Advanced Portfolio PDF

Will Maddox
New
ENGLISH FILE Advanced
Language Portfolio
CEFR
© Oxford University Press

2 1
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 B2 14
Can do statements Level C1 16
Revision section 21
Dossier
How to use the Dossier 25
Dossier chart 26
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
4 New English File Advanced 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 Advanced Language Portfolio 5

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.

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

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: B2
Can do statements I can do this … New English File

Advanced
with difficulty easily
1 2 3 4 File: 1
Listening
I can understand a radio programme about a piece of research. 1 2 3 4 page 6
I can understand a song. 1 2 3 4 page 8
I can understand an audio guide. 1 2 3 4 page 10
I can understand non-native speakers describing their experiences. 1 2 3 4 page 14
Reading
I can understand a newspaper article about successful people. 1 2 3 4 page 4
I can guess the meaning of words and expressions in context. 1 2 3 4 pages 5, 8
I can understand a short information piece about a company. 1 2 3 4 page 6
I can understand a newspaper article about the English language. 1 2 3 4 page 12
I can understand an email job application. 1 2 3 4 page 16
Spoken Interaction
I can take part in and contribute to an extended discussion about a topic 1 2 3 4 pages 5, 7, 11, 13
of interest.
I can discuss alternatives and come to an agreement about them. 1 2 3 4 page 6
I can speculate about statements or the answers to questions, and explain 1 2 3 4 pages 6, 10, 12
my reasons.
I can complete a questionnaire. 1 2 3 4 pages 8, 9
I can ask and answer personal questions. 1 2 3 4 pages 8, 9, 11, 14
I can complete a short quiz. 1 2 3 4 pages 11, 15
Spoken Production
I can give my opinion on a question or topic of interest, and reasons why. 1 2 3 4 pages 4,6,7,10,11,13
I can give clear explanations about words, expressions, or pictures. 1 2 3 4 pages 8, 10
I can relate statements or topics to my own personal experience, and 1 2 3 4 pages 8, 9
explain why.
Strategies
I can use a dictionary to find the meaning of idioms. 1 2 3 4 page 5
I can use a variety of strategies to achieve comprehension, including 1 2 3 4 page 6
listening for the general idea; listening for the main points; using text to
work out what I didn’t understand.
I can use standard phrases like ‘I take your point, but…’ to introduce and 1 2 3 4 pages 11, 13
emphasize my own point of view.
I can use a glossary to clarify meaning and provide context. 1 2 3 4 page 14
Writing
I can write a covering letter / email to apply for a job. 1 2 3 4 page 17
I can use appropriate expressions and conventions for a letter of application. 1 2 3 4 page 17
I can plan and organize what I need to write. 1 2 3 4 page 17

Framework level: B2

Advanced
1 2 3 4 File: 2
Listening
I can understand a series of people talking about their earliest 1 2 3 4 page 22
memory and identify the emotions they were feeling.
I can understand a radio phone-in show. 1 2 3 4 page 26
I can understand audiobook extracts. 1 2 3 4 page 30
Reading
I can understand short book extracts about childhood memories. 1 2 3 4 pages 20, 21
I can understand a newspaper article about a piece of research. 1 2 3 4 pages 24, 25
I can identify the meaning of words and expressions in context. 1 2 3 4 page 25
I can understand articles describing different experiences of revenge. 1 2 3 4 page 28
I can understand the back cover text of a book. 1 2 3 4 page 30
I can predict the main points in an article. 1 2 3 4 page 32
Spoken Interaction
I can ask and answer personal questions. 1 2 3 4 pages 21, 22, 31
I can speculate about statements or the answers to questions, and 1 2 3 4 pages 22, 28, 30, 32
explain my reasons.
I can agree or disagree about a topic, and give reasons why. 1 2 3 4 page 23
I can relate statements or topics to my own personal experience, and 1 2 3 4 page 24
explain why.
I can discuss alternatives and come to an agreement about them. 1 2 3 4 page 26
I can complete a short questionnaire. 1 2 3 4 pages 27, 31
I can take part in a brainstorming session and come up with useful 1 2 3 4 page 33
and relevant ideas.
Spoken Production
I can give clear and detailed accounts of personal experiences. 1 2 3 4 pages 21, 25
I can give clear explanations about words, expressions, or pictures. 1 2 3 4 page 23
I can summarize the main points of an article. 1 2 3 4 page 24
I can give my opinion on a question or topic of interest and reasons 1 2 3 4 pages 27, 28, 30
why.
Strategies
I can use a dictionary to find out about the register of a word. 1 2 3 4 page 21
I can use a glossary to clarify meaning and provide context. 1 2 3 4 pages 24, 25
I can plan what I want to say. 1 2 3 4 page 24
I can use linking to make my English sound more natural. 1 2 3 4 page 26
Writing
I can write about real events in the past. 1 2 3 4 page 21
I can write a short news story. 1 2 3 4 page 25
I can write an article for an online magazine. 1 2 3 4 page 33
I can use a richer range of vocabulary to make my writing more 1 2 3 4 page 33
interesting.

