The document discusses language portfolios and their importance for students. It begins by explaining what a portfolio is and then focuses on language portfolios. Language portfolios allow students to collect evidence of their language learning progress over time. This helps students reflect on their skills and achievements, and can be useful for applying to higher education or jobs. The document then outlines the contents of a sample student's own language portfolio, which follows the typical structure of a language passport, biography, dossier and examples of the student's work. It emphasizes that a portfolio helps motivate learning and provides official documentation of language abilities.
This teaching unit focuses on gamification and was designed for intermediate English language learners. It uses games and interactive activities to motivate students and provide opportunities for communication. The four sessions and tutorial aim to improve students' oral and written skills through vocabulary exercises, grammar practice, and group work centered around topics like the natural world, immigration, and cities. Student progress will be assessed through in-class games, participation, and rubrics evaluating general competencies, oral performance, and interest in learning. The goal is for students to develop proficiency and autonomy in English communication.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
Common European Framework of Reference for LanguagesMDELT CLASS B
The document provides an overview of the historical development of the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR was developed in the 1960s-1970s to focus on language learning for communication and specifying language learning objectives. In the 1990s, the Council of Europe further developed the CEFR into a comprehensive framework for language learning, teaching, and assessment. The CEFR was officially launched in 2001 and provides descriptive scales for describing language proficiency levels in reception, production, and interaction in spoken and written language. The main objectives of the CEFR are to promote language learning and support transparency and comparability in language assessment.
This document discusses CALL (Computer Assisted Language Learning) for less commonly taught languages. It begins by noting that many CALL innovations focus on commonly taught languages like English. It then outlines challenges for CALL in less commonly taught languages, including lack of resources, limited language pairs for telecollaboration, and extra challenges with student motivation. Specific examples discussed are Arabic, Irish, and Nawat. The document concludes by noting the need for more CALL resources for less commonly taught languages and increased awareness of CALL in related academic communities.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive descriptive scheme to define language competencies and map learner progress across common reference levels. The Framework is not prescriptive but intended as a tool for practitioners to define objectives and describe methods and outcomes in a transparent, coherent manner.
Common European Framework for ReferenceGonca Arslan
The document summarizes the Common European Framework of Reference for Languages (CEFR). It describes the CEFR as being developed by the Council of Europe to provide a common basis and language for developing language syllabuses, guidelines, textbooks, and teacher training. The CEFR includes a descriptive scheme for describing language proficiency along six ascending levels. It also provides categories for describing language competencies and tasks. The goal is to establish a common understanding of language learning across Europe.
This teaching unit focuses on gamification and was designed for intermediate English language learners. It uses games and interactive activities to motivate students and provide opportunities for communication. The four sessions and tutorial aim to improve students' oral and written skills through vocabulary exercises, grammar practice, and group work centered around topics like the natural world, immigration, and cities. Student progress will be assessed through in-class games, participation, and rubrics evaluating general competencies, oral performance, and interest in learning. The goal is for students to develop proficiency and autonomy in English communication.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
Common European Framework of Reference for LanguagesMDELT CLASS B
The document provides an overview of the historical development of the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR was developed in the 1960s-1970s to focus on language learning for communication and specifying language learning objectives. In the 1990s, the Council of Europe further developed the CEFR into a comprehensive framework for language learning, teaching, and assessment. The CEFR was officially launched in 2001 and provides descriptive scales for describing language proficiency levels in reception, production, and interaction in spoken and written language. The main objectives of the CEFR are to promote language learning and support transparency and comparability in language assessment.
This document discusses CALL (Computer Assisted Language Learning) for less commonly taught languages. It begins by noting that many CALL innovations focus on commonly taught languages like English. It then outlines challenges for CALL in less commonly taught languages, including lack of resources, limited language pairs for telecollaboration, and extra challenges with student motivation. Specific examples discussed are Arabic, Irish, and Nawat. The document concludes by noting the need for more CALL resources for less commonly taught languages and increased awareness of CALL in related academic communities.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive descriptive scheme to define language competencies and map learner progress across common reference levels. The Framework is not prescriptive but intended as a tool for practitioners to define objectives and describe methods and outcomes in a transparent, coherent manner.
