jjkpH;kpH; - Goldsmiths, University of London · Jim is co-ordinator of the Flexible PGCE in Community Languages (Arabic, Mandarin Chinese, ... A catalogue record for this book is

The Curriculum guides for community languages provide a flexible outline for planning the design and delivery of language courses in mainstream and complementary schools. The series draws on recent policy developments in language teaching, including the Key Stage 2 Framework for Languages, the Key Stage 3 National Strategy and the Languages Ladder, and interprets them in a practical way for teachers.

The framework charts plot a clear path of linguistic progression across topics, suggesting a wide variety of activities that will help the development of both oracy and literacy in the target language.

Throughout the guides there is a major focus on intercultural awareness and creativity, alongside support for assessment, grammar and the development of learner independence.

Up-to-date resources and information supporting the guides can be found at http://community.gold.ac.uk.

‘These guides offer a real opportunity to bring community languages into the mainstream of education where they belong, and to value the long unrecognised achievements of children who use them every day.’

Dr Terry Lamb, Director, Initial Teacher Education, University of Sheffield

Dr Jim Anderson is Lecturer in Modern Languages in Education in the Department of Educational Studies at Goldsmiths College, University of London. He has many years’ experience working in London comprehensive schools where a wide range of languages has been taught. His research interests lie in the field of bilingualism and new media literacies. Jim is co-ordinator of the Flexible PGCE in Community Languages (Arabic, Mandarin Chinese, Panjabi and Urdu) at Goldsmiths and is a member of the National Community Languages Advisory Group.

Siva Pillai is Computer Officer in the Department of Educational Studies at Goldsmiths College, University of London and a lecturer in ICT at Southwark College, London. He is Director of the Lewisham-based Tamil Academy of Language and Arts (TALA) and Director of the Tamil Information Centre (ICT section), London. He is an examiner for Tamil with Cambridge Assessment (Asset Languages) and Chief Examiner for Tamil with Edexcel. He regularly speaks at conferences in the UK and overseas aimed at raising awareness of new opportunities created by ICT.

Kristhuraja Nithiya taught Tamil and Humanities in secondary schools in Sri Lanka for thirteen years before moving to the UK. She is now a teacher of Tamil at Downderry Primary School in Bromley. jkpH;

Curriculum guide for Tamil

Curriculum

Guide for Tam

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ISBN-13: 978-1-904243-59-5

jkpH;jkpH; Curriculum guide for Tamil

Project DirectorJim Anderson

AuthorsSiva Pillai

Kristhuraja Nithiya

jkpH;jkpH; Curriculum guide for Tamil

Curriculum Guides for Community Languages first published 2007 by:CILT, the National Centre for Languages20 BedfordburyLondon WC2 N 4LB

www.cilt.org.uk

Copyright © CILT, the National Centre for Languages 2007

Curriculum Guide for Tamil ISBN-13: 978-1-904243-59-5

A catalogue record for this book is available from the British Library

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior permission in writing from CILT, the National Centre for Languages or under licence from the Copyright Licensing Agency Limited, of 90 Tottenham Court Road, London W1T 4LP.

Jim Anderson and Siva Pillai have asserted their right to be identified as authors of this work, in accordance with the Copyright, Designs and Patents Act, 1988.

Printed in Great Britain by Hobbs the Printers Ltd.

CILT Publications are available from Central Books, 99 Wallis Rd, London E9 5LN.Tel: 0845 458 9910 Fax: 0845 458 991 Web: www.centralbooks.com

The Nuffield Foundation is a charitable trust established by Lord Nuffield. Its widest charitable object is 'the advancement of social well-being'. The Foundation has long had an interest in education and has supported this project to stimulate public discussion and policy development. The views expressed are, however, those of the authors and not necessarily those of the Foundation.

Other titles in the series:

Curriculum guide for ArabicSawsan Saffaf and Nazek Abdel-Hay978-1-904243-56-4

Curriculum guide for ChineseAmy Thomson, Katherine Li and Eileen Lee978-1-904243-57-1

Curriculum Guide for PanjabiNaresh Chandla and Paramjeet Grewal978-1-904243-58-8

Curriculum guide for UrduKausar Ali and Hamida Syed978-1-904243-60-1

4

Contents

Preface ................................................................................................. 6

Acknowledgements .............................................................................. 7

Part 1: The Context and Aims 1.1 Rationale and links to government policy ........................................... 11

1.2 Key findings from research into bilingualism and implications for policy-makers, teachers and families....................... 14

Part 2: The Framework 2.1 Introduction to the framework charts .................................................. 23 – Format and structure of the charts ....................................................... 23 – Topic overview ....................................................................................... 25 – Language learning strategies checklists ............................................... 26 – Using ICT effectively ............................................................................. 28

2.2 The framework charts ............................................................................ 29 Level 1 ...................................................................................................... 30 Level 2 ...................................................................................................... 35 Level 3 ...................................................................................................... 40 Assessment at Levels 1–3 ....................................................................... 45 Level 4 ...................................................................................................... 48 Level 5 ...................................................................................................... 53 Level 6 ...................................................................................................... 58 Assessment at Levels 4–6 ....................................................................... 63 Level 7 ...................................................................................................... 67 Level 8 ...................................................................................................... 72 Level 9 ...................................................................................................... 77 Assessment at Levels 7–9 ....................................................................... 81

2.3 Creating a scheme of work based on the guide ................................. 85

Resource list for the teaching of Tamil ................................................. 88

References and further reading ........................................................... 92

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PrefaceI am delighted to have been asked to write a few words of welcome to this series of curriculum guides. Those responsible have for many years been devoted advocates for the languages of the communities living in our country, whether in the formal educational system, in supplementary schools, or more generally in civil society. I am pleased also that CILT, the National Centre for Languages, with which I have had such a long association, has played its part in offering this support to an under-resourced area of educational provision.

The publication of these guides marks an important further step in such advocacy and support. As the authors are gracious enough to point out in their introduction, such support for community languages is given a new and hopefully more propitious context by the existence of the National Languages Strategy. Inevitably the Strategy has a great deal to say about the teaching and learning of languages traditionally taught in mainstream schools and of the need to address the limitations of monolingualism. It is, however, important to understand that the Strategy is a ‘languages’ strategy and that our interpretation of languages is an inclusive one, which seeks to promote multilingualism in all its forms as a central objective for citizens in the 21st century. Such promotion is given further, and more practical, representation in the strategy’s Key Stage 2 Framework for Languages, which supports community languages in two quite specific ways. Firstly it recognises the eligibility (hence equality) of all languages – our definition of the primary languages ‘entitlement’ is inclusive not restrictive. Secondly it encourages the valuing of all languages and in particular the languages spoken in local communities through its ‘intercultural understanding’ strand.

This new context may recognise the equal status of languages. That is of course not at all the same thing as saying that all languages (and their learners) need the same kind of support. This too is recognised by the authors of these guides. The learners of community languages in particular are likely to have a very wide range of linguistic backgrounds and learning needs and in many cases these will be different from the needs of learners of languages traditionally taught in schools – the so called ‘Modern Foreign’ Languages such as French, German and Spanish. There are also very important shared needs (for example in the sphere of methodology) as well as areas where ‘community’ language teachers and Modern Foreign Language teachers can support and learn from each other.

What seems to me important about the new context is that it should provide a framework – let us call it the ‘framework of equal status’, within which teachers, educators, parents and learners should be able to negotiate appropriate kinds of support and to exchange both expertise and resources - mutual support rather than homogeneity. There is a parallel here with the ongoing consideration of a better and more mutually beneficial relationship between mainstream and supplementary schools. How do we best support such a wide range of language needs? How do we ensure that the very rich linguistic resources of our society are properly supported and developed? I very much hope that over the coming years such questions will be taken further to enable us to develop a truly comprehensive policy for languages education in this country.

In this process publications such as the Curriculum Guides will make an important contribution. Most immediately they will support an under-resourced group of teachers and enhance the learning and achievement of many thousands of learners. More long-term I am convinced that such practical guidance will make its contribution to the policy discussion and debate about languages in the 21st Century.

Dr. Lid King (National Director of Languages, DfES)

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AcknowledgementsWe are very grateful to the Department of Educational Studies at Goldsmiths, to CILT, the National Centre for Languages and to the Nuffield Foundation for supporting this project.

In creating the guides we have drawn ideas from various sources, in particular the Key Stage 2 Framework for Languages (DfES, 2005) and the Framework for teaching Modern Foreign Languages: Years 7,8 and 9 (DfES, 2003).

We have also enjoyed valuable collaboration with colleagues in the Asset Languages team which has allowed us to make links to their assessment framework.

Helpful feedback and advice has been received from a number of colleagues at different stages of the project and we would like to express particular gratitude to the following:

Claire Dugard CILT, the National Centre for Languages

Vee Harris Department of Educational Studies, Goldsmiths College

Thecigan Chemmanachchelvi V/Rambaikulam Girls’ College, Sri Lanka

Kathiripillai Jegatheeswaram Pillai Surbiton Tamil School

Dr Charmian Kenner Department of Educational Studies, Goldsmiths College

Dr Terry Lamb School of Education, University of Sheffield

Pollachi Nasan District Institute of Education and Training in Thirumoorthy Nagar, Tamil Nadu, India

Dr Avvai Natarajan formerly Secretary to Government in Department of Tamil Development and Culture, Tamil Nadu, India

Arumugum Palaniappan Language Department, Parliament of Singapore

Ann Swarbrick CILT, the National Centre for Languages

Dr Vasu Renganathan University of Pennsylvania, U.S.A.

Sam Peratheepan School of Fine Arts, Jaffna, Sri Lanka

Prof A. Karthigayan Tamil University, Thanjavur, India

Prof C. Subramaniam Tamil University, Thanjavur, India

Dr. M. Elangovan Bharathidasan Government College for Women, India

Dr A Kovaln Bharayhiyar University, Kovai, India

A. J. Gnanenthiran Researcher in Tamil, Basel, Switzerland

7

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Part 1 The Context and Aims

1.1 Rationale and links to government policyIn the knowledge society of the 21st Century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen. Language skills are also vital in improving understanding between people here and in the wider world, and in supporting global citizenship by breaking down barriers of ignorance and suspicion between nations.

Learning other languages gives us insight into the people, culture and traditions of other countries, and helps us to understand our own language and culture. Drawing on the skills and expertise of those who speak community languages will promote citizenship and complement the Government’s broader work on the promotion of social cohesion.

DfES (2002) Languages for all: Languages for life. London: DfES

RationaleThe vision for language learning proposed in the National Languages Strategy is one which recognises the importance in the modern world of thinking beyond traditional boundaries and of understanding how we are now more globally connected than ever before. It is a vision which looks outwards beyond Europe, but at the same time inwards so that the potential of the linguistic and cultural resources present in our own communities are seen as something to be valued and supported. It is hoped that this curriculum guide will contribute to providing such support.

An ongoing issue in relation to community languages has been the need to define an appropriate pedagogical approach which takes account of the bilingual and bicultural background of the majority of learners studying them. Within the National Curriculum, community languages fall under the umbrella of Modern Foreign Languages, where the assumption is that the language and culture represent something new and unfamiliar. Clearly this an inappropriate starting point for bilingual learners.

On the other hand the idea that the majority of such learners have high levels of competence with regard both to oracy and literacy in the community language and that they should therefore be regarded as mother tongue learners is not appropriate either. Exposure to the language in the home is in fact often limited especially where parents have been educated in this country. Moreover, the exposure generally relates more to the spoken rather than the written form of the language and this is especially significant where, as in the case of Tamil, a non-Latin script is involved. In creating this curriculum guide, we have recognised that learners of community languages cover a very wide spectrum, but that, even amongst students from a ‘bilingual’ background, English is often the dominant language and competence in the community language may be restricted to a few specific domains of use.

Given this background and the need to work within the national frameworks for the teaching and assessment of Modern Foreign Languages, we have created a structure built around the broad topic areas which feature in government schemes of work and examination specifications for MFL (see Topic overview on p25). However, within this, we have highlighted opportunities for cross-cultural comparison and for making links to other areas of the curriculum, such as Art, Geography, Citizenship and PSHE. The Office for Standards in Education (OFSTED) has emphasised the importance of building more meaningful content into language courses and reported favourably on initiatives taking place in some schools where subjects, or modules within subjects, such as Geography, Science and Citizenship are taught through another language. This approach, known as Content and Language Integrated Learning (CLIL) is one which we believe community languages could lend themselves to particularly well. It may in fact represent a bridge between the conflicting ‘foreign language’ and ‘mother tongue’ models of language teaching referred to above. Whilst the framework proposed here is not focussed on subject teaching through Tamil it does support teachers in introducing strategies which enable students to access a more content focussed language curriculum.

A wide range of activities are suggested for the development of oracy and literacy skills leading from contextualised practice to meaningful use. They are intended to promote active engagement of students in the learning process by encouraging, for example, collaborative group work and problem-solving. The need to


11

support students in learning a new script means that literacy activities are less ambitious at the lower levels. Here too though the emphasis is on reading and writing for a purpose. It is assumed that the majority of students of community languages begin formal study at primary level, mainly in the complementary school. Thus language focus and activities may need to be adapted to some extent where older age groups are involved.

Teachers of community languages need to be particularly aware of a range of strategies to enable differentiation in their classrooms. This relates in part to knowing the stage students are at in their learning and providing appropriate levels of challenge to help move them on, but it is about far more than this. Most fundamentally it involves creating a learning environment which values and draws upon students’ background and interests, which supports different learning styles, builds confidence and encourages independence. Activities suggested in the framework charts seek to assist teachers in establishing and maintaining such an environment.

Throughout the framework charts in this guide we have encouraged the use of stories and other texts in the target language. Work around stories can provide a more stimulating, if less controlled, way to cover the vocabulary and grammar of topics and to build up fluency and sophistication in language use more naturally. They can also provide an excellent context for developing insights into culture as well as higher order thinking skills such as analysis, comparison and interpretation.

Mapped onto the charts are points at which particular grammar points might be addressed naturally within context. It is important, however, that teachers also help students to apply their developing knowledge of grammar in different situations as the need arises. Similarly, points are identified where it may be appropriate to focus with students on certain learner strategies, such as skimming and scanning texts, using mnemonics to assist recall or identifying common errors in written work and developing a checking system to identify and correct them.

We see the range of ICT tools as having a valuable role to play in teaching and learning community languages. This is because they represent an up-to-date and increasingly versatile resource and are central to way young people learn, play and most of all communicate with each other. Hitherto, there have been technical and other difficulties in use of non-Latin fonts on computers, but these have now largely been overcome. There is detailed advice for teachers of community languages relating to technical and pedagogical matters on the Languages ICT and BECTA websites. Whilst we appreciate that access to computers is an issue for many community languages teachers, especially those working in the complementary sector, we have felt it important to signal in the framework charts where use of ICT could enhance teaching and learning.

A central concern in creating this guide has been to support recognition of students’ achievement. This is why a progression pathway across levels is clearly mapped out which corresponds broadly both to Attainment Levels identified in the National Curriculum and to stages in the new Asset Languages framework (see below). This transparency is important, because it facilitates effective communication between complementary and mainstream schools and at transfer from primary to secondary phases. Unless children’s achievements in their language learning are valued and encouraged in school in the same ways as other achievements, there is a real danger that motivation and self-confidence may be negatively affected.

To sum up then, this guide aims to provide practical support for teachers of Tamil in planning and delivering coherent and stimulating courses for their students. It is not a scheme of work, but is intended to support colleagues in creating their own scheme, tailored to their own teaching context and the needs of their pupils. Colleagues should read carefully the Introduction to the framework charts (pp23–8) as well as the advice on creating a scheme of work based on the guide (pp85–7).

Please note that this curriculum guide is available to download via the CILT and Goldsmiths College websites http://community.gold.ac.uk and www.cilt.org.uk. This includes a generic version of the guide in English for interested parties who may not speak the language. Additional resources linked to the guide can also be found on the Goldsmiths website.


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Links to government policy In developing this guide, we have drawn upon a number of government initiatives aimed at supporting language learning in the UK. The most important of these are:

The National Curriculum for Modern Foreign LanguagesIntroduced in 1992 the National Curriculum document sets out both how languages should be taught (programme of study) and how performance should be measured (attainment targets). Although designed for foreign language teaching with European languages (French, German, Spanish) primarily in mind, the document applies to the teaching of all languages.

The National Languages StrategyThree key measures emerge from the Strategy, all of which have implications for community languages:1 Primary entitlement to language learning. By 2010 it is expected that the opportunity to learn another language will be provided in all primary

schools. It is up to the school to decide what language(s) it wishes to offer and some are choosing to offer community languages. In complementary schools, language classes for primary age pupils are well established. Please note that the framework in this guide is based on courses beginning in the primary phase. For courses beginning in the secondary phase some adaptation would be required at the lower levels to take account of the greater maturity of learners.

2 Expansion in the number of specialist Language Colleges. These are mainstream secondary schools, which are given additional funding to specialise in languages. A

wider range of languages are generally taught in such schools and they have a remit to engage in outreach work in the local community. Some language colleges provide facilities for complementary school classes as well as professional development opportunities for teachers of community languages. The importance of closer collaboration between mainstream and complementary sectors is widely recognised and this guide can provide a useful focus for opening up a dialogue.

3 The Languages Ladder and Asset Languages qualifications Asset Languages is a voluntary assessment scheme, which supports the National Languages Strategy by

providing recognition of achievement and associated accreditation options, against the DfES Languages Ladder. The scheme allows pupils to develop unique languages profiles, by separately assessing the four skill areas: listening, speaking, reading and writing. It is built around an adaptable combination of teacher assessment and external assessment, offering classroom-based ‘assessment for learning’ and demand-led external testing, throughout the year. Asset languages qualifications are available for over twenty languages, including Tamil, and can be used by learners of all ages and attainment levels. The levels of progression upon which the framework in this guide is based correspond broadly to those set within Asset Languages and links are made in the assessment pages which follow Levels 3, 6 and 9.*

The Key Stage 2 and 3 Frameworks for Modern Foreign LanguagesThe aim of the frameworks is to support teachers and managers in planning and teaching languages at the two key stages. Objectives are identified for each year in relation to oracy and literacy development, knowledge about language and intercultural understanding. A focus on the development of language learning strategies to support effective learning and enable students to operate more independently in their studies is also included. Whilst these frameworks were developed with European languages in mind (and include exemplification for French, German and Spanish), they contain much that is useful for language teaching generally. Thus, in creating this guide for Tamil, it has been possible to draw on or adapt some ideas from the Framework documents.

Literacy and LearningStrategies to support literacy development across the curriculum have been developed over a number of years by the government. These have focussed in part on ensuring that pupils gain a better understanding of grammar and grammatical terminology, but have also covered group talk, active reading and writing strategies linked to an awareness of genre and the development of research skills (including those involving use of the Internet). These strategies are now very much part of a pedagogical approach embedded across the curriculum which recognises the interdependency of thought and language and the importance of students’ active involvement


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* References to both Can Do statements and the nature of Asset Languages tasks are accurate at the time of going to press, but may be subject to future amendments. When using the Languages Ladder and/or Asset Language material you are advised to check the latest versions with DfES and OCR respectively.


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in the learning process. It is an approach which has clear relevance to the teaching of community languages and is reflected strongly in activities and teaching strategies suggested in our framework.

Assessment for Learning (AfL) This initiative is aimed at encouraging teachers to integrate assessment fully into the teaching and learning cycle by helping students to understand where they are in their learning, what the next goals should be and how they can make progress towards achieving them. It involves making expectations explicit as well as including activities such as peer assessment which can stimulate valuable reflection and help students understand relationships between different areas of their learning. Within the framework proposed in this guide the importance of ongoing informal assessment is fully recognised and activities suggested in the pages devoted to this are consistent with the principles underlying AfL.

The European Languages Portfolio (junior version)This takes the form of a portfolio in a ring binder which belongs to the student and where a record is kept of achievements and progress relating to the range of languages, European and non-European, which make up that individual’s language repertoire. It contains samples of work, reports from teachers and copies of any certificates achieved. The document can be particularly useful as a means of informing mainstream teachers of children’s achievements in the complementary school and enabling those achievements to be recognised and celebrated.

1.2 Key findings from research into bilingualism and implications for policy-makers, teachers and families

Whilst there is growing recognition that Britain’s linguistic and cultural diversity represents a valuable resource, the way in which bilingualism impacts on children’s intellectual, cultural and social development is not always well understood. Fortunately, there is now a large body of research from the UK and many other countries which can help educators and parents make informed decisions on these matters. Some key points from this research are summarised here. However, there are many factors which can affect bilingual development and, for a fuller understanding, further reading is recommended in the reference section.

Contrary to popular belief, we know that when young children develop confidence in using one language in the home, and especially when this includes learning to read and write in that language, they are quickly able to acquire another language in the school context. This can be explained in part by the strong support and encouragement from parents and teachers as well as the powerful social need to interact and form friendships with peers. However, there are other factors which contribute significantly. Most importantly, we know that when children start to learn the second language, it is not as though they are returning to point zero. They have already gained important insights into the nature of language and the way it works as a tool of communication. They know, albeit unconsciously, that language serves important functions such as asking and answering questions, giving commands, expressing opinions, relating events.

Moreover, the development of language has at every stage been interwoven with broader conceptual understanding and the development of important cognitive skills such as categorisation and comparison. As children learn to communicate in the second language, therefore, there are many valuable insights and skills already gained that they can draw upon.

Bilinguals are not two monolinguals inside one person. They own a unique combination of two languages that are both separate and integrated within the thinking system. While the two languages are visible in production (e.g. speaking), in the thinking quarters of the brain, one feeds the other. One language helps the other to grow.

Baker 2000: 33


15

The effect of this transfer is nowhere more evident than in the area of literacy. Progress in learning to read in a second language, even in one which uses a different script, is greatly accelerated if there is a foundation of reading and writing skills in the first language. In other words, contrary to the ‘common sense’ view that exposure to the first language should be limited in favour of English, it is in fact by extending its use into more abstract and sophisticated domains including literacy, that the basis for rapid acquisition of the second language and for meeting the cognitive demands of school learning in that language is established.

We should remember also that contrasting and experimenting with different languages is something that young children do naturally. They enjoy playing with different sounds and symbols and, as they explore and develop confidence in using two languages, so they gain both in their awareness of language and in the flexibility of their thinking.

The research findings show clearly that, where there is encouragement and a supportive environment for children to use and develop both their languages, their educational achievement is at least as good as and frequently better than monolingual children. The findings also show that in addition to the benefits of being able to communicate in two languages, bilinguals are at a significant advantage when it comes to learning other languages.

Beyond the linguistic and cognitive benefits associated with bilingualism there are other important factors to be considered. Language cannot be separated from culture and a sense of identity. There is wide agreement that a sound foundation in the language(s) of the home increases children’s self-esteem and confidence in their own ethnicity. Moreover, use of the home language can be important in supporting relationships within the family and in the wider community. There is, incidentally, no evidence to support the view that speaking languages other than English in the home is socially divisive or that it is incompatible with a British identity. Rather the evidence would suggest that bilingualism promotes a respect for diversity and an ability to navigate different cultural realities.

A point not always recognised is that the ability to communicate in two languages can extend vocational and life options. The forces of globalisation and the increasingly diverse nature of our own society have created a demand for people with skills in a wide range of languages in fields ranging from business and media to social services. Bilinguals are well placed to take advantage of such opportunities both because of their language skills and because of their sensitivity to cultural difference which can be crucial in relating to people from different backgrounds.

Bilinguals bring considerable linguistic and cultural ‘capital’ with them to the job market. In addition to the opportunities in international business, they have a growing edge in the domestic market in areas such as tourism, social services and education.

Edwards 2004: 86

There are, then, good reasons, based on a solid body of research, for believing that bilingualism can bring significant benefits both for the individual and for society. What is also clear from the research, however, is that language is not learnt in a vacuum and that its development depends crucially on the creation of a supportive environment in the home, at school and in the wider community. Such support requires the active involvement and collaboration of policy makers and educators at all levels as well as parents and, drawing again on research findings, we turn now to look at implications for each of these.

There is a need to recognise the particular benefits which competence in community languages represents for the children themselves, for their communities and for wider British society, and to identify ways in which their potential as linguists can best be realised.

CILT, the National Centre for Languages (2005) Language Trends 2005: Community language learning in England, Wales and Scotland

Local and regional government levelsFigure 1 below identifies the key players involved in providing for and supporting community languages and highlights potential ways in which partnerships might be developed between schools, across sectors (mainstream/ complementary) and across phases (primary/secondary). Partnerships are needed to enable


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mutual understanding, joint planning, sharing of resources and training opportunities as well as coherence between provision in different settings.

Figure 1. Building coherent, flexible and inclusive provision for language learning through local partnerships.

The diagram reflects the situation in a local community with a particular linguistic profile. At the centre of the diagram are the schools, some of which (Primary Pathfinders, Secondary Specialist Language Colleges) have an enhanced role in relation to the promotion of language learning and ensuring coherence in provision. Encompassing the schools themselves is the local authority which can play an important part in facilitating dialogue and developing a shared policy. Such joined-up thinking in relation to the teaching of languages in mainstream and complementary sectors is, in fact, essential to the success of the government’s recent Every Child Matters initiative and the policy on Extended Schools. Finally the outer circle of the diagram reflects the potential for government supported agencies, independent associations and exam boards to contribute to the building of partnerships and the development of inclusive and flexible provision for language learning.

Worth pointing out here also is the importance of making information about bilingualism available in the community through libraries, community centres, etc. In Wales, where many children grow up speaking Welsh and English, the Welsh Language Board is active in promoting bilingualism. Much of the advice provided on its Twf website (see References and further reading) is relevant to parents of whatever background wishing to bring their children up bilingually.

Range of languages relevant within the local context e.g. Arabic, Chinese, French, German, Panjabi, S

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… complementary schools are an important site where the ‘different worlds’ of the children can be brought together, and different languages can be juxtaposed, not only to create learning opportunities, but to signal and construct identities.

Bhatt, Bhojani, Creese and Martin 2004: 5

Successful schools reach out to their communities. They often make premises available for community use, which builds bridges and can develop dialogue. Many people have benefited greatly from out-of-school-hours learning in community-run initiatives such as complementary schools. Some complementary schools focus on the curriculum, others on cultural, mother tongue or religious faith instruction. Attendance can enhance pupils’ self respect, promote self-discipline and inspire pupils to have high aspirations to succeed.

DfES 2003: 26

School levelAt the school level similar strategic thinking needs to take place to ensure that the importance of community languages is reflected in school policies and management structures.

Successful provision for community language learning requires the full support of the school’s senior management team to create an environment where teachers and students recognise and celebrate cultural and linguistic diversity.

QCA 2005: 2

Language policy

This should make clear:The benefit to all of recognising and exploring language diversity;The school’s commitment to supporting bilingual learners in developing first language as well as English;Ways in which the policy can be put into practice, including through parental involvement.

… by encouraging the use of community languages, teachers are sending powerful messages about the value which they attach to other languages to all the children in the class: they are also enhancing the status of bilingual children. Monolingual children, for their part, are able to increase their knowledge of and sensitivity towards other languages and cultures.

Edwards 1998: 5

Bilingual children perform better in school when the school effectively teaches the mother tongue and, where appropriate, develops literacy in that language. By contrast, when children are encouraged to reject their mother tongue and, consequently, its development stagnates, their personal and conceptual foundation for learning is undermined.

Cummins 2003: 62

Positive school ethos

This will reveal itself in a number of ways including: First language development is strongly encouraged in policies on language/inclusion and clearly communicated to parents; The school prospectus makes clear not just what languages it is possible to study at the school, but also what support there is for other languages through clubs, library and ICT resources, opportunities to sit for exams, etc.; Home language discussed at initial interview (if necessary through an interpreter) and information obtained about level of competence in oracy and literacy, whether the child is attending a complementary school, whether the child has friends who share the same home language, whether the family still has links to country of origin, etc.;An annual language audit providing accurate information about the language profile of the school; Staff aware of and showing that they value the languages spoken by pupils in the school;Pupils feeling comfortable about using the home language in school;Different languages and cultures reflected in the physical environment of the school;

•••

•

•

•

••••


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Holidays and festivals celebrated and all pupils encouraged to take part regardless of their religion or background; Competitions organised such as Teach a Friend a Language; Opportunities provided for pupils to make use of their language skills (e.g. on work experience or through projects such as story-telling with younger children); Achievement in community languages recognised in the same way as in other areas, e.g. through displays, assemblies, newsletters to parents, school award ceremonies; Links formed with local complementary schools which may involve exchanging information about pupils and sharing expertise, resources and training opportunities; Parents and complementary school colleagues invited into the school to take part in international days and other events; Use of the European Languages Portfolio as a means of recognising and celebrating pupils’ achievement across all languages (and as a possible channel of communication between complementary and mainstream schools);Library resources reflecting the multilingual, multicultural nature of the school community/British society.

Clear location of community languages within the school curriculum and management structures

Community languages at secondary level should be a part of the Modern Languages Department. This allows community languages staff to become full members of the departmental team, sharing ideas and resources and contributing to curriculum planning and development. It also gives them greater opportunities for professional development.

(In section covering good practice)The (community languages) teachers are integrated into the modern languages departments and some have positions of responsibility. There is good cross-language coordination and they attend departmental meetings regularly, take part in training sessions and share best practice with their colleagues. Lesson observation of different languages is also encouraged. In the main the classes are mixed ability with a very wide spread of ability and the teachers have developed strategies for effective differentiation. Some of the schools benefit from the growing number of PGCE courses for community languages and offer placements to PGCE students. This gives community language teachers the experience of acting as mentors and provides the schools with the opportunity to recruit NQTs.

QCA 2005: pp5–6

Although part of the Modern Languages Department, it is important that community languages teachers should work in close cooperation with colleagues supporting pupils with EAL. The opportunity for pupils to use their home language at certain times in lessons and for homework can be a major support both in accessing the curriculum and in developing competence in English.

In some schools courses are offered in one or more community languages either on the main timetable or as an enrichment activity after school. Sometimes classes are set up not just for pupils attending a particular school, but also for children at other local schools.

Other support

A way to provide encouragement and support for learning a wide range of languages can be through a languages club, which a member of the Modern Languages Department takes responsibility for running, sometimes with the help of a bilingual classroom assistant or foreign language assistant. Such clubs can offer a variety of activities ranging from creating a multilingual page for the school newspaper using ICT to planning a school assembly on a cultural theme. They can also be a place where pupils go to get advice and support when wishing to enter for an exam in a language not taught at the school. It is useful to build up a range of resources such as exam specifications and specimen papers, pupil guides and other support materials.

Bilingualism in the home The key players in supporting children’s bilingual development are the parents. However, parents are sometimes uncertain about how much they should encourage their children in using the ‘first’ language.

•

••

•

•

•

•

•


19

… community languages may suffer from the same negative attitudes among pupils as European languages, when young people fail to recognise the relevance and value of language learning. Parents may share these attitudes and may have little or no awareness that maintaining competence in their first language can help their children to learn another language. These language skills can also have a positive effect on overall cognitive development and academic achievement.

QCA 2005:2

In a context which may not always be favourable to language learning and where English is seen to be all important, it requires a strong commitment on the part of parents to bring their child(ren) up bilingually. Most importantly an environment needs to be created in which using the first language is felt to be a natural and positive experience. This means using the first language consistently as a means of communication in the home in as wide a variety of ways as possible.

To support this, families try to ensure that the culture associated with the language is reflected in everyday family life, for example at meal times, as well as in the physical environment through pictures, photographs, games, ornaments, etc. Radio and television are important means of bringing language and culture into the home and many families access satellite channels.

The cultural context and a strong emotional relationship to the language can be further supported through teaching traditional nursery rhymes and songs. Sharing stories is another very valuable way of helping children to develop their language skills and gain important cultural insights at the same time. This should be an interactive process with questions prompting associations with children’s lives and experience and helping them to develop their understanding of characters and plot.

When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue vocabulary and concepts, children come to school well prepared to learn the school language and succeed educationally.

Cummins 2003: 62

It is also important for parents to create as many opportunities for children to come into contact with the language outside the home as possible, Typically this happens by getting together with family members and friends who speak the same language. However, it can also occur through attending cultural and other events organised in the community.

To support children in achieving a strong foundation in the first language, it can be very beneficial for them to attend a community school, usually run at weekends. Such schools perform a valuable role in helping children to develop their language skills particularly in the area of literacy, but often also provide other classes with a cultural or religious focus.

fl;likg;g[ Part 2 The Framework

2.1 Introduction to the framework charts

Format and structure of the chartsThe following is a summary of key features to be aware of:

Flexibility within a nine level structureThe framework is built around nine levels, corresponding broadly to National Curriculum Attainment Levels for Modern Foreign Languages and to the first three stages in the Asset Languages scheme (Breakthrough, Preliminary and Intermediate). Progression across the levels is based both on content and on the range and complexity of language involved. However, it is recognised that there needs to be flexibility to take account of significant differences in pupils’ backgrounds, abilities and learning styles. It is also recognised that learning does not generally take place in neat, linear fashion, that pupils progress at different rates and tend to perform better in some skill areas than others. This applies particularly to languages which use a different script, where it is likely to take some time before pupils are able to communicate as effectively in literacy as in oracy related tasks. Thus whilst the nine level structure provides a useful means for mapping overall progression and setting long-term goals, it is not suggested that the content and activities set out at each level represent an exact fit. Clearly many of the activities and texts can be worked on at different levels in relation both to cognitive challenge and linguistic complexity.

It must also be emphasised here that the charts should not be seen as offering detailed lesson plans. Teachers are not expected to follow the language models to the letter or to systematically work through every activity. The charts simply offer a starting point for teachers in devising schemes of work and lesson plans for their particular classes. Teachers should select what is useful for them in their teaching situation, adapting and adding ideas as appropriate. It is also for teachers to decide how much time and emphasis to devote to different topics and texts suggested in the charts. As in the Asset Languages assessment scheme, there is no prescribed time for each level to be completed. However, it would generally be expected that children who have a background in the language and culture and exposure to the language at home should be able to make more rapid progress than those studying it ab initio.

A range of themes, topics and textsThere is systematic coverage of the range of topic areas identified in the National Curriculum Programme of Study and GCSE Specifications with opportunities for review and extension as pupils progress from the lower to higher levels (The Topic Overview, which follows this section, demonstrates how this works). Where appropriate, topics are linked to broader cultural or cross-curricular themes as well as to short stories and other imaginative works. It is recognised that work based around broad themes (such as celebrations or health) or imaginative works (stories, dramas, songs) can provide a different way into topics. Importantly they also provide stimulating learning contexts and encourage transfer of understandings and skills across different topic areas.

Clear linguistic objectives Key structures and vocabulary are identified in relation to each topic. When creating schemes of work colleagues may find it useful to distinguish within the lists between core language that all pupils are expected to know by the end of any particular unit and extension language intended for higher attainers (see pp85–7 on schemes of work). Opportunities to focus on particular areas of grammar are highlighted in the ‘Key structures and vocabulary’ column.

It should be noted that there are a range of different spoken varieties of Tamil in South India and Sri Lanka. Whilst, in their teaching, colleagues will want to focus on standard forms, as used in the media and other public communications, they should avoid giving students the impression that the variety they may speak is incorrect. Moreover, it is important for students to appreciate that use of different varieties is appropriate in different contexts.

23


Challenging activities which promote learner engagementA range of activities are offered to support the development of oracy and literacy. Some activities aim to support pupils in acquiring and practising language, others are focussed on enabling pupils to use the language in meaningful ways. Many of the activities can be adapted for different topics and different levels.

Identification of key language learning strategies Some suggestions to assist pupils in developing language learning strategies to suit their own learning style are included in the Oracy and Literacy columns. There is evidence that explicit teaching of strategies can help learners take greater control of their learning and lead to improvements in performance. A checklist of learning strategies to support pupils across the levels follows on pages 26–27.

Suggestions for resources including ICT Attractive, up-to-date resources enhance teaching and learning and improve motivation. In the framework charts reference is made to a range of published material including textbooks, stories, magazines, etc. Where resources are referred to in the charts, they are identified by title. Full details are provided in the Resource List at the end of the guide. A list of useful websites is also provided in this section. Some activities involve use of special equipment such as mini-whiteboards or sets of dice. Opportunities are highlighted for drawing on ICT and there is general advice on use of ICT on page 28. Readers should note that a range of resources to support activities suggested in the framework can be downloaded from the Goldsmiths College http://community.gold.ac.uk website.

Integrated assessment adviceFollowing Levels 3, 6 and 9 there are assessment sections, focussing both on informal and formal aspects. A page within each of the assessment sections is devoted to the Asset Languages scheme. This includes the Can Do statements for each level, broad profiles of performance at each stage and information on the types of task included in tests.

Topic overviewSee next page.

24


Top

ic o

verv

iew

sh

ow

ing

pro

gre

ssio

n a

cro

ss t

he

leve

ls.

Lev

el1

23

45

67

89

TopicSel

f an

d ot

hers

: m

ysel

f, fa

mily

and

fr

iend

s

Sel

f an

d ot

hers

: m

eetin

g pe

ople

, re

latio

nshi

ps,

fam

ous

peop

le

Hom

e lif

e an

d da

ily

rout

ine

Hom

e lif

e an

d da

ily

rout

ine

Hom

e lif

e an

d da

ily r

outin

e:

resp

onsi

bilit

ies

at

hom

e

Sch

ool l

ifeS

choo

l life

Sch

ool l

ife

Hea

lth a

nd w

elfa

re:

food

and

drin

k H

ealth

and

wel

fare

Free

tim

eFr

ee t

ime

Dre

ss a

nd fa

shio

nD

ress

and

fash

ion

Env

ironm

ent:

loca

l are

aE

nviro

nmen

t: tr

ansp

ort

Env

ironm

ent:

coun

try

prof

ileE

nviro

nmen

t:po

llutio

n

Trav

el a

nd t

ouris

m:

shop

ping

Trav

el a

nd t

ouris

m

Wor

ld o

f w

ork:

type

s of

jobs

, jo

b pr

efer

ence

s

Wor

ld o

f w

ork:

care

ers

and

futu

re

plan

s

Med

ia/a

rts:

pain

ting,

cra

fts,

scul

ptur

e, m

usic

, fil

m,

liter

atur

e

Med

ia/a

rts:

pain

ting,

cra

fts,

scul

ptur

e, m

usic

, fil

m,

liter

atur

e

Med

ia/a

rts:

pain

ting,

cra

fts,

scul

ptur

e, m

usic

, fil

m,

liter

atur

e

Med

ia /

arts

:pa

intin

g, c

rafts

, sc

ulpt

ure,

mus

ic,

film

, lit

erat

ure

Med

ia/a

rts:

pain

ting,

scu

lptu

re,

mus

ic,

film

lite

ratu

re

Soc

ial i

ssue

s:bu

llyin

g an

d an

ti-so

cial

beh

avio

ur

Soc

ial i

ssue

s:E

qual

ity a

nd G

ende

r, sm

okin

g, d

rug

addi

ctio

n, a

lcoh

olis

m,

curr

ent

affa

irs

Soc

ial i

ssue

s:la

w a

nd o

rder

, ra

cism

, cu

rren

t af

fairs

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons

Cus

tom

s an

d tr

aditi

ons:

rite

s of

pa

ssag

e

25



26

Spe

akin

g st

rate

gies

Pra

ctis

ing

sp

eaki

ng

1 I

look

at

the

teac

her

or a

t na

tive

spea

kers

and

im

itate

the

sha

pe o

f th

eir

mou

ths.

2

I lis

ten

to t

he r

adio

/ ta

pe c

asse

ttes

and

repe

at o

ut l

oud

usef

ul e

xpre

ssio

ns I

he

ar.

3 I t

hink

abo

ut w

hat I

wou

ld li

ke to

say

and

look

up

any

wor

ds I

don’

t kno

w in

the

dict

iona

ry.

Bef

ore

sp

eaki

ng

4 I

thin

k ab

out

wha

t I

wan

t to

say

.5

I rem

ind

mys

elf o

f wor

ds a

nd e

xpre

ssio

ns th

at I

alre

ady

know

and

put

them

into

se

nten

ces.

Wh

ile s

pea

kin

g6

If I

am r

eally

stu

ck,

I av

oid

topi

cs t

hat

I do

n't

have

eno

ugh

lang

uage

for.

7 I

use

‘hes

itatio

n’ e

xpre

ssio

ns l

ike

‘ey;yJ

’, ‘m

jht

J@

to g

ive

mys

elf

time

to

thin

k.8

I lis

ten

out f

or w

ords

and

exp

ress

ions

that

I ha

ve ju

st h

eard

the

teac

her s

ay a

nd

try

to u

se t

hem

mys

elf.

An

d if

I d

o n

ot

kno

w t

he

wo

rd f

or

som

eth

ing

9 I

desc

ribe

it, e

.g. w

hat

it lo

oks

like,

wha

t yo

u ca

n us

e it

for,

whe

ther

you

wea

r, ea

t or

drin

k it!

10

I us

e op

posi

tes

like

‘not

mar

ried’

for

‘sin

gle’

.11

I

use

a w

ord

that

has

rou

ghly

the

sam

e m

eani

ng li

ke ‘b

oat’

inst

ead

of ‘s

hip’

.

Aft

er s

pea

kin

g12

I

writ

e do

wn

wor

ds o

r gr

amm

ar r

ules

tha

t I

did

not

know

and

I lo

ok t

hem

up

in

a di

ctio

nary

.

List

enin

g st

rate

gies

Bef

ore

list

enin

g1

I ch

eck

that

I u

nder

stan

d th

e ta

sk I

hav

e to

do.

2 I

look

car

eful

ly a

t th

e tit

le a

nd a

ny p

ictu

res

to s

ee if

I c

an g

uess

wha

t it

will

be

abou

t.3

I tr

y to

rem

embe

r as

man

y w

ords

as

I ca

n to

do

with

thi

s to

pic.

4 I t

hink

abo

ut w

hat i

s lik

ely

to b

e sa

id in

this

situ

atio

n an

d pr

edic

t the

wor

ds I

am

likel

y to

hea

r.

Wh

ile li

sten

ing

5 I

wor

k ou

t if

it is

a c

onve

rsat

ion,

an

adve

rt,

a ne

ws

bulle

tin e

tc.

6 I

pay

atte

ntio

n to

the

ton

e of

voi

ce a

nd a

ny b

ackg

roun

d no

ises

for

clue

s.7

I us

e ot

her

clue

s lik

e ke

y w

ords

to

iden

tify

the

roug

h gi

st.

8 I

use

my

com

mon

sen

se t

o m

ake

sens

ible

gue

sses

.9

I lis

ten

out

for

the

nam

es o

f pe

ople

or

plac

es.

10

I lis

ten

out

for

gram

mar

clu

es li

ke t

ense

s, p

rono

uns.

Aft

er li

sten

ing

11

I ch

eck

back

to

see

if m

y fir

st g

uess

es w

ere

right

and

stil

l mak

e se

nse.

12

I th

ink

abou

t w

hy s

ome

of t

he s

trat

egie

s I

used

did

not

wor

k an

d w

hat

I co

uld

do n

ext

time.

Rea

ding

str

ateg

ies

Bef

ore

rea

din

g1

I w

ork

out

wha

t I

am r

eadi

ng;

e.g.

if

it’s

inst

ruct

ions

, a

lette

r, an

adv

ert

or a

br

ochu

re.

2 I t

ry to

get

clu

es fr

om a

ny p

ictu

res

and

the

title

to h

elp

me

gues

s w

hat i

t will

be

abou

t.

Lan

gu

age

lear

nin

g s

trat

egie

s ch

eckl

ist

Sys

tem

atic

ally

sup

port

ing

pupi

ls i

n m

akin

g us

e of

stra

tegi

es f

or t

heir

lang

uage

lea

rnin

g is

a v

alua

ble

mea

ns o

f in

volv

ing

them

in

the

lear

ning

pro

cess

and

of

enco

urag

ing

grea

ter i

ndep

ende

nce.

Hen

ce s

trate

gy in

stru

ctio

n of

ten

begi

ns b

y ra

isin

g pu

pils

' aw

aren

ess

of th

e st

rate

gies

they

or t

heir

peer

s al

read

y us

e. It

is im

port

ant

to r

emem

ber

that

the

stra

tegi

es t

hat

are

mos

t us

eful

for

any

indi

vidu

al w

ill d

epen

d to

som

e ex

tent

on

thei

r pr

efer

red

lear

ning

sty

le a

nd t

he s

tage

the

y ar

e at

in t

heir

lear

ning

. The

sta

tem

ents

bel

ow, a

lthou

gh n

ot e

xhau

stiv

e, c

an b

e us

ed a

s a

chec

klis

t bot

h fo

r th

e te

ache

r, in

term

s of

new

stra

tegi

es to

mod

el, a

nd fo

r th

e pu

pil a

s an

ai

de-m

emoi

re t

o re

view

the

ir pr

ogre

ss in

stra

tegy

use

. The

y dr

aw o

n re

sear

ch in

to le

arni

ng s

trate

gies

incl

udin

g by

Vee

Har

ris (

Dep

artm

ent

of E

duca

tiona

l Stu

dies

, G

olds

mith

s C

olle

ge).

It sh

ould

be

note

d th

at fo

r chi

ldre

n w

ho a

re e

xpos

ed to

the

targ

et la

ngua

ge a

nd c

ultu

re a

t hom

e (a

nd in

the

loca

l com

mun

ity) t

here

are

gre

atly

enh

ance

d op

port

uniti

es

to d

evel

op li

ngui

stic

and

cul

tura

l und

erst

andi

ng. S

trate

gies

for

such

chi

ldre

n w

ould

incl

ude:

list

enin

g to

and

par

ticip

atin

g in

con

vers

atio

n w

ith fa

mily

and

frie

nds

both

fa

ce t

o fa

ce a

nd o

ver

the

tele

phon

e; li

sten

ing

to r

adio

pro

gram

mes

, m

usic

and

son

gs a

nd w

atch

ing

(sat

ellit

e) T

V p

rogr

amm

es a

nd D

VD

s w

ith fa

mily

mem

bers

and

fr

iend

s; re

adin

g le

tters

, lea

flets

, com

ics,

mag

azin

es, s

torie

s, n

ewsp

aper

s w

ith fa

mily

mem

bers

and

frie

nds;

writ

ing

lette

rs, g

reet

ing

card

s, e

mai

ls to

fam

ily m

embe

rs a

nd

frie

nds.

The

stra

tegi

es in

the

chec

klis

ts s

houl

d en

able

them

to e

xplo

it su

ch o

ppor

tuni

ties

mor

e ef

fect

ivel

y as

wel

l as

bein

g of

use

in m

ore

form

al le

arni

ng in

sch

ool.

A

clas

s di

scus

sion

aro

und

the

way

in w

hich

info

rmal

use

of t

he la

ngua

ge a

t hom

e ca

n su

ppor

t for

mal

stu

dy o

f the

lang

uage

in th

e sc

hool

con

text

mig

ht b

e a

good

way

to

shar

e th

e ra

nge

of w

ays

in w

hich

pup

ils u

se th

e la

ngua

ge in

the

hom

e an

d co

mm

unity

. Par

t of t

his

mig

ht r

elat

e to

and

dev

elop

und

erst

andi

ng o

f the

diff

eren

t var

ietie

s of

lang

uage

incl

udin

g sl

ang.

Cle

arly

ther

e ar

e im

port

ant i

mpl

icat

ions

her

e fo

r th

e ro

le o

f par

ents

as

wel

l as

the

scho

ol's

rol

e in

pro

mot

ing

pare

ntal

aw

aren

ess.


27

13

I th

ink

abou

t w

hy s

ome

of t

he s

trat

egie

s I

used

did

not

wor

k an

d w

hat

I co

uld

do n

ext

time.

Writ

ing

stra

tegi

esB

efo

re w

riti

ng

1 I

thin

k ab

out

wha

t th

e ta

sk r

equi

res

and

brai

nsto

rm s

ome

idea

s th

at I

wan

t to

ex

pres

s.2

I gat

her m

ore

info

rmat

ion

by re

adin

g, ta

lkin

g to

oth

ers,

rem

embe

ring

rele

vant

wor

ds o

r ph

rase

s th

at I

have

pre

viou

sly

lear

ned.

3 I

list

som

e ke

y id

eas.

4 I d

ecid

e ho

w to

org

anis

e an

d co

mm

unic

ate

my

idea

s; if

the

task

req

uire

s de

scrib

ing,

se

quen

cing

, exp

lain

ing

or ju

stify

ing.

5 I w

rite

a ro

ugh

plan

to

show

the

ord

er in

whi

ch I

will

put

my

idea

s.

Wh

ile w

riti

ng

1 (B

egin

ners

) W

hen

form

ing

shap

e of

let

ters

I w

rite

cloc

kwis

e (m

) or

top

to

botto

m (n

).2

If I

do n

ot k

now

a w

ord

or p

hras

e th

at I

nee

d, I

look

it u

p or

thi

nk o

f an

eas

ier

way

of

sayi

ng it

.3

I ad

d id

eas

as I

writ

e.4

I try

to in

clud

e as

muc

h de

tail

as p

ossi

ble,

for

exam

ple

usin

g lo

ts o

f adj

ectiv

es

whe

n I

am d

escr

ibin

g so

met

hing

or

som

eone

.5

I us

e cl

ear

‘mar

kers

’ lik

e ‘fi

rst…

the

n…’

or ‘

on t

he o

ne h

and,

on

the

othe

r ha

nd’.

Aft

er w

riti

ng

1 I w

rite

a fir

st d

raft,

cor

rect

it u

sing

str

ateg

ies

for ‘

chec

king

my

writ

ten

wor

k’ a

nd

then

writ

e a

seco

nd d

raft.

2 I

ask

a fr

iend

/ t

he t

each

er t

o re

ad it

.3

I w

rite

a fin

al d

raft.

4 I

thin

k ab

out

why

som

e of

the

str

ateg

ies

I us

ed d

id n

ot w

ork

and

wha

t I

coul

d do

nex

t tim

e.

Str

ateg

ies

for

chec

king

writ

ten

wor

k1

I rea

d th

e te

xt a

ll th

e w

ay t

hrou

gh t

o se

e if

it m

akes

sen

se.

2 I c

heck

tha

t I

have

put

dot

s in

the

cor

rect

pla

ce.

3 I c

heck

tha

t I

am w

ritin

g si

mila

r le

tters

cor

rect

ly: e

.g. W

- U

/ u; -

h; /

s -

H4

I rea

d ea

ch w

ord

sepa

rate

ly t

o se

e if

the

spel

ling

‘look

s rig

ht’.

5 I s

ay e

ach

sent

ence

to

mys

elf

to s

ee if

it 's

ound

s rig

ht’.

6 I

read

the

tex

t ov

er a

gain

, pa

ying

atte

ntio

n to

the

gra

mm

atic

al m

ista

kes

I us

ually

mak

e e.

g. w

ord

orde

r.7

I m

ake

sure

tha

t th

e st

yle

is a

ppro

pria

te a

nd I

use

goo

d ‘li

nkin

g’ w

ords

(c

onne

ctiv

es).

8 I

try

to s

pot

wha

t I

am s

till n

ot s

ure

of.

9 I

look

it u

p.10

I l

eave

it fo

r a

day

and

then

com

e ba

ck t

o re

ad it

‘with

fre

sh e

yes’

.

3 I

try

to p

redi

ct a

ll th

e w

ords

and

info

rmat

ion

that

I m

ight

fin

d in

the

tex

t.

Wh

ile r

ead

ing

4 I t

ry t

o sp

ot w

ords

tha

t I

do u

nder

stan

d fr

om w

hen

we

lear

ned

them

in c

lass

.5

I jus

t tr

y to

get

the

mai

n id

eas

first

and

the

n re

ad it

aga

in fo

r th

e de

tails

.6

I loo

k ou

t fo

r th

e na

mes

of

peop

le o

r pl

aces

and

for

punc

tuat

ion

clue

s.7

If I

don’

t un

ders

tand

, I

use

my

com

mon

sen

se t

o gu

ess

the

mea

ning

fro

m t

he

rest

of

the

wor

ds in

the

sen

tenc

e an

d w

hat

I ha

ve w

orke

d ou

t so

far.

8 I b

reak

the

wor

d or

sen

tenc

e up

into

bits

tha

t I

may

rec

ogni

se. I

use

my

inde

x fin

ger

to fo

llow

the

wor

ds.

9 If

I do

n’t

unde

rsta

nd o

ne b

it, I

go

back

to

it an

d re

ad i

t ov

er s

ever

al t

imes

sl

owly

.

Aft

er r

ead

ing

10

I ch

eck

back

to

see

if m

y fir

st g

uess

es w

ere

right

and

stil

l mak

e se

nse.

11

I th

ink

abou

t w

hy s

ome

of t

he s

trat

egie

s I

used

did

not

wor

k an

d w

hat

I co

uld

do n

ext

time.

Str

ateg

ies

for

mem

oris

ing

voca

bula

ry1

I vis

ualis

e th

e w

ay t

he le

tter

is fo

rmed

in m

y m

ind.

2

I mak

e tw

o se

ts o

f car

ds, o

ne w

ith th

e w

ords

on

and

the

othe

r w

ith tr

ansl

atio

ns

or p

ictu

res.

The

n I

play

gam

es w

ith t

hem

(e.

g. H

ide

'n' s

eek:

see

Lev

el 5

, p5

4)3

I say

the

wor

ds o

ut lo

ud o

r w

rite

them

ove

r an

d ov

er a

gain

.4

I mak

e up

sen

tenc

es in

my

head

with

the

wor

d in

.5

I ass

ocia

te t

he w

ord

with

one

tha

t lo

oks

or s

ound

s th

e sa

me

in E

nglis

h.6

I us

e lo

ok-c

over

-tes

t-ch

eck.

7 I

get

my

frie

nd/

my

pare

nts

to t

est

me.