Framework level: C1

Advanced
1 2 3 4 File: 3
Listening
I can identify different sounds commonly associated with English 1 2 3 4 page 36
speakers.
I can understand a radio programme about noise pollution. 1 2 3 4 page 37
I can understand someone describing different people. 1 2 3 4 page 38
I can understand someone telling another person about a book. 1 2 3 4 page 41
I can understand an interview with a professional translator. 1 2 3 4 page 43
I can understand a lecture by a university professor. 1 2 3 4 page 47
Reading
I can understand and comment on a short article about a nationwide poll. 1 2 3 4 page 36
I can understand a website article about contemporary society, and 1 2 3 4 pages 38, 39
responses to it.
I can identify or guess the meaning of words and expressions in context. 1 2 3 4 pages 39, 42, 46
I can understand short extracts from a newspaper article. 1 2 3 4 page 42
I can understand a newspaper article about translation. 1 2 3 4 page 42
I can understand English translations of parts of famous novels in my 1 2 3 4 page 43
language.
I can understand a product description from an Internet book retailer. 1 2 3 4 page 44
I can understand a book review. 1 2 3 4 pages 44, 48
I can understand a newspaper article from a series about secrets. 1 2 3 4 page 46
Spoken Interaction
I can exchange opinions on a series of questions and justify my 1 2 3 4 page 37
arguments.
I can do a quiz on English literature. 1 2 3 4 page 40
I can ask and provide detailed answers to questions about personal 1 2 3 4 pages 41, 45
experience.
I can say whether I agree or disagree with a statement or question, and 1 2 3 4 pages 45, 47
give reasons why.
I can ask and answer personal questions. 1 2 3 4 page 47
Spoken Production
I can give my opinion on a contemporary topic or problem. 1 2 3 4 page 36
I can talk about my preferences and give reasons why. 1 2 3 4 pages 37, 40–44
I can speculate on the answer to a question and give reasons why. 1 2 3 4 page 38
I can give a clear and detailed answer to a discussion question. 1 2 3 4 page 38
I can give clear and detailed accounts of personal experiences. 1 2 3 4 pages 39, 40, 46
Strategies
I can use dictionary definitions to find the meaning of an invented word. 1 2 3 4 page 44
I can use a glossary to clarify meaning and provide context. 1 2 3 4 page 47
Writing
I can write short stories using a starter phrase. 1 2 3 4 page 36
I can write a response to a website article. 1 2 3 4 page 39
I can write an English translation of part of a famous novel in my 1 2 3 4 page 43
language.
I can write a review of a book or film. 1 2 3 4 page 49

