RLT 02 Aa Intermediate Lang1

English
Intermediate Portfolio Practice Book

Annie McDonald & Mark Hancock
CEFR
4
Contents
Introduction
What is a Language Portfolio? 3
The Language Passport
What is a Language Passport? 4
How do I use it? 4
Linguistic profile 5
Study experiences 6
Intercultural experiences 7
CEFR Levels 8
The Language Biography

What is a Language Biography? 9
How do I use it? 9
Biography Progress Profile 10
Biography Learning Profile 11
I can Checklists and Reflect and Record
Unit 1 12
Unit 2 14
Unit 3 16
Unit 4 18
Unit 5 20
Unit 6 22
Unit 7 24
Unit 8 26
Unit 9 28
Unit 10 30
Unit 11 32
Unit 12 34
The Dossier
What is a Dossier? 36
How do I use it? 36
Language Notes 37–39
Work 40–41
Introduction
What is a Language Portfolio?

A Language Portfolio is a set of documents. It is a record of your work and your
intercultural experiences. You can see how you are making progress using the
Common European Framework of Reference (CEFR) for languages: A1–C2. You can
see how you learn and what you can do.
The English Result Intermediate Portfolio Practice Book is based on Council of
Europe publications. You can use it to help you complete an ‘official’ Language
Portfolio for English.
There are three parts to the Language Portfolio.

This is where you keep a résumé of your learning and record your language level,
intercultural experiences, examinations and qualifications. You can show this to
people who want to know about your level and your learning.
Write your personal details at the beginning of the course. Use the CEFR Levels p.8,
and your Language Passport from English Result Pre-intermediate to mark your
position on the Linguistic Profile. Update your Language Passport at the end of the
course. To help you write a summary of your experiences and progress after you
have studied English Result Intermediate, you can use your Language Biography
and Dossier.

The Language Biography helps you to keep a record of your language learning and
intercultural experiences. It helps you reflect on your progress, and think about the
best ways to learn.
You can use the Language Biography throughout the course. There are activities
for you to do at the end of each English Result Intermediate unit. Tick what you
can do, and think about what you need to do. Reflect on your progress. Make notes
about what you want to learn and how you learn. Complete some activities about
your language learning and intercultural experiences. You can use these to help
you complete your Language Passport at the end of the course and to create your
Dossier during the course.
The Dossier
As you study English Result Intermediate, you can make a Dossier. Your Dossier is
a file of your study notes and work. You can use this with your Language Passport
to show people examples of your work. It is a personal and flexible record of your
learning.
Organize your material and add to, or change, the contents of your Dossier
whenever you want.
Introduction 3
What is a Language Passport?

A Language Passport is a résumé of your learning progress in English. It contains:
• your Linguistic Profile. This is a record of your personal details, self-assessment, and
examinations and certificates. » Passport p.5
• your Study Experiences. This is a summary of your language learning history. It
shows where and when you have learnt English. » Passport p.6
• your Intercultural Experiences. This is a summary of your contact with the culture
of people who speak English. It shows what experiences you have had in your own
country and places where people speak English. » Passport p.7
How do I use it?

At the beginning of the course, write your personal details on the Linguistic Profile.
Self-assessment
To assess your level at the beginning and end of the course, complete the grid to
show what you can do in listening, reading, spoken interaction, spoken production,
and writing – using the Common European Framework of Reference levels.
Use the information in your English Result Pre-intermediate Portfolio Practice
Book, or the CEFR Levels »p.8, to help you. You can also use the Biography
Progress Profile. »
Biography p.10
Example
A1 A2 B1 B2 C1 C2
Listening
Reading
Spoken Interaction
Spoken Production
Writing
Sign the bottom of the page and ask a second person, for example your teacher, to
sign to show they agree.
Study and intercultural experiences

Use the information in your English Result Pre-intermediate Portfolio Practice
Book to write notes on the Study Experiences and Intercultural Experiences
Passport pp.6–7. As you study English Result Intermediate, make notes on the
»
Biography Learning Profile » Biography p.11. You can use these to help you complete
information in your Language Passport. You can write your notes in your own
language if you want to.
Now you can start your Portfolio. » Passport p.5
The Language Passport 4

Linguistic profile
Personal details
Name: _________________________________________________________________
Nationality: _ ___________________________________________________________
First language: _ _________________________________________________________
Other languages: _ _______________________________________________________
Place of study: _ _________________________________________________________
Self-assessment grid
CEFR Levels » p.8
A1 A2 B1 B2 C1 C2
Listening
Reading
Spoken Interaction
Spoken production
Writing
Last updated: ____________ / ____________ / ____________
Exams and certificates

Name of exam Level: A1 – C2 Grade Where I took the exam Date
Signed ____________ Date ____________

Counter-signed ____________ Date ____________
The Language Passport: Linguistic profile 5

Study Experiences
At the beginning of your course, write a résumé of your study experiences at home
and in places where English is spoken. Add more information at the end of the
course. Use your notes in your Language Biography to help you. »
Biography p.11
At home
Where and when have you studied English in your country?
For how long?
3 months 6 months 9 months 1 year + 3 years +
Primary / secondary education
Higher education
At work
At a language academy
With English speakers you know
In your free time?
Other …
In places where English is spoken

Where and when have you studied English where the language is spoken?
For how long?
Less than 3 months 3 months 6 months 9 months 1 year +
On holiday
On a summer course
On a work visit
At a language academy
On an exchange programme
With English speakers you know
Other …
The Language Passport: Study Experiences 6

Intercultural Experiences
At the beginning of the course, write a résumé of your intercultural experiences at
home and in places where English is spoken. Add more information at the end of the
course. Use your notes in your Language Biography to help you. » Biography p.11
At home
Where and when have you had intercultural experiences in your country?
What did you do? Tick (3) the experiences you’ve had.
Meet people at school, at work, with friends? Read books?
Meet tourists? Listen to music?
Go to an English-speaking festival or event? Go to the theatre?
Find information on the Internet? Watch international events on TV?
Write emails? Other …
What did you enjoy? What did you learn? What did you find interesting?
___________________________________________________________________
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In places where English is spoken

Where and when have you had intercultural experiences where the language is
spoken? What did you do? Tick (3) the experiences you’ve had.
Go to a festival or event? Go to a bank?
Stay with people? Order a meal?
Meet people on holiday? Ask for directions?
Go shopping? Other …
What did you enjoy? What did you learn? What did you find interesting?
___________________________________________________________________
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The Language Passport: Intercultural Experiences 7

