Energy for Bulgaria Portfolio

CommonEuropeanFrameworkLanguage Portfolio

Ñúäúðæàíèå Contents

ÂúâåäåíèåIntroduction Êàêâî ïðåäñòàâëÿâà Îáùàòà Åâðîïåéñêà ðàìêà? What is the Common European Framework (CEF)?

Êàêâî ïðåäñòàâëÿâà Åâðîïåéñêîòî Åçèêîâî Ïîðòôîëèî? What is a European Language Portfolio (ELP)?

Òðèòå ÷àñòè íà Ïîðòôîëèîòî The three sections of a Portfolio

Âúâåäåíèå çà ïðåïîäàâàòåëÿIntroduction for the teacher

Êàê äà ïîëçâàìå Ïîðòôîëèîòî ñ Energy for Bulgaria Using the Portfolio with Energy for Bulgaria

Ïèñìî äî ó÷åíèêà Letter to the student

Ïèñìî äî ðîäèòåëèòå Letter to the parents

Åâðîïåéñêà Åçèêîâà Ðàìêà - íèâà íà åçèêîâà êîìïåòåíòíîñòCEF language competence levels

Ìîÿò Åçèêîâ Ïàñïîðò My Language Passport

Ìîÿòà Åçèêîâà Áèîãðàôèÿ My Language Biography Èçâúí ó÷èëèùå ïðàêòèêóâàì àíãëèéñêè … Experiences with English outside school

Äðóãè åçèöè, êîèòî èçó÷àâàì â ó÷èëèùå. Ïîëîæåíè òåñòîâå è èçïèòè ïî äðóãè åçèöè Experiences with other languages in school. Tests and exams in other languages

Ñàìîîöåíêà. Îöåíêà íà ïðåïîäàâàòåëÿ Self-assessment. Teacher assessment

Ìîèòå öåëè ïî àíãëèéñêè åçèê My objectives in English

My Test Scoring Charts

Àç íàïðåäâàì-òàáëèöè çà ñàìîîöåíêà My learning progress- CEF self assessment tables

Ìîåòî Åçèêîâî ÄîñèåMy Language Dossier Èäåè çà òâîåòî Äîñèå Ideas for your Dossier

Ðåçóëòàòè îò òåñòîâåòå â 5, 6 è 7 êëàñ

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Êàêâî ïðåäñòàâëÿâà Îáùàòà Åâðîïåéñêà ðàìêà?What is the Common European Framework (CEF)?

Îáùàòà Åâðîïåéñêà Ðàìêà (CEF) å äîêóìåíò, ñúçäàäåí îò Ñúâåòà íà Åâðîïà, êàòî ÷àñò îò íåãîâàòà ïîëèòèêà çà ïîïóëÿðèçèðàíå íà èçó÷àâàíåòî íà ÷óæäè åçèöè, ìåæäóêóëòóðåí îáìåí è ðàçáèðàòåëñòâî ìåæäó åâðîïåéñêèòå ñòðàíè.

Äîêóìåíòúò ïðåäîñòàâÿ ðàìêà çà îöåíÿâàíå íà óìåíèÿòà íà èçó÷àâàùèòå ÷óæäè åçèöè ñúãëàñíî îïðåäåëåí íàáîð íèâà íà åçèêîâà êîìïåòåíòíîñò.

Êàêâî å Åâðîïåéñêîòî Åçèêîâî Ïîðòôîëèî?What is the European Language Portfolio (ELP)?

Îáùàòà Åâðîïåéñêà Ðàìêà ïðåïîðú÷âà íà èçó÷àâàùèòå ÷óæäè åçèöè äà ñè âîäÿò äíåâíèê, â êîéòî äà îòðàçÿâàò íàïðåäúêà è ïîñòèæåíèÿòà ñè - Åçèêîâî Ïîðòôîëèî. Ïîðòôîëèîòî ïðåäîñòàâÿ ìåòîä çà îòðàçÿâàíå íà òÿõíàòà åçèêîâà êîìïåòåíòíîñò è êóëòóðíè êîíòàêòè.

Ïîðòôîëèîòî å íàáîð îò äîêóìåíòè, â êîèòî èçó÷àâàùèòå ÷óæä åçèê îòðàçÿâàò ñâîèòå ïîñòèæåíèÿ, ïðèäîáèò îïèò è êóëòóðíè êîíòàêòè, êàêòî â ðåçóëòàò îò îáó÷åíèåòî ñè â ó÷èëèùå èëè äðóãè îôèöèàëíè èíñòèòóöèè, òàêà è â ðåçóëòàò íà íåôîðìàëíè êîíòàêòè ñ ÷óæäèÿ åçèê.

Òúé êàòî â ìîìåíòà Îáùàòà Åâðîïåéñêà Ðàìêà ñå ïîëçâà îò âñè÷êè íàé-ãîëåìè èçïèòíè îðãàíèçàöèè â Åâðîïà, íà ïðèòåæàòåëÿò ìó ùå ñå çà÷èòàò âñè÷êè îòðàçåíè ïîñòèæåíèÿ â åçèêà, ïðèçíàòè â öÿëà Åâðîïà.

Òðèòå ÷àñòè íà ÏîðòôîëèîòîThe three sections of a Portfolio

1 Åçèêîâ Ïàñïîðò Language Passport

Â Åçèêîâèÿ ïàñïîðò ñå îòðàçÿâàò ïðåìèíàòèòå îò ó÷àùèÿ ñå åçèêîâè êóðñîâå (êàêòî â ó÷èëèùå, òàêà è èçâúí íåãî), âñè÷êè ïîëîæåíè îò íåãî åçèêîâè èçïèòè, êàêòî è ïîëó÷åíèòå îöåíêè. Â íåãî ñå îïèñâà åçèêîâàòà ìó êîìïåòåíòíîñò êàêòî ïî àíãëèéñêè åçèê, òàêà è ïî äðóãè ÷óæäè åçèöè.

Âúâåäåíèå Introduction

Ìíîãî îò ïðåïîäàâàòåëèòå ñëåäÿò ðàçâèòèåòî íà Îáùàòà Åâðîïåéñêà ðàìêà (CEF) è ÿ ïîëçâàò êàòî ïîìîùíî ñðåäñòâî â îáó÷åíèåòî.

Ïîâå÷å èíôîðìàöèÿ çà Îáùàòà Åâðîïåéñêà Ðàìêà è íèâàòà íà åçèêîâà êîìïåòåíòíîñò ìîæå äà ñå íàìåðè â èíòåðíåò ñàéòà íà Ñúâåòà íà Åâðîïà: www.coe.int

CEF Level Description of user

C2 (Mastery)C1 (Proficiency)

Proficient user

B2 (Vantage)B1 (Threshold)

Independentuser

A2 (Waystage)A1 (Breakthrough)

Basic user

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Ïàñïîðòúò äàâà îáùà èíôîðìàöèÿ çà âëàäååíåòî íà ðàçëè÷íè åçèöè êúì îïðåäåëåí ìîìåíò âúâ âðåìåòî. Òÿ å îïðåäåëåíà ïî îòíîøåíèå íà íàáîð îò òâúðäåíèÿ çà ñàìîîöåíêà ('can do' statements), îïèñâàùè àêòîâå íà êîìóíèêàöèÿ, âúçïðèåìàíå è èçðàçÿâàíå.

Ó÷åíèöèòå ñè ïðàâÿò ñîáñòâåíà ñàìîîöåíêà íà áàçàòà íà òîâà êàêâî ÷óâñòâàò, ÷å ìîãàò äà ïðàâÿò íà ÷óæäèÿ åçèê è çàïèñâàò ñúùàòà â åçèêîâèÿ ñè Ïàñïîðò. Èíôîðìàöèÿòà â Ïàñïîðòà ìîæå äà ñå àêòóàëèçèðà íà âñåêè 6 ìåñåöà.

Âúçðàñòíèòå ìîãàò äà ïðåäñòàâÿò åçèêîâèÿ ñè Ïàñïîðò ïðè êàíäèäàòñòâàíå çà ðàáîòà, à ó÷åíèöèòå è ñòóäåíòèòå íà íîâèòå ñè ó÷èòåëè ïðè ïðåìåñòâàíå â äðóã êëàñ èëè êóðñ ñëåä ïðèêëþ÷âàíå íà ó÷åáíàòà ãîäèíà.

Âúâåäåíèå Introduction

2 Åçèêîâà Áèîãðàôèÿ Language Biography

Åçèêîâàòà Áèîãðàôèÿ ïîçâîëÿâà íà ó÷àùèòå ñå äà ïëàíèðàò, îáìèñëÿò è îöåíÿâàò íàïðåäúêà ñè è êóëòóðíèòå ñè êîíòàêòè ñ ÷óæäè åçèöè.

Ó÷àùèòå ñå èçïîëçâàò òàáëèöè çà ñàìîîöåíêà, çà äà çàïèñâàò êàêâî ìîãàò äà ïðàâÿò ñåãà è êàêâî ïëàíèðàò äà ìîãàò äà ïðàâÿò â áúäåùå.

Åçèêîâàòà Áèîãðàôèÿ îáèêíîâåíî ñå àêòóàëèçèðà âñåêè ó÷åáåí ñðîê èëè ïðåç íÿêîëêî ìåñåöà, èëè êîãàòî å íåîáõîäèìî äà ñå äîáàâè íîâà èíôîðìàöèÿ. 3 Åçèêîâî Äîñèå Language Dossier

Äîñèåòî å íàáîð îò ñúáðàíè îò ó÷åíèêà ìàòåðèàëè (íà õàðòèÿ, àóäèî èëè âèäåî çàïèñ), êîèòî ñà äîêàçàòåëñòâî çà ðàçâèòèåòî íà íåãîâàòà åçèêîâà êîìïåòåíòíîñò, ïîñòèæåíèÿ èëè ïðèäîáèò îïèò, îòðàçåíè â Åçèêîâèÿ ïàñïîðò è Åçèêîâàòà Áèîãðàôèÿ.

Ó÷åíèöèòå ìîãàò äà äîáàâÿò ìàòåðèàëè êúì åçèêîâîòî ñè Äîñèå âñåêè ìåñåö èëè êîãàòî ðàçïîëàãàò ñ ïîäõîäÿùè çà öåëòà ìàòåðèàëè.

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Íàó÷åòå ó÷åíèöèòå äà ïîïúëâàò ñòðàíèöàòà ñúñ ñúäúðæàíèåòî íà ñâîåòî Äîñèå ïðè âñÿêî äîáàâÿíå íà íîâà ðàáîòà.

Ïðåäñòàâåòå Åçèêîâàòà Áèîãðàôèÿ â êðàÿ íà ïúðâèÿ ó÷åáåí ñðîê êàòî ïîìîëèòå ó÷åíèöèòå äà ñè ïðèïîìíÿò êàêâî ñà íàó÷èëè.

Ïðåäñòàâåòå ñòðàíèöèòå çà ñàìîîöåíêà â Åçèêîâàòà Áèîãðàôèÿ â íà÷àëîòî íà íîâèÿ ñðîê èëè íà íîâàòà ó÷åáíà ãîäèíà. Ïîìîëåòå ó÷åíèöèòå äà ïðåöåíÿò êàêâî ìèñëÿò, ÷å âå÷å ìîãàò äà ïðàâÿò è êàêâî áèõà æåëàëè äà íàó÷àò ïðåç ñëåäâàùèÿ ó÷åáåí ñðîê/ó÷åáíà ãîäèíà.

Ïîñòåïåííî âúâåæäàéòå ïîâå÷å èäåè çà ìàòåðèàëè, êîèòî ó÷åíèöèòå äà âêëþ÷àò â Åçèêîâîòî ñè Äîñèå.

Ïðåäè ëÿòíàòà âàêàíöèÿ äàéòå èäåè çà ìàòåðèàëè, êîèòî ó÷åíèöèòå ìîãàò äà èçðàáîòÿò çà ñâîåòî Äîñèå (ôîòî àëáóìè, àóäèî çàïèñè, èíòåðâþòà è äðóãè)

Ñëåä êàòî ó÷åíèöèòå ñà íàïðàâèëè âàæåí òåñò èëè ïîëîæèëè èçïèò, èì íàïîìíåòå, ÷å ìîãàò äà ïðèëîæàò ðàáîòèòå ñè â Åçèêîâîòî Äîñèå è äà îòðàçÿò îöåíêàòà ñè â Åçèêîâàòà Áèîãðàôèÿ.

Êàê äà èíòåãðèðàòå ðàáîòàòà ñ Ïîðòôîëèîòî â ó÷åáíèÿ ïðîöåñHow to integrate Portfolio work in your lessons

Íå å íåîáõîäèìî äà ïîñâåùàâàòå öåëè ó÷åáíè ÷àñîâå çà ðàáîòà ñ Ïîðòôîëèîòî.

Ïðè âúâåæäàíå íà íîâè åçèêîâè ñòðóêòóðè èëè ðàáîòà ïî ðàçâèâàíå íà óìåíèÿòà ìîæåòå äà íàïðàâèòå ñïðàâêà ñ íèâàòà íà Îáùàòà Åâðîïåéñêà Ðàìêà, çà äà ïîä÷åðòàåòå òÿõíîòî çíà÷åíèå.


Òîâà Åçèêîâî Ïîðòôîëèî å ðàçðàáîòåíî êàòî ÷àñò îò ïàêåòà ñúïúòñòâàùè ïîìàãàëà êúì ñèñòåìàòà Energy for Bulgaria.

Òî ñå áàçèðà íà Îáùàòà Åâðîïåéñêà Åçèêîâà Ðàìêà, èçðàáîòåíà îò Ñúâåòà íà Åâðîïà, è å ïðåäíàçíà÷åíî äà ïîìàãà íà ó÷åíèöèòå äà îöåíÿâàò è äåìîíñòðèðàò ñâîèòå åçèêîâè óìåíèÿ â ñúîòâåòñòâèå ñ íåÿ. Òî ìîæå äà áúäå ñèëíî ñðåäñòâî çà ìîòèâàöèÿ çà ó÷åíèöèòå, òúé êàòî èì ïîìàãà äà îöåíÿò ñîáñòâåíèòå ñè ïîñòèæåíèÿ, äà ñëåäÿò íàïðåäúêà ñè è äà ñúáèðàò äîêàçàòåëñòâà çà ðàáîòàòà ñè.

Ðàáîòà ñ ÏîðòôîëèîòîWorking with the Portfolio

Ïîðòôîëèîòî îñèãóðÿâà ôîðìàò çà ñúõðàíåíèå è îòðàçÿâàíå íà Âàøàòà ðàáîòà.