Common European Framework for ReferenceGonca Arslan
The document summarizes the Common European Framework of Reference for Languages (CEFR). It describes the CEFR as being developed by the Council of Europe to provide a common basis and language for developing language syllabuses, guidelines, textbooks, and teacher training. The CEFR includes a descriptive scheme for describing language proficiency along six ascending levels. It also provides categories for describing language competencies and tasks. The goal is to establish a common understanding of language learning across Europe.
The document provides an overview of the historical development of the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR was developed in the 1960s-1970s to focus on language learning for communication and specifying language learning objectives. In the 1990s, the Council of Europe further developed the CEFR into a comprehensive framework for language learning, teaching, and assessment. The CEFR was officially launched in 2001 and provides descriptions of language proficiency at six levels to establish learning objectives and facilitate educational and occupational mobility across Europe.
The Common European Framework of Reference for Languages (CEFR) provides common standards for teaching, learning, and assessing foreign languages across Europe. Published in 2001 by the Council of Europe, the CEFR describes foreign language proficiency at six levels from A1 to C2. It helps teachers set goals, select materials, and evaluate progress. Teachers can use the CEFR's detailed descriptions of language skills and example "can do" statements to guide instruction and help students self-assess. The CEFR also encourages students to reflect on their learning through language portfolios and take ownership of their progress toward communication goals.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language learning, teaching and assessment. It was developed by the Council of Europe between 1989-1996. The main purposes of the CEFR are to provide a method for teaching, learning and assessing languages, and to set common standards so that language qualifications can be recognized across Europe. It divides learners into 6 levels of proficiency and defines the language skills students should develop at each level, including understanding, speaking, and writing.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language ability across Europe. It describes what language learners need to know and be able to do to use a language for communication. The CEFR defines six reference levels of language proficiency from A1 for basic users to C2 for mastery. It also outlines the grammatical structures and competencies required at each level. The CEFR takes a communicative approach, focusing on learners' needs and basing teaching on developing communicative competence through everyday interactions and cultural understanding.
This document is the CV of Khalid Aljawazneh. It summarizes his personal and contact information, education history including a current PhD from the University of Canterbury, work experience as a university lecturer and teacher, languages spoken, research interests and papers, and university courses taught. It provides a comprehensive overview of his qualifications and experience in one concise document.
The document discusses the Common European Framework of Reference (CEFR) and its relevance for modern foreign language (MFL) classrooms. It provides an overview of the CEFR, including its origins in the Council of Europe and objectives of establishing a common system for language learning, teaching and assessment. It outlines key CEFR principles like learner autonomy and plurilingualism. It also discusses how the CEFR's "can-do" approach and use of language portfolios can support learning and teaching in MFL classrooms by focusing on what learners can do and facilitating reflection.
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Martin Cisneros
Are your EL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELs in meeting the Common Core State Standards.
GillanLord_SpanishSpecificPurposes_Dartmouth12/2013Gillian Lord
This document discusses Spanish for the Professions courses and programs. It provides context about the University of Florida, which has a large Spanish-speaking population and language requirement. The author proposes how Spanish for the Professions courses could fit within traditional language models while maintaining rigor. Benefits include preparing students for global careers, responding to declining enrollments, and aligning with university internationalization goals. Faculties may resist these courses but students and alumni see value in practical language skills. Different approaches are considered, like certificate programs with courses in various professional fields.
Lagunas en la formación universitaria de los traductores europeosSarah Henter
¿Los traductores están contentos con su formación universitaria? Presentado en CILLEC IV en UCAM Murcia
https://sites.google.com/a/ucam.edu/cillec-iv/home
This document contains a portfolio for a Phonology II course. The portfolio includes sections such as a cover page, index, vision and mission statements of the university and language program, curriculum vitae of the student, course syllabus, and evidence of assignments completed for various elements of the course. The portfolio was created by a student named Ana Belen Acurio Armas for the Phonology II course taught from October 2015 to March 2016.
