NEFportfolio Preint PDF

Karen Ludlow
New
ENGLISH FILE Pre-intermediate
Language Portfolio
CEF
© Oxford University Press

2
Contents
Introduction
What is a Language Portfolio? 4
How to use your New English File Language Portfolio 4
Updating your Portfolio 4
Language Passport
How to use your Language Passport 5
Personal details 5
Your exams and certificates 5
Your language and cultural experiences 6
Profile of language skills 7
Self-assessment grids 8
A1–A2 8
B1–B2 9
C1–C2 10
Biography
How to use your Language Biography 11
Your aims and objectives 11
Your language learning history 12
Your language and cultural experiences 13
How to become a more effective learner 13
Can do statements Level A2 14
Can do statements Level B1 17
Dossier
How to use the Dossier 23
Dossier chart 24
Introduction
What is a Language Portfolio?

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

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

Language Passport: Complete this section soon. Update it every three months.
Language Biography: Update this more regularly, e.g. at the end of each unit.
Dossier: Add new pieces of work to the Dossier as frequently as you want – for example if you
write a letter in class, or a review for homework.
Portfolio sections Date (when you last updated your Portfolio)
Language Passport
Language Biography
Dossier
New English File Pre-intermediate Language Portfolio © Oxford University Press

L a n g u ag e P a s s p o rt
How to use your Language Passport

Your Language Passport is a record of your language qualifications and experiences. It is also
where you assess your overall language level. As the Language Passport is proof of your language
abilities, you can show it to potential employers, when you apply for a language course, or when
you change schools.
Keep this section up-to-date.
Personal details
Name: _______________________________________________________________
Nationality: _______________________________________________________________
First Language: _______________________________________________________________
Other languages: _______________________________________________________________
Your exams and certificates

What language qualifications do you have in English? What exams have you taken in English?
Exam Authority Date Grade
© Oxford University Press New English File Pre-intermediate Language Portfolio

Your language and cultural experiences
Your experiences with other languages and cultures are also important. Think about your
experiences of the English language or English-speaking cultures and write about them below.
Where Experience When and how long?
School
School holidays
Higher education
English courses
Work
Travel
Contact with English speakers
Study in English
Free time activities (e.g. books

you have read in English)
Stays abroad
Other

Profile of language skills
Read the Self-assessment grids on pages 8–10 and look at the example below. Complete your
own language skills profile for your English level. You can complete a profile for any additional
languages.
Language: English
Skill A1 A2 B1 B2 C1 C2
Listening
Reading
P L E
Spoken interaction
Spoken production E X A M
Writing
Language:
Listening
Reading
Spoken interaction
Spoken production
Writing
Language:
Listening
Reading
Spoken interaction
Spoken production
Writing
Language:
Listening
Reading
Spoken interaction
Spoken production
Writing

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

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

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

L a n g u ag e B i o g r a p h y
How to use your Language Biography

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

Think about why you are learning English (for work, travel, etc.) and what level of English you
will need to achieve those objectives – you can refer to the CEF levels in your Language Passport
to assist you.
Reasons Time Scale English Level Required
e.g. to travel abroad on holiday 6 months Listening B1

Reading A2
Speaking (interaction) B1
Speaking (production) A2
Writing A1
1 Listening
Reading
Speaking (interaction)
Speaking (production)
Writing
2 Listening
Reading
Writing
3 Listening
Reading
Writing
4 Listening
Reading
Writing
5 Listening
Reading
Writing
© Oxford University Press New English File Pre-intermediate Language Portfolio 11

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

Your language and cultural experiences
Tick the boxes for the approaches which best describe the learning style you feel most comfortable
with.
I prefer to learn practical examples first and become I prefer to study the grammar first and build my own
aware of grammatical rules through using these. sentences until I feel I have a practical repertoire.
I prefer to be given the linguistic facts and then to I prefer an interactive approach to mastering new
work on these by myself until I feel confident that I can language, ‘taking risks’ in putting over meaning and learning
communicate with little risk of error. from any resulting errors.
Choose three experiences which have helped you the most to learn English.
Experiences Reason
How to become a more effective learner