Ïîðòôîëèîòî òðÿáâà äà ïîìàãà íà Âàñ è Âàøèòå ó÷åíèöè ïðè îðãàíèçàöèÿòà íà ðàáîòàòà. Òî ìîæå ñúùî òàêà äà å â ïîìîù ïðè îïðåäåëÿíå íà öåëèòå çà îáó÷åíèå. Òàáëèöèòå çà ñàìîîöåíêà ìîãàò äà áúäàò ìíîãî ïîëåçíè ïðè ïëàíèðàíå íà ñúäúðæàíèåòî íà òåñòîâåòå è èçïèòèòå.

Êàê äà âúâåäåì Ïîðòôîëèîòî How to introduce your students to the Portfolio

Ïðåäñòàâåòå Åçèêîâèÿ Ïàñïîðò â íà÷àëîòî íà ó÷åáíàòà ãîäèíà. Òàêà ùå ñå çàïîçíàåòå ñ èìåíàòà íà ó÷åíèöèòå è òÿõíàòà äîñåãàøíà ïîäãîòîâêà.

Çàïî÷íåòå ñ ïðåäñòàâÿíå íà Åçèêîâîòî Äîñèå, êàòî îáÿñíèòå íà ó÷åíèöèòå äà çàïî÷íàò äà ïîäáèðàò è ñúáèðàò íàé-äîáðèòå ñè ðàáîòè âñåêè ìåñåö. Ïîä÷åðòàéòå, ÷å âñåêè ó÷åíèê ëè÷íî ðåøàâà êîè ðàáîòè äà ñúáèðà.

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Íÿêîè îò óðîöèòå ìîãàò äà áúäàò ÷àñòè÷íî ïîñâåòåíè íà âúâåæäàíå íà îòäåëíèòå ÷àñòè íà Ïîðòôîëèîòî èëè çà àêòóàëèçàöèÿ íà èíôîðìàöèÿòà â íÿêîè îò ÷àñòèòå ìó.

Äîñèåòî å âàæåí åëåìåíò ïðè ïëàíèðàíåòî íà Âàøèòå óðîöè è ïðè ñàìîòî èì ïðîâåæäàíå. Âèíàãè å òðóäíî äà ñå ìîòèâèðàò ó÷åíèöèòå äà èçðàáîòâàò “÷èñòè” è “àêóðàòíè” ðàáîòè. Äîñèåòî áè òðÿáâàëî äà ñòèìóëèðà ó÷åíèöèòå äà áúäàò ïî-âíèìàòåëíè ïî îòíîøåíèå íà ñòàíäàðòèòå çà ïðåäñòàâÿíå íà ïèñìåíà ðàáîòà.

Ïîäãîòîâêà íà èçïèòèPreparing examinations

Íèâàòà íà Îáùàòà Åâðîïåéñêà Ðàìêà è äåñêðèïòîðèòå âå÷å èìàò ãîëÿìî âëèÿíèå âúðõó ïðîâåæäàíèòå ìåæäóíàðîäíè èçïèòè. Òå èìàò îñíîâíî çíà÷åíèå è ïðè èçðàáîòâàíå íà íàöèîíàëíèòå èçïèòíè òåñòîâå â ìíîãî ñòðàíè. Ñëåäîâàòåëíî, âúòðåøíîó÷èëèùíèòå èçïèòè å íåîáõîäèìî äà ñëåäâàò ôîðìàòà, ñòèëà è ñúäúðæàíèåòî íà ïðîâåæäàíèòå èçïèòè íà íàöèîíàëíî íèâî.

Ðàáîòà ñ ðîäèòåëèòåWorking with parents

Êàêòî âúâ âñè÷êè îáëàñòè íà îáðàçîâàòåëíèÿ ïðîöåñ, ïîìîùòà è ïîääðúæêàòà íà ðîäèòåëèòå å îò ãîëÿìî çíà÷åíèå.

Äîáðà èäåÿ å äà èçïðàòèòå ïèñìî äî ðîäèòåëèòå, â êîåòî äà ðàçÿñíèòå íàêðàòêî êàêâî ïðåäñòàâëÿâà Ïîðòôîëèîòî è ïî êàêúâ íà÷èí òî ùå áúäå èçïîëçâàíî îò ó÷åíèöèòå â òÿõíîòî îáó÷åíèå.

Àêî èìàòå ïðèåìíè ÷àñîâå çà ðîäèòåëè â ó÷èëèùåòî, ìîæåòå äà íàïðàâèòå èçëîæáà îò ðàáîòèòå íà ó÷åíèöèòå, âêëþ÷åíè â òÿõíîòî Åçèêîâî Äîñèå.

Íà ðîäèòåëñêèòå ñðåùè ìîæåòå äà îáñúäèòå íàïðåäúêà íà ó÷åíèöèòå ñ òåõíèòå ðîäèòåëè è â òîçè ñëó÷àé ìàòåðèàëèòå îò Ïîðòôîëèîòî áèõà áèëè ìíîãî ïîëåçíà ïîäêðåïà è èëþñòðàöèÿ íà Âàøèòå êîìåíòàðè.

Èçãðàæäàíå íà óìåíèÿ çà ó÷åíåLearning to learn

Åäíà îò öåëèòå íà Åâðîïåéñêîòî Åçèêîâî Ïîðòôîëèî å äà ïîìàãà íà ó÷åíèöèòå çà ïî-óñïåøíî è åôåêòèâíî ó÷åíå. Òîçè ïðîöåñ âêëþ÷âà îáó÷åíèåòî èì â ïðèëàãàíå íà ðàçëè÷íè ïîäõîäè è òåõíèêè çà òàçè öåë, íàïðèìåð:

Óñâîÿâàíå íà êîìóíèêàòèâíè óìåíèÿ:- çà áúðç ïðî÷èò è ñêàíèðàíå íà òåêñò çà ÷åòåíå ñ öåë îòêðèâàíå íà îñíîâíà èäåÿ èëè ñïåöèôè÷íà èíôîðìàöèÿ; - ïèñàíå íà ïëàí, ÷åðíîâà è ðåäàêòèðàíå íà òåêñò çà ïî-åôåêòèâíà è òî÷íà ïèñìåíà êîìóíèêàöèÿ;- ñëóøàíå ñ ðàçáèðàíå çà îòêðèâàíå íà îñíîâíà èäåÿ èëè ñïåöèôè÷íà èíôîðìàöèÿ, âîäåíå íà áåëåæêè; - âîäåíå íà äèàëîã èëè óñòíî èçëîæåíèå ïðåä ïî-ãîëÿìà ãðóïà îò õîðà.

Íÿêîè äðóãè óìåíèÿ, êàòî íàïðèìåð:- òúðñåíå íà èíôîðìàöèÿ â åíöèêëîïåäèè, áèáëèîòåêè è ïîëçâàíå íà èíòåðíåò òúðñà÷êè;- ïîëçâàíå íà ðå÷íèöè è ãðàìàòèêè çà îòêðèâàíå íà èíôîðìàöèÿ ïî åçèêà.

7

Èçãðàæäàíåòî íà óìåíèÿòà çà ó÷åíå ñòàâà âñå ïî-âàæíî ñ íàðàñòâàíåòî íà óñåùàíåòî ó ó÷åíèöèòå çà ïî-ãîëÿì êîíòðîë âúðõó ñîáñòâåíîòî èì ó÷åíå:- ïëàíèðàíå íà ïåðèîäè÷åí ïðåãîâîð íà ìàòåðèàëè, ñ êîèòî å ðàáîòåíî â êëàñ;- ïëàíèðàíå è èçðàáîòâàíå íà äîìàøíà ðàáîòà.

Ïðèëàãàíå íà “êîìïåíñàòîðíè ñòðàòåãèè”, êàòî íàïðèìåð:- äà ïîìîëèì ñúáåñåäíèê äà ãîâîðè ïî-áàâíî, ïî-ÿñíî, èëè äà ïîâòîðè êàçàíîòî;- äà ïîìîëèì íÿêîãî äà êàæå áóêâà ïî áóêâà âàæíè äóìè èëè èìåíà;- äà èçïîëçâàìå ôðàçè-çàìåñòèòåëè, êàòî '÷îâåêúò, êîéòî òå ïîäñòðèãâà', êîãàòî íå çíàåø äóìàòà 'ôðèçüîð' è äðóãè.

Ó÷åíèöèòå òðÿáâà äà ïðèäîáèÿò ïîâå÷å çíàíèÿ çà êóëòóðíèòå àñïåêòè íà åçèêà è æèâîòà, êàòî íàïðèìåð: - ñòåïåíè íà ó÷òèâîñò ïðè îáðúùåíèå êúì íÿêîãî Ãîñïîäèíå, Ãîñïîæî, Ìàðòèí, Ãîñïîæèöå Èâàíîâà è ò.í.;


- ñòåïåíè íà ó÷òèâîñò ïðè ïîçäðàâÿâàíå Äîáðî óòðî, Çäðàâåé, Çäðàñòè è ò.í.

Ïîâå÷åòî îò òåçè óìåíèÿ è ñôåðè íà ïîçíàíèåòî ñå âúâåæäàò êàòî ÷àñò îò ó÷åáíèÿ ïðîöåñ. Íî âñå ïàê áè áèëî ïîëåçíî äà îáðúùàòå âíèìàíèå íà ó÷åíèöèòå íà òåçè íåùà è äà ðàçÿñíÿâàòå ïîëçàòà îò òÿõ.

Ïîåìàíå íà îòãîâîðíîñò çà ñîáñòâåíîòî ó÷åíå Taking responsibility for learning

Îáùàòà Åâðîïåéñêà Ðàìêà ñòèìóëèðà ó÷åíèöèòå äà ïîåìàò ïîâå÷å îòãîâîðíîñò çà ñîáñòâåíîòî ñè ó÷åíå. Òâúðäåíèÿòà “àç ìîãà äà” ('can do' statements) èì ïîìàãàãàò äà îñúçíàÿò ñîáñòâåíèÿ ñè íàïðåäúê, êàêòî è äà ñè ïîñòàâÿò áúäåùè öåëè â èçó÷àâàíåòî íà åçèêà.

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Åçèêîâ ÏàñïîðòLanguage Passport

Ó÷åíèöèòå ùå èçïîëçâàò Åçèêîâèÿ Ïàñïîðò, çà äà îòðàçÿâàò â íåãî ëè÷íèòå ñè äàííè, ðîäíèÿ ñè åçèê è äðóãè åçèöè, êîèòî âëàäåÿò èëè èçó÷àâàò.

Ó÷åíèöèòå òðÿáâà äà èçïîëçâàò Åçèêîâèÿ Ïàñïîðò, çà äà îòðàçÿâàò ïî-âàæíèòå ñè îöåíêè îò ïîëîæåíè èçïèòè è òåñòîâå.

Åçèêîâà ÁèîãðàôèÿLanguage Biography

Òàáëèöèòå çà ñàìîîöåíêà ùå ïîìîãíàò íà ó÷åíèöèòå äà ïîïúëíÿò ñâîÿòà Åçèêîâà Áèîãðàôèÿ êàòî îïèñâàò íåùàòà, êîèòî ìîãàò äà ïðàâÿò ñ åçèêà è äà ïëàíèðàò íåùàòà, êîèòî áèõà æåëàëè äà ìîãàò äà ïðàâÿò çàíàïðåä.

Ïðè çàïî÷âàíåòî íà íîâ þíèò îò ó÷åáíèêà íàêàðàéòå ó÷åíèöèòå äà ïðî÷åòàò öåëèòå íà þíèòà è äà ïðåöåíÿò êîè îò òÿõ

Íèâà Levels

Â ïðîöåñà íà ðàáîòà ñ ìàòåðèàëèòå îò ñåðèÿòà Energy for Bulgaria, ó÷åíèöèòå ùå ðàçâèâàò óìåíèÿ çà ðàçáèðàíå, îáùóâàíå è èçðàçÿâàíå, îïèñàíè â Îáùàòà Åâðîïåéñêà Ðàìêà.

Ñåðèÿòà Energy for Bulgaria îòãîâàðÿ íà Îáùàòà Åâðîïåéñêà Ðàìêà êàêòî ñëåäâà:

Êàê äà ïîëçâàìå Ïîðòôîëèîòî ñ Energy for BulgariaUsing the Portfolio with Energy for Bulgaria

ñà íàé-âàæíè çà îáó÷åíèåòî èì. Ïðè çàâúðøâàíå íà þíèòà íàñî÷åòå âíèìàíèåòî èì îáðàòíî êúì ïúðâîíà÷àëíî ïîñòàâåíèòå öåëè. Íàñúð÷åòå ãè äà îáñúäÿò ëåñíèòå è òðóäíèòå ìîìåíòè.

Ïðè âñÿêà âúçìîæíîñò íàñî÷âàéòå âíèìàíèåòî èì êúì âðúçêèòå ìåæäó ïîñòàâåíèòå öåëè â ó÷åáíèêà è òàáëèöèòå çà ñàìîîöåíêà îò Îáùàòà Åâðîïåéñêà Åçèêîâà Ðàìêà.

Çàåäíî ñ Äîñèåòî, Áèîãðàôèÿòà îñèãóðÿâà ìíîãî ïî-ïîäðîáåí çàïèñ íà åçèêîâîòî ðàçâèòèå íà ó÷àùèÿ ñå, îòêîëêîòî ñàìî åäèí íàáîð îò ðåçóëòàòè îò òåñòîâåòå. Áèîãðàôèÿòà è Äîñèåòî òðÿáâà äà ìîòèâèðàò ó÷åíèöèòå äà ðàçøèðÿâàò êóëòóðíèÿ ñè îïèò è äà ðàçâèâàò ãîðäîñò îò ðàáîòàòà è ïîñòèæåíèÿòà ñè ïðè èçó÷àâàíåòî íà àíãëèéñêèÿ åçèê.

Ïðè çàïî÷âàíåòî íà âñÿêî íèâî íà Energy for Bulgaria e äîáðå äà ïðèêàíèòå ó÷åíèöèòå äà ïîìèñëÿò çà äîñåãàøíèÿ ñè îïèò â èçó÷àâàíåòî íà åçèêà êàêòî â ó÷èëèùå, òàêà è èçâúí íåãî. Â íà÷àëîòî òå íÿìà äà âëàäåÿò íåîáõîäèìîòî íèâî, çà äà êîìåíòèðàò îïèòà ñè íà àíãëèéñêè åçèê, òàêà ÷å ïúðâàòà ÷àñò íà Áèîãðàôèÿòà ìîæå äà ñå ïîïúëíè íà áúëãàðñêè åçèê.

Ó÷åíèöèòå ìîãàò äà äîïúëâàò åçèêîâàòà ñè áèîãðàôèÿ â ñëó÷àèòå íà íîâè êóëòóðíè êîíòàêòè èëè êîãàòî èìàò çíà÷èì íàïðåäúê â èçó÷àâàíåòî íà åçèêà. Òå òðÿáâà äà âïèñâàò êàêâî ñà íàïðàâèëè, êàêâî ñìÿòàò äà íàïðàâÿò, äà îïèñâàò îòíîøåíèåòî ñè. Êàêâî å ëåñíî èëè òðóäíî? ×óâñòâàò ëè ñå äîáðå? Èìàò ëè óñåùàíåòî, ÷å íàïðåäâàò â èçó÷àâàíåòî íà åçèêà?

