Elos Pupil Portfolio

Name pupil:
School :

European Elos Network Modelled after the European Language Portfolio
With the support of the Comenius 3 programme of the European Union
Pupil Portfolio
What is ELOS about?
ELOS stands for Europe as a learning environment in schools .It is both a concept and
a network.
General aim !repare students at secondar" level for their roles as European citi#ens in
the conte$t of the European %nion and the European nations and countries.
&embers 'bout ()) schools all over Europe. In the *as+ue ,ountr" there are si$
schools in Euskadi 'utonomous ,ommunit" and the !edagogical Innovative Service of the
Education -epartment in the *as+ue Government.
.o prepare students for their future stud" and work in Europe the participating schools
subscribe to a European orientated curriculum/ in the sub0ect areas and international activities.
.he 1ramework for Europe ,ompetence is the guiding tool which defines knowledge/
skills and attitude that students need to cooperate successfull" in an international setting.
23nowledge European geograph"/ histor"/ sociolog"2econom"/ European
Institutions.
2Skills abilit" to communicate in Europe 4languages/ speaking in front of
audiences/ using the I,.556/ abilit" to manage in an international conte$t
4human values/ habits and rules5.6/ developing tolerance/ abilit" to asses
oneself and the other realit"/ abilit" to asses information from a critical point of
view etc.

Pupil Portfolio
What is an Elos Pupil Portfolio?
.his portfolio will help "ou in what is described in the previous page and to record the
certificates and diplomas "ou ma" have achieved. It has three parts a Passport in
which "ou can record "our proficienc" in what "ou alread" know7 a Biography in which
"ou reflect on "our own learning progress and record "our learning achievements and
ob0ectives7 and a ossier in which "ou keep e$amples of the work that "ou have
produced during the pro0ect 4writings/ recordings/ photos and videos/ etc6.
What is it goo! for?
.he !ortfolio allows "ou
8 to show what "ou know about European and international topics and what skills
"ou have 4e.g. in foreign languages6
8 to understand what "ou need to learn so that "ou can be successful while/ for
e$ample/ sta"ing abroad
8 to record what "ou have learned well and to see what "ou need to stud" more
8 to organi#e "our work so that "ou can use it to remind "ou about what "ou have
alread" learned
8 to help "ou learn the language of communication that "ou need in e$change
pro0ects
8 if "ou visit or attend another school abroad 4or within "our countr"6/ to show "our
new teachers what "ou have learned
.he !ortfolio allows "our teachers
8 to see what "ou can alread" do in different topic areas and languages
8 to help "ou plan what "ou need to learn
8 to tell other teachers 4e.g. who accompan" the pupil e$change6 what a pupil is
able to do
.he !ortfolio allows "our parents
8 to see how "ou are progressing in European and international matters and
learning languages
8 to see how well an e$change pupil that "ou might host speaks other languages
and is prepared for Europe and the wider world.
' !ortfolio belongs to "ou personall" and reflects "our self2evaluation. It will not be
graded b" the teachers/ although the" will give feed2back/ and of course "ou can put
e$amples of "our work in the dossier that will count for stud" points. !lease fill in
ever"thing as "ou trul" perceive it/ then it will be most helpful. .he school can subscribe
a certificate of the content of this document if the students appl" for it.
Pupil Portfolio
"y Passport
If "ou like/ insert "our picture above.
&" name is
99999999999999999999999999999999999999999999999999999999999999999999
&" date of birth
99999999999999999999999999999999999999999999999999999999999999999999
I was born in 4countr"6
99999999999999999999999999999999999999999999999999999999999999999999
I have also lived for a longer period of time in 4countries6
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
't home I speak the following language4s6
99999999999999999999999999999999999999999999999999999999999999999999
't school or elsewhere I have learned the foreign language4s6
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
Pupil Portfolio
4
"y school career
Pupil Portfolio
School #o$n%&ountry #ime perio! Participation in European pro'ects?
(Name title an! partner country)
"y language s*ills
+n the &ommon European ,rame$or* (&E,) language s*ills are !escribe! in !ifferent categories- .a/e a closer loo* at this
short &E,0/ersion:
A1
(Breakthrough)
A2
(Waystage)
B1
(Threshold) PET
B2
Cambridge First Certificate
C1
EA ! Cambridge Ad"a#ced
Pupil Portfolio
1
N