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

Can do statements
This section will help you to identify your language abilities, and show you where you need more help.
Circle the most suitable statement after completing a unit in class.
Framework level: A2
Can do statements I can do this … New English File

Pre-intermediate
with difficulty easily
1 2 3 4 File: 1
Listening
I can understand days, dates, numbers, and the time. 1 2 3 4 page 5
I can understand a simple description of people. 1 2 3 4 pages 7, 8
I can identify people from a short description. 1 2 3 4 page 8
I can understand a simple TV game show. 1 2 3 4 page 11
I can understand personal information and information about the past. 1 2 3 4 page 12
I can identify places and understand times. 1 2 3 4 page 12
Reading
I can understand a short article about family and friends. 1 2 3 4 page 6
I can understand a short, factual text. 1 2 3 4 page 10
I can understand personal information in an email. 1 2 3 4 page 13
Spoken interaction
I can ask for and give personal information. 1 2 3 4 pages 4, 7
I can ask and talk about days, dates, numbers, and the time. 1 2 3 4 page 5
I can ask and talk about things happening now. 1 2 3 4 page 8
I can ask and talk about likes and dislikes. 1 2 3 4 page 9
I can ask for and give personal information. 1 2 3 4 page 12
Spoken production
I can introduce myself. 1 2 3 4 page 4
I can describe people and places. 1 2 3 4 pages 7-9
I can say where things are. 1 2 3 4 page 9
I can define people, places, and things. 1 2 3 4 pages 10, 11
Strategies
I can use English in the classroom. 1 2 3 4 page 5
I can ask for help when I don’t understand. 1 2 3 4 page 5
I can use a dictionary. 1 2 3 4 page 11
I can use polite expressions. 1 2 3 4 page 12
Writing
I can describe myself and give personal information. 1 2 3 4 page 13
Key Language Writing strategy

Word order in questions: Where are you from? What did you do last night? Informal email
Present simple: I work in a bank. I don’t like cooking. Hi Marta / Dear Danny
Present continuous: The girls are sitting in café. I’m going to tell you about myself.
Defining relative clauses: It’s a country where they eat a lot of pasta. Please write soon
Verb phrases: go to university, do sport Best wishes
Classroom language: Work in pairs, How do you spell it? Sandra
The alphabet: A, B, C
Spelling
Family: mother, sister
Photo foto
Personality adjectives: attractive, friendly
The body: eyes, arms Punctuation
Prepositions of place: next to, opposite I go to French classes.
Paraphrasing: for example, like Grammar
I am 20 years old. I have 20 years old.

Framework level: A2

Pre-intermediate
1 2 3 4 File: 2
Listening
I can understand a simple story in the past. 1 2 3 4 pages 17, 19, 23
I can understand a song. 1 2 3 4 page 21
I can understand names, numbers, times, and places. 1 2 3 4 page 24
Reading
I can understand a short magazine article about holidays. 1 2 3 4 pages 16, 17
I can understand a short article about important events. 1 2 3 4 pages 18, 19
I can identify important information in a short newspaper article. 1 2 3 4 page 21
I can understand a short story in the past. 1 2 3 4 page 22
I can understand a description of people and places. 1 2 3 4 page 25
Spoken interaction
I can ask and talk about the past. 1 2 3 4 pages 17, 19
I can ask and talk about likes and dislikes. 1 2 3 4 pages 19, 20
I can do a simple quiz. 1 2 3 4 pages 20, 21
I can ask for and offer help. 1 2 3 4 page 24
I can offer and order food and drink. 1 2 3 4 page 24
Spoken production
I can describe people and places. 1 2 3 4 pages 18, 19
I can understand and tell a story in the past. 1 2 3 4 page 23
Strategies
I can introduce people. 1 2 3 4 page 24
I can ask about plans. 1 2 3 4 page 24
Writing
I can connect simple sentences with so, because, but and although. 1 2 3 4 page 22
I can describe a photo. 1 2 3 4 page 25
Past simple: regular and irregular verbs: want> wanted, take> took Prepositions
Past continuous: I was taking photos in Paris when I saw them. In the summer, Africa
Questions with and without auxiliaries: On holiday, Friday
When did Bill Clinton become President? At the airport, the weekend
Who directed The Godfather?
Look at: I like looking at
So, because, but, although:
holiday photos.
He was driving too fast so he had an accident.
Although she tried to stop, she still hit the man.
We wanted to go out but we didn’t have much money.
I’m studying English because I want to work abroad.
Holidays: travel agent, sunbathe
Prepositions of time and place: in August, at 9 o’clock, on Tuesdays
Question words: Who, How many, Why
Verb phrases: play a song, invite somebody to dinner