Ïî Âàøà ïðåöåíêà ìîæåòå äà îòäåëèòå ïîâå÷å âðåìå â êëàñ çà ïîïúëâàíå

Energy for Bulgariathfor the 5 grade



A1-A2 A2 A2-B1

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Êàê äà ïîëçâàìå Ïîðòôîëèîòî ñ Energy for BulgariaUsing the Portfolio with Energy for Bulgaria

íà Åçèêîâàòà Áèîãðàôèÿ èëè çà èçðàáîòâàíå íà ìàòåðèàëè çà Äîñèåòî âúâ âðúçêà ñúñ çíà÷èìè êóëòóðíè ñúáèòèÿ, êàòî íàïðèìåð ïîñðåùàíå íà ãîñòè îò ÷óæáèíà, êëàñíè èëè ó÷èëèùíè ïðåäñòàâëåíèÿ, ó÷èëèùíè åêñêóðçèè è êóëòóðåí îáìåí.

Ó÷åíèöèòå ìîãàò äà èçïîëçâàò Åçèêîâàòà ñè Áèîãðàôèÿ êàòî ðåäîâåí ó÷åíè÷åñêè äíåâíèê, íî âñè÷êè ó÷åíèöè òðÿáâà äà áúäàò ñòèìóëèðàíè äà ÿ ïîïúëâàò ïîíå íà âñåêè 2-3 þíèòà îò Energy for Bulgaria èëè ïî-÷åñòî.

Åçèêîâî ÄîñèåLanguage Dossier

Äîñèåòî îñèãóðÿâà äîêàçàòåëñòâà çà ïîñòèæåíèÿòà â èçó÷àâàíåòî íà åçèêà îò ó÷åíèöèòå. Òå òðÿáâà äà áúäàò ñòèìóëèðàíè äà èçðàáîòâàò ìàòåðèàëèòå â ÷èñò è äîáúð âèä. Äîñèåòî ïîâèøàâà ìîòèâàöèÿòà íà ó÷åíèöèòå êàòî ãè êàðà äà ñå ÷óâñòâàò ãîðäè îò ïîñòèæåíèÿòà ñè.

Ïîëåçíî å äà ñå íàïîìíÿ íà ó÷åíèöèòå ðåäîâíî äà àêòóàëèçèðàò Äîñèåòî ñè ñ ðàáîòè, îò êîèòî òå ñà îñîáåíî äîâîëíè è ãîðäè. Ïî Âàøà ïðåöåíêà òîâà ìîæå äà ñòàâà åäèí èëè íÿêîëêî ïúòè ïðåç ó÷åáíèÿ ñðîê, èëè â êðàÿ íà âñåêè þíèò îò ó÷åáíèêà.

Ó÷åíèöèòå òðÿáâà äà âêëþ÷âàò ïëàíîâåòå è ðàáîòèòå ñè îò ñòðàíèöèòå, ïðåäâèäåíè çà èçðàáîòâàíå íà ïðîåêòè, êîèòî ùå íàìåðÿò â ó÷åáíèêà. Ìîãàò äà ïðèëàãàò è âñÿêàêâè ïèñìåíè ðàáîòè, ñ êîèòî ñïåöèàëíî ñå ãîðäåÿò.

Ó÷åíèöèòå ìîãàò äà âêëþ÷âàò çâóêîâè èëè âèäåî çàïèñè îò óïðàæíåíèÿ çà ãîâîðåíå, äðàìàòèçèðàíè äèàëîçè èëè òåêñòîâå çà ÷åòåíå.

Àêî ñà ïðàâèëè íÿêîè îò òåñòîâåòå îò Êíèãàòà çà ó÷èòåëÿ èëè Ñáîðíèêà ñ òåñòîâå êúì âñÿêî íèâî íà Energy for Bulgaria, òå ìîãàò ñúùî òàêà äà ïðèëîæàò ïîïúëíåíèòå è îöåíåíè òåñòîâå êúì äîñèåòî ñè.

Ñïèñúê îò ïîâå÷å èäåè çà ïîïúëâàíå íà Äîñèåòî ñà ïðèëîæåíè íà ñòðàíèöà 34.

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Ïèñìî äî ó÷åíèêàLetter to the Student

Óâàæàåìè ……………………………………………….. ,

Òîâà å òâîåòî ëè÷íî Åçèêîâî Ïîðòôîëèî. Îñíîâàíî å íà Îáùàòà Åâðîïåéñêà Åçèêîâà Ðàìêà, ðàçðàáîòåíà îò Ñúâåòà íà Åâðîïà. Òî ïîêàçâà êàêâî òè çíàåø, êàêâî ñè ïðàâèë äî ñåãà è êàêâî ìîæåø äà ïðàâèø íà ðàçëè÷íè åçèöè. Äàâà òè âúçìîæíîñò äà îöåíèø ñîáñòâåíèÿ ñè íàïðåäúê è äà ðàáîòèø âúðõó ñèëíèòå è ñëàáèòå ñè ñòðàíè.

Åçèêîâîòî Ïîðòôîëèî å ðàçäåëåíî íà òðè ÷àñòè:

1. Òâîÿò Åçèêîâ Ïàñïîðò ñúäúðæà òâîè ëè÷íè äàííè: èìå, äàòà íà ðàæäàíå. Â íåãî òè îïèñâàø åçèêà (åçèöèòå), êîèòî ïîëçâàø âêúùè, â ó÷èëèùå, êàêòî è åçèêà (åçèöèòå), êîèòî èçó÷àâàø â ó÷èëèùå.

2. Òâîÿòà Åçèêîâà Áèîãðàôèÿ: â íåÿ òè îïèñâàø äîñåãàøíèÿ ñè îïèò ñ ÷óæäè åçèöè; ìåñòà, êîèòî ñè ïîñåòèë; õîðà, ñ êîèòî ñè ñå ñðåùàë è ðàçãîâàðÿë è íåùà, êîèòî ñè ïðàâèë. Â òâîÿòà Åçèêîâà Áèîãðàôèÿ ìîæåø äà ñè âîäèø äíåâíèê ñ îöåíêèòå, êîèòî ñè ïîëó÷èë íà òåñòîâå è èçïèòè. Îñâåí òîâà ìîæåø äà îïèøåø îòíîøåíèåòî ñè êúì ÷óæäèòå åçèöè è èçó÷àâàíåòî èì.

3. Òâîåòî Åçèêîâî Äîñèå å êàòî ïàïêà, â êîÿòî ñúáèðàø ïðèìåðè îò ñâîèòå íàé-äîáðè ðàáîòè â ó÷åáíèÿ ïðîöåñ è äíåâíèê íà ñâîèòå êîíòàêòè ñ ÷óæäèÿ åçèê. Òâîåòî Åçèêîâî Äîñèå ìîæå äà ñúäúðæà ðàçêàçè, ñòàòèè, ñíèìêè, âèäåî èëè àóäèî çàïèñè, êîèòî ñè íàïðàâèë. Ìîæåø äà äîáàâÿø êúì íåãî âñè÷êî, êîåòî ÷óâñòâàø, ÷å ñè íàïðàâèë äîáðå è êîåòî ïîêàçâà åçèêîâèòå òè óìåíèÿ. Ìîæåø äà îáñúäèø ñ ó÷èòåëÿ ñè ðàáîòèòå, êîèòî ñè èçáðàë è òåõíèÿ áðîé. Êîãàòî äîáàâÿø íåùî êúì íåãî, âïèøè ãî â ñïèñúêà íà ñúäúðæàíèåòî ìó. Îïèøè êàêâî äîáàâÿø è çàùî ñè ãî èçáðàë. Ïèøè êàêâî ñè íàó÷èë ïðè èçãîòâÿíåòî ìó. Òâîåòî Åçèêîâî Äîñèå å êàòî èçëîæáà íà òîâà, êîåòî ìîæåø äà ïðàâèø íà ÷óæäèÿ åçèê.

Â òîâîåòî Åçèêîâî Ïîðòôîëèî ùå íàìåðèø ðàçäåë, îçàãëàâåí Òàáëèöè íà Îáùàòà Åâðîïåéñêà Ðàìêà çà ñàìîîöåíêà (Common European Framework Self-assessment Tables). Ïðî÷åòè ãè è ïîìèñëè êàêâî ìîæåø äà ïðàâèø ñåãà íà àíãëèéñêè åçèê. Ñ âðåìåòî òðÿáâà äà ìîæåø äà ïðàâèø âñå ïîâå÷å íåùà, îïèñàíè â òÿõ. Ïðî÷èòàé ãè îò âðåìå íà âðåìå, çà äà ïðåöåíèø íàïðåäúêà ñè è äà ïëàíèðàø êàêâî èñêàø äà íàó÷èø ïðåç ñëåäâàùàòà ó÷åáíà ãîäèíà.

Ïðåäè ðàçäåëà íà Åçèêîâîòî Äîñèå ùå îòêðèåø èäåè çà ìàòåðèàëè, êîèòî äà äîáàâèø â íåãî. Çàïîìíè, ÷å àêî ðàáîòèø çàåäíî ñ íÿêîãî ïðè èçãîòâÿíåòî íà òåçè ìàòåðèàëè, òðÿáâà ñúùî äà ïîñî÷èø èìåòî íà òîçè ÷îâåê.

Çàïîìíè, Åâðîïåéñêîòî Åçèêîâî Ïîðòôîëèî å òâîé äîêóìåíò.

Ïîäïèñ íà ïðåïîäàâàòåëÿ: …………………………

Ïîäïèñ íà ó÷åíèêà: ……………………………….

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Ïèñìî äî ðîäèòåëèòåLetter to the parents

Óâàæàåìè …………………………………….. ,

Ïðåç íàñòîÿùàòà ó÷åáíà ãîäèíà Âàøèÿò ñèí/äúùåðÿ …………………………….............. ùå çàïî÷íå äà ñè âîäè ñîáñòâåíî Åâðîïåéñêî Åçèêîâî Ïîðòôîëèî. Èäåÿòà íà òîâà Ïîðòôîëèî å, ÷å çàåäíî ñ îöåíêèòå îò ó÷èëèùå è ïîëîæåíè íàöèîíàëíè èëè ìåæäóíàðîäíè èçïèòè, òî ïðåäîñòàâÿ äíåâíèê çà ðàçâèòèåòî íà Âàøåòî äåòå, ïðèäîáèòèÿò îò íåãî îïèò è ïîñòèæåíèÿòà ìó â èçó÷àâàíåòî íà ÷óæäè åçèöè.

Ïî-ãîëÿìàòà ÷àñò îò ðàáîòàòà ïî íåãî ùå ñå âúðøè â ó÷èëèùå, íî â ñâîåòî Åçèêîâî Ïîðòôîëèî ó÷åíèêúò ñúùî òàêà ùå îïèñâà ñâîÿ îïèò è êîíòàêòè ñ ÷óæäèòå åçèöè èçâúí êëàñíàòà ñòàÿ. Âàøèÿò ñèí/äúùåðÿ ùå ñúáèðà ïðèìåðè îò íàé-äîáðèòå ñè ðàáîòè â Åçèêîâîòî Äîñèå, êîåòî å íåðàçäåëíà ÷àñò îò Ïîðòôîëèîòî. Äîñèåòî ìîæå äà ñúäúðæà ñíèìêè, àóäèî èëè âèäåî çàïèñè, êàêòî è ïèñìåíè ðàáîòè.

Êàê Âèå ìîæåòå äà áúäåòå â ïîìîù íà ñâîåòî äåòå? Íàé-âàæíîòî íåùî, êîåòî ìîæåòå äà íàïðàâèòå, å äà ãî ïîäêðåïÿòå â òðóäíèòå ìîìåíòè è íàñúð÷àâàòå ïðè äîáðå ñâúðøåíà ðàáîòà. Íàñúð÷àâàéòå ãî äà ÷åòå êíèãè è ñïèñàíèÿ, äà ñëóøà ðàäèî èëè äà ãëåäà òåëåâèçèÿ íà àíãëèéñêè åçèê. Áè áèëî äîáðå äà ñè êîðåñïîíäèðà ÷ðåç ïèñìà èëè èíòåðíåò ñ ïðèÿòåëè íà àíãëèéñêè åçèê.

Íàäÿâàìå ñå, ÷å Åâðîïåéñêîòî Åçèêîâî Ïîðòôîëèî ùå ïîìîãíå çà ìîòèâàöèÿòà íà Âàøèÿ ñèí/äàùåðÿ ïðè èçó÷àâàíåòî íà ÷óæäèÿ åçèê è â ñúùîòî âðåìå ùå áúäå ïîëåçåí äîêóìåíò, êîãàòî òîé/òÿ ïðîäúëæè îáðàçîâàíèåòî ñè èëè êàíäèäàòñòâà çà ðàáîòà. Ïîðòôîëèîòî ñòèìóëèðà òâîð÷åñêîòî ìèñëåíå, îòêðèâàòåëñòâîòî è ðàçâèòèåòî. Òî å çàïèñ îò íàïðåäúêà è ïîñòèæåíèÿòà íà Âàøèÿ ñèí/äúùåðÿ.

Âèå ìîæåòå äà èãðàåòå àêòèâíà ðîëÿ ïîìàãàéêè íà ñâîåòî äåòå äà ñúçäàâà ìàòåðèàëè çà Ïîðòôîëèîòî èëè ìîæåòå äà áúäåòå ïúðâàòà ïóáëèêà èëè î÷åâèäåö íà òîâà, êîåòî å ñúçäàëî Âàøåòî äåòå.

Áëàãîäàðÿ ïðåäâàðèòåëíî çà Âàøåòî ñúäåéñòâèå,

Ïîäïèñ íà ïðåïîäàâàòåëÿ: ………………………….

Ïîäïèñ íà ðîäèòåëÿ: …………………………………

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ñúîòíåñàò êúì åäíî òî÷íî îïðåäåëåíî íèâî, íî ìîãàò äà áúäàò ïî-êîìïåòåíòíè â ïèñàíåòî, îòãîëêîòî â ãîâîðåíåòî íàïðèìåð.

Òàáëèöèòå ïîìàãàò íà ó÷åíèöèòå äà îöåíÿò îáùîòî ñè íèâî íà êîìïåòåíòíîñò. Òå ñúùî òàêà èì ïîìàãàò äà ñè ïëàíèðàò íèâîòî íà êîìïåòåíòíîñò, êîåòî áèõà æåëàëè äà äîñòèãíàò.

