Introduction
Op deze Wikiwijs-pagina vind je informatie over het Language Portfolio, een handelingsdeel van het PTA Engels in 4-vwo.
Language Portfolio
Purpose
Learning a language is a matter of two principles:
- Investing time in actively acquiring and practising the language... in simpler words: doing a lot in English;
- Keeping up a steady flow of language input and output... in simpler words: keep doing a lot in English.
This is why you will build a Language Portfolio in 4-vwo.
In your Language Portfolio, you will work on various language skills as well as gain some more cultural knowledge of the English speaking world. By doing so, you will make sure you do a lot in English and keep doing a lot in English.
Assignment
What?
The Language Portfolio consists of five parts:
- Writing Skills
- Listening Skills
- Speaking Skills
- Exam Preparation (reading skills + cultural knowledge)
- Literary History
When?
You will work on one part per term.
The order in which you will work on these different parts is mostly up to you; only Literary History will be something that will be planned for you. This is because Literary History requires more dedicated teaching time than the other skills which is more easily organised if we all do it at the same time.
I am planning to teach a series of Literary History lessons in the 3rd term (Jan/Feb).
How?
You can sign up for English BloX to work on the Portfolio, or organise your own time as you wish.
In the menu on the left, you will find the different parts of the Language Portfolio. For each, you will find:
- Criteria: the amount and quality of work you need to hand in for this particular part of the portfolio;
- Assessment: what standards your work needs to meet;
- Assignment & Ideas: a list of assignments you can choose from and/or ideas how you can work on this particular part.
Planning & Deadlines
Weekly time management
Per week, you should set aside at least 2 hours of working time for your English portfolio. If English is difficult for you, you might want to spend even more time on it.
Time management per term
Each part of the language portfolio is designed to take up between ten to fifteen hours of work.
Deadlines
Each term, you need to hand in one part of the Language Portfolio. That means there are five deadlines you need to meet.
The deadlines for this year are:
- 11 October 2022
- 20 December 2022
- 21 February 2023 --> Literary History
- 18 April 2023
- 4 July 2023
Help
BloX
There are English BloX on Monday, Thursday and Friday that you can sign up for to work on your English Language Portfolio.
Availability Mrs W
Working days: Mondays, Tuesdays, Thursdays and Fridays.
Feel free to contact me via 
Teams or e-mail at l.wams@hvc.nl.
A: Writing Skills
Criteria
Instructions
If you choose to work on your writing skills this term, you will need to hand in at least three writing assignments. Your assignments should all be different text types; check the list below.
For each assignment, you will need to:
- study the rules and conventions of the particular text type;
- make a mini-dictionary of at least twenty words and phrases you will need in your product (this can be text-type specific or related to the contents of your writing);
- write a rough draft and ask feedback from at least 3 different people;
- process your feedback and write a first version and hand it in to Mrs W for feedback;
- process your feedback and write a final version;
- hand in your work for steps 2-5 in one document (Pages / Keynote / paper) and inform Mrs W that you've finished.
Text types
- informal letter;
- formal letter;
- letter of application;
- letter of complaint;
- invitation;
- review;
- article;
- essay;
- report;
- brochure;
- creative writing: poetry, story.
Assessment
Below is the assessment rubric for writing skills. You need to score a 'sufficient' on all of the points.
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excellent
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good
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sufficient
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insufficient
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Task Requirements
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- Hands in more than three full writing assignments
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- Hands in three full writing assignments
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- Hands in three writing assignments, needs prompts to complete all parts of the assignment
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- Hands in less than three writing assignments
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Fluency
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- Writing is consistent and appropriate in tone
- Writing is organised effectively
- Follows text type conventions properly
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- Writing is mostly consistent and appropriate in tone
- Uses some organisation techniques (paragraphs / titles / headings) well
- Follows most text type conventions
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- Writing is sometimes appropriate in tone
- Uses organisation techniques (paragraphs / titles / headings) but not correctly
- Attempts to follow text type conventions
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- Writing is inconsistent and/or inappropriate in tone
- Uses no organisation techniques (paragraphs / titles / headings)
- Shows no awareness of text type conventions
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Use of Language
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- Wide range of vocabulary, appropriately used. Errors only in advanced words.
