English for life

Introduction

English
for Life
Language Portfolio Beginner

La n g u a g e Po r t f o l i o

CEF
CEF
Ka re n Lu d l ow
2

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

Language Passport
How to use your Language Passport 5
Personal details 5
Exams and certificates 5
Language and cultural experiences 6
Profile of language skills 7
Self-assessment grids 8
A1–A2 8
B1–B2 9
C1–C2 10

Language Biography
How to use your Language Biography 11
Your aims and objectives 11
Your language learning history 12
Your language and cultural experiences 13
How to become a more effective learner 13
Can do statements Level A1 14

Dossier
How to use the Dossier 34
Dossier chart 35

Introduction

What is a Language Portfolio?
The English for Life Language Portfolio is a document to help you learn languages more effectively.
It helps you to think about how you learn, and provides a record to show other people your
language abilities and progress.
It has three sections:
the Passport
the Biography
the Dossier
The Passport is a summary of your language learning experiences, including time spent abroad,
courses attended, certificates gained, and books you’ve used. There is a self-assessment grid
for each language skill area (graded from CEF levels A1–C2), to help you decide on your current
language level.
You show this section to other people when changing schools, or applying for a job.
The Biography is a summary of your language learning history, including the languages you’ve
grown up with, your language learning experiences at school, and how you use your languages
now. There are also suggestions on how to become a more effective learner. This section also
contains a CEF checklist of ‘Can do’ statements.
This section helps you to plan your learning, think about how you learn, and improve the way you
learn.
The Dossier is the section where you collect examples of your work. This helps you to record your
progress.

How to use your English for Life Language Portfolio
The main aim of the Portfolio is to present language qualifications and learning experiences in a
clear and comparable way. This means that when students move around Europe, for study, business
or travel, they can take their Portfolio with them as proof of learning.
This means that it is important to keep the information in your Portfolio up-to-date.

Updating your Portfolio
Language Passport: Complete this section soon. Update it every three months.
Language Biography: Update this more regularly, e.g. at the end of each unit.
Dossier: Add new pieces of work to the Dossier as frequently as you want – for example if you write
a letter in class, or a review for homework.

Portfolio sections Date (when you last updated your Portfolio)
Language Passport

Language Biography
Dossier

English for Life Beginner Language Portfolio © Oxford University Press

Language Passport

How to use your Language Passport
Your Language Passport is a record of your language qualifications and experiences. It is also
where you assess your overall language level. As the Language Passport is proof of your language
abilities, you can show it to potential employers, when you apply for a language course, or when
you change schools.
Keep this section up-to-date.

Personal details
Name: _____________________________________________________________
Nationality: _____________________________________________________________
First Language: _____________________________________________________________
Other languages: _____________________________________________________________

Your exams and certificates
What language qualifications do you have in English? What exams have you taken in English?

Exam Authority Date Grade

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

© Oxford University Press English for Life Beginner Language Portfolio

Your language and cultural experiences
Your experiences with other languages and cultures are also important. Think about your
experiences of the English language or English-speaking cultures and write about them below.

Where Experience When and how long?
School

School holidays

Higher education

English courses

Work

Travel

Contact with English speakers

Study in English

Free time activities (e.g. books
you have read in English)

Stays abroad

Other


Profile of language skills
Read the Self-assessment grids on pages 8–10 and look at the example below. Complete your own
language skills profile for your English level. You can complete a profile for any additional languages.
Language: English
Skill A1 A2 B1 B2 C1 C2

PLE
Listening

XAM
Reading

Spoken interaction

Spoken production E
Writing

Language:

Listening

Reading

Spoken interaction

Spoken production

Writing

Language:

Listening

Reading

Spoken interaction

Spoken production

Writing

Language:

Listening

Reading

Spoken interaction

Spoken production

Writing


Self-assessment grids
Use the following grids to help you complete your Profile of language skills.

