Egebil Sprachportfolio

Personendaten
Name:
Nationalität:
Erste Sprache:
Andere Sprachen:

Deine Prüfungen und Zertifikate

Welche Sprachkenntnisse haben Sie auf Deutsch ? Welche Prüfungen haben Sie auf Deutsch abgelegt?

Prüfung Autorität Datum Niveau

Profil der Sprachkenntnisse

Fähigkeit A1 A2 B1 B2 C1 C2
Hören
Lesen
Interaktion
Gramer
Schreiben
Wortschatz

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 Deine Ziele und Unternehmensziel
Überlegen Sie, warum Sie Deutsch lernen (für Arbeit, Reisen usw.).) und welches Deutschniveau Sie benötigen,

um diese Ziele zu erreichen.

Gründen Zeitskala Deutsch Kenntnisse
Erforderlich
Hören
Lesen
Sprechen
Schreiben
Hören
Lesen
Sprechen
Schreiben
Hören
Lesen
Sprechen
Schreiben
Hören
Lesen
Sprechen
Schreiben
Hören
Lesen
Sprechen
Schreiben

Ihre Sprachlerngeschichte
Wo ich angefangen habe Deutsch zu
lernen
Warum ich angefangen habe, Deutsch zu
lernen

Wann Erfahrung Wie erfolgreich?

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 Ihre Sprach- und Kulturerfahrungen
Kreuzen Sie die Kästchen für die Ansätze an, die den Lernstil, mit dem Sie sich am wohlsten fühlen, am besten beschreiben.

 Ich bevorzuge es, zuerst praktische . Ich ziehe es vor, zuerst die Grammatik zu
Beispiele zu lernen und mir durch deren studieren und meine eigenen Sätze zu
Anwendung grammatikalischer Regeln bilden, bis ich das Gefühl habe, ein
bewusst zu werden. praktisches Repertoire zu haben.

 Ich ziehe es vor, die sprachlichen  Ich bevorzuge einen interaktiven

Fakten zu bekommen und diese dann
selbst zu bearbeiten, bis ich sicher
bin, dass ich mit geringem
Fehlerrisiko kommunizieren kann.
Ansatz, um eine neue Sprache zu
beherrschen, Risiken einzugehen,
Bedeutung zu übernehmen und aus
daraus resultierenden Fehlern zu
lernen.

Wie werde ich ein effektiverer Lerner?

Schauen Sie sich diese Arten des Lernens und Lernens an. Kreuzen Sie die Methoden an, die Sie
derzeit verwenden.
Wege des Studiums
Stellen Sie Ihrem Lehrer Fragen, wenn Sie nicht verstehen.
Führen Sie ein Vokabelnotizbuch und schreiben Sie Beispielsätze, Phonetik und
Übersetzungen hinein.
Schreibe neue Wörter auf eine Karteikarte - Englisch auf der einen Seite, deine Sprache auf
der anderen. Lerne jeden Tag drei.
Hängen Sie Listen mit englischen Wörtern an Ihre Schlafzimmerwand – verwenden Sie
Überschriften, z. B. 'Jobs', 'Essen'.
Fragen Sie sich regelmäßig‘ Wie würde ich das auf Englisch sagen?’
Überprüfen Sie regelmäßig Ihr Vokabelnotizbuch und Ihre Grammatiknotizen.
Wiederholen Sie die Grammatik aus der letzten Lektion vor der nächsten Lektion.

Sehen Sie sich Filme und Fernsehsendungen auf Englisch an.

Hören Sie Lieder / Musik auf Englisch.

Lesen Sie englisch benotete Leser.
Lesen Sie Websites / Zeitschriften / Zeitungen auf Englisch.
Übe Englisch mit anderen Menschen über das Internet.
Führen Sie ein Tagebuch auf Englisch.
Schreiben Sie jeden Tag etwas auf Englisch - z. B. Ihre Antwort auf einen Zeitungsartikel
oder eine Webstory.
Sprechen Sie außerhalb des Unterrichts mit anderen Schülern auf Englisch.
Verwenden Sie Online-Übungsseiten, um zu lernen und zu überarbeiten.
Kaufen Sie ein Grammatikübungsbuch.
Verwenden Sie ein Englisch-Englisch-Wörterbuch.
Wenn möglich, machen Sie Urlaub in einem englischsprachigen Land.
Teilen Sie Ihre Tipps zum effektiven Lernen mit anderen Menschen.