- Wide range of grammar, effective and in full control. Errors only in advanced forms.
- 0-2 spelling mistakes
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- Most vocabulary used appropriately and correctly. Errors do not hinder meaning.
- In control of basic grammar. Some attempts to use more advanced forms.
- 3-4 spelling mistakes
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- Most vocabulary used correctly. Errors occasionally hinder meaning.
- Mostly in control of basic grammar. Errors do not hinder meaning.
- 4-6 spelling mistakes
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- Limited range of vocabulary. Mistakes often hinder meaning.
- Not in control of basic grammar. Errors sometimes hinder meaning.
- 7 or more spelling mistakes
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Growth
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- Mini-dictionary contains relevant and advanced vocabulary, that recur in product
- Feedback is made visible, analysed, and fully and clearly processed in first and final versions
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- Mini-dictionary contains relevant vocabulary, that partially recurs in product
- Feedback is made visible and processed in first and final versions
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- Mini-dictionary contains some relevant vocabulary
- Feedback is partly made visible and there is some difference between first and final versions
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- Mini-dictionary contains little relevant vocabulary
- Feedback is not made visible and there is little difference between first and final versions
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Assignments & Ideas
Wasp Reporter
You can use the current issue or any back issue of the Wasp Reporter and check out the various writing assignments there.
Online Materials
You can also find good writing material on the following websites:
B: Listening Skills
Criteria
Instructions
If you choose to work on your listening skills this term, you will need to hand in at least three listening assignments. Your assignments should all be different audio/video types; check the list below.
For each assignment, you will need to:
- summarise the story (if fictional) or main items (if non-fictional) of the audio/video you listened to;
- make a mini-dictionary of at least twenty words and phrases you have heard in your listening (this may mean you will need to listen to it more than once);
- evaluate how listening to this particular audio/video fragment could improve your English;
- hand in your work for steps 1-3 in one document (Pages / Keynote / paper) and inform Mrs W that you've finished.
Audio/video types
- TV series (episode min. 30 minutes);
- film;
- news broadcast;
- talkshow;
- announcements
- radio interview;
- podcast;
- speech / lecture.
Assessment
Self-assessment
➜ Check: Have you finished and handed in all three listening assignments?
➜ Then, look at the rubric below to assess your own listening skills.
➜ Write a note in
Seesaw in which you describe your self-assessment.
➜ Notify your English coach via
Teams that you have completed your listening assignments and your self-assessment.
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WOW |
Good work |
Good try |
Needs more work |
| Dialect / Accent |
I could pinpoint the dialect / accent used and had no trouble understanding what was said. |
I understood most of what was said and could recognise it if the dialect was not standard English. |
I understood parts of the speech, but dialects / accents can throw me sometimes. |
I didn't get it, it was too difficult to follow. |
| Details |
I got all the details and made the notes to prove it! |
I think I got most of the details. I tried to take notes while listening. |
I didn't get all the details but enough to understand what they were saying. |
I thought it was really hard to get any details, I had enough trouble keeping up with the main idea. |
| Context / Issue |
I knew about the issues discussed and I could understand references and the associations to a wider context. |
I knew a bit about the issues discussed and I could use my knowledge to understand more. |
I didn't know much about the issues discussed but I think I have an idea of what it's about. |
I had no idea what they were talking about and I still don't... |
| Focus |
I am able to listen with focus, blocking out everything else, and I don't want to miss anything. |
I am able to focus most of the time, I don't think I missed anything. |
I try to focus but it doesn't really work all the time. I guess I got the main idea. |
I couldn't focus at all, or I was trying to do multiple things at the same time. |
Coach assessment
Below is the assessment rubric for listening skills. You need to score a 'sufficient' on all of the points.