Framework level: C1

Advanced
1 2 3 4 File: 4
Listening
I can understand a film review. 1 2 3 4 page 55
I can understand a radio programme in which people discuss different 1 2 3 4 page 58
books.
I can understand someone describing their week. 1 2 3 4 page 61
I can understand different people talking about their addictions. 1 2 3 4 page 63
Reading
I can understand a description of a film scene. 1 2 3 4 pages 52, 53
I can understand an extract from the preface of a book. 1 2 3 4 pages 54, 55
I can identify or guess the meaning of words and expressions in 1 2 3 4 pages 55, 63
context.
I can understand a newspaper article about a book. 1 2 3 4 page 56
I can understand extracts from self-help books. 1 2 3 4 pages 56–58
I can understand a newspaper article about mobile phones. 1 2 3 4 page 60
I can understand a magazine article about addiction. 1 2 3 4 pages 62, 63
Spoken Interaction
I can give clear explanations in answer to a problem or question. 1 2 3 4 page 53
I can share ideas and come to conclusions on the answers to 1 2 3 4 page 56
questions.
I can exchange opinions on questions and justify my arguments. 1 2 3 4 pages 57, 63
I can ask and answer personal questions. 1 2 3 4 page 59
I can do a short quiz. 1 2 3 4 page 60
I can take part in an extended discussion about related questions or 1 2 3 4 page 61
topics of interest.
I can ask and provide detailed answers to questions about personal 1 2 3 4 page 63
experience.
I can discuss advantages and disadvantages, and support my 1 2 3 4 page 64
arguments with reasons.
Spoken Production
I can give a clear answer to a discussion question, with reasons. 1 2 3 4 pages 52, 54, 55, 58
I can summarize the main points of an article. 1 2 3 4 pages 53, 57, 60
I can talk at length and in detail about a presentation topic. 1 2 3 4 page 53
I can describe my own personal experience clearly and in detail. 1 2 3 4 page 59
I can give my opinion on a contemporary topic or problem. 1 2 3 4 pages 56, 60, 62, 63
Strategies
I can use appropriate conventions to talk about films. 1 2 3 4 page 53
I can use appropriate techniques to persuade people. 1 2 3 4 page 57
Writing
I can write a description of a film scene. 1 2 3 4 page 53
I can write a discursive essay in which I give both sides of the 1 2 3 4 page 65
argument.
I can use appropriate language to express arguments. 1 2 3 4 page 65

Framework level: C1

Advanced
1 2 3 4 File: 5
Listening
I can understand someone talking about a book and TV programme. 1 2 3 4 pages 70, 71
I can understand someone making suggestions about education. 1 2 3 4 page 71
I can understand an expert talking about two works of art. 1 2 3 4 page 72
I can understand a doctor talking about beliefs in health and medicine. 1 2 3 4 page 76
I can understand different people talking about alternative medicine. 1 2 3 4 page 78
Reading
I can use the title of an article to predict its content. 1 2 3 4 page 68
I can understand an article containing American English. 1 2 3 4 page 68
I can identify or guess the meaning of words and expressions in context. 1 2 3 4 pages 68, 69, 79
I can understand a poem. 1 2 3 4 page 73
I can understand a short story divided up into sections. 1 2 3 4 page 74
I can understand a book review from a newspaper. 1 2 3 4 pages 78, 79
I can understand a report and identify the findings. 1 2 3 4 page 80
Spoken Interaction
I can paraphrase a long description in a single sentence. 1 2 3 4 page 68
I can say whether I agree or disagree with a statement or question, and 1 2 3 4 page 69
give reasons why.
I can use language to convince other people to my point of view. 1 2 3 4 page 69
I can do a general knowledge quiz. 1 2 3 4 pages 70, 71
I can share ideas and come to conclusions about the answers to 1 2 3 4 pages 70, 71
questions.
I can discuss alternatives and come to an agreement about them. 1 2 3 4 pages 72, 76
I can discuss a series of questions based on personal preference and 1 2 3 4 pages 72, 73
experience.
I can do a short medical quiz. 1 2 3 4 page 76
I can ask for and give clear explanations of words or expressions. 1 2 3 4 page 78
Spoken Production
I can explain another person’s point of view clearly and accurately. 1 2 3 4 page 69
I can give my opinion on a discussion question or topic, and back up 1 2 3 4 pages 69, 72, 79
my arguments with reasons.
I can give my opinion on suggested measures, and back up my 1 2 3 4 page 71
arguments with reasons.
I can describe my personal experience in detail. 1 2 3 4 pages 76, 78
I can give my opinion on a contemporary topic or problem. 1 2 3 4 page 78
Strategies
I can use appropriate expressions to make recommendations or give 1 2 3 4 page 69
strong opinions.
I can use extra stress on words to emphasize important points. 1 2 3 4 page 73
Writing
I can write a report. 1 2 3 4 page 81
I can use appropriate expressions to generalize and make suggestions. 1 2 3 4 page 81