8 I t

each

the

new

wor

ds t

o m

y pa

rent

s/ b

roth

er/

sist

er.

Using ICT effectivelyUse of ICT has become integral to teaching and learning across the curriculum. From a young age children are being encouraged to develop ICT skills and to apply them in a variety of ways to support their learning. As far as language learning is concerned, it is clear that ICT can:

provide a stimulating, interactive multimedia environment which caters for different learning styles (visual, auditory, kinaesthetic);provide access to a wide range of up-to-date, authentic material (world wide web); increase opportunities for genuine communication in the target language, offering new audiences for pupils’ speaking and writing (email, video conferencing with partner school); facilitate differentiation (pupils working on different activities, at their own pace and receiving instant feedback); assist pupils in facing the challenge of writing in a second language, especially one involving a non-Roman script (drafting and redrafting on the word processor); encourage pupils to take greater responsibility for their learning (working at own pace, collaborating with others);stimulate creativity and risk-taking (e.g. in multimedia projects); support collaborative learning (e.g. in preparing joint presentations to an audience);support learning outside as well as in the classroom (at home, in after-school clubs, etc);make learning fun.

A range of opportunities for using ICT are highlighted within the framework charts in this guide. Their effectiveness, however, will depend on how well they are integrated into long, medium and short-term planning and how well technical and organisational issues have been taken into account. At the most basic level, reasonable access to computers, data projectors and appropriate technical support are essential. As well as school provision, good ICT facilities may be available through City Learning Centres and other community organisations. Fortunately, many of the issues associated with use of non-Roman fonts have now been resolved and clear advice for teachers and network managers is contained in booklets which can be downloaded free of charge from the Languages ICT website from CILT and the Association for Language Learning. (See References and Further Reading).

Increasingly classrooms are equipped with data projectors and interactive whiteboards. Language teachers are taking advantage of the possibilities they offer both for developing language skills and for bringing the target culture into the classroom (DfES, 2004). Teaching material is shared easily between colleagues in school and more widely on the web (See Useful Websites on Resource List).

With regard to pupil use of ICT, there are a range of factors to be considered. Learning to word process in a new, non-Roman script, for example, can become a frustrating and time-consuming activity unless thought is given to how the range of skills involved can best be supported within a staged programme. Equally, there are important issues to be considered in use of the Internet: what degree of control should teachers exercise in the choice of websites?; what kinds of sites are suitable for pupils at different stages of their literacy development?; how can pupils be taught to develop a critical stance towards information provided on websites? In many schools pupils are being encouraged to use ICT to make multimedia presentations to their class or other audiences and even to create their own web pages or digital films. Such activities can provide valuable learning experiences as well as motivating pupils, but clear structures need to be established to ensure that all pupils are involved and benefit from the experience (See Atkinson, 2001; Dugard and Hewer, 2003).

There is much useful information and practical advice about these matters on the Languages ICT website and the Webwatch Languages section of the site provides links to key resource hubs worldwide. Through its Schools Network website the Specialist Schools and Academies Trust is also supporting the sharing of information and resources. This site is linked to CILT’s Community Languages Forum (See CILT website) which supports networking and provides information about training opportunities. Further information and case studies illustrating effective use of ICT with community languages are available on the Becta website.

•

••

•

•

•

••••

28


fl;likg;g[ tptu':fs;

2.2 The Framework Charts


30

Lev

el 1

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

th

H;j

;Jf

;fs

;t

hH

;j;J

f;f

s;

Gre

etin

gs

mk

;kh

tz

f;f

k;

vg

;go

,U

f;f

pwPu

;fs

;?e

hd

; ey

kh

f ,

Uf

;fpn

wd

;/v

df

;F c

ly

;epi

y r

upa

hf

,y

;iy

/b

rh

y; x

G'

:F-

tpi

dr

; br

hy

; tr

d K

ot

py;

Gra

mm

ar f

ocu

s W

ord

orde

r M

':f

py.

jk

pH; n

tW

gh

LIn

con

tras

t to

pat

tern

in E

nglis

h, in

Tam

il:O

bjec

t of

sen

tenc

e is

pla

ced

befo

re v

erb

Que

stio

n w

ords

go

to e

nd o

f se

nten

ce• •

tl

;lj

;jpy

; ,y

f;f

tpi

sa

hl

;L

tl

;lj

;jpy

; ,y

f;f

tpi

sa

hl

;L C

ircle

gam

e:

teac

her

thro

ws

a so

ft to

y to

diff

eren

t pu

pils

and

say

s a

gree

ting.

Pup

ils e

cho

and

thro

w t

he t

oy b

ack

to t

he

teac

her.

Teac

her

com

pare

s ap

prop

riate

way

of

gree

ting

(lang

uage

, ge

stur

es)

in T

amil

and

Brit

ish

cultu

re

emph

asis

ing

polit

enes

s/re

spec

t. P

upils

act

out

(w

ith

pupp

ets/

finge

r pu

ppet

s).

No

te

As

the

scri

pt

is in

tro

du

ced

, lin

ks s

ho

uld

be

mad

e w

her

ever

po

ssib

le t

o la

ng

uag

e p

up

ils a

re f

amili

ar

wit

h o

rally

an

d w

hic

h is

rel

evan

t to

th

em.

A g

oo

d s

tart

ing

po

int

is t

o g

et p

up

ils t

o r

eco

gn

ise

ho

w t

hei

r o

wn

nam

e is

wri

tten

an

d t

o c

om

par

e w

ith

n

ames

of

clas

smat

es. A

ctiv

ity

for

beg

inn

ing

of

less

on

can

th

en b

e to

pic

k o

ut

ow

n n

ame

card

/tag

.

Lar

ge

(lam

inat

ed)

lab

els

for

clas

sro

om

ob

ject

s ar

e an

oth

er g

oo

d w

ay t

o g

rad

ual

ly f

amili

aris

e p

up

ils

wit

h s

crip

t. A

ctiv

ity

can

be

for

pu

pils

to

sti

ck la

bel

s o

n t

o a

pp

rop

riat

e o

bje

cts

(wit

h b

lu-t

ack)

.

vG

j;j

pd; t

ot

mw

pKf

k;

vG

j;j

pd; t

ot

mw

pKf

k; C

hara

cter

sha

pes:

in

pairs

, lo

ok a

t th

e al

phab

et/c

hara

cter

s of

the

tar

get

lang

uage

. Wha

t do

the

cha

ract

ers

look

like

? Li

nes,

cu

rves

, et

c.

,y

f;f

zf

; Fw

paPL

fs

; ,

yf

;fz

f; F

wpa

PLf

s; P

unct

uatio

n: f

ind

whi

ch

sym

bols

are

use

d fo

r pu

nctu

atio

n. A

re t

hey

the

sam

e?

Do

they

hel

p w

ith t

he m

eani

ng o

f th

e te

xt?

bg

w;n

wh

Uf

;fh

d F

wpg

;gb

gw

;nw

hU

f;f

hd

Fw

pg;g

[~ E

nsur

e in

form

atio

n/ad

vice

is

ava

ilabl

e fo

r pa

rent

s ab

out

deve

lopi

ng f

irst

lang

uage

lit

erac

y in

the

hom

e. S

ugge

st s

impl

e st

orie

s an

d le

t th

em k

now

wha

t st

orie

s yo

u ar

e re

adin

g in

sch

ool.

(See

p1

9 an

d re

sour

ces

on h

ttp

://c

om

mu

nit

y.g

old

.ac.

uk)

vd;idg;gw;wp vd;idg;gw;wp Myself

bg

au

;b

ga

u;

Nam

e

cd

; bg

au

; vd

;d?

vd

; bg

au

;/////

/////

fy

e;J

iu

ah

ly

; f

ye

;Ji

ua

hl

y; P

ass

it on

: pup

ils fo

rm t

hree

line

s,

the

pupi

l at

the

fron

t st

arts

‘My

nam

e is

X. W

hat’s

you

r na

me?

’ tur

ning

to

thei

r ne

ighb

our.

Eac

h pa

sses

on

the

answ

er a

nd t

hen

the

ques

tion.

ta

J

ta

J (,

yf

;f'

:fs

;)(,

yf

;f'

:fs

;)

Ag

eN

umbe

rs 0

–10

cd

J t

aJ

vd

;d?

vd

f;F

g; g

j;J

ta

J /

///v

z;f

s; m

wpK

fk

; (1

-1

0)

Gra

mm

ar f

ocu

sQ

uest

ion

form

s n

fs

;tpf

s;

•

kh

zt

u;f

s; v

Ge

;J e

pw;w

y; M

rpa

u; T

Wk

; ng

hJ

k

hz

tu

;fs

; vG

e;J

epw

;wy

; Mr

pau

; TW

k; n

gh

J

It

u;.

It

uh

f ,

iz

jy

; I

tu

;. I

tu

hf

,i

zj

y; A

ll pu

pils

sta

ndin

g up

. Te

ache

r/pu

pil c

alls

‘Get

into

gro

ups

of (

e.g.

) fiv

e.’

tl

;lj

;jpy

; ,y

f;f

tpi

sa

hl

;Lt

l;l

j;j

py; ,

yf

;f t

pis

ah

l;L

Circ

le a

ctiv

ity

(aga

inst

the

cloc

k): p

upils

say

num

ber

or tw

o nu

mbe

rs in

tu

rn. T

ime

how

long

it ta

kes

to g

o ro

und

circ

le.

tl

;lj

;jpy

; ,y

f;f

tpi

sa

hl

;Lt

l;l

j;j

py; ,

yf

;f t

pis

ah

l;L

Circ

le a

ctiv

ity:

Teac

her

calls

, ‘C

hang

e se

ats

if yo

ur n

umbe

r is

(fiv

e),’

etc.

cl

y;

cl

y;

cW

g;g

[f;f

s;

cW

g;g

[f;f

s;

Par

ts o

f th

e b

od

y

cl

y; c

Wg

;g[f

s; m

wpK

fk

;j

iy

ia

Ml

;L.

|f

;if

j; b

jh

L.

fz

:iz

|L

fz

:iz

j;j

pw.

if

ia

j;j

l;L

. t

pui

yr

; Rz

:L

gh

ly

; |y

k; m

wpK

fk

;/ (j

oj

;j r

l;i

l.

fh

y; f

tr

k;

mz

pe;j

gps

;sh

a;//

/)

Gra

mm

ar f

ocu

s Im

pera

tive

Vt

y; t

pid

ia

mw

ptu

; e

lM

l;L

Rz

:L

|L

gh

Lg

hu

;

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

•

fz

;zd

; br

hy

;fpw

hd

;////

f

z;z

d; b

rh

y;f

pwh

d;//

// S

imon

say

s: p

upils

obe

y te

ache

r’s c

omm

and

only

if t

each

er b

egin

s by

say

ing

‘Sim

on (

the

teac

her)

say

s…(e

.g.)

sha

ke y

our

head

, cl

ap

your

han

ds,

clic

k yo

ur f

inge

rs.’

cW

g;g

[f;f

s; m

gpe

ak

;c

Wg

;g[f

;fs

; mg

pea

k; S

ong:

par

ts o

f th

e bo

dy.

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k


31

Lev

el 1

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

vdJ FLk;gk; vdJ FLk;gk; My family

be

U'

:fpa

b

eU

':f

pa

FL

k;g

F

Lk

;g

m'

:fj

;jpd

u;

m'

:fj

;jpd

u;

Imm

edia

te f

amily

m

emb

ers

,t

u; a

hu

;? ,

tu

; vd

; mg

;gh

/,

tu

; cd

; mk

;kh

/ ,

tu

;; ah

u;/

,t

u; v

d; j

':i

f/

,t

u; v

d; m

k;k

h/

,t

u;; c

d; j

k;g

p/,

tu

; vd

; mz

;zh

/

Gra

mm

ar f

ocu

s P

oses

sive

pro

noun

s: m

y, y

our

vd

:Di

la

. c

d;D

il

a –

(ci

li

kr

; br

hw

;fs

;)•

FL

k;g

cw

t[f

s;

FL

k;g

cw

t[f

s; F

amily

rel

atio

nshi

ps: u

se g

ener

ic fa

mily

tr

ee t

o in

trod

uce

voca

bula

ry fo

r fa

mily

rel

atio

ns. F

amili

ar

cart

oon

char

acte

rs c

an w

ork

wel

l. P

oint

to

pict

ure

of

part

icul

ar c

hara

cter

and

mod

el t

alki

ng a

bout

var

ious

fam

ily

mem

bers

as

if yo

u w

ere

that

cha

ract

er. T

hen

give

out

car

ds

with

pic

ture

s of

diff

eren

t ch

arac

ters

and

ask

pup

ils t

o pr

eten

d to

be

that

cha

ract

er a

nd a

nsw

er q

uest

ions

. Thi

s ca

n le

ad o

n to

pup

ils t

alki

ng a

bout

the

ir re

al fa

mili

es.

Intr

od

uce

lett

ers

for

12 v

ow

els

m M

, <

c C

v V

I x

X x

s \

Intr

oduc

e sh

ort

wor

ds b

egin

ning

with

eac

h of

the

12

vow

els

mk

;kh

ML

,i

y <

l;o

cs

p Cr

p vy

p V

zp I

au

; xl

;lf

k; X

L x

si

ta

hu

; m\

J

vG

j;J

cr

;ru

pg;g

[ v

Gj

;J c

r;r

upg

;g[ S

ound

-lette

r re

latio

nshi

ps: T

each

er

says

sou

nd o

f le

tter,

pupi

l(s)

poin

t to

writ

ten

form

or

hold

up

car

d w

ith w

ritte

n fo

rm.

vG

j;J

Cf

pj;j

y;

vG

j;J

Cf

pj;j

y; I

dent

ify t

he le

tter:

lette

r is

hid

den

on O

HP

/inte

ract

ive

whi

tebo

ard:

Tea

cher

gra

dual

ly

reve

als.

Pup

ils h

ave

to id

entif

y le

tter.

Kj

y; v

Gj

;ij

it

j;J

br

hy

;iy

f;f

z:L

K

jy

; vG

j;i

j i

tj

;J b

rh

y;i

yf

;fz

:L

gpo

j;j

y;

gpo

j;j

y; G

uess

ing

wor

ds: t

each

er s

ays

initi

al le

tter

of

wor

d, p

upil

says

wor

d be

ginn

ing

with

lette

r.

Mj

;jp N

o

Mj

;jp N

o C

hant

: sim

ple

chan

t to

pra

ctis

e 12

vow

els.

gh

g;g

h g

hl

;L @

Xo

tpi

sa

hL

gh

g;g

h@

gh

g;g

h g

hl

;L @

Xo

tpi

sa

hL

gh

g;g

h@

ca

pu; v

Gj

;Jf

;fi

s t

upi

rg

;gL

j;j

y;

ca

pu; v

Gj

;Jf

;fi

s t

upi

rg

;gL

j;j

y; L

ine

up:

12 c

ards

, ea

ch w

ith o

ne o

f vo

wel

s, d

istr

ibut

ed a

mon

g pu

pils

. Pup

ils h

ave

to c

ome

to f

ront

of

clas

s an

d lin

e up

in

ord

er. o

f vo

wel

s. T

each

er a

sks

pupi

ls in

tur

n to

cal

l out

th

eir

lette

r.

br

y;y

g; g

puh

zp

br

y;y

g; g

puh

zp

Pet

s

Wha

t is

it?

,J

vd

;d?

,J

xU

eh

a;

kPd

;g

wi

tK

ay

;F

jpi

u,

it

vd

;d?

,i

t e

ha

;fs

;g

{id

fs

;k

Pd;f

s;

gw

it

fs

;K

ay

;fs

;F

jpi

uf

s:

Gra

mm

ar f

ocu

s S

ingu

lar/

plur

al n

ouns

xU

ik

gd

;ik

•

gl

':f

is

Cf

pj;j

y;

gl

':f

is

Cf

pj;j

y; G

uess

ing

gam

e: c

over

up

draw

ings

/ph

otos

of

anim

als

on o

verh

ead

proj

ecto

r (O

HP

)/in

tera

ctiv

e w

hite

boar

d. R

evea

l pic

ture

slo

wly

. Is

it a

cat

or a

dog

?

kpU

f'

:fs

pd; g

l'

:fi

s t

iu

jy

; k

pUf

':f

spd

; gl

':f

is

ti

uj

y; P

ictu

re b

ingo

: pup

ils

sele

ct/d

raw

thr

ee a

nim

als.

Tea

cher

cal

ls o

ut a

nim

als

at

rand

om. P

upils

tic

k of

f th

eir

anim

als

as t

hey

are

calle

d ou

t. W

hen

all t

hree

hav

e be

en c

alle

d ou

t, pu

pil s

hout

s ‘B

ingo

’.

mg

pea

tpi

sa

hl

;L

mg

pea

tpi

sa

hl

;L M

ime

gam

e: te

ache

r m

imes

and

pu

pils

hav

e to

nam

e an

imal

, th

en p

upils

do

sam

e in

pai

rs.

xU

ik

. g

d;i

k

xU

ik

. g

d;i

k S

ingu

lar/

plur

al g

ame:

tea

cher

tal

ks a

bout

di

ffere

nt p

eopl

e an

d th

eir

pets

. Pup

ils h

ave

to p

ut u

p a

hand

w

hen

they

hea

r a

plur

al id

ea.

Ry

gk

hd

R

yg

kh

d

tpt

uk

;t

ptu

k;

Sim

ple

des

crip

tio

ns

Wha

t do

es s

/he/

it lo

ok li

ke?

,j

py; v

J b

gu

paJ

rpw

paJ

?m

Hf

hd

mH

fw

;wb

el

;il

ah

dF

l;i

la

hd

,s

ik

ah

dK

Ji

ka

hd

fo

dk

hd

bk

d;i

ka

hd

Gra

mm

ar f

ocu

s A

djec

tives

mi

lb

kh

H[p –

mf

uj

;jpy

; Ko

a[k

;•

gl

':f

is

,d

':f

hz

y;

gl

':f

is

,d

':f

hz

y; D

escr

ibe

the

pict

ure:

us

e ph

otog

raph

s of

peo

ple/

cart

oon

char

acte

rs t

o el

icit

desc

riptio

ns f

rom

the

pup

ils.

,t

u;-

,i

t g

w;w

pf; T

Wj

y;

,t

u;-

,i

t g

w;w

pf; T

Wj

y; I

dent

ify t

he p

ictu

re: g

ive

out

sets

of

pict

ures

to

pupi

ls. P

upils

hav

e to

hol

d up

pic

ture

of

pers

on/a

nim

al b

eing

des

crib

ed.

mj

p=[;l

g; g

l'

:fi

sf

; fz

:Lg

poj

;jy

; m

jp=

[;lg

; gl

':f

is

f; f

z:L

gpo

j;j

y; P

ictu

re b

ingo

.

gl

':f

is

xg

;gpL

jy

; g

l'

:fi

s x

g;g

pLj

y; I

dent

ify t

he o

bjec

t/pic

ture

: sho

w

pairs

of

cont

rast

ing

item

s (o

bjec

ts/p

hoto

s). A

sk p

upils

to

poin

t to

/pas

s di

ffere

nt it

ems,

e.g

. the

big

/sm

all/b

eaut

iful/u

gly

fish.

Lev

el 1

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y vdJ tPL vdJ tPL My home

tPl

;oy

; ,U

f;F

k;

tPl

;oy

; ,U

f;F

k;

mi

wf

s;

mi

wf

s;

Ro

om

s in

th

e h

ou

se

Whe

re’s

the

cat

?

g{i

d v

':n

f?

g{i

d t

Pl;o

y; ,

Uf

;fpw

J/

mJ

Fs

pay

; mi

wa

py;

gL

f;i

f m

iw

apy

;r

ik

ay

; mi

wa

py;

tu

nt

w;g

[ mi

wa

py;

nj

hl

;lj

;jpy

;

,

Uf

;fpw

J/

Gra

mm

ar f

ocu

s P

repo

sitio

ns (

show

n by

end

ing

on n

oun

in T

amil

,y

; .

nt

w;W

ik

cU

g[ )

•

br

hy

;iy

g; g

hu

;j;J

gl

j;i

j C

fpj

;jy

; b

rh

y;i

yg

; gh

u;j

;J g

lj

;ij

Cf

pj;j

y; G

uess

ing

gam

e: t

each

er s

elec

ts a

fla

sh c

ard

with

out

letti

ng p

upils

se

e w

hat

is o

n it.

Pup

ils h

ave

to g

uess

the

pic

ture

. Pup

il w

ho g

uess

es c

orre

ctly

win

s th

e ca

rd (

and

beco

mes

te

ache

r fo

r th

e ne

xt r

ound

). C

an b

e re

peat

ed in

pai

rs.

g{i

d v

':n

f?

g{i

d v

':n

f?

Whe

re’s

the

cat

?: g

ame

usin

g O

HP

/in

tera

ctiv

e w

hite

boar

d w

ith d

iagr

am o

f ho

use

show

ing

diffe

rent

roo

ms.

A v

isua

l of

a ca

t is

mov

ed a

roun

d sc

reen

/w

hite

boar

d.

nf

l;l

y;

nf

l;l

y; L

iste

ning

act

ivity

: tea

cher

des

crib

es c

at’s

m

ovem

ents

aro

und

the

hous

e. P

upils

tra

ce r

oute

cat

fo

llow

s on

pla

n of

hou

se,

num

berin

g ea

ch r

oom

in o

rder

.

br

hy

;tJ

vG

jy

; b

rh

y;t

J v

Gj

y; S

impl

e di

ctat

ion:

tea

cher

say

s le

tter/

char

acte

r an

d pu

pils

hav

e to

writ

e it

on m

ini-w

hite

boar

d*

(or

pape

r). T

hey

then

hol

d up

the

ir bo

ard

so t

each

er c

an

chec

k.

* The

min

i-whi

tebo

ard

can

be a

n ef

fect

ive

and

mot

ivat

ing

tool

fo

r la

ngua

ge le

arni

ng a

nd is

par

ticul

arly

use

ful i

n de

velo

ping

lit

erac

y sk

ills.

The

re a

re a

wid

e ra

nge

of a

ctiv

ities

invo

lvin

g th

e m

ini-w

hite

boar

d an

d it

can

be u

sed

wel

l at

diffe

rent

sta

ges

in t

he le

sson

. Ofte

n a

com

petit

ive

elem

ent

is in

trod

uced

and

th

is fo

cuse

s pu

pils

’ atte

ntio

n on

get

ting

the

right

ans

wer

(sp

elt

accu

rate

ly)

as q

uick

ly a

s po

ssib

le. A

par

ticul

ar a

dvan

tage

of

the

whi

tebo

ard

is t

hat

it al

low

s th

e te

ache

r ve

ry q

uick

ly

and

easi

ly t

o as

sess

how

wel

l pup

ils h

ave

lear

nt p

artic

ular

po

ints

and

to

prov

ide

imm

edia

te fe

edba

ck. A

list

of

sugg

este

d ac

tiviti

es fo

r us

e w

ith t

he m

ini-w

hite

boar

d is

pos

ted

on h

ttp

://

com

mu

nit

y.g

old

.ac.

uk/

.

gL

f;i

f

gL

f;i

f

mi

wa

py; c

s;s

m

iw

apy

; cs

;s

bg

hU

s;f

s;

bg

hU

s;f

s;

Co

nte

nt

of

bed

roo

m

Wha

t is

the

re?

gL

f;i

f m

iw

apy

; cs

;s b

gh

Us

;fs

; vi

t?

m'

:nf

vd

J f

l;o

y;

n

ki

r.

fz

:zh

o.

mY

kh

up.

fk

;g;a

{l;l

u;

(fz

dp)

bg

hk

;ik

fs

;. b

jh

iy

f;f

hl

;rp.

ji

ya

iz

. g

Lf

;if

tpu

pg;g

[u

apy

;. f

hu

;. n

kh

l;l

hu

; ir

f;f

ps;

bg

hk

;ik

v'

:nf

,U

f;f

pwJ

?f

l;o

Yf

;F f

PnH

. n

kn

y.

mU

fpy

;

Gra

mm

ar f

ocu

sP

osse

ssiv

e pr

onou

ns: m

y, y

our

( vd

J-

cd

J)

Pre

posi

tions

(sh

own

by e

ndin

g on

nou

n in

Tam

il)e.

g. n

ki

rf

;F n

kn

y /

nk

ir

f;F

fPn

H Q

uest

ion

form

: wor

d or

der

(tpd

h t

ot

ik

jy

; mw

ptu

;)

• • •

gF

jpg

; gl

':f

is

f; b

fh

z:L

Cf

pj;j

wpj

y;-

g

Fj

pg; g

l'

:fi

sf

; bf

hz

:L C

fpj

;jw

pjy

;-

Gue

ss t

he o

bjec

t: us

ing

OH

P/in

tera

ctiv

e w

hite

boar

d,

teac

her

grad

ually

rev

eals

mor

e an

d m

ore

of a

pic

ture

. P

upils

hav

e to

gue

ss w

hat

the

pict

ure

is.

jt

wpa

ij

mi

la

hs

k; f

hZ

jy

; j

tw

pai

j m

il

ah

sk

; fh

Zj

y; K

im’s

gam

e:

disp

lay

a ra

nge

of it

ems

on a

tab

le,

OH

P o

r in

tera

ctiv

e w

hite

boar

d. P

upils

clo

se e

yes

and

teac

her

rem

oves

one

ite

m. P

upils

ope

n ey

es a

nd s

ay w

hich

item

has

bee

n re

mov

ed.

eP x

u; ,

yl

;rh

jpg

jpa

hd

hy

;/////

//(e

z:g

u;f

Sf

;F

eP x

u; ,

yl

;rh

jpg

jpa

hd

hy

;/////

//(e

z:g

u;f

Sf

;F

vd

;d b

fh

Lg

;gPu

;) v

d;d

bf

hL

g;g

Pu;)

You’

re a

mill

iona

ire!:

you

have

lots

of

mon

ey. W

hat

pres

ents

will

you

buy

for

diffe

rent

peo

ple

in

the

clas

s? (

An

obje

ct?

a to

y? a

n an

imal

?)

32



33

Lev

el 1

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

vd; tFg;g[ miw vd; tFg;g[ miw My classroom

tF

g;g

iw

apy

; t

Fg

;gi

wa

py;

cs

;s

cs

;s

bg

hU

s;f

s;

bg

hU

s;f

s;

Cla

ssro

om

ob

ject

sF

urni

ture

, eq

uipm

ent

Wha

t is

thi

s?

Wha

t ar

e th

ese?

Wha

t’s in

the

box

?

epw

':f

s;

epw

':f

s;

Co

lou

rs

,J

- ,

it

vd

;d?

,J

- n

ki

r.

fj

piu

. I

d;d

y;.f

jt

[. b

gd

;rpy

;. n

gd

h.

fh

fpj

k;.

g[j

;jf

k;/

,i

t

n

ki

rf

s;.

jpi

uf

s;.

Id

;dy

;fs

;f

jt

[fs

;. b

gd

;rpy

;fs

;. n

gd

hf

;fs

;f

hf

pj'

:fs

;. g

[j;j

f'

:fs

;b

gl

;of

;Fs

; vd

;d ,

Uf

;fpw

J?

mj

w;F

s; /

///

/////

ng

hd

;w g

l'

:fs

;

Gra

mm

ar f

ocu

s S

ingu

lar/

plur

al fo

rms

( xU

ik

gd

;ik

),

J (

mJ

. ,

it

. ,

it

fs

;) v

d;d

epw

k;//

////?

(rpt

g;g

[. g

r;i

r.

ePy

k;.

k"

;rs

;. k

z; e

pwk

;. f

Wg

;g[.

bt

s;i

s)

(me

;j.

,e

;j)

bg

d;r

py; v

d;d

epw

k;?

Gra

mm

ar f

ocu

s D

emon

stra

tive

adje

ctiv

es: t

his,

tha

t, th

ese,

tho

seR

l;L

r; b

rh

w;f

s; (

c-

k;)

mJ

. ,

J.

,i

t

• •

bg

hU

is

f; f

hl

;o n

fs

;tp n

fl

;ly

; b

gh

Ui

sf

; fh

l;o

nf

s;t

p nf

l;l

y; S

impl

e qu

estio

ns/g

uess

ing

gam

e: a

sk a

nd a

nsw

er s

impl

e qu

estio

ns u

sing

rea

l obj

ects

, ca

rds

and

gam

es: e

.g.

gues

sing

gam

e, ‘W

hat’s

in t

he b

ox?’

,l

k; m

wpj

y;

,l

k; m

wpj

y; W

here

is it

?: t

each

er d

escr

ibes

whe

re

thin

gs a

re u

sing

pre

posi

tions

tau

ght

(in,

on,

unde

r, ne

xt t

o)

and

colo

ur/s

ize.

Pup

ils d

raw

wha

t th

e te

ache

r de

scrib

es

on p

aper

or

min

i-whi

tebo

ard.

jt

wpa

ij

mi

la

hs

k; f

hZ

jy

; -

jt

wpa

ij

mi

la

hs

k; f

hZ

jy

; - K

im’s

gam

e:

Whi

ch it

em is

mis

sing

?S

ee p

32

jh

af

; fl

;il

j

ha

f; f

l;i

l G

ame

with

(no

isel

ess*

) di

ce: p

upils

in

pairs

. Pup

il A

thr

ows

dice

, pu

pil B

has

to

say

that

num

ber

of w

ords

rel

ated

to

topi

c, e

.g. c

lass

room

obj

ects

. Als

o ra

nge

of t

alki

ng d

ice*

act

iviti

es r

elat

ed t

o cl

assr

oom

ob

ject

s an

d ot

her

topi

cs.

bj

hl

;Lf

; fh

z;g

pj;j

y;

bj

hl

;Lf

; fh

z;g

pj;j

y; T

ouch

/hol

d up

som

ethi

ng b

lue/

gree

n/re

d.

"h

gf

tpi

sa

hl

;L

"h

gf

tpi

sa

hl

;L L

ook

at p

ictu

re fo

r 10

sec

onds

. W

hat

wer

e co

lour

s (e

.g. o

f pe

ople

’s c

loth

es)?

*See

Res

ourc

e lis

t

"h

gf

j;J

ld

; vG

j;J

f;f

hd

gl

j;i

j ,

dk

; "

hg

fj

;Jl

d; v

Gj

;Jf

;fh

d g

lj

;ij

,d

k;

fh

zy

;/ f

hz

y;/

Pel

man

ism

/pai

rs: t

his

invo

lves

mat

chin

g Ta

mil

wor

ds t

o pi

ctur

es o

r Ta

mil

to E

nglis

h. P

upils

pla

y th

e ga

me

in g

roup

s of

3–4

. A s

et o

f ca

rds

is p

lace

d fa

ce d

own

on

the

tabl

e. P

upil

A t

urns

ove

r tw

o ca

rds.

If

they

mak

e a

pair,

pu

pil A

kee

ps t

hem

and

has

ano

ther

go.

If

they

do

not

mak

e a

pair,

pup

il A

tur

ns t

hem

face

dow

nwar

ds a

gain

an

d it

is p

upil

B’s

tur

n. A

im is

to

colle

ct a

s m

any

pairs

as

poss

ible

.

ca

pu; v

Gj

;Jf

;fi

s t

upi

rg

;gL

j;j

y;

ca

pu; v

Gj

;Jf

;fi

s t

upi

rg

;gL

j;j

y; P

lace

in

corr

ect

orde

r: p

upils

in p

airs

/gro

ups

have

to

orde

r vo

wel

s in

seq

uenc

e as

qui

ckly

as

poss

ible

. Fas

test

pai

r/gr

oup

win

s.

bt

s;i

s k

l;i

la

py; v

GJ

jy

; b

ts

;is

kl

;il

apy

; vG

Jj

y; M

ini-w

hite

boar

d ac

tiviti

es.

tF

g;g

[ mi

w

tF

g;g

[ mi

w

bk

hH

pb

kh

Hp

Cla

ssro

om

lan

gu

age

Rou

tines

, sim

ple

inst

ruct

ions

, re

ques

ts, e

xpre

ssin

g th

anks

, gi

ving

pra

ise

,U

. v

Gk

;g[.

,'

;nf

t

h.

if

ia

c

au

;j;J

. g

hu

;. n

fs

;. t

hr

p (g

o).

vG

J.

jpU

k;g

r; b

rh

y;

ed

;wh

f ,

Uf

;fpw

J.

kpf

ed

;W

Gra

mm

ar f

ocu

sI m

pera

tive

Vt

y; t

pid

fs

; (f

l;l

is

r;)

br

hw

;fs

; (c

-k

;~ e

P go

. e

P m'

:nf

gh

u;)

•

bk

hH

pg;g

apw

;rp

bk

hH

pg;g

apw

;rp B

uild

up

use

of t

arge

t la

ngua

ge fo

r cl

assr

oom

rou

tines

. Use

con

sist

ently

.

fz

;zd

; br

hd

;dh

d;

fz

;zd

; br

hd

;dh

d; S

imon

say

s: t

each

er,

then

pup

il gi

ves

com

man

ds.

(c-

k;~

fz

:zd

;; -j

hd

; - b

fl

;of

;fh

ud

; vd

;W

br

hd

;dh

d;)

Lev

el 1

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y fyhr;rhuf; bfhz:lhl;l':fs; fyhr;rhuf; bfhz:lhl;l':fs;

Customs and traditionsj

Pgh

ts

pj

Pgh

ts

pD

iwal

i

jPg

ht

sp g

lt

psf

;fk

;j

Pgh

ts

p gl

tps

f;f

k;

Diw

ali f

riez

e S

ee R

esou

rce

list:

Man

traL

ingu

a

cd

J t

Pl;o

y; b

fh

z:

lh

lg

;gL

k; t

pHh

f;f

s;?

jPg

ht

sp

jPg

ht

sp D

iwal

i: ho

w it

is c

eleb

rate

d.S

ee h

ttp

://c

om

mu

nit

y.g

old

.ac.

uk

bf

hz

:lh

l;l

k;.

bf

hG

j;J

tu

;. b

ts

pr;r

k;.

jPg

':f

s;

jPg

ht

sp

jPg

ht

sp U

se D

iwal

i frie

ze (

Man

traL

ingu

a) a

nd o

ther

vis

ual r

esou

rces

to

talk

ab

out

cele

brat

ion

and

its o

rigin

s.S

ee R

esou

rce

list

for

site

s re

late

d to

Diw

ali

bg

hk

;ik

fs

;b

gh

k;i

kf

s; P

uppe

ts.

jPg

ht

sp.

gh

ly

;. f

tpi

jj

Pgh

ts

p. g

hl

y;.

ft

pij

Diw

ali s

ong/

poem

.

See

Res

ourc

e lis

t: Ta

mil

web

links

, S

hri S

wam

inar

ayan

Man

dir,

Lond

on

jPg

ht

sp t

hH

;j;J

kl

y;

jPg

ht

sp t

hH

;j;J

kl

y;

Diw

ali g

reet

ing

card

s.

Mf;fj;jpwd; Mf;fj;jpwd; Creativity

jpw

d;t

pUj

;jp

jpw

d;t

pUj

;jp

(fi

j.

ft

pij

. (f

ij

. f

tpi

j.

gh

ly

;. e

hl

fk

;)g

hl

y;.

eh

lf

k;)

vd

; bg

au

; vd

;d?

vd

; bg

au

; vd

;d?

Sto

ry: W

hat

’s m

y N

ame?

tF

g;g

iw

ft

pij

eh

lf

k;

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

< x

d;W

jd

; bg

ai

u

< x

d;W

jd

; bg

ai

u

kw

e;j

J/

kw

e;j

J/

(Sto

ry a

bo

ut

a fl

y th

at h

as

forg

ott

en it

s n

ame)

g

{id

a[k

; nf

hH

pa[k

; vy

pa[k

;

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

Res

ou

rces

,

dpa

jk

pH;

ga

pw;r

pt

z:z

mu

pr;R

to

jk

pH; t

Hpf

hl

;o

Su

gg

este

d p

roce

du

re f

or

usi

ng

sto

ries

in t

he

clas

sro

om

:

Intr

od

uce

sto

ry (

visu

als/

key

wo

rds

or

ph

rase

s).

Tel

l sto

ry (

visu

als/

ges

ture

/exp

ress

ion

). W

ork

on

sto

ry (

con

ten

t an

d la

ng

uag

e, e

.g. t

hro

ug

h

role

-pla

y, a

ctiv

e re

adin

g a

nd

wri

tin

g s

trat

egie

s su

ch a

s cl

assi

fyin

g, s

equ

enci

ng

). C

reat

e ar

ou

nd

sto

ry (

illu

stra

tin

g a

sce

ne

in s

tory

, m

akin

g u

p o

wn

sto

ry).

<

(,i

ya

hd

;) x

d;W

jd

; bg

ai

u k

we

;jJ

Key

wor

ds/p

hras

e to

tea

ch b

efor

e te

lling

sto

ry:

br

y;f

pwJ

(b

rd

;wJ

)k

we

;jJ

ng

hf

pwJ

(n

gh

dJ

) n

fl

;fpw

J (

nf

l;l

J)

gw

f;f

pwJ

(g

we

;jJ

) f

hl

;oa

J/

eh

a; F

iu

j;j

J (

tt

;)n

fh

Hp b

fh

f;f

upj

;jJ

(b

fh

f;f

nu

hn

fh

////

///)

g

{id

fj

;jpa

J (

kpa

ht

;////

)F

jpi

u (

<///

// f

id

j;j

J)

• • • •

mg

pea

pf;F

k; n

gh

J b

rh

w;f

is

f; f

z:L

gpo

j;j

y; b

gh

Uj

;jk

hd

m

gpe

apf

;Fk

; ng

hJ

br

hw

;fi

sf

; fz

:Lg

poj

;jy

; bg

hU

j;j

kh

d

gl

':f

is

,i

zj

;jy

;g

l'

:fi

s ,

iz

j;j

y;

tpu

yi

rj

;jy

; t

puy

ir

j;j

y; F

inge

r rh

ymes

: lea

rn a

nd p

erfo

rm s

impl

e fin

ger

rhym

es

rela

ted

to t

opic

s co

vere

d.

if

g;g

hi

t

if

g;g

hi

t T

alki

ng p

uppe

ts: u

se (

finge

r) p

uppe

ts t

o ho

ld s

hort

co

nver

satio

ns.

Kf

;fpa

br

hw

;fS

f;F

mg

pea

pj;j

y;

Kf

;fpa

br

hw

;fS

f;F

mg

pea

pj;j

y; L

iste

n an

d re

spon

d: t

o fo

cus

atte

ntio

n w

hile

list

enin

g to

sto

ries,

son

gs a

nd p

oem

s, g

et p

upils

to

join

in w

ith

repe

ated

phr

ases

or

resp

ond

to k

ey w

ords

or

phra

ses

by d

anci

ng,

mov

ing

or

mim

ing.

cr

;ru

pg;g

[ c

r;r

upg

;g[ L

iste

n an

d cl

ap: t

o su

ppor

t pr

onun

ciat

ion

and

deve

lop

awar

enes

s of

par

ticul

ar s

ound

pat

tern

s, e

mph

asis

e rh

ymin

g fe

atur

es o

f w

ords

, e.

g.

by g

ettin

g pu

pils

to

clap

eac

h tim

e th

ey h

ear

a w

ord

whi

ch r

hym

es w

ith a

ch

osen

wor

d.

kh

zt

u; m

gpe

apj

;jy

; k

hz

tu

; mg

pea

pj;j

y; L

iste

n an

d m

ime/

show

: as

teac

her

read

s st

ory

or

sing

s so

ng p

upils

per

form

mim

es o

r ho

ld u

p ca

rds

whe

n th

ey h

ear

part

icul

ar

soun

ds o

r w

ords

.

gh

u;j

;Jf

; fi

j b

rh

y;Y

jy

; g

hu

;j;J

f; f

ij

br

hy

;Yj

y; R

etel

ling

stor

y (u

sing

vis

ual p

rom

pts)

.

gh

l'

:fi

s x

G'

:Fg

Lj

;jy

; g

hl

':f

is

xG

':F

gL

j;j

y; S

eque

ncin

g pi

ctur

es: t

o sh

ow t

he m

eani

ng

of a

sto

ry,

poem

or

song

.

fi

j n

fl

;L e

oj

;jy

; f

ij

nf

l;L

eo

j;j

y; A

ctin

g ou

t: ac

ting

out

a st

ory

as it

is n

arra

ted;

jo

inin

g in

with

the

tel

ling

and

actin

g ou

t of

a s

tory

.

34



35

Lev

el 2

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

czt[fSk; ghd':fSk; czt[fSk; ghd':fSk; Food and drinks

FL

k;g

cz

t[f

Sk

; F

Lk

;g c

zt

[fS

k;

gh

d'

:fS

k;

gh

d'

:fS

k;

gH

f;f

g;g

l;l

cz

t[f

Sk

; g

Hf

;fg

;gl

;l c

zt

[fS

k;

gh

d'

:fS

k;

gh

d'

:fS

k;

Fam

iliar

fo

od

s an

d d

rin

ks

cz

t[.g

hd

k; n

fl

;ly

; c

zt

[.gh

dk

; nf

l;l

y;

Ask

ing

fo

r fo

od

an

d d

rin

ks

cz

t[ F

oe

Pu; r

hW

gw

;wp

cz

t[ F

oe

Pu; r

hW

gw

;wp

jj

;jk

J m

gpg

;gpu

ha

k;

jj

;jk

J m

gpg

;gpu

ha

k;

TW

jy

;T

Wj

y;

Exp

ress

ing

op

inio

ns

abo

ut

foo

ds

and

dri

nks

cz

t[ F

oe

Pu; g

Hr

;rh

W

cz

t[ F

oe

Pu; g

Hr

;rh

W

gw

;wp t

ptu

pj;j

y;;

gw

;wp t

ptu

pj;j

y;;

Des

crib

ing

fo

od

s an

d d

rin

ks

cd

f;F

g; g

rpf

;fpw

jh

? c

df

;Fj

; jh

fk

hf

,

Uf

;fpw

jh

?,

y;i

yM

k;.

vd

f;F

ja

t[b

ra

;J x

U.

(mg

;gps

;. t

hi

Hg

;gH

k;.

nj

hl

k;g

Hk

;. g

pa*

:. k

hk

;gH

k;.

nj

rpf

;fh

a; (

vY

kpr

;ir

g;g

Hk

;).

bf

h"

;rk

; jz

:zPu

;. g

hy

;. m

g;g

ps; g

Hr

;rh

W.

nj

hl

k; g

Hr

;rh

W)

jh

U'

:fs

;/ e

d;w

p,

J R

ia

hf

,U

f;f

pwj

h?

,J

gw

th

a; ,

y;i

yM

k;.e

d;w

hf

,U

f;f

pwJ

/,

J k

pf e

d;w

hf

,U

f;f

pwJ

,y

;iy

. ,

J g

[spf

;fpw

J

Gra

mm

ar f

ocu

s S

ingu

lar/

plur

al n

ouns

. xU

ik

gd

;ik

Adj

ectiv

es m

il

bk

hH

pQ

uest

ion

form

s (n

fs

;tp)

I nte

nsifi

ers:

qui

te,v

ery,

so (

kpi

fg

;gL

j;J

k; b

rh

w;f

s;)

Cf

pj;j

y; -

nk

Yk

; epw

':f

s; n

ru

;j;j

y; (

rpt

g;g

[. g

r;i

r.

k"

;rs

;. k

z:e

pwk

;. f

Wg

;g[.

bt

s;i

s.

br

k;k

";r

s;; )

• • • •

@,J

vd

;d?@

@,

Jv

d;d

?@ W

hat

is it

?: u

sing

vis

uals

(re

al o

bjec

ts,

flash

card

s, O

HP,

inte

ract

ive

whi

tebo

ard)

. Is

it an

app

le o

r a

bana

na?

Is it

app

le o

r or

ange

juic

e?

cU

tj

;ij

cz

u;e

;jw

pjy

;) c

Ut

j;i

j c

zu

;e;j

wpj

y;)

Wha

t ca

n yo

u fe

el in

the

bag

?

bg

hU

j;j

kh

d b

gh

Us

;fi

s m

il

ah

sk

; fh

l;L

jy

;) b

gh

Uj

;jk

hd

bg

hU

s;f

is

mi

la

hs

k; f

hl

;Lj

y;)

Iden

tifyi

ng: t

each

er s

ays

wor

d, p

upil

poin

t to

/hol

ds u

p ite

m.

bg

hU

j;j

kh

d g

l'

:fs

pd; ,

yf

;f'

:fi

sf

; TW

jy

; b

gh

Uj

;jk

hd

gl

':f

spd

; ,y

f;f

':f

is

f; T

Wj

y;

Iden

tifyi

ng: t

each

er s

ays

wor

d, p

upil

says

or

writ

es d

own

num

ber

or le

tter

besi

de it

.

@g[U

l; r

yl

;@ t

pis

ah

l;L

@g

[Ul

; ry

l;@

tpi

sa

hl

;L F

ruit

sala

d ga

me:

pup

ils a

re e

ach

give

n a

wor

d to

rem

embe

r, e.

g. a

pple

, pe

ach,

pea

r, m

ango

. W

hen

the

teac

her

calls

out

a w

ord,

eve

ry p

upil

with

tha

t w

ord

mus

t ch

ange

pla

ces.

Whe

n th

e te

ache

r ca

lls o

ut ‘F

ruit

sala

d’ a

ll pu

pils

cha

nge

plac

es.

Cf

pj;j

y; t

pis

ah

l;L

C

fpj

;jy

; tpi

sa

hl

;L G

uess

ing

gam

e: w

hat

is it

? it’

s bi

g,

long

and

yel

low

.

kh

kh

tPl

;L K

w;w

j;j

py;

kh

kh

tPl

;L K

w;w

j;j

py;; M

ango

son

g.

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

Kee

p m

akin

g li

nks

to

wo

rds

that

re

late

in s

om

e w

ay t

o p

up

ils’

exp

erie

nce

, e.g

. wo

rds

that

th

ey m

igh

t re

cog

nis

e b

ecau

se t

hey

see

th

em in

th

eir

loca

l en

viro

nm

ent,

e.g

. at

the

tem

ple

/ch

urc

h, o

n c

ard

s fo

r sp

ecia

l o

ccas

ion

s, in

sh

op

s, o

r w

ord

s th

at

are

cog

nat

es o

f E

ng

lish

wo

rds,

e.g

. –

‘co

mp

ute

r’, ‘

tele

ph

on

e’.

jpd

Kk

; gh

u;f

;Fk

; bg

hU

s;f

Sl

d;

jpd

Kk

; gh

u;f

;Fk

; bg

hU

s;f

Sl

d;

br

hw

;fS

f;F

,i

zg

;g[

br

hw

;fS

f;F

,i

zg

;g[

Vw

;gL

j;j

y;

Vw

;gL

j;j

y;

c-

k;~

gH

j;j

pd; g

lk

;. f

k;g

;a{l

;lu

;. b

uy

png

hd

;. f

l;l

l'

:fs

pd; g

l'

:f

is

f; f

hl

;o b

rh

w;f

is

mw

pKf

k;

br

a;j

y;/

Intr

od

uct

ion

to

th

e 18

co

nso

nan

ts

(1)

6 h

ard

so

un

ds

f; r

; l; j

; g; w

;

S

ound

-lette

r re

latio

nshi

ps: t

each

er

says

sou

nd o

f le

tter,

pupi

l(s)

poin

t to

writ

ten

form

or

hold

up

card

with

w

ritte

n fo

rm.

G

uess

ing

gam

e: le

tter

hidd

en o

n O

HP

/inte

ract

ive

whi

tebo

ard.

Tea

cher

gr

adua

lly r

evea

ls. P

upils

hav

e to

id

entif

y le

tter.

Le

tter

and

soun

d id

entif

icat

ion:

te

ache

r se

lect

s on

e of

the

har

d le

tter

soun

ds a

nd t

ells

pup

ils t

o co

ncen

trat

e on

tha

t so

und.

S/h

e th

en c

alls

out

w

ords

and

pup

ils h

ave

to p

ut u

p ha

nd

whe

n th

ey h

ear

wor

d w

hich

con

tain

s th

e so

und.

bt

W'

:if

ah

y; v

GJ

k;

bt

W'

:if

ah

y; v

GJ

k;

vG

j;J

fi

s m

il

ah

sk

; v

Gj

;Jf

is

mi

la

hs

k;

fh

l;L

jy

fh

l;L

jy

; Writ

ing

in t

he a

ir.

KJ

fpy

; vG

Jk

; vG

j;J

f;f

is

K

Jf

py; v

GJ

k; v

Gj

;Jf

;fi

s

cz

u;e

;J T

Wj

y;

cz

u;e

;J T

Wj

y; T

raci

ng o

n th

e ba

cks

of p

artn

ers.

gpo

j;j

it

. g

poj

;ji

t.

gpo

f;f

hj

it

gpo

f;f

hj

it

Lik

es a

nd

dis

likes

cd

f;F

vd

;d t

pUg

;gk

;?M

k; v

df

;F /

////

tpU

g;g

k;/

vd

f;F

tpU

g;g

k; ,

y;i

y.

gpo

f;f

hJ

cd

f;F

vd

;d g

pof

;Fk

;? …g

hn

yh

? g

Hn

kh

?c

':f

Sf

;F /

/ t

pUg

;gk

h?

Mk

; vd

f;F

///

ey

;y t

pUg

;gk

;/,

y;i

y v

df

;F /

/// t

pUg

;gk

; ,y

;iy

/c

':f

Sf

;F v

d;d

gpo

f;F

k;?

Gra

mm

ar f

ocu

s N

egat

ives

: ind

icat

ed b

y en

ding

on

verb

vj

pu;k

iw

Que

stio

n fo

rms

nf

s;t

pfs

;C

onju

nctio

ns: a

nd,

but

ck

;ik

Md

hy

;

• • •

gpo

j;j

. g

pof

;fh

j c

zt

[ ti

ff

is

tu

pir

g;g

Lj

;jpf

; g

poj

;j.

gpo

f;f

hj

cz

t[ t

if

fi

s t

upi

rg

;gL

j;j

pf;

TW

f/

TW

f/

Pre

fere

nces

: cla

ssify

food

s in

to li

kes

and

disl

ikes

/list

in

orde

r of

pre

fere

nce.

gpo

j;j

. g

pof

;fh

j c

zt

[ti

f t

pis

ah

l;L

g

poj

;j.

gpo

f;f

hj

cz

t[t

if

tpi

sa

hl

;L (

ah

Uf

;F

vd

;d t

pUg

;gk

; vd

;gi

jf

; fz

pj;j

y;;)

Fin

d so

meo

ne

who

: pup

ils c

ircul

ate

amon

g cl

assm

ates

ask

ing

abou

t lik

es a

nd

disl

ikes

unt

il th

ey f

ind

pupi

l who

like

s/di

slik

es s

peci

fied

item

. C

ould

lead

on

to c

lass

sur

vey.

tpn

rl

eh

l;f

Sf

;fh

d

tpn

rl

eh

l;f

Sf

;fh

d

cz

t[f

s;/

cz

t[f

s;/

Fo

od

fo

r sp

ecia

l occ

asio

ns

bir

thd

ays

gpw

e;j

eh

s;.

gpw

e;j

eh

s;.

ij

g;b

gh

':f

y;

ij

g;b

gh

':f

y;

Po

ng

al f

esti

val

vd

;d c

zi

t (

gpw

e;j

eh

sd

;W.

bg

h'

:fy

; j

pdj

;jd

;W)

cz

;gPu

;fs

;?e

h'

:fs

; nf

f;.

bg

h'

:fy

; rh

g;g

pLn

th

k;/

gpw

e;j

jpd

th

H;j

;Jf

;fs

;. b

gh

':f

y; t

hH

;j;J

f;f

s;

tpn

rl

jpd

cz

t[f

s; (

bg

h'

:fy

;. t

il

. g

ha

hr

k;)

tpn

rl

jpd

cz

t[f

s; (

bg

h'

:fy

;. t

il

. g

ha

hr

k;)

Pre

pare

one

or

mor

e fo

od it

ems

rela

ted

to c

eleb

ratio

n.


36

Lev

el 2

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yjpdf;flik jpdf;flik Daily routine

vz

:fs

;v

z:f

s;

(11–

30)

Nu

mb

ers

11–3

0

fpH

ik

fs

;. f

pHi

kf

s;.

eh

spd

; gF

jpf

s;

eh

spd

; gF

jpf

s;

Day

s, p

arts

of

day

kpf

t[k

; gr

pa[s

;s

kpf

t[k

; gr

pa[s

;s

fps

pf

psp

Th

e V

ery

Hu

ng

ry

Par

rot

sto

ryS

ee p

39

vz

:fs

; 11–

30j

p':f

s; K

jy

; "h

apW

ti

u

fh

iy

. k

jpa

k;.

kh

iy

. ,

ut

[

tl

;lj

;jpy

; ,y

f;f

tpi

sa

hl

;L

tl

;lj

;jpy

; ,y

f;f

tpi

sa

hl

;L C

ircle

act

ivity

: pup

ils

say

num

ber

or t

wo

num

bers

in t

urn.

Tim

e ho

w lo

ng it

tak

es

to g

o ro

und

circ

le.

mj

p=;l

vz

;fi

sf

; fz

:L g

poj

;jy

; m

jp=

;l v

z;f

is

f; f

z:L

gpo

j;j

y; B

ingo

: pup

ils

writ

e in

sec

ret

any

thre

e nu

mbe

rs f

rom

a g

iven

list

(on

min

i w

hite

boar

d). T

each

er c

alls

out

the

num

bers

at

rand

om. T

he

first

per

son

to h

ear

and

tick

thei

r th

ree

chos

en n

umbe

rs

calls

‘Bin

go’.

vs

pjh

d f

zpj

g; g

apw

;rp

vs

pjh

d f

zpj

g; g

apw

;rp S

impl

e ar

ithm

etic

: 10+

6?

eh

l;f

is

g; g

hl

y; |

yk

; bj

upa

g;g

Lj

;jy

; e

hl

;fi

sg

; gh

ly

; |y

k; b

ju

pag

;gL

j;j

y; C

hant

/so

ng t

o pr

actis

e da

ys o

f w

eek.

gpu

gy

kh

dt

u;f

spd

; ta

ij

Cf

pj;j

y;

gpu

gy

kh

dt

u;f

spd

; ta

ij

Cf

pj;j

y; G

uess

ing

ages

: sho

w p

ictu

res

of (

fam

ous)

peo

ple

aged

up

to 3

0 (t

o lin

k to

Lev

el 1

wor

k on

age

s).