Common European Framework of Reference Levels
A1 A2 B1 B2 C1 C2
Listening I can recognize familiar I can understand phrases I can understand the main I can understand extended I can understand extended I have no difficulty in understanding
words and very basic and the highest frequency points of clear standard speech speech and lectures and follow speech even when it is not any kind of spoken language,
phrases concerning myself, vocabulary related to on familiar matters regularly even complex lines of argument clearly structured and when whether live or broadcast, even
my family and immediate areas of most immediate encountered in work, school, provided the topic is reasonably relationships are only implied when delivered at fast native speed,
concrete surroundings personal relevance (e.g. very leisure, etc. I can understand familiar. I can understand most and not signalled explicitly. provided. I have some time to get
when people speak slowly basic personal and family the main point of many radio TV news and current affairs I can understand television familiar with the accent.
and clearly. information, shopping, or TV programmes on current programmes. I can understand programmes and films without
local area, employment). I affairs or topics of personal the majority of films in standard too much effort.
can catch the main point in or professional interest when dialect.
short, clear, simple messages the delivery is relatively slow
and announcements. and clear.
Reading I can understand familiar I can read very short, simple I can understand texts I can read articles and reports I can understand long and I can read with ease virtually all
names, words and very texts. I can find specific, that consist mainly of high concerned with contemporary complex factual and literary forms of the written language,
U N D ER S TA N D I N G
simple sentences, for predictable information in frequency everyday or problems in which the writers texts, appreciating distinctions including abstract, structurally or
example on notices and simple everyday material job-related language. I can adopt particular attitudes or of style. I can understand linguistically complex texts such as
posters or in catalogues. such as advertisements, understand the description of viewpoints. I can understand specialized articles and longer manuals, specialized articles and
prospectuses, menus events, feelings and wishes in contemporary literary prose. technical instructions, even literary works.
and timetables and I can personal letters. when they do not relate to my
understand short simple field.
personal letters.
Spoken I can interact in a simple I can communicate in simple I can deal with most situations I can interact with a degree of I can express myself fluently I can take part effortlessly in any
Interaction way provided the other and routine tasks requiring a likely to arise whilst travelling fluency and spontaneity that and spontaneously without conversation or discussion and have
person is prepared to repeat simple and direct exchange in an area where the language makes regular interaction with much obvious searching for a good familiarity with idiomatic
or rephrase things at a of information on familiar is spoken. I can enter native speakers quite possible. expressions. I can use language expressions and colloquialisms. I
slower rate of speech and topics and activities. I can unprepared into conversation I can take an active part in flexibly and effectively for social can express myself fluently and
help me formulate what I’m handle very short social on topics that are familiar, of discussion in familiar contexts, and professional purposes. I can convey finer shades of meaning
trying to say. I can ask and exchanges, even though I personal interest or pertinent accounting for and sustaining my formulate ideas and opinions precisely. If I do have a problem I can
answer simple questions in can’t usually understand to everyday life (e.g. family, views. with precision and relate my backtrack and restructure around
areas of immediate need or enough to keep the hobbies, work, travel and contribution skilfully to those of the difficulty so smoothly that other
on very familiar topics. conversation going myself. current events). other speakers. people are hardly aware of it.
Spoken I can use simple phrases I can use a series of phrases I can connect phrases in a I can present clear, detailed I can present clear, detailed I can present a clear, smoothly-
SPEAKING
Production and sentences to describe and sentences to describe simple way in order to describe descriptions on a wide range of descriptions of complex flowing description or argument in
where I live and people I in simple terms my family experiences and events, my subjects related to my field of subjects integrating sub- a style appropriate to the context
know. and other people, living dreams, hopes and ambitions. interest. I can explain a viewpoint themes, developing particular and with an effective logical
conditions, my educational I can briefly give reasons and on a topical issue giving the points and rounding off with an structure which helps the recipient
background and my present explanations for opinions and advantages and disadvantages of appropriate conclusion. to notice and remember significant
or most recent job. plans. I can narrate a story or various options. points.
relate the plot of a book or film
and describe my reactions.
Writing I can write a short, simple I can write short, simple I can write simple connected I can write clear, detailed text on a I can express myself in clear, I can write clear, smoothly-flowing
postcard, for example notes and messages text on topics which are wide range of subjects related to well-structured text, expressing text in an appropriate style. I can
sending holiday greetings. relating to matters in areas familiar or of personal interest. my interests. I can write an essay points of view at some length. write complex letters, reports or
I can fill in forms with of immediate needs. I can I can write personal letters or report, passing on information I can write about complex articles which present a case with
personal details, for write a very simple personal describing experiences and or giving reasons in support of or subjects in a letter, an essay an effective logical structure which
example entering my name, letter, for example thanking impressions. against a particular point of view. or a report, underlining what I helps the recipient to notice and
WRITING
nationality and address on someone for something. I can write letters highlighting the consider to be the salient issues. remember significant points. I can
a hotel registration form. personal significance of events I can select style appropriate to write summaries and reviews of
and experiences. the reader in mind. professional or literary works.
Common European Framework of Reference Levels

8
What is a Language Biography?
The information in your Language Biography helps you ‘see’ your learning and think about how to be a better
language learner. It gives you information to use in your Language Passport and Dossier. With the Language
Biography you can:
• see what you have learnt and how.
• plan your learning needs, priorities, and objectives.
• reflect on your language learning and intercultural experiences.
• evaluate your progress using Common European Framework of Reference Levels.
In the Language Biography, you will find:
• a Biography Progress Profile.
• a Biography Learning Profile.
• an I can Checklist for every unit.
• Reflect and Record activities.
• Assessment records.
How do I use it?

• Biography Progress Profile. Mark your progress when you finish Unit 1 and after Units 4, 8, and 12. Put a tick
in the boxes for the levels when you think you can do the activities. Use the information to help you complete
the self-assessment grid in the Language Passport at the end of the course. Think about your aims as you
mark your progress through the course.
• Biography Learning Profile. Write some notes about your language learning history, how you learn best, and
your intercultural experiences. Reflect and Record activities tell you when to write notes in your Biography
Progress Profile.
• I can Checklists. When you have done each Student’s Book unit, use the I can Checklists to think about your
progress. Read the statements and find the pages in your Student’s Book. If you are happy with your work, tick
‘yes’ and write the date. If you want to do more work, decide what to do and when you are going to do it. Make
a note and assess your progress again.
Example:
READING
I can understand some … Student’s Book Are you happy with what you More practice? What? Now are you happy with what
can do? When? you can do?
key words in descriptions of p.6 3Date: 7.09
Yes q No q Workbook, page 4, 3No q Date: 9.09
Yes q
family and friends exs. 4 and 5
• Reflect and Record. Do the activities at the end of each unit. They will give you ideas to help you become a
better learner. File your work in the Dossier.
• Assessment records. Write in your marks and complete some sentences about your work. Use your marks to
help you complete the Biography Progress Profile. File your work in your Dossier with your unit tests.
The Language Biography 9

Biography Progress Profile
Use this page after you have completed the I can Checklists at the end of Units 1,
4, 8, and 12. Put a tick in the boxes when you think you can do the activities. Write
the date and the skill you want to improve the most at the bottom of the page.
Skills A2 A2+ B1 B1+