Ìîãà äà íàäïèøà êðàòêà, åëåìåíòàðíà ïîùåíñêà êàðòè÷êà, íàïðèìåð ñ ïîçäðàâ îò âàêàíöèÿòà.

Ìîãà äà ïîïúëíÿ ôîðìóëÿð ñ ëè÷íè äàííè, íàïðèìåð äà ïîïúëíÿ èìåòî ñè, íàöèîíàëíîñò è àäðåñ âúðõó õîòåëñêè ôîðìóëÿð çà ðåãèñòðàöèÿ.

Åâðîïåéñêà Åçèêîâà Ðàìêà - íèâà íà åçèêîâà êîìïåòåíòíîñò

CEF language competence levels

Òåçè òàáëèöè îïèñâàò åçèêîâàòà êîìïåòåíòíîñò â øåñò íèâà. Òå ñà ïðåäíàçíà÷åíè â ïîìîù íà ó÷åíèöèòå, çà äà ìîãàò òå äà ïðåöåíÿò ñîáñòâåíîòî ñè íèâî íà êîìïåòåíòíîñò ïî àíãëèéñêè èëè äðóãè åçèöè. Âêëþ÷åíèòå òóê äåñêðèïòîðè ñà çà íèâàòà A1, A2 è B1.

Ó÷åíèöèòå íèêîãà íå ìîãàò äà ñå

CEF level A1 CEF level A2 CEF level B1

Ñëóøàíå

×åòåíå

Ó÷àñòèåâ ðàçãîâîð

Ñàìîñòîÿòåëíîóñòíîèçêàçâàíå

Ïèñàíå

ÏÈ

ÑÀ

ÍÅ

ÃÎ

ÂÎ

ÐÅ

ÍÅ

ÐÀÇ

ÁÈ

ÐÀÍ

Å

Ìîãà äà ðàçáåðà ôðàçè è íàé-÷åñòî ñðåùàíè äóìè, ñâúðçàíè ñ îáëàñòèòå îò íàé-áëèçêîòî ìè îáêðúæåíèå (íàïðèìåð îñíîâíà ëè÷íà èíôîðìàöèÿ è èíôîðìàöèÿ çà ìîåòî ñåìåéñòâî, ïàçàðóâàíå, ðîäíî ìÿñòî, ìåñòîðàáîòà).Ìîãà äà ðàçáåðà îñíîâíàòà ìèñúë â êðàòêè, ÿñíè è ïðîñòè ñúîáùåíèÿ èëè íîâèíè.

Ìîãà äà ÷åòà ìíîãî êðàòêè è íåñëîæíè òåêñòîâå. Ìîãà äà îòêðèâàì ñïåöèôè÷íà, ïðåäñêàçóåìà èíôîðìàöèÿ â ïðîñòè åæåäíåâíè ìàòåðèàëè êàòî íàïðèìåð ðåêëàìè, ïðîñïåêòè, ìåíþòà è ãðàôèöè è ìîãà äà ðàçáåðà êðàòêè íåñëîæíè ëè÷íè ïèñìà.

Ìîãà äà îáùóâàì ïî ïðîñòè è ðóòèííè âúïðîñè, èçèñêâàùè åëåìåíòàðåí è ïðÿê îáìåí íà èíôîðìàöèÿ ïî ïîçíàòè òåìè è äåéíîñòè. Ìîãà äà ïîääúðæàì ìíîãî êðàòúê ñîöèàëåí êîíòàêò, äîðè äà íå ìîãà äà ðàçáåðà äîñòàòú÷íî, çà äà ìîãà ëè÷íî àç äà ïîääúðæàì ðàçãîâîðà.

Ìîãà äà èçïîëçâàì ñåðèÿ îò ôðàçè è èçðå÷åíèÿ, çà äà îïèøà ñâîåòî ñåìåéñòâî è äðóãè õîðà, óñëîâèÿ íà æèâîò, êàêâî ñúì ó÷èë èëè êàêâî ðàáîòÿ.

Ìîãà äà ïèøà êðàòêè ïðîñòè áåëåæêè è ñúîáùåíèÿ, ñâúðçàíè ñ òåìè îò îáëàñòè îò íåïîñðåäñòâåíîòî ìè îáêðúæåíèå.

Ìîãà äà íàïèøà êðàòêî ëè÷íî ïèñìî, íàïðèìåð äà áëàãîäàðÿ íà íÿêîãî çà íåùî.

Ìîãà äà ðàçïîçíàâàì ïîçíàòè äóìè è îñíîâíè ôðàçè çà ñåáå ñè, ìîåòî ñåìåéñòâî è íàé-áëèçêî îáêðúæåíèå, êîãàòî õîðàòà ãîâîðÿò áàâíî è ÿñíî.

Ìîãà äà ðàçáåðà ïîçíàòè èìåíà, äóìè è ïðîñòè èçðå÷åíèÿ, íàïðèìåð èçïèñàíè íà îáÿâè è ïëàêàòè èëè â êàòàëîçè.

Ìîãà äà îáùóâàì ïðîñòè÷êî, êîãàòî ñúáåñåäíèêúò ìè å ãîòîâ äà ïîâòîðè èëè êàæå ïî äðóã íà÷èí íåùàòà ïî-áàâíî è äà ìè ïîìîãíå äà ôîðìóëèðàì òîâà, êîåòî ñå îïèòâàì äà êàæà. Ìîãà äà çàäàâàì è îòãîâàðÿì íà âúïðîñè îò íåïîñðåäñòâåíèòå ìè îáëàñòè íà îáêðúæåíèå èëè ïî ìíîãî ïîçíàòè òåìè.

Ìîãà äà èçïîëçâàì ïðîñòè ôðàçè è èçðå÷åíèÿ, çà äà îïèøà êúäå æèâåÿ èëè äà îïèøà õîðà, êîèòî ïîçíàâàì.

Ìîãà äà ðàçáåðà îñíîâíàòà ìèñúë ïðè ÿñíî ñòàíäàðòíî ãîâîðåíå ïî ïîçíàòè òåìè, ñâúðçàíè ñ ðàáîòà, ó÷èëèùå, ïî÷èâêà è äðóãè. Ìîãà äà ðàçáåðà îñíîâíàòà ìèñúë â ìíîãî ðàäèî è òåëåâèçèîííè ïðîãðàìè ïî òåêóùè âúïðîñè èëè òåìè, ñâúðçàíè ñ ëè÷åí èëè ïðîôåñèîíàëåí èíòåðåñ, êîãàòî ñà ïîäíåñåíè ñðàâíèòåëíî áàâíî è îò÷åòëèâî.

Ìîãà äà ðàçáåðà òåêñòîâå, íàïèñàíè íà åçèê ñâúðçàí ñ åæåäíåâèåòî èëè ðàáîòà ìè. Ìîãà äà ðàçáåðà îïèñàíèå íà ñúáèòèÿ, ÷óâñòâà è ïîæåëàíèÿ â ëè÷íè ïèñìà.

Ìîãà äà ñå ñïðàâÿ ñ ïîâå÷åòî ñèòóàöèè, êîèòî áèõà âúçíèêíàëè ïðè ïúòóâàíå â ðàéîí, êúäåòî ñå ãîâîðè èçó÷àâàíèÿ åçèê. Ìîãà äà âîäÿ ðàçãîâîð áåç ïðåäâàðèòåëíà ïîäãîòîâêà ïî ïîçíàòè òåìè îò ëè÷åí èíòåðåñ èëè ñâúðçàíè ñ åæåäíåâèåòî, íàïðèìåð ñåìåéñòâî, õîáè, ðàáîòà, ïúòóâàíå è íàñòîÿùè ñúáèòèÿ.

Ìîãà äà ñâúðçâàì ôðàçè ïî ïðîñò íà÷èí, çà äà îïèøà ñëó÷êè è ïðåæèâÿâàíèÿ, ìîè ìå÷òè, íàäåæäè è àìáèöèè. Ìîãà íàêðàòêî äà äàì àðãóìåíòè èëè îáÿñíåíèÿ çà ìíåíèÿ è ïëàíîâå. Ìîãà äà íàïèøà ðàçêàç èëè äà îïèøà ñþæåòà íà êíèãà èëè ôèëì è äà îïèøà ðåàêöèèòå ñè.

Ìîãà äà íàïèøà ïðîñò ñâúðçàí òåêñò ïî òåìè, êîèòî ñà ïîçíàòè èëè îò ëè÷åí èíòåðåñ. Ìîãà äà ïèøà ëè÷íè ïèñìà, â êîèòî äà îïèøà âïå÷àòëåíèÿ è ïðåæèâÿâàíèÿ.

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Ìîÿò åçèêîâ ïàñïîðò My Language Passport

Òâîÿò Åçèêîâ Ïàñïîðò å äíåâíèê íà òîâà êàêâî ñè ïðàâèë äî ìîìåíòà, êàêâî ñè íàó÷èë è êàêâî ìîæåø äà ïðàâèø íà àíãëèéñêè èëè äðóã ÷óæä åçèê.

Ëè÷íà èíôîðìàöèÿ Personal information

Èçó÷àâàíå íà àíãëèéñêè åçèê English language learning

Çàïî÷íàõ äà èçó÷àâàì àíãëèéñêè åçèê â ó÷èëèùå íà _________ ãîäèíè.I started learning English at school when I was ______ years old.

Èçïèòè è ñåðòèôèêàòè Exams and Certificates

Àêòóàëèçèðàé ãî ðåäîâíî.

ÈìåFirst nameÔàìèëèÿ Family nameÀäðåñAddress

Ðîäåí åçèêMother tongue

ÍàöèîíàëíîñòNationality

Äàòà íà ðàæäàíåDate of birth

Ìÿñòî íà ðàæäàíåPlace of birthÈíòåðíåò àäðåñE-mail addressÓ÷èëèùå SchoolEçèöè, êîèòî çíàÿLanguage(s) I know

ÂúçðàñòAge

Áðîé ÷àñîâå ñåäìè÷íîNumber of lessons a week

Ó÷åáíèêCoursebook

Ó÷èòåëTeacher

ÈçïèòExam

Èçïèòâàùà èíñòèòóöèÿAuthority

ÄàòàDate

ÎöåíêàGrade

14

Ìîÿòà åçèêîâà áèîãðàôèÿ My Language Biography

Òîâà å òâîÿòà Åçèêîâà Áèîãðàôèÿ. Îïèøè âñè÷êè åçèöè, êîèòî çíàåø è ïîëçâàø (äîðè àêî çíàåø ñàìî íÿêîëêî äóìè). Âêëþ÷è åçèöèòå, êîèòî ñè ó÷èë â ó÷èëèùå, íà êîèòî ñè ñëóøàë è ðàçáðàë èëè ñè ïðî÷åë íåùî â ñâîáîäíîòî ñè âðåìå è ïðåç âàêàíöèÿòà.

Ïèøè íà áúëãàðñêè èëè, àêî ìîæåø, íà àíãëèéñêè åçèê.

Âêëþ÷è âñè÷êè åçèöè, êîèòî ïîëçâàø èëè ðàçáèðàø, äîðè àêî íå ìîæåø äà ÷åòåø èëè ïèøåø. Íàïðèìåð, ãëåäàø ëè ïîíÿêîãà òåëåâèçèîííè ïðîãðàìè èëè ôèëìè, ñëóøàø ëè ïîïóëÿðíè ïåñíè, èãðàåø ëè êîìïþòúðíè èãðè íà ÷óæäè åçèöè? Èìàòå ëè ñåìåéíè ïðèÿòåëè, êîèòî ãîâîðÿò ÷óæäè åçèöè? Ñëóøàë ëè ñè ÷óæäè åçèöè, êîãàòî ñè áèë íà ïî÷èâêà?

1 Â ñâîáîäíîòî ñè âðåìå è ïðåç âàêàíöèèòå ïðè ïúòóâàíå â àíãëîåçè÷íè ñòðàíè, êóëòóðåí îáìåí, êîðåñïîíäåíöèÿ ïî èíòåðíåò èëè ÷ðåç ïèñìà è äð.

Free time and holiday experiences: trips to countries where English is spoken, cultural exchanges, e-mail, snail-mail contacts, etc.

EçèöèLanguage(s)

Â êúùè îáèêíîâåíî ïîëçâàìå ... åçèêAt home I usually use …Â ó÷èëèùå îáèêíîâåíî ïîëçâàìå … åçèêAt school I usually use …

ÊîãàWhen

ÊúäåWhere

Êàêâî ñè ïðàâèë? (ñëóøàíå, ÷åòåíå, ãîâîðåíå, ïèñàíå)What did you do? (listen, read, speak, write?)

2 Åæåäíåâíà ïðàêòèêà: ñëóøàíå íà ïåñíè, ãëåäàíå íà òåëåâèçèÿ, ïîëçâàíå íà èíòåðíåò è äð.

Daily experiences: listening to songs, watching TV, using the Internet, etc.

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Èçâúí ó÷èëèùå ïðàêòèêóâàì àíãëèéñêè … Experiences with English outside school


Äðóãè åçèöè, êîèòî èçó÷àâàì â ó÷èëèùå Experiences with other languages in school

Ïîëîæåíè òåñòîâå è èçïèòè ïî äðóãè åçèöè Tests and exams in other languages

ÄàòàDate

ÄàòàDate

ÅçèêLanguage

ÅçèêLanguage

Êîëêî ÷àñà ñåäìè÷íî? Õàðåñâàò ëè òè óðîöèòå? Êàê íàïðåäâàø?How many lessons each week? Did you enjoy the lessons? Did you make progress?

Òåñò / ÈçïèòTest/Exam name

ÎöåíêàGrade

Òóê ìîæåø äà íàïèøåø çà ðàáîòàòà ñè ïî äðóãè åçèöè.Use this space to write about any other lessons or work in other languages.

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Ñàìîîöåíêà Self-assessmentÊàêâî âå÷å ìîæåø äà ïðàâèø íà àíãëèéñêè åçèê?Ïðî÷åòè îïèñàíèÿòà â òàáëèöèòå íà ñòðàíèöè 22-33. Îòáåëåæè íèâîòî ñè â òàçè òàáëèöà.