Intr

od

uct

ion

to

th

e lin

e le

tter

s

eg: l

a k

b n

Intr

od

uct

ion

to

th

e 18

co

nso

nan

ts

bk

a; v

Gj

;Jf

;fs

; mw

pKf

k;

(2)

6 so

ft s

ou

nd

s ': "; z

: d; k;

e;

Sou

nd-le

tter

rela

tions

hips

: tea

cher

say

s so

und

of

lette

r, pu

pil(s

) po

int

to w

ritte

n fo

rm o

r ho

ld u

p ca

rd

with

writ

ten

form

.

G

uess

the

lette

r: le

tter

hidd

en o

n O

HP

/inte

ract

ive

whi

tebo

ard:

teac

her

grad

ually

rev

eals

. Pup

ils h

ave

to

iden

tify

lette

r.

Te

ache

r se

lect

s on

e of

the

sof

t le

tter

soun

ds a

nd

tells

pup

ils t

o co

ncen

trat

e on

tha

t so

und.

S/h

e th

en

calls

out

wor

ds a

nd p

upils

hav

e to

put

up

hand

w

hen

they

hea

r w

ord

whi

ch c

onta

ins

the

soun

d.

bt

W'

:if

ah

y; v

GJ

k; v

Gj

;Jf

is

b

tW

':i

fa

hy

; vG

Jk

; vG

j;J

fi

s

mi

la

hs

k; f

hl

;Lj

ym

il

ah

sk

; fh

l;L

jy

; Writ

ing

in t

he a

ir.

KJ

fpy

; vG

Jk

; vG

j;J

f;f

is

cz

u;e

;J

KJ

fpy

; vG

Jk

; vG

j;J

f;f

is

cz

u;e

;J

TW

jy

TW

jy

; Tra

cing

on

the

back

s of

par

tner

s.

br

hy

;tJ

vG

jy

;b

rh

y;t

J v

Gj

y; S

impl

e di

ctat

ion:

tea

cher

say

s le

tter/

char

acte

r an

d pu

pils

hav

e to

writ

e it

on m

ini-

whi

tebo

ard

(or

pape

r). T

hey

then

hol

d up

the

ir bo

ard

so t

each

er c

an c

heck

.

Co

nso

nan

ts

bk

a; v

Gj

;Jf

;fs

;; 18

ty

;ypd

k;

6b

ky

;ypd

k;

6,

il

apd

k;

6

m(w

;)g[j

k;.

m('

:)fk

;. t

(z:)z

k;

ne

uk

; TW

jy

;n

eu

k; T

Wj

y;

Telli

ng

th

e ti

me

On

the

hour

,g

;ng

hJ

ne

uk

; vd

;d?

,g

;ng

hJ

///

kz

p

kj

pak

; - r

hk

k;

ne

uj

;ij

mi

la

hs

k; f

hZ

jy

; n

eu

j;i

j m

il

ah

sk

; fh

Zj

y; T

ellin

g tim

e: o

n la

rge

cloc

k fa

ce (

for

who

le c

lass

)/on

sm

all c

lock

face

s (f

or

indi

vidu

al/p

air

wor

k),

pupi

ls m

ove

hand

s, t

o sh

ow t

ime

calle

d ou

t by

tea

cher

.

ml

;il

apY

s;s

ne

uj

;ij

f; T

Wj

y;;

ml

;il

apY

s;s

ne

uj

;ij

f; T

Wj

y;; T

ellin

g tim

e:

pupi

ls s

tand

faci

ng e

ach

othe

r in

con

cent

ric c

ircle

s. O

n in

stru

ctio

n th

e in

ner

circ

le r

otat

es a

nd h

olds

up

time

card

s sm

all c

lock

face

s fo

r ch

angi

ng p

artn

ers

to a

nsw

er t

he

ques

tion,

‘Wha

t tim

e is

it?’

eh

sh

e;j

eh

sh

e;j

br

aw

;;gh

Lf

s;

br

aw

;;gh

Lf

s;

Dai

ly a

ctiv

itie

s

fh

iy

. k

jpa

k;.

kh

iy

eP v

d;d

br

a;t

ha

;?e

hd

; vG

k;g

[nt

d:.

Kf

k; f

Gt

[nt

d;.

ci

l

kh

w;W

nt

d;.

fh

iy

cz

t[ c

z:n

gd

;. g

s;s

pf;F

r;

br

y;n

td

; kj

pa c

zt

[ cz

:ng

d;.

gs

;sp

Ko

a[k

;. t

PL b

ry

;nt

d;.t

pis

ah

Ln

td

;. n

je

PPu;

mU

e;J

nt

d;.

bj

hi

yf

;fh

l;r

p gh

u;g

;ng

d;.

gL

f;i

ff

;Fr

; br

y;n

td

:/K

jy

py;.

gpd

;g[.

mj

w;F

g;; g

pd;

Gra

mm

ar f

ocu

sV

erbs

: pre

sent

ten

se e

pfH

;fh

yk

;Q

uest

ion

form

s t

pdh

to

tk

; C

onne

ctiv

es K

jy

py;.

gpd

;g[.

mj

d; g

pd;g

[ ,i

zg

;g[r

; b

rh

w;f

s; m

wpK

fk

; (M

dh

y;.

Mf

nt

)

• • •

th

ia

ir

j;j

y; |

yk

; br

hw

;fi

sf

; TW

jy

; t

hi

ai

rj

;jy

; |y

k; b

rh

w;f

is

f; T

Wj

y; M

ime

wha

t I

say:

pai

rwor

k, o

ne p

upil

says

sen

tenc

e, o

ther

pup

il m

imes

.

fz

;zd

; TW

fpw

hd

;f

z;z

d; T

Wf

pwh

d; S

imon

say

s.

jpd

ru

pf;f

li

k-

gl

':f

is

tu

pir

g;g

o T

Wj

y;

jpd

ru

pf;f

li

k-

gl

':f

is

tu

pir

g;g

o T

Wj

y;

Seq

uenc

ing:

intr

oduc

e ra

ndom

pai

rs o

f ac

tiviti

es w

ith

visu

als.

Whi

ch o

f th

e pa

ir do

you

do

first

dur

ing

an o

rdin

ary

day?

Put

e.g

. fou

r ac

tiviti

es in

ord

er. T

his

can

be li

sten

ing/

spea

king

and

als

o re

adin

g ac

tivity

whi

ch c

an a

lso

incl

ude

mat

chin

g te

xt t

o pi

ctur

es.

jpd

f; f

li

kf

s;

jpd

f; f

li

kf

s; S

ong:

dai

ly r

outin

e.

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k


37

Lev

el 2

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

bghGJ nghf;F bghGJ nghf;F Hobbies

bg

hJ

r;

bg

hJ

r;

br

aw

;gh

Lf

s;

br

aw

;gh

Lf

s;

Co

mm

on

act

ivit

ies

br

aw

;gh

Lf

Sk

; b

ra

w;g

hL

fS

k;

mt

w;w

pw;f

pil

na

m

tw

;wpw

;fpi

ln

a

cs

;s n

eu

c

s;s

ne

u

,i

lb

ts

pa[k

;,

il

bt

spa

[k;

Act

ivit

ies

and

ho

w

freq

uen

tly

they

are

p

ract

ised

cd

J b

gh

GJ

ng

hf

;F n

eu

j;j

py; v

d;d

b

ra

;th

a;?.

eh

d; t

pis

ah

l;L

g; b

gh

Us

;fS

ld

; t

pis

ah

Ln

td

;. b

ua

pd;.

fh

u;.

bg

hk

;ik

. b

uo

gpa

u;.

mt

d; j

dJ

ez

:gu

;fS

ld

; t

pis

ah

Lt

hd

;. m

ts

; jd

J.

ez

;gu

;fS

ld

; t

pis

ah

Lt

hs

;/ e

hd

; ge

;J t

pis

ah

Ln

td

;/ e

hd

; e

Pr;r

y; m

og

;ng

d;/

eh

d; g

{':f

ht

pw;F

g; n

gh

nt

d;/

bj

hi

yf

;fh

l;r

p gh

u;g

;ng

d;/

eh

d; e

ld

k; M

lg

; n

gh

nt

d;/

eh

d; i

rf

;fps

; Xl

;Ln

td

; e

P vg

;bg

hG

J t

pis

ah

Lt

ha

;e

hd

; vg

;ng

hJ

k; t

pis

ah

Ln

td

;. v

g;n

gh

jh

tJ

t

pis

ah

Ln

td

;. r

py n

ti

sf

spy

; t

pis

ah

Ln

td

;. x

Un

gh

Jk

; tpi

sa

hl

kh

l;n

ld

;

Gra

mm

ar f

ocu

s V

erbs

: pre

sent

ten

se e

pfH

;fh

yk

;Q

uest

ion

form

s n

fs

;tpf

s;

Neg

ativ

es v

jpu

; ki

w

• • •

th

ai

rt

pd: |

yk

; br

hw

;fi

sf

; TW

jy

;t

ha

ir

tpd

: |y

k; b

rh

w;f

is

f; T

Wj

y; M

imin

g pr

esen

tatio

ns: g

uess

the

act

iviti

es t

hat

diffe

rent

pup

ils

mim

e.

kPz

:Lk

;; Tw

p mg

pea

pj;j

y;

kPz

:Lk

;; Tw

p mg

pea

pj;j

y; C

ircle

act

ivity

: tea

cher

ask

s ‘W

hat

do y

ou d

o in

you

r fr

ee t

ime?

’ Firs

t pu

pil m

imes

and

th

en s

ays

activ

ity. S

econ

d pu

pil r

epea

ts w

hat

first

pup

il ha

s sa

id w

ith m

ime

and

then

add

s ne

w a

ctiv

ity w

ith m

ime

and

so o

n. I

f pu

pil g

ets

stuc

k, o

ther

pup

ils c

an h

elp

by

mim

ing.

fy

e;J

tpi

sa

hl

y;

fy

e;J

tpi

sa

hl

y; F

ruit

sala

d ga

me.

See

pag

e 35

jh

a t

pis

ah

l;L

jh

a t

pis

ah

l;L

Gam

e w

ith (

nois

eles

s) d

ice.

See

p33

. Als

o Ta

lkin

g di

ce w

ith h

obbi

es p

ictu

res.

nf

l;l

y;

nf

l;l

y; K

im’s

gam

e.S

ee p

32

nf

l;l

y;

nf

l;l

y; L

iste

n an

d no

te: r

ecor

ding

of

peop

le t

alki

ng

abou

t th

eir

hobb

ies

and

how

ofte

n th

ey p

ract

ise

them

. P

upils

com

plet

e gr

id.

Intr

od

uct

ion

to

th

e 18

co

nso

nan

ts

(3)

6 m

idd

le s

ou

nd

s a

; u; y

; t; H

; s;

a; u

; y; t

; H; s

;

ma

;ah/ I

ah

. m

tu

;. m

ty

;. m

t;t

hW

. j

kpH

;. m

ts

;

S

ound

-lette

r re

latio

nshi

ps: t

each

er s

ays

soun

d of

le

tter,

pupi

l(s)

poin

t to

writ

ten

form

or

hold

up

card

with

w

ritte

n fo

rm.

G

uess

the

lette

r: le

tter

hidd

en o

n O

HP

/inte

ract

ive

whi

tebo

ard.

Tea

cher

gra

dual

ly r

evea

ls. P

upils

hav

e to

id

entif

y le

tter.

Le

tter

soun

d id

entif

icat

ion:

tea

cher

sel

ects

one

of

the

mid

dle

lette

r so

unds

and

tel

ls p

upils

to

conc

entr

ate

on

that

sou

nd. S

/he

then

cal

ls o

ut w

ords

and

pup

ils h

ave

to p

ut u

p ha

nd w

hen

they

hea

r w

ord

whi

ch h

as t

he

soun

d in

it.

m

':f

k;.

mw

;g[j

k;.

mg

;gk

;. g

l;l

k; ,

il

apd

v

Gj

;Jf

;fs

:

b

tz

;gy

if

bt

z;g

yi

f b

ra

w;g

hL

fs

;

Min

i-whi

tebo

ard

activ

ities

, e.

g.:

Teac

her

show

s ho

w w

ord

is fo

rmed

lette

r by

le

tter

(or

how

Tam

il le

tter

is fo

rmed

). P

upils

cop

y w

hat

teac

her

does

, th

en r

ub o

ut a

nd t

ry t

o do

in

depe

nden

tly.

Teac

her

show

s le

tter/

wor

d/se

nten

ce,

but

part

of

it is

mas

ked

or r

ubbe

d ou

t. F

irst

pupi

l to

writ

e w

hole

le

tter

on w

hite

boar

d co

rrec

tly w

ins.

Lette

r/w

ord/

sent

ence

is f

lash

ed u

p fo

r 5–

10

seco

nds.

Pup

ils h

ave

to w

rite

wor

d/se

nten

ce

corr

ectly

. Firs

t on

e to

do

so w

ins.

P

air

activ

ity: p

artn

er A

say

s w

ord,

par

tner

B h

as t

o w

rite

it co

rrec

tly t

o w

in p

oint

. Par

tner

A c

heck

s if

corr

ect.

• • • •

br

aw

;gh

l;L

b

ra

w;g

hl

;L

,l

':f

s;

,l

':f

s;

Pla

ces

for

acti

viti

es

eP v

':n

f t

pis

ah

Lt

ha

;? t

Pl;o

y;.

nj

hl

;lj

;jpy

;. g

{':f

ht

py;.

bg

hG

J n

gh

f;F

e

piy

aj

;jpy

;

Gra

mm

ar f

ocu

sP

repo

sitio

ns (

show

n by

end

ing

on n

oun

in T

amil:

in,

at )

Que

stio

n fo

rms

( tpd

h t

ot

k;)

Sin

gula

r/pl

ulur

al x

Ui

k.

gd

;ik

• • •

nf

l;l

y;

nf

l;l

y; L

iste

n an

d no

te: p

upils

list

en t

o re

cord

ing

of

youn

g pe

ople

say

ing

whe

re t

hey

do a

ctiv

ities

e.g

. at

hom

e, a

t th

e le

isur

e ce

ntre

, in

the

par

k. T

hey

com

plet

e gr

id t

o de

mon

stra

te u

nder

stan

ding

.

tl

;lk

hf

epd

;W M

Sf

;F M

s; b

gh

k;i

k v

wpe

;J

tl

;lk

hf

epd

;W M

Sf

;F M

s; b

gh

k;i

k v

wpe

;J

nf

s;t

p -g

jpy

; tpi

sa

hl

;L

nf

s;t

p -g

jpy

; tpi

sa

hl

;L P

ass

it on

: circ

le a

ctiv

ity

to p

ract

ise

ques

tions

and

ans

wer

s ba

sed

on t

his

topi

c an

d pr

evio

us t

opic

s. T

each

er/p

upil

asks

que

stio

n an

d th

en

thro

ws

soft

toy

to p

upil

in g

roup

who

ans

wer

s. T

his

pupi

l th

en a

sks

a qu

estio

n an

d th

row

s so

ft to

y to

ano

ther

pup

il (a

nd s

o on

).

tpU

g;g

[ t

pUg

;g[

bt

Wg

;g[f

;fs

;b

tW

g;g

[f;f

s;

Lik

es a

nd

dis

likes

eP v

d;d

br

a;a

tpU

k;g

[fpw

ha

;?v

df

;F t

pUg

;gk

; - M

ir

/

cd

f;F

tpU

g;g

kh

?M

k;/

vd

f;F

tpU

g;g

k; -

Mi

r/

vd

f;F

tpU

g;g

k; ,

y;i

y-

tpU

g;g

nk

,y

;iy

/

cl

w; b

ra

;if

fs

hy

; bj

upa

g;g

Lj

;jy

; c

lw

; br

a;i

ff

sh

y; b

ju

pag

;gL

j;j

y; L

iste

n an

d si

gn: p

upils

giv

e ph

ysic

al r

espo

nse

to s

how

und

erst

andi

ng

of a

n op

inio

n, e

.g. t

hum

bs d

own

for

disl

ikes

and

thu

mbs

up

for

likes

.

nf

l;l

wpj

y; |

yk

; Fw

pj;j

y;

nf

l;l

wpj

y; |

yk

; Fw

pj;j

y; L

iste

n an

d no

te: p

upils

lis

ten

to r

ecor

ding

of

youn

g pe

ople

say

ing

wha

t ac

tiviti

es

they

like

☺/d

islik

e . T

hey

com

plet

e gr

id t

o de

mon

stra

te

unde

rsta

ndin

g.

tpU

k;g

pa t

pUk

;gh

j b

ra

w;g

hL

fi

s

tpU

k;g

pa t

pUk

;gh

j b

ra

w;g

hL

fi

s

ml

;lt

iz

apy

; tu

pir

g;g

Lj

;jy

; m

l;l

ti

za

py; t

upi

rg

;gL

j;j

y; P

refe

renc

es:

clas

sify

act

iviti

es in

to li

kes

and

disl

ikes

/list

in o

rder

of

pref

eren

ce.


38

Lev

el 2

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ybfz:lhl;l':fs; bfz:lhl;l':fs; Celebrations

bg

h'

:fy

; tpH

hb

gh

':f

y; t

pHh

Po

ng

al f

esti

val

vt

;th

W b

gh

':f

y; t

pHh

bf

hz

:lh

lg

;gL

fpw

J/

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

Key

wor

ds/p

hras

es t

o te

ach

befo

re t

ellin

g st

ory:

bg

h'

:fy

;g

il

j;j

y;

bj

spj

;jy

;F

spj

;J

tpt

rh

ap

Nu

pad

;n

fh

apy

;e

z;g

d;

gh

uk

;gu

pa (

gH

ik

ah

d)

bg

h'

:fy

; gh

l;L

f;f

s;

bg

h'

:fy

; gh

l;L

f;f

s;

Two

Pon

gal s

ongs

.S

ee h

ttp

://c

om

mu

nit

y.g

old

.ac.

uk

gl

':f

is

f; b

fh

z:L

bg

h'

:fy

; tpH

hi

tg

; g

l'

:fi

sf

; bf

hz

:L b

gh

':f

y; t

pHh

it

g;

gw

;wp t

pku

;rpj

;jy

; g

w;w

p tpk

u;r

pj;j

y; M

ake

up p

ictu

re s

tory

illu

stra

ting

cele

brat

ion

(bac

kgro

und/

how

cel

ebra

ted)

.P

repa

re o

ne o

r m

ore

food

item

s re

late

d to

cel

ebra

tion.

Pre

pare

art

pos

ters

and

mur

als

with

cap

tions

rel

atin

g to

the

the

me.

Vie

w v

ideo

sho

win

g ce

lebr

atio

n in

Ind

ia a

nd S

ri La

nka.

List

en t

o au

then

tic s

ong

linke

d to

cel

ebra

tions

and

le

arn

a fe

w k

ey p

hras

es.

• • • •

Lea

rnin

g c

orr

ect

ord

er o

f 18

co

nso

nan

ts

acco

rdin

g t

o a

lph

abet

ch

art.

c

apu

; vG

j;J

f;f

is

tu

pir

g;g

Lj

;jy

;

ca

pu; v

Gj

;Jf

;fi

s t

upi

rg

;gL

j;j

y;

Li

ne u

p: 1

2 ca

rds,

eac

h w

ith o

ne v

owel

, di

strib

uted

am

ong

pupi

ls. P

upils

hav

e to

com

e to

fro

nt o

f cl

ass

and

line

up in

ord

er o

f vo

wel

s. T

each

er a

sks

pupi

ls in

tu

rn t

o ca

ll ou

t th

eir

lette

r.

c

apu

; vG

j;J

f;f

is

tu

pir

g;g

Lj

;jy

;

ca

pu; v

Gj

;Jf

;fi

s t

upi

rg

;gL

j;j

y;

S

eque

ncin

g: p

upils

in p

airs

/gro

ups

have

to

orde

r vo

wel

s in

seq

uenc

e as

qui

ckly

as

poss

ible

. Fas

test

pa

ir/gr

oup

win

s.

Lea

rnin

g s

trat

egie

sB

y fo

cuss

ing

on

lear

ner

str

ateg

ies

at a

pp

rop

riat

e p

oin

ts t

each

ers

can

hel

p p

up

ils t

ake

gre

ater

co

ntr

ol o

f th

eir

lear

nin

g a

nd

bec

om

e aw

are

of

wh

at

app

roac

hes

bes

t su

it t

hei

r p

arti

cula

r le

arn

ing

sty

le.

Ch

eckl

ists

of

idea

s ar

e p

rovi

ded

on

pp

26–7

. In

re

lati

on

to

lear

nin

g a

new

scr

ipt

use

ful s

trat

egie

s to

en

cou

rag

e m

igh

t in

clu

de:

Clo

sin

g e

yes

and

vis

ual

isin

g t

he

form

of

the

lett

er/

char

acte

r/w

ord

(vi

sual

lear

ner

s).

Tra

cin

g t

he

shap

e o

f th

e le

tter

/ch

arac

ter/

wo

rd in

th

e ai

r (k

inae

sth

etic

lear

ner

s).

Hea

rin

g o

r sa

yin

g t

he

wo

rd a

s it

is b

ein

g w

ritt

en

(au

dit

ory

lear

ner

s).

Wo

rth

no

tin

g is

th

e ke

y ro

le t

hat

fam

ilies

an

d f

rien

ds

can

pla

y in

pro

vid

ing

op

po

rtu

nit

ies

for

pu

pils

to

p

ract

ise

the

lan

gu

age

they

are

lear

nin

g o

uts

ide

the

clas

sro

om

an

d c

lear

ly p

up

ils f

rom

ho

mes

wh

ere

the

lan

gu

age

is s

po

ken

are

at

a g

reat

ad

van

tag

e h

ere.

• • •

tFg;giw bkhHp tFg;giw bkhHp Classroom language

ft

dk

;; vL

ft

dk

;; vL

Gai

nin

g a

tten

tio

n

fl

;li

sa

pLj

y;

fl

;li

sa

pLj

y;

Giv

ing

inst

ruct

ion

s

xG

':F

x

G'

:F

Ki

wg

;gL

j;j

y;

Ki

wg

;gL

j;j

y;

Org

anis

ing

fh

j;j

pUj

;jy

; f

hj

;jpU

j;j

y;

Taki

ng

tu

rns

kPs

ha

;t[ b

ra

;jy

;k

Psh

a;t

[ br

a;j

y;

Giv

ing

fee

db

ack

mi

kj

pah

f ,

U.

ft

dk

; br

Yj

;J.

tu

pir

ah

f e

py;.

gl

j;i

j t

iu

. t

u;z

k; j

Pl;L

.v

d;d

plk

; jh

. g

l'

:fi

sg

; gh

u;f

;ft

[k;.

c'

:fs

; mU

fpy

; ,U

g;g

tU

ld

; br

a;a

t[k

;.4

ng

uh

ff

; Tl

t[k

;. t

l;l

kh

f t

ut

[k;;.

,J

vd

J K

iw

. ,

J c

dJ

Ki

w.

mJ

ru

p. m

J g

piH

. j

at

[br

a;J

bg

hU

l;f

is

vL

j;J

x

G'

:fh

f i

tf

;ft

[k;/

vd

f;F

tps

':f

tpy

;iy

. m

ij

j; j

pUk

;gr

; br

hy

;tPu

;fs

h?

Onc

e th

ese

new

cla

ssro

om p

hras

es h

ave

been

in

trod

uced

, m

ake

a po

int

of u

sing

the

m c

onsi

sten

tly.

Rew

ard

pupi

l use

of

the

phra

ses

too.

fz

;zd

; br

hd

;dh

d;

fz

;zd

; br

hd

;dh

d; S

imon

say

s: t

each

er,

then

pu

pil,

give

s co

mm

ands

, in

clud

ing

com

man

ds f

rom

Lev

el

1 cl

assr

oom

lang

uage

.


39

Lev

el 2

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y


kpf

t[k

; gr

pa[s

;s

kpf

t[k

; gr

pa[s

;s

fps

pf

psp

Th

e V

ery

Hu

ng

ry

Par

rot

Eac

h da

y a

parr

ot e

ats

all t

he

thin

gs e

aten

the

day

bef

ore,

pl

us s

omet

hing

new

, th

e lis

t gr

owin

g lo

nger

day

by

day.

A

nice

way

to

inte

grat

e da

ys o

f w

eek

with

food

item

s.

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

gh

l;L

gh

l;L

Po

em

Sug

gest

ed p

roce

dure

for

usin

g st

orie

s in

the

cla

ssro

om.

See

p34

Gra

mm

ar f

ocu

s C

onne

ctiv

es: f

irstly

, th

en,

afte

r th

at,

iz

g;g

[r; b

rh

w;f

s;-

c-

k;~

Kj

yh

tj

hf

. g

pd;g

[. m

jd

; gpd

;g[

Key

wor

ds/p

hras

es t

o te

ach

befo

re t

ellin

g st

ory:

kpf

t[k

; gr

pa[s

;s f

psp

th

iH

g;g

Hk

;. m

g;g

ps;

fz

:lJ

(f

hz

:fpw

J)

fj

;jpa

J (

fj

;Jf

pwJ

)b

rd

;wJ

(b

ry

;fpw

J)

bg

a;j

J (

bg

a;f

pwJ

),

Ue

;jJ

(,

Uf

;fpw

J)

•

xn

u b

rh

y;i

y v

z;Z

jy

;x

nu

br

hy

;iy

vz

;Zj

y; L

iste

ning

for

wor

ds: c

ount

ho

w m

any

times

a p

artic

ular

wor

d or

phr

ase

is h

eard

in

a so

ng a

nd r

espo

nd w

ith p

hysi

cal m

ovem

ent

or b

y pi

ling

up c

ount

ers.

xn

u k

hj

pupa

hd

br

hw

;fi

sf

; nf

l;l

y;.

xn

u k

hj

pupa

hd

br

hw

;fi

sf

; nf

l;l

y;.

vz

;Zj

y;

vz

;Zj

y; L

iste

n an

d co

unt:

coun

t ho

w o

ften

a ty

pe

of w

ord

appe

ars,

e.g

. col

ours

, an

imal

s, n

umbe

rs,

times

, pl

aces

; res

pond

by

circ

ling

pict

ures

, nu

mbe

rs.

fz

;Lg

poj

;jy

; f

z;L

gpo

j;j

y; I

dent

ifyin

g: id

entif

y an

obj

ect

or p

ictu

re

by it

s de

scrip

tion.

if

g;b

gh

k;i

ki

fg

;bg

hk

;ik

Ide

ntify

ing:

list

enin

g to

a s

tory

and

po

intin

g at

pic

ture

s or

obj

ects

whe

n th

ey h

ear

them

de

scrib

ed in

the

sto

ry.

tpu

y; m

ir

j;J

g; g

hl

f; f

w;w

y;

tpu

y; m

ir

j;J

g; g

hl

f; f

w;w

y; F

inge

r rh

ymes

/talk

ing

pupp

ets:

lear

n an

d pe

rfor

m s

impl

e fin

ger

rhym

es r

elat

ed

to t

opic

s co

vere

d. u

se (

finge

r) p

uppe

ts t

o ho

ld s

hort

co

nver

satio

ns.

Kf

;fpa

br

hw

;fi

s m

tj

hd

pj;j

y;

Kf

;fpa

br

hw

;fi

s m

tj

hd

pj;j

y; F

ocus

ed

liste

ning

: to

focu

s at

tent

ion

whi

le li

sten

ing

to s

torie

s,

song

s an

d po

ems,

get

pup

ils t

o jo

in in

with

rep

eate

d ph

rase

s or

res

pond

to

key

wor

ds o

r ph

rase

s by

dan

cing

, m

ovin

g or

mim

ing.

cr

;ru

pj;j

y;

cr

;ru

pj;j

y; L

iste

n an

d cl

ap: t

o su

ppor

t pr

onun

ciat

ion

and

deve

lop

awar

enes

s of

par

ticul

ar s

ound

pat

tern

s,

emph

asis

e rh

ymin

g fe

atur

es o

f w

ords

, e.

g. b

y ge

tting

pu

pils

to

clap

eac

h tim

e th

ey h

ear

a w

ord

whi

ch r

hym

es

with

a c

hose

n w

ord.

Fw

pg;g

wpe

;J f

ij

br

hy

;jy

; F

wpg

;gw

pe;J

fi

j b

rh

y;j

y; R

etel

ling

stor

y: r

etel

ling

stor

y us

ing

visu

al p

rom

pts.

gl

':f

is

tu

pir

g;g

Lj

;jy

;g

l'

:fi

s t

upi

rg

;gL

j;j

y; S

eque

ncin

g pi

ctur

es:

sequ

ence

pic

ture

s to

sho

w t

he m

eani

ng o

f a

stor

y, p

oem

or

son

g.

eo

j;j

y;

eo

j;j

y; A

ctin

g ou

t: ac

ting

out

a st

ory

as it

is n

arra

ted;

jo

inin

g in

with

the

tel

ling

and

actin

g ou

t of

a s

tory

.

fi

ja

pd; f

Uj

;ij

tps

f;F

k; g

lj

;ij

ti

uj

y;

fi

ja

pd; f

Uj

;ij

tps

f;F

k; g

lj

;ij

ti

uj

y;

List

en a

nd d

raw

: dra

w a

pic

ture

to

show

und

erst

andi

ng o

f an

asp

ect

of t

he s

tory

.

fi

ja

pypU

e;J

vL

f;f

g;g

l;l

br

hw

;fi

s

fi

ja

pypU

e;J

vL

f;f

g;g

l;l

br

hw

;fi

s

bg

hU

j;j

kh

d g

lj

;Jl

d; ,

iz

j;j

y;

bg

hU

j;j

kh

d g

lj

;Jl

d; ,

iz

j;j

y;

Mat

chin

g ke

y w

ords

in la

rge

writ

ing

to p

ictu

res

from

sto

ry.

Res

ou

rces

gh

yu

; jk

pH; k

yu

;m

og

;gi

lj

; jk

pH; t

hr

fk

; Mz

:L x

d;W

M'

:fpy

k;-

jk

pH; m

fu

hj

pTa

mil/

Eng

lish

pict

ure

dict

iona

ry


40

Lev

el 3

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ycilfs; cilfs; Clothes

kf

;fs

; mz

pa[k

; k

f;f

s; m

zpa

[k;

ci

l t

if

fi

s

ci

l t

if

fi

s

tpt

upj

;jy

; t

ptu

pj;j

y;

Des

crib

ing

wh

at

clo

thes

peo

ple

are

w

eari

ng

eP v

e;j

ci

l m

zpe

;jpU

f;f

pwh

a;?

eP v

e;j

ci

l m

zpt

ha

;;?,

ts

;- m

td

; vd

;d c

il

mz

pth

d;(s

;)?g

d;i

ke

pw'

:fs

;e

hd

; vi

j m

zpa

nt

z:L

k;

eP /

/// m

zpa

nt

z:L

k;

vd

f;F

,i

j m

zpa

tpU

g;g

k; ,

y;i

ye

P ,e

;j /

/////

mH

fh

f ,

Uf

;fpw

ha

;v

df

;F /

////

jh

d; t

pUg

;gk

;v

df

;F /

/// t

pUg

;gk

; ,y

;iy

/

eh

d; m

zpt

J

mt

s;-

mt

d; m

zpt

J

nr

l;.

rl

;il

. u

Pnr

l;.

ft

[d:.

Fs

pu;m

'f

p. R

nt

w;w

u;.

gh

th

il

. K

Gf

;fh

w; r

l;i

l.

mi

uf

;fh

w; r

l;i

l.

fh

Yi

w.

bj

hg

;gp.

nk

yh

il

. f

hy

zp (

rg

;gh

j;J

).

,y

f;f

zk

;

xU

ik

gd

;ik

bg

au

;r;b

rh

y;

t

pid

r;b

rh

y;

Gra

mm

ar f

ocu

sS

ingu

lar/

plur

al n

ouns

xU

ik

gd

;ik

Adj

ectiv

es m

il

bk

hH

p• •

mi

la

hs

k; f

z:L

br

hy

;Yj

y;

mi

la

hs

k; f

z:L

br

hy

;Yj

y; I

dent

ify a

nd s

ay:

teac

her

puts

num

ber

besi

de it

ems

on b

oard

and

ask

s ei

ther

for

the

num

ber

of a

n ite

m o

r fo

r th

e na

me

of a

n ite

m w

ith a

par

ticul

ar n

umbe

r.

fh

l;o

a g

l'

:fi

s C

fpj

;J m

wpj

y;

fh

l;o

a g

l'

:fi

s C

fpj

;J m

wpj

y; G

uess

ing

gam

e: t

each

er s

elec

ts o

ne p

ictu

re o

ut o

f se

t w

ithou

t le

tting

pup

ils s

ee. P

upils

hav

e to

gue

ss w

hich

one

has

be

en s

elec

ted.

Pup

il w

ho g

uess

es c

orre

ctly

win

s th

e ca

rd.

br

hy

;Yk

; gl

':f

is

ti

uj

y;

br

hy

;Yk

; gl

':f

is

ti

uj

y; P

ictu

re d

icta

tion:

pu

pils

dra

w w

hat

the

teac

her

desc

ribes

.

tps

f;f

k; b

fh

Lj

;j g

l'

:fi

s m

il

ah

sk

; t

psf

;fk

; bf

hL

j;j

gl

':f

is

mi

la

hs

k;

fh

l;L

jy

;f

hl

;Lj

y; L

iste

n an

d id

entif

y: t

each

er d

ispl

ays

set

of

pict

ures

sho

win

g pe

ople

wea

ring

diffe

rent

clo

thes

. S/h

e th

en d

escr

ibes

one

of

the

peop

le a

nd p

upils

hav

e to

id

entif

y w

ho it

is.

if

ia

j; j

iy

apy

; it

. i

ff

is

j; j

iy

apy

; it

i

fi

aj

; ji

ya

py; i

t.

if

fi

sj

; ji

ya

py; i

t

Iden

tifyi

ng p

lura

l for

m: l

iste

ning

out

for

plur

als

and

give

a

phys

ical

res

pons

e su

ch a

s st

andi

ng u

p, s

ittin

g do

wn

or

putti

ng u

p th

eir

hand

whe

n a

plur

al id

ea is

hea

rd.

br

hy

; ml

;il

fs

; nr

u;j

;jy

; b

rh

y; m

l;i

lf

s; n

ru

;j;j

y; D

ice/

card

gam

e in

pai

rs/

grou

ps o

f th

ree:

set

of

card

s w

ith p

ictu

res

on,

in t

his

case

cl

othe

s ite

ms,

tur

ned

face

dow

n. P

upils

rol

l dic

e in

tur

n.

Per

son

with

hig

hest

num

ber

turn

s ov

er t

op c

ard

and

has

to s

ay n

umbe

r an

d ite

m,

e.g.

tw

o sh

irts

. The

y th

en g

et t

o ke

ep c

ard.

Aim

is t

o co

llect

as

man

y ca

rds

as p

ossi

ble.

eo

j;j

y;

eo

j;j

y; R

ole-

play

: tw

o fr

iend

s ca

n’t

deci

de w

hat

to

wea

r fo

r a

part

y. O

r ar

gum

ent

betw

een

pare

nts

and

child

ab

out

wha

t th

ey s

houl

d w

ear.

lf

u t

upi

rl

fu

tu

pir

l l

h o

O L

> b

l n

l i

l b

lh

nl

h b

ls

l l

h o

O L

> b

l n

l i

l b

lh

nl

h b

ls

‘Da’

lett

ers

lf

u t

upi

rg

;go

br

hw

;fi

s x

G'

:Fg

Lj

;Jj

y l

fu

tu

pir

g;g

o b

rh

w;f

is

xG

':F

gL

j;J

jy

; S

ort

obje

cts

into

cat

egor

ies

by t

he s

ound

of

the

first

or

last

lette

r.

br

hw

;fi

s m

fu

tu

pir

g;g

Lj

;jy

br

hw

;fi

s m

fu

tu

pir

g;g

Lj

;jy

; Sor

ting

wor

ds

alph

abet

ical

ly.

bg

hU

j;j

kh

d b

rh

w;f

is

- g

l'

:fi

s

bg

hU

j;j

kh

d b

rh

w;f

is

- g

l'

:fi

s

,i

zj

;jy

,i

zj

;jy

; Dom

inoe

s (w

ords

-pic

ture

s).

vG

j;J

f;f

sh

y; b

rh

w;f

is

cU

th

f;F

jy

;v

Gj

;Jf

;fs

hy

; br

hw

;fi

s c

Ut

hf

;Fj

y; W

ord

build

ing:

pup

ils,

hold

ing

lette

r ca

rds,

spe

ll ou

t kn

own

wor

ds in

fro

nt o

f th

e cl

ass

by p

ositi

onin

g th

emse

lves

in

the

corr

ect

orde

r fa

cing

the

cla

ss.

gh

k;g

[ Xl

;lr

; br

hw

;fs

; g

hk

;g[ X

l;l

r; b

rh

w;f

s; (

,i

lb

ts

ptpl

hJ

v

Gj

pat

rd

jpY

s;s

br

hw

;fi

sg

; gpu

pj;J

f;

fh

l;L

jy

;) W

ord

snak

es.

kh

wpa

vG

j;J

f;f

is

. t

upi

rg

; gL

j;J

jy

;. k

hw

pa v

Gj

;Jf

;fi

s.

tu

pir

g; g

Lj

;Jj

y;.

gF

jpr

; br

hw

;fi

s x

d;w

piz

j;j

y; (

gpu

pj;j

y;)

gF

jpr

; br

hw

;fi

s x

d;w

piz

j;j

y; (

gpu

pj;j

y;)

Jum

bled

lette

rs,

sylla

bles

or

wor

ds.

br

hy

; ml

;il

bj

upe

;J v

Lj

;jy

;b

rh

y; m

l;i

l b

ju

pe;J

vL

j;j

y; Id

entif

ying

writ

ten

form

: hoo

se t

ext

card

s as

tea

cher

cal

ls o

ut w

ords

and

ph

rase

s.

tr

dk

; Mf

;fy

tr

dk

; Mf

;fy

; Wor

d/se

nten

ce b

uild

ing:

pup

ils w

ork

in g

roup

s of

thr

ee. T

each

er g

ives

out

env

elop

e/ba

g co

ntai

ning

mix

ture

of

lette

rs/c

hara

cter

s/w

ords

and

pup

ils

have

to

see

how

man

y w

ords

/sen

tenc

es t

hey

can

build

w

ithin

a g

iven

tim

e.

nr

ho

nr

u;e

;J v

Gj

yn

rh

o n

ru

;e;J

vG

jy

; Pai

r di

ctat

ion:

eac

h pa

rtne

r w

rites

an

agre

ed n

umbe

r of

item

s. T

hen

each

dic

tate

s to

the

oth

er. T

he o

rigin

al a

nd t

he d

icta

ted

wor

k ar

e co

mpa

red.

ci

l m

st

[fs

;c

il

ms

t[f

s;

Siz

es

ci

l m

st

[fs

;

,J

c'

:fS

f;F

ms

th

dj

h?

Mk

; ,J

ms

th

dJ

/,

y;i

y ,

J k

pft

[k; f

l;i

la

hd

J-

bg

upa

J.

ePz

:lJ

/b

jh

lu

;g[ g

Lj

;jpf

; fh

z:g

pj;j

y;.

tu

;zk

;. b

gh

Us

;fs

; (t

pUk

;;gpa

. t

pUg

;gk

w;w

)

eo

j;j

y;

eo

j;j

y; R

ole-

play

: buy

ing

new

clo

thes

for

a sp

ecia

l oc

casi

on.


41

Lev

el 3

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

cs;Au;g; gFjp cs;Au;g; gFjp Local area

Rw

;wh

ly

; R

w;w

hl

y;

Lan

dsc

ape

mi

kt

plk

;m

ik

tpl

k;

Lo

cati

on

tr

jpf

s;;

tr

jpf

s;;

Am

enit

ies

eP v

':n

f t

rpf

;fpw

ha

;?e

hd

; tr

pg;g

J g

l;l

zj

;jpy

;-f

puh

kj

;jpy

;-

fl

w;f

iu

apy

;-k

iy

mo

th

uj

;jpy

; tr

pf;f

pnw

d;/

m'

:F g

hu

;g;g

jw

;F v

d;d

cz

:L?

m'

:nf

g{'

:fh

. e

Pr;r

y; j

lh

fk

;. b

gh

GJ

ng

hf

;F

,l

k;.

jpi

u m

u'

;F.

nj

th

ya

k; -

gs

;spt

hr

y;-

nf

ha

py;.

(rpd

pkh

jpn

al

;lu

;) r

e;i

j M

fpa

d

cs

;sd

/ k

pf c

au

;e;j

ki

y v

J?

m/

vt

u*

;l; M

/ m

y;g

;*:

cy

fpy

; g

zf

;fh

u e

hL

vJ

?m

/ R

tp*

;yh

e;J

? M

/ R

tPl

d;?

Gra

mm

ar f

ocu

s P

repo

sitio

ns (

show

n by

end

ing

on n

oun

in T

amil)

Que

stio

n fo

rms

tpd

h t

ot

k;)

Con

junc

tions

: ,i

zg

;g[r

; br

hw

;fs

;; c-

k;~

fw

pa[k

; n

rh

Wk

; C

ompa

rativ

es x

g;g

PL

c-

k;~

k'

:fh

ia

tpl

j; n

j'

:fh

a; b

gu

paJ

• • • •

mi

la

hs

k; f

z:L

br

hy

;Yj

y;

mi

la

hs

k; f

z:L

br

hy

;Yj

y; I

dent

ify a

nd s

ay.

See

p40

lf

;. o

f; n

lh

*:

lf

;. o

f; n

lh

*:: N

ough

ts a

nd c

ross

es w

ith lo

cal a

rea

pict

ures

/sym

bols

.

xy

p eh

lh

nf

l;l

y;

xy

p eh

lh

nf

l;l

y; L

iste

ning

to

audi

o re

cord

ing:

di

ffere

nt p

eopl

e ta

lkin

g ab

out

whe

re t

hey

live

(Ind

ia/S

ri La

nka

and

UK

) an

d w

hat

ther

e is

to

see/

do t

here

. Pup

ils

com

plet

e ta

ble

to d

emon

stra

te u

nder

stan

ding

.

ru

p vd

;Wk

;. ,

y;i

y v

d;W

k; -

mi

la

hs

k;

ru

p vd

;Wk

;. ,

y;i

y v

d;W

k; -

mi

la

hs

k;

,L

jy

;/,

Lj

y;/ T

rue/

fals

e lis

teni

ng: p

upils

hav

e si

mpl

ified

tow

n m

ap w

ith p

ictu

res/

sym

bols

of

plac

es. T

each

er m

akes

st

atem

ents

abo

ut w

hat

ther

e is

to

see

in t

he t

own.

Som

e st

atem

ents

are

tru

e, o

ther

s fa

lse.

Pup

ils h

ave

to p

ut

if

true

and

if

fals

e.

,J

vd

J f

puh

kk

; ,

J v

dJ

fpu

hk

k; D

raw

ing

and

desc

ribin

g: p

upils

dr

aw p

ictu

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hf

MS

f;F

Ms

; epd

;W b

gh

k;i

k v

wpe

;J n

fs

;tp

gj

py; t

pis

ah

l;L

gj

py; t

pis

ah

l;L

Circ

le a

ctiv

ity t

o pr

actis

e qu

estio

ns a

nd

answ

ers

base

d on

thi

s to

pic

and/

or p

revi

ous

topi

cs.

ml

;lt

iz

|y

k; n

fs

;tp g

jpy

;/ m

l;l

ti

z |

yk

; nf

s;t

p gj

py;/

Que

stio

n an

d an

swer

pr

actic

e (t

each

er t

o pu

pil,

pupi

l to

pupi

l): u

sing

enl

arge

d tim

etab

le a

sk q

uest

ions

abo

ut w

hat

subj

ects

are

tau

ght

on w

hat

day

and

at w

hat

time.

Xy

p |y

k; v

Gj

;Jf

;fi

s ,

dk

; fz

:L b

rh

w;f

is

X

yp |

yk

; vG

j;J

f;f

is

,d

k; f

z:L

br

hw

;fi

s

mi

kj

;jy

; m

ik

j;j

y; L

iste

ning

and

com

plet

ing

tabl

e: p

upils

hav

e ou

tline

tim

etab

le a

nd c

ards

with

sub

ject

sym

bols

and

wor

ds in

Ta

mil.

The

y ha

ve t

o m

ove

card

to

corr

ect

posi

tion

on t

imet

able

fo

llow

ing

teac

her’s

inst

ruct

ions

.


43

Lev

el 3

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

tFg;g[ bkhHp tFg;g[ bkhHp Classroom language

ft

dj

;ij

f

td

j;i

j

ft

u;j

y;

ft

u;j

y;

Att

ract

ing

att

enti

on

kd

;dpj

;jy

;k

d;d

pj;j

y;

Ap

olo

gis

ing

gpu

r;i

df

is

g

pur

;id

fi

s

bt

spf

;fh

l;l

y;

bt

spf

;fh

l;l

y;

Exp

ress

ing

pro

ble

ms

cj

tp n

fl

;ly

;c

jt

p nf

l;l

y;

Ask

ing

fo

r h

elp

mD

kj

p nf

l;l

y;

mD

kj

p nf

l;l

y;

Ask

ing

per

mis

sio

n

br

aw

;gh

l;i

l

br

aw

;gh

l;i

l

Ko

j;j

y;

Ko

j;j

y;

Co

mp

leti

ng

a t

ask

bt

w;w

pia

f;

bt

w;w

pia

f;

bf

hz

:lh

Lj

y;

bf

hz

:lh

Lj

y;

Cel

ebra

tin

g a

win

kd

;dpf

;ft

[k; (

kp*

:-n

ru

;)e

hd

; gpe

;jp t

e;j

jw

;Ff

; ft

iy

g;g

Lf

pnw

d; (

kp*

:-n

ru

;)v

df

;F t

ps'

:ft

py;i

y/

vd

f;F

j; b

ju

pah

J/

eh

d; k

we

;J t

pl;n

ld

;/v

df

;F c

jt

Ko

a[k

h?

vd

f;F

f; j

uK

oa

[kh

-f

ld

hf

////

/?e

hd

; fH

pti

wf

;Fg

;; ng

hf

yh

kh

?e

hd

; fj

it

|l

-$

d;d

iy

j; j

pwf

;f K

oa

[kh

?v

df

;F x

U g

[jpa

ga

pw;r

pg; g

[j;j

fk

; ju

Ko

a[k

h?

…..

…vd

;w b

rh

y;i

y j

kpH

py; v

t;t

hW

TW

tJ

? e

hd

; Ko

j;J

tpl

;nl

d;/

eh

d; b

tw

;wp m

il

e;J

s;n

sd

;- e

hk

; bt

w;w

p m

il

e;J

s;n

sh

k;/

Gra

mm

ar f

ocu

s M

odal

ver

bs g

[jpa

br

hw

;fs

; mw

pKf

k; f

Hpt

iw

. t

ps'

:ft

py;i

y.

Id

;dy

;•

tl

;lj

;jpy

; br

aw

;gh

Lf

s;

tl

;lj

;jpy

; br

aw

;gh

Lf

s; C

ircle

act

ivity

: whe

el o

f fo

rtun

e. R

esou

rces

nee

ded

are:

(a)

Set

of

A4

card

s w

ith

prom

pts/

ques

tions

* on

one

sid

e an

d nu

mbe

rs (

writ

ten

larg

e) o

n ba

ck. (

b) W

heel

of

fort

une

mad

e of

car

d an

d di

vide

d in

to a

s m

any

sect

ors

as t

here

are

que

stio

n ca

rds

with

spi

nner

mad

e fr

om c

ard

and

a br

ass

pape

r fa

sten

er.

Stu

dent

s si

t in

one

larg

e ci

rcle

. Car

ds a

re s

prea

d fa

ce

dow

n w

ith n

umbe

rs c

lear

ly v

isib

le. V

olun

teer

spi

ns w

heel

, re

ads

num

ber

whe

re t

he s

pinn

er s

tops

and

pic

ks u

p ca

rd

with

tha

t nu

mbe

r. S

/he

resp

onds

to

prom

pt o

r qu

estio

n.

If s/

he a

nsw

ers

corr

ectly

, th

en c

ard

is p

lace

d ba

ck o

n th

e flo

or fa

ce u

p. T

hat

num

ber

is n

ow v

oid.

If

s/he

ans

wer

s in

corr

ectly

, ca

rd is

pla

ced

back

face

dow

n fo

r so

meo

ne

else

to

try.

The

whe

el p

asse

s to

nex

t pe

rson

. Gra

dual

ly

mor

e an

d m

ore

card

s ar

e tu

rned

face

up.

Whe

n pu

pil

spin

s a

void

num

ber,

the

whe

el is

sim

ply

pass

ed t

o ne

xt

pers

on a

nd s

/he

is o

ff th

e ho

ok. T

his

activ

ity c

an b

e ad

apte

d fo

r di

ffere

nt t

opic

s at

diff

eren

t le

vels

.

* Wor

ds o

r ph

rase

s to

tran

slat

e, q

uest

ions

to a

nsw

er o

r pi

ctur

es to

de

scrib

e.

tF

g;g

iw

apd

; Rt

u;f

spy

; kh

zt

u;f

s;

ng

Rk

; t

Fg

;gi

wa

pd; R

tu

;fs

py; k

hz

tu

;fs

; n

gR

k;

tr

d'

:fi

s x

l;o

it

j;j

y;

tr

d'

:fi

s x

l;o

it

j;j

y; S

tick

post

er w

ith

clas

sroo

m la

ngua

ge p

hras

es o

n th

e w

all.

mj

;nj

hL

kh

zt

u;f

s; j

kJ

ga

pw;r

pg;

mj

;nj

hL

kh

zt

u;f

s; j

kJ

ga

pw;r

pg;

g[j

;jf

j;j

py; F

wpj

;J i

tj

;jy

; g

[j;j

fj

;jpy

; Fw

pj;J

it

j;j

y; P

upils

als

o no

te in

th

eir

exer

cise

boo

ks.


44

Lev

el 3

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ybfhz:lhl;l':fs; bfhz:lhl;l':fs; Celebrations

bf

hz

:lh

l;l

':f

s;

bf

hz

:lh

l;l

':f

s;

jk

pH;-

rp'

:fs

j

kpH

;-r

p':f

s

g[J

tU

lk

;g

[Jt

Ul

k;

Tam

il-S

ing

hal

a N

ew

Year

: 13

, 14,

15

Ap

ril

See

htt

p:/

/co

mm

un

ity.

go

ld.

ac.u

k

nj

rPa

n

jr

Pa

tpi

sa

hl

;Lf

s;

tpi

sa

hl

;Lf

s;

Nat

ion

al G

ames

Bre

akin

g t

he

coco

nu

t

My

a t

Hpg

hL

fs

;M

ya

tH

pgh

Lf

s;

Tem

ple

ble

ssin

g

Key

wor

ds/p

hras

e to

tea

ch b

efor

e te

lling

sto

ry:

jk

pH;-

rp'

:fs

g[J

tU

lk

;g

[j;j

hz

:Lb

fh

z:l

hL

tu

; (b

fh

z:l

hL

fpw

hu

;) e

Puh

Lt

u; (

ePu

hL

fpw

hu

;)g

upk

hW

tu

; (g

upk

hf

pwh

u;)

kU

j;J

ePu

; g

[Jt

Ul

th

H;j

;J

if

tpn

=r

k;

My

ak

;. c

wt

pdu

;

ng

hu

;j; n

j'

:fh

a; c

il

j;j

y; (

xU

ti

f

tpi

sa

hl

;L)

gz

:oi

ff

; fh

yk

; g

z:o

if

f; f

hy

k; P

repa

re o

ne o

r m

ore

item

s re

late

d to

cel

ebra

tion.

tpH

hf

;fS

f;f

hd

tu

;zm

l;i

lf

is

j; j

ah

upj

;jy

;t

pHh

f;f

Sf

;fh

d t

u;z

ml

;il

fi

sj

; ja

hu

pj;j

y; P

repa

re a

rt p

oste

rs

and

mur

als

with

cap

tions

rel

atin

g to

the

the

me.

,e

;jpa

h.

,y

':i

f.

kn

yr

pah

. r

p':f

g;g

{u; M

fpa

eh

Lf

spd

; ,

e;j

pah

. ,

y'

:if

. k

ny

rpa

h.

rp'

:fg

;g{u

; Mf

pa e

hL

fs

pd;

tpH

he

pfH

;t[f

is

tPO

na

h |

yk

; gh

u;j

;jy

;/t

pHh

epf

H;t

[fi

s t

POn

ah

|y

k; g

hu

;j;j

y;/ V

iew

vid

eo s

how

ing

cele

brat

ion

in I

ndia

and

Sri

Lank

a. M

ayas

ia,

Sin

gapo

re

tpH

h r

k;g

e;j

kh

d g

hl

y;f

is

nf

l;L

. f

w;W

f;b

fh

s;s

y;/

tpH

h r

k;g

e;j

kh

d g

hl

y;f

is

nf

l;L

. f

w;W

f;b

fh

s;s

y;/

List

en t

o au

then

tic s

ong

linke

d to

cel

ebra

tions

and

lear

n a

few

key

phr

ases

.

fz

pdpi

a c

gn

ah

fpj

;J

fz

pdpi

a c

gn

ah

fpj

;J

th

H;j

;J m

l;i

lf

s;

th

H;j

;J m

l;i

lf

s;

cU

th

f;f

y;

cU

th

f;f

y; U

se I

CT

to

prod

uce

a gr

eetin

gs c

ard

with

a m

essa

ge.

fi

jf

;Fg

; gl

k; t

iu

jy

;f

ij

f;F

g; g

lk

; ti

uj

y;

Mak

e up

pic

ture

sto

ry il

lust

ratin

g ce

lebr

atio

n (b

ackg

roun

d/ho

w

cele

brat

ed).