Learning Analytics and Spelling Acquisition in German - the Path to Indivdual...Educational Technology
The document discusses the IDeRBlog project which aims to help students improve their writing and spelling skills in German through an individualized online platform. It analyzes spelling mistakes made by students to select words for specific training exercises. The platform will be expanded to include additional exercises and more words based on ongoing analysis of student writing.
Through sharpest and funniest wisdom ever passed through human lips, you have the opportunity to strengthen your communication skills from basic to advanced level.
Theoretical and philosophical orientation of secondary level curriculumBishow Raj Joshi
This file presents the theoretical and philosophical analysis of English Curriculum developed by Curriculum Development Center, Ministry of Education, Government of Nepal. It can be used as Teacher Professional Development study material.
This document provides information about a seminar on linguistic habilitation in English and teaching qualifications in the Community of Madrid. It discusses what linguistic habilitation is, who it is aimed at, and the process for teachers to become qualified bilingual teachers. It outlines the two phases of the habilitation exam for the Community of Madrid - a written test and an oral test. It lists the qualifications that exempt teachers from Phase I or provide habilitation of office if obtained in the last 5 years. The document also answers some frequently asked questions about the exam and preparation.
The study aims to explore the problems and difficulties of students speaking
English language for Engineering students hailing from rural background. The study
moreover aims to explore the causes of such difficulties. The researcher designed
certain tasks based on Task based language teaching on the sample of the study.
These tasks are applied for each student to investigate speaking difficulties and the
causes of such difficulties. The results showed and indicated that there are some
difficulties in speaking English due to fear of making mistakes, anxiety, shyness and
lack of confidence. The researcher identified to provide environment support and
encourage the students to speak English frequently
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
BrianNorthWhat does the CEFR mean in practice? What's new?eaquals
This document discusses the Common European Framework of Reference for Languages (CEFR) and its relevance and applications. It provides an overview of key aspects of the CEFR including its aims to stimulate reflection on language teaching practices and provide common reference points for describing language proficiency levels. It describes the CEFR levels and their salient characteristics. It also discusses how the CEFR can be used for joined-up thinking in language planning, teaching, and assessment. Specifically, it discusses how the CEFR can be used to provide "can do" statements to signpost learning objectives, and how its descriptors can help specify teaching content and assessment criteria.
The document discusses how using the Common European Framework of Reference for Languages (CEFR) can help with curriculum development and language teaching. It describes how the CEFR provides a common basis for setting learning goals, organizing courses, and assessing proficiency levels. Specific benefits mentioned include orienting courses towards real-world language needs, facilitating communication between teachers and other stakeholders, and allowing students and schools to track language progress.
This document is a qualification handbook created by the ENROPE project, which aims to provide networking and professional development for junior researchers in the field of plurilingualism and language education. It was coordinated by members from Universität Siegen and written with partners from Universitat Ramon Llull and Université Sorbonne Nouvelle. The handbook describes the ENROPE project's objectives, key concepts, competency model, activities including three intensive study weeks and online study phases, and evaluation of the program. It is intended to support the professional development of junior researchers.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
Our school is located at 5 Parkovaya Street in Krasnouralsk, Sverdlovsk Oblast, Russia. It has three floors and is in a new building. Compulsory subjects include Math, Russian, History, Music, Art, Physics, English, Geography, Chemistry, Biology, PE, IT, Design and Technology, and Literature. Optional subjects include Design, Russian Speech, Math Tasks and others. The teachers are kind, clever, nice and beautiful. My favorite subject is English taught by Uvarova Marina Alexandrovna. We do not wear a uniform except for PE. The rules of the school include being polite, saying hello to teachers, arriving on time, standing up when a
The document provides an overview of the historical development of the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR was developed in the 1960s-1970s to focus on language learning for communication and specifying language learning objectives. In the 1990s, the Council of Europe further developed the CEFR into a comprehensive framework for language learning, teaching, and assessment. The CEFR was officially launched in 2001 and provides descriptions of language proficiency at six levels to establish learning objectives and facilitate educational and occupational mobility across Europe.