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excellent
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good
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sufficient
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insufficient
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Task Requirements
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- Hands in more than three full listening assignments
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- Hands in three full listening assignments
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- Hands in three listening assignments, needs prompts to complete all parts of the assignment
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- Hands in less than three listening assignments
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Summaries
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- Summaries are very detailed and well-written
- Student has backed up summaries with extra research / information
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- Summaries have plenty of detail and written cohesively
- Student has backed up summaries with extra research / information if possible
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- Summaries are short but cover the main points; writing may be sloppy or disorganised
- Summaries are factual, though concise
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- Summaries are short and cover only part of the story; writing is sloppy and disorganised
- Summaries are not always factual
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Vocabulary
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- Mini-dictionary contains relevant and advanced vocabulary, with example sentences
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- Mini-dictionary contains relevant and quite advanced vocabulary
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- Mini-dictionary contains some relevant vocabulary but some basic vocabulary, too
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- Mini-dictionary contains little relevant vocabulary and/or only basic vocabulary
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Evaluation
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- Writes thoughtfully and well organised about how these types of listening have improved their English, giving concrete examples
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- Writes with some thought about how these types of listening have improved their English
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- Attempts to evaluate how listening has improved their English, but fails to make point clear
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- Cannot express how listening has improved their English
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Assignments & Ideas
Wasp Reporter
The Wasp Reporter has audio recordings of all texts, but there is one special assignment dedicated to listening skills per volume. You can access the audio recording using the QR code on page 2 and find the accompanying assignments in the back of your Student File.
Online Materials
You can also find good listening material on the following websites:
C: Speaking Skills
Criteria
Instructions
If you choose to work on your speaking skills this term, you will need to hand in at least three speaking assignments on video and/or do them live. Your assignments should all be different speaking types; check the list below. For some of these types, you will have to work in pairs or groups.
For each assignment, you will need to:
- study the rules and conventions of each speaking type;
- make a preparation document containing;
- a mini-dictionary of at least twenty words and phrases you will need;
- pronunciation tips for difficult words in your dictionary;
- an outline of what you want to say (this does not have to, but may, be a full script).
- practise your speaking in front of a live audience and ask feedback;
- process your feedback and record a final version OR plan a live moment with Mrs W;
- evaluate your speaking and indicate where you have improved the most;
- hand in your work for steps 1-5 in one document (Pages / Keynote / paper) and inform Mrs W that you've finished.
Speaking types
- in pairs/groups:
- personal interview;
- job interview;
- debate;
- discussing problems & giving advice;
- lodging & dealing with a complaint;
- theatre/drama.
- individually:
- speech;
- presentation;
- proposal.
Assessment
Different types of speaking assignments ask for different assessments; for example, doing a presentation says little to nothing about your ability to listen and respond to someone, whereas doing a drama piece says little to nothing about your ability to formally present yourself in a job interview.
Therefore, I will use the generic rubric below and give you additional impromptu feedback per assignment.
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excellent
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good
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sufficient
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insufficient
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Task Requirements
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- Has done or handed in more than three full speaking assignments
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- Has done or handed in three full speaking assignments
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- Has done or handed in three full speaking assignments, needs prompts to complete all parts of the assignment
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- Has done or handed in less than three full speaking assignments
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Preparation
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- Speaking assignment is thoroughly prepared and well documented
- Preparation document is not used during speaking
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- Speaking assignment is prepared and well documented
- Keywords / outline in preparation document is sometimes used during speaking
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- Speaking assignment is prepared sufficiently
- Preparation document is occasionally used to read out from during speaking, leaving some room for spontaneous speech
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- Speaking assignment is insufficiently prepared
- Preparation document is either absent or used to completely read out from during speaking, leaving no room for spontaneous speech
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Vocabulary
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- Mini-dictionary contains relevant and advanced vocabulary, with example sentences and good pronunciation tips
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- Mini-dictionary contains relevant and quite advanced vocabulary, with some pronunciation tips
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- Mini-dictionary contains some relevant vocabulary but some basic vocabulary, too, with only a few general pointers to pronunciation
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- Mini-dictionary contains little relevant vocabulary and/or only basic vocabulary and/or no pronunciation tips
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Evaluation
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- Writes thoughtfully and well organised about how these speaking assignments have improved their English, giving concrete examples
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- Writes with some thought about how these speaking assignments have improved their English
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- Attempts to evaluate how speaking has improved their English, but fails to make point clear
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- Cannot express how speaking has improved their English
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Assignments & Ideas
Wasp Reporter
You can use the current issue or any back issue of the Wasp Reporter and check out the various speaking assignments there.