Common reference levels A1 and A2

CEF level A1 CEF level A2
Listening I can recognise familiar words and very basic I can understand phrases and the highest
phrases concerning myself, my family, and frequency vocabulary related to areas of most
immediate concrete surroundings when people immediate personal relevance (e.g. very basic
speak slowly and clearly. personal and family information, shopping,
local area, employment). I can catch the main
point in short, clear, simple messages and
announcements.
Reading I can understand familiar names, words, and I can read very short, simple texts. I can find
very simple sentences, for example on notices specific, predictable information in simple
and posters, or in catalogues. everyday material such as advertisements,
prospectuses, menus, and timetables, and I
can understand short, simple personal letters.
Spoken interaction I can interact in a simple way provided the I can communicate in simple and routine tasks
other person is prepared to repeat or rephrase requiring a simple and direct exchange of
things at a slower rate of speech and help me information on familiar topics and activities.
formulate what I’m trying to say. I can ask and I can handle very short social exchanges, even
answer simple questions in areas of immediate though I can’t usually understand enough to
need, or on very familiar topics. keep the conversation going myself.
Spoken production I can use simple phrases and sentences to I can use a series of phrases and sentences to
describe where I live and people I know. describe in simple terms my family and other
people, living conditions, my educational
background, and my present or most recent job.
Writing I can write a short, simple postcard, for I can write short, simple notes and messages
example sending holiday greetings. I can fill relating to matters in areas of immediate need.
in forms with personal details, for example I can write a very simple personal letter, for
entering my name, nationality, and address on example thanking someone for something.
a hotel registration form.


Common reference levels B1 and B2

CEF level B1 CEF level B2
Listening I can understand the main points of clear I can understand extended speech and lectures
standard speech on familiar matters regularly and follow even complex lines of argument
encountered in work, school, leisure, etc. I can provided the topic is reasonably familiar. I can
understand the main point of many radio or understand most TV news and current affairs
TV programmes on current affairs or topics of programmes. I can understand the majority of
personal and professional interest when the films in standard dialect.
delivery is slow and clear.
Reading I can understand texts that consist mainly I can read articles and reports concerned with
of high frequency everyday or job-related contemporary problems in which the writers
language. I can understand the description of adopt particular attitudes or viewpoints. I can
events, feelings, and wishes in personal letters. understand contemporary literary prose.
Spoken interaction I can deal with most situations likely to I can interact with a degree of fluency and
arise whilst travelling in an area where the spontaneity that makes regular interaction
language is spoken. I can enter unprepared with native speakers quite possible. I can
into conversations on topics that are familiar, take an active part in discussion in familiar
of personal interest or on everyday life (family, contexts, accounting for and sustaining my
hobbies, work, travel, current events). views.
Spoken production I can connect phrases in a simple way to I can present clear, detailed descriptions on
describe experiences and events, my dreams, a wide range of subjects related to my field of
hopes, and ambitions. I can briefly give interest. I can explain a viewpoint on a topical
reasons and explanations for opinions and issue giving the advantages and disadvantages
plans. I can narrate a story, or relate the plot of various options.
of a book or film, and describe my reactions.
Writing I can write simple connected text on topics I can write clear, detailed text on a wide range
which are familiar or of a personal interest. of subjects related to my interests. I can write
I can write personal letters describing an essay or report, passing on information
experiences and impressions. or giving reasons in support of or against a
particular point of view. I can write letters
highlighting the personal significance of
events and experiences.


Common reference levels C1 and C2

CEF level C1 CEF level C2
Listening I can understand extended speech even when it I have no difficulty in understanding any kind
is not clearly structured and when relationships of spoken language, whether live or broadcast,
are only implied and not signalled explicitly. even when delivered at fast native speed,
I can understand TV programmes and films provided I have some time to get familiar with
without much effort. the accent.
Reading I can understand long and complex factual I can read with ease virtually all forms of
and literary texts, appreciating distinctions of the written language, including abstract,
style. I can understand specialised articles and structurally or linguistically complex texts such
longer technical instructions, even when they as manuals, specialised articles, and literary
do not relate to my field. works.
Spoken interaction I can express myself fluently and I can take part effortlessly in any conversation
spontaneously without much obvious searching or discussion and have a good familiarity with
for expressions. I can use language flexibly idiomatic expressions and colloquialisms. I can
and effectively for social and professional express myself fluently and convey finer shades
purposes. I can formulate ideas and opinions of meaning precisely. If I do have a problem
with precision and relate my contributions I can backtrack and restructure around the
skilfully to those of other speakers. difficulty so smoothly that other people are
hardly aware of it.
Spoken production I can present clear, detailed descriptions of I can present a clear, smooth-flowing
complex subjects integrating sub-themes, description or argument in a style appropriate
developing particular points and rounding off to the context and with an effective logical
with an appropriate conclusion. structure which helps the recipient to notice
and remember significant points.
Writing I can express myself in clear, well-structured I can write clear, smoothly-flowing text in an
text, expressing points of view at some length. appropriate style. I can write complex letters,
I can write about complex subjects in a letter, reports, or articles which present a case with
an essay, or report, underlining what I consider an effective logical structure which helps the
to be salient issues. I can select a style that is recipient to notice and remember significant
appropriate to the reader I have in mind. points. I can write summaries and reviews of
professional or literary works.