Framework level: A2

Pre-intermediate
1 2 3 4 File: 3
Listening
I can understand personal information and future plans. 1 2 3 4 page 29
I can understand a short radio programme. 1 2 3 4 page 31
I can understand a simple interview. 1 2 3 4 page 34
I can understand interpretations of dreams. 1 2 3 4 page 35
I can understand how to order in a restaurant. 1 2 3 4 page 36
Reading
I can understand a short magazine article about airports. 1 2 3 4 pages 28, 29
I can understand a short article about promises. 1 2 3 4 page 32
I can understand an informal letter. 1 2 3 4 page 37
Spoken interaction
I can ask and talk about plans or arrangements. 1 2 3 4 page 29
I can explain a problem. 1 2 3 4 page 36
I can say sorry. 1 2 3 4 page 36
Spoken production
I can talk about plans. 1 2 3 4 page 28
I can make predictions. 1 2 3 4 pages 30, 31
I can make promises, offers, and decisions. 1 2 3 4 page 33
I can tell a story. 1 2 3 4 page 35
I can interpret situations in dreams. 1 2 3 4 page 35
I can ask for and make suggestions. 1 2 3 4 page 36
Strategies
I can give an opinion. 1 2 3 4 pages 31, 34
Writing
I can write an informal letter about personal information and plans. 1 2 3 4 page 37

Going to, present continuous for future plans / arrangements: Informal letter
We’re going to have a big party next month. 13 West Street
I’m leaving at 6.30. Tonbridge TN2 5GD
Will / won’t ( predictions):
12th May 2006
You’ll pass the exam.
Dear Jean
We won’t arrive on time.
Will / won’t ( promises, offers and decisions): Thank you for your letter.
They’ll call you when they arrive. Looking forward to hearing from you.
Shall I help you with the shopping?
I’ll have a steak and salad. Best wishes
Review of tenses: present, past and future. Mandy Wilson
Expressions with look: look after, look forward to
Opposite verbs: lose> find, pass> fail
Verbs+ back: come back, take something back
Verbs and prepositions: agree with, speak to

Framework level: B1

Pre-intermediate
1 2 3 4 File: 4
Listening
I can understand the main points of a short interview. 1 2 3 4 page 41
I can understand what has / hasn’t happened. 1 2 3 4 pages 42, 43
I can identify different types of activity. 1 2 3 4 page 45
I can understand simple descriptions of people and places. 1 2 3 4 page 47
I can understand simple directions. 1 2 3 4 page 48
I can understand simple, natural conversation. 1 2 3 4 page 48
Reading
I can identify the main points of a short article about a shop. 1 2 3 4 page 40
I can understand what has / hasn’t happened. 1 2 3 4 page 42
I can identify the main points of a short article about family conflict. 1 2 3 4 pages 42, 43
I can guess the meaning of words and phrases. 1 2 3 4 pages 43, 45
I can use a dictionary. 1 2 3 4 page 43
I can identify the main points of a short article about lifestyles. 1 2 3 4 page 45
I can identify the main points of a short article about cities. 1 2 3 4 page 46
I can understand a description of a place. 1 2 3 4 page 49
Spoken interaction
I can ask and talk about clothes and places to shop. 1 2 3 4 pages 40, 41
I can ask and answer about experiences and past events. 1 2 3 4 page 41
I can ask and answer about problems. 1 2 3 4 page 42
I can ask and answer questions from a simple questionnaire. 1 2 3 4 page 45
I can ask about and compare places and people. 1 2 3 4 page 47
I can ask for and give simple directions. 1 2 3 4 page 48
Spoken production
I can talk about clothes and shops. 1 2 3 4 page 40
I can explain the main points of a short, factual article. 1 2 3 4 pages 44, 45
Strategies
I can plan my writing following a model. 1 2 3 4 page 49
Writing
I can write a description of a place. 1 2 3 4 page 49

