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What is a Language Portfolio?

Passport / Biography section


The aim of creating a Language Portfolio with your pupils • Photocopies of My English pages, completed
is to promote the learning of languages in general, and to at the end of each term.
record and validate all their linguistic abilities and language • Completed Unit, Review, and Skills tests.
learning experiences (including those from outside the • Certificates of any external exams pupils have sat,
classroom). e.g. CYL Movers tests.

The European Language Portfolio Dossier section


The Council of Europe is promoting the use of the ‘European • Posters, projects, displays, etc. that the pupils have done
Language Portfolio’, a three-part portfolio that has the aim throughout the course.
of encouraging lifelong language learning, providing a • Photocopies of completed pages from the Activity Book
record of linguistic skills that is internationally recognized, and / or the PMB.
and promoting tolerance and cultural awareness through • Cassette or video recordings of pupils singing songs or
learning other languages. The intention is that each student acting out stories, e.g. the unit stories.
has their own personal Portfolio that will accompany • Other (see ‘Further ideas’ below).
them throughout their learning experience. The European
The Incredible English Kit Portfolio can be included in the
Language Portfolio is divided into the following sections:
classroom routine as much or as little as you choose. A good
Passport point to start working on the Portfolio would be towards
The Passport section provides an overview of each student’s the end of the first term, when you can explain to the pupils
ability in a language or languages. It includes self-evaluation what a Language Portfolio is, let them make the cover pages
and teacher assessment as well as any certificates a student and complete the first My English page (see below), and
may have received or records of courses they have completed. tell them that they will be responsible for choosing which
pieces of work they would like to include in the Dossier
Biography section (they can choose the pieces of work that they are
The Biography section allows the student to reflect upon most proud of, that they have most enjoyed doing, or that
and assess his or her progress. It encourages the student to they think would be most interesting to other people).
think about what he / she can do in the language. Parents should be encouraged to support their children’s
language learning by helping them collect items for their
Dossier Portfolio or making suggestions about what pieces of work
The Dossier contains selected pieces of work that illustrate to include in the Dossier section.
the student’s achievements, abilities, and experiences, as The Incredible English Kit Portfolio for Level 5 contains the
recorded in the Biography or Passport. following material:

What is the Incredible English Kit Portfolio cover


Portfolio? Pupils fill this in and stick it on the cover of the file, folder,
or box that they are going to use for their Incredible English
The idea of the Incredible English Kit Portfolio is to raise
Kit Portfolio. They can also stick on a photo or a drawing of
awareness of the existence of the European Language
themselves.
Portfolio and to prepare children to use future portfolios
in the secondary education system. It is a useful tool for
teachers in future years as it allows them to see what each
child has studied so far. It is also extremely motivating as it
gives children the opportunity to be responsible for their
own learning as they indicate what they can do in English
and decide autonomously what work to include in their
Portfolio.
The Incredible English Kit Portfolio does not aim to exactly
match the structure of the European Language Portfolio,
but instead takes the elements from it that are most relevant
for children of this age.
Each child’s personalized Incredible English Kit Portfolio might
consist of a selection of the following, stored together in a
designated file, folder, or box:

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My English pages Dossier cover (My work)
These summary / self-evaluation pages are intended to be At primary school level, the Dossier of the work chosen by
completed at the end of each term, and are divided into the pupil will probably be the largest section of the Portfolio.
three sections: My words, My sentences, and My work. This page, entitled My work, will be the cover of that section,
which can either be included within a ring-binder for the
My words whole Portfolio, or kept in a separate folder or box. Pupils
Pupils tick the boxes to indicate which vocabulary sets they colour the page, and can also create a list of the Dossier
have studied, and then complete the self-evaluation line to contents if they wish.
say how many of the words they can remember (go through
the language with them for this first). What does the Dossier contain?
It is important that pupils understand that they make the
My sentences
choice of which pieces of work to include in their personal
Pupils tick the boxes to indicate which language functions Dossier. They can choose the pieces of work that they are
they are able to perform. Go through the ‘I can’ statements most proud of, that they have most enjoyed doing, or that
with the pupils first to make sure they understand them, and they think would be most interesting to other people. In
help them as necessary by reminding them of the language addition to the My work items suggested on the My English
from the relevant units and writing examples on the board. pages, pupils may like to include photocopies of their
favourite pages from the Activity Book (e.g. any of the writing
My work
or drawing activities), and video or cassette recordings of
Pupils tick the boxes to say which items they have made. themselves singing songs or doing role-plays from the course
The blank line can be used to write any additional items or (e.g. acting out the unit stories with the finger puppets).
projects that they have completed. If pupils have chosen
to include any of these items in the Dossier section of their Further ideas
Portfolio, they can draw or stick a star next to the item to English language learning is not restricted to the classroom,
indicate this. (It will be very motivating for pupils if you can and as part of the Portfolio’s aim to foster positive attitudes
provide them with gold star stickers to use for this section.) towards other cultures, pupils should be encouraged
The items listed are taken from the following sections to notice any examples of English language and culture
of the course: around them. Pupils can collect (or photocopy) comics, food
packaging, CD and DVD covers, stamps, tickets, postcards,
(Units 1–3) song lyrics, etc. and keep them in their Portfolio folder or
A vocabulary record (Units 1–3, PMB pp5, 11, 16) box. Alternatively, you could create an ‘English corner’ in the
A book review (Unit 1, Lesson 8) classroom where such objects could be displayed for the
A concept map (Unit 1, PMB p7) whole class to see.
A dinosaur fact card (Unit 2, Lesson 8) Pupils can also write (in L1) about their experiences with
A cave painting (Unit 2, PMB p12) English, e.g. listing any projects they have done, performances
A leaflet for a tourist attraction (Unit 3, Lesson 8) of plays, courses attended (including after-school classes
A Roman numbers game (Unit 3, PMB p17) and summer schools), details of trips to English-speaking
countries, communication / exchanges with pen pals, and
Me and my world (a review of a Music Day, PMB pp 18–19)
simply a list of English-speaking people they know. They can
(Units 4–6) illustrate their work with pictures of their experiences.
A vocabulary record (Units 4–6, PMB pp23, 28, 33) Encourage pupils to take pride in their Portfolios, and
A description of how I made an object (Unit 4, Lesson 8) to regularly go through the Dossier section, tidying and
A picture timeline about my family (Unit 4, PMB p24) organizing it, and adding work as necessary to keep it
A programme note about myself (Unit 5, Lesson 8) updated. Encourage them to show their Portfolios to
Musical instruments (Unit 5, PMB p29) friends, family, and other teachers in the school, and remind
them that it is a valuable record of their achievements in
A concept map about food (Unit 6, Lesson 8)
English. Fostering early pride and motivation in this way will
A food package (Unit 6, PMB p34) encourage pupils to continue learning and using English
Me and my world (A leaflet about a theme park, (and other languages) throughout their lives.
PMB pp35–36)
(Units 7–9)
A vocabulary record (Units 7–9, PMB pp40, 45, 50)
A text about a day out (Unit 7, Lesson 8)
A food chain game (Unit 7, PMB p41)
A letter about an interesting job (Unit 8, Lesson 8)
Tessellated shapes (Unit 8, PMB p46)
A holiday diary entry (Unit 9, Lesson 8)
A wind gauge (Unit 9, PMB p51)
Me and my world (A diary entry, PMB pp52–53)

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3rd EDITION

Stick your
photo here

Name 
Age 
Class 
School 
Teacher 


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My English (Units 1–3)

My words
I can say words for:

Things we read Animals

Design features Places in town

Kitchen items Numbers and maths

I can remember: some of the words.

most of the words.

all of the words.

My sentences
I can …
say what was in a place ask what people could do
There was a dictionary in the library. Could she swim? No, she couldn’t.
say what wasn’t in a place say what people did
There weren’t any comics on the shelf. She bought a rubber.
say what people could do say what people didn’t do
He could run. He didn’t go to the museum.
say what people couldn’t do ask what people did
They couldn’t fly. Did he take a photo?

My work
I have made:
A vocabulary record A leaflet for a tourist attraction

A book review A Roman numbers game

A concept map Me and my world


(a review of a Music Day)
A dinosaur fact card

A cave painting

= my best work (look in my Dossier)

Incredible English Kit 3rd Edition 5 PHOTOCOPIABLE © Oxford University Press


My English (Units 4–6)

My words
I can say words for:

Craft items Musical instruments

Inventions Food and drink

Jobs in the house Nutrients

I can remember: some of the words.

most of the words.

all of the words.

My sentences
I can …
ask about the past using questions say what people were doing
Who did you see? She was cooking the dinner.
say what people did in the past say how much people have got
He invented the sandwich. She’s got too much sugar.
ask what people were doing say how many things people have
What was she doing at eight o’clock? They haven’t got enough eggs.

My work
I have made:
A vocabulary record A concept map about food

A description of how I made an object A food package

A picture timeline about my family Me and my world


(A leaflet about a theme park)
A programme note about myself

Musical instruments

= my best work (look in my Dossier)

Incredible English Kit 3rd Edition 5 PHOTOCOPIABLE © Oxford University Press


My English (Units 7–9)

My words
I can say words for:

Woodland animals Polygons

Food chains Adventure sports

Jobs The Beaufort scale

I can remember: some of the words.

most of the words.

all of the words.

My sentences
I can …
say what people are going to do
ask questions without question words
in the future Does he fight fires?
He’s going to take a photo.
answer questions with short answers
say what people aren’t going to do Yes, he does.
in the future
talk about experiences
She isn’t going to win.
She’s ridden a horse.
ask what people are going to do
talk about things you haven’t done
in the future
I’ve never climbed a mountain.
Are they going to win?

My work
I have made:
A vocabulary record A holiday diary entry

A text about a day out A wind gauge

A food chain game Me and my world


(A diary entry)
A letter about an interesting job

Tessellated shapes

= my best work (look in my Dossier)

Incredible English Kit 3rd Edition 5 PHOTOCOPIABLE © Oxford University Press


3rd EDITION

Portfolio Dossier (Level 5)


stories

writing projects

songs acting


Incredible English Kit 3rd Edition 5 PHOTOCOPIABLE © Oxford University Press