10 English for Life Beginner Language Portfolio © Oxford University Press

Language Biography

How to use your Language Biography
Your Language Biography is a tool to help you think about why you are learning English and the
best way for you to learn. The Language Biography can help you to become a more effective learner
by helping you focus on your objectives, and a learning style that suits your needs.

Your aims and objectives
Think about why you are learning English (for work, travel, etc.) and what level of English you will
need to achieve those objectives – you can refer to the CEF levels in your Language Passport to
assist you.

Reasons Time Scale English Level Required
e.g. to travel abroad on holiday 6 months Listening B1
Reading A2
Speaking (interaction) B1
Speaking (production) A2
Writing A1

1 Listening
Reading
Speaking (interaction)
Speaking (production)
Writing

2 Listening
Reading
Writing

3 Listening
Reading
Writing

4 Listening
Reading
Writing

5 Listening
Reading
Writing

© Oxford University Press English for Life Beginner Language Portfolio 11

Your language learning history
Think about all the experiences that have helped you to learn English (e.g. lessons in school,
language courses, travel to English-speaking countries, etc.)
How successful were they?
Complete the first section, then write about your experiences chronologically.

Where I started learning English

Why I started learning English

When Experience How successful?


Your language and cultural experiences
Tick the boxes for the approaches which best describe the learning style you feel most comfortable
with.

I prefer to learn practical examples first and become I prefer to study the grammar first and build my own
aware of grammatical rules through using these. sentences until I feel I have a practical repertoire.

I prefer to be given the linguistic facts and then to I prefer an interactive approach to mastering new
work on these by myself until I feel confident that I can language, ‘taking risks’ in putting over meaning and learning
communicate with little risk of error. from any resulting errors.

Choose three experiences which have helped you the most to learn English.

Experiences Reason
1
2
3

How to become a more effective learner
Look at these ways of studying and learning. Tick 3 the methods you currently use. Put an
asterisk S next to methods you’d like to use in the future.
Ways of studying
Ask your teacher questions when you don’t understand.
Keep a vocabulary notebook and write example sentences, phonetics, and translations in it.
Write new words on a flash-card – English on one side, your language on the other. Learn three every day.
Put lists of English words on your bedroom wall – use headings, e.g. ‘jobs’, ‘food’.
Regularly ask yourself ‘How would I say that in English?’
Regularly review your vocabulary notebook and grammar notes.
Review the grammar from the last lesson before the next lesson.
Watch films and TV programmes in English.
Listen to the radio / music in English.
Read English graded readers.
Read websites / magazines / newspapers in English.
Practise English with other people via email or the Internet.
Keep a journal in English.
Write something in English everyday – e.g. your response to a newspaper article, or web-story.
Talk to other students in English outside of class.
Use your MultiROM to learn and revise.
Buy a grammar practice book.
Use an English-English dictionary.
If possible, take a holiday in an English-speaking country.
Share your tips on how to study effectively with other people.


Can do statements
This section will help you to identify your language abilities, and show you where you need more help.
Circle the most suitable statement after completing a lesson in class.
Framework level: A1