The Common European Framework of Reference for Languages (CEFR) provides common standards for teaching, learning, and assessing foreign languages across Europe. Published in 2001 by the Council of Europe, the CEFR describes foreign language proficiency at six levels from A1 to C2. It helps teachers set goals, select materials, and evaluate progress. Teachers can use the CEFR's detailed descriptions of language skills and example "can do" statements to guide instruction and help students self-assess. The CEFR also encourages students to reflect on their learning through language portfolios and take ownership of their progress toward communication goals.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language learning, teaching and assessment. It was developed by the Council of Europe between 1989-1996. The main purposes of the CEFR are to provide a method for teaching, learning and assessing languages, and to set common standards so that language qualifications can be recognized across Europe. It divides learners into 6 levels of proficiency and defines the language skills students should develop at each level, including understanding, speaking, and writing.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language ability across Europe. It describes what language learners need to know and be able to do to use a language for communication. The CEFR defines six reference levels of language proficiency from A1 for basic users to C2 for mastery. It also outlines the grammatical structures and competencies required at each level. The CEFR takes a communicative approach, focusing on learners' needs and basing teaching on developing communicative competence through everyday interactions and cultural understanding.
This document is the CV of Khalid Aljawazneh. It summarizes his personal and contact information, education history including a current PhD from the University of Canterbury, work experience as a university lecturer and teacher, languages spoken, research interests and papers, and university courses taught. It provides a comprehensive overview of his qualifications and experience in one concise document.
The document discusses the Common European Framework of Reference (CEFR) and its relevance for modern foreign language (MFL) classrooms. It provides an overview of the CEFR, including its origins in the Council of Europe and objectives of establishing a common system for language learning, teaching and assessment. It outlines key CEFR principles like learner autonomy and plurilingualism. It also discusses how the CEFR's "can-do" approach and use of language portfolios can support learning and teaching in MFL classrooms by focusing on what learners can do and facilitating reflection.
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Martin Cisneros
Are your EL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELs in meeting the Common Core State Standards.
GillanLord_SpanishSpecificPurposes_Dartmouth12/2013Gillian Lord
This document discusses Spanish for the Professions courses and programs. It provides context about the University of Florida, which has a large Spanish-speaking population and language requirement. The author proposes how Spanish for the Professions courses could fit within traditional language models while maintaining rigor. Benefits include preparing students for global careers, responding to declining enrollments, and aligning with university internationalization goals. Faculties may resist these courses but students and alumni see value in practical language skills. Different approaches are considered, like certificate programs with courses in various professional fields.
Lagunas en la formación universitaria de los traductores europeosSarah Henter
¿Los traductores están contentos con su formación universitaria? Presentado en CILLEC IV en UCAM Murcia
https://sites.google.com/a/ucam.edu/cillec-iv/home
This document contains a portfolio for a Phonology II course. The portfolio includes sections such as a cover page, index, vision and mission statements of the university and language program, curriculum vitae of the student, course syllabus, and evidence of assignments completed for various elements of the course. The portfolio was created by a student named Ana Belen Acurio Armas for the Phonology II course taught from October 2015 to March 2016.
Learning Analytics and Spelling Acquisition in German - the Path to Indivdual...Educational Technology
The document discusses the IDeRBlog project which aims to help students improve their writing and spelling skills in German through an individualized online platform. It analyzes spelling mistakes made by students to select words for specific training exercises. The platform will be expanded to include additional exercises and more words based on ongoing analysis of student writing.
Through sharpest and funniest wisdom ever passed through human lips, you have the opportunity to strengthen your communication skills from basic to advanced level.
Theoretical and philosophical orientation of secondary level curriculumBishow Raj Joshi
This file presents the theoretical and philosophical analysis of English Curriculum developed by Curriculum Development Center, Ministry of Education, Government of Nepal. It can be used as Teacher Professional Development study material.