Listening I can understand phrases and I can understand detail in I can understand the main I can identify the general
expressions in conversations conversations about personal points in everyday conversations idea and specific details in
about personal information information and everyday life. I between friends, neighbours, conversations about everyday
and everyday life. I can can understand key words and and colleagues. I can understand life and education or job related
understand the main points phrases and follow the main the main points of many topics. I can follow the main
and detail in short descriptions, points in descriptions, messages, radio news and current affairs points when people discuss
messages, instructions, and instructions, discussions, short programmes and general topics and give their opinions,
announcements. radio news items, and interviews. interest topics. face-to-face and on radio.
Yes q Yes q Yes q Yes q
Reading I can read very short, simple I can understand detail in I can understand detail in I can find specific information
texts. I can find specific short texts about everyday dictionary entries, catalogues, in longer texts. I can follow
information in simple and job-related topics. I can guides, reports, reviews, and the main points in reports
advertisements, menus, labels, find specific information in job stories. I can understand and letters of application and
catalogues, and timetables. I advertisements, TV guides, descriptions of events, feelings, complaint.
can understand short personal and emails. I can follow the and wishes in personal letters
letters and simple instructions. main points in tourist guides, and Internet opinion pages. I can
brochures, and instructions. I can follow descriptions of jobs and
understand some new words in careers.
magazine articles.
Spoken I can have conversations I can identify topics and have I can use English in most I can talk about my interests and
Interaction and exchange information conversations on everyday travel situations. I can have topics related to my interests
on everyday topics. I can topics. I can ask for and give conversations about topics of and professional field. I can
understand directions and information, discuss what to do personal interest or everyday life exchange, check, and confirm
simple instructions. I can say in the evening and at weekends. (e.g. family, hobbies, work, travel, information when I need help. I
what I think about a topic and I can respond to suggestions and and current events) without can talk about cultural topics and
talk about plans. I can use and, ask for and give directions. having to prepare what I am give my opinions on films, books,
but, and or to join ideas. going to say. and music.
Spoken I can use some phrases and I can use some sentences I can use words like so, but, and I can talk about preferences
Production sentences to talk about my to talk about people and however to connect phrases. I can and give my opinions. I can
family and other people, where I jobs, and tell a story. I can describe and explain experiences explain some advantages
live, my educational history, and describe my environment and events, my dreams, hopes, or disadvantages of ways of
my present or most recent job. I and make comparisons. I can plans, and ambitions. I can briefly behaving in some everyday
can tell a short story. give my opinion, reasons, and give reasons and explain my situations.
explanations. opinions on everyday topics. I can
tell a story about my experiences
and talk about the plot of a book
or film.
Yes q Yes q q
Yes Yes q
Writing I can write short notes and I can write short notes, I can join sentences and write I can write a report giving
messages about everyday messages, and emails about about familiar subjects or information. I can write about
topics. I can write a short everyday topics. I can write subjects of personal interest. a topic and explain my point of
personal letter, for example, letters describing events, I can write personal letters view. I can write personal letters
thanking or apologizing for past activities, and personal describing my experiences and letters of application and
something. I can complete experiences. and impressions, and write my complaint.
personal information forms. opinions for an Internet page.
Yes q Yes q q
Yes Yes q
Write the date and the skill you want to work on most.
Start of the course: Date Skill
After Unit 4 Date Skill
After Unit 8 Date Skill
At the end of the course: Date Skill
The Biography: Progress Profile 10

Biography Learning Profile
As you do the Reflect and Record activities, make some notes in your Biography
Learning Profile. At the end of the course, you can use these notes to complete the
résumés in your Language Passport. »Passport pp.6–7
Language learning and intercultural experiences at home

Language learning: » Reflect and Record pp.13, 17, 19, 25, 27, 31.
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Intercultural experiences: » Reflect and Record pp.13, 15, 17, 21, 33.
___________________________________________________________________
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Language learning and intercultural experiences where English is

spoken
Language learning: » Reflect and Record pp.13, 17, 25, 27, 31.
___________________________________________________________________
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Intercultural experiences: » Reflect and Record pp.13, 15, 17, 21, 33.
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The Biography: Learning Profile 11

1
I can Checklist
LISTENING
Introduction: yourself and others
More practice?
Workbook pp.4–9, 76
MultiROM
Website www.oup.com/elt/result
My ideas
I can understand some … Student’s Are you happy with what More practice? Now are you happy with
Book you can do? What? what you can do?
key words in short telephone messages. p.7 Yes q No q Date: Yes q No q Date:
main points in a recorded telephone message. p.7 Yes q No q Date: Yes q No q Date:
details in short explanations of greetings. p.9 Yes q No q Date: Yes q No q Date:
specific information in short introductions. p.9 Yes q No q Date: Yes q No q Date:
details in a conversation about people in a picture. p.11 Yes q No q Date: Yes q No q Date:
details in a shopping conversation. p.13 Yes q No q Date: Yes q No q Date:
READING
key words in descriptions of family and friends. p.6 Yes q No q Date: Yes q No q Date:
general ideas in a questionnaire about greeting
p.8 Yes q No q Date: Yes q No q Date:
customs.
details in a questionnaire about greeting customs. p.8 Yes q No q Date: Yes q No q Date:
details in an art catalogue. p.10 Yes q No q Date: Yes q No q Date:
details in short stories. p.12 Yes q No q Date: Yes q No q Date:
details in an email introduction. p.14 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Are you happy with what More practice? Now are you happy with
talk about the people in my life. p.7 Yes q No q Date: Yes q No q Date:
talk about greeting customs. p.9 Yes q No q Date: Yes q No q Date:
explain who people are. p.11 Yes q No q Date: Yes q No q Date:
correct a misunderstanding. p.13 Yes q No q Date: Yes q No q Date:
INTERACTION STRATEGIES
show I’m an interested listener. p.11 Yes q No q Date: Yes q No q Date:
use spelling to correct a misunderstanding. p.13 Yes q No q Date: Yes q No q Date:
repeat words to check understanding. p.13 Yes q No q Date: Yes q No q Date:
WRITING
write a self-introduction email. p.14 Yes q No q Date: Yes q No q Date:
organize my ideas before writing. p.14 Yes q No q Date: Yes q No q Date:
review my writing for spelling and grammar. p.14 Yes q No q Date: Yes q No q Date:
The Language Biography: Unit 1 I can Checklist 12

Reflect and Record
Learning: making plans
1 Why are you learning English? Put a tick (3) next to the reasons. You can tick more than one.
Reasons: holiday ❑ work ❑ exams ❑ fun ❑ other ❑
2 Think about your previous course. What can you do now? What do you need to do?
Put the skills in order of importance for you. Number them 1–5.
Listening ❑ Reading ❑ Spoken Interaction ❑ Spoken Production ❑ Writing ❑
3 Mark your level now on the Biography Progress Profile. »
Biography p.10. Now you can start your Language
Passport. Write your personal details and mark the Language Passport self-assessment grid. Passport p.5 »
4 How do you study? Put a tick (3) next to the things you do.
I look for English around me. I listen to music.
I use English (write emails). I study my notes.
I read in English on the Internet. Other?
I study in English-speaking counties.
5 Choose one thing you don’t do. Try it next class or when you have time at home.
Complete this sentence: I tried . This is a (good / bad) idea for me.
Culture: greeting customs