Can do statements I can do this … English for Life
Beginner
with difficulty easily
1 2 3 4 Lesson: 1–4
Listening
I can understand simple greetings and introductions. 1 2 3 4 page 1
I can understand numbers. 1 2 3 4 page 1
I can understand people’s names. 1 2 3 4 page 1
I can identify people and objects. 1 2 3 4 page 2
I can understand everyday words and expressions. 1 2 3 4 page 2
I can identify people and objects in the classroom. 1 2 3 4 page 3
I can understand instructions in the classroom. 1 2 3 4 page 3
I can identify names. 1 2 3 4 page 4
I can understand the alphabet. 1 2 3 4 page 4
Reading
I can understand numbers and names. 1 2 3 4 page 1
I can understand everyday words and expressions. 1 2 3 4 page 2
I can understand instructions in the classroom. 1 2 3 4 page 3
Spoken interaction
I can say hello and ask people’s names. 1 2 3 4 page 1
I can ask for and give personal information. 1 2 3 4 page 1
I can ask and talk about people and objects. 1 2 3 4 page 2
I can ask about and use everyday words and expressions. 1 2 3 4 page 2
I can ask simple questions and give simple instructions. 1 2 3 4 page 3
I can ask for and give personal information. 1 2 3 4 page 4
Spoken production
I can say hello. 1 2 3 4 page 1
I can say my name. 1 2 3 4 page 1
I can say phone numbers and simple numbers. 1 2 3 4 page 1
I can use everyday words and expressions. 1 2 3 4 page 2
I can give simple instructions. 1 2 3 4 page 3
I can say hello and introduce people. 1 2 3 4 page 4
I can spell. 1 2 3 4 page 4
Strategies
I can use English in the classroom. 1 2 3 4 page 3
I can offer things and say thank you. 1 2 3 4 page 4
Writing
I can write phone numbers. 1 2 3 4 page 1


Framework level: A1

Beginner
1 2 3 4 Lesson: 5–8
Listening
I can identify family members. 1 2 3 4 page 5
I can understand names and identify people. 1 2 3 4 page 6
I can understand names and identify people. 1 2 3 4 page 7
I can understand names and simple greetings. 1 2 3 4 page 8
Reading
I can understand names and simple greetings. 1 2 3 4 page 8
Spoken interaction
I can ask for and give people’s names 1 2 3 4 page 6
I can ask people’s names and say hello and goodbye. 1 2 3 4 page 8
Spoken production
I can talk about family. 1 2 3 4 page 5
I can talk about possessions. 1 2 3 4 page 6
I can talk about my family. 1 2 3 4 page 7
I can say hello and goodbye. 1 2 3 4 page 8
Writing
I can write about family. 1 2 3 4 page 5
I can write about family. 1 2 3 4 page 7


Framework level: A1

Beginner
1 2 3 4 Lesson: 9–12
Listening
I can understand and identify country names and cities. 1 2 3 4 page 9
I can understand names and nationalities. 1 2 3 4 page 10
I can understand simple personal information. 1 2 3 4 page 11
I can understand polite words. 1 2 3 4 page 12
I can understand numbers and nationalities. 1 2 3 4 page 12
Reading
I can understand names and nationalities. 1 2 3 4 page 10
I can understand polite words. 1 2 3 4 page 12
I can understand numbers and nationalities. 1 2 3 4 page 12
Spoken interaction
I can say hello and ask how people are. 1 2 3 4 page 12
I can ask for and give simple information. 1 2 3 4 page 12
Spoken production
I can talk about cities and countries. 1 2 3 4 page 9
I can say where I’m from and where people are from. 1 2 3 4 page 10
I can say sorry and say how I feel. 1 2 3 4 page 12
Writing
I can write about me and give simple personal information. 1 2 3 4 page 10
I can write about a photo and give personal information. 1 2 3 4 page 11


Framework level: A1

Beginner
1 2 3 4 Lesson: 13–16
Listening
I can understand the time. 1 2 3 4 page 16
Reading
I can identify numbers. 1 2 3 4 page 13
I can understand a personal information form. 1 2 3 4 page 15
I can understand the time. 1 2 3 4 page 16
Spoken interaction
I can ask for and give simple personal information. 1 2 3 4 page 14
I can ask for and give simple personal information. 1 2 3 4 page 15
I can ask about and say the time. 1 2 3 4 page 16
Spoken production
I can say numbers. 1 2 3 4 page 13
I can ask simple personal questions. 1 2 3 4 page 14
I can spell. 1 2 3 4 page 15
Writing
I can complete a form with simple personal information. 1 2 3 4 page 15