Now I can …

ÑëóøàíåListening

ÑëóøàíåListening

×åòåíåReading

×åòåíåReading

Ó÷àñòèå â ðàçãîâîðSpoken Interaction

Ó÷àñòèå â ðàçãîâîðSpoken Interaction

Óñòíî èçêàçâàíåSpoken Production

Óñòíî èçêàçâàíåSpoken Production

ÏèñàíåWriting

ÏèñàíåWriting

A1

A1

A2

A2

B1

B1

Ïîäïèñ ____________________________________ Äàòà __________________________

Ïîäïèñ ____________________________________ Äàòà __________________________

Îöåíêà íà ïðåïîäàâàòåëÿ Teacher assessment

Êàêâî ìîæå ó÷åíèêúò äà ïðàâè äî ìîìåíòà íà àíãëèéñêè åçèê? Ïðî÷åòåòå äåñêðèïòîðèòå â òàáëèöèòå íà ñòðàíèöè 22-33 è îòáåëåæåòå íèâîòî â òàçè òàáëèöà.What can this learner already do in English? Read the descriptions in the tables on pages 22-33. ark your level in the table below.M

Ó÷åíèêúò ìîæå äà … Now this learner can …

17


Àç èçó÷àâàì àíãëèéñêè åçèê çàùîòîI'm learning English because ..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Íåùàòà, êîèòî îáè÷àì äà ïðàâÿ â ÷àñîâåòå ïî ÷óæä åçèê ñà: The things I like doing in a language class are: ..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Äîáúð ñúì â: The things I am good at are: ..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Òðóäíî ìè å äà: The things I find difficult are: ..........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Òðÿáâà äà ïîäîáðÿ åçèêîâèòå ñè óìåíèÿ:The language areas I need to improve are:

Ìîèòå öåëè ïî àíãëèéñêè åçèê My objectives in English

Listening

Reading

Spoken Interaction

Spoken Production

Writing

Ïîñî÷è åäíà/íÿêîëêî ïðè÷èíèProvide one/some reason(s)

Èçáðîé êàêâî èñêàø äà ìîæåø äà ïðàâèøList what you want to be able to do

Íèâîòî, êîåòî ñìÿòàì, ÷å ùå äîñòèãíà â êðàÿ íà òàçè ó÷åáíà ãîäèíà, å: The level I intend to reach at the end of this school year is: ............................................................................................................................................................................................................................................................................................................................................................................................

Íèâîòî, êîåòî ñìÿòàì, ÷å ùå äîñòèãíà â êðàÿ íà 7-ìè êëàñ, å:The level intended to reach at the end of grade 7 is: ............................................................................................................................................................................................................................................................................................................................................................................................

Ìîèòå íàé-âàæíè àìáèöèè, ñâúðçàíè ñ àíãëèéñêèÿ åçèê, ñà: My most important ambitions in relation to English are: ............................................................................................................................................................................................................................................................................................................................................................................................

18

Ðåçóëòàòè îò òåñòîâåòå â 5 êëàñ My Energy Tests Scoring Chart for the 5th grade

Unit Test

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Unit Tests

Skills Test

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Units 1 - 3

Units 4 - 6

Units 7 - 10

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Listening

Listening

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Vocabulary

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Use of English

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Communication

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Communication

Writing

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Reading

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Total Scores (all tests)

19


Unit Test

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Unit Tests

Skills Test

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Units 1 - 3

Units 4 - 6

Units 7 - 10

Listening

Listening

Listening

Listening

Listening

Listening

Listening

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Vocabulary

Vocabulary

Vocabulary

Vocabulary

Use of English

Use of English

Use of English

Use of English

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Grammar

Grammar

Grammar

Communication

Communication

Communication

Communication

Writing

Writing

Writing

Writing

Reading

Reading

Reading

Reading

Reading

Reading

Reading

Reading

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20


Unit Test

Unit Test

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Unit Tests

Skills Test

Skills Test

Skills Test

Skills Tests

Units 1 - 3

Units 4 - 6

Units 7 - 10

Listening

Listening

Listening

Listening

Listening

Listening

Listening

Listening

Vocabulary

Vocabulary

Vocabulary

Vocabulary

Use of English

Use of English

Use of English

Use of English

Grammar

Grammar

Grammar

Grammar

Communication

Communication

Communication

Communication

Writing

Writing

Writing

Writing

Reading

Reading

Reading

Reading

Reading

Reading

Reading

Reading

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/120 /60 /60 /300


21


My learning progressÀç íàïðåäâàì

a = Ìîãà äà ïðàâÿ òîâà. I can do this.

aa = Ìîãà äà ïðàâÿ òîâà ëåñíî. I can do this easily.

! = Òîâà å åäíà îò öåëèòå ìè. This is one of my goals. !! = Òîâà å ìíîãî âàæíà öåë çà ìåí. This is a very important goal for me.

Textbook unitÓðîê â ó÷åáíèêà

Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë

My teacher says I can

Ñïîðåä ó÷èòåëÿ ìè

ìîãà

I can

Àç ìîãà

Listening A1 - Ñëóøàíå À1

I can understand familiar names, single words and phrases in short simple conversations.Ìîãà äà ðàçïîçíàÿ ïîçíàòè èìåíà è îòäåëíè äóìè èëè èçðàçè â êðàòêè íåñëîæíè äèàëîçè.

All units

All units

All units

I can understand what people say if they use familiar words and the situation is depicted in a picture.Ìîãà äà ðàçáåðà êàêâî êàçâàò õîðàòà, êîãàòî èçïîëçâàò ïîçíàòè äóìè è ñèòàöèÿòà å îòðàçåíà íà êàðòèíêà/ñíèìêà.

I can understand very simple instructions e.g. stand up, sit down, your ticket please, when people speak to me slowly and clearly.Ìîãà äà ðàçáåðà íåñëîæíè êîìàíäè, äàäåíè áàâíî è ÿñíî, êàòî íàïðèìåð ñòàíè, ñåäíè, áèëåòà Âè ìîëÿ.

Unit 6

I can understand very simple questions and social formulae, e.g. sorry, thank you, how are you?, when people speak to me slowly and clearly.Ìîãà äà ðàçáåðà íåñëîæíè âúïðîñè è èçðàçè çà îáùóâàíå, íàïðèìåð èçâèíåòå, áëàãîäàðÿ, êàê ñòå?, êîãàòî ìè ãîâîðÿò áàâíî è ÿñíî.

I can understand when people slowly and clearly say their name, age, and in simple words, describe their appearance.Ìîãà äà ðàçáåðà, êîãàòî íÿêîé áàâíî è ÿñíî ñå ïðåäñòàâÿ (ñúîáùàâà èìå, âúçðàñò) èëè îïèñâà âúíøíîñòòà ñè.

UnitsStarter,1, 3

I can understand very simple questions about myself and my activities, e.g. What's your name? How old are you? What are you doing?Ìîãà äà ðàçáåðà íåñëîæíè âúïðîñè, çàäàäåíè ìè çà ìåí è ìîèòå çàíèìàíèÿ, íàïðèìåð Êàê ñå êàçâàø? Íà êîëêî ãîäèíè ñè? Êàêâî ïðàâèø â ìîìåíòà?

UnitsStarter,1, 7

I can understand when people give a telephone number or tell me the time slowly and clearly.Ìîãà äà ðàçáåðà, êîãàòî íÿêîé áàâíî è ÿñíî ñúîáùàâà òåëåôîíåí íîìåð èëè êîëêî å ÷àñà.

UnitsStarter,4, 5

I can understand when someone tells me the way, e.g. to the station, to a shop, in a very simple way.Ìîãà äà ðàçáåðà íåñëîæíè îáÿñíåíèÿ çà ïúòÿ äî íÿêúäå, íàïðèìåð äî ãàðà, ìàãàçèí è äð.

Unit 6

Îáùà åçèêîâà ðàìêà- òàáëèöè çà ñàìîîöåíêà- À1CEF A1 self assessment tables

22



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

All unitsI can understand very simple captions under photos or illustrations.Ìîãà äà ðàç÷åòà íåñëîæíè íàäïèñè êúì ñíèìêè èëè èëþñòðàöèè.

I can understand forms in which people are required to give their name, surname, nationality, date and place of birth.Ìîãà äà ðàç÷åòà ôîðìóëÿðè, â êîèòî ñå èçèñêâà ïîïúëâàíå íà ñîáñòâåíî èìå, ôàìèëèÿ, íàöèîíàëíîñò, äàòà è ìÿñòî íà ðàæäàíå.

Units1, 8

Culture bite 1

I can understand simple information in short advertisements, e.g. on posters when and where an event or play is taking place.Ìîãà äà ðàçáåðà îñíîâíàòà èíôîðìàöèÿ â êðàòêè îáÿâè èëè ñúîáùåíèÿ, íàïðèìåð íà ïëàêàòè - âðåìå è ìÿñòî íà ïðîâåæäàíå íà íÿêîå ñúáèòèå.

Unit 7

Project 6

I can understand the most common messages on signs, e.g. in the street, at the station.Ìîãà äà ðàçáåðà íàé-îáùîèçâåñòíîòî çíà÷åíèå âúðõó çíàöè, íàïðèìåð íà óëèöàòà, íà ãàðàòà.

Unit 6

Reading A1 - ×åòåíå À1

I can understand familiar names, single words and phrases in short simple texts.Ìîãà äà ðàçïîçíàÿ ïîçíàòè èìåíà è îòäåëíè äóìè èëè èçðàçè â êðàòêè íåñëîæíè òåêñòîâå.

All units

I can understand very simple holiday or occasional greetings, e.g. on a birthday or Christmas card.Ìîãà äà ðàçáåðà íåñëîæíè ïîçäðàâëåíèÿ íà êàðòè÷êè ïî ïîâîä íà ïðàçíèöè èëè ñúáèòèÿ, íàïðèìåð ðîæäåí äåí, Êîëåäà.

Unit 3

I can understand a very simple message (a text message or an e-mail), e.g. Let's meet outside the cinema at 6.Ìîãà äà ðàçáåðà íåñëîæíè ñúîáùåíèÿ (òåêñòîâî ñúîáùåíèå íà òåëåôîí èëè åëåêòðîííà ïîùà), íàïðèìåð Õàéäå äà ñå ñðåùíåì ïðåä êèíîòî â 6÷.

All units

I can understand very simple instructions in coursebooks or for the computer, e.g. read, save, print.Ìîãà äà ðàçáåðà íåñëîæíè óñëîâèÿ â ó÷åáíèöèòå èëè çà êîìïþòúðà, íàïðèìåð ïðî÷åòè, çàïàçè, îòïå÷àòàé.

All units

Spoken Interaction A1 - Ó÷àñòèå â ðàçãîâîð À1

I can say hello and goodbye in a simple way.Ìîãà äà êàæà íåñëîæíè ïîçäðàâè êàòî Çäðàâåé è Äîâèæäàíå.

Units Starter, 1

I can say that I don't understand and ask someone to repeat in a simple way.Ìîãà äà êàæà, ÷å íå ðàçáèðàì è äà ïîìîëÿ íÿêîãî äà ïîâòîðè.

UnitStarter

23



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

Units3, 4, 10

I can ask somebody for something in a simple way using gestures for assistance if necessary.Ìîãà ïðîñòè÷êî äà ïîìîëÿ íÿêîãî çà íåùî êàòî èçïîëçâàì ïðè íåîáõîäèìîñò æåñòîâå.

I can offer something and thank people in a simple way.Ìîãà ïðîñòè÷êî äà ïðåäëîæà íåùî è äà áëàãîäàðÿ.

Unit 7

I can ask and answer simple questions about the name, address and age in a simple way.Ìîãà äà ïèòàì è äàâàì íåñëîæíè îòãîâîðè íà âúïðîñè çà èìå, àäðåñ, âúçðàñò.

Units 1, 2

Culture bite 1

I can answer very simple questions about myself, my family and school provided the person I am talking to is speaking slowly and clearly.Ìîãà äà îòãîâàðÿì íà íåñëîæíè âúïðîñè çà ñåáå ñè, ìîåòî ñåìåéñòâî è ó÷èëèùå, êîãàòî ñúáåñåäíèêúò ìè ãîâîðè áàâíî è ÿñíî.

Units 1, 2, 3, 5

I can answer very simple questions about the time and price in a simple way.Ìîãà äà îòãîâîðÿ íà íåñëîæíè âúïðîñè çà ÷àñ è öåíà.

Unit 4

Culture bite 5

I can answer questions concerning the time using such phrases as in the morning, tomorrow, on Friday.Ìîãà äà îòãîâîðÿ íà âúïðîñè çà ÷àñà êàòî èçïîëçâàì èçðàçè êàòî ñóòðèíòà, óòðå, â ïåòúê.

Units 4, 8, 10

Spoken Production A1- Óñòíî èçêàçâàíå À1

I can introduce and describe myself and people important to me in a very simple way (name, surname, age, job, height, the colour of hair, etc.)Ìîãà ïðîñòè÷êî äà ñå ïðåäñòàâÿ è äà îïèøà ñåáå ñè è âàæíè çà ìåí õîðà (èìå, ôàìèëèÿ, âúçðàñò, ïðîôåñèÿ, âèñî÷èíà, öâÿò íà êîñàòà è ò.í.)

Units 1, 2, 3

Project 1

I can say in a few simple sentences what I do every day.Ìîãà ñ íÿêîëêî íåñëîæíè èçðå÷åíèÿ äà îïèøà êàêâî ïðàâÿ âñåêè äåí.

Units 4, 5

I can describe objects in a very simple way, e.g. the bike is yellow, the classroom is big.Ìîãà äà ïðàâÿ íåñëîæíè îïèñàíèÿ íà ïðåäìåòè, íàïðèìåð âåëîñèïåäúò å æúëò, êëàñíàòà ñòàÿ å ãîëÿìà.

Unit 2

I can describe the place where I live in a very simple way.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ìÿñòîòî, êúäåòî æèâåÿ.

Culture bite 1, 7

Projects 2, 4

I can say what I like in a very simple way.Ìîãà äà êàæà êàêâî ìè õàðåñâà êàòî èçïîëçâàì íåñëîæíè èçðàçè.

Unit 4,5

Culture bite 3,4,5,7

I can describe what I do on holiday in a very simple way.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà òîâà êàêâî ïðàâÿ ïðåç âàêàíöèÿòà.

Unit 10

24



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

I can describe places that are familiar to me in a very simple way.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ïîçíàòè ìåñòà.

Unit 2

Writing gym 2

I can describe (in a letter) what I do every day, e.g. I get up at 7, I go to school, in a very simple way.Ìîãà äà îïèøà â ïèñìî êàêâî ïðàâÿ âñåêè äåí, íàïðèìåð Ñòàâàì â 7 ÷àñà, îòèâàì íà ó÷èëèùå.

Units 4, 5

Project 3

I can write short simple sentences about my family, school, hobbies in a letter to a friend.Ìîãà äà íàïèøà êðàòêè íåñëîæíè èçðå÷åíèÿ â ïèñìî äî ïðèÿòåë çà ñâîåòî ñåìåéñòâî, ó÷èëèùå, õîáè.

Units 1, 3, 5

Writing gym 1, 5

Culture bite 1

I can write a short greeting, e.g. from a holiday or simple birthday or Christmas greeting.Ìîãà äà íàïèøà êðàòúê ïîçäðàâ, íàïðèìåð îò âàêàíöèÿ, ïî ïîâîä íà ðîæäåí äåí èëè çà Êîëåäà.