@vd

J f

puh

kk

;@ @v

dJ

fpu

hk

k;@

gw

;wp t

ptu

pj;J

f;

gw

;wp t

ptu

pj;J

f;

TW

jy

; T

Wj

y;

‘My

villa

ge’

Des

crip

tio

n

of

a vi

llag

e in

Sri

Lan

ka

See

htt

p:/

/co

mm

un

ity.

go

ld.

ac.u

k

gr

pa[s

;s f

psp

gr

pa[s

;s f

psp

Th

e V

ery

Hu

ng

ry P

arro

t(lo

ng v

ersi

on)

See

htt

p:/

/co

mm

un

ity.

go

ld.

ac.u

k

Res

ou

rces

ePj

pf;f

ij

fs

;j

kpH

;r;R

lu

; ga

pw;r

p

Key

wor

ds/p

hras

e to

tea

ch b

efor

e te

lling

sto

ry:

@vd

J f

puh

kk

;@ g

w;w

p tpt

upj

;Jf

; TW

jy

;@v

dJ

fpu

hk

k;@

gw

;wp t

ptu

pj;J

f; T

Wj

y;

kh

tl

;lk

;t

ay

;fs

;F

Lk

;g'

:fs

;g

Rf

;fs

;b

jd

;id

ku

k;

mH

fpa

Jt

rpf

;fpd

;wd

(t

rpj

;jh

u;f

s;)

gpu

fh

rpf

;fpd

;wd

(g

puf

hr

pf;f

pwJ

) V

wj

;jh

s

gr

pa[s

;s f

psp

gH

':f

s;

ku

f;f

pis

nj

hl

;lk

;j

o

th

oa

J (

th

Lf

pwJ

)g

rpj

;jJ

(g

rpf

;fpw

J)

Vk

hw

paJ

(V

kh

Wf

pwJ

)T

wpa

J (

TW

fpw

J)

gl

':f

is

tu

pir

g;g

Lj

;jy

; g

l'

:fi

s t

upi

rg

;gL

j;j

y; P

ictu

re d

icta

tion:

pup

ils h

ave

a nu

mbe

r of

in

divi

dual

pic

ture

s co

rres

pond

ing

to a

sto

ry. T

he s

tory

is r

ead

alou

d, a

nd a

s th

ey li

sten

, pu

pils

hav

e to

put

the

pic

ture

s in

to t

he r

ight

seq

uenc

e.

bj

hi

yf

;fh

l;r

pia

g; g

hu

;j;J

gl

tps

f;f

k; T

Wj

y;

bj

hi

yf

;fh

l;r

pia

g; g

hu

;j;J

gl

tps

f;f

k; T

Wj

y; P

redi

ctio

n:

stud

ents

wat

ch v

ideo

of T

amil

fabl

e or

folk

tal

e. P

lay

part

of

the

vide

o. A

sk

pupi

ls t

o gu

ess

wha

t th

e st

ory

is a

bout

and

to

pred

ict

wha

t m

ight

hap

pen

next

. Con

tinue

pla

ying

the

vid

eo t

o co

nfir

m p

redi

ctio

ns. T

his

coul

d le

ad o

n to

dr

amat

isin

g th

e st

ory/

illus

trat

ing

the

stor

y.

fi

jf

;nf

w;w

gl

k; f

hz

:gpj

;jy

;; f

ij

f;n

fw

;w g

lk

; fh

z:g

pj;j

y;; L

iste

n an

d id

entif

y: li

sten

ing

to a

sto

ry

and

poin

t at

pic

ture

s or

obj

ects

whe

n th

ey h

ear

them

des

crib

ed in

the

sto

ry.

rpW

ci

ua

hl

y;f

s;

rpW

ci

ua

hl

y;f

s; T

alki

ng p

uppe

ts: u

sing

fin

ger

pupp

ets

to h

old

shor

t co

nver

satio

ns.

mt

jh

dpj

;jy

; m

tj

hd

pj;j

y; F

ocus

ed li

sten

ing:

to

focu

s at

tent

ion

whi

le li

sten

ing

to

stor

ies,

son

gs a

nd p

oem

s, g

et p

upils

to

join

in w

ith r

epea

ted

phra

ses

or

resp

ond

to k

ey w

ords

or

phra

ses

by d

anci

ng,

mov

ing

or m

imin

g.

gl

tps

f;f

f; f

ij

g

lt

psf

;ff

; fi

j S

eque

ncin

g pi

ctur

es t

o sh

ow t

he m

eani

ng o

f a

stor

y.

bg

hk

;ik

fi

s g

ad

;gL

j;j

p fi

jf

is

f; T

Wj

y;

bg

hk

;ik

fi

s g

ad

;gL

j;j

p fi

jf

is

f; T

Wj

y;

Ret

ellin

g st

ory

usin

g vi

sual

pro

mpt

s.

mg

pea

j;j

pd; |

yk

; fi

jf

is

tps

f;f

pf; T

Wj

y;/

mg

pea

j;j

pd; |

yk

; fi

jf

is

tps

f;f

pf; T

Wj

y;/

Act

ing

out

a st

ory

as it

is n

arra

ted;

join

ing

in w

ith t

he t

ellin

g an

d ac

ting

out

of a

sto

ry.

gh

j;j

puk

; Vw

;W e

oj

;jy

; g

hj

;jpu

k; V

w;W

eo

j;j

y; R

ole

play

: pra

ctis

ing

role

-pla

y in

the

sty

le o

f a

char

acte

r (e

.g. a

s if

you

wer

e C

inde

rella

), o

r by

con

veyi

ng a

n em

otio

n (e

.g.

happ

y, s

ad,

shy,

em

barr

asse

d, a

ngry

).

br

hw

;fi

s m

tj

hd

pj;J

b

rh

w;f

is

mt

jh

dpj

;J

fi

jf

is

. f

tpi

jf

is

f

ij

fi

s.

ft

pij

fi

s

gh

ly

;fi

sf

; nf

l;L

f; f

w;w

y;

gh

ly

;fi

sf

; nf

l;L

f; f

w;w

y;

Fol

low

wor

ds o

f st

ory,

poe

m,

song

as

it is

rea

d ou

t or

as

reco

rdin

g is

pl

ayed

.

FG

th

f ,

Ue

;J n

fl

;ly

; F

Gt

hf

,U

e;J

nf

l;l

y;

List

enin

g an

d fo

llow

ing

text

: lis

ten

seve

ral t

imes

to

a na

tive

spea

ker

mod

el,

or a

n au

dio

or C

D,

or a

si

mpl

e, fa

mili

ar s

ong,

poe

m o

r ex

trac

t fr

om a

sto

ry,

whi

le fo

llow

ing

the

wor

ds.

Mf

;fj

;jpw

d;

Mf

;fj

;jpw

d; G

raffi

ti bo

ard:

pup

ils

try

out

lang

uage

imag

inat

ivel

y an

d cr

eativ

ely.

At

this

leve

l the

y m

ight

us

e le

tters

in b

old

colo

urs

and

shap

es a

nd il

lust

rate

the

ir at

tem

pts

usin

g IC

T; w

rite

labe

ls a

nd s

hort

ca

ptio

ns u

sing

a w

ord

list.


45

Assessment at Levels 1–3This section is divided into two parts:

Ongoing informal assessmentFormally accredited assessment

Ongoing informal assessmentTeachers draw on a range of evidence (responses to questions, observation of pair/group activities, marking of work) to make judgements about the degree to which:

In oracy pupils are able to:Respond to simple requests and instructions;Listen and respond with ease and confidence;Use visual cues;Use appropriate forms of address for teacher and peers;Repeat modelled phrases independently with correct pronunciation;Identify particular sounds;Draw on non-verbal communication to convey meaning (facial expression, gesture, mime);Engage in classroom routines;Participate in role-plays;Memorise new words;Apply what they have learnt to new situations;Correct themselves (e.g. if they mispronounce or forget).

••••••••••••

In literacy pupils are able to:Place letters in correct order;Match the sound of letters and simple words to the written form;Recognise simple words in written form (e.g. their name, words for classroom objects);Match objects and images to spoken or written words;Form an increasing number of recognisable letters/characters and numbers;Pick out key points from short, simple texts;Make logical predictions based on the context/situation and their prior knowledge;Memorise spellings.

••••••••

In intercultural understanding/creativity pupils are able to: Match/sequence pictures to spoken or written text;Retell and/or act out a story (with support of visual prompts);Make predictions based upon what they know about stories and other genres;Follow the rules of a game;Perform rhymes, songs, short dialogues;Reflect key features of the culture through creating stories, posters, cards, murals; Compare and contrast aspects of different cultures through, e.g. Venn diagrams showing common and unique features, picture charts comparing different cultures.

It is important to be aware that, at this stage, pupils' comprehension will be greater than their expressive ability, so opportunities to demonstrate understanding in various ways should be included.

•••••••

12


46

In self- and peer-assessment pupils are able to: Think, pair, share. Pupils think individually about a question or set of questions and record response. They then discuss ideas with a partner and record what they have shared. Finally ideas are shared with whole group or with another pair. This process, which is useful at different levels, encourages pupils to think about their learning and achieve greater clarity about their own strengths and weaknesses. It also provides valuable information for the teacher about how pupils are progressing;Self-assess by ticking list of things they can do;Identify daily/weekly/monthly goals which are reviewed.Teachers may provide sample goal statements in target language, e.g.:

I am going to talk to _____ about ______;I am going to speak at least _____ times in lessons;I am going to use two new words today: _____ and _____;I am going to write a message about _____ to _____;

Assess work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation).

•

•••

––––

•

Formally accredited assessment

Asset Languages (Breakthrough Stage)

LL* Can Do statementsThese statements are intended to reflect the likely observable outcomes of achievement at each level. They are not definitions of proficiency in themselves.

Examples of teacher assessed tasksThere is some scope for teachers to adapt material to suit their own programme of study.

1 L I can understand a few familiar spoken words and phrases.

The learner hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week).

S I can say/repeat a few words and short simple phrases.

Pupils repeat two lines of text after teacher.

R I can recognise and read out a few familiar words and phrases.

Matching people/animals/objects/etc to short texts.

W I can write or copy simple words or symbols. Copying list of five words beside a picture.

2 L I can understand a range of familiar spoken phrases.

The teacher reads six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week).

S I can answer simple questions and give basic information.

Pupils answer simple personal questions, e.g. about a friend.

R I can understand familiar written phrases. True/false based on statements about pictures.

W I can write one or two short sentences to a model and fill in the words on a simple form.

Completing form/list with single words, then composing two sentences based on information.

*LL = Languages Ladder


47

3 L I can understand the main point(s) from a short spoken passage.

The learner hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week).

S I can ask and answer simple questions and talk about my interests.

Presentation (four sentences) based on personal item, picture, toy, souvenir, book, etc.

R I can understand the main point(s) from a short written passage in clear printed script.

Identifying which person the information given in short texts relates to.

W I can write a few short sentences with support using expressions which I have already learned.

Translating three simple sentences.

The external assessment for Breakthrough assesses aspects of grades 1–3. It should be noted that candidates can choose to take only teacher assessment, only external assessment or both. Tasks set for external assessment are similar in type to those set for teacher assessment. External assessment is a formally accredited qualification. For teacher assessment learners receive a Grade Award endorsed by OCR.

Performance descriptors for Breakthrough

L On completing this stage, you should be able to understand a basic range of everyday expressions relating to personal details and needs. You may need to listen several times to get the information you need, depending on how fast and clearly the speaker talks. You should have some understanding of a few simple grammatical structures and sentence patterns. You should be familiar with the sound system of the language. You should be aware of how to address people both formally and informally as appropriate.

S On completing this stage, you should be able to use a basic range of everyday expressions relating to personal details and needs. Your pronunciation will not always be completely accurate but your meaning will be clear. You should be able to understand and use a few simple grammatical structures and sentence patterns. You should be familiar with the sound system of the language. You should be aware of how to address people both formally and informally as appropriate.

R On completing this stage, you should be able to understand a basic range of everyday expressions relating to personal details and needs. You should have some understanding of a few simple grammatical structures and sentence patterns. You should be familiar with the writing system of the language. You should be aware of how to address people both formally and informally as appropriate.

W On completing this stage, you should be able to use a basic range of everyday expressions relating to personal details and needs. Your spelling will not always be completely accurate but your meaning will be clear. You should be able to understand and use a few simple grammatical structures and sentence patterns. You should be familiar with the writing system of the language. You should be aware of how to address people both formally and informally as appropriate.

For full information visit the Asset Languages website (www.assetlanguages.org.uk). Here you can view and download the Tamil Language specification for this level which includes sections on:

Language purposes and functionsGrammatical areasVocabulary areasScript acquisition

••••

References to both Can Do statements and the nature of Asset Languages tasks are accurate at the time of going to press, but may be subject to future amendments. When using the Languages Ladder and/or Asset Languages materials you are advised to check the latest versions with DfES and OCR respectively.


48

Lev

el 4

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ynghf;F tuj;J tHpKiw nghf;F tuj;J tHpKiw Travel and transport

ga

zt

if

f;F

g

az

ti

ff

;F

Md

th

fd

k;

Md

th

fd

k;

Mo

des

of

tran

spo

rt

tpU

k;g

g;g

Lk

; t

pUk

;gg

;gL

k;

gpu

ah

z

gpu

ah

z

tH

pKi

w

tH

pKi

w

Pre

ferr

ed f

orm

s o

f tr

avel

gh

lr

hi

yf

;Fg

; g

hl

rh

iy

f;F

g;

ga

zk

; br

a;j

y;

ga

zk

; br

a;j

y;

Trav

ellin

g t

o s

cho

ol

eP v

g;g

o g

s;s

pf;F

g; g

pua

hz

k; b

ra

;ag

; n

gh

fpw

ha

;?

mt

s;-

mt

d; v

g;g

og

; (g

s;s

pf;F

g;)

ng

hf

g;

ng

hf

pwh

u;;f

s;-

vt

;th

W g

pua

hz

k; b

ra

;ag

; n

gh

fpw

hu

;fs

;?

-f

hu

;. u

f;r

p. g

*:(n

gU

e;J

). u

apy

;(bj

hl

Ue

;J).

o

uh

k;t

z:o

. e

le

;J -

,y

;

cd

f;F

////

////

,y

; ng

hf

tpU

g;g

kh

?

vd

f;F

////

////

,y

; ng

hf

tpU

g;g

k;

Gra

mm

ar f

ocu

s P

repo

sitio

n ‘b

y’ s

how

n by

end

ing

on w

ord

in T

amil

(e.g

by

car

= ,

y;)

•

mi

la

hs

k; f

z:L

br

hy

;Yj

y;

mi

la

hs

k; f

z:L

br

hy

;Yj

y; I

dent

ify a

nd s

ay.

See

p40

fh

l;o

a g

l'

:fi

s C

fpj

;J m

wpj

y;

fh

l;o

a g

l'

:fi

s C

fpj

;J m

wpj

y; G

uess

ing

gam

e.S

ee p

40

ml

;lt

iz

|y

k; n

fs

;tp g

jpy

; m

l;l

ti

z |

yk

; nf

s;t

p gj

py; Q

uest

ion

and

answ

er p

ract

ice.

Thi

s m

ight

be

base

d ar

ound

cla

ss

surv

ey t

o fin

d ou

t w

hat

form

s of

tra

nspo

rt a

re u

sed

by

the

clas

s to

get

to

scho

ol. I

nfor

mat

ion

coul

d th

en b

e pr

esen

ted

in fo

rm o

f ba

r ch

art.

(Pos

sibl

e co

mpa

rison

with

sc

hool

in S

ri La

nka/

Indi

a.)

Wh

ilst

new

set

s o

f le

tter

s co

nti

nu

e to

be

intr

od

uce

d

at t

his

leve

l, p

up

ils a

re a

t a

stag

e w

her

e th

ey a

re

beg

inn

ing

to

rea

d a

nd

wri

te s

ho

rt p

iece

s o

f te

xt m

ade

up

of

fam

iliar

lan

gu

age.

Th

us

it is

no

w p

oss

ible

an

d

imp

ort

ant

to in

teg

rate

mo

re f

ully

th

e sp

oke

n a

nd

w

ritt

en f

orm

s o

f th

e la

ng

uag

e, s

o t

hat

th

ey r

ein

forc

e ea

ch o

ther

. As

new

to

pic

s ar

e in

tro

du

ced

ora

lly (

wit

h

visu

al s

up

po

rt),

lin

ks s

ho

uld

be

mad

e sy

stem

atic

ally

to

th

e w

ritt

en f

orm

dra

win

g a

tten

tio

n t

o u

nfa

mili

ar

lett

ers

and

to

co

mm

on

pat

tern

s (s

pel

ling

, ag

reem

ents

, etc

). A

lth

ou

gh

act

ivit

ies

to s

up

po

rt

the

reco

gn

itio

n, m

emo

risa

tio

n a

nd

pro

du

ctio

n o

f le

tter

s an

d w

ord

s re

mai

n n

eces

sary

, th

ere

is s

cop

e at

Lev

els

4–6

to in

corp

ora

te a

mu

ch w

ider

ran

ge

of

app

roac

hes

. Par

ticu

larl

y u

sefu

l are

act

ive

read

ing

an

d w

riti

ng

str

ateg

ies

and

th

ese

are

stro

ng

ly

enco

ura

ged

her

e.

New

set

s of

lette

rs in

trod

uced

at

Leve

l 4 a

re:

" "

h"

"h

‘Gn

ana’

lett

ers

" t

upi

r"

tu

pir

z t

upi

rz

tu

pir

‘Nn

aa’ l

ette

rs

z z

h z

p zP Z

Z}

bz

nz

iz

bz

h n

zh

z

zh

zp z

P Z Z

} b

z n

z i

z b

zh

nz

h

bz

s

bz

s

k t

upi

rk

tu

pir

‘Maa

’ let

ters

k k

h k

p kP K

| b

k n

k i

k b

kh

nk

h b

ks

k

kh

kp k

P K |

bk

nk

ik

bk

h n

kh

bk

s

a t

upi

ra

tu

pir

‘Yaa

’ let

ters

a a

h a

p aP a

[ a{ b

a n

a i

a b

ah

na

h b

as

a

ah

ap a

P a[ a

{ ba

na

ia

ba

h n

ah

ba

s

j t

upi

rj

tu

pir

‘Th

a’

lett

ers

j j

h j

p jP J

J}

bj

nj

ij

bj

h n

jh

bj

s

j j

h j

p jP J

J}

bj

nj

ij

bj

h n

jh

bj

s

e t

upi

re

tu

pir

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’ let

ters

e e

h e

p eP E

E}

be

ne

ie

be

h n

eh

be

se

eh

ep e

P E E

} b

e n

e i

e b

eh

ne

h b

es

rpW

fi

jf

is

th

rpj

;J e

Pf;f

g;g

l;l

br

hw

;fi

s

rpW

fi

jf

is

th

rpj

;J e

Pf;f

g;g

l;l

br

hw

;fi

s

,d

k; f

z:L

g{u

;j;j

pah

f;F

jy

; ,

dk

; fz

:L g

{u;j

;jpa

hf

;Fj

y; R

eadi

ng s

hort

tex

ts

desc

ribin

g jo

urne

ys t

o sc

hool

and

com

plet

ing

tabl

e to

sh

ow u

nder

stan

ding

. The

se t

exts

the

n be

com

e th

e m

odel

fo

r pu

pils

to

com

pose

the

ir ow

n sh

ort

text

s ab

out

thei

r jo

urne

ys t

o sc

hool

.

gpu

ah

zj

; jpl

;lk

; g

pua

hz

j; j

pl;l

k;

Pla

nn

ing

a t

rip

(to

Sri

L

anka

)

cd

J g

pua

hz

k; v

g;g

o ,

Uf

;Fk

;?m

e;j

g; g

pua

hz

j;i

j t

ptu

pf;f

Ko

a[k

h?

eh

d;-

eh

':f

s; t

Pl;o

y; ,

Ue

;J /

////

kz

pf;F

g

[wg

;gL

nt

hk

;/e

hd

;-e

h'

:fs

; (g

*:-

upa

{g;)/

//g[w

g;g

Ln

th

k;/

gpd

;g[ e

hd

;-e

h'

:fs

; bf

hG

k;g

[f;F

tpk

hd

j;j

py;

g[w

g;g

Ln

th

k;/

tpk

hd

j;j

py; -

--

nf

l;n

gh

k;;/

////

// n

gR

nt

hk

;////

t

hr

pg;n

gh

k;//

/J}'

:Fn

th

k;/

tpk

hd

j;j

py; j

ug

;ng

hF

k; c

zt

[ Ri

ta

hf

-R

it

m

w;w

jh

f ,

Uf

;Fk

;/g

pua

hz

k; e

d;w

hf

- R

th

ur

pak

hf

. m

Yg

;gh

f-

k

pf e

Pz:l

jh

f-

,U

f;F

k;/

bf

hG

k;g

py; ,

Ue

;J e

hd

;-e

h'

:fs

; bj

hl

Ue

;jpy

; ///

// g

[wg

;gL

nt

hk

;/ e

hd

;-e

h'

:fs

; …//

///

kz

pf;F

///

//

mi

le

;nj

hk

;/ e

hd

;-e

h'

:fs

; kpf

t[k

; re

;nj

h=

kh

f-

fi

sg

;gh

f-

k

pft

[k; f

is

g;g

hf

,U

e;n

jh

k;/

Gra

mm

ar f

ocu

s P

rese

nt,

futu

re,

past

ten

se e

pfH

; fh

yk

;. v

jpu

;fh

yk

;. ,

we

;j f

hy

k;

Con

nect

ives

Kj

yh

tj

hf

. g

pd;g

[. m

jd

; gpd

;g[ f

irstly

, th

en,

afte

r th

at t

psp n

tw

;Wi

k.

eP'

:fw

; bg

hU

s;.

cl

dpf

H;r

;rp

(c-

k;~

nk

hf

Dl

d; r

pth

ng

hd

jd

;)Mf

pat

w;i

wa

[k;

nr

u;f

;ft

[k;/

c-

k;~

nk

hf

nd

,'

:nf

th

. C

upy

pUe

;J n

gh

nd

hk

;. f

e;j

Dl

d; R

nu

=; b

rd

;wh

d;/

• • • •

,l

':f

is

j; b

jh

lu

;g[g

Lj

;jp t

Hp x

G'

:if

f;

,l

':f

is

j; b

jh

lu

;g[g

Lj

;jp t

Hp x

G'

:if

f;

fz

:L g

poj

;jy

;/ f

z:L

gpo

j;j

y;/

List

enin

g an

d tr

acin

g jo

urne

y: t

each

er

desc

ribes

jour

ney.

Pup

ils t

race

the

sta

ges

of t

he jo

urne

y on

a s

impl

ified

map

indi

catin

g m

ode

of t

rans

port

at

each

st

age

and

othe

r de

tails

. A r

elat

ed li

tera

cy a

ctiv

ity w

ould

be

‘seq

uenc

ing’

whe

re t

ext

desc

ribin

g jo

urne

y is

cut

up

into

sec

tions

and

jum

bled

up.

In

pairs

/gro

ups

pupi

ls

reor

der

sect

ions

to

recr

eate

orig

inal

tex

t.

,l

':f

is

mw

pjy

; ,

l'

:fi

s m

wpj

y; G

roup

pro

ject

: in

smal

l gro

ups

pupi

ls w

ork

with

map

s an

d ot

her

reso

urce

s to

iden

tify

plac

es w

here

Tam

il is

spo

ken.

The

y ca

n th

en s

elec

t pl

aces

the

y w

ould

like

to

visi

t. E

ach

grou

p sh

ould

cho

ose

a ge

nera

l are

a to

vis

it an

d th

ree

or fo

ur s

peci

fic p

lace

s th

ey w

ould

like

to

expl

ore.

Pup

ils c

an u

se a

var

iety

of

reso

urce

s (e

.g. p

rint,

vide

o, c

ompu

ter,

inte

rvie

ws)

to

find

out

mor

e ab

out

thei

r ch

osen

loca

tions

. The

y co

uld

then

cr

eate

the

ir ow

n po

ster

s/di

spla

ys w

ith m

aps,

pic

ture

s an

d ca

ptio

ns a

nd s

hort

tex

ts in

Tam

il (li

tera

cy).

Fw

pg;i

gf

; nf

l;L

fz

;Lg

poj

;jy

; F

wpg

;ig

f; n

fl

;L f

z;L

gpo

j;j

y; A

irpo

rt

enco

unte

rs: a

sk p

upils

to

imag

ine

they

are

at

an a

irpo

rt,

carr

ying

a h

eavy

sui

taca

se. T

hey

have

to

thin

k of

whe

re

they

are

goi

ng,

who

with

, an

d w

hy (

e.g.

Jaf

fna

with

my

fam

ily t

o vi

sit

the

fam

ous

sigh

ts).

The

y th

en g

o ro

und

gree

ting

as m

any

peop

le a

s po

ssib

le a

t th

e ai

rpor

t an

d as

king

the

m w

here

the

y ar

e go

ing,

etc

. At

the

end

of

the

activ

ity,

pupi

ls fo

rm a

circ

le,

with

one

per

son

in t

he

mid

dle.

Som

eone

in t

he c

ircle

has

to

say

who

tha

t pe

rson

is

, w

here

the

y ar

e go

ing,

etc

.


49

Lev

el 4

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

gazKk; tpLKiwa[k; gazKk; tpLKiwa[k; Travel and tourism

tpL

Ki

w

tpL

Ki

w

(cz

:ik

ah

dJ

(c

z:i

ka

hd

J

my

;yJ

m

y;y

J

fw

;gi

da

hd

)f

w;g

id

ah

d)

Ho

liday

sR

eal o

r im

agin

ary

vg

;ng

hJ

. v

':n

f.

vg

;ng

hJ

. v

':n

f.

vt

Ul

d;

vt

Ul

d;

Wh

en, w

her

e, w

ith

w

ho

m

v'

:nf

v'

:nf

j'

:fpd

Pu;f

s;

j'

:fpd

Pu;f

s;

Wh

ere

stay

ed

fh

y e

piy

fh

y e

piy

Wea

ther

gh

u;f

;f

gh

u;f

;f

nt

z:o

ai

ta

[k;

nt

z:o

ai

ta

[k;

br

a;a

b

ra

;a

nt

z:o

ai

ta

[k;/

nt

z:o

ai

ta

[k;/

Th

ing

s to

see

an

d d

o

cz

t[k

;. c

zt

[k;.

rpw

;W}z

;of

Sk

;r

pw;W

}z;o

fS

k;

Mea

ls/r

efre

shm

ents

eP-

mt

d;-

mt

s; v

g;n

gh

J t

pLK

iw

f;F

g;

ng

hf

pwh

a;-

ng

hf

pwh

d;-

ng

hf

pwh

s;?

eP –

mt

d;-

mt

s; v

':n

f n

gh

fpw

ha

;-n

gh

fpw

hs

;-n

gh

fpw

hd

;?e

hd

;-m

td

;-m

ts

; ////

// n

gh

nd

d;-

ng

hd

hd

;-n

gh

dh

s;?

ah

Ul

d; e

P –m

td

;-m

ts

;/ng

hd

ha

;-n

gh

dh

d;-

ng

hd

hs

;?e

P v'

:nf

j'

:fpd

ha

;?e

hd

; vd

J F

Lk

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;jpd

Ul

d;-

rpn

ef

pjU

ld

;-t

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papy

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:fpn

dd

;/f

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epi

y v

t;t

hW

,U

e;j

J?

fh

ye

piy

///

// ,

Ue

;jJ

/e

P m'

:F v

d;d

br

a;j

ha

;-g

hu

;j;j

ha

;?e

P m'

:F m

jpf

kh

f t

pUk

;gpa

J v

tw

;iw

?e

hd

; tpU

k;g

paJ

-k

pft

[k; t

pUk

;gpa

J//

///

////

cz

:ik

ah

f.

Mu

;tk

hf

. f

spg

;g{l

;Lt

jh

f

,U

e;j

J.

Md

hy

; vd

f;F

tpU

g;g

k; ,

y;i

y-

Mu

;tk

; ,

y;y

hJ

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J/

eP v

d;d

md

;gs

pg;g

[g; b

gh

Us

;fi

s t

h'

:f

pdh

a;?

eh

d; /

/////

th

':f

pnd

d;/

mj

d;-

mt

w;w

pd; b

gW

kj

p vt

;ts

t[ ?

mj

d;-

mt

w;w

pd; b

gW

kj

p ///

//g

zk

;- v

z:f

s; 1

-1

00

eP v

d;d

cz

t[k

; gh

dK

k; c

l;b

fh

z;l

ha

;?e

P jpU

k;g

t[k

; ng

hf

cj

;nj

rpf

;fpw

ha

h?

Gra

mm

ar f

ocu

sP

ast

tens

e (,

we

;j f

hy

k;)

Que

stio

n w

ords

(v

g;n

gh

J.

v'

:F.a

hU

ld

;. v

d;d

/ V

d;.

vt

;th

W)

tpd

ht

hf

;fpk

; ga

pw;r

p

• •

ml

;lt

iz

|y

k; n

fs

;tp g

jpy

; m

l;l

ti

z |

yk

; nf

s;t

p gj

py; Q

uest

ion

and

answ

er p

ract

ice:

usi

ng t

able

, in

trod

uce

four

ch

arac

ters

with

diff

eren

t ho

liday

det

ails

for

each

one

. P

ract

ise

aski

ng a

nd a

nsw

erin

g qu

estio

ns in

pas

t te

nse

(thi

rd p

erso

n) w

ith w

hole

cla

ss a

nd t

hen

as

pairw

ork

activ

ity. P

upils

can

the

n be

ask

ed t

o pl

ay

the

part

of

one

of t

he c

hara

cter

s to

pra

ctis

e fir

st

pers

on.

nf

l;l

y; t

hr

pj;j

y; |

yk

; ga

zk

; gw

;wp

nf

l;l

y; t

hr

pj;j

y; |

yk

; ga

zk

; gw

;wp

mw

pjy

;/ m

wpj

y;/

Dis

cuss

ing

spok

en/w

ritte

n te

xts:

an

alte

rnat

ive

appr

oach

wou

ld b

e to

inpu

t ne

w la

ngua

ge

thro

ugh

a lis

teni

ng o

r re

adin

g ac

tivity

(lit

erac

y) (

e.g.

a

diar

y ac

coun

t w

ith p

hoto

s of

a s

peci

al t

rip/a

vid

eo

diar

y).

Kd

; fw

;wt

w;i

w k

Pl;l

y;

Kd

; fw

;wt

w;i

w k

Pl;l

y; C

onso

lidat

ing

and

deve

lopi

ng la

ngua

ge u

se: r

evis

ing,

ext

endi

ng a

nd

inte

grat

ing

poin

ts t

augh

t pr

evio

usly

(fa

mily

, tr

avel

, w

eath

er,

food

and

drin

k).

ePz

:l t

rd

':f

is

cU

th

f;f

y;

ePz

:l t

rd

':f

is

cU

th

f;f

y; B

uild

ing

long

er s

ente

nces

: mod

ellin

g an

d ha

ving

pup

ils

prac

tise

build

ing

long

er s

ente

nces

by

incl

udin

g m

ore

info

rmat

ion

such

as

adve

rbs

or a

dver

bial

phr

ases

, or

co

njun

ctio

ns.

mg

pg;g

puh

ak

; m

gpg

;gpu

ha

k; C

onst

ruct

ing

mor

e co

mpl

ex

sent

ence

s: e

xpre

ssin

g si

mpl

e op

inio

ns a

nd g

ivin

g re

ason

s.

bt

spf

;fh

l;l

y;

bt

spf

;fh

l;l

y; P

rese

ntin

g id

eas

to a

n au

dien

ce

(eith

er in

divi

dual

ly,

in s

mal

l gro

ups

or w

ith t

he

clas

s) u

sing

pre

pare

d m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a

song

or

a vi

deo.

At

this

leve

l pup

ils w

ill n

eed

clea

r gu

idan

ce f

rom

the

te

ache

r to

ass

ist

them

in p

lann

ing,

reh

ears

ing

and

prep

arin

g re

sour

ces

for

thei

r pr

esen

tatio

n. T

his

may

be

in t

he fo

rm o

f a

task

she

et,

setti

ng o

ut s

tage

s an

d tim

e lim

it fo

r co

mpl

etio

n. I

t w

ill a

lso

be u

sefu

l fo

r th

em t

o be

tol

d w

hat

crite

ria w

ill b

e us

ed b

y th

e te

ache

r or

pee

rs t

o as

sess

qua

lity

of p

rese

ntat

ion.

See

p64

Let

ter,

wo

rd a

nd

sen

ten

ce le

vels

vG

j;J

f;f

sh

y; b

rh

w;f

is

cU

th

f;F

jy

; v

Gj

;Jf

;fs

hy

; br

hw

;fi

s c

Ut

hf

;Fj

y; W

ord

build

ing.

S

ee p

40

kh

wpa

vG

j;J

f;f

is

. t

upi

rg

; gL

j;J

jy

;. g

Fj

pr;

kh

wpa

vG

j;J

f;f

is

. t

upi

rg

; gL

j;J

jy

;. g

Fj

pr;

br

hw

;fi

s x

d;w

piz

j;j

y;

br

hw

;fi

s x

d;w

piz

j;j

y; (

gpu

pj;j

y;

gpu

pj;j

y;)

Jum

bled

lette

rs,

sylla

bles

or

wor

ds.

,i

zj

;jy

; ,

iz

j;j

y; M

atch

ing:

wor

ds t

o pi

ctur

es,

Eng

lish

wor

ds t

o Ta

mil

wor

ds,

sent

ence

hal

ves,

que

stio

ns a

nd a

nsw

ers.

br

hy

; ml

;il

fi

s x

G'

:Fg

Lj

;Jj

y;

br

hy

; ml

;il

fi

s x

G'

:Fg

Lj

;Jj

y; C

ateg

oris

ing

wor

d ca

rds.

br

hw

;fi

s m

il

ah

sk

; fh

zy

;;b

rh

w;f

is

mi

la

hs

k; f

hz

y;;

tpl

aj

;jpd

; ju

k;

tpl

aj

;jpd

; ju

k;

Text

leve

l

tpl

aj

;jpd

; ju

k;

tpl

aj

;jpd

; ju

k; T

ext

mar

king

*: p

lace

and

mai

n at

trac

tions

.t

pla

j;j

pd; j

uk

; t

pla

j;j

pd; j

uk

; Tex

t m

arki

ng: v

erbs

in p

ast

tens

e. t

upi

rg

;gL

j;j

y;-

tu

pir

g;g

Lj

;jy

;- S

eque

ncin

g: t

ext/s

tory

des

crib

ing

a ho

liday

. ,

il

bt

sp e

pug

;g[j

y;

,i

lb

ts

p epu

g;g

[jy

; Gap

-fill

ing:

pos

tcar

d/e-

mai

l m

essa

ge.

tpd

h c

Ut

hf

;fy

; t

pdh

cU

th

f;f

y; Q

uest

ion

setti

ng**

.b

rh

y;t

bj

Gj

y;

br

hy

;tb

jG

jy

; (R

unni

ng)

Dic

tatio

n***

. x

Uk

pj;J

th

rpj

;jy

; - v

Gj

y;

xU

kpj

;J t

hr

pj;j

y; -

vG

jy

; Sha

red

read

ing/

writ

ing.

cj

tpn

ah

L v

GJ

jy

; c

jt

pna

hL

vG

Jj

y; G

uide

d w

ritin

g: e

.g. d

iary

of

real

or

imag

inar

y ho

liday

bas

ed o

n m

odel

.

See

item

2 in

Ora

cy,

oppo

site

gl

mf

uh

jp.

tpi

dr

; br

hw

;fs

; g

lm

fu

hj

p. t

pid

r; b

rh

w;f

s; B

egin

ning

to

use

som

e re

fere

nce

mat

eria

ls (

pict

ure

dict

iona

ry,

verb

tab

les)

.

*

Text

mar

king

invo

lves

hig

hlig

htin

g/un

derli

ning

par

ticul

ar fe

atur

es o

f a

text

and

can

hel

p bo

th in

acc

essi

ng te

xts

and

deve

lopi

ng im

port

ant

read

ing

stra

tegi

es (

look

ing

for

clue

s to

mea

ning

, ski

mm

ing

and

scan

ning

). *

* Q

uest

ion

setti

ng in

volv

es p

upils

rea

ding

diff

eren

t sec

tions

of a

text

and

m

ake

up q

uest

ions

for

othe

rs to

ans

wer

.**

* R

unni

ng d

icta

tion

invo

lves

stic

king

sho

rt p

iece

s of

text

(e.

g. fi

ve li

nes)

ar

ound

roo

m a

way

from

whe

re p

upils

are

sitt

ing

(or

in c

orrid

or o

utsi

de).

Pup

ils w

ork

in p

airs

. Eac

h pa

ir ha

s a

text

allo

cate

d to

them

(by

num

ber

or c

olou

r). O

ne p

upil

rem

ains

sea

ted

whe

re th

ey a

re. T

heir

part

ner

has

to s

tand

up

and

‘run’

to th

eir

text

, rea

d it,

mem

oris

e it

chun

k by

chu

nk,

run

back

to th

eir

part

ner

and

dict

ate

it. T

he w

inne

rs a

re th

e pa

ir w

ith

the

fi rst

abs

olut

ely

corr

ect v

ersi

on o

f the

text

.

Res

ou

rces

ww

w.b

riti

shco

un

cil.o

rg/f

laso

nlin

e-le

sso

ns-

keys

tag

e3.h

tm


50

Lev

el 4

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ygazKk; tpLKiwa[k; gazKk; tpLKiwa[k; Travel and tourism

md

;gs

pg;g

[g;

md

;gs

pg;g

[g;

bg

hU

s;f

s;

bg

hU

s;f

s;

th

':F

jy

;t

h'

:Fj

y;

Bu

yin

g p

rese

nts

gz

k; -

vz

:fs

;g

zk

; - v

z:f

s;

1–10

0

Mo

ney

/nu

mb

ers

1–10

0

cd

f;F

vd

;d n

tz

:Lk

;?,

J -

,i

t /

// v

d;d

tpi

y?

10

-2

0-

30

-4

0.

Qg

h M

Fk

;/m

J k

pf t

piy

ah

dJ

-k

ypt

hd

J-

,U

f;f

pwJ

/v

df

;F /

/// n

tz

:Lk

;/ v

df

;F /

// j

uK

oa

[kh

?n

tW

vd

;d n

tz

:Lk

;/e

d;w

p. n

gh

a; t

Uf

pnw

d;/

eo

j;j

y;

eo

j;j

y; R

ole

-pla

y:

Act

out

sho

ppin

g sc

ene

whe

re t

here

is a

n ar

gum

ent

over

pric

e. A

ct o

ut s

cene

whe

re s

hopk

eepe

r ke

eps

tryi

ng t

o se

ll th

ings

the

cus

tom

er d

oesn

’t w

ant

to b

uy.

Act

out

sce

ne a

s a

peop

le w

ith p

artic

ular

cha

ract

er,

e.g.

som

eone

shy

and

som

eone

bos

sy (

usin

g fin

ger

pupp

ets)

.A

ct a

cel

ebrit

y go

ing

shop

ping

, e.

g. N

upah

. j;u

p=h

It is

imp

ort

ant

to c

reat

e co

mfo

rtab

le, s

afe

envi

ron

men

t w

hen

do

ing

dra

ma

acti

viti

es.

Em

ph

asis

e u

se o

f m

ime,

ges

ture

, fac

ial e

xpre

ssio

n

and

to

ne

of

voic

e to

hel

p t

o c

on

vey

mea

nin

g.

Dra

w p

up

ils’ a

tten

tio

n t

o s

talli

ng

str

ateg

ies

to a

llow

ti

me

to h

esit

ate,

e.g

. use

sp

oke

n e

xpre

ssio

ns

and

g

estu

res

wh

ich

allo

w f

or

thin

kin

g t

ime.

Hav

e p

up

ils

pra

ctic

e th

ese.

• • • •

vG

j;J

. b

rh

y;.

tr

dk

; - j

ug

;gL

j;j

y;

vG

j;J

. b

rh

y;.

tr

dk

; - j

ug

;gL

j;j

y;

Let

ter,

wo

rd a

nd

sen

ten

ce le

vels

br

hw

;fi

s m

fu

tu

pir

g;g

Lj

;jy

;b

rh

w;f

is

mf

ut

upi

rg

;gL

j;j

y;

Sor

ting

wor

ds a

lpha

betic

ally

.

vG

j;J

f;f

sh

y; b

rh

w;f

is

cU

th

f;F

jy

;v

Gj

;Jf

;fs

hy

; br

hw

;fi

s c

Ut

hf

;Fj

y;

Wor

d bu

ildin

g.S

ee p

40

kh

wpa

vG

j;J

f;f

is

. t

upi

rg

; gL

j;J

jy

;. k

hw

pa v

Gj

;Jf

;fi

s.

tu

pir

g; g

Lj

;Jj

y;.

gF

jpr

; br

hw

;fi

s x

d;w

piz

j;j

y; (

gpu

pj;j

y;)

gF

jpr

; br

hw

;fi

s x

d;w

piz

j;j

y; (

gpu

pj;j

y;)

Jum

bled

lette

rs,

sylla

bles

or

wor

ds.

bg

hU

j;j

kw

;w b

rh

y;i

y t

pyf

;fpt

pLj

y;

bg

hU

j;j

kw

;w b

rh

y;i

y t

pyf

;fpt

pLj

y; O

dd o

ne

out.

gh

k;n

gh

l;l

r; b

rh

w;f

s;

gh

k;n

gh

l;l

r; b

rh

w;f

s; W

ord

snak

es.

See

p41

xj

;j b

rh

w;f

is

g; g

l'

:fS

ld

; ,i

zj

;jy

;x

j;j

br

hw

;fi

sg

; gl

':f

Sl

d; ,

iz

j;j

y;

Mat

chin

g w

ords

to

pict

ures

.

M'

:fpy

r; b

rh

w;f

Sf

;Fj

; jk

pH;r

;br

hw

;fs

; -

M'

:fpy

r; b

rh

w;f

Sf

;Fj

; jk

pH;r

;br

hw

;fs

; -

nf

s;t

p gj

py;

nf

s;t

p gj

py; E

nglis

h w

ords

to

Tam

il w

ords

, se

nten

ce

halv

es,

ques

tions

and

ans

wer

s.

gl

':f

Sf

;Fg

; bg

au

pLj

y;

gl

':f

Sf

;Fg

; bg

au

pLj

y; L

abel

ling

pict

ures

or

diag

ram

s.

br

hy

; ml

;il

fi

s x

G'

:F g

Lj

;jy

; b

rh

y; m

l;i

lf

is

xG

':F

gL

j;j

y; C

ateg

oris

ing

wor

d ca

rds.

tpl

aj

;jpd

; ju

k;

tpl

aj

;jpd

; ju

k;

Text

leve

l

tu

pir

g;g

Lj

;Jj

y;

tu

pir

g;g

Lj

;Jj

y; S

eque

ncin

g (d

ialo

gues

).

,i

lb

ts

p epu

g;g

[jy

;,

il

bt

sp e

pug

;g[j

y; G

ap-f

illin

g (d

ialo

gues

).

br

hy

;tb

jG

jy

; b

rh

y;t

bj

Gj

y; (

Run

ning

) D

icta

tion.

S

ee p

49

xU

kpj

;J t

hr

pj;j

y; -

vG

jy

; x

Uk

pj;J

th

rpj

;jy

; - v

Gj

y; S

hare

d re

adin

g/w

ritin

g.

rpw

pJ c

jt

pna

hL

vG

jy

; r

pwpJ

cj

tpn

ah

L v

Gj

y; G

uide

d w

ritin

g (e

.g.

dial

ogue

bas

ed o

n m

odel

).

gl

mf

uh

jp c

gn

ah

fpj

;jy

; g

l m

fu

hj

p cg

na

hf

pj;j

y; B

egin

ning

to

use

som

e re

fere

nce

mat

eria

ls.

Res

ou

rces

Pic

ture

dic

tiona

ry

ng

hF

k; t

Hp

ng

hF

k; t

Hp

nf

l;l

y;

nf

l;l

y;

Ask

ing

dir

ecti

on

s

eh

d; r

e;i

jf

;F.

rpd

pkh

tpw

;F-

bj

hl

Ue

;J

epi

ya

j;j

pw;F

vg

;go

g; n

gh

tJ

?n

en

u n

gh

ft

[k;/

,l

k;-

ty

k; j

pUk

;gt

[k;/

gpd

;g[ 1

-2

-3

tPj

papy

; nf

ha

pyo

apy

; ,l

k;-

ty

k;

jpU

k;g

t[k

;.g

hy

j;i

jf

; fl

f;f

t[k

;/M

w;n

wh

uk

hf

el

e;J

ng

hf

t[k

;m

jw

;Fg

; gf

;fj

;jpy

;-m

Lj

;jh

w; n

gh

y;-

vj

puh

f

mJ

////

// b

jU

tpy

; cs

;sJ

/

Gra

mm

ar f

ocu

s P

repo

sitio

ns m

Uf

py; m

Lj

;J v

jpu

py; n

ext.

next

to

, op

posi

te s

how

n by

end

ing

on w

ord

in T

amil

(e.g

nea

r th

e te

mpl

e =

,y

;) mU

fpy

;. m

Lj

;J.

vj

pupy

; Q

uest

ion

wor

ds (

vg

;ng

hJ

. v

':F

. a

hU

ld

;/. v

d;d

. V

d;.

vt

;th

W)

• •

eo

j;j

y;

eo

j;j

y; R

ole

-pla

y:

Act

out

sce

ne in

volv

ing

som

eone

ask

ing

for

dire

ctio

ns.

Per

son

givi

ng d

irect

ions

tal

ks t

oo fa

st o

r m

umbl

es,

so

pers

on lo

st h

as t

o ke

ep a

skin

g th

em t

o re

peat

. A

ct o

ut s

cene

as

a pe

rson

with

par

ticul

ar c

hara

cter

, e.

g. s

omeo

ne s

hy a

nd s

omeo

ne b

ossy

(us

ing

finge

r pu

ppet

s).

Act

a c

eleb

rity

aski

ng fo

r di

rect

ions

, e.

g. R

ajan

iA

ct a

spy

ask

ing

for

dire

ctio

ns,

e.g.

Jam

es B

ond

• • • •


51

Lev

el 4

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

ntiyfs; ntiyfs; Jobs

br

a;a

[k;

br

a;a

[k;

bj

hH

py;f

spd

; b

jh

Hpy

;fs

pd;

bg

au

;fs

;b

ga

u;f

s;

Nam

es o

f jo

bs

v'

:nf

kf

;fs

; v

':n

f k

f;f

s;

nt

iy

n

ti

y

br

a;f

pwh

u;f

s;

br

a;f

pwh

u;f

s;

Wh

ere

peo

ple

wo

rk

FL

k;g

F

Lk

;g

m'

:fj

;jpd

u;-

m'

:fj

;jpd

u;-

ez

:gu

;fs

; br

a;J

e

z:g

u;f

s; b

ra

;J

Ko

j;j

nt

iy

fs

;K

oj

;j n

ti

yf

s;

Job

s d

on

e by

fam

ily/

frie

nd

s

tpU

k;g

[k; b

jh

Hpy

;t

pUk

;g[k

; bj

hH

py;

Job

pre

fere

nce

s

cd

J m

k;k

h-

mg

;gh

-k

hk

h-

kh

kp v

d;d

nt

iy

c

dJ

mk

;kh

-m

g;g

h-

kh

kh

-k

hk

p vd

;d n

ti

y

br

a;f

pwh

u;f

s;?

br

a;f

pwh

u;f

s;?

mt

s;-

mt

u; x

U r

hu

jp –

bk

f;f

hd

pf;-

jh

jp-

mt

s;-

mt

u; x

U r

hu

jp –

bk

f;f

hd

pf;-

jh

jp-

tpw

;gi

da

hs

u;-

Mr

pupa

u;-

kU

j;J

tu

;. t

ptr

ha

p. t

pw;g

id

ah

su

;-M

rpu

pau

;- k

Uj

;Jt

u;.

tpt

rh

ap.

rl

;lj

;ju

zp.

ng

hy

P*:.

gj

;jpu

pif

epU

gu

;. r

l;l

j;j

uz

p. n

gh

yP*

:. g

j;j

pupi

f e

pUg

u;.

gh

lf

u;.

eo

fu

;. t

p";"

hd

p/g

hl

fu

;. e

of

u;.

tp"

;"h

dp/

mt

d; -

mt

s; v

':n

f b

jh

Hpy

; g[u

pfpw

hu

;fs

;?m

td

; - m

ts

; v'

:nf

bj

hH

py; g

[upf

pwh

u;f

s;?

bj

hH

pw;r

hi

ya

py;.

mY

ty

fj

;jpy

;. f

il

apy

;. b

jh

Hpw

;rh

iy

apy

;. m

Yt

yf

j;j

py;.

fi

la

py;.

gh

lr

hi

ya

py;.

kU

j;J

t k

id

apy

;. g

z:i

za

py;.

gh

lr

hi

ya

py;.

kU

j;J

t k

id

apy

;. g

z:i

za

py;.

eP v

jpu

;fh

yj

;jpy

; vd

;d b

jh

Hpy

; br

a;a

e

P vj

pu;f

hy

j;j

py; v

d;d

bj

hH

py; b

ra

;a

tpU

k;g

[fpw

ha

;? t

pUk

;g[f

pwh

a;?

eh

d; x

U//

/////

eh

d; x

U///

////

eh

d; x

U /

//////

/ M

f t

pUk

;g[f

pnw

d;/

Vb

dd

;wh

y;

eh

d; x

U /

//////

/ M

f t

pUk

;g[f

pnw

d;/

Vb

dd

;wh

y;

vd

f;F

////

/ m

jpf

tpU

g;g

k;/

vd

f;F

////

/ m

jpf

tpU

g;g

k;/

Gra

mm

ar f

ocu

s P

repo

sitio

ns s

how

n by

end

ing

on w

ord

in T

amil

(e.g

. nea

r th

e te

mpl

e ,

y;)

c-

k;~

I-

fz

;zi

df

; fz

:nl

d;

My

;- f

z:z

hy

; gh

u;j

;nj

d;/

F –

vd

f;F

fh

a;r

;ry

;

•

mi

la

hs

k; f

z:L

br

hy

;Yj

y;

mi

la

hs

k; f

z:L

br

hy

;Yj

y; I

dent

ify a

nd s

ay.

See

p40

fh

l;o

a g

l'

:fi

s C

fpj

;J m

wpj

y;

fh

l;o

a g

l'

:fi

s C

fpj

;J m

wpj

y; G

uess

ing

gam

e.S

ee p

40

nf

s;t

p gj

py; g

apw

;rp

nf

s;t

p gj

py; g

apw

;rp Q

uest

ion

and

answ

er p

ract

ice:

th

is m

ight

be

base

d ar

ound

cla

ss s

urve

y to

fin

d ou

t m

ost/

leas

t po

pula

r jo

bs in

gro

up.

nt

Wg

l;l

nt

iy

th

a;g

;g[ t

psk

;gu

':f

is

n

tW

gl

;l n

ti

yt

ha

;g;g

[ tps

k;g

u'

:fi

s

nf

l;l

wpj

y;/

nf

l;l

wpj

y;/

List

enin

g an

d no

ting:

list

enin

g to

re

cord

ings

of

inte

rvie

ws

with

diff

eren

t pe

ople

abo

ut

thei

r jo

bs. P

upils

not

e ke

y po

ints

incl

udin

g w

hat

are

cons

ider

ed b

est

and

wor

st a

spec

ts o

f jo

b.

Fw

pg;g

pl;l

xU

ti

uf

; Rl

;of

;fh

z:g

pj;J

f; n

fl

;ly

; F

wpg

;gpl

;l x

Ut

iu

f; R

l;o

f;f

hz

:gpj

;Jf

; nf

l;l

y;

Spo

tligh

t: a

pupi

l vol

unte

ers

to c

ome

to f

ront

of

clas

s an

d st

and

‘in t

he s

potli

ght’

(e.g

. sta

ndin

g on

a s

peci

al s

pot,

sitti

ng o

n a

spec

ial c

hair,

wea

ring

a sp

ecia

l sca

rf/h

at).

Oth

er p

upils

not

e nu

mbe

rs 1

–10

on s

heet

of

pape

r re

ady

to r

espo

nd t

o qu

estio

ns. T

he t

each

er a

sks

ten

ques

tions

to

the

spo

tligh

t vo

lunt

eer

abou

t th

e to

pic

cove

red

and

s/he

giv

es a

nsw

er o

ut lo

ud. A

fter

each

res

pons

e th

e re

st o

f cl

ass

put

a tic

k if

they

thi

nk a

nsw

er w

as c

orre

ct,

a cr

oss

if th

ey t

hink

it w

as w

rong

and

a q

uest

ion

mar

k if

they

are

not

sur

e. F

ollo

win

g ap

plau

se fo

r ‘s

potli

ght’

pupi

l, te

ache

r go

es o

ver

resp

onse

s. F

or e

ach

ques

tion

teac

her

asks

how

man

y pe

ople

gav

e w

hich

res

pons

e.