This document provides information about a seminar on linguistic habilitation in English and teaching qualifications in the Community of Madrid. It discusses what linguistic habilitation is, who it is aimed at, and the process for teachers to become qualified bilingual teachers. It outlines the two phases of the habilitation exam for the Community of Madrid - a written test and an oral test. It lists the qualifications that exempt teachers from Phase I or provide habilitation of office if obtained in the last 5 years. The document also answers some frequently asked questions about the exam and preparation.
The study aims to explore the problems and difficulties of students speaking
English language for Engineering students hailing from rural background. The study
moreover aims to explore the causes of such difficulties. The researcher designed
certain tasks based on Task based language teaching on the sample of the study.
These tasks are applied for each student to investigate speaking difficulties and the
causes of such difficulties. The results showed and indicated that there are some
difficulties in speaking English due to fear of making mistakes, anxiety, shyness and
lack of confidence. The researcher identified to provide environment support and
encourage the students to speak English frequently
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
BrianNorthWhat does the CEFR mean in practice? What's new?eaquals
This document discusses the Common European Framework of Reference for Languages (CEFR) and its relevance and applications. It provides an overview of key aspects of the CEFR including its aims to stimulate reflection on language teaching practices and provide common reference points for describing language proficiency levels. It describes the CEFR levels and their salient characteristics. It also discusses how the CEFR can be used for joined-up thinking in language planning, teaching, and assessment. Specifically, it discusses how the CEFR can be used to provide "can do" statements to signpost learning objectives, and how its descriptors can help specify teaching content and assessment criteria.
The document discusses how using the Common European Framework of Reference for Languages (CEFR) can help with curriculum development and language teaching. It describes how the CEFR provides a common basis for setting learning goals, organizing courses, and assessing proficiency levels. Specific benefits mentioned include orienting courses towards real-world language needs, facilitating communication between teachers and other stakeholders, and allowing students and schools to track language progress.
This document is a qualification handbook created by the ENROPE project, which aims to provide networking and professional development for junior researchers in the field of plurilingualism and language education. It was coordinated by members from Universität Siegen and written with partners from Universitat Ramon Llull and Université Sorbonne Nouvelle. The handbook describes the ENROPE project's objectives, key concepts, competency model, activities including three intensive study weeks and online study phases, and evaluation of the program. It is intended to support the professional development of junior researchers.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
Our school is located at 5 Parkovaya Street in Krasnouralsk, Sverdlovsk Oblast, Russia. It has three floors and is in a new building. Compulsory subjects include Math, Russian, History, Music, Art, Physics, English, Geography, Chemistry, Biology, PE, IT, Design and Technology, and Literature. Optional subjects include Design, Russian Speech, Math Tasks and others. The teachers are kind, clever, nice and beautiful. My favorite subject is English taught by Uvarova Marina Alexandrovna. We do not wear a uniform except for PE. The rules of the school include being polite, saying hello to teachers, arriving on time, standing up when a
The document discusses the popular BBC television show Top Gear. It provides background on the show's history, starting in 1977 as a regional motoring program that covered cars and road safety. Over time, the show evolved into an entertainment program focused on humor and pushing cars to their limits. It profiles some of the main hosts, including Jeremy Clarkson, Richard Hammond, and James May. It also notes the show's large international popularity and discusses whether it can continue successfully without Jeremy Clarkson, who left the BBC.
Alexander Uvarov recommends a horror film he watched. He enjoys horror films and found this one to be worth watching. He encourages others to watch it as well, promising they won't regret it.
Our Earth is a beautiful home for living beings, but pollution, deforestation, damage to the ozone layer, and global warming are threatening the environment. International organizations are working to preserve the environment, but individuals must also do their part by reducing waste, reusing materials, and recycling. The document encourages readers to consider what they can do to help the environment, such as reducing energy and water use, reusing containers, and recycling materials like paper, plastic, and glass.