Unit 3

I can write a very short message (a text message or e-mail) about what I am doing.Ìîãà äà äà íàïèøà êðàòêî ñúîáùåíèå (òåêñòîâî ñúîáùåíèå èëè ïî åëåêòðîííàòà ïîùà) çà òîâà êàêâî ïðàâÿ â ìîìåíòà.

Unit 7

Writing A1 - Ïèñàíå À1

I can fill in a form, giving my name, surname, age, residence (address), interests.Ìîãà äà ïîïúëíÿ ôîðìóëÿð ñ èìåòî, ôàìèëèÿòà, âúçðàñòòà, àäðåñà è èíòåðåñèòå ñè.

Unit 1

Culture bite 1

I can write a short and very simple list.Ìîãà äà íàïèøà êðàòúê íåñëîæåí ñïèñúê.

Unit 2

I can describe myself and other people in a very simple way (what my name is, how old I am, what the colour of my eyes and my hair is, where I live).Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ñåáå ñè è íà äðóãè õàðà (êàê ñå êàçâàì, íà êîëêî ãîäèíè ñúì, êàêúâ öâÿò ñà î÷èòå è êîñàòà ìè, êúäå æèâåÿ).

Units 1, 3

Writing gyms 1, 3

Culture bite 1

Project 1

I can say where things or people are in a very simple way, e.g. Kate is at home, the ball is under the table.Ìîãà äà êàæà êúäå ñå íàìèðàò ïðåäìåòè èëè õîðà, íàïðèìåð Êåéò å ó äîìà. Òîïêàòà å ïîä ìàñàòà.

Unit 2

I can say what the weather is like in a very simple way, e.g. The weather is nice, it's warm, the sun's shining.Ìîãà äà íàïðÿâà íåñëîæíî îïèñàíèå íà âðåìåòî, íàïðèìåð Âðåìåòî å õóáàâî, òîïëî å, ñëúíöåòî ãðåå.

Units 1, 10

25



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

Listening A2 - Ñëóøàíå À2I can understand simple conversations on everyday matters (friends, family, home, school) if people speak slowly and clearly.Ìîãà äà ðàçáåðà íåñëîæåí ðàçãîâîð ïî òåìè îò åæåäíåâèåòî (ïðèÿòåëè, ñåìåéñòâî, äîì, ó÷èëèùå), êîãàòî õîðàòà ãîâîðÿò áàâíî è ÿñíî.





Îáùà åçèêîâà ðàìêà- òàáëèöè çà ñàìîîöåíêà- À2CEF A2 self assessment tables

All units All units All units

I can understand when people speak about their interests and favourite activities in a simple way.Ìîãà äà ðàçáåðà, êîãàòî õîðàòà âîäÿò íåñëîæåí ðàçãîâîð çà ñâîèòå èíòåðåñè è ëþáèìè çàíèìàíèÿ.

Units 1, 4, 5

Culture bite 1, 4, 5

Units 0, 2, 4

Units 0, 1

I can understand familiar words and phrases in extended speech on everyday matters.Ìîãà äà ðàçïîçíàÿ ïîçíàòè äóìè è èçðàçè â ïî-îáøèðåí ðàçãîâîð ïî òåìè îò åæåäíåâèåòî.


I can understand the main point in short and very simple TV news if it is accompanied by pictures.Ìîãà äà ðàçáåðà ñìèñúëà íà êðàòêè è íåñëîæíè òåëåâèçèîííè íîâèíè, àêî ñà ïðèäðóæåíè îò ñíèìêè.

Unit 10 Unit 10 Unit 7

I can understand the main points in simple announcements at public places.Ìîãà äà ðàçáåðà ñìèñúëà íà êðàòêè ñúîáùåíèÿ íà îáùåñòâåíè ìåñòà.

Unit 6 Unit 9

I can understand when people say what happened in a simple way, e.g. the plane was late, I bought a new bike.Ìîãà äà ðàçáåðà íåñëîæíè îïèñàíèÿ íà ñúáèòèÿ îò ìèíàëîòî, íàïðèìåð ñàìîëåòúò çàêúñíÿ, êóïèõ ñè íîâ âåëîñèïåä.

Unit 8 Units 3, 5, 6

Unit 2

I can understand short simple conversations in everyday situations, e.g. in a shop, in a bar, at the railway station.Ìîãà äà ðàçáåðà êðàòêè íåñëîæíè ðàçãîâîðè â ñèòóàöèè îò åæåäíåâèåòî, íàïðèìåð â ìàãàçèí, â áàð, íà æï ãàðà.


I can understand what the topic is if people speak slowly and clearly.Ìîãà äà ðàçáåðà òåìàòà íà ðàçãîâîðà, àêî ñúáåñåäíèöèòå ãîâîðÿò áàâíî è ÿñíî.


26



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

I can find specific information in timetables, TV programmes, tourist brochures etc.Ìîãà äà îòêðèÿ ñïåöèôè÷íà èíôîðìàöèÿ â ðàçïèñàíèÿ, òåëåâèçèîííè ïðîãðàìè, òóðèñòè÷åñêè áðîøóðè è äð.

Unit 4

Project 4

Unit 5

Culture bite 10

Units 0, 2

I can find information concerning the place, time and people in a simple description of an event, e.g. a trip.Ìîãà äà îòêðèÿ èíôîðìàöèÿ îòíîñíî ìÿñòîòî, ÷àñà èëè ó÷àñòíèöèòå â íåñëîæíî îïèñàíèå íà ñúáèòèå.

Units 7, 8, 9

Culture bite 8

Project 5

I can understand the main points in very simple press articles especially if they are accompanied by photos or illustrations.Ìîãà äà ðàçáåðà ñìèñúëà â íåñëîæíè ñòàòèè â ïðåñàòà, îñîáåíî êîãàòî ñà ïðèäðóæåíè îò ñíèìêè èëè èëþñòðàöèè.

Units 5,10 Units 1, 4 Unit 8

Units 2, 9 Unit 10

I can understand simple personal letters about everyday events.Ìîãà äà ðàçáåðà íåñëîæíî ëè÷íî ïèñìî çà ñúáèòèÿ îò åæåäíåâèåòî.

Units 4,5, 6

Unit 5

Culture bite 2, 3, 4

Unit 0

I can identify a sequence of events in a simple short story.Ìîãà äà ðàçïîçíàÿ ïîñëåäîâàòåëíîñò íà ñúáèòèÿòà â êðàòêà íåñëîæíà èñòîðèÿ.

Unit 9

Culture bite 8

Unit 7

Unit 1

Units 2, 3

Unit 2

Spoken Interaction A2 - Ó÷àñòèå â ðàçãîâîð À2I can apologise (to adults and peers) and accept apologies in a simple way.Ìîãà äà ñå èçâèíÿ (íà ïî-âúçðàñòíè èëè ïðèÿòåëè) è äà ïðèåìà èçâèíåíèÿ êàòî èçïîëçâàì íåñëîæíè èçðàçè.

I can order something to eat or drink in a simple way e.g. in a café.Ìîãà äà íàïðàâÿ íåñëîæíà ïîðú÷êà çà õðàíà èëè íàïèòêà, íàïðèìåð â êàôåíå.

I can communicate in simple everyday situations.Ìîãà äà îáùóâàì â íåñëîæíè ñèòóàöèè îò åæåäíåâèåòî.


I can get simple information while travelling, e.g. buy a ticket, ask about departure time of a train or bus.Ìîãà äà ïîëó÷à íåñëîæíà èíôîðìàöèÿ ïðè ïúòóâàíå, íàïðèìåð äà êóïÿ áèëåò, äà ïîïèòàì çà ÷àñà íà îòïúòóâàíå íà âëàê èëè àâòîáóñ.


Reading A2 - ×åòåíå À2 I can understand simple descriptions of people, things and places.Ìîãà äà ðàçáåðà íåñëîæíè îïèñàíèÿ íà õîðà, ïðåäìåòè è ìåñòà.

Units 2, 3, 9

Culture bite 7

Units 0,4, 6, 8

Units 0, 4, 6

I can understand simple instructions, e.g. in a lift, on a public telephone or in a computer programme if they are accompanied by symbols or pictures.Ìîãà äà ðàçáåðà íåñëîæíè èíñòðóêöèè, íàïðèìåð â àñàíñüîð, íà îáùåñòâåí òåëåôîí èëè â êîìïþòúðíà ïðîãðàìà, àêî òå ñà ïðèäðóæåíè îò ñèìâîëè èëè êàðòèíêè.

Unit 1 Unit 9 Units 2, 7, 9

27



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

I can talk about places I am familiar with, e.g. my room, my own town in a simple way.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ïîçíàòè ìåñòà, íàïðèìåð ìîÿòà ñòàÿ, ðîäåí ãðàä.

Unit 2Culture bite 1, 7Projects 2, 4

Units 1, 4

Culture bite 1

Unit 6

I can talk about my interests and favourite activities in a simple way.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ñâîèòå èíòåðåñè è ëþáèìè çàíèìàíèÿ.

Units 1, 5Culture bite 1, 4, 5

Units 2, 8, 10

Units 2,3, 4, 5

I can describe how to prepare an easy dish in a simple way.Ìîãà äà íàïðàâÿ êðàòêî îïèñàíèå íà ëåñíà çà ïðèãîòâÿíå ðåöåïòà.

Unit 7 Culture bite 3

Unit 4

I can say a few simple sentences about what I recently did, e.g. how I spent the weekend.Ìîãà äà êàæà íÿêîëêî ïðîñòè èçðå÷åíèÿ çà òîâà êàêâî ñúì ïðàâèë íàñêîðî, íàïðèìåð êàê ñúì ïðåêàðàë óèêåíäà.

Units 8, 9 Units 3, 5 Unit 4

I can say a few simple sentences about how I feel and explain why I feel like this.Ìîãà äà êàæà íÿêîëêî ïðîñòè èçðå÷åíèÿ çà òîâà êàê ñå ÷óâñòâàì è äà îáÿñíÿ çàùî ñå ÷óâñòâàì ïî òîçè íà÷èí.


I can describe an everyday event in a simple way, e.g. meeting friends.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ñúáèòèå îò åæåäíåâèåòî, íàïðèìåð ñðåùà ñ ïðèÿòåëè.

Units 5, 6 Units 1, 3, 5

Units 2, 3

I can say a few simple sentences about what I can see, e.g. in a photo, in a picture.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå ïî ñíèìêà èëè êàðòèíà.

Units 2, 3

Project 2

Units 0, 2, 3, 4

Project 1

Unit 5

I can ask and tell the way using simple phrases and a map.Ìîãà äà ïîïèòàì çà ïúòÿ äî íÿêúäå èëè äà ïîñî÷à ïúòÿ êàòî ïîëçâàì íåñëîæíè èçðàçè è êàðòà.

Unit 6 Unit 4

I can ask what another person does or is interested in and answer such questions in a simple way.Ìîãà äà ïîïèòàì êàêâî ïðàâè íÿêîé èëè îò êàêâî ñå èíòåðåñóâà è äà îòãîâîðÿ íà òàêèâà âúïðîñè êàòî èçïîëçâàì íåñëîæíè èçðàçè.

Units 4, 5, 6

All units All units

I can extend an invitation or make an appointment, i.e. define the place, time and what we are going to do in a simple way.Ìîãà äà ïðåäàì íåñëîæíà ïîêàíà èëè äà ñè óãîâîðÿ ñðåùà, íàïðèìåð äà îïðåäåëÿ ìÿñòî, ÷àñ è êàêâî ùå ïðàâèì.


I can take part in a simple conversation on a familiar topic, e.g. how I spent the weekend.Ìîãà äà ó÷àñòâàì â íåñëîæåí ðàçãîâîð íà ïîçíàòà òåìà, íàïðèìåð êàê ñúì ïðåêàðàë óèêåíäà.

Unit 8 Units 3, 5 Units 2, 3

Spoken Production A2 - Óñòíî èçêàçâàíå À2I can talk about myself, my family and acquaintances in a simple way.Ìîãà äà íàïðàâÿ êðàòêî íåñëîæíî îïèñàíèå íà ñåáå ñè, ìîåòî ñåìåéñòâî è ïîçíàòè õîðà.

Units 1, 2, 3

Units 0, 6, 8

Unit 5

28



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

Writing A2 - Ïèñàíå À2I can describe places, people and things in a simple way.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ìåñòà, õîðà èëè ïðåäìåòè.

Units 2, 3, 5

Writing gyms

Units 0,4, 6, 8

Units 1,4, 6

I can describe myself and my favourite activities in a simple way e.g. what I like doing in my free time (my hobby).Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ñåáå ñè, ìîèòå ëþáèìè çàíèìàíèÿ, íàïðèìåð êàêâî îáè÷àì äà ïðàâÿ ïðåç ñâîáîäíîòî ñè âðåìå (ìîåòî õîáè).

Units 4, 5, 7

Units 2, 8, 10

Units 5

I can write a simple formal or informal letter.Ìîãà äà íàïèøà íåñëîæíî îôèöèàëíî èëè íåîôèöèàëíî ïèñìî.

Unit 1

Writing gym 1, 10

Unit 4, 4, 5, 8, 9

Unit 0

I can ask for some important information in a short letter to a friend.Ìîãà äà ïîèñêàì âàæíà èíôîðìàöèÿ â êðàòêî ïèñìî äî ïðèÿòåë.

Unit 1 Units 3, 4, 5, 8, 9

Unit 7

I can describe an event I am familiar with in a very simple way, e.g. where and when a birthday party or a trip took place.Ìîãà äà íàïðàâÿ íåñëîæíî îïèñàíèå íà ïîçíàòî ñúáèòèå, íàïðèìåð êúäå è êîãà ñå å ïðîâåë ðîæäåí äåí èëè ïúòóâàíå.

Unit 8 Units 5, 8 Unit 1

I can present a sequence of events or actions using such expressions as first, next, finally in a short text (a note, a letter).Ìîãà äà ïðåäñòàâÿ ïîñëåäîâàòåëíîñò íà ñúáèòèÿ èëè äåéñòâèÿ êàòî ïîëçâàì èçðàçè êàòî ïúðâî, ñëåä òîâà, íàêðàÿ â êðàòúê òåêñò (áåëåæêà, ïèñìî).