Thi

s gi

ves

valu

able

feed

back

bot

h fo

r th

e te

ache

r an

d fo

r pu

pils

on

wha

t th

ey n

eed

to w

ork

on f

urth

er. A

va

riatio

n of

thi

s is

whe

re p

upils

hol

d up

‘cal

ling

card

s’

to g

ive

thei

r re

spon

ses.

Eac

h pu

pil h

as a

set

of

thre

e ca

rds,

one

gre

en o

ne t

o si

gnal

‘cor

rect

’, on

e re

d on

e to

si

gnal

‘wro

ng’ a

nd o

ne a

mbe

r on

e to

sig

nal ‘

not

sure

’).

Thi

s gi

ves

an im

med

iate

vis

ual i

mpr

essi

on o

f w

ho

unde

rsta

nds

wha

t.

Mf

;fg

{u;t

kh

d f

Uj

;Jf

;fi

sf

; nf

l;l

wpj

y;

Mf

;fg

{u;t

kh

d f

Uj

;Jf

;fi

sf

; nf

l;l

wpj

y;

Pre

pare

d/im

prov

ised

dia

logu

e: u

se im

agin

atio

n to

cre

ate

inte

rest

ing

conv

ersa

tions

usi

ng fa

mili

ar la

ngua

ge,

e.g

role

-pla

y in

pai

rs o

f ra

dio/

TV

inte

rvie

w w

ith (

fam

ous)

pe

rson

abo

ut t

heir

job.

vG

j;J

. b

rh

y;.

tr

dk

; . j

ug

;gL

j;J

jy

;v

Gj

;J.

br

hy

;. t

rd

k; .

ju

g;g

Lj

;Jj

y;

Let

ter,

wo

rd a

nd

sen

ten

ce le

vels

br

hw

;fi

s m

fu

tu

pir

g;g

Lj

;jy

;b

rh

w;f

is

mf

ut

upi

rg

;gL

j;j

y; S

ortin

g w

ords

al

phab

etic

ally

.

vG

j;J

f;f

sh

y; b

rh

w;f

is

cU

th

f;F

jy

; v

Gj

;Jf

;fs

hy

; br

hw

;fi

s c

Ut

hf

;Fj

y; W

ord

build

ing.

See

p40

kh

wpa

vG

j;J

f;f

is

. t

upi

rg

; gL

j;J

jy

;. k

hw

pa v

Gj

;Jf

;fi

s.

tu

pir

g; g

Lj

;Jj

y;.

gF

jpr

; br

hw

;fi

s x

d;w

piz

j;j

y; (

gpu

pj;j

y;)

gF

jpr

; br

hw

;fi

s x

d;w

piz

j;j

y; (

gpu

pj;j

y;)

Jum

bled

lette

rs,

sylla

bles

or

wor

ds.

bg

hU

j;j

kw

;w b

rh

y;i

y t

pyf

;fpt

pLj

y;

bg

hU

j;j

kw

;w b

rh

y;i

y t

pyf

;fpt

pLj

y; O

dd o

ne

out.

gh

k;g

[ xl

;lr

; br

hw

;fs

;g

hk

;g[ x

l;l

r; b

rh

w;f

s; W

ord

snak

esS

ee p

41.

xg

;gpL

jy

;x

g;g

pLj

y; M

atch

ing

wor

ds t

o pi

ctur

es,

Eng

lish

wor

ds

to T

amil

wor

ds,

sent

ence

hal

ves,

que

stio

ns a

nd a

nsw

ers.

Fw

pj;J

f; f

hl

;ly

;F

wpj

;Jf

; fh

l;l

y; L

abel

ling

pict

ures

or

diag

ram

s.

gh

Fg

Lj

;jy

; g

hF

gL

j;j

y; C

ateg

oris

ing

wor

d ca

rds.

tpl

aj

;jpd

; ju

k;

tpl

aj

;jpd

; ju

k;

Text

leve

l

tu

pir

g;g

Lj

;jy

;t

upi

rg

;gL

j;j

y; S

eque

ncin

g (d

ialo

gues

).

,i

lb

ts

p epu

g;g

[jy

;,

il

bt

sp e

pug

;g[j

y; G

ap-f

illin

g (d

ialo

gues

).

br

hy

;tb

jG

jy

; b

rh

y;t

bj

Gj

y; (

Run

ning

) D

icta

tion.

See

p49

xU

kpj

;J t

hr

pj;j

y; -

vG

jy

; x

Uk

pj;J

th

rpj

;jy

; - v

Gj

y; S

hare

d re

adin

g/w

ritin

g.

cj

tpn

ah

L v

Gj

y;

cj

tpn

ah

L v

Gj

y; G

uide

d w

ritin

g: e

.g. ‘

Day

in t

he

life

of …

’ bas

ed o

n m

odel

.S

ee it

em 4

in O

racy

, op

posi

te.

gl

mf

uh

jp c

gn

ah

fpj

;jy

; g

l m

fu

hj

p cg

na

hf

pj;j

y; B

egin

ning

to

use

som

e re

fere

nce

mat

eria

ls (

pict

ure

dict

iona

ry,

verb

tab

les)

.

Fw

;bw

Gj

;J (

Fw

py;)

c-

k;~

m.

f.

r.

R.

j

be

l;b

lG

j;J

(b

eo

y;)

c-

k; M

. f

h.

rh

. N

. j

h~


52

Lev

el 4

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ytFg;g[ bkhHp tFg;g[ bkhHp

Classroom languageb

ra

y;K

iw

fs

; b

ra

y;K

iw

fs

; In

stru

ctio

ns

Fw

pg;g

[f;f

s;

Fw

pg;g

[f;f

s;

Co

mm

ents

ng

Rj

y; .

nf

l;l

y;.

th

rpj

;jy

;. v

GJ

jy

; t

iu

jy

;;. g

puj

p br

a;j

y;.

bg

hU

j;J

jy

;. m

of

;nf

ho

Lj

y;.

nj

Lj

y;.

Fw

pg;b

gG

jy

;. x

g;g

pLj

y;.

tpd

ht

[k; t

pil

a[k

;g

l'

:fi

sg

; gh

u;f

;ft

[k;

vG

j;J

f;f

is

. b

rh

w;f

is

. t

hf

;fpa

':f

is

r

upa

hf

xG

'::f

ik

f;f

t[k

;/j

tw

pa b

rh

w;f

is

,i

lb

ts

pf;F

s; e

pug

;g[f

tPl

;L n

ti

yk

pfk

pfj

;jpw

kh

dJ

. e

y;y

J.

rpw

g;g

hd

J.

jpU

g;j

pah

dJ

. r

hj

hu

zk

hd

J.

jpU

g;j

p ,

y;y

hj

Jj

uh

ju

kh

dJ

. j

uh

ju

kw

;wJ

bk

hH

pg;g

apw

;rp

bk

hH

pg;g

apw

;rp B

uild

up

use

of t

arge

t la

ngua

ge fo

r cl

assr

oom

rou

tines

: use

co

nsis

tent

ly.

fz

;zd

; br

hd

;dh

d;

fz

;zd

; br

hd

;dh

d; S

imon

say

s: t

each

er,

then

pup

il gi

ves

com

man

ds.

By

this

sta

ge

pu

pils

sh

ou

ld r

eco

gn

ise

bas

ic

wri

tten

inst

ruct

ion

s in

tex

tbo

oks

, on

wo

rksh

eets

, et

c. T

hey

sh

ou

ld a

lso

be

able

to

un

der

stan

d

bas

ic w

ritt

en c

om

men

ts m

ade

by

the

teac

her

o

n t

hei

r w

ork

. Tea

cher

s sh

ou

ld s

up

po

rt p

up

ils

init

ially

in f

amili

aris

ing

th

emse

lves

wit

h t

his

la

ng

uag

e. It

sh

ou

ld t

hen

be

use

d c

on

sist

entl

y an

d g

rad

ual

ly e

xten

ded

.

gy;fyhrhuk; gy;fyhrhuk;Intercultural understanding

ey

;Y}u

; nf

ha

py;.

ey

;Y}u

; nf

ha

py;.

rpt

bd

hs

pgh

j k

iy

. r

ptb

dh

spg

hj

ki

y.

rpf

pupa

h (

Xt

pak

;).

rpf

pupa

h (

Xt

pak

;).

gph

pj;j

hd

pah

(j

ht

ut

pay

; g

phpj

;jh

dpa

h (

jh

tu

tpa

y;

g{'

:fh

)g

{':f

h)

fz

:o-

jy

jh

kh

spi

ff

z:o

-j

yj

h k

hs

pif

jpU

nf

hz

ki

y-

ru

pj;j

pug

; j

pUn

fh

zk

iy

-r

upj

;jpu

g;

gpu

rpj

;jp b

gw

;wJ

/g

pur

pj;j

p bg

w;w

J/

Nal

lur-

tem

ple

Siv

ano

lipat

ha

mal

ai

Sig

iriy

a (A

rt p

ain

tin

gs)

Per

iden

iya

(Bo

tan

ical

gar

den

s)K

and

y-T

hal

ath

a P

alac

eTr

inco

mal

ai-H

isto

rica

l pla

ce

Key

wor

ds/p

hras

es t

o te

ach

as in

form

atio

n is

pre

sent

ed

with

sup

port

ing

visu

als:

nf

ha

py;

g[J

ik

ah

d

gH

ik

ah

dg

pur

pj;j

kh

dj

pUt

pHh

gpu

ah

zpf

s;

jh

tu

':f

s;

tH

pgL

jy

; (t

Hpg

Lf

pd;w

du

;) m

y'

:fu

pj;j

y; (

my

':f

hpf

;fpd

;wd

u;)

nt

Wg

l;l

,l

':f

spd

; gl

':f

is

g;

nt

Wg

l;l

,l

':f

spd

; gl

':f

is

g;

gh

u;j

;J f

UJ

;Jf

;fi

sf

; TW

jy

; g

hu

;j;J

fU

J;J

f;f

is

f; T

Wj

y;

Res

pond

ing

to a

rtw

ork:

brin

g in

pic

ture

s or

exa

mpl

es o

f ar

t th

at s

tude

nts

mig

ht

see

durin

g a

trip

to

Sri

Lank

a/In

dia

(e.g

. ar

chite

ctur

e, p

aint

ings

, sc

ulpt

ure)

. Arr

ange

th

ese

arou

nd t

he r

oom

and

allo

w p

upils

to

exam

ine

them

. Pup

ils c

an u

se a

sim

ple

grid

fo

rmat

with

pic

ture

s to

rec

ord

the

feel

ings

or

resp

onse

s th

at e

ach

pict

ure

evok

es. T

hey

can

do t

his

activ

ity in

gro

ups

and

late

r sh

are

the

info

rmat

ion.

Als

o in

vite

the

m t

o lo

ok fo

r w

hat

mak

es t

he p

iece

s di

stin

ctiv

e an

d w

hat

they

ha

ve in

com

mon

. Hav

e th

em w

ork

in g

roup

s to

cl

assi

fy t

he a

rtic

les.

,e

;jpa

Xt

pa'

:fi

s m

il

ah

sk

; ,

e;j

pa X

tpa

':f

is

mi

la

hs

k;

fh

Zj

y;

fh

Zj

y; D

iscu

ssin

g ar

twor

k: h

ave

pupi

ls

loca

te a

nd b

ring

to c

lass

exa

mpl

es o

f ty

pica

l In

dian

/Sri

Lank

an a

rt w

ith a

n ex

plan

atio

n of

w

hat

they

thi

nk m

akes

the

art

typ

ical

.

xg

;gpL

jy

; x

g;g

pLj

y; M

atch

ing

card

s w

ith s

impl

e in

form

atio

n to

pic

ture

s an

d th

en c

ompl

etin

g ex

tra

card

(s)

of t

heir

own.

FH

k;g

p cs

;s b

rh

y; m

l;i

lf

is

ru

pah

f

FH

k;g

p cs

;s b

rh

y; m

l;i

lf

is

ru

pah

f

tu

pir

g;g

Lj

;jy

; t

upi

rg

;gL

j;j

y; C

ompl

ete

a re

adin

g jig

saw

by

putti

ng t

ext

card

s in

the

cor

rect

ord

er,

read

ing

som

e of

the

wor

ds a

loud

.

jt

wpa

br

hw

;fi

sf

; fz

;Lg

poj

;jy

; j

tw

pa b

rh

w;f

is

f; f

z;L

gpo

j;j

y; F

ind

the

mis

sing

wor

ds: l

ooki

ng a

t a

fam

iliar

writ

ten

poem

w

ith a

ll th

e rh

ymin

g w

ords

rem

oved

and

writ

ten

on w

ord

card

s, p

upils

re-

build

the

poe

m c

orre

ctly

, th

en r

ead

it al

oud.

The

y th

en ju

mbl

e up

the

rhy

min

g w

ords

and

re-

read

the

non

sens

e po

em a

loud

.

Mf;fj;jpwd; Mf;fj;jpwd;Creativity

kJ

iu

. r

pjk

;gu

k;

kJ

iu

. r

pjk

;gu

k;

Sto

ries

an

d s

on

gs

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

Key

wor

ds/p

hras

es t

o te

ach

befo

re t

ellin

g th

e st

ory:

ki

yt

sk

;k

z:t

sk

;M

w;W

g;g

Lf

;if

ta

y;b

ts

pm

lu

;e;j

fh

Lt

dh

e;j

uk

;

Gra

mm

ar f

ocu

sX

Lf

pwJ

Xo

aJ

XL

k;

• • •

See

abo

ve

fi

j v

GJ

jy

; f

ij

vG

Jj

y; W

ritin

g a

stor

y: a

sk p

upils

as

a g

roup

to

com

pose

a s

tory

abo

ut o

ne

of t

he w

orks

the

y ha

ve s

een

by m

akin

g su

gges

tions

and

com

men

ts t

hat

the

teac

her

can

reco

rd. I

nvite

eac

h st

uden

t to

mak

e on

e co

mm

ent

for

incl

usio

n. T

he s

tory

can

be

used

fo

r fu

rthe

r w

ritin

g an

d re

adin

g pr

actic

e.

jk

pHu

; gh

uk

;gu

pa f

ij

fi

s g

pupl

;o=

; j

kpH

u; g

hu

k;g

upa

fi

jf

is

gpu

pl;o

=;

fy

hr

;rh

uf

; fi

jf

Sl

d; x

g;g

pl;L

g; g

hu

;j;j

y;

fy

hr

;rh

uf

; fi

jf

Sl

d; x

g;g

pl;L

g; g

hu

;j;j

y;

Com

pare

tra

ditio

nal s

torie

s fr

om T

amil

and

Brit

ish

cultu

res

(as

wel

l as

othe

r cu

lture

s).


53

Lev

el 5

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

jhDk; kw;wtu;fSk; jhDk; kw;wtu;fSk; Self and others

kf

;fi

sr

; k

f;f

is

r;

re

;jpj

;jy

; r

e;j

pj;j

y;

Mee

tin

g p

eop

le

(ap

pro

pri

ate

mo

des

of

add

ress

)

Fz

tpa

y;g

[fs

; F

zt

pay

;g[f

s;

tpt

upj

;jy

; t

ptu

pj;j

y;

Ch

arac

ter

des

crip

tio

ns

cw

t[ K

iw

fs

; c

wt

[ Ki

wf

s;

Rel

atio

nsh

ips

tz

f;f

k;/

vk

J g

hl

rh

iy

f;F

th

U'

:fs

;v

g;g

o ,

Uf

;fpw

Pu;f

s;

,t

u; (

,t

d;-

,t

s;)

vk

J j

iy

ik

Mr

pupa

u; -

ez

:gd

;. e

z:g

pc

dJ

be

U'

:fpa

ez

:gd

;-e

z;g

p ah

u;?

mt

Df

;F-

mt

Sf

;F v

d;d

gpo

f;F

k;?

cd

J t

Fg

;g[ e

z:g

u;f

s; g

w;w

pf; T

Wf

/m

tu

;fS

ld

; vg

;go

xj

;Jg

; ng

hf

pwh

a;?

eh

d; m

tu

;fS

ld

; xj

;Jg

; ng

hf

pnw

d;/

vd

f;F

mt

u;f

Sl

d; x

j;J

g; n

gh

ft

py;i

y/

mt

d;-

mt

s; m

d;g

hf

- v

upr

;ry

hf

. b

fl

;of

;fh

ud

hf

-n

fh

iH

ah

f.

Ka

w;r

pa[s

;st

dh

f-

nr

hk

;ng

wpa

hf

. f

Li

ka

hf

-b

tF

spj

;jd

kh

f.

gy

kh

f-

gy

tPd

kh

f.

g[j

;jpr

hy

pah

f-

nf

hi

Ha

hf

. m

ik

jpa

hf

-n

ji

ta

w;W

g; n

gR

gt

uh

f.

el

;g[s

;st

uh

f -

el

;gw

;wt

uh

f.

bg

hJ

ey

kh

f-

Ra

ey

kh

f

mg

puh

kpa

pYk

; gh

u;f

;f g

pur

d;d

h e

y;y

td

;. ,

uh

kd

; kpf

ey

;yt

d;;/

cd

J g

pwg

;g[ ,

uh

rp v

d;d

? F

k;g

uh

rp.

kpJ

dk

;. n

kl

k;

eP x

u; ,

yl

;rh

jpg

jpa

hd

hy

; ///

///

Lang

uage

of

nego

tiatio

n (D

iam

ond

rank

ing

activ

ity)

rk

ur

k; b

ra

;a[k

; bk

hH

pM

k;;.

mJ

ru

p/ ,

y;i

y-

mJ

gpi

He

hd

; rk

;gh

jpf

;fpn

wd

;/ r

k;g

hj

pf;f

tpy

;iy

eP v

d;d

epi

df

;fpw

ha

;?

eh

d://

/ v

d;W

epi

df

;fpn

wd

;/e

hd

; ///

Kf

;fpa

k; v

d;W

epi

df

;fpn

wd

;/ ///

// t

pl /

/// K

f;f

pak

;K

jy

;. ,

uz

:lh

tJ

////

vd

:W ,

':F

F

wpg

;gpL

nt

hk

;

Gra

mm

ar f

ocu

sA

djec

tives

: mi

lb

kh

Hp c

-k

;~ b

ts

;is

g; g

R X

oa

J/

Agr

eem

ent

(gen

der

and

num

ber

gh

y; .

vz

:fs

;)C

ompa

rativ

es a

nd s

uper

lativ

es (

xg

;gpL

jy

;)V

erbs

:F

utur

e te

nse

( vj

pu; f

hy

k;)

Con

ditio

nal t

ense

(V

ty

; tpi

d)

Res

ou

rces

Mj

;jpN

o.

jpU

f;F

ws

;

• • • • • •

As

pu

pils

pro

gre

ss t

hro

ug

h t

he

leve

ls, t

her

e is

so

me

recy

clin

g o

f to

pic

s. W

hils

t it

may

wel

l be

imp

ort

ant

to r

eact

ivat

e p

revi

ou

sly

lear

nt

voca

bu

lary

an

d s

tru

ctu

res

(typ

ical

ly t

hro

ug

h b

rain

sto

rmin

g),

th

e te

ach

er s

ho

uld

be

aim

ing

rap

idly

to

ext

end

th

e to

pic

in t

erm

s b

oth

of

con

ten

t an

d s

op

his

tica

tio

n o

f la

ng

uag

e as

wel

l as

pro

vid

ing

th

e o

pp

ort

un

ity

for

the

dev

elo

pm

ent

of

hig

her

ord

er t

hin

kin

g s

kills

(e.

g.

com

par

ing

, exp

lain

ing

, ju

stif

yin

g).

It is

ess

enti

al t

hat

te

ach

ers

do

no

t vi

ew t

op

ics

as s

elf-

con

tain

ed u

nit

s,

bu

t ar

e m

akin

g li

nks

bet

wee

n t

he

dif

fere

nt

area

s th

ey

are

cove

rin

g.

Ind

eed

th

ere

are

incr

ease

d o

pp

ort

un

itie

s fo

r cr

oss

-cu

rric

ula

r w

ork

an

d w

ork

aro

un

d d

iffe

ren

t te

xt t

ypes

at

th

is le

vel.

Wit

h r

egar

d t

o g

ram

mar

, pu

pils

are

ex

pec

ted

to

be

able

to

use

a r

ang

e o

f te

nse

s an

d t

o

con

stru

ct lo

ng

er, m

ore

co

mp

lex

sen

ten

ces.

Th

ey

sho

uld

als

o b

e in

crea

sin

gly

aw

are

of

stra

teg

ies

for

extr

acti

ng

mea

nin

g f

rom

sp

oke

n a

nd

wri

tten

tex

ts,

dra

win

g o

n c

on

text

ual

an

d o

ther

clu

es, e

.g. n

on

-ve

rbal

sig

nal

s. (

See

Lan

gu

age

lear

nin

g s

trat

egie

s ch

eckl

ist

pp

26–7

)

ku

pah

ij

r; b

rh

w;f

s;

ku

pah

ij

r; b

rh

w;f

s; M

akin

g ap

prop

riate

use

of

diffe

rent

form

s of

add

ress

, po

lite/

fam

iliar

, fo

rmal

/info

rmal

.

Ra

rpe

;ji

d

Ra

rpe

;ji

d B

rain

stor

min

g: h

ow w

ould

you

des

crib

e th

is p

erso

n’s

char

acte

r? (

pupi

l, te

ache

r, ce

lebr

ity).

Pos

sibl

y al

low

pup

ils t

o pr

epar

e id

eas

in p

airs

firs

t, re

ferr

ing

to d

ictio

nary

, an

d th

en g

et fe

edba

ck f

rom

who

le

clas

s.

ez

:gu

pd; F

zh

jpr

a'

:fi

s j

ug

;gL

j;j

y;

ez

:gu

pd; F

zh

jpr

a'

:fi

s j

ug

;gL

j;j

y;

Dia

mon

d ra

nkin

g*: w

hat

qual

ities

do

you

look

for

in a

fr

iend

?

tPl

;Lf

;F-

gs

;spf

;F t

Ug

ti

u t

un

tw

;wy

; t

Pl;L

f;F

-g

s;s

pf;F

tU

gt

iu

tu

nt

w;w

y;

Wel

com

ing

a gu

est

from

Sri

Lank

a/In

dia

(to

the

scho

ol).

Res

ou

rces

ww

w.c

cat.

sas.

up

enn

.ed

u/p

lc/t

amilw

eb/s

oft

war

e/ta

miz

amu

thu

.co

m

* D

iam

ond

rank

ing

is a

gro

up a

ctiv

ity in

tend

ed to

stim

ulat

e th

inki

ng

and

enco

urag

e di

scus

sion

. Eac

h gr

oup

is g

iven

nin

e ca

rds,

on

each

of w

hich

a p

oint

rel

ated

to th

e to

pic

is w

ritte

n (in

this

cas

e a

pers

onal

qua

lity)

. The

pup

ils h

ave

to d

iscu

ss a

nd a

gree

on

a ra

nk o

rder

for

the

card

s, p

laci

ng th

em in

ord

er o

f im

port

ance

in

the

shap

e of

a d

iam

ond.

To

help

pup

ils e

ngag

e in

dis

cuss

ion,

te

ache

r sh

ould

rev

ise/

intr

oduc

e la

ngua

ge o

f neg

otia

tion

and/

or

prov

ide

prom

pt s

heet

with

key

phr

ases

. (S

ee K

ey s

truc

ture

s an

d vo

cabu

lary

opp

osite

)

d-

tu

pir

d-

tu

pir

‘Na’

Ro

w

d d

h d

p dP D

D}

bd

nd

id

nd

h n

dh

bd

sd

dh

dp d

P D D

} b

d n

d i

d n

dh

nd

h b

ds

u –

tu

pir

u –

tu

pir

‘Ta’

Ro

wu

uh

up u

P U Q

bu

n u

iu

bu

h n

uh

bu

su

uh

up u

P U Q

bu

n u

iu

bu

h n

uh

bu

s

y-

tu

pir

y-

tu

pir

‘La’

Ro

wy

yh

yP Y

Y}

by

ny

iy

by

h n

yh

by

sy

yh

yP Y

Y}

by

ny

iy

by

h n

yh

by

s

t –

tu

pir

t –

tu

pir

‘Va’

Ro

wt

th

tp t

P t[ t

{ bt

nt

it

bt

h n

th

bt

st

th

tp t

P t[ t

{ bt

nt

it

bt

h n

th

bt

s

H –

tu

pir

H

– t

upi

r ‘z

h’ R

ow

”H

Hu

Hp H

P G B

bH

nH

iH

bH

h n

Hh

bH

sH

Hu

Hp H

P G B

bH

nH

iH

bH

h n

Hh

bH

s

s –

tu

pir

s

– t

upi

r ‘I

la’ R

ow

s s

h s

p sP S

A b

s n

s i

s b

sh

ns

hs

sh

sp s

P S A

bs

ns

is

bs

h n

sh

br

hw

;fs

py; g

[J v

Gj

;Jf

;fi

s f

z:l

wpj

y;

br

hw

;fs

py; g

[J v

Gj

;Jf

;fi

s f

z:l

wpj

y;

Und

erlin

ing

new

lette

rs in

wor

ds.

M'

:fpy

k;-

jk

pH; m

fu

hj

pia

g; g

ad

; gL

j;j

y;

M'

:fpy

k;-

jk

pH; m

fu

hj

pia

g; g

ad

; gL

j;j

y;

Dic

tiona

ry r

ace:

fin

d th

e E

nglis

h eq

uiva

lent

of T

amil

wor

ds.

jk

pH; b

rh

w;f

spd

; |y

j;i

j M

a;e

;jw

pjy

; j

kpH

; br

hw

;fs

pd; |

yj

;ij

Ma

;e;j

wpj

y; R

esea

rch

orig

in o

f Tam

il na

mes

.

tr

dj

;ij

b

ga

u;.

tpi

d.

mi

l b

kh

Hpi

ag

; t

rd

j;i

j

bg

au

;. t

pid

. m

il

bk

hH

pia

g;

gpu

pj;j

y;

gpu

pj;j

y; A

naly

sing

voc

abul

ary:

(ad

ject

ive,

nou

n, v

erb,

ad

verb

). Ty

pes

of e

ndin

g.

fh

y g

yd

;fi

sg

; go

j;j

Yk

; Kf

;fpa

kh

dt

w;i

wf

; f

hy

gy

d;f

is

g; g

oj

;jY

k; K

f;f

pak

hd

tw

;iw

f;

Fw

pj;J

f; b

fh

s;S

jY

k;/

Fw

pj;J

f; b

fh

s;S

jY

k;/

Rea

ding

and

not

ing

key

poin

ts f

rom

hor

osco

pes.

uh

rpr

; rpd

;d'

:fi

s R

tb

uh

l;o

ah

f m

ik

j;j

y;

uh

rpr

; rpd

;d'

:fi

s R

tb

uh

l;o

ah

f m

ik

j;j

y;

Pos

ter

abou

t pe

rson

al z

odia

c si

gn.

br

he

;j ,

iz

aj

;js

j;j

pw;F

to

ti

kj

;jy

; b

rh

e;j

,i

za

j;j

sj

;jpw

;F t

ot

ik

j;j

y;

Des

igni

ng h

ome

page

for

a pe

rson

al w

ebsi

te.


54

Lev

el 5

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yjhDk; kw;wtu;fSk; jhDk; kw;wtu;fSk; Self and others

gpy

gy

;ak

hd

tu

;fs

;;g

pyg

y;a

kh

dt

u;f

s;;

Fam

ou

s p

eop

le

bj

hH

py;

bj

hH

py;

Pro

fess

ion

gpw

e;j

jpf

jp

gpw

e;j

jpf

jp

(v'

:nf

-v

g;n

gh

J)

(v'

:nf

-v

g;n

gh

J)

Bo

rn (

wh

ere/

wh

en)

FL

k;g

k;

FL

k;g

k;

Fam

ily

cl

y; n

jh

w;w

k;

cl

y; n

jh

w;w

k;

Phy

sica

l des

crip

tio

n

Fz

k;

Fz

k;

Ch

arac

ter

rh

jpj

;ji

t

rh

jpj

;ji

t

Ach

ieve

men

ts

vj

pu; f

hy

ts

u;r

;rpf

s;

vj

pu; f

hy

ts

u;r

;rpf

s;

Fu

ture

pro

spec

ts

br

he

;jf

; fU

j;J

br

he

;jf

; fU

j;J

Per

son

al o

pin

ion

gpy

gy

;ak

hd

tu

;fs

py; r

pyu

;g

pyg

y;a

kh

dt

u;f

spy

; rpy

u;

So

me

fam

ou

s p

eop

le:

tpg

[yh

de

;ju

;j

pUt

s:S

tu

;x

si

ta

hu

;M

WK

f e

ht

yu

;c

nt

Rt

hk

peh

j I

au

;g

hu

jpa

hu

;/ f

he

;jp.

mt

u; /

////

gpw

e;j

hu

;m

tu

; ////

///

fk

;gPu

kh

dt

u;

mt

Uf

;F /

///

rn

fh

ju

u;f

s; c

z:L

mt

u; k

pfj

; jpw

ik

rh

yp.

Mw

;wy

; kpf

;ft

u;//

mt

u; f

z;o

g;g

hd

tu

;. e

l;g

hd

tu

;/ m

d;g

hd

tu

;. c

Wj

pah

dt

u;

mt

u; j

hu

hs

kd

Ki

la

tu

;. b

js

pth

dt

u;

mt

u; x

u; v

Gj

;jh

sd

;. e

of

u;.

fz

:Lg

pog

;gh

su

;. X

tpa

u;.

ja

hu

pg;g

hs

u;

mL

j;j

,U

tU

l'

:fs

py; ,

tu

; gpu

gy

;ak

hd

,t

uJ

rh

ji

df

s; /

////

el

e;j

d/

mt

iu

eh

d; t

pUk

;g[f

pnw

d;/

Vd

; vd

;wh

y; /

////

/

Gra

mm

ar f

ocu

sC

onne

ctiv

es:

Tl

- al

so K

jy

ht

jh

f.

,u

z:l

ht

jh

f.

|d

;wh

tj

hf

. ,

Wj

pah

f -

first

ly,

seco

ndly

, th

irdly

, fin

ally

gpd

;g[.th

en

Mf

nt

.so,

M

dh

y;.

but

mj

pl;l

tr

kh

f-

Ju

;mj

pl;l

tr

kh

f.

fort

unat

ely,

un

fort

unat

ely

Pre

sent

, pa

st a

nd f

utur

e te

nses

epf

H;f

hy

k;.

fl

e;j

f

hy

k;.

vj

pu;f

hy

k;

Rel

ativ

e cl

ause

s –

who

/who

se (

ah

u;.

ah

Ui

la

)

Key

wor

ds/p

hras

e to

tea

ch b

efor

e pr

esen

ting

info

rmat

ion

kl

;lf

;fs

g;g

[t

pj;j

fu

;t

pj;J

th

d;

gpw

e;j

hu

;M

rpu

pau

;e

hl

f e

of

u;

ts

u;j

;jh

u; (

ts

u;f

;fpw

hu

;) g

hL

gl

;lh

u; (

gh

Lg

Lf

pwh

u;)

ah

H;g

;gh

zk

;e

y;Y

}u;

vG

jpd

hu

; (v

GJ

fpw

hu

;)m

r;r

pl;l

hu

; (m

r;r

pLf

pwh

u;)

mi

kj

;jh

u; (

mi

kf

;fpd

;wh

u;)

mi

Hg

;gh

u; (

mi

Hf

;fpd

;wh

u;)

;•– – – – – –

• •

ePz

:l g

e;j

pfi

s n

fl

;L F

wpg

;gpl

;l

ePz

:l g

e;j

pfi

s n

fl

;L F

wpg

;gpl

;l

tpl

a'

:fi

sf

; fz

:Lg

poj

;jy

; t

pla

':f

is

f; f

z:L

gpo

j;j

y; L

iste

ning

an

d no

ting:

list

enin

g to

long

er p

assa

ges

of

fam

iliar

lang

uage

and

iden

tifyi

ng s

peci

fic

deta

ils,

e.g.

nam

e, d

ate

and

plac

e of

bir

th,

desc

riptio

n, a

chie

vem

ents

, et

c.

nt

Wg

l;l

tpi

lf

s;;

nt

Wg

l;l

tpi

lf

s;; P

uttin

g m

ore

open

-en

ded

ques

tions

to

pupi

ls a

nd e

ncou

ragi

ng

long

er r

espo

nses

, in

clud

ing

use

of c

onne

ctiv

es,

rela

tive

clau

ses,

etc

bt

t;n

tW

,l

':f

spy

pUe

;J

bt

t;n

tW

,l

':f

spy

pUe

;J

gy

ju

g;g

l;l

ge

;jpf

is

nf

l;L

g

yj

ug

;gl

;l g

e;j

pfi

s n

fl

;L

tps

':F

jy

; t

ps'

:Fj

y; L

iste

ning

to

and

unde

rsta

nd a

ra

nge

of t

ypes

of

text

fro

m d

iffer

ent

sour

ces,

e.

g. f

ictio

n, d

escr

iptio

n, p

oetr

y, in

form

atio

n,

inst

ruct

ions

.

ci

ui

aj

; ja

hu

pj;J

tH

':f

y;

ci

ui

aj

; ja

hu

pj;J

tH

':f

y; P

rese

ntin

g id

eas

to a

n au

dien

ce: g

ivin

g a

shor

t pr

epar

ed

talk

on

a ch

osen

top

ic,

expr

essi

ng s

impl

e op

inio

ns a

nd a

nsw

erin

g qu

estio

ns a

bout

it.

See

p40

*;g

hl

; iy

l;

*;g

hl

; iy

l; S

potli

ght

activ

ity.

See

p51

,U

gJ

nf

s;t

pfs

; ,

Ug

J n

fs

;tpf

s; T

wen

ty q

uest

ions

: one

pu

pil (

in h

ot s

eat)

is g

iven

car

d w

ith n

ame

of

fam

ous

pers

on. R

est

of c

lass

ask

que

stio

ns t

o tr

y to

wor

k ou

t w

ho s

/he

is.

gl

k; g

w;w

pa n

fs

;tpf

s;

gl

k; g

w;w

pa n

fs

;tpf

s; Q

uest

ion

setti

ng

arou

nd a

pic

ture

: pup

ils in

gro

ups

deci

de o

n an

d no

te q

uest

ions

the

y w

ould

like

to

ask

the

pers

on/p

eopl

e in

the

pic

ture

. Thi

s ca

n be

fo

llow

ed u

p by

the

rea

ding

of

a te

xt,

Inte

rnet

re

sear

ch,

the

view

ing

of a

vid

eo,

etc,

to

try

to

find

out

and

note

ans

wer

s to

the

que

stio

ns.

Thi

s ca

n th

en le

ad o

n to

a p

iece

of

writ

ten

wor

k.

ah

u; v

d m

il

ah

sk

; fh

zy

;; a

hu

; vd

mi

la

hs

k; f

hz

y;; G

uess

who

it

is: p

upils

rea

d sh

ort

desc

riptio

ns o

f pe

ople

in

the

scho

ol,

clas

s or

fam

ous

peop

le a

nd id

entif

y w

ho t

hey

are.

Inc

lude

e.g

. lik

es,

disl

ikes

, ha

ir co

lour

, ag

e, w

here

the

y liv

e.

kh

zt

u;f

s; g

pug

yk

hd

tu

;fi

s

kh

zt

u;f

s; g

pug

yk

hd

tu

;fi

s

tu

pir

g;g

Lj

;jp t

hH

;e;j

fh

y x

G'

:fpy

; t

upi

rg

;gL

j;j

p th

H;e

;j f

hy

xG

':f

py;

vL

j;J

it

j;j

y;

vL

j;J

it

j;j

y; P

iece

s of

info

rmat

ion

abou

t fo

ur fa

mou

s pe

ople

(tw

o m

ale,

tw

o fe

mal

e)

are

prov

ided

on

card

s. P

upils

hav

e to

sor

t ca

rds

by fa

mou

s pe

rson

, th

en s

eque

nce

them

ch

rono

logi

cally

.

gpu

gy

;ak

hd

xU

tu

; gw

;wp f

l;L

iu

fs

;.g

pug

y;a

kh

d x

Ut

u; g

w;w

p fl

;Li

uf

s;.

E}y

;fs

;. ,

iz

aj

;js

k; (

bt

g;)

E}y

;fs

;. ,

iz

aj

;js

k; (

bt

g;)

Mf

pad

tw

;wpy

pUe

;J M

a;t

[ br

a;J

M

fpa

dt

w;w

pypU

e;J

Ma

;t[ b

ra

;J

vG

jpa

gpd

;. m

tw

;iw

j; j

pUj

;jp v

Gj

y;

vG

jpa

gpd

;. m

tw

;iw

j; j

pUj

;jp v

Gj

y;

Res

earc

hing

(fr

om a

rtic

les,

boo

ks,

Inte

rnet

) an

d th

en,

usin

g a

wor

d pr

oces

sor,

draf

ting

and

redr

aftin

g pi

ece

of w

ritin

g on

a fa

mou

s pe

rson

(w

ith o

r w

ithou

t th

e su

ppor

t of

a w

ritin

g fr

ame)

.

nj

of

; fz

:Lg

poj

;jy

; n

jo

f; f

z:L

gpo

j;j

y; H

ide

‘n’ s

eek:

m

emor

isat

ion

tech

niqu

e. G

ive

pupi

ls o

r ge

t th

em t

o m

ake

a se

t of

(12

) ca

rds.

On

one

side

sh

ould

be

writ

ten

item

s to

be

lear

nt a

nd o

n th

e ot

her

thei

r tr

ansl

atio

ns/p

ictu

res.

Eac

h pu

pil

lays

out

the

ir se

t of

car

ds in

fro

nt o

f th

em w

ith

the

tran

slat

ions

/pic

ture

s fa

ce d

own.

Pup

il th

en

look

s at

car

d, t

rans

late

s in

hea

d an

d tu

rns

over

ca

rd t

o ch

eck.

If

corr

ect,

card

is t

urne

d ov

er. I

f no

t, it

rem

ains

face

dow

n an

d pu

pil c

an’t

retu

rn

to it

unt

il s/

he h

as b

een

roun

d al

l the

oth

er

card

s. A

im is

to

turn

ove

r al

l car

ds a

s qu

ickl

y as

pos

sibl

e. O

nce

all c

ards

hav

e be

en t

urne

d ov

er,

proc

ess

can

be r

ever

sed,

i.e.

aim

ing

to

turn

all

the

card

s ba

ck o

ver

agai

n as

qui

ckly

as

poss

ible

. Pup

ils s

houl

d be

enc

oura

ged

to u

se

this

tec

hniq

ue w

hen

lear

ning

voc

abul

ary

for

hom

ewor

k.

Mj

hu

k; n

jL

k; M

w;w

iy

ts

u;j

;jy

;/ M

jh

uk

; nj

Lk

; Mw

;wi

y t

su

;j;j

y;/

(,U

bk

hH

p mf

uh

jp c

gn

ah

fpg

;gJ

(,

U b

kh

Hp m

fu

hj

p cg

na

hf

pg;g

J

cl

;gl

) c

l;g

l)

Dev

elop

ing

refe

renc

e sk

ills,

incl

udin

g us

e of

bili

ngua

l dic

tiona

ry.


55

Lev

el 5

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

tPLk; thH;f;ifa[k;. ehshe;jg; bghWg;g[fSk; tPLk; thH;f;ifa[k;. ehshe;jg; bghWg;g[fSk;

Home life and daily routine / Responsibilities at home

tPL

. n

jh

l;;;l

mi

kg

;gpd

; t

PL.

nj

hl

;;;l m

ik

g;g

pd;

xg

;gPL

(g

[jpa

gH

ik

th

a;e

;j

xg

;gPL

(g

[jpa

gH

ik

th

a;e

;j

(gh

uk

;gu

pa.

et

Pd).

(g

hu

k;g

upa

. e

tPd

).

,'

:fpy

he

;jpY

k;.

,'

:fpy

he

;jpY

k;.

jh

a;e

hl

;oY

k;

jh

a;e

hl

;oY

k;

Ho

mes

an

d g

ard

ens

(tra

dit

ion

al a

nd

m

od

ern

) in

UK

an

d S

ri L

anka

/Ind

ia

fh

ye

piy

-,

l

fh

ye

piy

-,

l

nt

Wg

hl

;lh

y; V

w;g

Lk

; n

tW

gh

l;l

hy

; Vw

;gL

k;

jh

f;f

':f

s;/

jh

f;f

':f

s;/

Eff

ects

of

loca

tio

n/c

limat

e

fl

;ll

js

ghl

mi

kg

;g[f

;fs

;/f

l;l

l j

sg

hl m

ik

g;g

[f;f

s;/

Des

ign

fea

ture

s (b

uild

ing

s, f

urn

itu

re)

Vi

H g

zf

;fh

uu

;fS

f;F

V

iH

gz

f;f

hu

u;f

Sf

;F

,i

ln

a c

s;;s

nt

Wg

hL

fs

;,

il

na

cs

;;s n

tW

gh

Lf

s;

Dif

fere

nce

s b

etw

een

ric

h a

nd

po

or

,'

:fpy

he

;jpY

k; v

kJ

eh

l;o

Yk

; gy

E}w

;wh

z:L

fS

f;F

K

d;g

[ tPL

fs

; vt

;th

W ,

Ue

;jd

/j

w;n

gh

J t

PLf

s;; v

t;t

hW

nj

hw

;wk

; ms

pf;f

pd;w

d/

tPL

fs

; v'

:nf

-v

tw

;wh

y; f

l;l

g;g

l;o

Ue

;jd

?m

it

Mw

;Wg

; gL

f;i

ff

Sf

;F m

Uf

py; f

lw

;fi

uf

is

m

z:o

. b

gu

pa g

l;l

z'

:fS

f;F

s;;/

Ti

uf

s; v

tw

;wh

y;

mi

kf

;ff

g;g

l;l

d/

xU

. ,

U.

gy

kh

of

sh

f m

ik

f;f

g;g

l;;l

d/

Vb

dd

;wh

y;

me

;eh

l:L

f; f

hy

epi

y-

g[a

y; f

hw

;W.

bt

s;s

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gj

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f;f

hf

/

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; vt

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tg

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hf

;fg

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;wd

?m

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jz

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;rh

u t

rj

p. b

tg

;gk

hf

;Fk

; vu

pth

a[.

epy

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up-

ku

f;F

w;w

p tr

jp c

z:L

/

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pQl

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;gL

k; t

rj

p cz

:L/

Vb

dd

;wh

y; m

':F

kpf

r;

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hd

. <

uy

pg;g

hd

fh

ye

piy

cz

:L/

gz

f;f

hu

. V

iH

kf

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; ///

/ t

rpj

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tr

jp g

il

j;j

tu

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nt

iy

ah

l;f

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u;f

s;/

tr

jp g

il

j;j

ri

ka

y; m

iw

apy

; et

Pd m

Lg

;g[

Fs

pu;r

hj

dg

; bg

l;o

Jz

pJi

tf

;Fk

; ae

;jpu

k;.

gh

j;j

puk

; f

Gt

[k; a

e;j

puk

;. c

zi

tr

; Nl

hf

;Fk

; ae

;jpu

k;/

tPl

;Lg

; gl

':f

s; |

yk

; Kf

;fpa

br

hw

;fs

; t

Pl;L

g; g

l'

:fs

; |y

k; K

f;f

pa b

rh

w;f

s;

- x

w;W

ik

nt

w;W

ik

fs

; mw

pKf

g;g

Lj

;jy

; -

xw

;Wi

k n

tw

;Wi

kf

s; m

wpK

fg

;gL

j;j

y;

Cul

tura

l com

paris

on: u

sing

vis

uals

to

intr

oduc

e ke

y vo

cabu

lary

and

diff

eren

ces/

sim

ilarit

ies

betw

een

hom

es: U

K/In

dia/

Sri

Lank

a, o

ld/n

ew,

rich/

poor

, bu

ildin

g up

Ven

n di

agra

m.

kf

;fs

; jk

J t

PLf

is

g;g

w;w

pg; n

gR

ti

jf

; k

f;f

s; j

kJ

tPL

fi

sg

;gw

;wpg

; ng

Rt

ij

f;

nf

l;l

y;/

nf

l;l

y;/

List

enin

g an

d no

ting:

list

enin

g to

peo

ple

talk

ing

abou

t th

eir

hom

e an

d no

ting

deta

ils:

loca

tion,

bui

ldin

g m

ater

ials

, nu

mbe

r of

flo

ors,

m

etho

d of

hea

ting,

fur

nitu

re,

deco

ratio

n, s

peci

al

feat

ures

.

ri

ka

y; m

iw

. t

un

tw

;gi

w m

d:W

k;

ri

ka

y; m

iw

. t

un

tw

;gi

w m

d:W

k;

,d

;Wk

; cs

;s t

pj;j

pah

r'

:fi

sg

; gl

':f

s;

,d

;Wk

; cs

;s t

pj;j

pah

r'

:fi

sg

; gl

':f

s;

|y

k; f

hz

;gpj

;jy

; |

yk

; fh

z;g

pj;j

y; U

sing

vis

uals

com

pare

a

kitc

hen/

livin

g ro

om a

hun

dred

yea

rs a

go w

ith o

ne

toda

y.

nf

s;t

pfS

f;F

tpu

pth

d g

jpy

;fi

s

nf

s;t

pfS

f;F

tpu

pth

d g

jpy

;fi

s

ms

pj;j

y;;

ms

pj;j

y;; A

nsw

erin

g m

ore

open

-end

ed q

uest

ions

, as

wel

l as

ques

tions

req

uirin

g ye

s/no

ans

wer

s.

xU

FG

th

fr

; nr

u;e

;J b

ju

pag

;gL

j;j

y;

xU

FG

th

fr

; nr

u;e

;J b

ju

pag

;gL

j;j

y;

Pre

sent

ing

idea

s to

an

audi

ence

: pre

parin

g gr

oup

pres

enta

tion

on t

he id

eal h

ome

or t

o se

lect

fro

m

give

n ch

oice

. Int

erne

t as

res

ourc

e an

d pr

esen

tatio

n us

ing

Pow

erP

oint

.

tPL

fs

pd; m

ik

g;i

g

tPL

fs

pd; m

ik

g;i

g

it

j;J

g; b

ga

upL

jy

; c-

k;~

it

j;J

g; b

ga

upL

jy

; c-

k;~

fy

;tPL

. k

z:t

PL.

kh

o t

PL

fy

;tPL

. k

z:t

PL.

kh

o t

PL

Labe

lling

pic

ture

s of

hou

ses

in U

K

and

Indi

a/S

ri La

nka.

Tra

ditio

nal/

mod

ern,

ric

h/po

or.

br

aw

;gh

Lf

is

b

ra

w;g

hL

fi

s

,d

g;g

Lj

;jy

;/ ,

dg

;gL

j;j

y;/

Cat

egor

isin

g ac

tivity

: pup

ils w

orki

ng in

gro

ups

are

prov

ided

with

set

of

card

s an

d pi

ctur

es o

f di

ffere

nt h

ouse

s in

UK

an

d In

dia/

Sri

Lank

a. O

n ea

ch c

ard

ther

e is

sho

rt p

iece

of

info

rmat

ion

abou

t di

ffere

nt h

ouse

s. P

upils

hav

e to

dec

ide

whi

ch t

ext

card

goe

s w

ith

whi

ch h

ouse

.

,i

lb

ts

p epu

g;g

[jy

; ,

il

bt

sp e

pug

;g[j

y; G

ap-

fill/w

ritin

g fr

ame

to s

uppo

rt p

upils

in

writ

ing

artic

le/le

tter

to d

escr

ibe

idea

l hom

e.

bg

hU

j;j

kh

d t

PLf

is

j;

bg

hU

j;j

kh

d t

PLf

is

j;

bj

upj

y;/

bj

upj

y;/

Mat

chin

g pe

ople

w

ith p

artic

ular

req

uire

men

ts

to a

dver

tisem

ents

for

diffe

rent

pr

oper

ties.

tPl

;oy

; bg

hW

g;g

[fS

k;

tPl

;oy

; bg

hW

g;g

[fS

k;

g'

:fs

pg;g

[fS

k;/

g'

:fs

pg;g

[fS

k;/

Ro

les

and

res

po

nsi

bili

ties

in t

he

ho

me

ah

u;.

tPl

;L n

ti

yf

is

r;; b

ra

;th

u;f

s;

ah

u;.

tPl

;L n

ti

yf

is

r;; b

ra

;th

u;f

s;

eh

d;;-

mt

s;.

mt

u;f

s; f

il

apy

; bg

hU

s;;f

s; t

h'

:F

th

u;f

s;.

ri

kg

;gh

u;f

s;.

Jz

p Ji

tg

;gh

u;f

s;.

*:j

pup

br

a;t

hu

;fs

;. t

Pl;i

lr

; Rj

;jk

; br

a;t

hu

;fs

;.e

hd

;. m

ts

;. m

td

;. e

h'

:fs

; gL

f;i

fi

a.

nk

ir

ia

t

pupg

; (n

gd

;. g

hs

;. g

hd

;. n

gh

k;).

mi

wi

ar

; Rj

;jk

; b

ra

;nt

hk

;/v

t;b

tg

;ng

hJ

?j

pdK

k;.

vg

;ng

hJ

k;.

vg

;ng

hj

ht

J.

bg

hJ

th

f.

th

uj

;jpy

; xU

Ki

w-

,U

Ki

wt

Pl;L

nt

iy

fS

f;F

ePu

; cj

tp b

ra

;tPu

h?

eh

d; v

dJ

mk

;kh

tpw

;F.

mg

;gh

tpw

;F.

rn

fh

ju

Df

;F

rn

fh

ju

pf;F

cj

tp b

ra

;nt

d;/

,J

epa

ha

kh

dj

h?

Mk

;;/ V

d; v

d;w

hy

;////

//,

J g

piH

ay

;y.

nk

Yk

; cj

tp b

ra

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tz

:Lk

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hd

; br

a;a

nt

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k;/

Md

hy

; mt

s;-

mt

d; k

l;L

k;//

//

br

a;t

hu

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;/ m

td

;-m

ts

; vJ

t[k

; br

a;t

jpy

;iy

/

Gra

mm

ar f

ocu

s A

dver

bs/a

dver

bial

phr

ases

(fr

eque

ncy)

tpi

dm

il

bk

hH

p c-

k;~

fe

;jd

; fi

sj

;J t

e;j

hd

;;m

gpu

hk

p rpu

pj;J

tpi

sa

ho

dh

s;

•

kf

;fs

; jk

J t

Pl;L

nt

iy

fi

sg

; gw

;wpg

; k

f;f

s; j

kJ

tPl

;L n

ti

yf

is

g; g

w;w

pg;

ng

Rt

ij

f; n

fl

;ly

;/ n

gR

ti

jf

; nf

l;l

y;/

List

enin

g an

d no

ting:

lis

teni

ng t

o di

ffere

nt p

eopl

e ta

lkin

g ab

out

wha

t ho

useh

old

chor

es t

hey

do a

t ho

me.

Pup

ils c

ompl

ete

grid

to

iden

tify

who

doe

s w

hat.

kf

;fs

; jk

J F

He

;ij

fs

; gw

;wpg

; ng

Rt

ij

f;

kf

;fs

; jk

J F

He

;ij

fs

; gw

;wpg

; ng

Rt

ij

f;

nf

l;l

y;/

nf

l;l

y;/

List

enin

g an

d no

ting:

list

enin

g to

par

ents

co

mpl

aini

ng a

bout

wha

t th

e ch

ildre

n sh

ould

hav

e do

ne t

o he

lp in

the

hou

se a

nd c

hild

ren

mak

ing

excu

ses

(for

got,

on t

he p

hone

, do

ing

hom

ewor

k,

not

wel

l, et

c.).

Not

e co

mpl

aint

and

exc

use.

eo

j;j

y;

eo

j;j

y; R

ole-

play

: arg

umen

t be

twee

n pa

rent

(s)

and

child

(ren

) ab

out,

e.g.

who

sho

uld

tidy

up a

fter

part

y or

abo

ut o

ne c

hild

bei

ng e

xpec

ted

to d

o m

ore

than

ano

ther

. Thi

s co

uld

be d

one

with

fin

ger

pupp

ets.

ge

;jp g

pupj

;Jf

; Fw

papL

jy

; g

e;j

p gpu

pj;J

f; F

wpa

pLj

y;

Text

mar

king

.

tu

pir

g;g

Lj

;jy

; (c

iu

ah

ly

;) t

upi

rg

;gL

j;j

y; (

ci

ua

hl

y;)

Seq

uenc

ing

(dia

logu

e).

,i

lb

ts

p epu

g;g

[jy

; ,

il

bt

sp e

pug

;g[j

y;

(ci

ua

hl

y;)

(ci

ua

hl

y;)

Gap

-fill

ing

(dia

logu

e).

br

hy

;tb

jG

jy

; b

rh

y;t

bj

Gj

y; (

Run

ning

) D

icta

tion.

See

p49

tH

pfh

l;l

Yl

d; v

Gj

y;/

tH

pfh

l;l

Yl

d; v

Gj

y;/

Gui

ded

writ

ing.

ePz

:l r

pf;f

yh

d

ePz

:l r

pf;f

yh

d

tr

d'

:fi

s m

ik

j;j

y;

tr

d'

:fi

s m

ik

j;j

y;

Sen

tenc

e co

nstr

uctio

n: b

uild

ing

long

er,

mor

e co

mpl

ex s

ente

nces

us

ing

adve

rbs/

adve

rbia

l phr

ases

.