The document discusses the use of language portfolios to develop communicative competencies at level B2. It describes how language portfolios allow learners to record their language learning experiences, assess their own language skills, and provide documentation of qualifications. Language portfolios have two main parts - a language passport that provides an overview of the individual's language proficiencies, and a language biography where learners document their personal language learning history and intercultural experiences. Teachers can use language portfolios to better plan teaching activities and help students develop individual learning strategies. The overall goals of language portfolios are to motivate learners and provide a record of the linguistic and cultural skills they have acquired.
The document discusses the European Language Portfolio (ELP) and plans to develop an electronic version within the OU's virtual learning environment. The ELP contains three parts - a language passport, biography, and dossier - to record language skills and experiences. An e-portfolio course is proposed to help students complete the ELP, reflect on language learning, and provide evidence of language proficiency levels according to the Common European Framework. The e-portfolio will allow students to store and organize learning materials, share content, and work independently towards accreditation.
The European Language Portfolio is a Council of Europe initiative that allows students to record their progress and achievements in language learning. It aims to help students develop a lifelong approach to language learning. The portfolio contains three sections - the Language Biography for reflecting on learning experiences, the Dossier for work samples, and the Language Passport providing an overview of the student's language skills. The portfolio is designed to help students take responsibility for their own language learning through self-assessment and developing learning strategies.
Bleichenbacher & Diederich & Roderer -Profiling teachers' foreign language co...eaquals
The document discusses the development of online self-assessment tools to profile teachers' foreign language competencies based on competence profiles created by the authors. It describes a scaling survey conducted with 220 teachers and students to develop tailored self-assessment descriptors across various linguistic tasks and components. The goal is to create a new comprehensive self-assessment scale for teachers to evaluate their profession-related language skills in a precise and reliable manner.
Boletín nº 3 del Proyecto E-bridge2 to VET Mobilitymartamanas
This newsletter provides information on language and cultural learning resources developed by the E-Bridge 2 partnership for vocational education and training (VET) students participating in mobility programs across Europe. Key products mentioned include online language courses in Spanish, Portuguese, Polish and Latvian focused on daily life and work situations, mobile apps for language support, and online cultural resources about partner countries. The goal is to help VET students overcome language barriers and develop intercultural skills for mobility programs.
This is the power point presentation I used in one of my trainings for the ALC/Moldova staff in July 2009. For more information, contact me at danielamunca@gmail.com.
Portfolios for teaching languages.pptxLikaAkhlouri
This document discusses language portfolios and their use in teaching languages. It begins with a brief history of language portfolios in Europe since the 1990s. It then defines language portfolios as collections of student work that belong to the student and can be updated over time. Language portfolios typically include three parts: a passport with biographical information, a language biography with self-assessment, and a dossier of coursework samples. The document outlines advantages for both teachers and students, such as increased motivation and reflection. However, it also notes challenges like storage of physical portfolios and the initial time investment required from teachers. In conclusion, language portfolios provide insight into student development and enable parent involvement in their child's learning.
15. subject programme english primary school version 1 180214NisEdu
This document outlines the English language curriculum for primary schools in Kazakhstan. It aims to develop students' English communication skills and instill a positive attitude towards learning English. The curriculum is implemented according to the country's trilingual education policy of teaching Kazakh, Russian, and English from grade 1. A variety of teaching approaches are used, including task-based learning and total physical response. Students will develop skills in listening, speaking, reading, and writing English through activities such as surveys, presentations, guided reading, and drafting writing. Assessment is criteria-based and includes ongoing classroom assessment and end-of-term internal summative assessments.
This document provides information about the European Language Portfolio (ELP). It is composed of 3 sentences:
The ELP allows language learners to document their language skills and cultural experiences over time in a passport, biography, and dossier. It is intended to support language learning throughout one's life and can be used to validate skills. The portfolio has 3 main sections - the language passport provides an overview of skills, the biography describes experiences, and the dossier contains work samples demonstrating abilities.
Ruth Infante
Subject: Phonology II
Semester: Fourth Semester
Week 1
Topic: Introduction to morphology
Objectives:
- Define morphology and its importance in language learning.
- Identify basic concepts related to morphology.
Activities:
- Brainstorming about morphology concepts.
- Mind map about morphology definitions.