1 Copy the table and the example. Add some Ways of greeting you want to remember from Unit 1. Do you do the same
in your culture?
Ways of greeting
What? Where? Comments
Men shake hands UK We sometimes do this too.
2 Add more examples when you meet people from different cultures, at home or in different countries. » Dossier p.40
Assessment record » Dossier p.40

Writing: Copy the title of your work and your mark. Complete the sentences.
Title_ _____________________________________________________________________________ Mark_____________
I included (all / some) information.
I (checked / didn’t check) my spelling.
The organization of my email was (good / OK).
Tests: Marks
Grammar Writing
Vocabulary Listening
Pronunciation Speaking
Reading
Study priorities:
The Language Biography: Unit 1 Reflect and Record 13

2
I can Checklist
Culture and countries
More practice?
Workbook pp. 10-15, 77
MultiROM
My ideas
LISTENING
I can understand some … Student’s Are you happy with what More practice? What? Now are you happy with
Book you can do? what you can do?
key words in descriptions of people and places. p.17 Yes q No q Date: Yes q No q Date:
details in radio quiz questions about places. p.19 Yes q No q Date: Yes q No q Date:
specific information in a conversation about everyday
objects.
specific information in a conversation about an event
in the past.
READING
I can understand some … Student’s Are you happy with what More practice? What? Now are you happy with
specific information in a short description of a person. p.16 Yes q No q Date: Yes q No q Date:
details in a newspaper article about tourists. p.18 Yes q No q Date: Yes q No q Date:
general ideas in short descriptions of everyday
objects.
details in short descriptions of everyday objects. p.20 Yes q No q Date: Yes q No q Date:
details in a story about an intercultural experience. p.22 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
I can … Student’s Are you happy with what More practice? What? Now are you happy with
ask about and describe objects. p.21 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
talk about my background. p.17 Yes q No q Date: Yes q No q Date:
talk about tourism. p.19 Yes q No q Date: Yes q No q Date:
tell an anecdote. p.23 Yes q No q Date: Yes q No q Date:
describe things when I don’t know the words. p.21 Yes q No q Date: Yes q No q Date:
WRITING
write a description of an intercultural experience. p.24 Yes q No q Date: Yes q No q Date:
organize my ideas into paragraphs. p.24 Yes q No q Date: Yes q No q Date:
review my writing for content. p.24 Yes q No q Date: Yes q No q Date:

Reflect and Record
Language: past simple and past continuous
1 Copy the table. Write some sentences about your travelling experiences in a different country using the past simple
and past continuous. How do you say it in your language?
Past simple and past continuous
Event My language Notes
Past continuous (reading a newspaper) = longer

I was reading a newspaper when
action; past simple (the bus arrived) = shorter
the bus arrived.
action in the middle of the longer action.
I was travelling on a bus in Past continuous (travelling on a bus in London) =
London when an old man got on. context; past simple (an old man got on) = event.
2 Add more phrases about your experiences as you travel. » Dossier p.37
Vocabulary: tourism and intercultural experiences

1 Copy the table. Look at Unit 2 and complete the notes. Think about the definite article and add some more places.
Add more vocabulary and phrases in the columns.
Vocabulary: tourism
Places People Things and souvenirs
A tea cup – It’s used for ..., It’s made of ..., It’s covered with ...,
South America – The Andes Brazilian
It looks like ...
2 Add more words when you travel to or find out about new places. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
This is my (first / second) draft.
I (used / didn’t use) paragraphs.
I (wrote / didn’t write) about the context, main event, and result.
Tests: Marks
Grammar Writing
Reading
Study priorities:

3
I can Checklist
LISTENING
Learning and growing up
More practice?
MultiROM
My ideas
Book you can do? What? When? what you can do?
details in a song about school memories. p.27 Yes q No q Date: Yes q No q Date:
details in a conversation about school memories. p.27 Yes q No q Date: Yes q No q Date:
details when a person offers hospitality. p.31 Yes q No q Date: Yes q No q Date:
details in a description of education and jobs. p.33 Yes q No q Date: Yes q No q Date:
READING
general ideas in a story about school memories. p.26 Yes q No q Date: Yes q No q Date:
details in a story about school memories. p.26 Yes q No q Date: Yes q No q Date:
details in dictionary entries. p.28 Yes q No q Date: Yes q No q Date:
details in a newspaper article about education. p.28 Yes q No q Date: Yes q No q Date:
details in a photo story. p.30 Yes q No q Date: Yes q No q Date:
details and follow instructions in a maze about jobs p.32 Yes q No q Date: Yes q No q Date:
and careers.
details in a CV. p.34 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
talk about my achievements. p.29 Yes q No q Date: Yes q No q Date:
offer hospitality. p.31 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
talk about my school days. p.27 Yes q No q Date: Yes q No q Date:
talk about my education and career. p.33 Yes q No q Date: Yes q No q Date:
respond to invitations. p.31 Yes q No q Date: Yes q No q Date:
WRITING
write a CV. p.34 Yes q No q Date: Yes q No q Date:
follow the style of a CV. p.34 Yes q No q Date: Yes q No q Date:
join short sentences to make longer phrases. p.34 Yes q No q Date: Yes q No q Date:

Reflect and Record
Learning: how I learn and use English
1 Think about how you learn best. Put a tick (3) next to the things that are true for you. Add some more examples.
q I like to study and learn grammar rules. q I try to speak as much as I can.
q I worry a lot about my mistakes. q I don’t worry about my mistakes.
q I use my dictionary a lot. q I guess first, then use my dictionary.
q I look for English words outside class. q I don’t study outside class.
q I test my vocabulary after class. q I use the Internet and different materials (for example, Workbook).
q I organize my time carefully. q I answer questions in class.
q Other …
2 Choose one thing you don’t do. Try it next class, or when you have time at home.
Language: hospitality phrases

1 Copy the table. Look at Unit 3. Add some phrases you want to remember and find them in the audio script. Write a
short conversation for each one. Translate the conversation into your language.
Hospitality phrases
Phrase Example conversation Translation
A Help yourself to some of A
Help yourself to ... these biscuits. B
B Thanks.
2 Review your notes before you meet people who speak English in your country or when you travel. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
My spelling (is / isn’t) good.
I included (all / some) information.
I (reviewed / didn’t review) capital letters.
Tests: Marks
Grammar Writing
Reading
Study priorities:

4
I can Checklist
LISTENING
Feelings and opinions
More practice?
MultiROM
My ideas
key words in a discussion about music. p.39 Yes q No q Date: Yes q No q Date:
details in a discussion about music. p.39 Yes q No q Date: Yes q No q Date:
specific information in a discussion about where to p.41 Yes q No q Date: Yes q No q Date:
eat.
specific information in a radio interview about p.43 Yes q No q Date: Yes q No q Date:
research.
details in a radio interview about research. p.43 Yes q No q Date: Yes q No q Date:
READING
general ideas in explanations of hobbies. p.36 Yes q No q Date: Yes q No q Date:
details in explanations of hobbies. p.36 Yes q No q Date: Yes q No q Date:
details in a questionnaire about music. p.38 Yes q No q Date: Yes q No q Date:
general ideas in restaurant reviews. p.40 Yes q No q Date: Yes q No q Date:
details in restaurant reviews. p.40 Yes q No q Date: Yes q No q Date:
details in film reviews. p.42 Yes q No q Date: Yes q No q Date:
details in a film description. p.44 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
say how I feel about things. p.37 Yes q No q Date: Yes q No q Date:
talk about music. p.39 Yes q No q Date: Yes q No q Date:
compare and discuss preferences. p.41 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
explain what a film is about. p.43 Yes q No q Date: Yes q No q Date:
WRITING
write a description of a book or film. p.44 Yes q No q Date: Yes q No q Date:
sequence my ideas logically. p.44 Yes q No q Date: Yes q No q Date:
use pronouns to refer back to people or things. p.44 Yes q No q Date: Yes q No q Date:

Reflect and Record
Learning: think about listening
1 Think about listening. Put a tick (3) next to the things you do. Add some more examples.
In class, I … Outside class, I …
q listen to my teacher speaking English. q listen for English words on television.

q listen to other students speaking English. q practise conversations in English with a student.
q think about the topic before I listen. q listen to English on the Internet or radio.
q listen for key words and phrases. q listen to songs in English.
q listen and guess what people will say next. q listen to tourists. I guess what they are talking about.
q Other … q Other …
2 Choose one thing you don’t do. Try it next class, or at home when you have time.
3 Update the Biography Progress Profile » . Read the information about listening. Use the CEFR Levels to help
Biography p.10
you. Look at the I can Checklists for listening notes for Unit 1–4. What can you do? Tick (3) the boxes.
4 Do the same for the other skills.
Language: saying how you feel -ed and -ing

1 Copy the table. What do you feel about different things? How do you say it in your language? Look at Unit 4 and add
some more sentences.
-ed and -ing adjectives

My feelings Notes My language
I was amazed when she said Use adjectives with -ed to say how
she liked the film. I feel
I thought his new film was Use adjectives with -ing to say how
amazing. something makes me feel.
2 Add more sentences about your feelings when you hear about different activities, music, books, and films. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
I (reviewed / didn’t review) my spelling.
I (reviewed / didn’t review) my grammar.
I (thought / didn’t think) about my reader.
Tests: Marks
Grammar Writing
Reading
Study priorities:

5 Law and order
I can Checklist
LISTENING
More practice?
MultiROM
My ideas
key information in radio quiz questions about p.47 Yes q No q Date: Yes q No q Date:
countries and politics.
general ideas in a conversation about rules. p.49 Yes q No q Date: Yes q No q Date:
details in a radio news story. p.51 Yes q No q Date: Yes q No q Date:
main points in a radio interview about history. p.53 Yes q No q Date: Yes q No q Date:
READING
specific information in an article about countries and p.46 Yes q No q Date: Yes q No q Date:
politics.
key information in signs. p.48 Yes q No q Date: Yes q No q Date:
reasons in an article about laws. p.48 Yes q No q Date: Yes q No q Date:
key information in newspaper captions about crime. p.50 Yes q No q Date: Yes q No q Date:
details in a newspaper article about crime. p.50 Yes q No q Date: Yes q No q Date:
reasons in a history text. p.52 Yes q No q Date: Yes q No q Date:
details in a story about a past event. p.54 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
talk about countries and governments. p.47 Yes q No q Date: Yes q No q Date:
talk about rules and laws. p.49 Yes q No q Date: Yes q No q Date:
talk about stories in the news. p.51 Yes q No q Date: Yes q No q Date:
talk about past events. p.53 Yes q No q Date: Yes q No q Date:
WRITING
narrate a story. p.54 Yes q No q Date: Yes q No q Date:
use narrative tenses to order a story. p.54 Yes q No q Date: Yes q No q Date:
organize my ideas to interest my reader. p.54 Yes q No q Date: Yes q No q Date:

Reflect and Record
Culture: countries, governments, rules, and laws
1 Copy the table. Make notes about places that interest you and what you must and mustn’t do. What about in your
country? What about other places you have visited? Look back at Unit 5 for ideas.
Countries, governments, rules, and laws

Country Government Rules Laws Comment
2 Ask English-speaking people you know about their customs, or use the Internet to find out about other places.
3 Add more notes when you visit different places. » Dossier p.40
Language: past perfect and simple past

1 Copy the table. Write more sentences about the plot of stories in books you have read, or historical events in your
country. Include some irregular past participles you want to remember. Translate them into your language.
Past perfect and simple past

Past events My language Notes
In English, use the past perfect to

When Henry took power, Richard
talk about an event that happened
had killed the princes. (past perfect
before another in the past. In my
= had + past participle)
language, we use ...
2 Ask other people about historical events in their countries and add more sentences as you study. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
Past tenses are (sometimes / always) correct.
Tests: Marks
Grammar Writing
Reading
Study priorities:

6
I can Checklist
LISTENING
Encounters
More practice?
MultiROM
My ideas
key words in conversations. p.57 Yes q No q Date: Yes q No q Date:
specific information in a conversation about a past p.59 Yes q No q Date: Yes q No q Date:
event.
details in a summary of survey results. p.61 Yes q No q Date: Yes q No q Date:
READING
general ideas in a sketch. p.56 Yes q No q Date: Yes q No q Date:
details in a sketch. p.56 Yes q No q Date: Yes q No q Date:
main events in an article about past events. p.58 Yes q No q Date: Yes q No q Date:
details in dictionary extracts. p.58 Yes q No q Date: Yes q No q Date:
details in a TV documentary review. p.60 Yes q No q Date: Yes q No q Date:
main ideas in an article about a crime. p.62 Yes q No q Date: Yes q No q Date:
details in a personal letter. p.64 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
express strong feelings. p.57 Yes q No q Date: Yes q No q Date:
tell an anecdote. p.59 Yes q No q Date: Yes q No q Date:
talk about people in my neighbourhood. p.61 Yes q No q Date: Yes q No q Date:
report what people said. p.63 Yes q No q Date: Yes q No q Date:
use intonation to be a sympathetic listener. p.57 Yes q No q Date: Yes q No q Date:
use words and phrases to show I’m listening. p.59 Yes q No q Date: Yes q No q Date:
WRITING
exchange news in a personal letter. p.64 Yes q No q Date: Yes q No q Date:
join sentences with by the way, however, anyway, and p.64 Yes q No q Date: Yes q No q Date:
although.