Online Materials
You can also find good speaking material on the following websites:
D: Exam Preparation
Criteria
Instructions
Your final exam of English consists of one skill only: (intensive) reading skills. However, you also need some cultural knowledge of the English speaking world to make sense of the texts.
Therefore, if you choose to work on exam preparation this term, you will need to hand in two assignments: one cultural and one reading assignment
Cultural assignment:
- Choose a topic in the English speaking world that interests you or one that you think you should know more about. You can have a look at the topics below, or think of your own.
- Conduct your own research into this topic.
- Present your findings in a report, poster and/or presentation and ask feedback from at least three people.
- Process your feedback and hand in your final product. Inform Mrs W that you've finished; she will invite you for a short
cross examination chat ;) in which you will be tested on your knowledge of your topic.
Reading assignment:
- Study the Reading Coach in your Wasp Reporter Exam Issue Student File on pages 6-8.
- Do the assignments for at least two of the Reading texts in your Wasp Reporter Exam Issue.
- Have your work checked in an English BloX and you will get an exam text to use as a test.
- Hand in the answers to your exam text to Mrs W.
Cultural Topics
- Politics (tip: you could also use the quest on Politics for this assignment);
- Brexit;
- The Royal Family;
- Iconic musicians, e.g. David Bowie, the Beatles, Elvis Presley, Bob Marley, Aretha Franklin;
- Iconic TV programmes / celebrities, e.g. RuPaul Charles, Oprah Winfrey, Gordon Ramsay;
- Literature, e.g. William Shakespeare, Spoken word, JK Rowling;
- Major cities, e.g. London, New York, Sydney;
- Festivals and celebrations, e.g. Halloween, Mardi Gras, Thanksgiving;
- Foods,e.g. the origin of fish 'n chips, fast food culture, the rise of the poke bowl;
- Sports, e.g. cricket, Highland Games, NFL, NBA;
Assessment
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excellent
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good
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sufficient
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insufficient
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Task Requirements
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- Has handed in a very elaborate cultural assignment
- Is very knowledgeable about cultural assignment throughout oral examination
- Has completed both reading assignments in WR Exam Issue and asked for additional practice material before doing the final test
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- Has handed in a good cultural assignment
- Is quite knowledgeable about cultural assignment throughout oral examination
- Has completed both reading assignments in WR Exam Issue before doing the final test
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- Needs prompts to complete all parts of the assignment
- Has handed in a sufficient cultural assignment
- Can give main idea but may not know all the details about cultural assignment during oral examination
- Has done most of the reading assignments in WR Exam Issue before doing the final test
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- Has not handed in all of the required assignments and/or done the oral examination/test
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Assignments & Ideas
Wasp Reporter
Besides the Exam issue, there are also good exam-reading assignments in the regular issues of Wasp Reporter.
Online Materials
You can also find all previous English exams on Examenblad.nl if you want to work from the source.
E: Literary History
Criteria
There are two periodes of literary history for you to study this year:
Literary History - Middle Ages
Literary History - Renaissance
There will be BloX accompanying these quests, starting in January/February 2023. The Quests are designed to be study individually, but it is so much more fun if we can do it together...