Present perfect ( experience)+ ever, never, present perfect or past simple: Description of a place
Have you ever tried Indian food? / I’ve never met someone famous. / Have you It’s a city on the coast / in the centre
ever been to China? / Yes, I have. I went there on holiday last year. of the country.
Present perfect simple+ yet, just, already: It’s the biggest city in the country.
They haven’t finished yet. / I’ve already read that book. / He’s just arrived. There are a lot of museums.
Comparatives – as...as, less...than: The winters are warm.
She’s not as old as the rest of the class. / He earns less money than me. It’s famous for its main square.
Superlatives ( + ever + present perfect): It isn’t as polluted as some big
It’s the most exciting film I’ve ever seen. cities.
Clothes: suit, shirt The people are the friendliest I’ve
Verb phrases: make the bed, do the washing up ever met.
Time expressions: spend time, waste time
Opposite adjectives: dangerous> safe, noisy> quiet

Framework level: B1

Pre-intermediate
1 2 3 4 File: 5
Listening
I can understand polite and impolite conversation. 1 2 3 4 page 53
I can identify the main points in a short interview about singing. 1 2 3 4 page 55
I can understand a short monologue in the past. 1 2 3 4 page 57
I can understand a simple conversation in a shop. 1 2 3 4 page 60
I can understand people giving opinions. 1 2 3 4 page 60
Reading
I can understand a short article which gives advice. 1 2 3 4 pages 52, 53
I can identify people’s preferences. 1 2 3 4 page 54
I can understand simple messages on signs. 1 2 3 4 page 56
I can identify the main points of a short article about learning languages. 1 2 3 4 page 57
I can understand simple rules and instructions. 1 2 3 4 page 58
I can identify the main points of a short article about sport. 1 2 3 4 page 59
I can understand a formal email. 1 2 3 4 page 61
I can understand short adverts. 1 2 3 4 page 61
Spoken interaction
I can ask and talk about social events. 1 2 3 4 page 52
I can ask and talk about personal experiences and give opinions. 1 2 3 4 page 53
I can ask and talk about likes / dislikes and interests. 1 2 3 4 page 55
I can ask and talk about experiences. 1 2 3 4 page 57
I can ask and talk about sports. 1 2 3 4 pages 58, 59
I can offer help and ask for things in a shop. 1 2 3 4 page 60
Spoken production
I can say where things are. 1 2 3 4 page 58
I can give simple instructions. 1 2 3 4 page 59
Strategies
I can give an opinion. 1 2 3 4 pages 56, 57
I can ask for opinions and suggestions. 1 2 3 4 page 60
Writing
I can write simple rules. 1 2 3 4 page 56
I can write a formal email. 1 2 3 4 page 61

Uses of the infinitive with to: I want to go to the party. Formal email
Verb + ing: I love getting out of the city.
Dear Sir / Madam
Have to, don’t have to, must, mustn’t:
I am writing to ask for information...
We have to get up early
I’m writing
They don’t have to go to class on Saturday.
I would like to stay...
You mustn’t bring your mobile phone to class.
I’d like
I must finish this report.
Could you please send me
Expressing movement (sport): hit the ball, go round the track
information about...?
Verbs and infinitive: I need to buy some clothes, It’s important not to be late.
I look forward to hearing from you
Verbs followed by ing: love, like, thinking of, good at
Yours faithfully
Modifiers: a bit, really, quite
Michael Davis
Prepositions of movement (sport): hit into, go through
Go, Play, Do (sport): go running, do karate, play basketball

