language portfolio is?
Question №3: Will you be able to realize the idea of creation of a
language portfolio?
Question №6: Will the language portfolio be useful in life?
92
8
1. Do you know what a
portfolio is?(12+20)
Yes
No
16
84
2. Do you know
what a language portfolio
is?(12+20)
Yes
No
9
28
62,5
3. Will you be able to realize the idea of creation of a
language portfolio?
Yes
No
I don’t know
0
50
100
Yes
I don’t know No
25
75
0
6.Will the language portfolio be useful in life?

Языковое портфолио: целесообразность его создания для обучающихся

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