Resources:
- Projector
- Notebook
- Pens/pencils
Evaluation:
- Participation in brainstorming activity.
- Completion of mind map.
Week 2
Topic: Word formation patterns
Objectives:
- Recognize different patterns of word formation.
- Analyze
This document contains a student portfolio for the subject "Phonology II" taken during the fourth semester of the English Language Teaching program at Universidad Técnica de Ambato in Ecuador. The portfolio includes the course syllabus, learning objectives, curriculum units, evaluation standards, and a bibliography section. The course aims to develop students' phonological knowledge and strategies to apply them when learning and teaching English. It will cover basic morphological concepts, word formation patterns, lexical derivation and word origins, applying morphological structures, and addressing possible morphological problems in teaching English as a foreign language. The course will be taught through collaborative learning methods and assessed through formative and summative evaluations such as presentations, projects, quizzes
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
This document outlines a syllabus for a Phonology II course. The course aims to develop students' phonological knowledge and strategies to apply when learning and teaching English. Over the semester, students will identify concepts related to morphology, understand word formation patterns, analyze the origins of words, apply morphological structures, and predict possible morphological problems in English. The course seeks to develop accurate language use by exploring the origins and contexts of words.
272 англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответа...psvayy
Spotlight 10 is an English course for B2 level students based on the Common European Framework of Reference. It develops all four language skills through communicative tasks and systematically recycles key language. The course aims to promote active, holistic, and humanistic learning. It consists of eight modules with nine lessons each, covering a variety of topics. Each module ends with exam practice and a progress check. Additional materials include vocabulary, grammar, reading, listening, speaking, and writing exercises to reinforce the material. The course components include a student's book, workbook, audio CDs, teacher's book, and student portfolios to facilitate independent learning.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...Razon Ej
Spotlight 10 is an English course for B2 level students designed to develop all four language skills through communicative tasks. Each of its eight modules contains nine lessons covering topics of general interest. The course aims to promote active, holistic, and humanistic learning through stimulating tasks and topics. It includes a student's book, workbook, teacher's book, audio CDs, and other materials to enhance learning inside and outside the classroom. Each module follows the same structure, developing vocabulary, reading, grammar, listening, speaking, and writing skills through varied activities.
англ. яз. 10кл. spotlight (английский в фокусе). teachers book (с ответами к ...You DZ
Spotlight 10 is an English course for B2 level students based on the Common European Framework of Reference. It develops all four language skills through communicative tasks and systematically recycles key language items. The course aims to promote active, holistic, and humanistic learning. It consists of eight modules with nine lessons each, covering a variety of topics. Each module ends with exam practice and a progress check. Additional materials include vocabulary, grammar, reading, listening, speaking, and writing exercises to reinforce the material. The course components include a student's book, workbook, audio CDs, teacher's book, and student portfolios to facilitate independent learning.
MYP Language and literature guide .pdfBrianBaraka7
The document provides guidance for teaching and learning language and literature in the Middle Years Programme (MYP). It outlines the nature and aims of language and literature, including developing skills in listening, speaking, reading, writing, viewing and presenting. It describes how language and literature is taught across the IB continuum and the four objectives assessed in the MYP: analysing, organizing, producing text, and using language. Progression in learning is expected as students advance through MYP years 1, 3, and 5.
The document discusses the establishment of an English Resource Centre at DIET Pitampura. It provides background information on the need for the centre to improve English communication skills among teachers. It outlines objectives, activities conducted, modules and budget proposed for operating the centre over the next year. The total estimated budget required is Rs. 9,10,500 which will be used for conducting workshops, establishing the resource centre facility and procuring teaching-learning materials.
The document provides instructions and activities for celebrating a birthday party:
1) It lists common birthday party activities like making a cake, giving presents, lighting candles, singing songs, and dancing.
2) It then has the child match common birthday words to their definitions and fill in the blanks of sentences describing birthday preparations and celebrations.
3) The sentences filled in describe inviting friends, decorating, baking a cake, receiving gifts, lighting candles on the cake, singing, playing games, and the guests leaving after the party.