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Rahmen A1:
I can do this with
difficulty easily
1 2 3 4

Listening
I can understand greetings and introductions. 1 2 3 4
I can understand personal information. 1 2 3 4
I can understand a description of a place. 1 2 3 4
I can understand descriptions of family relationships. 1 2 3 4
I can understand conversations. 1 2 3 4

Reading

I can understand personal information. 1 2 3 4

I can read and understand a personal blog. 1 2 3 4
I can understand a description of a place. 1 2 3 4

Spoken interaction

I can use greetings and introductions. 1 2 3 4

I can ask and answer questions about people’s personal 1 2 3 4
information.
I can ask and answer questions about people in my family. 1 2 3 4
I can take part in conversations. 1 2 3 4

Spoken production

I can give information about myself and describe where I live. 1 2 3 4

I can give information about people and places. 1 2 3 4
I can present information to the class. 1 2 3 4
I can describe my family. 1 2 3 4

Strategies

I can use polite greetings and expressions. 1 2 3 4

I can spell basic words including my name and email address. 1 2 3 4
I can help my vocabulary by learnings words with opposite 1 2 3 4
meanings together.

Writing

I can write about my life. 1 2 3 4

I can write people’s names and email addresses. 1 2 3 4
I can make notes to complete a chart 1 2 3 4
I can write a blog. 1 2 3 4

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Framework A1:
Can do statements I can do this with difficulty easily
1 2 3 4

Listening
I can understand descriptions of jobs. 1 2 3 4
I can understand conversations about work, university and hobbies. 1 2 3 4
I can ask and answer questions about time. 1 2 3 4

Reading

I can understand descriptions of jobs. 1 2 3 4

I can recognize information in fact files about people 1 2 3 4
I can understand descriptions of people from other cultures. 1 2 3 4
I can read a short description of a famous person. 1 2 3 4

Spoken interaction

I can ask and answer questions about a person’s job and free time. 1 2 3 4
I can talk about family and friends. 1 2 3 4
I can ask and answer questions about time. 1 2 3 4

Spoken production

I can describe a person’s job and lifestyle. 1 2 3 4

I can describe my family life. 1 2 3 4

I can describe jobs. 1 2 3 4
I can say the time. 1 2 3 4

Strategies

I can find information in texts and use it to answer questions. 1 2 3 4

I can use pronouns to improve my writing. 1 2 3 4
I can use the correct present tense form of verbs. 1 2 3 4
I can pronounce the third person present tense form of verbs 1 2 3 4
correctly.

Writing

I can spell the names of jobs. 1 2 3 4

I can write a description of a person using pronouns accurately. 1 2 3 4

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Framework B1:

Can do statements I can do this

with difficulty easily
1 2 3 4

Listening
I can understand straightforward information about common 1 2 3 4
everyday topics, identifying both general messages and specific
details.
I can understand and follow a story. 1 2 3 4
I can understand dates. 1 2 3 4
Reading
I can read and understand news stories. 1 2 3 4
I can recognize significant points in straightforward newspaper 1 2 3 4
articles on familiar subjects.
I can understand the description of places, events, explicitly 1 2 3 4
expressed feelings and perspectives in narratives.
Spoken interaction
I can talk about where I was at different times. 1 2 3 4
I can ask and answer questions about information in an article. 1 2 3 4
I can discuss a narrative story or poem. 1 2 3 4
I can talk about recent past events and experiences. 1 2 3 4
Spoken production
I can tell a new story. 1 2 3 4
I can present information to the class. 1 2 3 4
I can say dates and times. 1 2 3 4
Strategies
I can predict the content of a text from visual clues 1 2 3 4
I can use narrative tense forms. 1 2 3 4
I can identify specific information in simpler written material 1 2 3 4
I can clearly signal chronological sequence in narrative text. 1 2 3 4
Writing
I can use adjectives, adverbs and sequencers when writing a poem or 1 2 3 4
story.
I can write a series of simple phrases and sentences about dates and 1 2 3 4
times.
I can write a narrative story. 1 2 3 4

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Framework B1:
Can do statements I can do this
with difficulty easily
1 2 3 4