56

Lev

el 5

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ycilfs;-ehfuPf cilfs; cilfs;-ehfuPf cilfs; Dress and fashion

ci

lf

s;-

eh

fu

Pf

ci

lf

s;-

eh

fu

Pf

Dre

ss/f

ash

ion

kf

;fi

s

kf

;fi

s

tpt

upj

;jy

; (J

zp.

tpt

upj

;jy

; (J

zp.

ei

f)

ei

f)

Des

crib

ing

peo

ple

C

loth

es,

jew

elle

ry

gh

lr

hi

yr

; g

hl

rh

iy

r;

rPU

il

. r

PUi

l.

fs

pah

l;L

. f

spa

hl

;L.

fy

hr

;rh

u t

pHh

. f

yh

r;r

hu

tpH

h.

tpt

upj

;jy

; t

ptu

pj;j

y;

Des

crib

ing

sch

oo

l u

nifo

rm, p

arty

clo

thes

, fe

stiv

al c

loth

es

br

ay

;Ki

wi

a

br

ay

;Ki

wi

a

xg

;gpL

jy

; x

g;g

pLj

y;

(fpH

f;F

-n

kw

;F-

(fpH

f;F

-n

kw

;F-

tH

ik

ah

d-

tH

ik

ah

d-

g[j

pa-

Mz

; g

[jpa

- M

z;

bg

z:f

Sf

;fh

d)

bg

z:f

Sf

;fh

d)

Co

mp

arin

g s

tyle

s E

ast/W

est,

trad

ition

al/m

oder

n,

mal

e/fe

mal

e

ci

lf

s;

ci

lf

s;

Kj

ypa

d

Kj

ypa

d

c-

k;~

Mr

pa-

c-

k;~

Mr

pa-

nk

w;F

eh

l;L

n

kw

;F e

hl

;L

jpU

kz

j

pUk

z

it

gt

':f

s;

it

gt

':f

s;

Dre

ss, e

tc. a

t A

sian

/W

este

rn w

edd

ing

s

ci

lf

s;

ci

lf

s;

eP v

d;d

mz

pth

a;?

mt

d; -

mt

s; v

d;d

mz

pth

s;?

rl

;il

. m

iu

f;f

hw

;rl

;il

. f

Gj

;Jg

;gl

;o.

nj

hs

; J

z:L

. i

fa

[[iw

. ,

Lg

;g[g

;gl

;o.

bj

hg

;gp.

nt

l;o

. R

upj

hu

;. g

[li

t.

y'

:fh

Nl

;. n

rh

Hp.

bl

kpd

;(fh

w;r

l;i

l).

gl

;L.

fk

;gs

p. b

ty

;bt

l;.

kpU

fn

uh

kk

;. k

pUf

j;j

pd; n

jh

y;

mH

fh

dJ

. v

Lg

;gh

dJ

. r

hj

hu

zk

hd

J.

ny

iy

g;g

hL

br

a;a

gl

;lJ

. F

Wf

;F n

fh

L

ng

hl

;lJ

. g

[s;s

papl

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. b

gh

j;j

hd

;. g

sg

sg

;g[g

; b

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hd

;(bj

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f;f

kh

dJ

. b

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sg

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. n

kh

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gh

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d;d

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pth

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vd

;d c

il

mz

pth

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eh

d; m

zpt

J.

mt

s;-

mt

d; m

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J.

cd

f;F

ve

;j e

hf

uPf

ci

l T

Lj

yh

f t

pUg

;gk

;?f

PHj

;ij

a-

nk

w;f

j;i

ja

eh

l;L

ci

lf

s;.

gi

Ha

J-

g[j

paJ

(x

g;g

pLj

y;)

Gra

mm

ar f

ocu

sv

Gt

ha

;. g

ad

piy

c

-k

;~ k

hj

tp t

e;j

hs

;•

kf

;fs

; ng

l;o

. x

ypg

;gj

pt[f

is

f; n

fl

;ly

;/ k

f;f

s; n

gl

;o.

xy

pg;g

jpt

[fi

sf

; nf

l;l

y;/

List

enin

g an

d no

ting:

list

enin

g to

rec

ordi

ngs

of in

terv

iew

s w

ith d

iffer

ent

peop

le a

bout

clo

thes

/jew

elle

ry/fa

shio

n.

Pup

ils n

ote

key

poin

ts in

clud

ing

pref

eren

ces

with

reg

ard

to d

esig

n, fa

bric

s, c

omfo

rt.

Ra

rpe

;ji

d

Ra

rpe

;ji

d B

rain

stor

min

g to

rev

ise

and

exte

nd

clot

hes

voca

bula

ry: t

his

can

be d

one

as w

hole

cla

ss

activ

ity o

r in

itial

ly in

pai

rs w

ith t

he s

uppo

rt o

f a

dict

iona

ry.

nf

s;t

pfS

f;F

tpu

pth

d g

jpy

;fi

s m

spj

;jy

; n

fs

;tpf

Sf

;F t

pupt

hd

gj

py;f

is

ms

pj;j

y;

Ope

n en

ded

ques

tioni

ng: p

uttin

g m

ore

open

-end

ed

ques

tions

to

pupi

ls a

nd e

ncou

ragi

ng lo

nger

res

pons

es,

incl

udin

g us

e of

con

nect

ives

, re

lativ

e cl

ause

s, e

tc.

fU

j;J

f; f

zpg

;g[

fU

j;J

f; f

zpg

;g[ S

urve

y: p

upils

inte

rvie

w c

lass

mat

es,

fam

ily a

nd f

riend

s to

fin

d ou

t op

inio

ns r

egar

ding

pas

t an

d pr

esen

t fa

shio

n an

d A

sian

/Wes

tern

fash

ion.

Dat

a is

ana

lyse

d an

d pr

esen

ted

in t

he fo

rm o

f ba

r ch

arts

/pie

ch

arts

(us

ing

spre

adsh

eet

softw

are)

.

gh

u;i

ta

hs

u;f

Sf

;F v

Lj

;Jf

; Tw

y;

gh

u;i

ta

hs

u;f

Sf

;F v

Lj

;Jf

; Tw

y; P

rese

ntin

g id

eas

to a

n au

dien

ce (

eith

er in

divi

dual

ly, i

n sm

all g

roup

s or

with

the

clas

s) u

sing

pre

pare

d m

ater

ial,

visu

als,

ges

ture

an

d ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a s

ong

or a

vid

eo.

See

p49

fU

g;b

gh

Us

; f

Ug

;bg

hU

s; I

nter

view

: fai

r tr

ade

fash

ion:

(im

agin

ary)

in

terv

iew

with

fact

ory

wor

ker,

com

pany

dire

ctor

, sh

op

owne

r (C

itize

nshi

p lin

k).

ng

l;o

n

gl

;o I

nter

view

abo

ut la

test

fash

ion.

ci

lf

;fh

l;r

p c

il

f;f

hl

;rp F

ashi

on s

how

in w

hich

som

e pu

pils

m

odel

clo

thes

and

oth

er p

rovi

de c

omm

enta

ry.

bt

z;g

yi

f

bt

z;g

yi

f M

ini w

hite

boar

d ac

tiviti

es:

Writ

e th

e sy

nony

m/a

nton

ym fo

r …

.W

rite

thre

e ad

ject

ives

des

crib

ing

size

. O

dd o

ne o

ut (

pupi

ls c

hoos

e od

d on

e ou

t of

four

wor

ds

and

then

just

ify t

heir

deci

sion

). A

nagr

am g

ame:

tea

cher

writ

es w

ord

on b

oard

and

st

uden

ts w

rite

dow

n as

man

y w

ords

as

they

can

fro

m

it. Mak

ing

a se

nten

ce o

f si

x, e

ight

or

ten

wor

ds in

clud

ing

a gr

amm

atic

al fe

atur

e, e

.g. a

con

nect

ive,

a t

ense

, O

R

a ne

gativ

e se

nten

ce O

R a

que

stio

n.

ji

yg

;g[f

is

bg

hU

j;j

kh

d g

l'

:fS

f;F

vL

j;J

j

iy

g;g

[fi

s b

gh

Uj

;jk

hd

gl

':f

Sf

;F v

Lj

;J

it

j;j

y;

it

j;j

y; M

atch

ing:

mat

ch c

aptio

ns t

o pi

ctur

es.

,i

lb

ts

p epu

g;g

[jy

;; ,

il

bt

sp e

pug

;g[j

y;; G

ap f

illin

g ca

ptio

ns o

r sh

ort

artic

les/

revi

ews:

mis

sing

wor

ds p

rovi

ded

in b

ox b

elow

for

diffe

rent

iatio

n.

kh

zt

u;f

s; r

pW r

pW F

Gf

;fs

hf

nr

u;e

;J.

kh

zt

u;f

s; r

pW r

pW F

Gf

;fs

hf

nr

u;e

;J.

gy

;Y}l

fk

; |y

k; g

il

g;g

[fi

sj

; ja

hu

pj;j

y;-

g

y;Y

}lf

k; |

yk

; gi

lg

;g[f

is

j; j

ah

upj

;jy

;-

Cre

atin

g P

ower

Poi

nt p

rese

ntat

ion/

fash

ion

mag

azin

e in

gr

oups

: Afte

r in

itial

who

le c

lass

bra

inst

orm

, pu

pils

wor

k in

gro

ups

to p

lan,

res

earc

h an

d th

en d

raft

and

redr

aft

page

s/sc

reen

s co

mbi

ning

tex

t w

ith im

ages

, so

und

effe

cts,

etc

.

Res

ou

rces

ww

w.la

ng

uag

es-i

ct.o

rg.u

k

fh

yn

tW

gh

Lf

is

kh

zt

u;f

Sf

;F

fh

yn

tW

gh

Lf

is

kh

zt

u;f

Sf

;F

cz

u;j

;Jj

y;.

cz

u;j

;Jj

y;.

Dev

elop

ing

pupi

ls’ a

war

enes

s of

di

ffere

nt g

enre

s (a

dver

tisem

ent,

revi

ew,

inte

rvie

w).

Mu

ha

;e;J

mw

pKf

g;g

Lj

;jy

; M

uh

a;e

;J m

wpK

fg

;gL

j;j

y; R

esea

rchi

ng a

nd

pres

entin

g th

e pr

oces

s of

clo

thes

man

ufac

turin

g fr

om t

he

grow

ing

and

pick

ing

of t

he c

otto

n to

sal

e in

a d

epar

tmen

t st

ore

in t

he U

K. (

Citi

zens

hip

link)

.

ei

f t

ot

ik

j;j

y;

ei

f t

ot

ik

j;j

y; P

ersu

asiv

e w

ritin

g: d

esig

ning

a

piec

e of

jew

elle

ry a

nd w

ritin

g a

para

grap

h pr

omot

ing

it.

Mj

hu

k; n

jL

k; M

w;w

iy

ts

u;j

;jy

;/ (,

U b

kh

Hp

Mj

hu

k; n

jL

k; M

w;w

iy

ts

u;j

;jy

;/ (,

U b

kh

Hp

mf

uh

jp c

gn

ah

fpg

;gJ

cl

;gl

) m

fu

hj

p cg

na

hf

pg;g

J c

l;g

l)

Dev

elop

ing

refe

renc

e sk

ills,

incl

udin

g us

e of

bili

ngua

l dic

tiona

ry.

• • • • •


57

Lev

el 5

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

Clfk; Clfk; Media

gy

ju

g;g

l;l

g

yj

ug

;gl

;l

Cl

f'

:fs

; C

lf

':f

s;

(bj

hi

yf

;fh

l;r

p. (b

jh

iy

f;f

hl

;rp.

nu

on

ah

(th

bd

hy

p).

nu

on

ah

(th

bd

hy

p).

rPo

. O

tpO

. f

zd

p. r

Po.

Ot

pO.

fz

dp.

o$

pl;l

y; f

hk

puh

. o

$pl

;ly

; fh

kpu

h.

if

j;b

jh

iy

ng

rp

if

j;b

jh

iy

ng

rp

(bk

hi

gy

;ng

hd

;)(b

kh

ig

y;n

gh

d;)

Dif

fere

nt

typ

es o

f m

edia

(t

elev

isio

n, r

adio

, CD

, DV

D,

com

pu

ter,

dig

ital

cam

era,

vi

deo

cam

era,

mo

bile

p

ho

ne,

MP

3 p

laye

r)

tpU

g;g

r; r

hu

;g[

tpU

g;g

r; r

hu

;g[

Pre

fere

nce

sFr

eque

ncy

of u

se

bj

hi

yf

;fh

l;r

p (u

ptPP)

bj

hi

yf

;fh

l;r

p (u

ptPP)

eP b

jh

iy

f;f

hl

;rp g

hu

;g;g

ha

h.

th

bd

hy

p n

fl

;gh

ah

?. g

hl

y;f

s; n

fl

;gh

ah

?. r

pdpk

ht

pw;F

g;

ng

ht

ha

h?

cd

f;F

vg

;go

ah

d e

pfH

;r;r

pfs

; gh

u;f

;f.

nf

l;f

g;

gpo

f;F

k;?

vd

f;F

nf

ypr

;rpj

;jpu

k;.f

spg

;g{l

;Lk

; rpj

;jpu

k;.

fy

e;J

iu

ah

ly

;;. M

a;t

[g; g

jpt

[. e

hl

f'

:fs

;. t

pis

ah

l;L

. R

w;w

hl

y; e

pfH

;t[f

s;.

br

a;j

pfs

;. t

p";"

hd

k;.

fl

;Lf

;fi

j n

gh

d;w

epf

H;r

;rpf

s;/

cd

f;F

g; g

poj

;j j

piu

g;g

lk

; vd

;d?

vd

f;F

md

pnk

=d

;. M

r;r

upa

k; j

Uk

;. r

pupg

;g{l

;Lk

;. f

hj

y;.

ga

':f

u.

gl

':f

Sk

;.

nk

iy

j;n

ja

,i

r.

gl

':f

s; g

pof

;Fk

;/v

t;t

hw

hd

,i

rf

is

eP n

fl

;f t

pUk

;g[f

pwh

a;?

vd

f;F

f; f

u;e

hl

f.

cn

yh

f t

hj

;jpa

. e

hl

;Lg

;gh

ly

;. g

pur

pj;j

kh

d.

g'

:fw

h.

bw

nf

,

ir

fs

; gpo

f;F

k;/

cd

f;F

g; g

poj

;j g

hl

fu

;(gh

lf

p). e

of

d; (

eo

if

) a

hu

;?c

df

;Fg

; gpo

j;j

gl

g; g

hl

fu

; FG

vJ

?c

d;d

plk

; fz

dp ,

Uf

;fpw

jh

?e

P vj

w;F

mj

id

g; g

ad

;gL

j;J

th

a;?

eh

d; m

ij

f;b

fh

z:L

tpi

sa

hL

nt

d;.

,i

za

j;j

py;(b

tg

;) n

jo

g;g

hu

;g;n

gd

;. m

";r

y;(<

bk

apy

;)mD

g;g

[[nt

d;.

ez

:gu

;fS

ld

; f

ye

;Ji

ua

hL

nt

d;/

vd

J

g[i

fg

;gl

':f

is

g; g

hu

;g;n

gd

;. v

dJ

tPl

;L

nt

iy

fi

sr

; br

a;n

td

;/

Ra

rpe

;ji

d

Ra

rpe

;ji

d B

rain

stor

min

g to

iden

tify

diffe

rent

typ

es o

f m

edia

: thi

s ca

n be

don

e as

who

le c

lass

act

ivity

or

initi

ally

in

pai

rs w

ith t

he s

uppo

rt o

f a

dict

iona

ry.

fU

j;J

f; f

zpg

;g[

fU

j;J

f; f

zpg

;g[ S

urve

y to

dis

cove

r m

ost/l

east

po

pula

r m

edia

in c

lass

, sc

hool

, ac

ross

gen

erat

ions

.

bj

hi

yf

;fh

l;r

papy

; rpw

e;j

tps

k;g

uj

;ij

j;

bj

hi

yf

;fh

l;r

papy

; rpw

e;j

tps

k;g

uj

;ij

j;

bj

upj

y;

bj

upj

y; P

icki

ng t

he b

est T

V a

dver

tisem

ent:

pupi

ls

show

n th

ree

adve

rtis

emen

ts. I

n gr

oups

the

y th

en

disc

uss

whi

ch t

hey

like

best

and

why

. Opi

nion

s ar

e th

en

pres

ente

d to

the

who

le c

lass

. Thi

s ac

tivity

cou

ld a

lso

be

done

with

mag

azin

e ad

vert

isem

ents

.

gh

u;i

ta

hs

Uf

;F v

z;z

':f

is

j; b

ju

ptpj

;jy

; g

hu

;it

ah

sU

f;F

vz

;z'

:fi

sj

; bj

upt

pj;j

y;

A m

ultim

edia

pre

sent

atio

n: s

ketc

h, e

.g. s

cene

fro

m s

oap

oper

a, in

terv

iew

, sc

hool

new

s br

oadc

ast,

fash

ion

show

or

wea

ther

fore

cast

. Pup

ils s

tory

boar

d* a

nd t

hen

mak

e th

eir

own

digi

tal v

ideo

.

* Sto

rybo

ardi

ng is

a p

lann

ing

devi

ce u

sed

to v

isua

lly s

ketc

h ou

t the

ac

tions

of a

sto

ry in

the

fash

ion

of a

car

toon

str

ip. I

t is

a st

anda

rd

proc

edur

e us

ed b

y fi l

m-m

aker

s to

bre

ak a

nar

rativ

e do

wn

into

a

serie

s of

inte

rlock

ing

scen

es a

nd to

dec

ide

how

eac

h sc

ene

will

be

shot

(S

ee ‘S

tory

boar

ding

’ in

refe

renc

e lis

t). P

upils

sho

uld

be fa

mili

ar w

ith th

e pr

oced

ure

from

Dra

ma

and

Eng

lish

less

ons,

bu

t it w

ill b

e us

eful

for

teac

hers

to m

odel

it. H

avin

g id

entifi

ed

and

sket

ched

seq

uenc

e of

imag

es r

efl e

ctin

g ke

y m

omen

ts in

dra

ma/

pres

enta

tion,

pup

ils n

eed

to w

ork

on s

ound

trac

k, i.

e. s

crip

t and

an

y so

und

effe

cts/

back

grou

nd m

usic

, and

per

form

ance

asp

ects

, ca

mer

a an

gles

, etc

.

bt

z: g

yi

fb

tz

: gy

if

Min

i-whi

tebo

ard

activ

ities

. (S

ee p

revi

ous

page

)Te

xt m

arki

ng.

Seq

uenc

ing

(dia

logu

e).

Gap

-fill

ing

(dia

logu

e).

(Run

ning

) D

icta

tion

(run

ning

).S

ee p

49G

uide

d w

ritin

g.

gj

;jpu

pif

. ,

iz

aj

;js

jf

ty

;fi

s

gj

;jpu

pif

. ,

iz

aj

;js

jf

ty

;fi

s

mi

la

hs

k; f

hz

y;

mi

la

hs

k; f

hz

y; A

naly

sing

aut

hent

ic t

ext:

brow

se t

hrou

gh m

agaz

ines

, ne

wsp

aper

s an

d In

tern

et t

exts

and

rec

ogni

se t

ext

com

pone

nts,

e.

g. t

itle,

con

tent

s pa

ge,

head

line

and

the

feat

ures

of

diff

eren

t te

xt g

enre

s, e

.g. a

wea

ther

fore

cast

, a

reci

pe,

a le

tter,

an a

dver

tisem

ent,

a ne

ws

stor

y.

br

a;j

pr; R

Uf

;fk

; b

ra

;jpr

; RU

f;f

k; T

rans

latin

g/In

terp

retin

g: n

ews

roun

d up

fro

m I

ndia

/Sri

Lank

a. P

upils

act

as

tran

slat

ors/

inte

rpre

ters

sum

mar

isin

g se

lect

ed n

ews

item

s fr

om I

ndia

n/S

ri La

nkan

pre

ss fo

r U

K a

udie

nce.

bk

hH

p mw

pit

tpU

j;j

p br

a;j

y;

bk

hH

p mw

pit

tpU

j;j

p br

a;j

y; W

ord

rela

tions

hips

: dev

elop

pup

ils’ l

angu

age

awar

enes

s by

ta

lkin

g ab

out

wor

d de

rivat

ions

, in

clud

ing

borr

owin

gs

from

oth

er la

ngua

ges.

jf

ty

; nr

fu

pg;g

[ Mw

;wy

; j

ft

y; n

rf

upg

;g[ M

w;w

y; D

evel

opin

g re

fere

nce

skill

s, in

clud

ing

use

of b

iling

ual d

ictio

nary

.

kd

dk

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y;

kd

dk

; br

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ide

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eek:

mem

oris

atio

n te

chni

que.

See

p54

• • • • •

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ing

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ang

emen

ts

Invi

tatio

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ime

vd

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enin

g an

d no

ting:

list

enin

g to

rec

ordi

ngs

of p

eopl

e m

akin

g ar

rang

emen

ts a

nd n

otin

g de

tails

.

eo

j;J

f; f

hl

;ly

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oj

;Jf

; fh

l;l

y; R

ole-

play

Act

out

sce

ne (

on p

hone

) w

here

tw

o fr

iend

s di

sagr

ee

on w

hat

film

the

y sh

ould

go

and

see.

Act

out

sce

ne a

s a

pers

on w

ith p

artic

ular

cha

ract

er,

e.g.

som

eone

ver

y op

timis

tic,

som

eone

ver

y pe

ssim

istic

(us

ing

finge

r pu

ppet

s).

Act

a s

py (

on t

he p

hone

) ar

rang

ing

to m

eet

anot

her

spy

in a

cer

tain

row

at

the

cine

ma

to p

ass

on s

ecre

t in

form

atio

n, e

.g. J

ames

Bon

d.

• • •

ng

r;i

r t

upi

rg

;gL

j;j

y;

ng

r;i

r t

upi

rg

;gL

j;j

y; S

eque

ncin

g di

alog

ue.

jf

ti

y n

jL

jy

;-

jf

ti

y n

jL

jy

;- N

ote

taki

ng: s

cann

ing

even

ts

page

s in

mag

azin

e or

on

Inte

rnet

for

key

info

rmat

ion.

fh

uz

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is

tpt

upj

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;/ f

hu

z'

:fi

s t

ptu

pj;j

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From

film

info

rmat

ion

iden

tifyi

ng t

hree

you

mig

ht li

ke t

o se

e an

d ex

plai

n re

ason

for

your

cho

ice.


58

Lev

el 6

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

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ries

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inst

orm

ing

to

iden

tify

diffe

rent

par

ts o

f th

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dy a

nd il

lnes

ses:

thi

s ca

n be

don

e as

who

le c

lass

act

ivity

or

initi

ally

in

pairs

with

the

sup

port

of

a di

ctio

nary

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ng

Rt

ij

f; n

fl

;ly

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ti

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y;/

List

enin

g an

d no

ting:

lis

teni

ng t

o di

ffere

nt p

eopl

e ta

lkin

g ab

out

thei

r ill

ness

es: p

upils

not

e w

hat

is w

rong

and

adv

ice

abou

t tr

eatm

ent,

etc.

, by

com

plet

ing

grid

. D

iffer

entia

te b

y ad

ding

col

umn

for

extr

a de

tails

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fU

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nt

w;W

ik

ju

f;T

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pf

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tw

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k j

uf

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fs

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pen-

ende

d qu

estio

ning

: put

ting

mor

e op

en-e

nded

qu

estio

ns t

o pu

pils

and

enc

oura

ging

long

er

resp

onse

s, d

raw

ing

on p

revi

ousl

y le

arnt

lang

uage

an

d in

clud

ing

use

of c

onne

ctiv

es,

rela

tive

clau

ses,

et

c.

eo

j;j

ye

oj

;jy

; ; Rol

e-pl

ay

rk

;gt

k; g

w;w

p eo

j;j

y;

rk

;gt

k; g

w;w

p eo

j;j

y; A

ct o

ut s

cene

(on

ph

one)

whe

re f

riend

has

ser

ious

inju

ry,

but

refu

ses

to s

ee d

octo

r or

go

to h

ospi

tal.

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e;i

ja

[k; b

gw

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k; n

gh

y; e

oj

;jy

FH

e;i

ja

[k; b

gw

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k; n

gh

y; e

oj

;jy

; ;

Act

out

sce

ne b

etw

een

child

and

par

ent,

whe

re

child

is m

akin

g up

exc

uses

for

not

bein

g ab

le

to g

o to

sch

ool (

beca

use

does

n’t

wan

t to

do

test

/exa

m)

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tu

pd; F

zh

jpr

a'

:fs

; gw

;wp e

oj

;jy

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tu

pd; F

zh

jpr

a'

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oj

;jy

; ;

Act

out

sce

ne a

s a

pers

on w

ith p

artic

ular

ch

arac

ter,

e.g.

som

eone

who

exa

gger

ates

pr

oble

ms

(‘dra

ma

quee

n’)

and

som

eone

who

al

way

s th

inks

thi

ngs

will

tur

n ou

t fo

r th

e be

st

(usi

ng f

inge

r pu

ppet

s).

• • •

At

this

leve

l it

is im

po

rtan

t fo

r p

up

ils t

o

exte

nd

th

eir

ran

ge

of

exp

ress

ion

an

d

dev

elo

p t

hei

r aw

aren

ess

of

wo

rd o

rig

ins

and

rel

atio

nsh

ips.

Tea

cher

s sh

ou

ld b

e re

ady

to t

ake

adva

nta

ge

of

op

po

rtu

nit

ies

that

ari

se n

atu

rally

in le

sso

ns

to s

up

po

rt

this

. Act

ivit

ies

bas

ed o

n t

exts

(b

oth

w

ritt

en a

nd

sp

oke

n)

can

be

use

d a

s a

stim

ulu

s fo

r la

ng

uag

e in

vest

igat

ion

. E

xam

ple

s w

ou

ld in

clu

de:

• W

ord

def

init

ion

s: m

atch

wo

rd t

o

def

init

ion

;•

Syn

on

yms

and

an

ton

yms:

mat

chin

g

or

tab

le c

om

ple

tio

n;

• D

iffe

ren

t w

ord

fo

rms

dep

end

ing

o

n g

ram

mat

ical

fu

nct

ion

, (n

ou

n,

verb

, ad

ject

ive,

ad

verb

) u

sin

g t

able

co

mp

leti

on

;•

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fere

nt

verb

fo

rms

dep

end

ing

on

te

nse

usi

ng

tab

le c

om

ple

tio

n.

Tea

cher

s n

eed

to

dec

ide

wh

at t

ypes

of

acti

vity

len

d t

hem

selv

es m

ost

rea

dily

to

an

y p

arti

cula

r te

xt. A

lso

use

ful t

o

inco

rpo

rate

wo

rk b

ased

on

tra

nsl

atio

n

fro

m a

nd

into

th

e ta

rget

lan

gu

age,

e.g

.;

as s

tart

er a

ctiv

ity

linke

d t

o p

revi

ou

s le

arn

ing

(m

ini-

wh

iteb

oar

d);

pai

r/g

rou

p

tran

slat

ion

fo

llow

ed b

y cl

ass

dis

cuss

ion

o

f d

iffe

ren

t ve

rsio

ns;

tra

nsl

atio

n o

f sm

all s

ecti

on

of

text

as

on

e o

f a

seri

es

of

read

ing

/wri

tin

g a

ctiv

itie

s le

adin

g o

n

to c

on

tin

uo

us

wri

tin

g;

ple

nar

y ac

tivi

ty t

o

chec

k le

arn

ing

.

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r;r

upf

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uk

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ding

and

not

ing:

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ting

key

poin

ts o

f si

mpl

e m

essa

ges/

adve

rts,

e.

g. s

een

in a

mag

azin

e or

on

a w

ebsi

te,

or

hear

, e.

g. o

n T

V o

r ra

dio.

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l;o

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hu

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Per

suas

ive

writ

ing:

des

igni

ng a

pos

ter

to

adve

rtis

e a

prod

uct.

Thi

s co

uld

beco

me

a cl

ass

com

petit

ion

judg

ed b

y an

othe

r te

ache

r or

six

th

form

ers.

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prov

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doct

ors

and

nurs

es

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p pr

actic

e ac

tivity

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r pu

pils

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tient

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iend

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rse,

doc

tor)

impr

ovis

e ro

le-p

lays

with

un

pred

icta

ble

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ents

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u x

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hl

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k;g

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spe

hl

h j

ah

upj

;jy

; ; Pup

ils m

ake

a ta

pe/v

ideo

adv

ertis

ing

a pr

oduc

t.

*:g

hl

;iy

l*

:gh

l;i

yl

; ; Spo

tligh

t ac

tivity

.S

ee p

51

br

hy

; tpi

sa

hl

;Lb

rh

y; t

pis

ah

l;L

Blo

ckbu

ster

s: li

ke t

he

tele

visi

on g

ame,

the

re a

re t

wo

team

s an

d th

e ai

m

is t

o jo

in h

exag

ons

acro

ss t

he b

oard

(le

ft to

rig

ht

or t

op t

o bo

ttom

). A

hex

agon

is w

on b

y na

min

g it

corr

ectly

. If

team

can

not

nam

e it,

the

oth

er t

eam

ha

s th

e ch

ance

to

go. C

an b

e ad

apte

d fo

r di

ffere

nt

leve

ls.


59

Lev

el 6

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

Mnuhf;fpaKk; cly; cWjpa[k; Mnuhf;fpaKk; cly; cWjpa[k; Health and fitness

Mn

uh

f;f

pa t

hH

;t[

Mn

uh

f;f

pa t

hH

;t[

Hea

lthy

livi

ng

cz

t[f

; f

l;L

g;g

hL

. c

lw

;ga

pw;r

p. R

w;w

hl

y;

Die

t, ex

erci

se,

envi

ron

men

t

eP v

t;t

if

ah

d c

zi

t c

z:g

ha

: - t

pUk

;g[t

ha

;;?e

hd

; M'

:fpy

. r

Pd.

kn

yr

pa.

jh

a;t

hd

;. k

j;j

pa

fpH

f;F

. ,

e;j

pa.

gh

f;f

p*;j

hd

pa ,

y'

:if

cz

t[

ti

ff

is

tpU

k;g

[nt

d; -

cz

:ng

d;/

eh

d; j

ht

u c

zi

t c

z:g

td

;e

hd

; ,i

wr

;rp (

kh

L.

ML

. g

d;w

p. n

fh

Hp)

fl

y; c

zt

[ (k

Pd;.

,w

hy

;. e

z:L

)f

ha

;fw

p (F

lk

psf

ha

;. j

f;f

hs

p. b

ff

;fu

pf;f

ha

;.)g

Hk

; -(n

jh

il

. n

ky

d;.

kh

. g

P$p.

ng

uPe

;J/)

jh

dpa

':f

s; -

(r

PwPa

y;.

nr

hW

. g

Ug

;g[.

tpi

jf

s;)

gz

:l'

:fs

;- (

bu

hl

;o.

gpl

;L.

mg

;gk

;. r

g;g

hj

;jp.

g{u

p)g

hY

zt

[ - (

gh

y;.

bt

z:i

z.

ja

pu;)

,d

pg;g

[g; g

z:l

k; -

(n

ff

;. g

p*:f

l;.

,d

pg;g

[fs

;)g

hd

':f

s; -

(j

z;z

Pu;/

nj

ePu

;. n

fh

g;g

p. g

Hu

rk

;)

eP.

Rf

nj

fpa

hf

,U

f;f

pwh

ah

? m

ts

; Rf

nj

fpa

hf

,

Uf

;fpd

;wh

sh

? m

td

; Rf

nj

fpa

hf

,U

f;f

pwh

dh

?M

k;.

eh

d; M

nu

hf

;fpa

cz

it

cz

:fpn

wd

;/e

hd

; rh

g;g

pLt

jpy

;iy

-F

og

;gJ

,y

;iy

eP v

d;d

fh

iy

cz

it

. k

jpa

cz

it

cz

:gh

a:?

cd

J g

s;s

papy

; kj

pa n

gh

rd

j;j

pw;F

epi

wa

[zt

[ j

Uf

pwh

u;f

sh

?e

P rpw

;W}z

:of

s; m

jpf

k; c

z:g

ha

h?

eP c

lw

;ga

pw;r

p vL

f;f

pwh

ah

?M

k;.

eh

d; n

ah

fh

rd

g;

ga

pw;r

p br

a;n

td

;.M

k;.

eh

d; (

ci

j g

e;J

. b

ld

p*:.

fph

pf;f

l;.

gl

;kpd

;ud

;. i

fg

;ge

;J )

tpi

sa

hL

nt

d;/

eh

d; t

hu

j;j

py; x

U e

hs

; (e

Pr;r

Yf

;F.

Xl

;lj

;jpw

;F

el

dj

;jpw

;F)

ng

hn

td

;e

hd

; fps

pj;j

l;L

tpi

sa

hL

nt

d;/

eh

d; J

tpr

;rf

;fu

tz

:o (

ir

f;f

ps;)

Xl

;Ln

td

;/e

P rpw

e;j

Mn

uh

f;f

pak

hf

,U

g;g

jw

;F n

kY

k;

vd

;d b

ra

;th

a;?

eh

d; n

ky

jpf

cl

w;g

apw

;rp v

Lg

;ng

d;/

eh

d; r

j;J

s;s

cz

it

cz

;ng

d; -

Fi

wt

hf

r;

rh

g;g

pLn

td

;/

th

H;f

;if

Ki

w g

w;w

pr; r

pe;j

pj;j

y;/

th

H;f

;if

Ki

w g

w;w

pr; r

pe;j

pj;j

y;/

Bra

inst

orm

to

iden

tify

feat

ures

of

heal

thy

and

unhe

alth

y lif

esty

les:

thi

s ca

n be

don

e as

who

le c

lass

act

ivity

or

initi

ally

in p

airs

w

ith t

he s

uppo

rt o

f a

dict

iona

ry.

fU

j;J

f;f

zpg

;g[

fU

j;J

f;f

zpg

;g[ S

urve

y: p

upils

inte

rvie

w c

lass

mat

es,

fam

ily a

nd f

riend

s to

fin

d ou

t ab

out

lifes

tyle

.

fU

j;J

f;f

zpg

;g[

fU

j;J

f;f

zpg

;g[ S

urve

y: p

upils

inte

rvie

w c

lass

mat

es,

fam

ily a

nd f

riend

s to

fin

d ou

t ab

out

scho

ol m

eals

.

ey

kh

d t

hH

;tpw

;F V

w;w

cz

t[ t

if

fi

s

ey

kh

d t

hH

;tpw

;F V

w;w

cz

t[ t

if

fi

s

vL

j;J

f;f

hl

;ly

; v

Lj

;Jf

;fh

l;l

y; P

rese

ntin

g to

an

audi

ence

: pup

ils

mak

e a

pres

enta

tion

of p

rodu

cts

whi

ch a

re ‘g

ood

for

your

he

alth

’ and

tho

se w

hich

are

‘bad

for

your

hea

lth’.

tps

k;g

uk

; ja

hu

pj;j

y;

tps

k;g

uk

; ja

hu

pj;j

y; V

ideo

rec

ordi

ng: t

ake

a vi

deo

of a

dver

tisem

ents

com

pile

d an

d pr

esen

ted

by p

upils

or

invi

te p

upils

to

pres

ent

thei

r ad

vert

isem

ent

usin

g IC

T

(pre

sent

atio

n so

ftwar

e).

ga

pw;r

pfi

s x

G'

:fi

kj

;jy

; g

apw

;rpf

is

xG

':f

ik

j;j

y; P

repa

ring

exer

cise

ro

utin

e: p

upils

und

erst

and

and

mak

e up

an

exer

cise

ro

utin

e.

Kj

y; t

upi

r

Kj

y; t

upi

r D

iam

ond

rank

ing:

bes

t (o

r w

orst

) w

ays

to

keep

hea

lthy.

See

p53

tpi

dr

; br

hw

;fs

pd; n

tW

gh

Lf

is

tpi

sa

hl

;L

tpi

dr

; br

hw

;fs

pd; n

tW

gh

Lf

is

tpi

sa

hl

;L

|y

k; f

hl

;of

; bf

hL

j;j

y;

|y

k; f

hl

;of

; bf

hL

j;j

y; B

attle

ship

s ga

me:

fun

w

ay t

o pr

actis

e gr

amm

ar,

e.g.

ver

b m

anip

ulat

ion.

Pla

yed

in p

airs

. Eac

h pa

ir ha

s gr

id w

ith s

peci

fic e

lem

ents

m

arke

d at

top

and

sid

e, e

.g. i

nfin

itive

of

verb

s on

left

and

pron

ouns

acr

oss

top.

Eac

h pu

pil s

ecre

tly p

uts

cros

ses

in f

ive

squa

res.

The

y th

en h

ave

to c

ombi

ne e

lem

ents

co

rrec

tly t

o ‘h

it’ d

iffer

ent

boxe

s on

the

ir pa

rtne

r’s g

rid a

nd

‘sin

k’ s

hips

. It

is u

sefu

l to

mar

k of

f sq

uare

s th

ey h

ave

trie

d un

succ

essf

ully

. If

they

get

one

rig

ht t

hey

cont

inue

un

til w

rong

whe

n it’

s pa

rtne

r’s t

urn.

Firs

t to

sin

k al

l fiv

e of

pa

rtne

r’s s

hips

is w

inne

r. A

dapt

able

to

diffe

rent

leve

ls.

bt

z:g

yi

f |

yk

; br

aw

;gh

Lf

s;

bt

z:g

yi

f |

yk

; br

aw

;gh

Lf

s;

Min

i whi

tebo

ard

activ

ities

:

Cat

egor

isin

g, e

.g. h

ealth

y-un

heal

thy.

Odd

one

out

. A

nagr

am g

ame.

Tea

cher

writ

es w

ord

on b

oard

an

d st

uden

ts w

rite

dow

n as

man

y w

ords

as

they

ca

n fr

om it

. M

akin

g a

sent

ence

of

six,

eig

ht o

r te

n w

ords

in

clud

ing

a gr

amm

atic

al fe

atur

e, e

.g. a

con

nect

ive,

a

tens

e O

R a

neg

ativ

e se

nten

ce O

R a

que

stio

n.

br

hy

;tb

jG

jy

; b

rh

y;t

bj

Gj

y; D

icta

tion.

bk

hH

pbg

au

;g;g

[ b

kh

Hpb

ga

u;g

;g[ T

rans

latio

n: f

rom

and

into

tar

get

lang

uage

.

ru

pah

d t

pil

ia

j; b

ju

pt[b

ra

;jy

; r

upa

hd

tpi

li

aj

; bj

upt

[br

a;j

y; M

ultip

le

choi

ce m

agaz

ine

styl

e qu

iz w

hich

rev

ises

pre

sent

te

nse

and

freq

uenc

y ph

rase

s in

con

text

s su

ch a

s fo

od,

drin

k, s

port

.

epf

H;f

hy

k; v

jpu

; fh

yk

; Mf

pat

w;i

w

epf

H;f

hy

k; v

jpu

; fh

yk

; Mf

pat

w;i

w

bj

spt

hf

f; f

hl

;o v

Gj

y;

bj

spt

hf

f; f

hl

;o v

Gj

y; W

ritin

g a

‘goo

d re

solu

tions

’ pag

e in

clud

ing

pres

ent

and

futu

re t

ense

s us

ing

ICT

(de

skto

p-pu

blis

hing

sof

twar

e).

kh

zt

u; j

kf

;Fs

; jf

ty

;fi

sg

; gu

pkh

wy

; k

hz

tu

; jk

f;F

s; j

ft

y;f

is

g; g

upk

hw

y;

Pup

ils e

xcha

nge

info

rmat

ion

with

par

tner

sch

ool i

n S

ri La

nka/

Indi

a ab

out

aspe

cts

of li

fest

yle

(pos

sibl

e us

e of

IC

T v

ia e

mai

l) an

d w

rite

a co

mpa

rison

su

mm

ary

(with

sup

port

of

writ

ing

fram

e).

kh

zt

u; M

ny

hr

id

. j

ft

y; v

Gj

y;

kh

zt

u; M

ny

hr

id

. j

ft

y; v

Gj

y; P

upils

w

rite

an a

dvic

e le

afle

t or

fact

she

et fo

r a

part

icul

ar

pers

on,

e.g.

som

eone

con

fined

to

a w

heel

chai

r, a

smal

l pup

il, a

tee

nage

r (w

ith s

uppo

rt o

f w

ritin

g fr

ame)

.

• • • •

Mn

uh

f;f

pa

Mn

uh

f;f

pa

(,y

':i

f.

,e

;jpa

) (,

y'

:if

. ,

e;j

pa)

cz

t[t

if

r;

cz

t[t

if

r;

br

a;K

iw

b

ra

;Ki

w

Rec

ipe

for

a h

ealt

hy S

ri

Lan

kan

/Ind

ian

dis

h

gU

g;g

[f; f

wp

gU

g;i

g K

jy

py; f

Gt

nt

z:L

k; g

pd;g

[ ms

th

d

ePu

; tpl

;L

gr

;ir

kps

hf

ha

; bt

':f

ha

k; v

d;g

tw

;iw

j;

Jz

:lh

f b

tl

;o

mj

w;F

s; ,

l;L

mL

g;g

py; i

tf

;f

nt

z:L

k;/

gU

g;g

[ mt

pe;j

gpd

;g[.

cg

;g[.

gh

y;

vd

;gd

tw

;iw

tpl

;L f

psw

p cs

;sp k

psF

ew

;rPu

fk

; M

fpa

dt

w;i

wg

; bg

ho

br

a;J

mj

w;F

s; ,

lt

[k;/

gpd

;g[ e

d;w

hf

f; f

psw

p ,w

f;f

p it

f;f

t[k

;/

Fw

pg;g

[fi

sf

; nf

l;l

y;

Fw

pg;g

[fi

sf

; nf

l;l

y; S

eque

ncin

g: li

sten

ing

to in

stru

ctio

ns a

nd s

eque

ncin

g pi

ctur

es t

o sh

ow

unde

rsta

ndin

g.

tpU

k;g

pa c

zt

[ ja

hu

pj;j

iy

f;; f

hl

;Lj

y;

tpU

k;g

pa c

zt

[ ja

hu

pj;j

iy

f;; f

hl

;Lj

y;

Pre

sent

ing

favo

urite

rec

ipe

to r

est

of c

lass

(us

ing

pres

enta

tion

softw

are)

.

br

aw

;gh

Lf

is

tu

pir

g;g

Lj

;jy

;b

ra

w;g

hL

fi

s t

upi

rg

;gL

j;j

y;

Seq

uenc

ing

activ

ity.

,i

lb

ts

pia

epu

g;g

[jy

; ,

il

bt

spi

a e

pug

;g[j

y; G

ap-f

illin

g.

r"

;rpi

f j

ah

upj

;jy

; r

";r

pif

ja

hu

pj;j

y; C

reat

ing

clas

s m

agaz

ine

of

favo

urite

rec

ipes

and

com

parin

g w

ith p

artn

er s

choo

l.


60

Lev

el 6

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yghlrhiy ghlrhiy School

,'

:fpy

he

;Jf

; fy

;tp

,'

:fpy

he

;Jf

; fy

;tp

Ki

wa

[ld

; ,y

':i

f.

,e

;jpa

K

iw

a[l

d; ,

y'

:if

. ,

e;j

pa

fy

;tpK

iw

ia

xg

;gPL

f

y;t

pKi

wi

a x

g;g

PL

br

a;j

y;

br

a;j

y;

Sch

oo

l lif

e in

Sri

Lan

ka/In

dia

co

mp

ared

to

UK

vt

;th

wh

d g

hl

rh

iy

fs

; v

t;t

hw

hd

gh

lr

hi

yf

s;

(fy

td

; gs

;sp-

jd

pah

f M

z:

(fy

td

; gs

;sp-

jd

pah

f M

z:

-b

gz

:-M

uk

;g-

ca

u; )

-b

gz

:-M

uk

;g-

ca

u; )

Sch

oo

l typ

e (m

ixed

/sin

gle

sex

, ag

e ra

ng

e)

gh

lr

hi

y e

hl

;fs

;; (f

hi

y.

gh

lr

hi

y e

hl

;fs

;; (f

hi

y.

kj

pa c

zt

[. ,

il

nt

is

).

kj

pa c

zt

[. ,

il

nt

is

).

tPl

;L n

ti

yf

s;

tPl

;L n

ti

yf

s;

Sch

oo

l day

Bre

aks,

lunc

h ho

ur a

nd h

omew

ork

gh

l'

:fs

; g

hl

':f

s;

Su

bje

cts

Mr

pupa

u;.

ji

yi

k M

rpu

pau

; M

rpu

pau

;. j

iy

ik

Mr

pupa

u;

Teac

her

s/th

e h

ead

teac

her

tpn

=l

epf

H;t

[fs

;t

pn=

l e

pfH

;t[f

s;

Sp

ecia

l eve

nts

fH

f'

:fs

;- b

ra

w;g

hL

fs

; f

Hf

':f

s;-

br

aw

;gh

Lf

s;

Rw

;Wy

h g

az

':f

s;

Rw

;Wy

h g

az

':f

s;

Clu

bs/

acti

viti

es/t

rip

s

xt

;bt

hU

gs

;spj

; x

t;b

th

U g

s;s

pj;

jpl

;l'

:fs

pdJ

gy

d;f

Sk

;.

jpl

;l'

:fs

pdJ

gy

d;f

Sk

;.

gpu

jpg

yd

;fS

k;/

gpu

jpg

yd

;fS

k;/

Ad

van

tag

es a

nd

dis

adva

nta

ges

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hH

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J/

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uage

of

nego

tiatio

n n

gu

k; b

ra

;a[k

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pM

k;;.

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ru

p-,

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hd

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k;g

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pl /

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f;f

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jy

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uz

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tJ

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vd

:W ,

':F

Fw

pg;g

pLn

th

k;

ci

ua

hl

iy

f; n

fl

;ly

; c

iu

ah

li

yf

; nf

l;l

y; L

iste

ning

and

no

ting:

list

enin

g to

you

ng p

eopl

e in

UK

and

Sri

Lank

a/In

dia:

pup

ils n

ote

info

rmat

ion

/ go

od a

nd

bad

poin

ts b

y co

mpl

etin

g gr

id. D

iffer

entia

te b

y ad

ding

col

umn

for

extr

a de

tails

.

Ko

tpy

;yh

j g

jpy

;fi

s m

spj

;jy

; K

ot

py;y

hj

gj

py;f

is

ms

pj;j

y;

Put

ting

mor

e op

en-e

nded

que

stio

ns t

o pu

pils

an

d en

cour

agin

g lo

nger

res

pons

es,

draw

ing

on

prev

ious

ly le

arnt

lang

uage

and

incl

udin

g us

e of

co

nnec

tives

, re

lativ

e cl

ause

s, e

tc.

br

aw

;gh

l;L

f; T

w;W

fs

; b

ra

w;g

hl

;Lf

; Tw

;Wf

s; S

tate

men

ts

activ

ity: w

hich

sta

tem

ents

app

ly t

o ed

ucat

ion

in

Sri

Lank

a/In

dia,

whi

ch a

pply

to

educ

atio

n in

the

U

K a

nd w

hich

app

ly t

o bo

th c

ount

ries.

Pup

ils

wor

k co

llabo

rativ

ely

disc

ussi

ng w

hich

cat

egor

y ea

ch o

f 10

-12

stat

emen

ts b

elon

g to

.

gl

k; g

w;w

p nf

s;t

p nf

l;l

y;

gl

k; g

w;w

p nf

s;t

p nf

l;l

y; Q

uest

ion

setti

ng a

roun

d a

pict

ure:

pup

ils in

gro

ups

deci

de o

n an

d no

te q

uest

ions

the

y w

ould

like

to

ask

the

per

son/

peop

le in

the

pic

ture

. Thi

s ca

n be

follo

wed

up

by t

he r

eadi

ng o

f a

text

, In

tern

et r

esea

rch,

the

vie

win

g of

a v

ideo

, et

c, t

o tr

y to

fin

d ou

t an

d no

te a

nsw

ers

to t

he

ques

tions

. Thi

s ca

n th

en le

ad o

n to

a p

iece

of

writ

ten

wor

k.

ju

g;g

Lj

;jy

; j

ug

;gL

j;j

y; D

iam

ond

rank

ing:

the

mos

t im

port

ant

thin

gs in

sch

ool.

Pup

ils w

ork

colla

bora

tivel

y in

gro

ups

to r

ank

stat

emen

ts

abou

t sc

hool

. Out

com

es a

re t

hen

com

pare

d an

d de

cisi

ons

just

ified

.S

ee p

53

vz

:zj

;ij

vL

j;J

f;f

hl

;ly

; v

z:z

j;i

j v

Lj

;Jf

;fh

l;l

y; P

rese

ntin

g id

eas

to a

n au

dien

ce (

eith

er in

divi

dual

ly,

in

smal

l gro

ups

or w

ith t

he c

lass

) us

ing

prep

ared

m

ater

ial,

visu

als,

ges

ture

and

exp

ress

ion.

Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pre

sent

atio

n,

a sk

etch

, a

poem

, a

song

or

a vi

deo.

fU

j;J

f;f

zpg

;g[

fU

j;J

f;f

zpg

;g[ S

urve

y: p

upils

inte

rvie

w

clas

smat

es.

mj

p=;l

r; r

f;f

uk

; m

jp=

;lr

; rf

;fu

k; W

heel

of

fort

une.

S

ee p

43

jh

af

;fl

;il

j

ha

f;f

l;i

l D

ice

gam

es (

talk

ing

dice

) to

rei

nfor

ce v

ocab

ular

y, p

ract

ise

sent

ence

co

nstr

uctio

n, e

tc.

bt

z;g

yi

f b

ra

y;g

hL

fs

; b

tz

;gy

if

br

ay

;gh

Lf

s;

Min

i whi

tebo

ard

activ

ities

:

Ana

gram

gam

e. T

each

er w

rites

wor

d on

bo

ard

and

stud

ents

writ

e do

wn

as m

any

wor

ds a

s th

ey c

an f

rom

it.

Mak

ing

a se

nten

ce o

f si

x, e

ight

or

ten

wor

ds in

clud

ing

a gr

amm

atic

al fe

atur

e, e

.g.

a co

nnec

tive,

a t

ense

, a

nega

tive

sent

ence

or

a q

uest

ion.

br

hy

;tb

jG

jy

; b

rh

y;t

bj

Gj

y; D

icta

tion.

bk

hH

pbg

au

;g;g

[ b

kh

Hpb

ga

u;g

;g[ T

rans

latio

n (f

rom

and

into

ta

rget

lang

uage

).S

ee p

58

xg

;gpL

jy

; x

g;g

pLj

y; C

ompa

ring:

pup

ils c

ompa

re t

heir

scho

ol w

ith o

ne in

tar

get

coun

try.

Whe

re t

here

is

link

with

par

tner

sch

ool,

this

can

bec

ome

a co

llabo

rativ

e pr

ojec

t w

ith c

lass

es in

eac

h sc

hool

pro

vidi

ng in

form

atio

n O

utco

mes

of

the

proj

ect

coul

d be

pre

sent

ed in

the

form

of

a n

ewsp

aper

/m

agaz

ine

or o

n th

e sc

hool

w

ebsi

te.

fo

jj

;jpw

;Fg

; gj

py; v

Gj

y;

fo

jj

;jpw

;Fg

; gj

py; v

Gj

y; R

espo

ndin

g to

lette

r on

pro

blem

pag

e of

a t

eena

ge

mag

azin

e.

jd

;ik

. K

d;d

piy

. g

lu

;f;i

fa

py;

jd

;ik

. K

d;d

piy

. g

lu

;f;i

fa

py;

vG

Jj

y;

vG

Jj

y; R

ewrit

ing

a te

xt in

a d

iffer

ent

pers

on (

third

inst

ead

of f

irst

pers

on)

or t

ense

(p

ast

inst

ead

of p

rese

nt).

xU

Fw

pg;g

pl;l

tu

pd; f

Uj

;Jg

;go

x

U F

wpg

;gpl

;lt

upd

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j;J

g;g

o

jf

ti

yj

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k;g

t[k

; v

Gj

y;

jf

ti

yj

; jpU

k;g

t[k

; v

Gj

y; R

ewrit

ing

a te

xt f

rom

the

sta

ndpo

int

of o

ne o

f th

e ch

arac

ters

/peo

ple

refe

rred

to.

fl

e;j

50

tU

lj

;jpy

; I,

f

le

;j 5

0 t

Ul

j;j

py; I

, (

UK

)(U

K)

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; jh

a;

-y

; jh

a;

eh

l;o

Ys

;s g

s;s

pfs

py; V

w;g

l;o

Uf

;Fk

; e

hl

;oY

s;s

gs

;spf

spy

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;gl

;oU

f;F

k;

kh

w;w

':f

is

tpt

upj

;jy

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hw

;w'

:fi

s t

ptu

pj;j

y; D

escr

ibin

g ho

w

scho

ol h

as c

hang

ed in

UK

and

ove

r th

e pa

st

50 y

ears

. Mig

ht b

e ba

sed

on in

terv

iew

s w

ith

pare

nts/

gran

dpar

ents

.

jh

a; e

hl

;oY

s;s

gs

;spa

py; e

le

;j x

U

jh

a; e

hl

;oY

s;s

gs

;spa

py; e

le

;j x

U

rk

;gt

j;i

j e

hl

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pg;n

gl

;oy

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Jj

y;

rk

;gt

j;i

j e

hl

;Fw

pg;n

gl

;oy

; vG

Jj

y;

Writ

e a

page

in d

iary

of

a pu

pil i

n S

ri La

nka/

Indi

a de

scrib

ing

wha

t ha

ppen

ed a

t sc

hool

.