Framework level: B1

Pre-intermediate
1 2 3 4 File: 6
Listening
I can understand a short story / anecdote. 1 2 3 4 page 64
I can understand someone giving advice. 1 2 3 4 page 66
I can understand a short dialogue. 1 2 3 4 page 68
I can understand a short radio programme about problems. 1 2 3 4 page 70
I can understand a simple conversation in a shop. 1 2 3 4 page 72
I can understand simple, natural conversation. 1 2 3 4 page 72
Reading
I can understand a short story / anecdote. 1 2 3 4 page 64
I can understand a short article about possible situations. 1 2 3 4 page 64
I can understand a simple quiz. 1 2 3 4 page 66
I can identify the main points in a short, factual article about animals. 1 2 3 4 page 67
I can understand a short dialogue. 1 2 3 4 page 68
I can understand a short text which gives advice. 1 2 3 4 page 69
I can understand a short radio guide. 1 2 3 4 page 70
I can understand short emails or notes giving advice. 1 2 3 4 pages 70, 71
I can understand a short email asking for advice. 1 2 3 4 page 73
Spoken interaction
I can imagine possible situations. 1 2 3 4 page 65
I can ask and talk about animals. 1 2 3 4 page 67
I can ask and talk about unreal situations. 1 2 3 4 page 67
I can complete a short questionnaire. 1 2 3 4 page 68
I can ask about decisions and give advice. 1 2 3 4 page 69
I can ask for and give personal and general information. 1 2 3 4 page 69
I can ask for and offer help in a shop. 1 2 3 4 page 72
Spoken production
I can talk about possible situations. 1 2 3 4 page 65
I can give an opinion. 1 2 3 4 page 71
Strategies
I can apologize and make suggestions. 1 2 3 4 page 72
Writing
I can write a short note giving advice. 1 2 3 4 page 71
I can write a short email giving advice. 1 2 3 4 page 73

Conditional tenses Confusing verbs: borrow/ lend Informal email
If + present simple ,will + infinitive Animals: bear, bull Hi Lucy!
If you run away, I’ll find you. Noun formation: confuse> confusion, Thanks for your email.
If + past simple, would + infinitive. decide> decision, imagine> imagination It was great to hear from you
If I saw a crocodile, I wouldn’t move. Get: get home, get on with someone again.
May / might: possibility Illnesses: headache, cough I’m really happy that you want to
We might go to the party but we’re not sure. come.
He may leave home but he can’t decide. I think you should come in June.
Should / shouldn’t: advice If I were you, I’d travel by train.
I think you should talk to your girlfriend. I’m looking forward to seeing
You shouldn’t ring him. you soon.
Best wishes
Cathy

Framework level: B1

Pre-intermediate
1 2 3 4 File: 7
Listening
I can understand a short interview about phobias. 1 2 3 4 page 77
I can understand a short biography. 1 2 3 4 page 79
I can understand a short interview about school days. 1 2 3 4 page 81
I can identify the main points in a radio programme about inventions. 1 2 3 4 page 82
I can understand a simple conversation about travel / transport. 1 2 3 4 page 84
I can understand a simple conversation about places. 1 2 3 4 page 84
Reading
I can understand a short article about phobias. 1 2 3 4 page 76
I can identify biographical data in a short article. 1 2 3 4 page 78
I can understand a short newspaper article about a famous person. 1 2 3 4 page 80
I can guess the meaning of words and phrases. 1 2 3 4 page 80
I can understand a short, factual article about inventions. 1 2 3 4 page 83
I can understand a description of a building. 1 2 3 4 page 85
Spoken interaction
I can ask and talk about phobias. 1 2 3 4 page 76
I can ask and talk about past and present experiences. 1 2 3 4 page 77
I can ask and talk about films. 1 2 3 4 page 78
I can ask and talk about the past and present. 1 2 3 4 page 79
I can ask and talk about past habits and likes / dislikes. 1 2 3 4 page 81
I can do a short quiz. 1 2 3 4 page 83
I can ask for and give information about transport. 1 2 3 4 page 84
Spoken production
I can give biographical information. 1 2 3 4 page 78
I can talk about past likes / dislikes. 1 2 3 4 page 81
Strategies
I can agree / disagree. 1 2 3 4 page 78
I can ask for and give an opinion. 1 2 3 4 pages 79, 82-84
Writing
I can write a description of a building. 1 2 3 4 page 85

