F ― Using the Student’s Cassette or Audio CD All dialogues and texts in the Culture Corner and Extensive Reading sections are recorded on the Student’s Cassette or CD. Students have the chance to listen to these recordings at home as many times as they want in order to improve their pronunciation and intonation. The suggested stages of such self-access study are: ñ The student listens to the recording and follows the lines in the text or dialogue. ñ The student listens to the recording with pauses after each sentence or exchange. The student repeats as many times as needed, trying to imitate the speaker’s pronunciation and intonation. ñ The student listens to the recording again, then reads aloud.
STUDENTS’ LANGUAGE PORTFOLIOS At the beginning of the course, students should be asked to obtain a suitable folder, or sectioned document wallet, which they will bring to each lesson and which will hold their personal Language Portfolio. This will be used to store not only the material cut out of the printed supplement, My Language Portfolio, but also a wide variety of other documents and material. In practice, Language Portfolios may include projects or other written work; computer diskettes with work or drawings completed inside or outside the class; video cassettes with the students’ favourite story, filmed performances of songs, school plays, Evaluation Sheets and reports from teachers, various realia or pictures and so on. In short, it is a collection of what the learners want to keep as evidence of what they are learning through the medium of the English language.
This Language Portfolio is the student’s property. It is a tool to accompany the students’ language learning throughout the course and is suitable for documenting their learning both inside and outside the classroom. The main emphasis is on the process of learning, so that while compiling their Language Portfolios, learners develop the skill of working independently. The aim of the Language Portfolio is to develop the learners’ autonomy. However, they should be guided at first on how to organise their work, keep records, access their own information, etc. Learners are usually willing to experiment and try new things, but at the same time, can be discouraged if they are not sure what is required of them. Once a routine has been established and learners begin to develop their autonomy, they can be given more responsibility and freedom. Learners will still appreciate feedback and appraisal though, so it is important that their efforts are monitored and facilitated. First Steps It is suggested that work on the Language Portfolio is started a few weeks into the course once students have made some progress in the English Language. At this level a letter can be sent home to parents to inform them that the students will need a folder, plastic envelopes, etc. At the beginning of the first session, ask the students to turn to page three of their Language Portfolio. Go through the letter together, making sure that the students have a thorough understanding of the concept of the Language Portfolio. Encourage them to ask questions about anything they do not understand. Then give the students some time to arrange their Language Portfolio. Go around, providing any necessary help.
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