Listening
I can understand straightforward factual information about common 1 2 3 4
everyday topics, identifying both general messages and specific
details.
I can understand and follow everyday conversations in shops and 1 2 3 4
cafés.
I can understand offers and requests in everyday conversations. 1 2 3 4
Reading
I can read and understand an article about food tasters. 1 2 3 4
I can recognise significant points in straightforward newspaper 1 2 3 4
articles on familiar subjects.
I can understand factual information on familiar subjects of interest. 1 2 3 4
I can understand straightforward postcards giving a relatively detailed 1 2 3 4
account of events and experiences.
Spoken interaction
I can discuss types of food. 1 2 3 4
I can ask and answer questions about information in an article. 1 2 3 4
I can cope with routine conversations in shops. 1 2 3 4
I can make requests. 1 2 3 4
Spoken production
I can describe what I eat and drink. 1 2 3 4
I can present information to the class. 1 2 3 4
I can describe personal experiences related to cooking. 1 2 3 4
Strategies
I can use expressions of quantity. 1 2 3 4
I can identify specific information in simpler written material 1 2 3 4
I can plan what to say. 1 2 3 4
I can read aloud. 1 2 3 4
I can use a range of descriptive vocabulary when writing. 1 2 3 4
Writing
Can write straightforward connected texts by linking a series of 1 2 3 4
shorter discrete elements into a linear sequence.
I can use adjectives when writing a postcard. 1 2 3 4
I can write a postcard. 1 2 3 4

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Framework B2:
Can do statements I can do this
with difficulty easily
1 2 3 4
Listening
I can understand a song 1 2 3 4
I can understand people talking about stress at work. 1 2 3 4
I can follow a description of a picture. 1 2 3 4
I can identify information about peoples’ personality. 1 2 3 4
I can understand a description of a job. 1 2 3 4
I can understand and continue a ‘small talk’ conversation. 1 2 3 4
Reading
I can understand a text about balancing work and home life. 1 2 3 4
I can understand a text about jobs and money. 1 2 3 4
I can follow and complete a ‘small talk’ conversation. 1 2 3 4
I can understand a job advert. 1 2 3 4
I can identify the aim of each paragraph in a formal letter. 1 2 3 4
Spoken interaction
I can talk about different jobs and salaries. 1 2 3 4
I can ask and answer questions about a text. 1 2 3 4
I can talk about job roles. 1 2 3 4
I can interview someone about their job. 1 2 3 4
I can talk about my own work-life balance. 1 2 3 4
Spoken production
I can describe a picture. 1 2 3 4
I can talk about my morning routine. 1 2 3 4
I can talk about routines, habits and pastimes. 1 2 3 4
I can give a description of someone’s job. 1 2 3 4
Strategies
I can correct grammatical errors. 1 2 3 4
I can express my opinion. 1 2 3 4
I can understand different present tenses. 1 2 3 4
I can agree and disagree. 1 2 3 4
I can use pictures and headings to help predict the content of an article. 1 2 3 4
I can make and use collocations. 1 2 3 4
Writing
I can tell the difference between formal and informal beginnings and 1 2 3 4
endings of letters/emails.
I can write a covering mail/letter for a job application. 1 2 3 4

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Framework B2:
Can do statements I can do this
with difficulty easily
1 2 3 4
Listening
I can listen for specific information. 1 2 3 4
I can follow someone talking about what they did last night. 1 2 3 4
I can understand a description of a childhood story. 1 2 3 4
I can follow an everyday conversation where people give their opinions. 1 2 3 4
Reading
I can interpret meaning from a text. 1 2 3 4
I can find factual information in a short biography. 1 2 3 4
I can answer questions about a short story. 1 2 3 4
I can understand and use linking words. 1 2 3 4
Spoken interaction
I can discuss grammar with a partner. 1 2 3 4
I can exchange information. 1 2 3 4
I can talk about a favourite childhood story. 1 2 3 4
Spoken production
I can narrate a story. 1 2 3 4
I can pronounce words correctly. 1 2 3 4
I can recite a poem. 1 2 3 4
Strategies
I can put past actions in order to explain what happened. 1 2 3 4
I can tell the difference between different vowel sounds. 1 2 3 4
I can understand the phonemic script. 1 2 3 4
I know different homophones. 1 2 3 4
I can use pictures and background knowledge to predict what happens in a 1 2 3 4
story.
I can express my opinion. 1 2 3 4
I can plan what to say. 1 2 3 4
Writing
I can link a text to make it sound natural. 1 2 3 4
I can use adjectives to make a story more interesting. 1 2 3 4

Notes of Teacher:

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Progress of the Student:

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