E
2
S
#
3
N

+
N
4
u#dersta#d common
greetings and everyday
expressions of social
interaction
follo$ a short familiar concrete
story
follo$ the main points of a
general conversation.
u#dersta#d the main points of clear
standard speech on familiar topics
regularly encountered in school,
leisure time, etc. and follow others
conversation .
u#dersta#d e%te#ded speech
even when it is not clearly
structured. he pupil can
u#dersta#d television
programmes and films without
too much effort.
u#dersta#d a#y ki#d of s&oke#
la#guage' whether live or
!roadcast, even when delivered at
fast native speed, provided the
pupil has some time to get
familiar with the accent.
Pupil Portfolio
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2ea!ing
he pupil can
Spo*en
+nteraction
he pupil can
Spo*en
Pro!uction
he pupil can
Writing
he pupil can
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recog#ise familiar names,
words and phrases.
read short sentences a!out
family and immediate
concrete surroundings and
follo$ short illustrated texts
read and use classroom
notices, la!els, captions etc.
read short sentences on
familiar topics using semantic
or picture cues.
read patterned and
predicta!le text
read short texts for pleasure,
information gathering and study
purposes
read articles a#d re&orts
concerned with contemporary
pro!lems in which the writers
adopt particular attitudes or
viewpoints$ u#dersta#d
co#tem&orary literary &rose(
u#dersta#d long and complex
factual and literary texts,
appreciating distinctions of style.
he pupil can understand
specialised articles and longer
technical instructions, even when
they do not relate to their field.
S
P
E
3
5
+
N
4
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a#s$er greetings and
'uestions a!out self, family
and immediate concrete
needs. #epetition and
assistance from the
interlocutor are re'uired
ask and answer 'uestions
relating to immediate needs.
talk spontaneously with peers$
may not respond to
conversational cues
e%&lai# choices clearly and simply
and give reason for opinions and
actions, e%&lore, develop and
clarify ideas
i#teract $ith a degree of
flue#cy a#d s&o#ta#eity with
native spea&ers. a&e an active
part in discussion in familiar
contexts, accounting for and
sustaining his(her views.
e%&ress himself(herself fluently
and spontaneously without much
o!vious searching for
expressions( formulate ideas and
opinions with precision and relate
his(her contri!ution s&ilfully to
those of other spea&ers.
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a
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re&eat phrases and as& one
or two word 'uestions. )ay
give an account of everyday
activities
gi"e a short description of a
familiar event. .
describe everyday situations,
family, home, school, etc.
describe past activities and
personal experiences
talk to different audiences for a
variety of purposes, including
telling stories, predicting, reporting,
descri!ing and explaining
&rese#t clear, detailed
descriptions related to my field
of interest. %tudents can explain a
viewpoint on a topical issue.
&rese#t clear, detailed
descriptions of complex su!*ects
integrating su!+themes,
developing particular points and
rounding off with an appropriate
conclusion.
W
2
+
#
+
N
4
W
r
i
t
i
n
g