Framework level: A1

Beginner
1 2 3 4 Lesson: 17–20
Listening
I can identify everyday objects. 1 2 3 4 page 17
I can identify where things are. 1 2 3 4 page 18
I can understand prices. 1 2 3 4 page 19
I can understand people in a shop. 1 2 3 4 page 19
I can understand people making arrangements. 1 2 3 4 page 20
I can understand people making invitations. 1 2 3 4 page 20
I can identify numbers, places, and times. 1 2 3 4 page 20
Reading
I can understand people in a shop. 1 2 3 4 page 19
I can understand people making arrangements. 1 2 3 4 page 20
I can understand people making invitations. 1 2 3 4 page 20
I can identify numbers, places, and times. 1 2 3 4 page 20
Spoken interaction
I can ask about and say where things are. 1 2 3 4 page 18
I can ask for and offer things. 1 2 3 4 page 19
I can ask about and say prices. 1 2 3 4 page 19
I can ask about people, places, and time. 1 2 3 4 page 20
I can make and answer invitations. 1 2 3 4 page 20
Spoken production
I can name everyday objects. 1 2 3 4 page 17
I can say where things are. 1 2 3 4 page 18
I can say prices. 1 2 3 4 page 19
Strategies
I can understand signs. 1 2 3 4 page 19


Framework level: A1

Beginner
1 2 3 4 Lesson: 21–24
Listening
I can identify food and drink. 1 2 3 4 page 21
I can understand likes and dislikes. 1 2 3 4 page 22
I can understand about food and drink. 1 2 3 4 page 23
I can identify different drinks. 1 2 3 4 page 24
I can understand offers. 1 2 3 4 page 24
Reading
I can understand likes and dislikes. 1 2 3 4 page 22
I can understand about food and drink. 1 2 3 4 page 23
Spoken interaction
I can ask and answer about food and drink. 1 2 3 4 page 21
I can ask and answer about food and drink. 1 2 3 4 page 22
I can accept things. 1 2 3 4 page 24
Spoken production
I can say what I like or dislike. 1 2 3 4 page 22
I can talk about food and drink from different countries. 1 2 3 4 page 23
Writing
I can write about what I eat and drink. 1 2 3 4 page 23


Framework level: A1

Beginner
1 2 3 4 Lesson: 25–28
Listening
I can identify free-time activities. 1 2 3 4 page 25
I can understand about free-time activities. 1 2 3 4 page 26
I can understand a survey about free-time activities. 1 2 3 4 page 27
I can understand polite words / phrases. 1 2 3 4 page 28
Reading
I can understand about free-time activities. 1 2 3 4 page 26
I can understand a survey about free-time activities. 1 2 3 4 page 27
I can understand polite words / phrases. 1 2 3 4 page 28
Spoken interaction
I can ask and talk about free-time activities. 1 2 3 4 page 25
I can make offers and accept them. 1 2 3 4 page 28
Spoken production
I can say what I do or don’t do in my free time. 1 2 3 4 page 25
I can ask about free-time activities. 1 2 3 4 page 26
I can talk about free-time activities. 1 2 3 4 page 27
Strategies
I can compare things. 1 2 3 4 page 25
Writing
I can write about free-time activities. 1 2 3 4 page 25
I can write questions about free-time activities. 1 2 3 4 page 26


Framework level: A1

Beginner
1 2 3 4 Lesson: 29–32
Listening
I can identify places and jobs. 1 2 3 4 page 29
I can identify people and places. 1 2 3 4 page 30
I can identify where people live, their routines, and free-time activities. 1 2 3 4 page 31
I can identify days and times. 1 2 3 4 page 32
Reading
I can identify people and places. 1 2 3 4 page 30
I can understand habits, routines, and free-time activities. 1 2 3 4 page 31
Spoken interaction
I can ask and talk about where I live and my job. 1 2 3 4 page 29
I can ask and talk about places and routines. 1 2 3 4 page 30
I can ask and talk about places, routines, and free-time activities. 1 2 3 4 page 31
I can ask and talk about days and times. 1 2 3 4 page 32
Spoken production
I can ask about places, routines, and habits. 1 2 3 4 page 30
I can ask about places, routines, and free-time activities. 1 2 3 4 page 31
Writing
I can write about where I live and my job. 1 2 3 4 page 29
I can write about where I live and my routine. 1 2 3 4 page 30
I can write about where I live, my routine, and free-time activities. 1 2 3 4 page 31
I can write days and times. 1 2 3 4 page 32