Present perfect simple + for / since: Describing a building
I’ve lived here for ten years. / She’s known him since she was a child.
The most beautiful building in my
Present perfect simple or past simple?
city is...
I worked there two years ago. / I’ve worked here for two years.
It’s in the centre of town.
Used to:
It was built in (1900) by....
We used to hate school. / She didn’t use to wear glasses.
On the top of the building there
Passive:
is / are...
Internet is used by millions of people. / Penicillin was discovered by Fleming.
Inside / outside it is quite (dark).
Words related to fear: phobia, snakes, heights
One of the best things is....
Biographies: She was born in (London), He was famous for…
The view is (fantastic).
School subjects: history, maths
It costs ($10) to go in.
Verbs: invent, discover, create
Buildings: cathedral, spires, statues, steps

Framework level: B1

Pre-intermediate
1 2 3 4 File: 8
Listening
I can understand a short news story in the past. 1 2 3 4 page 89
I can understand a short interview about lifestyle and habits. 1 2 3 4 pages 93, 94
I can understand a simple conversation in a hotel. 1 2 3 4 page 96
I can understand a simple conversation on the telephone. 1 2 3 4 page 96
I can understand how people feel. 1 2 3 4 page 96
Reading
I can understand a short article about weekend activities. 1 2 3 4 page 88
I can understand a short article about lifestyle and habits. 1 2 3 4 page 90
I can understand a short newspaper article with scientific facts. 1 2 3 4 page 93
I can understand a short interview about lifestyle and habits. 1 2 3 4 page 94
I can understand a short article about personality and lifestyle. 1 2 3 4 page 95
I can understand opinions in a short article about the weekend. 1 2 3 4 page 97
Spoken interaction
I can ask and talk about weekend activities in the present, past, and future. 1 2 3 4 page 89
I can complete a questionnaire about lifestyle and habits. 1 2 3 4 page 91
I can ask and talk about morning habits. 1 2 3 4 page 92
I can ask and talk about lifestyle and habits. 1 2 3 4 page 93
I can talk about myself and identify things in common with people. 1 2 3 4 page 95
I can ask for and give simple information on the telephone. 1 2 3 4 page 96
Spoken production
I can tell a story in the past. 1 2 3 4 page 89
I can describe people. 1 2 3 4 page 94
I can talk about myself and my family. 1 2 3 4 page 95
Strategies
I can give an opinion. 1 2 3 4 page 88
I can give advice. 1 2 3 4 pages 90, 91
I can compare people. 1 2 3 4 page 95
Writing
I can write about myself and my family. 1 2 3 4 page 95
I can connect simple sentences and ideas using above all, although, 1 2 3 4 page 97
another, and but.
I can give my opinion about the weekend. 1 2 3 4 page 97

Something, anything, nothing, etc: Giving opinions / connecting ideas
We need something to drink. / I haven’t done anything For me the best thing about the weekend is...
this morning. / She has nothing to say. I like my job but I spend a lot of hours in the office.
Quantifiers – too, not enough: I’m a person who loves to relax.
I work too hard. / She doesn’t eat enough vegetables. However, there are some bad points about the weekend.
Word order of phrasal verbs: Firstly, I have to do the cleaning. Secondly, I have to go
Turn off the TV. / Turn the TV off. / Turn it off. shopping.
Similarities: the same as, look like, similar to Although I like shopping, it takes a long time.
Phone language: Can I speak to...?, I’ll put you through We watch a lot of TV in the evenings, which I think is boring.
In general, I enjoy Saturdays more than Sundays.