Reflect and Record
Language: expressing strong feelings
1 Copy the table and the example. Look at Unit 6 and the audio scripts. Find more extreme adjectives that you want to
remember and write a sentence. Underline the main syllables. Write a translation and compare what you do in your
language.
Expressing strong feelings

Extreme adjectives My language Notes
To express strong feelings in English, the
I’m so exhausted.
voice goes high on the main syllables.
It’s such a brilliant film.
2 Add more examples when you hear English speakers express strong feelings. » Dossier p.37
Language: reported speech

1 Copy the table. Look at Unit 6 and the audio scripts. Write some more examples of reported speech. Write a translation
and compare what you do in your language.
Reported speech
Example My language Notes
He told the man that he was In English, change the present simple to the
an estate agent. past simple. In my language, we ...
2 Think about what people said to you yesterday. Write more sentences in the table. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
I (asked / didn’t ask) my reader questions.
I (connected / didn’t connect) my ideas.
The spelling (is / isn’t) good.
Tests: Marks
Grammar Writing
Reading
Study priorities:

7 Appearances
I can Checklist
LISTENING
More practice?
MultiROM
My ideas
key words in descriptions of people. p.67 Yes q No q Date: Yes q No q Date:
specific information in opinions. p.69 Yes q No q Date: Yes q No q Date:
details in conversations about plans. p.71 Yes q No q Date: Yes q No q Date:
details in an explanation about a person’s room. p.73 Yes q No q Date: Yes q No q Date:
READING
general ideas in an article about research. p.66 Yes q No q Date: Yes q No q Date:
details in an article about research. p.66 Yes q No q Date: Yes q No q Date:
details in an article about people and fashion. p.68 Yes q No q Date: Yes q No q Date:
details in an article about lifestyle changes. p.70 Yes q No q Date: Yes q No q Date:
ideas which aren’t directly stated in an article about p.70 Yes q No q Date: Yes q No q Date:
lifestyle changes.
general ideas in an explanation about places and p.72 Yes q No q Date: Yes q No q Date:
people.
details in an application letter. p.74 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
say how people look. p.67 Yes q No q Date: Yes q No q Date:
express guesses. p.73 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
talk about fashion. p.69 Yes q No q Date: Yes q No q Date:
talk about plans and intentions. p.71 Yes q No q Date: Yes q No q Date:
use contrastive stress to check understanding. p.69 Yes q No q Date: Yes q No q Date:
WRITING
write a letter of application. p.74 Yes q No q Date: Yes q No q Date:
organize information into paragraphs. p.74 Yes q No q Date: Yes q No q Date:
check grammar and spelling. p.74 Yes q No q Date: Yes q No q Date:

Reflect and Record
Learning: thinking about text types
1 Which reading texts are important for you to understand? Look at the I can Checklists for Units 1–7. Draw a table and
make a list. Write some notes to help you work with the same text types in the future.
Reading
Texts I have worked with (at home Where Comments
and where the language is spoken).
Descriptions Student’s Book, Unit 1 p.6 (Example - I guessed the meaning of some words).
Questionnaire Student’s Book, Unit 1, p.8 (Example - I thought about key words).
2 Add more text types to the list as you continue the course. » Dossier p.40
3 Repeat exercises 1 and 2 for text types you have listened to. » Dossier p.40
Learning: plans and intentions

1 Copy the table. Look at the I can Checklists for Units 1–7 and think about your plans and intentions. Make some
predictions about your learning and give a reason.
Future predictions
Learning plans Why Done 3
I’m going to buy a magazine in
English to read at the weekend.
I’ll go to Scotland for a summer course.
(I’ve just decided!)
2 Look at your study priorities at the end of the Reflect and Record section in each unit. Tick what you have done and
write some new predictions in the table. » Dossier p.40

Title_ _____________________________________________________________________________ Mark_____________
Tests: Marks
Grammar Writing
Reading
Study priorities:

8
I can Checklist
LISTENING
Communication
More practice?
MultiROM
My ideas
details in phone conversations. p.77 Yes q No q Date: Yes q No q Date:
details in a conversation about an interview. p.81 Yes q No q Date: Yes q No q Date:
specific information in a conversation about a p.83 Yes q No q Date: Yes q No q Date:
personal experience.
specific information in a survey interview. p.84 Yes q No q Date: Yes q No q Date:
READING
details in phone dialogues. p.76 Yes q No q Date: Yes q No q Date:
main points in an article about intelligent animals. p.78 Yes q No q Date: Yes q No q Date:
details in a newspaper article. p.80 Yes q No q Date: Yes q No q Date:
main events in a story about a personal experience. p.82 Yes q No q Date: Yes q No q Date:
details in a report about text messaging. p.84 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
talk on the phone. p.77 Yes q No q Date: Yes q No q Date:
report an interview. p.81 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
talk about ability. p.79 Yes q No q Date: Yes q No q Date:
report a conversation. p.83 Yes q No q Date: Yes q No q Date:
WRITING
write a report. p.84 Yes q No q Date: Yes q No q Date:
use so, however, if, because, and such to introduce p.84 Yes q No q Date: Yes q No q Date:
information.
follow a paragraph structure. p.84 Yes q No q Date: Yes q No q Date:

Reflect and Record
Learning: think about reading
1 Put a tick (3) next to the things you do. Add some more examples.
q think about the topic before I read. q look for words in English where I live.
q use pictures and titles to help me. q read magazines or newspapers in English.
q think about the main points before the detail. q read English on the Internet.
q think about key words and phrases. q read information about films and books in English.
q guess the meaning of words before I check in a dictionary. q look for English words in shops.
3 Update the Biography Progress Profile »
Biography p.10. Read the information about reading. Use the CEFR Levels to
help you. Look at the I can Checklists for reading for Units 5–8. What can you do? Tick (3) the boxes.
4 Do the same for the other skills.
Language: phrasal verbs

1 Copy the table. Look at Unit 8 and find more examples of phrasal verbs you want to remember. Make notes about how
you express the idea in your language and any information you can find in your dictionary.
Phrasal verbs
My language Dictionary notes Example sentence.
Informal - to ask somebody (On the phone) Can you hang
Hang on
to wait for a short time on a minute, please?
Cut sb off Often passive I get cut off every time I phone.
2 Add more examples as you continue studying. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
I (used / didn’t use) words like however and because to introduce ideas.
I (followed / didn’t follow) the paragraph structure.
I (checked / didn’t check ) tenses.
Tests: Marks
Grammar Writing
Reading
Study priorities:

9
I can Checklist
LISTENING
Science and nature
More practice?
MultiROM
My ideas
main ideas in conversations about the weather. p.87 Yes q No q Date: Yes q No q Date:
details in descriptions of personal futures. p.89 Yes q No q Date: Yes q No q Date:
details in descriptions of events. p.91 Yes q No q Date: Yes q No q Date:
opinions in a conversation about future possibilities. p.93 Yes q No q Date: Yes q No q Date:
READING
details in an article about the weather. p.86 Yes q No q Date: Yes q No q Date:
details in a popular science article about the future. p.88 Yes q No q Date: Yes q No q Date:
general ideas in a questionnaire about dangerous p.90 Yes q No q Date: Yes q No q Date:
situations.
details in a questionnaire about dangerous situations. p.90 Yes q No q Date: Yes q No q Date:
general ideas in a report about technology. p.92 Yes q No q Date: Yes q No q Date:
general ideas in opinions about technology. p.92 Yes q No q Date: Yes q No q Date:
general ideas in Internet opinion letters. p.94 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
make small talk. p.87 Yes q No q Date: Yes q No q Date:
talk about unreal situations. p.93 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
talk about my future. p.89 Yes q No q Date: Yes q No q Date:
give advice. p.91 Yes q No q Date: Yes q No q Date:
use tag questions to keep a conversation going. p.87 Yes q No q Date: Yes q No q Date:
WRITING
Book you can do? What? When? When? what you can do?
write about my opinion for an Internet discussion p.94 Yes q No q Date: Yes q No q Date:
page.
use adverbs of attitude. p.94 Yes q No q Date: Yes q No q Date:
organize information in a paragraph. p.94 Yes q No q Date: Yes q No q Date:

Reflect and Record
Language: future perfect
1 Copy the table and the example. Look at Unit 9 and make more predictions about yourself. Use different time
expressions. Write a translation and notes on how you express the same idea in your language. » Dossier p.37
Finished events in the future (will + have + past participle)

Time phrases Event My language Comment
To talk about finished events in

By this time tomorrow, I’ll have had three meals.
the future in my language we ...
2 Add more examples when you have new ideas for your future.
Language: compound nouns

1 Copy the table. Write more compound nouns you want to remember from Unit 9. Check in your dictionary. Translate
the word and make some notes. Is it similar or different in your language?
Compound nouns
1st word 2nd word My language Notes
computer technology, program
laptop, desktop computer
2 Add more compound nouns as you study English Result Intermediate. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
I (started / didn’t start) with a topic sentence.
This (is / isn’t) useful for me.
There are (used / didn’t use) adverbs of attitude.
Tests: Marks
Grammar Writing
Reading
Study priorities:

10
I can Checklist
LISTENING
Shopping
More practice?
MultiROM
My ideas
key opinions in a conversation about changes in the p.97 Yes q No q Date: Yes q No q Date:
environment.
specific information in interviews about shopping p.99 Yes q No q Date: Yes q No q Date:
habits.
details in a conversation about work and recent p.101 Yes q No q Date: Yes q No q Date:
actions.
key words in a shopping conversation. p.103 Yes q No q Date: Yes q No q Date:
READING
information in a verse. p.96 Yes q No q Date: Yes q No q Date:
key points in opinions. p.96 Yes q No q Date: Yes q No q Date:
general ideas in an article about the environment. p.98 Yes q No q Date: Yes q No q Date:
details in an article about the environment. p.98 Yes q No q Date: Yes q No q Date:
main ideas in a sketch about work. p.100 Yes q No q Date: Yes q No q Date:
details in a magazine personality quiz. p.102 Yes q No q Date: Yes q No q Date:
details in a letter of complaint. p.104 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
exchange opinions. p.97 Yes q No q Date: Yes q No q Date:
talk about my shopping habits. p.99 Yes q No q Date: Yes q No q Date:
talk about recent activities. p.101 Yes q No q Date: Yes q No q Date:
ask about products in a shop. p.103 Yes q No q Date: Yes q No q Date:
use intonation to show disagreement. p.97 Yes q No q Date: Yes q No q Date:
WRITING
write a letter of complaint. p.104 Yes q No q Date: Yes q No q Date:
think about my reader and decide what to write. p.104 Yes q No q Date: Yes q No q Date:

Reflect and Record
Learning: think about conversation
1 Put a tick (3) by the things you do. Add some more examples.
q use phrases to show I’m an interested listener. q think about how to say things in English.
q don’t worry about my mistakes. q talk to other students in English.
q explain the meaning of a word I don’t know. q read texts from the coursebook aloud.
q ask questions to check I have understood. q record and listen to myself speaking English.
q ask questions to keep a conversation going. q listen to English-speaking tourists.
3 Review your notes before you travel to an English-speaking country or meet people who speak English. » Dossier p.37
Language: phrases to exchange opinions

1 Copy the table. Look at Unit 10. Add some phrases you want to remember. Make some notes about intonation.
Translate the phrases into your language.
Opinion phrases
Phrases Notes about intonation Translation
Yes, maybe, but ...
2 Review your notes before you meet people who speak English in your country or when you travel. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
I (followed / didn’t follow) the letter tips.
This (is / isn’t) important for me.
Tests: Marks
Grammar Writing
Reading
Study priorities:

11
I can Checklist
LISTENING
Travel
More practice?
MultiROM
My ideas
details to follow directions. p.107 Yes q No q Date: Yes q No q Date:
details in a conversation about a holiday place. p.109 Yes q No q Date: Yes q No q Date:
details in a conversation about a terrible journey. p.113 Yes q No q Date: Yes q No q Date:
READING
details in a tour guide and follow directions. p.106 Yes q No q Date: Yes q No q Date:
details in holiday accommodation adverts. p.108 Yes q No q Date: Yes q No q Date:
details in a health information leaflet. p.110 Yes q No q Date: Yes q No q Date:
main points on a website advice page. p.110 Yes q No q Date: Yes q No q Date:
general information on a website travel p.114 Yes q No q Date: Yes q No q Date:
recommendation page.
SPOKEN INTERACTION
give and ask for directions. p.107 Yes q No q Date: Yes q No q Date:
give health advice. p.111 Yes q No q Date: Yes q No q Date:
give extra information and details about places, p.113 Yes q No q Date: Yes q No q Date:
people, and things.
SPOKEN PRODUCTION
talk about holiday accommodation. p.109 Yes q No q Date: Yes q No q Date:
use indirect questions to be polite. p.107 Yes q No q Date: Yes q No q Date:
give explanations for unknown words. p.103 Yes q No q Date: Yes q No q Date:
WRITING
write a website recommendation. p.114 Yes q No q Date: Yes q No q Date:
indicate a series of events using first, then, after that, p.114 Yes q No q Date: Yes q No q Date:
finally, etc.
introduce contrasting ideas using unfortunately and p.114 Yes q No q Date: Yes q No q Date:
however.

Reflect and Record
Culture: travel in different countries
1 Copy the table and the example. Look at Unit 11 and find examples of different travel situations. Make some notes
about situations and words and phrases you want to remember. What do you say or do in your country?
Travel experiences
Situation What to say or do Comments
Use indirect questions to be polite, for
Asking for directions in the UK. example: Can you tell me where Chapel In my country ...
Street is?
2 Add more examples when you travel to or find out about different places. » Dossier p.40
Language: non-defining relative clauses

1 Copy the table and write some more examples of non-defining relative clauses.
Non-defining relative clauses
Examples Notes My language
They stopped the driver, who Don’t use that in non-defining
was speeding. relative clauses.
I changed the tyre, which
Use which for things.
was flat.
2 Think of a travel experience you’ve had. Write sentences using non-defining relative clauses to make the story more
interesting. » Dossier p.37

Title_ _____________________________________________________________________________ Mark_____________
I (used / didn’t use) text-building words.
I (thought / didn’t think) about paragraph organization.
I (reviewed / didn’t review) the grammar.
Tests: Marks
Grammar Writing
Reading
Study priorities:

12
I can Checklist
LISTENING
Stories
More practice?
MultiROM
My ideas
opinions about short stories. p.117 Yes q No q Date: Yes q No q Date:
details in a joke. p.119 Yes q No q Date: Yes q No q Date:
details in a description of a book. p.121 Yes q No q Date: Yes q No q Date:
details in a description of a life history. p.123 Yes q No q Date: Yes q No q Date:
READING
main points in a story with a moral. p.116 Yes q No q Date: Yes q No q Date:
details in book covers. p.120 Yes q No q Date: Yes q No q Date:
details in descriptions of extreme experiences. p.122 Yes q No q Date: Yes q No q Date:
details in a story with a moral. p.124 Yes q No q Date: Yes q No q Date:
SPOKEN INTERACTION
talk about hopes and wishes. p.119 Yes q No q Date: Yes q No q Date:
SPOKEN PRODUCTION
explain my point of view. p.117 Yes q No q Date: Yes q No q Date:
describe the plot of a story. p.121 Yes q No q Date: Yes q No q Date:
talk about important decisions. p.123 Yes q No q Date: Yes q No q Date:
use long sounds to keep my turn in a conversation. p.117 Yes q No q Date: Yes q No q Date:
indicate that I’m moving to the next part of a story. p.121 Yes q No q Date: Yes q No q Date:
WRITING
write a story with a moral. p.124 Yes q No q Date: Yes q No q Date:
organize ideas in paragraphs. p.124 Yes q No q Date: Yes q No q Date:

Reflect and Record
Title_ _____________________________________________________________________________ Mark_____________
I (used / didn’t use) a dictionary.
There are (some / no) spelling mistakes.
Tests: Marks
Grammar Writing
Reading
Study priorities:
Learning: progress
1 Update the Biography Progress Profile »
Biography p.10. Look at your Assessment records and the I can Checklists for
the skills for Units 9–12 to assess your progress. Now tick (3) the boxes.
2 What can you do? Shade the boxes and mark your level progress on the Self-assessment grid. » Passport p.5
Learning experiences
1 Look at Reflect and Record pp.13, 17, 19, 25, 27, and 31. Make notes on the Biography Learning Profile.
» Biography p.11
2 Write a résumé of your study experiences. » Passport p.6
Intercultural experiences
1 Look at Reflect and Record pp.13, 15, 17, 21, and 33. Make notes on the Biography Learning Profile. » Biography p.11.
2 Write a résumé of your intercultural experiences. » Passport p.7
Congratulations! Now you have finished English Result Intermediate Portfolio Practice Book. Good luck with your next
course!

Heading
The Dossier
What is a Dossier?
The Dossier is a file where you keep your work, tests, and certificates. You can also keep articles you have
read, reports from teachers or language schools, or examples of personal communication in English.
You can use it to show people what you can do. Your Dossier helps you reflect on and record your progress in
the Language Biography and Language Passport.
By keeping records you can find different ways of recording information, for example, for vocabulary and
grammar. You can decide which ways of recording information you like best. You can study your notes before
a test.
How do I use it?

There are two parts to your Dossier:
• Language notes » Dossier p.37
As you work through the Reflect and Record unit activities for each unit, you will start keeping language
records. There are tables for you to copy, with words, phrases, and notes on how English works. Write the
title of your work on these Dossier pages and keep your work in a separate file.
• Work » Dossier p.40
When you do the Reflect and Record activities about culture, or other written work, tests, or examinations,
write the title of your work in the tables on these Dossier pages. Keep your work in a separate file.
As you study the course, you can add more language information to the records in your Dossier. You can
replace old work with better work as you study the course, and see how you are making progress. Remember
to keep your Dossier up-to-date.
The
ThePassport
Dossier 36
Heading
The Dossier: Language Notes
Use this part of your Dossier to record and file any notes you have made about language during the course.
You can keep your vocabulary and grammar notes from the Language Biography Reflect and Record activities
here. You can use these to help make notes for other language areas you want to remember. You can write
words under topics, translate words, write examples with notes on pronunciation, or write translations.
Topic Unit Date
Remembering vocabulary Unit 1
The Dossier: Language

The Passport
Notes 37
Heading
Topic Unit Date

The Passport
Notes 38
Heading
Topic Unit Date

The Passport
Notes 39
Heading
The Dossier: Work
Use this part of your Dossier to record and file examples of your written work, your notes about learning and
intercultural experience, your tests, and certificates. You can also keep copies of articles you have read and
other work you have done.
You can look at your work to see how you are making progress. Use this part of your Dossier to help you with
the Biography Progress Profile. » Biography p.10. It will also help you complete the Self-assessment grid in
your Language Passport at the end of the course. » Passport p.5
Title Date Individual or group work
A learning biography (Unit 1) Individual
The Dossier:
The Passport
Work 40
Heading
Title Date Individual or group work
The Dossier:
The Passport
Work 41
English
Takes students from how to to can do in every lesson
Learn the language you need and put it into practice

immediately with English Result.
Use the to
– create valuable records of ability and level when moving school or country
– check progress using the levels
Use the to
– self-assess with detailed I can
– get ideas on how to learn and improve learning
– build on language and cultural awareness with pages
Use the to
– organize and keep a record of work and intercultural experiences, for revision
and to show others
No unauthorized photocopying
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English

Intermediate Portfolio Practice Book

The Language Biography

What is a Language Portfolio?

The Language Passport

The Language Biography

What is a Language Passport?

How do I use it?

Study and intercultural experiences

The Language Passport 4

First language: _ _________________________________________________________

Other languages: _ _______________________________________________________

Place of study: _ _________________________________________________________

Last updated: ____________ / ____________ / ____________

Exams and certificates

Signed ____________ Date ____________

The Language Passport: Linguistic profile 5

Primary / secondary education

With English speakers you know

In your free time?

In places where English is spoken

Less than 3 months 3 months 6 months 9 months 1 year +

With English speakers you know

The Language Passport: Study Experiences 6

In places where English is spoken

The Language Passport: Intercultural Experiences 7

Common European Framework of Reference Levels

How do I use it?

The Language Biography 9

Skills A2 A2+ B1 B1+

The Biography: Progress Profile 10

Language learning and intercultural experiences at home

Language learning and intercultural experiences where English is

The Biography: Learning Profile 11

The Language Biography: Unit 1 I can Checklist 12

Culture: greeting customs

Men shake hands UK We sometimes do this too.

Assessment record » Dossier p.40

The Language Biography: Unit 1 Reflect and Record 13

The Language Biography: Unit 2 I can Checklist 14

Past simple and past continuous

Event My language Notes

Past continuous (reading a newspaper) = longer

Vocabulary: tourism and intercultural experiences

Assessment record » Dossier p.40

The Language Biography: Unit 2 Reflect and Record 15

The Language Biography: Unit 3 I can Checklist 16

Language: hospitality phrases

Assessment record » Dossier p.40

The Language Biography: Unit 3 Reflect and Record 17

The Language Biography: Unit 4 I can Checklist 18

q listen to my teacher speaking English. q listen for English words on television.

Language: saying how you feel -ed and -ing

-ed and -ing adjectives

Assessment record » Dossier p.40

The Language Biography: Unit 4 Reflect and Record 19

The Language Biography: Unit 5 I can Checklist 20

Countries, governments, rules, and laws

Language: past perfect and simple past

Past perfect and simple past

In English, use the past perfect to

Assessment record » Dossier p.40

Last updated: / /

Signed Date