h
e

p
u
p
i
l

c
a
n
co&y letters, words, and short
sentences from !oard.
form most letters correctly
and attempt to spell words
using phonic spelling.
$rite own name and some
personal and family
information
$rite simple connected text on
topics which are familiar or of
personal interest.
describe personal experiences
and impressions
$rite clear detailed text on a wide
range of su!*ects related to
interests.
&ass on information in short texts or
in a report or essay.
$rite letters highlighting the
personal significance of events and
experience.
$rite clear, detailed text on a
wide range of su!*ects related to
his( her interests. he pupil can
$rite an essay or report, passing
on information or giving reasons
in support of or against a
particular point of view.
e%&ress myself i# clear' $ell
structured te%t' expressing
points of view at some length.
Write about com&le% sub)ects in
a letter, an essay or a report,
underlining what the student
considers to !e the salient issues.
he pupil can select a style
appropriate to the reader in mind.
Pupil Portfolio
3ssessment of my language s*ills
:hat skills do "ou think "ou have at the start of the school year/ based on the descriptions
in the ,E1 on the previous page; !lease mark the appropriate field.
Euskara Espa<ol English 1ran=ais -eutsch Others 5555555.
36 37 B6 B7 &6
*iste#i#g
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the start of the school year:
Euskara Espa<ol English 1ran=ais -eutsch Others 5555555.
36 37 B6 B7 &6
*iste#i#g
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the start of the school year:
Euskara Espa<ol English 1ran=ais -eutsch Others 5555555.
Pupil Portfolio
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the start of the school year:
Euskara Espa<ol English 1ran=ais -eutsch Others 5555555.
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the start of the school year:
Eus*ara Espa8ol English ,ran9ais eutsch Other: :::::::-
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the start of the school year:
Pupil Portfolio
#o be fille! in at the en! of the school year: What s*ills !o you thin* you ha/e no$;
base! on the !escriptions in the &E, on the pre/ious page? Please mar* the appropriate fiel!:
Eus*ara Espa8ol English ,ran9ais eutsch Others: :::::::-
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the en! of the school year:
Eus*ara Espa8ol English ,ran9ais eutsch Others: :::::::-
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the en! of the school year:
Pupil Portfolio
Eus*ara Espa8ol English ,ran9ais eutsch Other: :::::::-
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the en! of the school year:
Eus*ara Espa8ol English ,ran9ais eutsch Other: :::::::-
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the en! of the school year:
Eus*ara Espa8ol English ,ran9ais eutsch Other: :::::::-
*iste#i#g
36 37 B6 B7 &6
2ea!ing
Spo*en
+nteraction
Spo*en
pro!uction
Writing
3ny remar*s at the en! of the school year:
Pupil Portfolio
"y passport certificates an! !iplomas
Write o# the follo$i#g &age the co&ies of the certificates a#d di&lomas you ha"e got
(achie"ed) or the o#es that ca# be a &roof of your e%&erie#ces i# Euro&e or i# the $ide
$orld(
,3
&E2#+,+&3#ES W.3#
3BO1#?
W.E2E 4O#? W.EN 4O#?

"y Europe Biography
In m" Europe *iograph" I can write about
&" e$periences related to Europe.
>ow can I communicate with foreign students/ teachers and parents;
,ustoms in our countr" and in other European countries.
-o "ou know how to find information about Europe;
're "ou interested in news about European issues;
Essay: What !oes Europe mean to me?
.r" to put in words what Europe means to "ou personall". >ow does it affect "our life/
how do "ou feel about what happens in Europe/ what do "ou e$pect for "our own future
in Europe 4and the wider world6;
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
,-
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
99999999999999999999999999999999999999999999999999999999999999999999
,.
"y fa/ourite European acti/ities
I like to learn about Europe b"
4put down ( ? most favourite activit"/ until @ ? least favourite activit"6
3cti/ity: <%6%7%= When Where What; .o$;
$ith $hom?
:atching television
Listening to radio
,ommunicating with
friends abroad
Surfing on the internet
Aeading books or
maga#ines
:riting 4e2mails/ blogs/
facebook56
Bisiting places