Framework level: A1

Beginner
1 2 3 4 Lesson: 33–36
Listening
I can identify routine activities. 1 2 3 4 page 33
I can understand habits and routines. 1 2 3 4 page 34
I can understand a description of habits and routines. 1 2 3 4 page 35
I can identify people, places, and problems. 1 2 3 4 page 36
Reading
I can understand habits and routines. 1 2 3 4 page 34
I can understand a description of habits and routines. 1 2 3 4 page 35
I can identify days of the week, and times. 1 2 3 4 page 35
I can identify people, places, and problems. 1 2 3 4 page 36
I can identify days of the week, and times. 1 2 3 4 page 36
Spoken interaction
I can ask and talk about routine activities. 1 2 3 4 page 33
I can ask and talk about people, places, and problems. 1 2 3 4 page 36
Spoken production
I can talk about my daily routine. 1 2 3 4 page 33
I can talk about habits and routines. 1 2 3 4 page 34
Strategies
I can compare routine activities 1 2 3 4 page 33
I can say how I feel. 1 2 3 4 page 36
I can say sorry. 1 2 3 4 page 36
Writing
I can write about habits and routines. 1 2 3 4 page 34
I can write about habits and routines. 1 2 3 4 page 35


Framework level: A1

Beginner
1 2 3 4 Lesson: 37–40
Listening
I can identify jobs. 1 2 3 4 page 37
I can identify jobs people do. 1 2 3 4 page 38
I can understand short descriptions of jobs. 1 2 3 4 page 39
I can understand personal information, free-time activities, and likes / 1 2 3 4 page 40
dislikes.
Reading
I can identify jobs, where people work, and what they do. 1 2 3 4 page 37
I can identify jobs people do. 1 2 3 4 page 38
I can understand short descriptions of jobs. 1 2 3 4 page 39
I can identify what people want to do. 1 2 3 4 page 39
I can understand personal information, free-time activities, and likes / 1 2 3 4 page 40
dislikes.
Spoken interaction
I can ask and talk about jobs, where people work, and what they do. 1 2 3 4 page 37
I can ask and talk about jobs, routines, and likes / dislikes. 1 2 3 4 page 38
I can ask and talk about jobs and likes / dislikes. 1 2 3 4 page 39
I can ask and talk about personal information, free-time activities, and 1 2 3 4 page 40
likes / dislikes.
Spoken production
I can say what people do. 1 2 3 4 page 37
I can ask about what people do and where they work. 1 2 3 4 page 38
Strategies
I can write about jobs. 1 2 3 4 page 37
I can show interest. 1 2 3 4 page 40
I can use polite expressions. 1 2 3 4 page 40
Writing
I can write about jobs, routines, and likes / dislikes. 1 2 3 4 page 38
I can write about jobs, routines, and likes / dislikes. 1 2 3 4 page 39
I can write about my job / studies and what I want to do. 1 2 3 4 page 39
I can write about personal information, free-time activities, and likes / 1 2 3 4 page 40
dislikes.


Framework level: A1

Beginner
1 2 3 4 Lesson: 41–44
Listening
I can identify simple adjectives to describe objects and people. 1 2 3 4 page 41
I can identify people’s possessions. 1 2 3 4 page 42
I can understand a simple email with personal information. 1 2 3 4 page 43
I can understand simple offers. 1 2 3 4 page 44
Reading
I can identify people’s possessions. 1 2 3 4 page 42
I can understand a simple email with personal information. 1 2 3 4 page 43
I can understand simple offers. 1 2 3 4 page 44
Spoken interaction
I can ask for and offer something. 1 2 3 4 page 44
Spoken production
I can describe everyday objects. 1 2 3 4 page 41
I can talk about possessions. 1 2 3 4 page 42
Strategies
I can use polite phrases. 1 2 3 4 page 44
Writing
I can write about possessions. 1 2 3 4 page 42
I can write a simple email with personal information. 1 2 3 4 page 43


Framework level: A1

Beginner
1 2 3 4 Lesson: 45–48
Listening
I can identify parts of the body. 1 2 3 4 page 45
I can identify people’s problems. 1 2 3 4 page 46
I can understand how people feel. 1 2 3 4 page 46
I can identify illnesses. 1 2 3 4 page 47
I can identify everyday objects. 1 2 3 4 page 48
I can understand simple requests. 1 2 3 4 page 48
Reading
I can identify people’s problems. 1 2 3 4 page 46
I can understand simple instructions. 1 2 3 4 page 47
Spoken interaction
I can ask and talk about parts of the body. 1 2 3 4 page 45
I can ask and talk about problems. 1 2 3 4 page 46
I can ask and talk about possessions. 1 2 3 4 page 46
I can ask and talk about illnesses. 1 2 3 4 page 47
Spoken production
I can ask about possessions. 1 2 3 4 page 46
I can ask for things. 1 2 3 4 page 48
Strategies
I can say what to do / not to do. 1 2 3 4 page 47
Writing
I can write a simple description. 1 2 3 4 page 45
I can write about possessions. 1 2 3 4 page 46


