I can do this

I want to learn this

This isn't important for me

I can evaluate my starting level

on my own

together with others

with the help of checklists (for example with those of the European language portfolio)

    with a learning advisor

with a test.

I can do this

I want to learn this

This isn't important for me

I can identify my needs (why I want to learn)

on my own

together with others

with the help of checklists or learning tips

    with a learning advisor.

I can prioritise my learning needs.

I can do this

I want to learn this

This isn't important for me

I can set myself goals (what I want to learn, for example, I want to be able to start a conversation, keep it going and finish it)

on my own

together with others

with the help of checklists or learning tips

    with a learning advisor.

 I can set myself goals while bearing in mind

my needs

my language competencies

the conditions I have to work within (for example, the time available).

I can prioritise my goals.

I can do this

I want to learn this

This isn't important for me

I can plan where I want to learn (for example, at home, in the library, in the self access centre etc.).

I can structure my time in order to have enough time for language learning to achieve my goals.

I can do this

I want to learn this

This isn't important for me

When I have a task to complete I can recognise:

the goal of the task (for example with a listening comprehension, understanding the main information)

whether I need to learn something to complete the task (for example, if I need to revise the past forms in order to talk about past events)

which language tools I need to complete a task (for example, a dictionary, or a grammar book)

whether the task is easy or difficult for me.

With reference to my language competencies I can recognise which steps I need to take and which materials I need to use to achieve my goals. For example, to prepare for an interview I recognise that I need to

learn specific vocabulary and expressions

revise specific grammatical forms

work on certain pronunciation aspects

work with certain worksheets or authentic materials

prepare for the interview structure

practice listening and interacting.

Please complete the table below with one of your goals. Use the example above as a guide.

With reference to my language competencies I can recognise which steps I need to take and materials I need to use to achieve my goal of

I can do this

I want to learn this

This isn't important for me

I can put together a learning plan in order to achieve my goal

on my own

together with others

with the help of a checklist, model or form

    with a learning advisor.

I can put together a learning plan with reference to

my goal (for example, a personal letter)

interim goals, where necessary (for example, learning salutations and closing phrases)

concrete steps of a task (for example, a reading task, a vocabulary exercise, a written task)

    learning materials

the conditions I have to work within (for example, the time available)

my learning style

where appropriate, the form of evaluation (for example, evaluating the letter with my tandem partner).

I can put together a learning plan in order to achieve my goal

for a task

for a series of tasks (for example, a presentation in the foreign language)

for a project (for example, to prepare a brochure about my university or to prepare a report)

for an entire programme of learning.

After I have started learning, I can revise my learning plan.

I can do this

I want to learn this