I can give reasons or express an opinion in a very simple way, e.g. I think that ... , I like this book because …, I am tired but …Ìîãà äà äàì íåñëîæíè àðãóìåíòè èëè äà èçðàçÿ ìíåíèå, íàïðèìåð Ìèñëÿ, ÷å ..., Õàðåñâàì òàçè êíèãà çàùîòî ... , Îòåã÷åí ñúì, íî …

Units 4, 9, 10

Writing gyms

Units 1, 10

Writing gyms

Units 5, 7

29



Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà





Îáùà åçèêîâà ðàìêà- òàáëèöè çà ñàìîîöåíêà- B1CEF B1 self assessment tables

Listening B1 - Ñëóøàíå Â1I can understand when people talk clearly and carefully about their trip, e.g. where they went, what they visited, how they travelled.Ìîãà äà ðàçáåðà, êîãàòî õîðàòà ãîâîðÿò ÿñíî è âíèìàòåëíî çà ñâîåòî ïúòóâàíå, íàïðèìåð êúäå ñà îòèøëè, êàêâî ñà ïîñåòèëè, êàê ñà ïúòóâàëè.

I can understand the most important points when people talk about their experiences, feelings and impressions.Ìîãà äà ðàçáåðà íàé-âàæíèòå íåùà, êîãàòî õîðàòà ãîâîðÿò çà ñâîèòå ïðåæèâÿâàíèÿ, ÷óâñòâà è âïå÷àòëåíèÿ.

I can understand when people express their opinions in a simple way.Ìîãà äà ðàçáåðà, êîãàòî õîðàòà èçðàçÿâàò ìíåíèåòî ñè, èçïîëçâàéêè íåñëîæíè èçðàçè.

I can understand the main points concerning current events in a radio or TV programme provided the announcer speaks clearly and slowly.Ìîãà äà ðàçáåðà íàé-âàæíèòå íåùà îòíîñíî òåêóùè ñúáèòèÿ â ðàäèî èëè òåëåâèçèîííè íîâèíè, êîãàòî ãîâîðèòåëÿò ãîâîðè ÿñíî è áàâíî.

I can understand the main point of a discussion taking place in my presence if it concerns things familiar to me.Ìîãà äà ðàçáåðà íàé-âàæíîòî â äèñêóñèÿ, íà êîÿòî ïðèñúñòâàì è àêî çàñÿãà ïîçíàòè çà ìåí íåùà.

I can understand a short story, e.g. an anecdote told in simple language.Ìîãà äà ðàçáåðà êðàòêà ñëó÷êà, íàïðèìåð àíåêäîò, ðàçêàçàí ñ íåñëîæíè äóìè.

I can understand when people talk about their impressions, e.g. after seeing a film.Ìîãà äà ðàçáåðà, êîãàòî õîðàòà ãîâîðÿò çà ñâîè âïå÷àòëåíèÿ, íàïðèìåð ñëåä êàòî ñà ãëåäàëè íÿêîé ôèëì.

I can understand simple instructions for how to use everyday things, e.g. a mobile phone, a walkman.Ìîãà äà ðàçáåðà íåñëîæíè èíñòðóêöèè çà ïîëçâàíå íà åæåäíåâíè íåùà, íàïðèìåð ìîáèëåí òåëåôîí, óîêìåí.

30

Unit 1

Units 0, 5

All units

Unit 8

All units

All units

Units 1, 5

Units 2, 9


Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

I can find information in a skimmed text about what, who, where and when somebody did something.Ìîãà äà îòêðèÿ èíôîðìàöèÿ â íàáúðçî ïðî÷åòåí òåêñò îòíîñíî êàêâî, êúäå è êîãà íÿêîé å èçâúðøèë íåùî.

I can understand simple brochures or leaflets, e.g. a tourist brochure, manual.Ìîãà äà ðàçáåðà íåñëîæíè áðîøóðè èëè äèïëÿíè, íàïðèìåð òóðèñòè÷åñêà áðîøóðà, ðúêîâîäñòâî.

I can understand simple formal letters, e.g. from a bank, school.Ìîãà äà ðàçáåðà íåñëîæíè îôèöèàëíè ïèñìà, íàïðèìåð îò áàíêà, ó÷èëèùå.

I can understand the plot of a clearly constructed story and recognise crucial episodes and events.Ìîãà äà ðàçáåðà ñþæåòà íà ÿñíî ïîñòðîåíà èñòîðèÿ è äà ðàçïîçíàÿ âàæíèòå åïèçîäè è ñúáèòèÿ.

I can understand the gist of the description of impressions, feelings and opinions in personal letters.Ìîãà äà ðàçáåðà âàæíîòî ïðè îïèñàíèå íà âïå÷àòëåíèÿ, ÷óâñòâà è èçêàçàíî ìíåíèå â ëè÷íè ïèñìà.

I can distinguish between facts and opinions in simple contemporary texts.Ìîãà äà ðàçãðàíè÷à ôàêòè îò ìíåíèå â íåñëîæíè ñúâðåìåííè òåêñòîâå.

Spoken Interaction B1 - Ó÷àñòèå â ðàçãîâîð Â1I can start, maintain and close simple conversation on topics familiar to me or of personal interest.Ìîãà äà çàïî÷íà, ïîääúðæàì è ïðèêëþ÷à íåñëîæåí ðàçãîâîð ïî òåìè, êîèòî ñà ìè ïîçíàòè, èëè îò ëè÷åí èíòåðåñ.

I can deal with most situations that may arise while travelling.Ìîãà äà ñå ñïðàâÿ ñ ïîâå÷åòî ñèòóàöèè, êîèòî áèõà âúçíèêíàëè ïðè ïúòóâàíå.

I can ask for and give information concerning everyday matters in a simple way.Ìîãà äà ïîïèòàì è äà äàì èíôîðìàöèÿ îòíîñíî åæåäíåâíè òåìè êàòî èçïîëçâàì íåñëîæíè èçðàçè.

I can accept or reject an offer in a polite way.Ìîãà ó÷òèâî äà ïðèåìà èëè îòêàæà ïðåäëîæåíèå.

Reading B1 - ×åòåíå Â1I can understand simple familiar stories.Ìîãà äà ðàçáåðà íåñëîæíè ïîçíàòè èñòîðèè.

I can understand essential information in short articles describing current and familiar events.Ìîãà äà ðàçáåðà îñíîâíà èíôîðìàöèÿ â êðàòêè ñòàòèè, îïèñâàùè òåêóùè è ïîçíàòè ñúáèòèÿ.


31

All units

Unit 8

Units 0, 2,4

Units 2, 4,10

Unit 10

Unit 3

Units 0, 5

Units 3, 4,5

All units

Unit 1

All units

Unit 7


Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

Spoken Production B1 - Óñòíî èçêàçâàíå Â1 I can narrate a story.Ìîãà äà ðàçêàæà ñëó÷êà.

I can give detailed accounts of experiences, describing feelings and emotions. I can describe dreams, hopes and ambitions.Ìîãà äà äàì ïîäðîáåí îò÷åò çà ïðåæèâÿâàíèÿ, îïèñàíèå íà ÷óâñòâà è åìîöèè. Ìîãà äà îïèøà ìå÷òè, íàäåæäè è àìáèöèè.

I can explain and give reasons for my plans, intentions and actions.Ìîãà äà îáÿñíÿ è äà äàì àðãóìåíòè çà ñâîèòå ïëàíîâå, íàìåðåíèÿ è äåéñòâèÿ.

I can relate the plot of a book or film and describe my reactions.Ìîãà äà ïðåðàçêàæà ñþæåòà íà êíèãà èëè ôèëì è äà îïèøà ðåàêöèèòå ñè.

I can paraphrase short written passages orally in a simple fashion, using the original text wording and ordering.Ìîãà äà íàïðàâÿ íåñëîæåí óñòåí ïðåðàçêàç íà êðàòêè ïèñìåíè ïàñàæè êàòî èçïîëçâàì äóìèòå è ïîäðåæäàíåòî íà îðèãèíàëíèÿ òåêñò.

I can present the results of a research project using pictures, maps, graphs and other visuals.Ìîãà äà ïðåäñòàâÿ ðåçóëòàòèòå îò ïðîâåäåíî ïðîó÷âàíå êàòî èçïîëçâàì êàðòèíêè, êàðòè, ãðàôèêè è äðóãè íàãëåäíè ìàòåðèàëè.

I can explain a simple, practical process, e.g. how to send a short text message.Ìîãà äà îáÿñíÿ íåñëîæåí ïðàêòè÷åñêè ïðîöåñ, íàïðèìåð êàê äà ñå èçïðàòè êðàòêî òåêñòîâî ñúîáùåíèå.

I can present a brief biography of my life.Ìîãà äà ïðåäñòàâÿ íàêðàòêî áèîãðàôèÿòà ñè.

I can ask for other people's opinions and express my views in informal discussions with friends.Ìîãà äà ïîèñêàì ìíåíèåòî íà äðóãè õîðà è äà èçðàçÿ ñâîåòî ìíåíèå â íåîôèöèàëíè äèñêóñèè ñ ïðèÿòåëè.

I can repeat in a simple way what someone has said to make sure that I understand properly.Ìîãà äà ïîâòîðÿ ïî íåñëîæåí íà÷èí êàêâî íÿêîé å êàçàë, çà äà ñå óâåðÿ, ÷å ñúì ðàçáðàë ïðàâèëíî.

I can ask for an explanation or clarification of what another person has said in a simple way.Ìîãà äà ïîèñêàì îáÿñíåíèå èëè ðàçÿñíåíèå íà òîâà, êîåòî äðóã ÷îâåê å êàçàë, êàòî èçïîëçâàì íåñëîæíè èçðàçè.

I can take part in a short conversation or discussion on topics which are familiar to me but sometimes it may be difficult for me to formulate my thoughts.Ìîãà äà ó÷àñòâàì â êðàòúê ðàçãîâîð èëè äèñêóñèÿ ïî òåìè, êîèòî ñà ìè ïîçíàòè, íî ïîíÿêîãà ìîæå äà ìè å òðóäíî äà èçðàçÿ ìèñëèòå ñè.


32

All units

All units

Units 2, 3,5

Unit 5

Units 9, 10

Unit 3

Unit 3

Unit 9

Unit 4

Units 2, 3


Energy th5 grade

Energy th6 grade

Energy th7 grade

My goal

Ìîÿòà öåë



ìîãà

I can

Àç ìîãà

I can convey - via fax, e-mail or a circular - short simple factual information to friends or colleagues or ask for information in such a way.Ìîãà äà ïðåäàì ÷ðåç ôàêñ, åëåêòðîííà ïîùà èëè öèðêóëÿð êðàòêà íåñëîæíà ôàêòè÷åñêà èíôîðìàöèÿ äî ïðèÿòåëè èëè êîëåãè, èëè äà ïîèñêàì èíôîðìàöèÿ ïî ñúùèÿ íà÷èí.

I can write my CV in summary form.Ìîãà äà íàïèøà ñâîÿ àâòîáèîãðàôèÿ â îáîáùåí âèä.

I can write to friends or acquaintances asking for or giving them news and narrating events. Ìîãà äà ïèøà äî ïðèÿòåëè èëè ïîçíàòè, çà äà ïîèñêàì èëè ïðåäàì íîâèíè è äà îïèøà ñúáèòèÿ.

I can write the plot of a film or a book or give an account of a concert.Ìîãà äà íàïèøà ñþæåò çà ôèëì èëè êíèãà, èëè äà îïèøà êîíöåðò.

Writing B1 - Ïèñàíå Â1I can write simple connected texts on a range of topics within my field of interest and can express personal views and opinions.Ìîãà äà íàïèøà íåñëîæåí ñâúðçàí òåêñò ïî ðàçëè÷íè òåìè îò ìîé èíòåðåñ è ìîãà äà èçðàçÿ ëè÷íîòî ñè ìíåíèå è âèæäàíå.

I can write simple texts about experiences or events, for example about a trip, for a school newspaper or a club newsletter.Ìîãà äà ïèøà íåñëîæíè òåêñòîâå çà ïðåæèâÿâàíèÿ èëè ñëó÷êè, íàïðèìåð çà ïúòóâàíå, çà ó÷èëèùíèÿ èëè êëóáíèÿ âåñòíèê.

I can express feelings such as grief, happiness, interest, regret and sympathy in personal letters.Ìîãà äà èçðàçÿ ÷óâñòâà êàòî òúãà, ùàñòèå, èíòåðåñ, ñúæàëåíèå è ñú÷óâñòâèå â ëè÷íè ïèñìà.

I can reply in written form to advertisements and ask for more complete or more specific information about products (for example a car or an academic course).Ìîãà äà îòãîâîðÿ ïèñìåíî íà ðåêëàìè è äà ïîèñêàì ïî-ïúëíà è ïî-ïîäðîáíà èíôîðìàöèÿ çà ïðîäóêòè, íàïðèìåð çà êîëà èëè êóðñ íà îáó÷åíèå.


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All units

Units 1, 5,8

Units 1, 5,10

Units 2, 7

Units 4, 7,9

Units 2, 10

All units

Units 3, 8

Ìîåòî Åçèêîâî ÄîñèåMy Language Dossier

Òâîåòî Åçèêîâî Äîñèå å ïàïêà ñ äîêóìåíòè, óäîñòîâåðÿâàùè êàêâî ìîæåø äà ïðàâèø íà àíãëèéñêè åçèê èëè íà äðóãè ÷óæäè åçèöè.

Çàïîìíè, ÷å òîâà å òâîåòî Äîñèå, òè èçáèðàø êàêâî äà ñúõðàíÿâàø â íåãî. Ìîæåø äà äîáàâÿø ïèñìåíè ðàáîòè, ïðîåêòè, âèäåî è àóäèî çàïèñè.

Àêî èñêàø õîðàòà äà ðàçáåðàò êîëêî óñèëèÿ ñè ïîëîæèë, äîáàâè ìàòåðèàëà â Äîñèåòî ñè!

Òâîåòî Äîñèå å äîêàçàòåëñòâî çà òâîèòå óìåíèÿ è ðåçóëòàòè îò òåñòîâåòå.

Îñâåí òîâà ìîæåø äà ãî èçïîëçâàø, çà äà äåìîíñòðèðàø êàêâî ñè íàó÷èë çà äðóãè êóëòóðè. Àêî òè õàðåñâà äà ÷åòåø àíãëèéñêè è àìåðèêàíñêè êíèãè èëè äà ãëåäàø ôèëìè, ïðåâåäåíè íà áúëãàðñêè åçèê, òîãàâà äîáàâè òîâà êúì Äîñèåòî ñè è îïèøè êàêâî ñè íàó÷èë çà æèâîòà â òåçè ñòðàíè. Àêî ïúòóâàø â ÷óæáèíà èëè ñðåùàø ÷óæäåíöè â ñâîÿòà ñòðàíà, îïèøè òîâà â Äîñèåòî ñè è îïèøè êàêâî ñè íàó÷èë.