Framework level: A1

Beginner
1 2 3 4 Lesson: 49–52
Listening
I can identify free-time activities. 1 2 3 4 page 49
I can identify things people can / can’t do. 1 2 3 4 page 50
I can understand a simple interview. 1 2 3 4 page 51
I can understand a simple social arrangement. 1 2 3 4 page 52
Reading
I can identify things people can / can’t do. 1 2 3 4 page 50
I can complete a simple form. 1 2 3 4 page 51
I can understand a simple social arrangement. 1 2 3 4 page 52
Spoken interaction
I can ask and talk about what people can / can’t do. 1 2 3 4 page 50
I can ask and talk about what people can / can’t do. 1 2 3 4 page 51
Spoken production
I can ask about free-time activities. 1 2 3 4 page 49
I can say what I can / can’t do. 1 2 3 4 page 50
I can talk about sports. 1 2 3 4 page 51
Strategies
I can make and accept invitations. 1 2 3 4 page 52
Writing
I can write about free-time activities. 1 2 3 4 page 49


Framework level: A1

Beginner
1 2 3 4 Lesson: 53–56
Listening
I can identify rooms in a house. 1 2 3 4 page 53
I can identify places and rooms in a house / flat. 1 2 3 4 page 54
I can understand a simple description of where people live. 1 2 3 4 page 55
I can understand simple directions. 1 2 3 4 page 56
Reading
I can identify places and rooms in a house / flat. 1 2 3 4 page 54
I can understand a simple description of where people live. 1 2 3 4 page 55
I can understand simple directions. 1 2 3 4 page 56
Spoken interaction
I can ask and say where people are in a house. 1 2 3 4 page 53
I can ask and talk about places and rooms in a house / flat. 1 2 3 4 page 54
I can ask for and give simple directions. 1 2 3 4 page 56
Spoken production
I can say where people are in a house. 1 2 3 4 page 53
I can say ordinal numbers. 1 2 3 4 page 56
I can say where places are. 1 2 3 4 page 56
Writing
I can write a short email and describe where I live. 1 2 3 4 page 55


Framework level: A1

Beginner
1 2 3 4 Lesson: 57–60
Listening
I can identify clothes. 1 2 3 4 page 57
I can identify what people are doing. 1 2 3 4 page 58
I can identify who people are. 1 2 3 4 page 59
Reading
Spoken production
I can ask how much things are. 1 2 3 4 page 57
I can say what people are wearing. 1 2 3 4 page 57
I can say what people are doing. 1 2 3 4 Page 58
I can describe people. 1 2 3 4 page 59
Strategies
I can compare situations. 1 2 3 4 page 59
I can say goodbye. 1 2 3 4 page 60
I can use polite expressions. 1 2 3 4 page 60
Writing
I can describe what people are doing. 1 2 3 4 page 58


Framework level: A1

Beginner
1 2 3 4 Lesson: 61–64
Listening
I can identify forms of transport. 1 2 3 4 page 61
I can understand a simple postcard. 1 2 3 4 page 63
I can understand people’s plans. 1 2 3 4 page 64
Reading
I can understand a simple postcard. 1 2 3 4 page 63
I can understand people’s plans. 1 2 3 4 page 64
I can understand signs. 1 2 3 4 page 64
Spoken interaction
I can ask about and say what people are doing. 1 2 3 4 page 62
I can ask and talk about holiday plans. 1 2 3 4 page 64
Spoken production
I can talk about transport in my area. 1 2 3 4 page 61
I can ask about what people are doing. 1 2 3 4 page 62
I can say what people are doing. 1 2 3 4 page 63
I can talk about my plans. 1 2 3 4 page 64
Writing
I can write a simple postcard. 1 2 3 4 page 63