Framework level: C1

Advanced
1 2 3 4 File: 6
Listening
I can understand someone describing his journey to work. 1 2 3 4 page 87
I can understand a radio programme about travel experiences. 1 2 3 4 page 87
I can understand extracts from a news broadcast about animals. 1 2 3 4 page 90
I can understand short extracts of people discussing controversial topics. 1 2 3 4 page 91
I can understand different people talking about emigrating to another 1 2 3 4 pages 92, 93
country.
Reading
I can understand a newspaper article about travel. 1 2 3 4 pages 84, 85
I can understand an article about a contemporary work issue. 1 2 3 4 page 86
I can understand a newspaper article about pets. 1 2 3 4 pages 88, 89
I can identify the meaning of words and expressions in context. 1 2 3 4 pages 88, 89, 94, 95
I can understand an extract from a best-selling novel. 1 2 3 4 pages 94, 95
Spoken Interaction
I can ask and answer questions about personal experience or people I 1 2 3 4 pages 85, 90, 93, 94
know.
I can do a travel questionnaire. 1 2 3 4 page 85
I can talk about my preferences or likes / dislikes, and give reasons why. 1 2 3 4 pages 85, 93
I can talk at length and in detail about a presentation topic. 1 2 3 4 page 87
I can do a short quiz on animals. 1 2 3 4 page 90
I can open a debate on a specific topic. 1 2 3 4 page 91
I can take part in and contribute to an extended discussion about a 1 2 3 4 page 91
topic of interest.
I can discuss advantages and disadvantages, and support my arguments 1 2 3 4 page 92
with reasons.
Spoken Production
I can give a clear answer to a discussion question, and provide 1 2 3 4 page 85, 86
examples.
I can formulate and express ideas and conclusions based on my 1 2 3 4 page 86
understanding of a text.
I can speculate about pictures, statements, or the answers to questions. 1 2 3 4 pages 88, 92
I can agree or disagree with a statement or question, and give reasons 1 2 3 4 page 89, 91
why.
I can give my opinion on a question or topic of interest, and reasons 1 2 3 4 pages 90, 91, 94, 96
why.
I can relate a question to my own personal experience and draw 1 2 3 4 pages 90, 95
conclusions.
Strategies
I can plan what I want to say. 1 2 3 4 pages 87, 91
I can use standard phrases like ‘I’m absolutely convinced that…’ to 1 2 3 4 page 91
emphasize my own point of view.
Writing
I can write a discursive essay in which I take one side of the argument. 1 2 3 4 page 97
I can use appropriate language to express opinions and arguments. 1 2 3 4 page 97

Framework level: C1

Advanced
1 2 3 4 File: 7
Listening
I can understand different speakers talking about food and cooking. 1 2 3 4 page 101
I can understand an expert talking about the social and psychological 1 2 3 4 page 106
impact of sport.
I can understand a journalist talking about research into jokes. 1 2 3 4 page 109
Reading
I can understand a restaurant menu. 1 2 3 4 page 100
I can understand a magazine article about food. 1 2 3 4 pages 102, 103
I can identify the meaning of words and expressions in context. 1 2 3 4 pages 103–105
I can understand a newspaper article about different types of exercise. 1 2 3 4 pages 104, 105
I can understand a summary of the arguments in a book. 1 2 3 4 page 106
I can understand different examples of humour. 1 2 3 4 pages 108, 110, 111
I can understand a letter of complaint. 1 2 3 4 page 112
I can understand an informal email about a problem. 1 2 3 4 page 113
Spoken Interaction
I can discuss alternatives and give reasons for my choice(s). 1 2 3 4 page 100
I can ask and answer questions about personal experience and 1 2 3 4 pages 101, 103, 109
preference.
I can present a topic clearly and in detail. 1 2 3 4 page 105
I can agree or disagree with a statement or question, and give reasons 1 2 3 4 pages 106, 110
why.
I can discuss alternatives and give reasons. 1 2 3 4 page 108
Spoken Production
I can give a complete answer to a discussion question, with examples. 1 2 3 4 page 100
I can describe clearly how something is done or made. 1 2 3 4 page 101
I can give clear and detailed accounts of personal experiences. 1 2 3 4 pages 101, 104, 112
I can speculate about statements or the answers to questions, and 1 2 3 4 page 102, 106
explain my reasons.
I can give my opinion on a question or statement, and explain why. 1 2 3 4 pages 102, 109, 110
Strategies
Writing
I can write a formal email to complain about something. 1 2 3 4 page 113
I can use appropriate expressions for a formal letter. 1 2 3 4 page 113