Èäåè çà òâîåòî Äîñèå Ideas for your Dossier

Îò Ó÷åáíèêà Energy for Bulgaria for the 5th grade ìîæåø äà èçïîëçâàø ñëåäíèòå ìàòåðèàëè: - Òåñòîâå (òåêóùè, çà ñàìîîöåíêà, ïî þíèòè, äðóãè òåñòîâå, êîèòî ó÷èòåëÿò òè å äàâàë); - Ïðîåêòè; - Îáîáùèòåëíè ñòðàíèöè â êðàÿ íà âñåêè þíèò îò ó÷åáíèêà èëè òåòðàäêàòà; - ×èñòè êîïèÿ îò ïèñìåíè ðàáîòè; - Àóäèî/âèäåî çàïèñè îò äðàìàòèçàöèè èëè äèàëîçè îò ó÷åáíèêà, â êîèòî ó÷àñòâàø; - Àóäèî/âèäåî çàïèñè îò ðîëåâè èãðè îò ó÷åáíèêà.

Äðóãè ìàòåðèàëè, èçðàáîòåíè â ó÷èëèùå êàòî: - Îïèñàíèå íà êíèãà, êîÿòî ñè ïðî÷åë è îòíîøåíèåòî òè êúì íåÿ; - Èíòåðâþòà èëè ðàçãîâîðè ñ ÷óæäåíöè íà àíãëèéñêè åçèê èëè íà äðóã ÷óæä åçèê; - Çàïèñè, êîèòî ñè íàïðàâèë êàòî “åêñêóðçîâîä” çà òâîåòî ó÷èëèùå èëè ðîäåí ãðàä; - Åñåòà, ñòàòèè èëè ñú÷èíåíèÿ, êîèòî ñè ïèñàë; - Àóäèî/âèäåî çàïèñè îò òåàòðàëíè ïîñòàíîâêè èëè ñêå÷îâå, èçïúëíåíèÿ íà ïåñíè íà àíãëèéñêè åçèê èëè äðóã ÷óæä åçèê; - Èíòåðíåò ñòðàíèöè, êîèòî ñè íàïðàâèë çà ñâîåòî ó÷èëèùå íà àíãëèéñêè èëè íà äðóã ÷óæä åçèê; - Ïîñòåðè, êîèòî ñè èçðàáîòèë íà àíãëèéñêè èëè íà äðóã ÷óæä åçèê;

- Ñòàòèè, êîèòî ñè íàïèñàë çà ó÷èëèùíèÿ âåñòíèê íà àíãëèéñêè èëè íà äðóã ÷óæä åçèê.

Äðóãè ìàòåðèàëè, êîèòî ñè èçðàáîòèë â ñâîáîäíîòî ñè âðåìå: - Ìàòåðèàëè çà òâîÿ ëþáèì ìóçèêàëåí ñúñòàâ, êîéòî ïåå íà àíãëèéñêè åçèê èëè íà äðóã ÷óæä åçèê; - Îïèøè êîãà ñè ãëåäàë ìà÷ íà ÷óæä ôóòáîëåí îòáîð; - Êîïèÿ îò å-ìåéëè, òåêñòîâè ñúîáùåíèÿ èëè ïèñìà, êîèòî ñè ïðàùàë íà ïðèÿòåë íà àíãëèéñêè åçèê èëè íà äðóã ÷óæä åçèê;- Àóäèî çàïèñ íà òîâà êàê ÷åòåø òåêñò îò ñâîÿòà ëþáèìà êíèãà; - Äíåâíèê, êîéòî ñè âîäèë ïðè ïúòóâàíå â ÷óæáèíà; - Íàïðàâè ñïèñúê íà âñè÷êè çíàöè è íàäïèñè íà ÷óæä åçèê, êîèòî âèæäàø îêîëî ñåáå ñè; - Íàïðàâè 'ðàäèî ïðåäàâàíå', â êîåòî íÿêîé òå ïèòà çà äåñåòòå òè ëþáèìè ïåñíè è çàùî ñè ãè èçáðàë; - Èíôîðìàöèÿ çà âåñòíèöè èëè ñïèñàíèÿ, êîèòî ñè ïðî÷åë íà àíãëèéñêè åçèê, êàêâî ñè íàó÷èë îò òÿõ è êàêâî å îòíîøåíèåòî òè; - Èíôîðìàöèÿ çà èçñëåäâàíå, êîåòî ñè íàïðàâèë íà àíãëèéñêè åçèê ïî íÿêîé äðóã ïðåäìåò îò ó÷åáíàòà ïðîãðàìà. Èçáðîé âñè÷êè èçòî÷íèöè, êîèòî ñè ïîëçâàë è êàêâî ñè îòêðèë; - Ïåñíè èëè ñòèõîâå, êîèòî ñè íàïèñàë íà àíãëèéñêè åçèê èëè íà äðóã ÷óæä åçèê.

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Ìîåòî Åçèêîâî Äîñèå My Language Dossier

Âíèìàíèå! Íàïðàâè ñè ÷èñòè êîïèÿ íà òàçè ñòðàíèöà è äîáàâÿé íîâà ñëåä âñÿêà ïîïúëíåíà.

Âèä ðàáîòàType of work

ÄàòàDate

Èíäèâèäóàëíà èëè ãðóïîâà ðàáîòà?

Individual or group work?

Òåìà íà ðàáîòàòàWhat is it about?

Çàùî èçáðàõ òîâà çà ñâîåòî äîñèå?Why did I choose this for my Dossier?

1

2

3

4

5

6

7

8

9

10

11

12

13

14

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Ïîäõîäÿùè óïðàæíåíèÿ è ìàòåðèàëè çà òâîåòî Åçèêîâî Äîñèå thîò Energy for Bulgaria for the 5 grade

Âíèìàíèå! Òîâà å ñàìî ïðèìåðåí ñïèñúê íà ïîäõîäÿùèòå ìàòåðèàëè îò ó÷åáíèêà è ó÷åáíàòà òåòðàäêà, êîèòî ìîæåø äà ïðèëîæèø êúì ñâîåòî Åçèêîâî Äîñèå. Òîé íå å çàäúëæèòåëåí. Òè èçáèðàø êîè îò òÿõ èñêàø äà èçïîëçâàø è ñ êîè ñå ãîðäååø íàé-ìíîãî. Äîáàâÿé ñúùî òàêà âñÿêàêâè äðóãè ìàòåðèàëè ïî ñâîé èçáîð. (Âèæ ïðåïîðú÷èòåëíèòå èäåè çà ìàòåðèàëè íà

)ñòðàíèöà 34


Unit

Starter

Students’ BookWorkbookTest Book

Section/Exercise Subject/Title

Jog your communicationPlacement test

WB, page 3Test Book

Meeting peopleMy starting language level

SB, page18SB, page19SB, page121

Energy CheckCulture biteWriting gym1

My language progressA paragraph about meAn e-mail

WB, page 5WB, page 7WB, page 9WB, page 10WB, page 11

Ex. 2bEx. 1cEx. 2Jog your communicationRevision 1

Write about youAn interview with my favourite musicianAn e-mail replyStart a conversation; Give personal detailsWhat do I remember?

Test Book Unit 1 Test My language progress

1

2

3

4

SB, page 25SB, page 28SB, page 122

Ex. 3Energy CheckWriting gym 2

A description of my classroomMy language progressA letter about my room

WB, page 11WB, page 18WB, page 19

Revision 2Ex. 1Jog your communication

What do I remember?A letterA conversation about my classroom

Test Book

Test Book

Test Book

Unit 2 Test

Unit 4 Test

Unit 3 Test

My language progress



SB, page 35SB, page 38SB, page 39SB, page 123

Ex. 2, 3Energy CheckCulture biteWriting gym 3

A greetings cardMy language progressMy favourite thingsA description of a person

WB, page 25WB, page 28WB, page 29WB, page 30

Ex. 1cEx. 3Jog your communicationRevision 3

My family A description of AndreaA conversation about my familyWhat do I remember?

Test Book Skills Test (units 1-3) My skills progress

SB, page 40 Project 1 My cartoon character

SB, page 41 Project 2 My dream place


Energy CheckCulture biteWriting gym 4

My language progressSwitch it off!!-What are the best/words TV programmesA chat room-a conversation about TV programmes


Ex. 4bEx. 2cJog your communicationRevision 4

My daily routineWhich school do I like?Phone the cinemaWhat do I remember?

36


UnitStudents’ Book

WorkbookTest Book



5

6

7

8

9

Test Book

Test Book

Test Book

Test Book

Unit 6 Test

Unit 7 Test

Unit 8 Test

Unit 8 Test







My language progressMusic and meAn article about my school

WB, page 45WB, page 47


Ex. 2bEx. 2c

Jog your communicationRevision 5

What I do in my free timeAn article about my daily routine on a school exchange visit to AmericaIntroducing peopleWhat do I remember?

SB, page 62 Project 3 My life as a pizzaSB, page 63 Project 4 My country - A brochure for BulgariaSB, page 72SB, page 126

Energy CheckWriting gym 6

My language progressA report how students travel


Ex. 1cEx. 3Jog your communicationRevision 6

Instructions for a map route A questionnaire-how do you travelA job interviewWhat do I remember?

Test Book Skills Test (Unit 4-6) My skills progressSB, page 78SB, page 82SB, page 83SB, page 127

Ex. 4Energy CheckCulture biteWriting gym7

A report - Favourite sports in my classMy language progressTown or country where do I prefer to live?A survey What do teenagers eat?


Ex. 2bJog your communicationRevision 7

A letter about the sports I like playing Offering helpWhat do I remember?



My language progressMy favourite legendA biography of a famous person

WB, page 70WB, page 72WB, page 74WB, page 75WB, page 76WB, page 77

Ex. 2Ex. 1cEx. 2Ex. 2bJog your communicationRevision 8

My favourite things when I was five My first day at schoolTeen chat My pop idolThe life of a famous personAn interview with a famous personWhat do I remember?

SB, page 94 Project 5 Customs and traditions

SB, page 95 Project 6 Be a band manager

SB, page 104SB, page 129

Energy Check Writing gym 9

My language progress A book review


Ex. 3Jog your communicationRevision 9

My favourite book or film character Conversational repliesWhat do I remember?

37



WorkbookTest Book



10SB, page 114SB, page 115SB, page 130

Energy CheckSongWriting gym10

My language progressMy version of the song 'We're going to Ibiza'A letter to a magazine-My predictions for 2099


Ex. 2Ex. 2Jog your communicationRevision 10

Predictions about my future life A letter to a magazine-Are books old-fashioned?Ask permissionWhat do I remember?

Test book Skills test (Units 7-10) My skills progress

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39




Unit

Starter



Ex. 2cPlacement test

WB, page 2Test Book

Describe your friendMy starting language level

SB, page18SB, page121

Energy CheckWriting gym1

My language progressA webpage



An unusual schoolApologiseWhat do I remember?


1

2

3

4



My language progressA form



Write and interviewA phone call. Suggestions and arrangements. Buy things.What do I remember?

Test Book

Test Book

Test Book

Unit 2 Test

Unit 4 Test

Unit 3 Test






My language progressA factfile


Ex. 2bJog your communicationRevision 3

Food factfileOrdering foodWhat do I remember?


SB, page 40 Across the curriculum Food pyramid

SB, page 41 Project 1 A meal in a minute!



My language progressA description of my country


Ex. 2Ex. 3Jog your communicationRevision 4

A postcard from the MaldivesAn article about San MarinoPrepositions of movementWhat do I remember?



WorkbookTest Book



5

6

7

8

9

Test Book

Test Book

Test Book

Test Book

Unit 6 Test

Unit 7 Test

Unit 8 Test

Unit 9 Test






Ex. 3Energy CheckWriting gym 5

A perfect holidayMy language progressA postcard


Ex. 2Ex. 2aEx. 2bJog your communicationRevision 5

Describe a journeyMessagesA postcardIntroductionsWhat do I remember?

SB, page 62 Across the curriculum The 100 national tourist sitesSB, page 63 Project 2 My perfect holidaySB, page 70SB, page 126


My language progressA report



A reportDiscuss an issueWhat do I remember?

Test Book Skills Test (Unit 4-6) My skills progress



My language progressA story


Ex. 2bEx. 2bEx. 2Jog your communicationRevision 7

A story - The Ant and the GrasshopperA story - Z-manA story about a dogTall storiesWhat do I remember?



My language progressA notice



An article about what do clothes say about youShow sympathy, encourage a friendWhat do I remember?

SB, page 72

SB, page 104

Across the curriculum

Across the curriculum

Citizenship

Teens and technology

SB, page 73

SB, page 105

Project 3

Project 4

What a load of rubbish!

A time capsule


Energy Check Writing gym 9

My language progress A chat room



School chatCall for informationWhat do I remember?


40


WorkbookTest Book



10SB, page 111SB, page 114SB, page 130

Ex. 6Energy CheckWriting gym10

Design a cover for a filmMy language progressA review



A letter about my favourite filmOffer to help. React to good newsWhat do I remember?



41




Unit

Starter



Placement testTest Book My starting language level



My language progressDesign a website about Bulgarian teenage fashionA travel brochure


Ex. 5Revision 1

A webpage about my schoolWhat do I remember?

Test Book

SB, page 20

Unit 1 Test

Project 1


An alternative travel guide

1

2

3

4



My language progressA form


Ex. 3Ex. 2Revision 2

Instructions how to send a text messageA paragraph about a celebrotyWhat do I remember?

Test Book

Test Book

Test Book

Unit 2 Test

Unit 4 Test

Unit 3 Test






My language progressA summary


Ex. 2bEx. 2Revision 3

A conversation about a bookMy story about Room 101What do I remember?


SB, page 42 Project 2 Design a book cover



My language progressInterpreting graphs and charts


Ex. 2cRevision 4

A paragraph about my sporting heroWhat do I remember?



5SB, page 62SB, page 126


My language progressA diary


Ex. 3bRevision 5

My blogWhat do I remember?

42


WorkbookTest Book


6

7

8

9

Test Book

Test Book

Test Book

Test Book

Unit 6 Test

Unit 7 Test

Unit 8 Test

Unit 9 Test







My language progressA wall display


Ex. 2cEx. 2Revision 6

Town and country - things I like and don’t likeA short descrip[tion of my countryWhat do I remember?

Test Book Skills Test (Unit 4-6) My skills progressSB, page 82SB, page 83SB, page 128


My language progressAn information leaflet about what to do in an emergencyA TV programme


Ex. 3Revision 7

A paragraph about how to survive in a desertWhat do I remember?



My language progressA report about the media in BulgariaA newspaper article


Ex. 2Ex. 5Revision 8

The popular TV programmes in BulgariaA short article about teenage businessWhat do I remember?


Energy Check Culture biteWriting gym 9

My language progress A research about a famous Bulgarian scientistAn essay


Ex. 3Revision 9

A message for an internet message boardWhat do I remember?


SB, page 94 Project 3 A news story


10SB, page 114SB, page 131


My language progressA note


Ex. 3Revision 10

A short message to a friend for different situationsWhat do I remember?


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Documents

Energy for Bulgaria Portfolio