Framework level: A1

Beginner
1 2 3 4 Lesson: 65–68
Listening
I can identify places. 1 2 3 4 page 65
I can identify where people are. 1 2 3 4 page 65
I can identify where people were in the past. 1 2 3 4 page 66
I can understand when people are angry. 1 2 3 4 page 68
Reading
I can understand when people are angry. 1 2 3 4 page 68
Spoken interaction
I can ask about and say where people are. 1 2 3 4 page 65
I can ask and talk about past activities. 1 2 3 4 page 67
I can ask and talk about past activities. 1 2 3 4 page 68
Spoken production
I can say where I do things. 1 2 3 4 page 65
I can say where people were in the past. 1 2 3 4 page 66
I can say where I was in the past. 1 2 3 4 page 66
I can use expressions to show I’m angry. 1 2 3 4 page 68
Strategies
I can say how I feel. 1 2 3 4 page 68


Framework level: A1

Beginner
1 2 3 4 Lesson: 69–72
Listening
I can identify useful places and services. 1 2 3 4 page 69
I can identify everyday activities in the past. 1 2 3 4 page 70
I can understand a simple story in the past. 1 2 3 4 page 71
I can identify months and dates. 1 2 3 4 page 72
Reading
I can understand a simple story in the past. 1 2 3 4 page 71
I can identify months and dates. 1 2 3 4 page 72
Spoken interaction
I can ask and talk about useful places and services in my town. 1 2 3 4 page 69
I can ask about and give dates. 1 2 3 4 page 72
Spoken production
I can ask for help in an emergency. 1 2 3 4 page 69
I can say important telephone numbers. 1 2 3 4 page 69
I can say numbers, months, and dates. 1 2 3 4 page 72
Writing
I can write simple sentences in the past. 1 2 3 4 page 70
I can write a simple story in the past. 1 2 3 4 page 71


Framework level: A1

Beginner
1 2 3 4 Lesson: 73–76
Listening
I can identify what people did or didn’t do in the past. 1 2 3 4 page 74
I can understand a simple biography. 1 2 3 4 page 75
I can identify past activities. 1 2 3 4 page 76
I can identify how people feel. 1 2 3 4 page 76
Reading
I can identify what people did or didn’t do in the past. 1 2 3 4 page 74
I can understand a simple biography. 1 2 3 4 page 75
I can identify past and present activities. 1 2 3 4 page 76
I can identify how people feel. 1 2 3 4 page 76
Spoken interaction
I can ask and talk about past and present activities. 1 2 3 4 page 76
Spoken production
I can talk about everyday activities in the past. 1 2 3 4 page 73
I can talk about what I did or didn’t do in the past. 1 2 3 4 page 74
I can talk about my early life. 1 2 3 4 page 75
Strategies
I can say who is right or wrong. 1 2 3 4 page 76
Writing
I can write simple sentences about the past. 1 2 3 4 page 73
I can write simple sentences about the past. 1 2 3 4 page 74
I can write about my early life. 1 2 3 4 page 75


Framework level: A1

Beginner
1 2 3 4 Lesson: 77–Epilogue
Listening
I can identify weekend activities. 1 2 3 4 page 77
I can understand a simple description of past activities. 1 2 3 4 page 79
I can understand simple descriptions of past activities. 1 2 3 4 page 80
I can understand a simple everyday conversation. 1 2 3 4 page 81
Reading
I can understand simple descriptions of past activities. 1 2 3 4 page 80
I can understand a simple everyday conversation. 1 2 3 4 page 81
Spoken interaction
I can ask and talk about weekend activities in the past. 1 2 3 4 page 77
Spoken production
I can talk about weekend activities in the past. 1 2 3 4 page 77
I can talk about popular places to go. 1 2 3 4 page 80
Strategies
I can ask opinions. 1 2 3 4 page 80
I can make predictions. 1 2 3 4 page 81


Dossier
Introduction

How to use the Dossier
The dossier section of your English for Life Language Portfolio allows you to keep any evidence you
have of your ability to use English. It is a collection of your work. Choose examples of your work
from class, or work that you’ve done elsewhere.
Examples of evidence you might wish to include are:
• Certificates, or copies of these, relating to qualifications you have listed in the ‘Passport’ section
• Tests
• Reports
• Corrected texts from class
• Reviews of books you have read
• Letters
• Emails
• Stories
• Journal entries
• Articles you have read
• Web pages you have browsed
• Audio / Video recordings of you using English
The photocopy master pages which follow are to help you get started on your dossier.
Please remember to make extra blank copies!


Dossier chart
Type of work Date Description Why I chose this


Dossier chart


1
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