Revision section
This section will help you to identify the key areas of New English File Advanced to review and revise. Use it to prepare for
tests, or to organize your study notes.
File 1
Key Language Writing strategy

Discourse markers (1): linkers: A letter of application
It snowed all night. As a result, all flights were cancelled. Dear Sir / Madam,
I have stopped writing to her, as she never answers me. Dear Miss Richards,
I did a language course in order to improve my English. I am writing to apply for the post of…
Agnes was attracted to the stranger, yet she didn’t trust him. advertised on / in…
I have a high level of… (spoken English).
have:
As you will see from my CV,…
They have a large house in Norfolk.
and would welcome the chance to…
They’ve been married for 15 years.
I believe I would be suitable for the job as...
Do we have to go through it again?
I attach a full CV and if you require any further
I had my eyes tested when I got my new glasses.
information…
How many children have you got?
I would also be grateful if you could…
Pronouns: I look forward to hearing from you.
One should never criticize without being sure of the facts. Yours faithfully (letter starts Sir / Madam)
If someone lives in a foreign country, they have to get used to a Yours sincerely (letter starts Miss Richards)
different way of life.
You have to look after yourself out here.
My mother and sister don’t understand one another at all.
It’s five miles to London.
There are three meetings this week.
Work:
be in charge of, deal with, be responsible for, be off work…
Family:
close family, extended family, nuclear family, single-parent family…
Language terminology:
collocation, idiom, slang…
File 2

The past; narrative tenses, used to and would: An article
My father had gone away for a few days and I was sitting alone in the house. It’s difficult to…
Suddenly, I heard a scream. These days...
Every summer my family used to rent an old house in the South of France. Firstly…, Finally…
Every night before we went to bed my mother would tell us a story. there are far more…
It is common for… (both parents) to…
Distancing:
(work).
There seems to be a mistake with the bill.
There is the feeling that…
The company director is expected to resign in the next few days.
As a result…
Apparently Maurice and Yvette have separated.
Another major change is that…
get (grammar): (youngsters) today tend to…
I got an email from Marc today. More than anything this is due to the
Could you get me some stamps? fact that…
When do you think we’ll get to Paris? The irony is that…
Let’s get the bus. I personally believe that…
It’s getting dark.
I’m going to get my hair cut next week.
Could you get Jane to finish the report?
Abstract nouns:
adulthood, friendship, boredom…
time:
give sb a hard time, take your time, this time next week, for the time being…
Prepositional phrases:
before sb’s time, in time (for), by the time, at the time…
get (vocabulary):
get the impression (that), get to know sb, get one’s own way…
Phrasal verbs:
get together (for sth), get over sth, get on with sth, get on with sb…