The united kingdom of great britain and northern.Марина Уварова
This document provides information about the United Kingdom of Great Britain and Northern Ireland. It discusses the UK's constituent countries of England, Scotland, Wales, and Northern Ireland. It also mentions the British Isles, Europe, and the world map as broader geographical contexts and was created by Uvarova M.A.
The document is a student's abstract about the town of Krasnouralsk where they live. It provides a history of the town from its founding in 1931 around copper mining. It describes how the town has changed over time with a peak population of 40,000 in the 1970s compared to around 25,000 currently. It outlines the current industries and culture, including schools, libraries, and sports facilities. It discusses some famous citizens and traditions. It also provides the student's views on plans for the future development of the town, such as adding theaters, cinemas, and activities for youth to address issues like drugs and crime.
This document provides a historical overview of the town of Krasnouralsk from yesterday to tomorrow. It discusses the town's founding with the construction of a copper plant. It then outlines several important aspects of the town including its education system with multiple schools, cultural institutions like the Palace of Culture, and public squares honoring Lenin and WWII heroes. The document also shares the results of a poll of residents about the town's history and traditions and their suggestions for improvements such as building roads, a hospital, and recreational facilities. It emphasizes that people must know their past to shape the future of their town.
Alexander Kondratiev shares his weekly timetable. He attends school 6 days a week from 8:15am, with classes in main subjects like math, Russian, English, and PE. His favorite day is Tuesday which includes IT, math, Russian, English, and PE. He especially enjoys math as it challenges him to think, making it his favorite subject. The timetable then lists his daily class schedule.
The document describes the student's school located at 5 Parkovaya St in Krasnouralsk. Lessons start at 8:15 AM daily and include 6 classes taught by kind teachers of subjects like biology, English, design and technology, and PE. The school has classrooms, corridors, stairs, and a teacher's room. The student has friendly classmates and they are not required to wear a uniform except for PE classes. School rules include being polite, greeting teachers, arriving on time, standing when a teacher enters, not eating or drinking in class, not running in corridors, and not bringing phones or talking in class.
This document outlines a student's school timetable. It notes that school is held 6 days a week from 8:15am to 10:40am, with lunch. The student's favorite day is Saturday, which has 3 lessons - Russian, Russian Speech, and Sport. The timetable then lists the daily classes for each day of the week, including subjects like Maths, English, History, and more.
My school is located at 5 Parkovaya Street in Krasnouralsk. It is a state school housed in a beautiful building. Students must follow rules such as being polite, greeting teachers, arriving on time, standing when a teacher enters, and not eating, drinking, running, or using phones in class. Lessons start early at 8:15 and each lasts 40 minutes. The corridors are large, light and long. The teacher and classmates are kind. History is the favorite subject, taught by Nataliya Alexandrovna Khomenkova.
The document discusses the past simple tense in English. It provides examples of positive sentences using the past simple form, negative sentences using "did not" or "didn't", yes/no questions using "did" and the base verb form, and wh- questions using question words like "who", "what", "where", and "when" plus "did" and the base verb form. Examples are given of sentences using the past simple tense with subjects, verbs, and prepositions.
The document discusses the present perfect tense in English. It provides examples of affirmative sentences using the present perfect, such as "Jill has bought a nice balloon". It also gives examples of negative sentences using "hasn't" and questions using the present perfect, including yes/no questions, wh- questions beginning with "where", and questions replacing the subject.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Языковое портфолио: целесообразность его создания для обучающихся
1. 1
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
2. 2
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
3. 3
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.
4. 4
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.
5. 5
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)
6. 6
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
7. 7
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
8. 8
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
9. 9
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
10. 10
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
11. 11
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;
12. 12
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.
13. 13
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
14. 14
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.
15. 15
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.
16. 16
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.
17. 17
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: !
18. 18
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, !!!
19. 19
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
20. 20
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
………………………………
21. 21
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
22. 22
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?
23. 23
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. 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. 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. 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. 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. 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. 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. 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?