• •


61

Lev

el 6

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

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j;j

sk

; (g

s;s

p th

j;j

pa F

Gt

py;)

th

rpg

;ng

d;/

gs

;spf

;Tl

g; g

hl

fu

; FG

tpy

; gh

Ln

td

:/e

ld

j;j

pw;F

g; n

gh

nt

d;/

r'

:fPj

f; f

r;n

rpu

pf;F

g; n

gh

nt

d;/

bg

hg

; r'

:fPj

k;/

rpd

pkh

g;g

hl

y;.f

u;e

hl

f r

':f

Pjk

;. n

fl

;ng

d;-

e

hl

;oa

eh

lf

j;j

pw;F

g; n

gh

nt

d;/

Cl

fk

; g

[j;j

f'

:fs

;. e

ht

y;f

s;.

r"

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ff

s; t

hr

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gd

;/b

jh

iy

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hl

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hu

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zd

papy

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sa

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nt

d;

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s; v

Lg

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rpd

pkh

tpw

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hn

td

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gh

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hf

ez

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ld

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ts

papy

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fh

apY

f;F

. g

s;s

pth

rY

f;F

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jt

hy

aj

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hn

td

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df

;F t

pUg

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pUg

;gk

; ,y

;iy

Vb

dd

;wh

y;//

,J

ju

hj

uk

hd

J.

kf

pH;r

;rp j

uf

;To

aJ

tpU

k;g

f; T

oa

J.

Mr

;ru

pak

; ju

f;T

oa

J.

mY

g;g

[j; j

Ut

J.

bt

Wg

;g{l

;Lt

Je

hd

; ////

/ ,

jpy

; jpw

ik

mw

;wt

d;

Ra

rpe

;ji

d

Ra

rpe

;ji

d B

rain

stor

m t

o re

vise

and

ext

end

voca

bula

ry in

trod

uced

in L

evel

2. P

ossi

bly

cate

goris

e in

to li

kes

and

disl

ikes

.

nf

l;l

y;

nf

l;l

y; L

iste

ning

to

peop

le t

alki

ng a

bout

how

th

ey s

pend

the

ir fr

ee t

ime

and

notin

g de

tails

: e.

g. a

ctiv

ities

, ho

w o

ften

they

do

them

, w

hy t

hey

like

them

(gr

id c

ompl

etio

n).

fU

j;J

nt

w;W

ik

jU

k; n

fs

;tp

fU

j;J

nt

w;W

ik

jU

k; n

fs

;tp P

uttin

g m

ore

open

-end

ed q

uest

ions

to

pupi

ls a

nd

enco

urag

ing

long

er r

espo

nses

, dr

awin

g on

pr

evio

usly

lear

nt la

ngua

ge a

nd in

clud

ing

use

of

conn

ectiv

es,

rela

tive

clau

ses,

etc

.

eo

j;j

y;

eo

j;j

y; R

ole-

play

inte

rvie

w w

ith s

port

ing,

m

usic

or

film

per

sona

lity

abou

t w

hat

they

do

in

thei

r fr

ee t

ime.

fU

j;J

f; f

zpg

;g[

fU

j;J

f; f

zpg

;g[ S

urve

y: p

upils

inte

rvie

w

clas

smat

es.

bg

hG

Jn

gh

f;F

g; g

w;w

p vL

j;J

f; f

hl

;ly

; b

gh

GJ

ng

hf

;Fg

; gw

;wp v

Lj

;Jf

; fh

l;l

y;

Gro

up p

rese

ntat

ion

on fa

vour

ite h

obby

or

leis

ure

activ

ities

in lo

cal a

rea.

Int

erne

t as

res

ourc

e an

d pr

esen

tatio

n us

ing

Pow

erP

oint

.

nr

ho

nr

Uj

y;

nr

ho

nr

Uj

y; F

ind

your

dou

ble:

pup

ils a

re

each

giv

en a

set

of

inte

rest

s an

d di

slik

es o

n a

card

. The

y m

ove

arou

nd,

inte

rvie

win

g ot

hers

to

find

the

othe

r pu

pil i

n th

e cl

ass

with

an

iden

tical

m

atch

of

tast

es.

gy

;tH

papy

; jf

ty

; mw

pe;J

xG

':F

g

y;t

Hpa

py; j

ft

y; m

wpe

;J x

G'

:F

gL

j;j

y;

gL

j;j

y; J

igsa

w li

sten

ing

and

read

ing

task

: so

me

pupi

ls h

ave

to d

isco

ver

info

rmat

ion

from

a

writ

ten

text

and

oth

er p

upils

fin

d in

form

atio

n fr

om a

spo

ken,

tap

ed s

ourc

e. P

artn

ers

shar

e in

form

atio

n to

pro

duce

a f

ull a

ccou

nt.

rpw

;Wi

u j

ah

upj

;jy

; r

pw;W

iu

ja

hu

pj;j

y; P

repa

ring

a on

e-m

inut

e sp

eech

.

n$

hj

plk

; n

$h

jpl

k; W

heel

of

fort

une.

See

p43

*;g

hl

; iy

l;

*;g

hl

; iy

l; S

potli

ght

activ

ity.

See

p51

nt

We

hL

fs

py; t

hG

k; j

kp[H

; kf

;fs

pd;

nt

We

hL

fs

py; t

hG

k; j

kp[H

; kf

;fs

pd;

Mu

;t'

:fs

;-b

gh

GJ

ng

hf

;Ff

s;-

Mu

;t'

:fs

;-b

gh

GJ

ng

hf

;Ff

s;-

gpo

j;j

tpi

sa

hl

;Lf

s; g

w;w

p mw

pjy

;/ g

poj

;j t

pis

ah

l;L

fs

; gw

;wp m

wpj

y;/

Find

out

peo

ples

inte

rest

s/le

isur

es in

Tam

il sp

eaki

ng c

ount

ries.

ng

dh

ez

:gu

; n

gd

he

z:g

u; M

atch

ing

peop

le t

o pe

npal

ad

vert

isem

ents

acc

ordi

ng t

o in

tere

sts.

,i

za

j; b

jh

lu

;g[

,i

za

j; b

jh

lu

;g[ C

arry

ing

out

rese

arch

(vi

a th

e In

tern

et)

on le

isur

e an

d sp

ortin

g ac

tiviti

es in

a t

own

in S

ri La

nka/

Indi

a an

d su

mm

aris

e w

hat

peop

le c

an d

o.

xg

;gPL

x

g;g

PL C

ompa

ring

how

you

ng p

eopl

e sp

end

thei

r fr

ee t

ime

in U

K a

nd S

ri La

nka/

Indi

a.

mf

uh

jpi

a c

gn

ah

fpj

;J b

rh

w;f

is

m

fu

hj

pia

cg

na

hf

pj;J

br

hw

;fi

s

mw

pjy

mw

pjy

; Usi

ng a

dic

tiona

ry t

o fin

d w

ords

for

hobb

ies

not

cove

red

by t

each

er.

fi

j

fi

j M

akin

g up

sto

ry a

bout

spo

rts

fana

tic

and

his/

her

wee

kly

rout

ine

usin

g co

nnec

tives

(f

irst,

then

, ne

xt,

afte

r th

at,

final

ly).

<-

bk

apy

; th

rpj

;jy

; <

-b

ka

py; t

hr

pj;j

y; R

ead

an e

-mai

l m

essa

ge f

rom

a p

artn

er s

choo

l and

rep

ly t

o so

me

of t

heir

ques

tions

on

e.g.

hob

bies

, th

e w

eath

er,

holid

ays,

like

s an

d di

slik

es.

gpw

tpi

da

py; v

Gj

y;

gpw

tpi

da

py; v

Gj

y; R

ewrit

ing

a te

xt

in a

diff

eren

t pe

rson

(th

ird in

stea

d of

firs

t pe

rson

) or

ten

se (

past

inst

ead

of p

rese

nt).

tr

dj

;ij

kh

w;w

p vG

jy

; t

rd

j;i

j k

hw

;wp v

Gj

y; R

ewrit

ing

a te

xt f

rom

the

sta

ndpo

int

of o

ne o

f th

e ch

arac

ters

/peo

ple

refe

rred

to.

br

hy

;tb

jG

jy

;-b

rh

y;t

bj

Gj

y;-

Run

ning

dic

tatio

n.

See

p49

bk

hH

pbg

au

;g;g

[ b

kh

Hpb

ga

u;g

;g[ T

rans

latio

n.


62

Lev

el 6

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ygy;Y}lfk;. Mf;fj;jpwd; gy;Y}lfk;. Mf;fj;jpwd; Media / Creativity

Cl

fk

;C

lf

k;

Med

ia

epf

H;r

;rpf

s;.

epf

H;r

;rpf

s;.

rpd

pkh

g; g

l'

:fs

; r

pdpk

hg

; gl

':f

s;

gh

ly

;fs

; fz

dp

gh

ly

;fs

; fz

dp

tpi

sa

hl

;Lf

s;

tpi

sa

hl

;Lf

s;

gw

;wpa

jk

J

gw

;wpa

jk

J

fU

j;J

f;f

is

f

Uj

;Jf

;fi

s

bt

spg

;gL

j;J

jy

;b

ts

pg;g

Lj

;Jj

y;

Des

crib

ing

an

d

exp

ress

ing

op

inio

ns

abo

ut

pro

gra

mm

es,

film

s, s

on

gs,

co

mp

ute

r g

ames

Res

ou

rces

jk

pH; j

uk

; 3f

ij

ky

u;

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

rpd

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g;g

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pa c

dJ

f

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g;g

o ,

J j

uk

hd

J.

ey

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hj

hu

zk

hd

J.

ju

kw

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df

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pUk

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-t

pUg

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w;w

it

gw

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j;J

v

d;d

?,

J k

pf e

d;w

hf

. M

r;r

upa

k; j

uf

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aj

hf

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u;t

k; C

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tj

hf

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jh

u;j

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f .

f

spg

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aj

hf

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e;j

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u; g

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p////

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poj

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jh

gh

j;j

puk

; ///

mt

d;-

mt

s;

kpf

t[k

; mH

fh

dt

d;-

mH

fh

dt

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l;l

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hd

ts

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pah

dt

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cW

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hd

ts

;.

ne

u;i

ka

hd

td

;-n

eu

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ah

dt

s;.

g[j

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hy

p. n

rh

k;n

gw

p. e

y;y

kd

pjd

;

vd

f;F

g; g

pof

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j f

jh

gh

j;j

puk

; ///

// m

ts

;-m

td

; xU

bf

h>

uk

hd

-R

ae

yk

hd

. <

tpu

f;f

kw

;w.

fu

;tk

hd

Rg

ht

k; c

il

at

u;f

s;/

Gra

mm

ar f

ocu

sR

elat

ive

clau

ses

Adv

erbs

: adv

erbi

al p

hras

es t

pid

mi

lb

kh

Hp-

te

;J.

epd

;W.

,U

e;J

g

jk

; - g

Fg

jk

; gf

hg

;gj

k;

c-

k;~

ge

;jo

j;j

hd

;. j

hk

iu

g

apw

;rp-

gpu

pj;b

jG

Jf

nr

u;j

;bj

GJ

f

• •

gh

u;j

;j e

pfH

;r;r

papy

; Kf

;fpa

kh

dt

w;i

w

gh

u;j

;j e

pfH

;r;r

papy

; Kf

;fpa

kh

dt

w;i

w

tu

pir

g;g

Lj

;jy

; t

upi

rg

;gL

j;j

y; S

eque

ncin

g: k

ey e

vent

s of

sho

rt

stor

y/te

levi

sion

pro

gram

me.

mL

j;J

vd

;d e

lf

;Fk

; m

Lj

;J v

d;d

el

f;F

k; W

hat

happ

ens

next

: w

atch

ing

film

clip

s/ad

vert

isem

ents

. Tea

cher

pau

ses

tape

and

diff

eren

t po

ints

and

ask

s pu

pils

to

pred

ict

wha

t ha

ppen

s ne

xt.

kd

g;g

hl

k; b

ra

;J x

g;g

[tpj

;jy

; k

dg

;gh

lk

; br

a;J

xg

;g[t

pj;j

y; M

emor

isin

g an

d pe

rfor

min

g a

poem

, so

ng,

stor

y or

ske

tch.

gl

k; g

hl

;L g

w;w

pf; T

Wj

y;

gl

k; g

hl

;L g

w;w

pf; T

Wj

y; D

escr

ibin

g an

d ex

pres

sing

opi

nion

s ab

out

a fil

m,

song

, bo

ok. T

his

coul

d ta

ke t

he fo

rm o

f a

clas

s de

bate

.

ne

u;K

fg

;gu

Pl;i

r

ne

u;K

fg

;gu

Pl;i

r I

nter

view

ing

part

ner

abou

t a

film

s/

he h

as s

een,

boo

k s/

he h

as r

ead,

son

g s/

he h

as

hear

d.

gl

tps

f;f

ci

ua

hl

y;

gl

tps

f;f

ci

ua

hl

y; H

otse

atin

g: t

each

er o

r pu

pil

take

s on

iden

tity

of c

hara

cter

in f

ilm o

r st

ory.

Res

t of

cl

ass

put

ques

tions

.

gy

;Y}l

fk

; g

y;Y

}lf

k; A

mul

timed

ia p

rese

ntat

ion:

ske

tch,

e.g

. sc

ene

from

soa

p op

era

/ in

terv

iew

/ s

choo

l new

s br

oadc

ast

/ fa

shio

n sh

ow/

wea

ther

fore

cast

). P

upils

st

oryb

oard

* an

d th

en m

ake

thei

r ow

n di

gita

l vid

eo.

See

p57

jk

pH;g

; gh

l;L

f;f

s; m

wpK

fk

; j

kpH

;g; g

hl

;Lf

;fs

; mw

pKf

k; B

ring

two

or t

hree

sa

mpl

es o

f tr

aditi

onal

and

con

tem

pora

ry T

amil

mus

ic fo

r pu

pils

to

liste

n to

. Ask

pup

ils t

o ex

pres

s op

inio

ns a

bout

th

e m

usic

(w

heth

er t

hey

like

it or

not

, an

d th

eir

reas

ons.

P

rese

nt in

form

atio

n ab

out

the

mus

ic (

e.g.

dat

e, e

ra,

purp

ose,

per

form

er,

com

pose

r). F

ollo

w u

p by

ask

ing

pupi

ls t

o br

ing

to c

lass

a p

iece

of

mus

ic t

hey

like.

The

y sh

ould

be

prep

ared

to

do a

tw

o-m

inut

e pr

esen

tatio

n (e

.g. i

nclu

ding

com

pose

r an

d pe

rfor

mer

, da

te,

them

e,

reas

on fo

r pr

efer

ence

).

r"

;rpi

f.

rpW

fl

;Li

uf

is

cg

na

hf

pj;J

. r

";r

pif

. r

pW f

l;L

iu

fi

s c

gn

ah

fpj

;J.

ng

r;R

. v

Gj

;J M

fpa

tw

;iw

Cf

;Ft

pj;j

y;

ng

r;R

. v

Gj

;J M

fpa

tw

;iw

Cf

;Ft

pj;j

y;

Sel

ecte

d sh

ort

artic

les

from

mag

azin

es/n

ewsp

aper

s/In

tern

et u

sed

as s

timul

us fo

r sp

oken

or

writ

ten

resp

onse

n$

hj

plk

; n

$h

jpl

k; W

heel

of

fort

une.

See

p43

*:g

hl

;iy

l;

*:g

hl

;iy

l; S

potli

ght

activ

ity.

See

p51

fi

jf

spY

s;s

-g

l'

:fs

pYs

;S-

rk

;gt

':f

is

f;

fi

jf

spY

s;s

-g

l'

:fs

pYs

;S-

rk

;gt

':f

is

f;

tu

pir

g;g

Lj

;jy

;-v

GJ

jy

;-t

hr

pj;j

y;

tu

pir

g;g

Lj

;jy

;-v

GJ

jy

;-t

hr

pj;j

y;

Seq

uenc

ing

even

ts in

a s

tory

or

film

.Te

xt m

arki

ng.

Seq

uenc

ing

(dia

logu

e).

Gap

-fill

ing

(dia

logu

e).

Dic

tatio

n.Tr

ansl

atio

n (f

rom

and

into

tar

get

lang

uage

). W

ritin

g a

revi

ew o

f a

shor

t st

ory,

film

or

song

fo

llow

ing

mod

el d

emon

stra

ted

by t

each

er a

nd/o

r w

ith

the

help

of

a w

ritin

g fr

ame.

Rew

ritin

g st

ory

in a

diff

eren

t te

nse.

Rew

ritin

g a

text

in a

diff

eren

t pe

rson

(th

ird in

stea

d of

fir

st p

erso

n) o

r te

nse

(pas

t in

stea

d of

pre

sent

). R

ewrit

ing

a te

xt f

rom

the

sta

ndpo

int

of o

ne o

f th

e ch

arac

ters

/peo

ple

refe

rred

to.

Kee

pin

g a

rea

din

g/v

iew

ing

dia

ry:

at t

his

sta

ge

it is

im

po

rtan

t fo

r p

up

ils t

o e

xten

d t

hei

r re

adin

g/v

iew

ing

o

f m

ater

ial i

n t

he

targ

et la

ng

uag

e. A

s w

ell a

s w

ork

ing

on

tex

ts a

nd

film

mat

eria

l as

a w

ho

le c

lass

, p

up

ils s

ho

uld

be

enco

ura

ged

to

sel

ect

mat

eria

l to

rea

d/v

iew

wh

ich

is o

f in

trin

sic

inte

rest

to

th

em.

Th

is m

ay b

e in

a r

ang

e o

f g

enre

s an

d in

clu

de

bo

th f

icti

on

an

d n

on

-fic

tio

n. I

t m

ay a

lso

incl

ud

e w

ebsi

tes

and

CD

-RO

Ms

as w

ell a

s te

levi

sio

n a

nd

ra

dio

pro

gra

mm

es. T

o a

ssis

t p

up

ils in

op

erat

ing

m

ore

ind

epen

den

tly

as r

ead

ers/

vie

wer

s, t

each

ers

sho

uld

giv

e so

me

gu

idan

ce o

n s

uit

able

mat

eria

l an

d m

od

el s

trat

egie

s w

hic

h s

up

po

rt u

nd

erst

and

ing

(s

ee p

p26

–7).

Ask

ing

pu

pils

to

kee

p a

dia

ry is

a

way

of

enco

ura

gin

g t

hem

to

ref

lect

on

wh

at t

hey

ar

e re

adin

g/v

iew

ing

. It

can

be

use

ful t

o p

rovi

de

hea

din

gs

for

the

dia

ry in

clu

din

g t

itle

, dat

e, t

ype

of

bo

ok/

mag

azin

e/p

rog

ram

me/

web

site

, op

inio

n a

nd

ra

tin

g, n

ew w

ord

s le

arn

t.

• • • • • • • • •


63

Assessment at Levels 4–6This section is divided into two parts:

Ongoing informal assessmentFormally accredited assessment


In literacy pupils are able to:Make logical predictions based on the context/situation and their prior knowledge;Use clues to work out meaning;Demonstrate comprehension of a range of short texts;Identify and summarise relevant information when carrying out research (including on the Internet);Organise work and make it easy to follow;Memorise spellings;Make work interesting by including details or using a variety of language structures;

Possible criteria for assessing written work (including emails, letters, diary pages, etc) might include extent to which:

Meaning is clear;Interesting, relevant details are included;Appropriate conventions are followed;A range of vocabulary is used; Risks are taken in using language not practised in class.

•••••••

–––––

In oracy pupils are able to: Understand and respond to questions, including those which are more open-ended and involve expressing and justifying opinions; Participate in role-plays. It is important to discuss assessment criteria with pupils before they present dialogues, sketches, etc. These might include extent to which pupils:

Convey an understandable message; Use appropriate titles and forms of address;Include relevant and interesting details or features;Find ways to keep the conversation going;Use a variety of vocabulary and language structures.

Make more extensive use of target language for classroom discourse (questions, requests, explanations); Apply what they have learnt to new situations;Use stalling strategies (fillers) to assist in maintaining flow of conversation.

•

•

–––––

•••

In intercultural understanding/creativity pupils are able to:Perform songs/sketches; Take into account different viewpoints, e.g. by writing a page in the diary of someone living in another country, scripting an (imaginary) interview with a famous person or a character in a story, painting or sculpture; Compare and contrast aspects of different cultures through carrying out (Internet) research, exchanging information with partner school via email, oral presentations, creating posters/displays.

Possible criteria for evaluating collaborative (multimedia) stories/drama scripts include:The story begins with a problem to be solved;The story is easy to understand and follow;The relationships of the characters to each other are clear;Events follow a logical sequence;The ending resolves the story problem.

Possible criteria for evaluating short poems/pieces of creative writing:Offer personal feelings or viewpoints;Provide clear themes or messages;Draw on features of the poetry and prose they have read and heard.

••

•

–––––

–––

12


64

In self- and peer-assessment pupils are able to:Self-assess by ticking list of things they can do;Identify daily/weekly/monthly goals which are reviewed; Pupils assess piece of work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation).

Discuss with pupils criteria for carrying out presentations:Meaning is clear and comprehensible;Delivery is fluid;Vocabulary and structures are varied and appropriate for the purpose and context;Content interesting and informative (clear message/ideas, awareness of audience);There is risk taking (in relation to expression of ideas, use of language).

To prompt reflection and self-assessment, have students keep a log of their reading, viewing, and listening activities, both in and outside of school. They should include:

Title and author, artist, actor, or musician;Context, genre or form (e.g. film on videotape, CD I bought, magazine in the library);A short description;A brief account or symbol that shows their opinion of the work.

When students create artwork, have them develop a short, simple assessment form (in target language) that their classmates, teacher and family members can fill out. For example, they might pose two questions: what is one thing you liked? What is one thing we could improve?

•••

–––––

––––


Asset Languages (Preliminary Stage)



4 L I can understand the main points and some of the detail from a short spoken passage.

Three item multiple choice exercise.

S I can take part in a simple conversation and I can express my opinions.

Learners ask questions to identify a favourite sport.

R I can understand the main points and some of the detail from a short written text.

Three item multiple choice exercise.

W I can write a short passage on a familiar topic, adapting language which I have already learned.

Learners arrange phrases in the target language to match English sentences.

5 L I can understand the main points and simple opinions (e.g. likes and dislikes) of a longer spoken passage.

True or false based on statements.

S I can give a short prepared talk, on a topic of my choice, including expressing my opinions.

In pairs, learners discuss favourite TV programmes.

R I can understand the main points and simple opinions (e.g. likes and dislikes) of a longer written text.

True or false sentences based on a text.

W I can write a short passage on a range of familiar topics.

Learners write an informative article of five sentences.



65

6 L I can understand passages referring to present and past or future events.

Matching English statements to short target language extracts.

S I can give a short prepared talk, on a topic of my choice expressing opinions and answering simple questions about it.

In pairs, learners prepare a short radio advertisement.

R I can understand longer passages and distinguish present and past or future events.

Gap-filling from a choice of three words in the target language.

W I can write a simple text, e.g. a letter, giving and seeking information.

Learners write eight sentences to describe an ideal day.

The external assessment for Preliminary assesses aspects of grades 4–6. It should be noted that candidates can choose to take only teacher assessment, only external assessment or both. Tasks set for external assessment are similar in type to those set for teacher assessment. External assessment is a formally accredited qualification. For teacher assessment learners receive a Grade Award endorsed by OCR.

Performance descriptors for Preliminary

L On completing this stage, you should be able to understand standard speech relating to a range of predictable everyday matters, providing that it is spoken clearly and directly. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

S On completing this stage, you should be able to use and adapt learned language relating to a range of predictable everyday matters. Your pronunciation should be clear and you should be able to maintain a simple conversation using strategies such as asking for clarification or repetition. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

R On completing this stage, you should be able to understand standard language relating to a range of predictable everyday matters. You should be able to read clear handwritten text. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

W On completing this stage, you should be able to use and adapt learned language relating to a range of predictable everyday matters. You should be able to write simple texts, with spelling that is generally accurate. You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.



••••



66

Other Qualifications in TamilThere is no GCSE available for Tamil. Edexcel and Cambridge Assessment offer traditional GCE O level examinations in Tamil, testing literacy skills. These exams are mainly intended for centres overseas and do not reflect the language teaching philosophy favoured in the UK, where equal weighting is given to the four skills and emphasis is placed on practical communication. Thus the alternative now provided by Asset Languages represents a major development for the teaching Tamil in the UK, enabling it to fit into the common structure of other languages. It allows children to gain recognition for their language achievements from a young age and supports motivation through step-by-step progression across all the levels.

For information on the Edexcel examination, visit: www.edexcel.org.uk.

For information on the Cambridge Assessment examination, visit: www.cambridgeassessment.org.uk.


67

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el 7

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

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ik

tpl

k;

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cati

on

kh

fh

zk

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hf

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ion

s

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piy

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ate

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pym

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t[

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dsc

ape

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hk

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fh

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piy

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g; g

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eh

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pa b

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td

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s; M

td

Gra

mm

ar f

ocu

s b

ra

;tpi

d b

ra

w;g

hl

;L t

pid

c

-k

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hd

; g[j

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k; g

oj

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d;.

g[j

;jf

k; v

d;d

hy

; g

of

;fg

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/ e

hd

; g[j

;jf

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jg

; go

g;g

pj;n

jd

;/b

ga

u;r

;br

hy

; tpi

dr

; br

hy

;

• • • •

Ra

rpe

;ji

d

Ra

rpe

;ji

d B

rain

stor

min

g to

rev

ise

and

exte

nd

voca

bula

ry in

trod

uced

in L

evel

3. P

ossi

bly

cate

goris

e in

to w

ild/h

uman

-mad

e en

viro

nmen

t. V

aria

tion

of t

his

coul

d be

bas

ed o

n vi

sual

stim

ulus

. Tea

cher

sho

ws

imag

e(s)

for

five

seco

nds.

Pup

ils h

ave

to n

ote

on m

ini-

whi

tebo

ards

wor

ds fo

r 6–

10 t

hing

s sh

own

in t

he p

ictu

re.

Res

ults

are

the

n fe

d ba

ck.

br

hw

;fs

; nf

l;l

y;

br

hw

;fs

; nf

l;l

y; L

iste

ning

for

spec

ific

wor

ds/

phra

ses:

pup

ils a

re g

iven

cop

y of

tap

escr

ipt

with

eve

ry

fifth

/tent

h w

ord

or k

ey w

ords

/phr

ases

bla

nked

out

. As

they

list

en p

upils

hav

e to

try

to

fill i

n m

issi

ng w

ords

. Thi

s ca

n be

mad

e ea

sier

by

prov

idin

g ju

mbl

ed li

st f

rom

whi

ch

pupi

ls s

elec

t.

nf

l;;L

br

hd

;dt

iu

f; f

z:L

gpo

j;j

y;

nf

l;;L

br

hd

;dt

iu

f; f

z:L

gpo

j;j

y; L

iste

ning

an

d id

entif

ying

, ‘W

ho s

aid

wha

t?’:

pupi

ls a

re g

iven

list

of

quot

es f

rom

an

audi

o/vi

deo

reco

rdin

g. T

hey

liste

n an

d ha

ve t

o id

entif

y na

me

of p

erso

n w

ho s

ays

each

thi

ng.

nf

l;l

xn

u b

rh

y;i

y v

z:Z

jy

; n

fl

;l x

nu

br

hy

;iy

vz

:Zj

y; L

iste

ning

and

co

mpl

etin

g w

ord

freq

uenc

y gr

ids:

pup

ils a

re g

iven

a li

st

of w

ords

/phr

ases

whi

ch o

ccur

a n

umbe

r of

tim

es d

urin

g an

aud

io/v

ideo

rec

ordi

ng. T

hey

have

to

iden

tify

how

of

ten

each

wor

d/ph

rase

occ

urs.

ePz

:l g

e;j

pfi

s n

fl

;ly

; e

Pz:l

ge

;jpf

is

nf

l;l

y; L

iste

ning

to

long

er

pass

ages

of

fam

iliar

lang

uage

and

mak

ing

note

s un

der

head

ings

. The

n w

ritin

g su

mm

ary

in o

wn

wor

ds.

vz

;zj

;ij

j; b

ju

pag

;gL

j;j

y;

vz

;zj

;ij

j; b

ju

pag

;gL

j;j

y; P

rese

ntin

g id

eas

to a

n au

dien

ce (

eith

er in

divi

dual

ly,

in s

mal

l gro

ups

or

with

the

cla

ss)

usin

g pr

epar

ed m

ater

ial,

visu

als,

ges

ture

an

d ex

pres

sion

. Thi

s m

ight

be

a liv

e ta

lk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a

song

or

a vi

deo.

See

p49

ef

u.

fpu

hk

th

H;f

;if

- e

d;i

k -

jPi

kf

is

e

fu

. f

puh

k t

hH

;f;i

f -

ed

;ik

-j

Pik

fi

s

xg

;gpL

jy

; x

g;g

pLj

y; D

ebat

e: p

ros

and

cons

of

livin

g in

the

city

an

d liv

ing

in t

he c

ount

ry.

nf

l;l

Yk

; xg

;gpL

jY

k;

nf

l;l

Yk

; xg

;gpL

jY

k; L

iste

ning

and

mat

chin

g:

pupi

ls g

iven

set

of

stat

emen

ts,

som

e of

whi

ch a

pply

to

one

per

son/

plac

e, s

ome

to a

noth

er. P

upils

list

en

to a

udio

/vid

eo r

ecor

ding

and

mat

ch s

tate

men

ts t

o ap

prop

riate

per

son/

plac

e.

Con

tinue

d on

nex

t pag

e

It is

imp

ort

ant

that

pu

pils

co

nti

nu

e to

ext

end

th

eir

ran

ge

of

exp

ress

ion

an

d d

evel

op

th

eir

awar

enes

s o

f w

ord

ori

gin

s an

d r

elat

ion

ship

s. T

each

ers

sho

uld

be

read

y to

tak

e ad

van

tag

e o

f o

pp

ort

un

itie

s th

at a

rise

n

atu

rally

in le

sso

ns

to p

rom

ote

th

is (

see

pag

e …

).

Ho

wev

er, p

up

ils s

ho

uld

als

o b

e en

cou

rag

ed a

nd

g

uid

ed t

o m

ake

mo

re e

xten

sive

use

of

refe

ren

ce

mat

eria

l so

th

at t

hey

can

bec

om

e m

ore

ind

epen

den

t as

lear

ner

s. P

up

ils n

eed

to

be

exp

ose

d t

o a

ran

ge

of

text

typ

es in

clu

din

g s

om

e lo

ng

er t

exts

an

d t

each

ers

sho

uld

dra

w ju

dic

iou

sly

on

th

e ra

ng

e o

f ac

tive

re

adin

g a

nd

wri

tin

g s

trat

egie

s to

su

pp

ort

th

is (

See

p

48–4

9). U

se o

f th

e w

ord

pro

cess

or

for

dra

ftin

g a

nd

re

dra

ftin

g o

f w

ork

can

pla

y a

valu

able

ro

le.

br

hw

;fi

s m

il

ah

sk

ply

; b

rh

w;f

is

mi

la

hs

kpl

y; T

ext

mar

king

.

tu

pir

g;g

Lj

;jy

; t

upi

rg

;gL

j;j

y; S

eque

ncin

g (p

arag

raph

s).

bk

hH

pbg

au

;j;j

y;

bk

hH

pbg

au

;j;j

y; T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge.

See

p58

tu

pir

g;g

Lj

;jy

; t

upi

rg

;gL

j;j

y; F

ollo

win

g in

trod

uctio

n w

ith a

s m

uch

visu

al s

uppo

rt a

s po

ssib

le,

pupi

ls a

re g

iven

pie

ces

of

info

rmat

ion

on c

ards

abo

ut t

hree

cou

ntrie

s/ r

egio

ns/

hist

oric

al e

vent

s/ p

eopl

e/ r

elig

ions

/ bu

ildin

gs/e

tc. P

upils

w

orki

ng in

gro

ups

of t

hree

hav

e to

sor

t th

e ca

rds

with

or

with

out

the

supp

ort

of a

dditi

onal

res

ourc

es (

audi

o/vi

deo/

text

bas

ed/w

eb).

Whe

re t

here

is a

logi

cal o

rder

to

the

piec

es o

f in

form

atio

n, a

s in

a s

erie

s of

his

toric

al e

vent

s,

pupi

ls m

ay b

e as

ked

as a

sec

ond

activ

ity t

o se

quen

ce

the

sets

of

card

s.

fl

;Li

u v

Gj

y;

fl

;Li

u v

Gj

y; W

ritin

g an

art

icle

abo

ut p

ros

and

cons

of

livin

g in

the

city

and

livi

ng in

the

cou

ntry

(w

ith

supp

ort

of w

ritin

g fr

ame)

.

Ma

;t[

Ma

;t[ G

uide

d re

sear

ch in

volv

ing

one

or m

ore

of t

he

follo

win

g:

Iden

tific

atio

n of

info

rmat

ion:

tex

t m

arki

ng.

Cat

egor

isat

ion

of in

form

atio

n: t

able

com

plet

ion

e.g.

na

tura

l res

ourc

es,

etc.

in d

iffer

ent

regi

ons.

Ref

orm

ulat

ion

of in

form

atio

n (s

umm

aris

ing/

prod

ucin

g an

illu

stra

ted

fact

she

et).

Pre

sent

atio

n of

info

rmat

ion

to a

n au

dien

ce.

Con

tinue

d on

nex

t pag

e

• • • •


68

Lev

el 7

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yjkpH; bkhHp ngRk; ehLfs; jkpH; bkhHp ngRk; ehLfs; Tamil speaking countries

kf

;fs

;k

f;f

s;

Peo

ple

tu

yh

Wt

uy

hW

His

tory

rk

ak

;r

ka

k;

Rel

igio

n

gpu

jh

d t

pHh

f;f

s;

gpu

jh

d t

pHh

f;f

s;

Maj

or

fest

ival

s

rd

j;b

jh

if

/kf

;fs

; bj

hi

f f

pl;l

j;j

l;l

///

/b

gU

k;g

hd

;ik

rd

j;b

jh

if

///

mj

;nj

hL

m'

:F

rpW

gh

d;i

k ,

dj

;jt

Uk

; tr

pf;f

pd;w

du

;/

////

,J

ePz

:l t

uy

hw

;iw

f; b

fh

z:l

J/

/////E

}w;w

hz

:oy

; m'

:F /

////.

////

/ M

fpa

e

hL

fS

f;f

pil

apy

; ng

hu

; ei

lb

gw

;wJ

/j

hf

;Fj

y; e

le

;jJ

- i

fg

;gw

;wg

;gl

;lJ

-

vj

pu;j

;Jr

; rz

:il

apl

;ld

u;

// e

hl

;od

; ji

yt

u; /

// g

pupj

;jh

dpa

f

hy

dpj

;Jt

j;i

j v

jpu

;j;J

g; n

gh

uh

o /

///

-y

; R

je

;jpu

j;i

jg

; bg

w;W

f; b

fh

Lj

;jh

u;/

mf

;fh

yg

;gF

jpa

py; g

pur

pj;j

kh

d k

hs

pif

fs

;. n

fh

l;i

lf

s; K

jy

pad

fl

;o v

Gg

;gg

;gl

;ld

/,

it

fs

; ////

"h

gf

hu

;j;j

kh

ff

; fl

;lg

;gl

;Ls

;sd

/

,e

;j e

hl

;oy

; rp'

:fs

k;.

jk

pH;.

M'

:fpy

k; M

fpa

b

kh

Hpf

s; n

gr

g;g

Lf

pd;w

d/

mn

ef

kh

d k

f;f

s; b

gs

j;j

kj

j;i

jg

; g

pd;g

w;W

fpw

hu

;fs

;/ V

id

at

u;f

s; ,

e;J

. f

pwp*

:jt

k;.

,*

:yh

k; k

jj

;jt

u;f

s;/

,'

:F b

gs

j;j

tpf

hi

uf

s;.

nf

ha

py;f

s;.

gs

;sp t

hr

y;f

s; n

jt

hy

a'

:fs

; ,U

f;f

pd;w

d

nj

rpa

bg

Ut

pHh

bg

u&

u-

,e

;j e

hl

;od

; $d

hj

pgj

p ///

////

///

Mt

hu

;

,d

f;f

yt

uk

; ,e

;eh

l;o

d; b

gU

k;g

pur

;id

ah

f

cs

;sJ

/

jk

pH;e

hL

(T

amil

Nad

u- I

ndia

)

mj

d; t

ptu

':f

s; n

ru

;f;f

nt

z:L

k;/

gi

Ha

nf

ha

py;f

s;.

rpw

;g'

:fs

;. X

tpa

':f

s;.

Rw

;Wy

h i

ka

':f

s;/

c-

k;~

Cl

;o.

kf

hg

ypg

[uk

;. j

";r

ht

{u;.

rPu

;fh

Hp.

rpj

k;g

uk

;. f

d;a

hF

ku

p/

Gra

mm

ar fo

cus

,l

g;b

ga

u;; c

-k

;~ j

d;i

k.

Kd

;dpi

y.

gl

u;f

;if

fh

yg

;bg

au

;~ ,

we

;jf

hy

k;.

epf

H:f

hy

k;.

vj

pu;f

hy

k;

See

als

o pr

evio

us p

age

nf

l;l

Yk

; xG

':F

gL

j;j

Yk

; n

fl

;lY

k; x

G'

:Fg

Lj

;jY

k; L

iste

ning

and

se

quen

cing

: pup

ils a

re g

iven

jum

bled

list

of

phra

ses

from

aud

io/v

ideo

rec

ordi

ng. T

hey

have

to

num

ber

them

in

the

ord

er t

hey

hear

the

m d

urin

g re

cord

ing.

(S

elec

tion

of w

ords

/phr

ases

may

be

base

d on

: lex

ical

rel

evan

ce,

e.g.

wor

ds t

o do

with

land

scap

e; f

unct

iona

l rel

evan

ce,

e.g.

wor

ds e

xpre

ssin

g lik

ing

or d

islik

ing;

gra

mm

atic

al

rele

vanc

e, e

.g. q

uest

ions

, us

e of

adj

ectiv

es,

etc)

.

kPz

:Lk

;- b

kh

Hpb

ga

u;j

;jy

; k

Pz:L

k;-

bk

hH

pbg

au

;j;j

y; R

e-tr

ansl

atio

n: p

upils

ar

e gi

ven

a nu

mbe

r of

tar

gets

phr

ases

in E

nglis

h. T

hey

liste

n to

aud

io/v

ideo

rec

ordi

ng a

nd n

ote

dow

n ta

rget

la

ngua

ge v

ersi

on w

hen

they

hea

r it.

gl

':f

is

Rw

;wp t

pdh

mi

kj

;jy

; g

l'

:fi

s R

w;w

p tpd

h m

ik

j;j

y; Q

uest

ion

setti

ng

arou

nd a

pic

ture

: pup

ils in

gro

ups

deci

de o

n an

d no

te

ques

tions

the

y w

ould

like

to

ask

the

pers

on/p

eopl

e in

th

e pi

ctur

e. T

his

can

be fo

llow

ed u

p by

the

rea

ding

of

a te

xt,

Inte

rnet

res

earc

h, t

he v

iew

ing

of a

vid

eo,

etc,

to

try

to f

ind

out

and

note

ans

wer

s to

the

que

stio

ns. T

his

can

then

lead

on

to a

pie

ce o

f w

ritte

n w

ork.

gy

;Y}l

f b

ts

pg;g

hL

g

y;Y

}lf

bt

spg

;gh

L A

mul

timed

ia p

rese

ntat

ion:

(s

ketc

h, in

terv

iew

doc

umen

tary

on

fam

ous

plac

e,

hist

oric

al f

igur

e, fe

stiv

al)

pupi

ls s

tory

boar

d* a

nd t

hen

mak

e th

eir

own

digi

tal v

ideo

.S

ee p

57

Jz

:oj

;j g

l'

;fi

s x

G'

;fh

f;f

y;

Jz

:oj

;j g

l'

;fi

s x

G'

;fh

f;f

y;

rh

uh

k;r

j;i

jf

; fz

;lw

pjy

; r

hu

hk

;rj

;ij

f; f

z;l

wpj

y; J

igsa

w li

sten

ing

and

read

ing

task

: som

e pu

pils

hav

e to

dis

cove

r in

form

atio

n fr

om a

writ

ten

text

and

oth

er p

upils

fin

d in

form

atio

n fr

om

a sp

oken

, ta

ped

sour

ce. P

artn

ers

shar

e in

form

atio

n to

pr

oduc

e a

full

acco

unt.

ng

r;R

n

gr

;R P

repa

ring

a on

e-m

inut

e sp

eech

.

*;g

hl

;;; iy

l;

*;g

hl

;;; iy

l; S

potli

ght

activ

ity.

See

p51

See

Lis

teni

ng a

nd S

peak

ing

stra

tegi

es (

pp26

–27)

See

als

o pr

evio

us p

age

ml

;lt

iz

ia

epu

g;g

[jy

; m

l;l

ti

zi

a e

pug

;g[j

y; C

ompl

etin

g K

WL

char

t: un

der

K p

upils

not

e w

hat

they

kno

w a

bout

a t

opic

, un

der

W w

hat

they

wan

t to

kno

w a

nd u

nder

L w

hat

they

hav

e le

arnt

. U

sefu

l in

hel

ping

pup

ils i

dent

ify p

rior

know

ledg

e an

d ex

perie

nce

as b

ridge

to

a ne

w t

opic

or

conc

ept.

gy

;Y}l

fk

; g

y;Y

}lf

k; C

reat

ing

Pow

erP

oint

pre

sent

atio

n/m

agaz

ine:

afte

r in

itial

who

le c

lass

bra

inst

orm

, pu

pils

w

ork

in g

roup

s to

pla

n, r

esea

rch

(on

Inte

rnet

) an

d th

en

draf

t an

d re

draf

t (o

n w

ord

proc

esso

r) p

ages

/scr

eens

co

mbi

ning

tex

t w

ith im

ages

, so

und

effe

cts,

etc

.

Res

ou

rces

ww

w.la

ng

uag

es-i

ct.o

rg.u

k

jpU

k;g

t[k

; fi

ji

a v

Gj

y;

jpU

k;g

t[k

; fi

ji

a v

Gj

y; R

ewrit

ing

stor

y in

a

diffe

rent

ten

se b

y m

odify

ing

orig

inal

on

wor

d pr

oces

sor.

jpU

k;g

t[k

; fi

ji

a k

hw

;wp v

Gj

y;

jpU

k;g

t[k

; fi

ji

a k

hw

;wp v

Gj

y; R

ewrit

ing

a te

xt

in a

diff

eren

t pe

rson

(th

ird in

stea

d of

firs

t pe

rson

) or

te

nse

(pas

t in

stea

d of

pre

sent

) by

mod

ifyin

g or

igin

al o

n w

ord

proc

esso

r.

bk

hH

pbg

au

;g;g

[ b

kh

Hpb

ga

u;g

;g[ T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge.

See

p58

See

Rea

ding

and

Writ

ing

stra

tegi

es,

incl

udin

g st

rate

gies

fo

r ch

ecki

ng w

ritte

n w

ork

(pp2

6–27

)


69

Lev

el 7

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

cy;yhrg; gpuahzk; cy;yhrg; gpuahzk; Travel and tourism

j'

:Fk

plj

;ij

j

':F

kpl

j;i

j

Kw

;gj

pt[ b

ra

;jy

;K

w;g

jpt

[ br

a;j

y;

Bo

oki

ng

ac

com

mo

dat

ion

ua

py; e

piy

aj

;jpy

;u

apy

; epi

ya

j;j

py;

At

the

trai

n s

tati

on

ga

zr

;rPl

;L

ga

zr

;rPl

;L

th

':F

jy

; t

h'

:Fj

y;

Bu

yin

g a

tra

in t

icke

t

j'

:Fk

plj

;jpw

;F.

Kd

; gj

pt[ b

ra

;jy

;

c'

:fs

plk

; j'

:Ft

jw

;F m

iw

,U

f;f

pwj

h?

vg

;go

ah

d m

iw

ia

tpU

k;g

[fpw

Pu;f

s;?

vd

f;F

jd

pai

w-

//

2-

ng

Uf

;fh

d m

iw

/ m

j;J

ld

; Fs

pay

; mi

w n

ru

;e;j

jh

f ,

Uf

;f

nt

z:L

k;/

vj

;ji

d e

hl

;;fS

f;F

j; n

ji

t?

xU

///

eh

l;;;f

Sf

;Fs

;c

zt

[r;r

hi

y-

ePr

;ry

; jl

hf

k;-

t

hf

dj

;ju

pg;g

plk

; ,U

f;f

pwj

h?

vj

;ji

d k

zpf

;F f

hi

y c

zt

[?///

f;F

k; /

///

f;F

k; ,

il

apy

;

ua

py; e

piy

aj

;jpy

;

ga

zr

;rPl

;L m

Yt

yf

k;

ga

zg

; bg

hj

p mi

w-

g{l

;og

; gh

Jf

hf

;Fk

; r

pwpa

mY

kh

up

fh

j;j

pUf

;Fk

; mi

w b

jh

iy

e;j

ga

zg

;bg

hj

pfS

f;f

hd

m

Yt

yf

k;

v'

:nf

cs

;sJ

?

mU

fpy

;- m

Lj

;jj

hf

-v

jpu

hf

-K

d;g

hf

-

gpd

;dh

y; n

kn

y c

s;s

J/

ga

zr

;rPl

;il

th

':F

jy

;

vd

f;F

jd

ptH

p-,

Ut

Hp

gpu

ah

zr

; rPl

;Lj

; jh

U'

:fs

;/K

jy

;tF

g;g

[-,

uz

:lh

k; t

Fg

;g[

g[i

fj

;jy

;-g

[if

j;j

y; j

tpu

;f;f

g;g

l;l

xU

gpu

ah

zr

;rPl

;Lf

;F v

t;t

st

[ gz

k;?

vj

;ji

d k

zpf

;F m

Lj

;j u

apy

;; g[w

g;g

Lk

;?///

/// k

zpf

;Fg

; g[w

g;g

Lk

;/v

e;j

nk

il

apy

; ,U

e;J

g[w

g;g

Lk

;/e

hd

; ,i

la

py; u

apy

; kh

w n

tz

:Lk

h?

Mk

;. e

P':f

s; /

/// ,

lj

;jpy

; kh

wn

tz

:Lk

;/v

j;j

id

kz

pf;F

,e

;j u

apy

; br

d;w

il

a[k

;/c

iu

ah

ly

; - t

pdh

. t

pil

. t

pth

jk

;. t

psf

;fk

;

Gra

mm

ar f

ocu

s K

f;f

hy

. |

tpl

. ,

Uj

piz

. I

k;g

hy

; c

-k

;~ t

e;j

hd

; (,

we

;jf

hy

k;.

ca

u;j

piz

. M

z;g

hy

; g

lu

;f;i

f)

• • • • • •

Fw

pg;g

pl;l

ij

f; n

fl

;ly

; F

wpg

;gpl

;li

jf

; nf

l;l

y; L

iste

ning

for

spec

ific

info

rmat

ion,

e.g

.: R

ecep

tioni

st d

escr

ibes

sev

eral

roo

ms

avai

labl

e in

hot

el. P

upils

hav

e to

iden

tify

whi

ch,

if an

y, f

it pa

rtic

ular

req

uire

men

ts r

elat

ing

to p

rice,

faci

litie

s, e

tc.

Pup

ils a

sked

to

imag

ine

they

hav

e be

en s

ent

to

tour

ist

offic

e by

par

ents

to

find

out

abou

t po

ssib

le

acco

mm

odat

ion.

Rec

eptio

nist

sug

gest

s th

ree

hote

ls

and

give

s de

tails

.

Pup

ils m

ake

note

s un

der

spec

ific

head

ings

(an

d ar

e en

cour

aged

to

add

furt

her

deta

ils if

the

y ca

n).

eh

lf

k;

eh

lf

k; R

ole-

play

: boo

king

acc

omm

odat

ion

by p

hone

, in

clud

ing

conv

entio

ns fo

r sp

eaki

ng o

n th

e ph

one.

eh

lf

k;

eh

lf

k; R

ole-

play

: (sc

ripte

d or

impr

ovis

ed)

in t

he s

tyle

of

an

actio

n fil

m,

a so

ap o

pera

, a

chat

sho

w,

a w

este

rn,

a m

usic

al.

eh

lf

k;

eh

lf

k; R

ole-

play

: (sc

ripte

d or

impr

ovis

ed).

Bef

ore

actin

g ou

t ro

le-p

lay

pupi

ls s

elec

t ca

rd w

ith w

ord

on

it de

scrib

ing

thei

r ch

arac

ter/

moo

d (e

.g. s

illy,

ang

ry,

forg

etfu

l, ha

ppy,

sup

erio

r, ne

rvou

s, c

hatty

, bo

ssy)

. The

y th

en a

ct o

ut r

ole

play

and

obs

erve

rs h

ave

to g

uess

the

ir ch

arac

ter/

moo

d.

nf

l;l

y;

nf

l;l

y; L

iste

ning

for

spec

ific

wor

ds/p

hras

es: p

upils

ar

e gi

ven

copy

of

tape

scrip

t w

ith e

very

fift

h or

ten

th

wor

d or

key

wor

ds/p

hras

es b

lank

ed o

ut. A

s th

ey li

sten

pu

pils

hav

e to

try

to

fill i

n m

issi

ng w

ords

. Thi

s ca

n be

m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils

sele

ct.

tu

pir

g;g

Lj

;jy

; t

upi

rg

;gL

j;j

y; S

eque

ncin

g: p

upils

are

giv

en

jum

bled

set

of

wor

ds/p

hras

es a

nd a

sked

to

list

them

in

the

orde

r th

at t

hey

hear

the

m.

nf

l;l

y;

nf

l;l

y; L

iste

ning

with

focu

s on

reg

iste

r: p

upils

ask

ed

to id

entif

y di

ffere

nt w

ays

of r

eque

stin

g, a

polo

gisi

ng,

com

plai

ning

, th

anki

ng a

nd t

o ex

plai

n w

hich

are

mor

e/le

ss fo

rmal

and

why

.

eh

lf

k;

eh

lf

k; R

ole-

play

: act

ing

as a

n in

terp

rete

r fo

r so

meo

ne

who

doe

sn’t

spea

k th

e la

ngua

ge.

• •

bt

z:g

yi

f

bt

z:g

yi

f M

ini w

hite

boar

d ac

tiviti

es:

Cat

egor

isin

g, e

.g. h

ealth

y/un

heal

thy.

Odd

one

out

. A

nagr

am g

ame.

Tea

cher

writ

es w

ord

on b

oard

and

st

uden

ts w

rite

dow

n as

man

y w

ords

as

they

can

fro

m

it. Mak

ing

a se

nten

ce o

f si

x, e

ight

or

ten

wor

ds in

clud

ing

a gr

amm

atic

al fe

atur

e, e

.g. a

con

nect

ive

OR

a

nega

tive

sent

ence

OR

a q

uest

ion.

bg

hU

j;j

k; f

hz

y;

bg

hU

j;j

k; f

hz

y; M

atch

ing

labe

ls t

o si

gns

and

notic

es.

tu

pir

g;g

Lj

;jy

; t

upi

rg

;gL

j;j

y; S

eque

ncin

g: li

nes

of a

dia

logu

e ar

e cu

t up

on

strip

s of

pap

er/c

ard.

Pup

ils w

orki

ng in

pa

irs h

ave

to s

eque

nces

line

s in

cor

rect

ord

er. A

n IC

T

oppo

rtun

ity if

pup

ils p

rese

nted

with

Wor

d fil

e co

ntai

ning

ju

mbl

ed s

ente

nces

.

eh

lf

k;; v

Gj

y;

eh

lf

k;; v

Gj

y; W

ritin

g sc

ript/s

tory

boar

ding

sce

ne a

t ho

tel o

r tr

ain

stat

ion:

pre

para

tion

for

pupi

ls m

akin

g th

eir

own

digi

tal v

ideo

.S

ee p

57

fo

jk

; vG

jy

; f

oj

k; v

Gj

y; L

ette

r w

ritin

g (o

n w

ord

proc

esso

r) t

o bo

ok a

ccom

mod

atio

n us

ing

writ

ing

fram

e. F

ocus

on

conv

entio

ns fo

r w

ritin

g fo

rmal

lette

rs.

bg

hU

e;j

hj

ij

ePf

;fy

; b

gh

Ue

;jh

ji

j e

Pf;f

y; O

dd o

ne o

ut: p

upils

are

gi

ven

sets

of

four

or

five

wor

ds a

nd h

ave

to d

ecid

e w

hich

wor

d is

the

odd

one

out

and

why

. It

may

be

that

th

ere

is m

ore

than

one

cor

rect

ans

wer

dep

endi

ng,

for

exam

ple,

on

whe

ther

the

focu

s is

on

mea

ning

or

form

. G

ettin

g pu

pils

to

mak

e up

set

s of

‘odd

one

out

’ ite

ms

for

clas

smat

es t

o tr

y to

wor

k ou

t ca

n al

so b

e a

valu

able

ac

tivity

.

• • • •


70

Lev

el 7

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

ybjhHpy; tha;g;g[fSk; vjpu;fhyj; jpl;l':fSk; bjhHpy; tha;g;g[fSk; vjpu;fhyj; jpl;l':fSk; Careers and future plans

bj

hH

py; t

pUg

;g[

bj

hH

py; t

pUg

;g[

Job

pre

fere

nce

s

bj

hH

py; m

Dg

tk

;b

jh

Hpy

; mD

gt

k;

Wo

rk e

xper

ien

ce

jd

pg;g

l;l

j

dpg

;gl

;l

jf

ik

fs

;j

fi

kf

s;

Per

son

al q

ual

itie

s

bj

hH

pYf

;F

bj

hH

pYf

;F

tpz

;zg

;gpj

;jy

; t

pz;z

g;g

pj;j

y;

Ap

ply

ing

fo

r jo

bs

nt

iy

apy

;yh

n

ti

ya

py;y

h

tpt

fh

uk

;t

ptf

hu

k;

Issu

e o

f u

nem

plo

ymen

t

Gra

mm

ar f

ocu

sK

f;f

hy

. |

tpl

. ,

Uj

piz

I

k;g

hy

;

c-

k;~

te

;jh

d; (

,w

e;j

fh

yk

;. c

au

;jpi

z.