File 3

Speculation and deduction: A review
Mel and Trudy must be very well-off. ... is the… (second) novel in the…
You can’t have spent very long on this essay. (Millennium) trilogy by… (Stieg Larsson).
He might be off sick. set in… (modern day Sweden)
She’ll definitely know. / She’s sure to know. / She’s likely to know. / an international best-seller
She’s unlikely to know. main characters
The great strength of this book is…
Adding emphasis (1): inversion:
Most… (fictional detectives) tend to be…
Not only is my brother lazy, (but) he’s also very selfish.
an intriguing character
Not until you can behave like an adult will we treat you like an adult.
The last chapter is… (absolutely fascinating).
The train began to move. Only then was I able to relax.
My only criticism of the novel would be that…
Unreal uses of the past tenses: sub-plot
If only he were less stubborn. could have been cut
I wish (that) I hadn’t spoken to Jane like that – you know how The end of the novel is… (rather
sensitive she is. disappointing).
I’d rather you left your dog outside – I’m allergic to animals. The denouement is… (incredibly thrilling).
Not only is this a… (complex and absolutely
Sounds and the human voice:
gripping novel), but it also… (tackles real
Sounds:
problems in society).
bang, buzz, click, crash, creak, crunch, drip…
most unusually for a… (sequel),…
Human voice:
... is even better than its predecessor.
giggle, groan, mumble, scream, sigh…
For all lovers of… (crime novels and thrillers)…
Describing books: this (trilogy) is a must.
entertaining, fast-moving, gripping, thought-provoking…
Money:
Nouns:
charge, deposit, fare, fee, instalment, loan…
Adjectives:
wealthy, well-off, broke, hard up…
Idioms:
be tight-fisted, be in the red / black, cost a fortune…
File 4

Discourse markers (2): adverbs and adverbial expressions: Discursive essay (1): a balanced argument
Talking of Harry, did he get the job? Nowadays…
By the way, could you lend me some money? It is difficult to deny that…
As far as accommodation is concerned, you will be living with a family. In my view…
To sum up, I believe that prison is an appropriate punishment for First and foremost… / First and most
young offenders. importantly...
Secondly…
Verb + object + infinitive or gerund:
…for example…
We expect the flight to arrive at 19.50.
…for instance…
He made me feel really guilty.
…such as…
I don’t mind you smoking in the garden.
…and so on
Conditional sentences: Besides these important advantages…
Can I borrow your dictionary if you’re not using it? (Mobile phones) have several important
How would you know if he wasn’t telling the truth? disadvantages.
I would have picked you up you if I had known what time your flight Of course there is a downside to… (mobile
arrived. phone technology).
I wouldn’t be in this mess if I had listened to your advice. This can result in / lead to…
Supposing you lost your job, what would you do? Other problems can arise due to / because of…
However, perhaps the biggest drawback to…
History and warfare:
(mobile phones) is that…
bullet, casualties, refugees, ceasefire…
To sum up,…
Verbs:
On balance,…
capture, defeat, overthrow, surrender…
On the whole,…
Compound adjectives: All in all,…
long-term, short-sighted, absent-minded… In conclusion,…
Adjectives + prepositions:
obsessed with, addicted to, dependent on…

File 5

Permission, obligation, and necessity: A report
I couldn’t take any photos in the gallery. The aim of this report is to…
We should go home on the motorway. Most / The majority of…
You’d better post the parcels today. …however…
You don’t have to tip in restaurants. We believe it would be preferable to…
You need to check in first. In general / Generally speaking / The general
It is not permitted to take mobile phones into the exam room. view is / It is generally thought that…
(Students) rated… (the teachers) very highly.
Verbs of the senses:
Their main criticisms were of…
I can feel a draught.
As regards… (class sizes),
I heard the girl play a piece by Chopin.
As for… (the duration of classes),
I saw the man hitting his dog.
We propose that…
She looked as though she had been crying.
while… (useful),… (the self-study centre) has
It seemed like a good idea at the time.
two major drawbacks.
Gerunds and infinitives: Also…
She loves being told how pretty she is. We suggest… (purchasing)
He thanked them for having helped him. It would be advisable to…
I’d like to be lying on the beach right now. I strongly recommend…
It’s no use worrying. There’s nothing you can do. Although it is true that…,(most students) vastly
He’s the youngest player ever to play for England. preferred…
Overall…
Noun-building:
If the suggested changes are implemented,…
misjudge, rewrite, outsell, overcharge…
Place and movement:
In a few minutes we’ll be flying over Paris.
He walked along the corridor.
Turn left at the lights.
Health and medicine; similes:
bruise, plaster, GP, flu, to be stung…
Similes:
sleep like a log, work like a dream, as quick as a flash…
Alternative medicine:
homeopathy, osteopathy, aromatherapy…
File 6