Framework level: B1

Pre-intermediate
1 2 3 4 File: 9
Listening
Reading
I can understand short stories in the past. 1 2 3 4 pages 100, 101
Spoken interaction
I can ask for and give personal information. 1 2 3 4 page 103
Spoken production
I can predict specific information from context. 1 2 3 4 page 101
I can report / explain what a person said. 1 2 3 4 page 103
Writing
I can report / explain what a person said. 1 2 3 4 page 103
Key Language
Past perfect simple:

She had left the house before I arrived.
Reported speech:
I live in a flat.> She said she lived in a flat.
Shut the window! > He told me to shut the window.
Are you from Greece? He asked me if I was from Greece.
Adverbs: suddenly, immediately
Say, tell or ask.

Dossier
How to use the Dossier

The dossier section of your New English File Language Portfolio allows you to keep any evidence
you have of your ability to use English. It is a collection of your work. Choose examples of your
work from class, or work that you’ve done elsewhere.
Examples of evidence you might wish to include are:
• Certificates, or copies of these, relating to qualifications you have listed in the ‘passport’ section
• Tests
• Reports
• Corrected texts from class
• Reviews of books you have read
• Letters
• Emails
• Stories
• Journal entries
• Articles you have read
• Web pages you have browsed
• Audio / Video recordings of you using English

Dossier chart
Type of work Date Description Why I chose this

Dossier chart

Dossier chart

Dossier chart

Dossier chart

Dossier chart

Dossier chart

1
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How to use your New English File Language Portfolio 4

Updating your Portfolio 4

Your exams and certificates 5

Your language and cultural experiences 6

Profile of language skills 7

Your aims and objectives 11

Your language learning history 12

Your language and cultural experiences 13

How to become a more effective learner 13

Can do statements Level A2 14

Can do statements Level B1 17

What is a Language Portfolio?

How to use your New English File Language Portfolio

Updating your Portfolio

Portfolio sections Date (when you last updated your Portfolio)

 New English File Pre-intermediate Language Portfolio © Oxford University Press

How to use your Language Passport

Your exams and certificates

Exam Authority Date Grade

© Oxford University Press New English File Pre-intermediate Language Portfolio 

Where Experience When and how long?

Contact with English speakers

Free time activities (e.g. books

 New English File Pre-intermediate Language Portfolio © Oxford University Press

© Oxford University Press New English File Pre-intermediate Language Portfolio 

Common reference levels A1 and A2

CEF level A1 CEF level A2

 New English File Pre-intermediate Language Portfolio © Oxford University Press

CEF level B1 CEF level B2

© Oxford University Press New English File Pre-intermediate Language Portfolio 

CEF level C1 CEF level C2

10 New English File Pre-intermediate Language Portfolio © Oxford University Press

How to use your Language Biography

Your aims and objectives

Reasons Time Scale English Level Required

e.g. to travel abroad on holiday 6 months Listening B1

© Oxford University Press New English File Pre-intermediate Language Portfolio 11

Where I started learning English

Why I started learning English

When Experience How successful?

12 New English File Pre-intermediate Language Portfolio © Oxford University Press

How to become a more effective learner

Ask your teacher questions when you don’t understand.

Regularly ask yourself ‘How would I say that in English?’

Regularly review your vocabulary notebook and grammar notes.

Watch films and TV programmes in English.

Listen to the radio / music in English.

Read English graded readers.

Read websites / magazines / newspapers in English.

Practise English with other people via email or the Internet.

Keep a journal in English.

Talk to other students in English outside of class.

Use your MultiROM to learn and revise.

Buy a grammar practice book.

Use an English-English dictionary.

If possible, take a holiday in an English-speaking country.

Share your tips on how to study effectively with other people.

New English File Pre-intermediate Language Portfolio © Oxford University Press

© Oxford University Press New English File Pre-intermediate Language Portfolio

New English File Pre-intermediate Language Portfolio © Oxford University Press

© Oxford University Press New English File Pre-intermediate Language Portfolio

New English File Pre-intermediate Language Portfolio © Oxford University Press

© Oxford University Press New English File Pre-intermediate Language Portfolio