Other activities/
namel"
Other activities/
namel"
Other activities/
namel"
Other activities/
namel"
,/
Progress an! self0assessment
&ake an assessment of "our knowledge and skills at the beginning and at the end of
the school "ear. Look at the statements in the CEurope competenceD framework in the
attachment/ and choose those that "ou should reali#e this school "ear. .r" to write them
down below in an even more concrete wa" I can 5. #hen you e/aluate $hether
you can alrea!y !o this $ith a lot of help (6); a little help (7); no help(=) or you can
>t !o this (<)- !ut the date "ou carried out "our self2assessment in the bo$ together with
some notes.
.he first categor" is &ommunication in a foreign language that you $ill use in the
Elos pro'ect at the beginning of the aca!emic year-
Eamel" English German 1rench Other 5555555.
+ can
&re!it
Le/el
<%6%7%= Notes
I am aware of the diversit"
of languages in Europe and
be"ond and know basic
aspects of at least two
languages other than m"
mother tongue.
EIO2
F.(.F
(
I can connect with persons
from Europe and other parts
of the world.
EIO2
F.(.@
(
I tr" to learn the basics of a
language other than m"
mother tongue 4and other
than the common language
of communication6 of a
partner student.
EIO 2F.F.F
F
I can show respect 4verball"
and nonverball"6 for the
opinion of persons from a
different cultural
background.
EIO2
F.F.@
F
I can e$press m" own
opinions/ needs/ feelings
and communicate
coherentl" about them in a
common language of
communication with m"
peers from other countries.
EIO2F.@.F
@
I can talk about how
stereot"pes and
discrimination work/ in a
@
,0
multicultural group.
EIO
2F.@.@
I am aware of rules and
responsibilities of students
at a foreign partner school
and in the local communit".
EIO2F.G.(
G
I can appl" different
communication st"les in a
common language of
communication to different
intercultural settings.
EIO2
F.G.F
G
I can adapt to other wa"s of
communication during a
sta" abroad/ without giving
up m" own identit".
EIO2
F.G.@
G
I can identif" and interpret
e$plicit or implicit values in
m" own or othersD
communication in a
common language.
EIO2
F.H.F
H
,1
Progress an! self0assessment
&ake an assessment of "our knowledge and skills at the beginning and at the end of
the school "ear. Look at the statements in the CEurope competenceD framework in the
attachment/ and choose those that "ou should reali#e this school "ear. .r" to write them
down below in an even more concrete wa" I can 5. #hen you e/aluate $hether
you can alrea!y !o this; $ith a lot of help (6); a little help (7); no help(=) or you
can>t !o this (<)- !ut the date "ou carried out "our self2assessment in the bo$ together
with some notes.
.he first categor" is&ommunication in a foreign language that you $ill use in the
Elos pro'ect at the en! of the aca!emic year-
Eamel" English German 1rench Other 5555555.
+ can
&re!it
Le/el
<%6%7%= Notes
I am aware of the diversit"
of languages in Europe and
be"ond and know basic
aspects of at least two
languages other than m"
mother tongue.
EIO2
F.(.F
(
I can connect with persons
from Europe and other parts
of the world.
EIO2
F.(.@
(
I tr" to learn the basics of a
language other than m"
mother tongue 4and other
than the common language
of communication6 of a
partner student.
EIO 2F.F.F
F
I can show respect 4verball"
and nonverball"6 for the
opinion of persons from a
different cultural
background.
EIO2F.F.@
F
I can e$press m" own
opinions/ needs/ feelings
and communicate
coherentl" about them in a
common language of
communication with m"
peers from other countries.
EIO2F.@.F
@
I can talk about how
stereot"pes and
discrimination work/ in a
@
,2
multicultural group.
EIO
2F.@.@
I am aware of rules and
responsibilities of students
at a foreign partner school
and in the local communit".
EIO2F.G.(
G
I can appl" different
communication st"les in a
common language of
communication to different
intercultural settings.
EIO2
F.G.F
G
I can adapt to other wa"s of
communication during a
sta" abroad/ without giving
up m" own identit".
EIO2
F.G.@
G
I can identif" and interpret
e$plicit or implicit values in
m" own or othersD
communication in a
common language.
EIO2
F.H.F
H
34
+ntercultural communication
-uring the ELOS programme/ "ou will communicate with pupils/ teachers and parents
from abroad. It is not onl" important that "ou can use a language of communication/ but
also how "ou use it. 1or e$ample/ can "ou talk about the place where "ou come from
and its culture/ are "ou aware of the most important current issues and problems
affecting our world/ are "ou able to en0o" e$changing "our opinions with "our partner
pupils; :rite down and evaluate what "ou should learn. #hen you e/aluate $hether
you can alrea!y !o this; $ith a lot of help (6); a little help (7); no help (=) or you
can>t !o this (<)-
+ can
&re!it
Le/el
<%6%7%= Notes
I have basic knowledge of the
geograph" in Europe and a
general idea of European histor".
EIO2(.(.( (
I can collect and organi#e general
information on Europe and the
wider world.
EIO2(.(.F
(
I am aware of the principles of
democrac" in European
countries.
EIO2(.(.@ (
I have an idea of the variation
within Europe 4per countr"
natural condition/ si#e of
population/ language/ affiliation to
E% or other supranational
institutions6.
EIO2(.F.(
F
I can collect and organi#e
information on current European
and international affairs.
EIO2(.F.F F
I can share knowledge with m"
classmates on m" own countr"
4politics/ geograph"/ economics/
histor"/ science and technolog"/
culture I national heritage6 in
relation to Europe. EIO2(.F.@
F
I understand shared concepts
such as democrac"/ citi#enship
and the international declarations
e$pressing them.
EIO2(.@.(
@
3,
I can give an outline of the histor"
of European integration/ and can
relate European ke" figures to
certain events.
EIO2(.@.F
@
I understand the structure and
function of European and
international institutions 4E%/
,oE/ %E/ Eato etc.7 in relation to
each other and to
nationalIregional affairs6.
EIO2(.G.(
G
I can access and process
information from different foreign
media about topics with a
supranational I international
dimension.
EIO2(.G.F
G
33
Learning to learn an! to cooperate
,an "ou find and use learning materials and tools about Europe and the wider world 4on
the Internet and elsewhere6; ,an "ou successfull" work together with pupils from other
countries on a common task or pro0ect; .r" to reflect here on "our personal learning
and collaboration st"le. #hen you e/aluate $hether you can alrea!y !o this; $ith a
lot of help (6); a little help (7) no help (=) or you can>t !o this (<)-
+ can
&re!it
Le/el
<%6%7%= Notes
I can use e2mail to present
m"self and m" interests and
hobbies and re+uest the
same information from m"
peers in other countries
EIO2@.(.F
(
I show interest and respect
for others in Europe and the
wider world.
EIO2@.(.@
(
I am internationall"
computer literate/ and use
the Internet for chats/
forums/ searches within a
common pro0ect with peers
abroad.
EIO2@.F.F
F
I am aware that how
persons from other cultures
act/ might arise from
different norms and values
than m" own.
EIO2@.F.@
F
I know how to negotiate and
act according to a Ccode of
conductD during e$changes
with partner students
abroad or online.
EIO2@.@.F
@
I e$change m" opinions
about European and
international affairs with
students from other
countries/ and learn about
different points of view.
EIO2@.@.@
@
I can carr" out and evaluate
tasks together with students
from other countries/ in
face2to2face meetings
4abroad or via sk"pe or
video2conferencing6.
EIO2@.G.F
G
I can cope with problems
arising in collaboration with
students and teachers from
other countries.
EIO2@.G.@
G
I can participate activel" in
33
planning and running a new
pro0ect with groupsIteams of
students and teachers from
other countries.
EIO2@.H.F
H
I initiate and organi#e an
individual learning period
4such as a course or
internship6 abroad.
EIO2@.H.@
H
3-
Entrepeneurship
,an "ou work and learn in an informal and work2related conte$t and demonstrate
entrepeneurship in a European I international setting; E/aluate $hether you can
alrea!y !o this; $ith a lot of help (6); a little help (7) no help (=) or you can>t !o
this (<)-
+ can
&re!it
Le/el
<%6%7%= Notes
I recogni#e that I am
learning constantl" outside
of the school environment.
EIO2G.(.(
(
I am aware of the value of
work2related programs for
m" future.