Expressing future plans and arrangements: Discursive essay (2): taking sides
I’m seeing Sarah tomorrow. In my view / In my opinion…
She’s going to get the last train home. I feel that / I believe that…
The film starts at 8.00. Personally, I think that…
My sister is about to have a baby. (Medical science) has proved that…
Another argument against… (animal
Ellipsis and substitution:
testing) is that…
He got up and (he) had a shower.
Equally important is the fact that…
Laura has never been there, but her sister has.
Nevertheless,…
I’ll have finished the work by Wednesday, or at least I hope so.
Just because… (a particular drug works
Emphasis (2): cleft sentences on a rat), how can... (scientists) be sure…
What I need is a coffee. (it will work on a human)?
The person (who) I spoke to was the manager. According to…
It was last Friday when we had the meeting. Some people may argue that…
It is often claimed that…
Travel and tourism:
There are those who say…
city break, package holiday, day trip… However…
Verb phrases: …this is not the case at all.
go camping, take out travel insurance, go on a trip… …this is simply not the case.
Adjectives: …this couldn’t be further from the truth.
overcrowded, picturesque, touristy… In fact…
The natural world: In conclusion,…
puppy, kitten, nest, hive, bark, neigh…
wings, paws, claws…
bite, sting, scratch…
Idioms:
do the donkey work, be a dark horse, smell a rat…
Words and expressions that are often confused:
suit / suite, beside / besides, lay / lie, affect / effect, compromise /
commitment…

File 7

Nouns: compound and possessive forms: A complaint
I borrowed my father’s car. Dear Sir / Madam,
Can you remember the name of the film? I am writing to complain about…
Jim is a friend of my brother’s. I am afraid to say that… (the holiday) did not live
Compound nouns: up to our expectations and did not reflect the
tin opener, flower pot, seat belt… description on your website.
According to your website,… (the hotel where we
so and such:
stayed) was supposed to… (provide…)
It was so cold (that) we decided not to play.
Unfortunately, this was not the case.
There was so much noise that the players couldn’t concentrate.
It left us feeling extremely dissatisfied.
It was such an exciting match (that) I didn’t want it to end.
However, not only… (was he not funny), but (he)
She’s so mean!
also… (told racist jokes).
Comparison: When we complained to... (the hotel
Their house is nearly as big as yours. management), we were told that…
The play was much better than I’d expected. …to our great disappointment…
We’ve only got a few more minutes before the show starts. (The final night)... was a complete failure.
It’s getting more and more difficult to make ends meet nowadays. I feel strongly that… (the description on your
It was by far the nicest of all the hotels we stayed at. website) should… (be changed).
The bigger the car, the more expensive it is to run. (The description)… is totally inaccurate and
misleading.
Preparing food:
We were extremely disappointed by…
grilled / steamed / smoked; avocado / aubergine / beans; plum /
In the circumstances we believe that…
raspberry / blackberry; vinaigrette / gravy / custard; minced beef /
…we are owed an apology.
pork ribs / turkey breast; mussels / sardines / haddock…
…we should receive some form of compensation.
Word building: I look forward to hearing your views on this
strong / strength / strengthen; long / length / lengthen; deep / matter.
depth / deepen… Yours faithfully
Humour:
make fun of, tell a joke, get a joke…
comedian, pun, irony, a good sense of humour…

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

Dossier chart
Type of work Date Description Why I chose this

Dossier chart

Dossier chart

Dossier chart

Dossier chart

Dossier chart
A000756

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© Oxford University Press

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

Can do statements Level B2 14

Can do statements Level C1 16

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)

4 New English File Advanced 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 Advanced Language Portfolio 5

Where Experience When and how long?

Contact with English speakers

Free time activities (e.g. books

6 New English File Advanced Language Portfolio © Oxford University Press

© Oxford University Press New English File Advanced Language Portfolio 7

Common reference levels A1 and A2

CEF level A1 CEF level A2

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CEF level B1 CEF level B2

© Oxford University Press New English File Advanced Language Portfolio 9

CEF level C1 CEF level C2

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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 Advanced Language Portfolio 11

Where I started learning English

Why I started learning English

When Experience How successful?

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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.

© Oxford University Press New English File Advanced Language Portfolio 13

Can do statements I can do this … New English File

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Can do statements I can do this … New English File

© Oxford University Press New English File Advanced Language Portfolio 15