EIO2G.(.F
(
I am willing to work as a
part of a team on new
ideas.

EIO2G.(.@
(
I reali#e I can use informal
learning e$periences in m"
formal education.
EIO2G.F.(
F
I am able to help solve
basic problems/ work
individuall" or in teams/ help
make some decisions and
e$ploit resources which are
available to me.
EIO2G.F.@
F
I know how to use basic2
aspects of m" international
informal learning to support
m" formal learning.

EIO2G.@.(
@
I am able to take
opportunities to be creative
and develop ideas which
have value to m"self and
others.
EIO2G.@.@
@
3.
European an! +nternational Orientation
in pro'ects an! sub'ects
-uring the ELOS pro0ect/ "ou will work on one or more specific topics related to
probabl" a number of school sub0ects and international pro0ects. 1or each/ "ou will keep
track of "our learning progress.
,op" the ne$t page for as man" sub0ects or pro0ects that are relevant to "our Elos
programme.
!AOJE,.S S%*JE,.S .O!I,S I '..',>
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3/
"y European !ossier
In m" dossier I keep samples of the work that
is important to m" learning about Europe.
.his ma" include
e$amples of m" writing
tapes with recordings that I have made
pro0ects that I have done
5
&ontents
List here what "ou have included in "our -ossier.
6 7
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@ A
B C
D 6<
66 67
6= 6?
6@ 6A
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6B 6C
6D 7<
31
"y learning !iary !uring the stay abroa!
-ate 9999I9999I9999
.oda" I have learned the following about the
.opic of the e$change pro0ect9999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
!artner school 4different customs and rules/ etc;6 999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
!artner countr"999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
&" personal goals 4what I wanted to learn699999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
1amil" life 9999999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
.op @ of things that I find the same as in m" own culture9999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
.op @ of things that I find different from m" own culture99999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
Languages I have spoken toda"/ with whom/ and what about999999999999999999
999999999999999999999999999999999999999999999999999999999999999999
>ow I feel toda"

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