Mz

;gh

y;

gl

u;f

;if

. b

ga

u;r

;br

hy

;)

c-

k;~

tU

th

s;

(vj

pu;f

hy

k;.

ca

u;j

piz

. b

gz

;gh

y;.

gl

u;f

;if

. b

ga

u;r

;br

hy

;)

vt

;ti

fa

hd

bj

hH

piy

tpU

k;g

[fpw

Pu;f

s;/

vd

f;F

. r

pWt

u;f

Sl

d;-

kf

;fS

ld

;-b

gh

Jk

f;f

Sl

d; b

jh

Hpy

; g

hu

;f;f

tpU

g;g

k;-

tpU

g;g

kpy

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/v

df

;F.

mY

ty

fj

;jpy

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Yt

yf

j;j

pw;F

bt

spn

a b

jh

Hpy

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hu

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tpU

g;g

k;-

tpU

g;g

k; ,

y;i

y/

vd

f;F

tu

;j;j

fk

;. c

y;y

hr

j;J

iw

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ik

ay

;. m

HF

gL

j;j

y;

Ji

w.

epj

pj;J

iw

. f

y;t

pj;J

iw

. R

fh

jh

uj

;Ji

w.

tpi

sa

hl

;Lj

;Ji

w -

tpU

g;g

k; -

tpU

g;g

k; ,

y;i

y/

vd

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bk

f;f

hd

pf;f

hf

.jh

jpa

hf

. b

gh

yPr

hf

. t

p";"

hd

pah

f

tu

;j;j

fu

hf

. e

pUg

uh

f.

it

j;j

pau

hf

tpU

g;g

k;

Vd

;?V

bd

d;w

hy

; v

df

;Ff

; fi

ya

py;.

tu

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fj

;jpy

;. f

k;a

{l;l

u; J

iw

apy

;. t

pUg

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;-M

u;t

k;

vd

f;F

FG

tpy

;-r

pWt

u;f

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d; b

jh

Hpy

; br

a;a

tpU

g;g

k;/

vd

f;F

gpu

ah

zk

; br

a;a

tpU

g;g

k;/

mJ

gy

ju

g;g

l;l

Jk

; Mu

;tk

; ju

f;T

oa

Jk

;. n

gh

jpa

Cj

pak

; j

uf

;To

aJ

k; M

Fk

;/c

df

;F V

jh

tJ

bj

hH

py; m

Dg

tk

; cz

:lh

?(f

le

;j t

Ul

k;)

xU

fi

la

py;-

to

ti

kg

;g[ e

pWt

dj

;jpy

;. c

y;y

hr

j;J

iw

mY

ty

fj

;jpy

;. E

}yf

j;j

py;

cz

t[r

;rh

iy

apy

;-t

pLj

papy

;.///

th

u'

:fs

hf

-k

hj

':f

sh

fj

; b

jh

Hpy

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pe;J

s;n

sd

;/t

hu

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jp e

hs

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py; e

hd

;////

-y

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iy

br

a;f

pnw

d;/

eh

d; x

U f

il

cj

tpa

hs

uh

f f

zf

;fh

su

hf

.

tu

nt

w;g

hs

uh

fj

; bj

hH

py; b

ra

;fpn

wd

;-b

ra

;nj

d;/

eh

d; /

// -

y; b

gh

Wg

;gh

f-

cj

tpa

hs

uh

f ,

Uf

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wd

;-,

Ue

;nj

d;/

eP'

:fs

; vt

;ts

t[ C

jpa

k; b

gW

fpw

Pu;f

s;;-

bg

w;w

Pu;f

s;

eh

d; /

/// b

gw

;nw

d;-

bg

Wf

pnw

d;/

vj

;ji

d k

zpj

;jpa

hy

':f

s; n

ti

y b

ra

;fpw

Pu;-

br

a;j

Pu;/

eh

d; n

ti

yi

a /

/// k

zpf

;F b

jh

l'

:fp//

///

f;F

Ko

g;n

gd

;/e

P':f

s; v

jpy

; mj

pf k

fpH

;r;r

pah

f ,

Uf

;fpw

Pu;f

s;;-

,U

e;j

Pu;f

s;/

eh

d; v

dJ

bk

hH

p Mw

;wi

yg

; ga

d;g

Lj

;jp

th

of

;if

ah

sU

f;F

cj

t[k

; ng

hJ

kf

pH;r

;rpa

hf

,U

f;f

pnw

d;-

,U

e;n

jd

;/c

':f

sJ

jd

pg;g

l;l

jf

ik

fs

; vd

;d?

eh

d; M

u;t

kpf

;fk

hd

tu

;-m

ik

jpa

hd

tu

;-j

d;d

k;g

pf;i

fa

hd

tu

; -c

Wj

pah

dt

u;-

fL

k;c

iH

g;g

hs

p-e

l;g

[kd

g;g

hd

;ik

a[i

la

tu

;. M

f;f

g{u

;tk

hd

tu

;-c

jt

[k; k

dg

;gh

d;i

k c

il

at

u;-

rpw

e;j

kd

Ks

;st

u;-

e

il

Ki

wg

;gL

j;J

gt

u;-

mf

;fi

wa

[s;s

tu

;-j

plf

hj

;jpu

kh

dt

u;.

rpw

e;j

xG

':f

ik

g;g

hs

u;/

Ra

rpe

;ji

d

Ra

rpe

;ji

d B

rain

stor

min

g th

e pr

os a

nd c

ons

of d

iffer

ent

jobs

.

xy

pg;g

jpi

tf

; nf

l;l

y;

xy

pg;g

jpi

tf

; nf

l;l

y; L

iste

ning

to

tape

d co

nver

satio

n w

ith,

e.g

a fa

mou

s pe

rson

and

the

n w

ritin

g th

eir

CV.

Fw

pg;b

gL

j;j

y;

Fw

pg;b

gL

j;j

y; M

akin

g no

tes

on p

hone

m

essa

ges

left

by c

lient

s.

eh

lf

k;

eh

lf

k; R

ole-

play

: (sc

ripte

d/im

prov

ised

) in

the

st

yle

of a

n ac

tion

film

, a

soap

ope

ra,

a ch

at

show

).

eh

lf

k;

eh

lf

k; R

ole-

play

/sim

ulat

ion

of jo

b in

terv

iew

: th

is c

ould

be

done

as

a ‘li

sten

ing

tria

d’: o

ne

stud

ent

is t

he in

terv

iew

er a

skin

g qu

estio

ns,

anot

her

is t

he c

andi

date

ans

wer

ing

and

the

third

ob

serv

es a

nd t

akes

not

es w

hich

can

be

used

to

hel

p gi

ve fe

edba

ck t

o th

e ot

her

two.

Stu

dent

s th

en c

hang

e ro

les

to h

ave

a tu

rn a

t ea

ch.

Kj

y;; t

upi

rg

;gL

j;j

y;

Kj

y;; t

upi

rg

;gL

j;j

y; D

iam

ond

rank

ing:

pu

pils

wor

king

in g

roup

s ar

e gi

ven

a se

t of

nin

e st

atem

ents

on

sepa

rate

pie

ces

of c

ard

abou

t w

hat

mak

es jo

bs m

ore

or le

ss a

ttrac

tive

(e.g

. ea

rnin

g a

lot

of m

oney

, w

orki

ng in

the

ope

n ai

r, ha

ving

opp

ortu

nity

to

trav

el,

help

ing

othe

r pe

ople

, in

tere

stin

g w

ork,

hav

ing

job

secu

rity,

ha

ving

a lo

t of

res

pons

ibili

ty,

good

pro

mot

ion

pros

pect

s).

fU

j;J

f;f

zpg

;g[

fU

j;J

f;f

zpg

;g[ C

arry

out

a c

lass

sur

vey

to

find

out

wha

t jo

bs p

eopl

e w

ould

mos

t lik

e to

do

and

why

.S

ee p

53

ng

r;R

n

gr

;R P

repa

re a

one

-min

ute

spee

ch e

ntitl

ed

My

Job.

fU

j;J

f; T

l;L

r; n

ru

;j;j

y;

fU

j;J

f; T

l;L

r; n

ru

;j;j

y; S

now

ball:

afte

r w

orki

ng w

ith a

par

tner

, pu

pils

are

ask

ed t

o ge

t in

to a

four

, to

com

pare

, ex

plai

n, q

uest

ion.

tpt

hj

k;

tpt

hj

k; G

ende

r de

bate

: pup

ils a

re g

iven

list

of

jobs

and

ask

ed t

o id

entif

y w

heth

er t

he jo

b w

ould

m

ore

likel

y be

don

e by

a m

an o

r a

wom

an (

in

UK

and

Sri

Lank

a/In

dia)

. Why

is t

his?

Is

it fa

ir?

Cla

ss d

ebat

e.

Use

of

Gra

ntha

m c

onso

nant

st

lv

Gj

;Jf

;fs

; $

; *: &

: =: +

; _$

; *: &

: =: +

; _

c-

k;~

ru

*:t

jp.

mj

pu;=

;lk

;. _

$*

;tu

pah

c-

k;~

ru

*:t

jp.

mj

pu;=

;lk

;. _

$*

;tu

pah

xg

;gPL

x

g;g

PL M

atch

ing:

pup

ils a

re g

iven

fiv

e jo

b ad

vert

isem

ents

and

fiv

e se

ts o

f in

form

atio

n ab

out

diffe

rent

peo

ple.

The

y ha

ve t

o m

atch

the

jobs

to

the

peo

ple.

The

y co

uld

then

dis

cuss

whi

ch o

f th

e jo

bs t

hey,

per

sona

lly,

wou

ld li

ke t

o do

mos

t an

d w

hy.

Ra

tpt

uk

; R

at

ptu

k; C

ompl

ete

a C

V u

sing

a w

ritin

g fr

ame.

fo

jk

; vG

jy

; f

oj

k; v

Gj

y; L

ette

r w

ritin

g to

res

pond

to

job

adve

rtis

emen

t us

ing

writ

ing

fram

e. F

ocus

on

conv

entio

ns fo

r w

ritin

g fo

rmal

lette

rs.

tu

pir

g;g

Lj

;jy

; t

upi

rg

;gL

j;j

y; S

eque

ncin

g: li

nes

of a

jo

b in

terv

iew

dia

logu

e ar

e cu

t up

on

strip

s of

pa

per/

card

. Pup

ils w

orki

ng in

pai

rs h

ave

to m

atch

qu

estio

ns a

nd a

nsw

ers

and

then

seq

uenc

e lin

es

in c

orre

ct o

rder

. An

ICT

opp

ortu

nity

if p

upils

ar

e pr

esen

ted

with

Wor

d fil

e co

ntai

ning

jum

bled

se

nten

ces.

tpt

upj

;jy

; t

ptu

pj;j

y; D

escr

ibe

a da

y in

the

life

of

a fil

mst

ar,

jour

nalis

t, tr

ain

driv

er,

wai

tres

s, e

tc.

eh

l;F

wpg

;g[

eh

l;F

wpg

;g[ W

rite

a w

ork

expe

rienc

e di

ary.

<-

bk

apy

; <

-b

ka

py; W

rite

a re

ply

to a

n em

ail y

ou’v

e re

ceiv

ed t

o ar

rang

e a

mee

ting.

RU

f;f

k;

RU

f;f

k; W

rite

a su

mm

ary

in E

nglis

h of

an

emai

l se

nt f

rom

a c

lient

in C

olom

bo.

bg

hU

j;j

kw

;wi

j e

Pf;f

y;

bg

hU

j;j

kw

;wi

j e

Pf;f

y; O

dd o

ne o

ut:

pupi

ls a

re g

iven

set

s of

four

or

five

wor

ds a

nd

have

to

deci

de w

hich

wor

d is

the

odd

one

out

an

d w

hy. I

t m

ay b

e th

at t

here

is m

ore

than

one

co

rrec

t an

swer

dep

endi

ng,

for

exam

ple,

on

whe

ther

the

focu

s is

on

mea

ning

or

form

. Get

ting

pupi

ls t

o m

ake

up s

ets

of ‘o

dd o

ne o

ut’ i

tem

s fo

r cl

assm

ates

to

try

to w

ork

out

can

also

be

a va

luab

le a

ctiv

ity.


71

Lev

el 7

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yr|fj;bjhe;jut[fs; r|fj;bjhe;jut[fs; Social issue: Bullying

gy

;nt

Wt

pjk

hd

g

y;n

tW

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rpe

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d

Ra

rpe

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d B

rain

stor

min

g: id

entif

y di

ffere

nt t

ypes

of

bully

ing,

why

peo

ple

bully

and

who

se r

espo

nsib

ility

it is

to

pre

vent

it. T

his

can

be d

one

as w

hole

cla

ss a

ctiv

ity o

r in

itial

ly in

pai

rs w

ith t

he s

uppo

rt o

f a

dict

iona

ry.

jpw

e;j

tpd

h t

pil

j

pwe

;j t

pdh

tpi

l O

pen-

ende

d qu

estio

ns: p

uttin

g m

ore

open

-end

ed q

uest

ions

to

pupi

ls a

nd e

ncou

ragi

ng

long

er r

espo

nses

, dr

awin

g on

pre

viou

sly

lear

nt la

ngua

ge

and

incl

udin

g us

e of

con

nect

ives

, re

lativ

e cl

ause

s, e

tc.

nf

l;l

y;

nf

l;l

y; L

iste

ning

to

long

er p

assa

ges

of fa

mili

ar

lang

uage

and

iden

tifyi

ng s

peci

fic d

etai

ls,

e.g.

typ

e of

bu

llyin

g, fe

elin

gs,

cons

eque

nces

, so

lutio

ns.

th

f;F

|y

k;

th

f;F

|y

k; S

tate

men

ts a

ctiv

ity: g

roup

s di

scus

s ea

ch

stat

emen

t in

set

to

deci

de o

n w

hich

one

s th

ey a

gree

w

ith a

nd w

hich

the

y di

sagr

ee w

ith. R

epre

sent

ativ

e fr

om

grou

p fe

eds

back

to

clas

s gi

ving

rea

sons

for

deci

sion

.

ji

ya

':f

k;

ji

ya

':f

k; W

ork

on t

his

topi

c co

uld

be b

ased

ar

ound

a r

elat

ed s

hort

sto

ry.

th

rpj

;jy

; t

hr

pj;j

y; R

eadi

ng a

nd r

espo

ndin

g to

pro

blem

pa

ge le

tters

fro

m m

agaz

ine.

Rt

bu

hl

;o

Rt

bu

hl

;o P

oste

r: d

esig

n an

ti-bu

llyin

g po

ster

. The

po

ster

sho

uld

incl

ude

stat

emen

t ab

out

why

issu

e is

im

port

ant

and

wha

t co

uld

be d

one

abou

t it.

A s

loga

n sh

ould

als

o be

incl

uded

. (D

own

with

…!)

mw

pt[i

u v

Gj

y;

mw

pt[i

u v

Gj

y; W

ritin

g an

adv

ice

shee

t fo

r yo

unge

r ch

ildre

n ab

out

bully

ing.

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wg

;gh

L v

Gj

y;

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wg

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L v

Gj

y; R

espo

ndin

g to

lette

r on

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oble

m p

age

of a

mag

azin

e.

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py; v

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ing

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xt in

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diffe

rent

per

son

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rd in

stea

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firs

t pe

rson

) or

te

nse

(pas

t in

stea

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sent

).

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j;j

puk

; gw

;wp v

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y;

gh

j;j

puk

; gw

;wp v

Gj

y; R

ewrit

ing

a te

xt f

rom

the

st

andp

oint

of

one

of t

he c

hara

cter

s/pe

ople

ref

erre

d to

.

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eh

l;F

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Gj

y; W

rite

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y in

the

dia

ry o

f a

bully

/vic

tim.

bk

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au

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kh

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ga

u;g

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rans

latio

n: (

from

and

into

tar

get

lang

uage

) e.

g. t

rans

latio

n of

one

par

agra

ph f

rom

te

xt b

eing

stu

died

into

Eng

lish

or r

e-tr

ansl

atio

n fr

om

Eng

lish

back

into

tar

get

lang

uage

(fin

ally

com

parin

g to

orig

inal

).

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uh

jp c

gn

ah

fpj

;jy

;; m

fu

hj

p cg

na

hf

pj;j

y;; D

evel

opin

g re

fere

nce

skill

s, in

clud

ing

use

of b

iling

ual d

ictio

nary

.

Mf;fj;jpwd; Mf;fj;jpwd;

Creativity

Sh

ort

sto

ries

, po

ems,

so

ng

s, p

lays

(Thi

s m

ay in

clud

e w

ork

crea

ted

by o

ther

pup

ils)

Res

ou

rces

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

kr

pWt

u; f

ij

ky

u;

Key

wor

ds:

gpu

hz

pfs

;f

Hpt

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gh

Us

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il

jy

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redi

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g co

nten

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sto

ry f

rom

ill

ustr

atio

ns,

book

cov

er.

eh

lf

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eh

lf

k; R

ole-

play

ing

epis

odes

fro

m t

he s

tory

.

gh

j;j

pu R

gh

tk

; g

hj

;jpu

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ht

k; I

nter

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ing

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arac

ter

from

the

st

ory.

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th

f;f

y;

nf

s;t

pfs

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th

f;f

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akin

g up

que

stio

ns t

o pu

t to

cla

ssm

ates

.

fw

;wy

; bt

spg

;gh

L

fw

;wy

; bt

spg

;gh

L P

rese

ntin

g a

wor

k to

the

cla

ss

com

men

ting

on w

hat

you

like/

disl

ike

abou

t it

and

why

.

jpl

;lk

pLj

y;

jpl

;lk

pLj

y; M

akin

g a

labe

lled

plan

or

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ram

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f pa

rt o

f th

e st

ory.

gh

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puj

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hj

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j;j

pd; F

wpg

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ritin

g an

inte

rior

mon

olog

ue o

r di

ary

page

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he c

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cter

s.

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f;f

k;

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f;f

k; W

ritin

g a

sum

mar

y.

tpt

uz

k;

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uz

k; W

ritin

g a

revi

ew.

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;fh

y n

tW

gh

L

Kf

;fh

y n

tW

gh

L R

ewrit

ing

in a

diff

eren

t te

nse.


72

Lev

el 8

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yRw;whly; Rw;whly; Environment

Rw

;wh

ly

py;

Rw

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ly

py;

(I,

-(I

,-

UK

).

).

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f.

,y

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k; b

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k; b

gu

pa

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ly

; R

w;w

hl

y;

gpu

r;i

df

s;

gpu

r;i

df

s;

vi

t/

vi

t/

Maj

or

envi

ron

men

tal

pro

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ms

in t

he

UK

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ri L

anka

, In

dia

mu

rh

':f

j;j

pd;

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br

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ra

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pg;g

l;n

lh

u;

br

aw

;gh

Lb

ra

w;g

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Ind

ivid

ual

act

ion

s

Res

ou

rces

htt

p:/

/ww

w.w

wf.

org

.uk/

core

/w

ildlif

e/fs

_000

0000

038.

asp

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f;f

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ith v

isua

l sup

port

), b

rain

stor

m id

eas/

info

rmat

ion

rela

ted

to e

nviro

nmen

t: to

ens

ure

max

imum

invo

lvem

ent

and

help

trig

ger

idea

s,

teac

her

can

prov

ide

list

of r

elat

ed t

erm

s/id

eas

whi

ch p

upils

wor

king

in p

airs

are

ask

ed t

o cl

assi

fy

(e.g

. pos

itive

/neg

ativ

e) a

nd t

hen

add

to. T

his

can

be

follo

wed

by

who

le c

lass

feed

back

.

gl

k;g

hu

;j;j

y;

gl

k;g

hu

;j;j

y; V

iew

ing

vide

o/D

VD

rec

ordi

ngs

(clip

s or

who

le p

rogr

amm

es,

dram

a or

do

cum

enta

ry)

can

be e

ffect

ive

way

to

inpu

t id

eas

and

fam

iliar

ise

pupi

ls w

ith r

elev

ant

lang

uage

. It

is

gene

rally

use

ful:

To in

trod

uce

key

them

e(s)

bef

ore

view

ing

(app

ropr

iate

vis

ual(s

) ca

n as

sist

her

e).

To p

rese

nt t

he p

rogr

amm

e in

sec

tions

and

po

ssib

ly a

llow

pup

ils t

o vi

ew m

ore

than

onc

e. To

giv

e pu

pils

an

activ

ity,

e.g.

tru

e/fa

lse

or t

able

co

mpl

etio

n, t

o fo

cus

thei

r at

tent

ion

whi

le v

iew

ing.

Kj

y; t

upi

r

Kj

y; t

upi

r D

iam

ond

rank

ing:

pup

ils w

orki

ng

in g

roup

s ar

e gi

ven

a se

t of

nin

e pr

opos

als

on

sepa

rate

pie

ces

of c

ard

sugg

estin

g w

hat

step

s th

e go

vern

men

t sh

ould

tak

e to

pro

tect

the

env

ironm

ent.

The

y ar

e as

ked

to r

ank

the

prop

osal

s in

ord

er o

f pr

iorit

y by

form

ing

the

nine

car

ds in

to t

he s

hape

of

a di

amon

d. G

roup

s th

en p

rese

nt t

heir

rank

ings

for

the

clas

s to

rea

ch a

con

sens

us t

hrou

gh d

iscu

ssio

n an

d de

bate

.

fU

j;J

f; T

wy

; f

Uj

;Jf

; Tw

y; P

rese

ntin

g id

eas

to a

n au

dien

ce

(eith

er in

divi

dual

ly,

in s

mal

l gro

ups

or w

ith t

he

clas

s) u

sing

pre

pare

d m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a

song

or

a vi

deo.

S

ee p

49

fU

j;J

f;f

zpg

;g[

fU

j;J

f;f

zpg

;g[ S

urve

y to

fin

d ou

t w

ho in

gro

up

recy

cles

wha

t.

ne

u;K

fg

;gu

Pl;i

r

ne

u;K

fg

;gu

Pl;i

r I

nter

view

: scr

ipt

and

act

out

an

inte

rvie

w w

ith a

n en

viro

nmen

t ca

mpa

igne

r/pr

oper

ty

deve

lope

r.

ja

hu

;g;g

Lj

;Jj

y;

ja

hu

;g;g

Lj

;Jj

y; P

repa

ring

a on

e-m

inut

e sp

eech

.

• • •

fPG

s;s

tH

[pti

ff

s; |

yk

; Mr

pupa

u;

fPG

s;s

tH

[pti

ff

s; |

yk

; Mr

pupa

u;

cj

tpn

ah

L M

uh

a;j

y;

cj

tpn

ah

L M

uh

a;j

y;

tH

pg;g

Lj

;jpa

Ma

;t[

tH

pg;g

Lj

;jpa

Ma

;t[ G

uide

d re

sear

ch

invo

lvin

g on

e or

mor

e of

the

follo

win

g: Id

entif

icat

ion

of in

form

atio

n: t

ext

mar

king

. C

ateg

oris

atio

n of

info

rmat

ion:

tab

le

com

plet

ion

(nat

ural

res

ourc

es,

etc.

in

diffe

rent

reg

ions

). R

efor

mul

atio

n of

info

rmat

ion:

su

mm

aris

ing/

prod

ucin

g an

illu

stra

ted

fact

she

et.

Pre

sent

atio

n of

info

rmat

ion

to a

n au

dien

ce.

Rt

bu

hl

;oR

tb

uh

l;o

Pos

ter:

ask

pup

ils t

o se

lect

en

viro

nmen

tal i

ssue

the

y ar

e co

ncer

ned

abou

t an

d de

sign

a p

oste

r te

lling

peo

ple

abou

t it.

The

pos

ter

shou

ld in

clud

e st

atem

ent

abou

t w

hy is

sue

is im

port

ant

and

wha

t co

uld

be d

one

abou

t it.

A s

loga

n sh

ould

als

o be

incl

uded

(D

own

with

…!

Pro

tect

…!

Sav

e …

!)

xg

;gpL

jy

; x

g;g

pLj

y; C

ompa

ring:

pup

ils c

ompa

re

envi

ronm

enta

l iss

ues

and

step

s ta

ken

to a

ddre

ss t

hem

in t

heir

own

loca

l are

a/co

untr

y w

ith s

ituat

ion

in t

arge

t co

untr

y.

Whe

re t

here

is li

nk w

ith p

artn

er s

choo

l, th

is c

an b

ecom

e a

colla

bora

tive

proj

ect

with

cla

sses

in e

ach

scho

ol p

rovi

ding

ke

y in

form

atio

n ab

out

the

situ

atio

n in

th

e lo

cal a

rea/

coun

try.

Out

com

es o

f th

e pr

ojec

t co

uld

be p

rese

nted

in t

he fo

rm o

f a

new

spap

er/m

agaz

ine

or o

n th

e sc

hool

w

ebsi

te.

tu

pir

g;g

Lj

;Jk

; br

aw

;gh

L

tu

pir

g;g

Lj

;Jk

; br

aw

;gh

L

Seq

uenc

ing

activ

ity: t

he li

fe c

ycle

of

a C

oke

can/

new

spap

er. P

upils

wor

king

in

pairs

/gro

ups

deci

de o

n co

rrec

t or

der

for

sent

ence

s cu

t up

on

card

. Vis

ual s

uppo

rt

in t

he fo

rm o

f a

set

of p

ictu

res

may

be

prov

ided

.

mf

uh

jp g

ad

;gL

j;j

y;

mf

uh

jp g

ad

;gL

j;j

y; D

ictio

nary

ac

tivity

to

expl

ore

wor

d re

latio

nshi

ps

(nou

n, a

djec

tive,

ver

b, a

dver

b, s

ynon

yms,

an

tony

ms)

: e.g

. by

com

plet

ing

a ta

ble.

• • • •


73

Lev

el 8

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

g[ifj;jy; nghijg; bghUs; kJ cgnahfpj;jy; g[ifj;jy; nghijg; bghUs; kJ cgnahfpj;jy; Smoking, drug addiction, alcoholism

,i

sa

,

is

a

rK

jh

aj

;jpd

u;

rK

jh

aj

;jpd

u;

g[i

fj

;jy

;-g

[if

j;j

y;-

ng

hi

jg

;bg

hU

s;

ng

hi

jg

;bg

hU

s;

cg

na

hf

pj;j

y;

cg

na

hf

pj;j

y;

kJ

gh

dk

; k

Jg

hd

k;

mU

e;J

jy

; m

Ue

;Jj

y;

Mf

pad

tw

;wpw

;fh

d

Mf

pad

tw

;wpw

;fh

d

fh

uz

':f

s; v

d;d

?f

hu

z'

:fs

; vd

;d?

Rea

son

s w

hy y

ou

ng

p

eop

le s

mo

ke, t

ake

dru

gs,

dri

nk

alco

ho

l

,'

:fpy

he

;Jr

; ,

':f

pyh

e;J

r;

NH

;epi

ya

[ld

; N

H;e

piy

a[l

d;

xg

;gpL

jy

;x

g;g

pLj

y;

Co

mp

arin

g s

itu

atio

n in

U

K w

ith

Ind

ia/S

ri L

anka

,i

jf

; ,

ij

f;

if

ah

St

J v

g;g

oi

fa

hS

tJ

vg

;go

Ho

w is

sue

sho

uld

be

add

ress

ed

Vd

; mj

pfk

hf

,i

sa

r|

fj

;jpd

u; g

[if

j;j

y;-

ng

hi

jg

; bg

hU

s;-

kJ

gh

dk

; ng

hd

;wt

w;i

w

cg

na

hf

pf;f

pwh

u;f

s; (

I,

-V

id

a e

hL

fs

;) e

z:g

u;f

s; g

[if

g;g

jh

y;-

ng

hi

jg

;bg

hU

s;

cg

na

hf

pg;g

jh

y;-

kJ

gh

dk

; mU

e;J

tj

hy

;r

|f

,i

zt

[f;f

hf

,

J x

Ut

if

MW

jY

f;f

hf

,

J x

Ut

if

,d

;gj

;jpw

;F c

s;s

hf

;Ft

jh

f

vz

:Zf

pwh

u;f

s;

Vd

; eP g

[if

g;g

J n

gh

ij

g;b

gh

Us

;- k

Jg

hd

k;

cg

na

hf

pg;g

J ,

y;i

y?

,J

tpi

y c

au

;e;j

Jc

lY

f;F

f; b

fL

jp t

pis

tpf

;ff

; To

aJ

,J

g[w

;Wn

eh

a;-

,U

ja

ne

ha

; Mf

pat

w;w

pw;F

f

hu

zk

hf

,U

f;f

pwJ

/,

jpy

pUe

;J t

pLg

Lt

J R

yg

ky

;y ,

J K

ul

;Lj

;jd

kh

d f

l:L

g;g

hl

w;w

r

pe;j

id

ia

cz

:lh

f;F

k;

Fw

;wr

; br

ay

;fi

s c

z:L

gz

:zj

; J}z

:Lk

;

g[i

fg

;gj

w;F

-n

gh

ij

bg

hU

s; c

gn

ah

fpg

;gj

w;F

-k

Jg

hd

k; m

Ue

;Jt

jw

;F v

e;j

ta

jpy

; m

Dk

jpf

;fg

;gl

nt

z:L

k;?

ta

bj

y;i

y~

16

-1

8

mD

kj

p ms

pf;f

yh

fh

J k

f;f

s; g

[if

j;j

y; -

ng

hi

jg

;bg

hU

s;-

kJ

gh

dk

; c

gn

ah

fpg

;gi

jj

; jL

g;g

jw

;F m

ur

h'

:fk

;-g

hl

rh

iy

fs

py; v

d;d

br

a;a

nt

z:L

k;?

g[i

fj

;jy

;-n

gh

ij

g;b

gh

Us

; mU

e;J

jy

;-k

Jg

hd

k; F

oj

;jy

; Mf

pad

cl

Yf

;Fj

; jP'

:F

tpi

st

pg;g

d v

dj

; bj

upa

g;g

Lj

;j n

tz

:Lk

; g

[if

j;j

y; j

il

g;g

Lj

;j n

tz

:Lk

; (b

gh

J

,l

':f

spy

;) f

il

fs

py; r

pfn

ul

;-k

Jg

hd

k; 1

8

ta

jpw

;Fl

;gl

;nl

hU

f;F

tpw

;ff

;Tl

hJ

/ n

gh

ij

g;b

gh

Us

; tpw

;gi

d b

ra

;nt

hu

; fz

::L

gpo

f;f

g;g

l;l

hy

; mt

u;f

Sf

;Ff

; fL

e;j

z:l

id

t

H'

:f n

tz

:Lk

;. r

pfn

ul

; kJ

gh

dk

; tps

k;g

uk

; br

a;t

ij

j; j

il

b

ra

;a n

tz

:Lk

;

bk

hH

p tpt

hj

k;

bk

hH

p tpt

hj

k;

,

yf

;fz

k;

Gra

mm

ar f

ocu

sf

l;L

iu

vG

jy

;

• • • • • • • • • • • • • • • • • • •

Fw

pg;g

pl;l

br

hw

;fi

s m

tj

hd

pj;j

y;

Fw

pg;g

pl;l

br

hw

;fi

s m

tj

hd

pj;j

y; L

iste

ning

fo

r sp

ecifi

c w

ords

/phr

ases

: pup

ils a

re g

iven

cop

y of

ta

pesc

ript

with

eve

ry f

ifth/

tent

h w

ord

or k

ey w

ords

/ph

rase

s bl

anke

d ou

t. A

s th

ey li

sten

pup

ils h

ave

to t

ry

to f

ill in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils s

elec

t.

gl

k; g

hu

;j;j

y;

gl

k; g

hu

;j;j

y; V

iew

ing

vide

o/D

VD

rec

ordi

ngs

(clip

s or

who

le p

rogr

amm

es,

dram

a or

doc

umen

tary

) ca

n be

ef

fect

ive

way

to

inpu

t id

eas

and

fam

iliar

ise

pupi

ls w

ith

rele

vant

lang

uage

.

fU

j;J

f; T

Wj

y;

fU

j;J

f; T

Wj

y; S

tate

men

ts a

ctiv

ity: p

upils

wor

king

in

pai

rs/g

roup

s ar

e gi

ven

set

of s

tate

men

ts a

nd a

re

aske

d to

cla

ssify

eac

h st

atem

ent

acco

rdin

g to

whe

ther

th

ey a

gree

or

disa

gree

with

it (

or w

heth

er t

hey

thin

k it

is

true

or

fals

e). D

ecis

ions

and

just

ifica

tions

are

the

n fe

d ba

ck t

o th

e w

hole

cla

ss.

gl

j;j

py; n

fs

;tp n

fl

;ly

; g

lj

;jpy

; nf

s;t

p nf

l;l

y; Q

uest

ion

setti

ng a

roun

d a

pict

ure:

pup

ils in

gro

ups

deci

de o

n an

d no

te q

uest

ions

th

ey w

ould

like

to

ask

the

pers

on/p

eopl

e in

the

pic

ture

. T

his

can

be fo

llow

ed u

p by

the

rea

ding

of

a te

xt,

Inte

rnet

re

sear

ch,

the

view

ing

of a

vid

eo,

etc,

to

try

to f

ind

out

and

note

ans

wer

s to

the

que

stio

ns. T

his

can

then

lead

on

to

a pi

ece

of w

ritte

n w

ork.

Kj

d; t

upi

rg

;gL

j;j

y;

Kj

d; t

upi

rg

;gL

j;j

y; D

iam

ond

rank

ing:

pup

ils

wor

king

in g

roup

s ar

e gi

ven

a se

t of

nin

e pr

opos

als

on s

epar

ate

piec

es o

f ca

rd s

ugge

stin

g w

hat

step

s th

e go

vern

men

t sh

ould

tak

e to

dis

cour

age

drug

dep

ende

ncy.

T

hey

are

aske

d to

ran

k th

e pr

opos

als

in o

rder

of

prio

rity

by fo

rmin

g th

e ni

ne c

ards

into

the

sha

pe o

f a

diam

ond.

G

roup

s th

en p

rese

nt t

heir

rank

ings

for

the

clas

s to

rea

ch

a co

nsen

sus

thro

ugh

disc

ussi

on a

nd d

ebat

e.

See

Lis

teni

ng a

nd S

peak

ing

stra

tegi

es,

pp26

–7

Fw

pg;g

pl;l

ji

yg

;gpy

; vG

jy

; F

wpg

;gpl

;l j

iy

g;g

py; v

Gj

y; W

ork

on t

his

topi

c co

uld

be b

ased

aro

und

a re

late

d sh

ort

stor

y.

Rt

bu

hl

;o

Rt

bu

hl

;o P

oste

r: a

sk p

upils

to

sele

ct a

n is

sue

they

are

con

cern

ed a

bout

and

des

ign

a po

ster

tel

ling

peop

le a

bout

it. T

he p

oste

r sh

ould

incl

ude

stat

emen

t ab

out

why

issu

e is

impo

rtan

t an

d w

hat

coul

d be

don

e ab

out

it. A

slo

gan

shou

ld a

lso

be in

clud

ed. (

Dow

n w

ith

…!

Pro

tect

…!

Sav

e …

!)

xg

;gpL

jy

; x

g;g

pLj

y; C

ompa

ring:

pup

ils c

ompa

re d

rug

depe

nden

cy is

sues

and

ste

ps t

aken

to

addr

ess

them

in

the

ir ow

n lo

cal a

rea/

coun

try

with

situ

atio

n in

tar

get

coun

try.

Whe

re t

here

is li

nk w

ith p

artn

er s

choo

l, th

is

can

beco

me

a co

llabo

rativ

e pr

ojec

t w

ith c

lass

es in

ea

ch s

choo

l pro

vidi

ng k

ey in

form

atio

n ab

out

the

situ

atio

n in

the

loca

l are

a/co

untr

y. O

utco

mes

of

the

proj

ect

coul

d be

pre

sent

ed in

the

form

of

a ne

wsp

aper

/m

agaz

ine

or o

n th

e sc

hool

web

site

.

Mr

pupa

Uf

;Ff

; fo

jk

; vG

jy

; M

rpu

paU

f;F

f; f

oj

k; v

Gj

y; C

ompo

sing

a le

tter

to a

mag

azin

e re

spon

ding

to

an a

rtic

le (

draf

ting

and

redr

aftin

g on

wor

d pr

oces

sor)

.

mw

pt[i

u

mw

pt[i

u W

ritin

g an

adv

ice

shee

t fo

r yo

unge

r pu

pils

ab

out

dang

ers.

fo

jj

;jpw

;Fg

; gj

py;

fo

jj

;jpw

;Fg

; gj

py; R

espo

ndin

g to

lette

r on

pr

oble

m p

age

of a

tee

nage

mag

azin

e.

gl

u;f

;if

apy

; vG

jy

; g

lu

;f;i

fa

py; v

Gj

y; R

ewrit

ing

a te

xt in

a d

iffer

ent

pers

on (

third

inst

ead

of f

irst

pers

on)

or t

ense

(pa

st

inst

ead

of p

rese

nt)

by m

odify

ing

orig

inal

on

wor

d pr

oces

sor.

bk

hH

pbg

au

;j;j

y;

bk

hH

pbg

au

;j;j

y; T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge.

See

p58

See

Rea

ding

and

Writ

ing

stra

tegi

es in

clud

ing

stra

tegi

es fo

r ch

ecki

ng w

ritte

n w

ork,

pp2

6–7


74

Lev

el 8

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y,d ntWghLk; rkj;JtKk; ,d ntWghLk; rkj;JtKk; Equality and gender

tPl

;oY

k;

tPl

;oY

k;

nt

iy

j;j

sj

;jpY

k;

nt

iy

j;j

sj

;jpY

k;

rk

j;J

tk

; r

kj

;Jt

k;

Eq

ual

ity

in t

he

ho

me

and

at

wo

rk

fy

hr

;rh

u

fy

hr

;rh

u

nt

Wg

hL

fs

;n

tW

gh

Lf

s;

Cu

ltu

ral d

iffe

ren

ces

rk

j;J

tj

;jpy

; r

kj

;Jt

j;j

py;

fl

e;j

fh

yK

k;;

fl

e;j

fh

yK

k;;

epf

H; f

hy

Kk

;e

pfH

; fh

yK

k;

Eq

ual

ity

in t

he

pas

t an

d

pre

sen

t

See

Lan

guag

e of

neg

otia

tion,

p53

(I,

)- ,

y'

:if

-,

e;j

pah

Vi

da

eh

Lf

spy

; M

z; b

gz

: nt

Wg

hL

fh

zg

:gL

fpw

jh

? r

l;l

j;j

pw;F

Kd

;gh

? F

Lk

;gj

;jpy

h?

nt

iy

apy

h?

vt

;tH

pti

ff

spy

; MZ

k; b

gz

;Zk

; -M

z:.

bg

z: g

ps;i

sf

s; n

tW

gh

lh

f e

lj

;jg

; g

Lf

pwh

u;f

s; (

nt

Wg

hl

hd

fy

hr

;rh

uj

;jpy

;)?C

lf

':f

spy

; bg

z:f

is

tpl

Mz

;fS

f;F

K

f;f

paj

;Jt

k; b

fh

Lf

;fg

;gL

fpw

jh

?c

':f

s; f

Uj

;J v

d;d

? m

gpg

;gpu

ha

k; v

d;d

?v

dJ

fU

j;J

g;g

o v

dJ

mg

pg;g

puh

ag

;go

mi

j

///b

ts

pg;g

il

ah

f b

ju

pfpw

J-

bj

upa

tpy

;iy

/ v

dJ

mg

pg;g

puh

ak

; ////

mJ

Vw

;Wf

;bf

hs

;sf

; T

oa

J-

epu

hf

upf

;fg

;gl

nt

z:o

aJ

-m

J r

up-

mJ

Vw

;Wf

;bf

hs

;sf

; To

aJ

my

;y

mJ

bg

z:f

Sf

;F r

upa

hd

J-

ju

kh

dJ

-r

upa

hd

jy

;y-

ju

kw

;wJ

fPH

;fh

zg

;gL

td

bg

z;f

Sf

;Fr

; ru

pah

dj

h-

ju

kh

dj

h-

gpi

Ha

hd

J-

ju

kw

;wJ

~ M

z;f

Sf

;F

,U

f;F

k; c

upi

k n

gh

y; v

df

;F ,

y;i

y/

Mz

:fS

f;F

f; f

pil

f;F

k; f

y;t

pr;r

e;j

u;g

;gk

; n

gh

y; M

z:f

Sf

;Ff

; fpi

lf

;Fk

; gj

tp c

au

;t[

ng

hy

; vk

f;F

,y

;iy

. M

z:f

is

tpl

bg

z:

fs

; Fi

wt

hf

r; r

k;g

hj

pf;f

pwh

u;f

s;.

bg

z:f

s;

tPl

;L n

ti

y b

ra

;ti

jn

a v

jpu

;gh

u;f

;fpw

hu

;fs

;. b

gz

:fn

s g

ps;i

sf

is

a[k

; ft

dpf

;f n

tz

:L

k; v

d v

jpu

;gh

u;f

;fpw

hu

;fs

;. b

gz

:fn

s

gpd

;tU

td

tw

;iw

bj

upt

[br

a;t

jw

;F c

upi

k

ci

la

tu

;fs

ht

hu

;;~ a

hi

uj

; jpU

kz

k; b

ra

;tJ

. v

g;n

gh

J j

pUk

zk

; br

a;t

J.

vg

;ng

hJ

F

He

;ij

ia

g; b

gw

;Wf

; bf

hs

;tJ

. b

ts

pna

ng

ha

; n

ti

y b

ra

;jy

; tPl

;oy

; rk

j;J

tk

; ,U

f;f

pwj

h.

tpU

k;g

pa n

gh

J.

bt

spa

py; b

ry

;tj

w;F

Ko

a[k

h?.

t

Pl;L

nt

iy

ah

u; b

ra

;tJ

? b

gz

:gps

;is

fi

s

tpl

Mz

;gps

;is

fS

f;F

f; T

Lj

yh

d R

je

;jpu

k;

tH

':f

g;g

Lf

pwj

h?

fl

e;j

. E

}w;w

hz

:Lf

spy

; I,

-V

id

a e

hL

fs

py; v

t;t

hW

bg

z:f

spd

; th

H;f

;if

K

iw

kh

w;w

j;j

pw;F

cl

;gl

;oU

f;f

pwJ

/I

k;g

J-

E}W

Mz

;Lf

Sf

;F K

d; b

gz

:fS

f;F

t

hf

;fs

pf;f

cu

pik

apy

;iy

. b

gh

Jf

;fy

;tp-

ca

u;f

y;t

p fw

;gj

w;F

- r

pwpj

st

[ - r

e;j

u;g

;gk

; f

pil

j;j

J-

fpi

lf

;ft

py;i

y.

nt

iy

b

ra

;tj

w;F

r; r

pwpj

st

[ - r

e;j

u;g

;gk

; fpi

lj

;jJ

-f

pil

f;f

tpy

;iy

–

Fw

pg;g

pl;l

br

hw

;fi

s m

tj

hd

pj;j

y;

Fw

pg;g

pl;l

br

hw

;fi

s m

tj

hd

pj;j

y; L

iste

ning

fo

r sp

ecifi

c w

ords

/phr

ases

: pup

ils a

re g

iven

cop

y of

ta

pesc

ript

with

eve

ry f

ifth/

tent

h w

ord

or k

ey w

ords

/ph

rase

s bl

anke

d ou

t. A

s th

ey li

sten

pup

ils h

ave

to t

ry

to f

ill in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils s

elec

t.

gl

k; g

hu

;j;j

y;

gl

k; g

hu

;j;j

y; V

iew

ing

vide

o/D

VD

rec

ordi

ngs

(clip

s or

who

le p

rogr

amm

es,

dram

a or

doc

umen

tary

) ca

n be

ef

fect

ive

way

to

inpu

t id

eas

and

fam

iliar

ise

pupi

ls w

ith

rele

vant

lang

uage

.

ru

;t n

jr

kf

spu

; epf

H;r

;rp x

G'

:F b

ra

;jy

; r

u;t

nj

r k

fs

pu; e

pfH

;r;r

p xG

':F

br

a;j

y;

Org

anis

ing

and

pres

entin

g an

Int

erna

tiona

l Wom

en’s

D

ay (

8th

Mar

ch)

even

t. U

sefu

l ide

as a

nd in

form

atio

n fo

r te

ache

rs c

an b

e fo

und

at t

he B

irm

ingh

am G

rid fo

r Le

arni

ng a

nd T

each

erne

t w

ebsi

tes

(See

Res

ourc

es li

st).

Vw

;Fk

;; Vw

;fh

j T

Wf

is

Kd

;it

j;j

y;

Vw

;Fk

;; Vw

;fh

j T

Wf

is

Kd

;it

j;j

y; S

tate

men

ts

activ

ity: p

upils

wor

king

in p

airs

/gro

ups

are

give

n se

t of

st

atem

ents

and

are

ask

ed t

o cl

assi

fy e

ach

stat

emen

t ac

cord

ing

to w

heth

er t

hey

agre

e or

dis

agre

e w

ith it

(or

w

heth

er t

hey

thin

k it

is t

rue

or fa

lse)

. Dec

isio

ns a

nd

just

ifica

tions

are

the

n fe

d ba

ck t

o th

e w

hole

cla

ss.

fU

j;i

j k

f;f

Sf

;Ff

; TW

jy

; f

Uj

;ij

kf

;fS

f;F

f; T

Wj

y; P

rese

ntin

g id

eas

to

an a

udie

nce

(eith

er in

divi

dual

ly,

in s

mal

l gro

ups

or w

ith

the

clas

s) u

sing

pre

pare

d m

ater

ial,

visu

als,

ges

ture

an

d ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a

song

or

a vi

deo.

See

p49

rpW

FG

th

fr

; br

ay

;gL

jy

; r

pW F

Gt

hf

r; b

ra

y;g

Lj

y; R

ainb

ow/e

xper

t G

roup

s: c

lass

div

ided

into

gro

ups.

Eac

h pu

pil i

n a

grou

p is

giv

en a

num

ber,

or a

col

our.

Eac

h gr

oup

wor

ks o

n a

diffe

rent

asp

ect

of a

top

ic. T

hen

new

gro

ups

are

form

ed

by a

skin

g pu

pils

with

sam

e nu

mbe

r or

col

our

to w

ork

toge

ther

. Eac

h m

embe

r th

en in

form

s ot

hers

abo

ut w

hat

they

hav

e le

arnt

and

ans

wer

s an

y qu

estio

ns.

Res

ou

rces

Bun

bury

, 20

01B

rock

lesb

ury

and

Cha

udhu

ri, 1

998

See

Lis

teni

ng a

nd S

peak

ing

stra

tegi

es,

p26–

27

tH

pfh

l;l

Yl

d; M

a;t

[ br

a;j

y;

tH

pfh

l;l

Yl

d; M

a;t

[ br

a;j

y; G

uide

d re

sear

ch

invo

lvin

g on

e or

mor

e of

the

follo

win

g:

Iden

tific

atio

n of

info

rmat

ion:

tex

t m

arki

ng.

Cat

egor

isat

ion

of in

form

atio

n: t

able

com

plet

ion

(nat

ural

res

ourc

es,

etc.

in d

iffer

ent

regi

ons)

. R

efor

mul

atio

n of

info

rmat

ion

(sum

mar

isin

g/pr

oduc

ing

an il

lust

rate

d fa

ct s

heet

)P

rese

ntat

ion

of in

form

atio

n to

an

audi

ence

.

gj

py; v

Gj

y;

gj

py; v

Gj

y; R

espo

ndin

g to

lette

r on

pro

blem

pag

e of

a t

eena

ge m

agaz

ine.

gl

u;f

;if

apy

; jpU

g;g

p vG

jy

; g

lu

;f;i

fa

py; j

pUg

;gp v

Gj

y; R

ewrit

ing

a te

xt in

a

diffe

rent

per

son

(thi

rd in

stea

d of

firs

t pe

rson

) or

pas

t te

nse

inst

ead

of p

rese

nt b

y m

odify

ing

orig

inal

on

wor

d pr

oces

sor.

,d

;bd

hU

tu

; fU

j;j

hf

vG

jy

; ,

d;b

dh

Ut

u; f

Uj

;jh

f v

Gj

y; R

ewrit

ing

a te

xt

from

the

sta

ndpo

int

of o

ne o

f th

e ch

arac

ters

/peo

ple

refe

rred

to.

bk

hH

pbg

au

;j;j

y;

bk

hH

pbg

au

;j;j

y; T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge.

See

p58

xg

;gpL

jy

; x

g;g

pLj

y; C

ompa

ring:

pup

ils c

ompa

re g

ende

r is

sues

and

ste

ps t

aken

to

addr

ess

them

in t

heir

own

loca

l are

a/co

untr

y w

ith s

ituat

ion

in t

arge

t co

untr

y.

gy

;Y}l

fk

; ja

hu

pj;j

y;

gy

;Y}l

fk

; ja

hu

pj;j

y; C

reat

ing

Pow

erP

oint

pr

esen

tatio

n/m

agaz

ine:

afte

r in

itial

who

le c

lass

br

ains

torm

, pu

pils

wor

k in

gro

ups

to p

lan,

res

earc

h (o

n In

tern

et)

and

then

dra

ft an

d re

draf

t (o

n w

ord

proc

esso

r) p

ages

/ sc

reen

s co

mbi

ning

tex

t w

ith

imag

es,

soun

d ef

fect

s, e

tc.

Res

ou

rces

ww

w.la

ng

uag

es-i

ct.o

rg.u

k

See

Rea

ding

and

Writ

ing

stra

tegi

es in

clud

ing

stra

tegi

es fo

r ch

ecki

ng w

ritte

n w

ork,

p26

–27

• • • •


75

Lev

el 8

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

gpwg;g[. ,wg;g[. jpUkzr; rl':Ffs; gpwg;g[. ,wg;g[. jpUkzr; rl':Ffs; Rites of passage: birth, marriage, death

gpw

g;g

[g

pwg

;g[

Bir

th

jpU

kz

k;

jpU

kz

k;

Mar

riag

e

,w

g;g

[ ,

wg

;g[

Dea

th

I,

. ,

y'

:if

. I

,.

,y

':i

f.

,e

;jpa

eh

l;o

w;F

k;

,e

;jpa

eh

l;o

w;F

k;

,i

la

pyh

d

,i

la

pyh

d

xg

;gPL

xg

;gPL

Co

mp

aris

on

bet

wee

n

Sri

Lan

ka/In

dia

an

d U

K

bg

au

;Nl

;L t

pHh

-V

iz

apy

; ,L

k;e

hs

;-n

jh

L F

w;W

jy

;-K

o ,

wf

;Fj

y;/

vt

;th

W b

ga

u; b

ju

pt[ b

ra

;fpw

hu

;fs

;?b

ga

u; b

ju

pt[b

ra

;a[k

; ng

hJ

vt

w;i

wf

; fU

j;j

py;

bf

hs

;fpw

hu

;fs

;?(g

uk

;gi

ug

; bg

au

;-j

kpH

; bg

au

;-b

ja

;tg

; bg

au

;-g

pug

y;a

kh

dt

u;f

spd

; bg

au

;-v

z; r

hj

;jpu

j;j

pw;F

mi

ka

g; b

ga

upL

jy

;. g

pwe

;j

jpf

jp V

w;W

th

W b

ga

upL

jy

;)

jpU

kz

k;-

e

P':f

s; j

pUk

zk

; br

a;a

tpU

k;g

[fp[w

Pu;f

sh

?j

pUk

zj

;jpw

;fh

d r

hj

f.

gh

jf

fU

j;J

f;f

s;

vi

t?

ng

r;R

f; j

pUk

zj

;jpy

; c'

:fS

f;;F

ek

;gpf

;if

c

z:l

h?

Ra

nj

u;t

[j; (

fh

jy

;) j

pUk

zj

;jpy

; c'

:fS

f;;F

e

k;g

pf;i

f c

z:l

h?

mn

j k

jj

;jpy

; cs

;st

u;f

is

j; j

hd

; jpU

kz

k;

br

a;t

Pu;f

sh

?t

pth

fu

j;J

vw

;Wf

; bf

hs

;sf

; To

aj

h?

g{u

;tf

;fpu

pia

jpU

kz

tpH

ht

py; e

il

bg

Wk

; fpu

pia

fs

; vi

t?

jpU

kz

tpH

ht

py; k

f;f

s; m

zpa

[k; M

il

fs

; v

it

? c

zt

[fs

;. t

hH

;j;J

k; b

rh

w;f

s;.

gh

d'

:fs

; vi

t?

fl

e;j

gj

;J t

Ul

':f

spy

; vt

;th

W

fh

yh

r;r

hu

k;(g

z:g

hL

) n

tW

gl

;Ls

;sJ

?

mg

uf

;fpu

pia

(k

uz

f; f

pupi

a)

xU

tu

; ,w

e;j

jd

; gpd

; el

g;g

it

vi

t?

ku

zr

;rl

':f

py; e

il

bg

Wk

; fpu

pia

fs

; vi

t?

xU

tu

pd; k

iw

tpd

; gpd

;g[ m

tu

; "h

gf

kh

f

br

a;t

J v

d;d

?

Gra

mm

ar f

ocu

sx

j;j

fU

j;J

– v

jpu

;f;f

Uj

;Je

tu

r b

ts

pg;g

hL

fi

s m

wpj

y;

c-

k;~

rpu

pg;g

[. n

fh

gk

;. t

Puk

;. ,

fH

;r;r

p. m

Ut

Ug

;g[.

k

fpH

;r;r

p. m

f'

:fh

uk

;. M

r;r

upa

k;.

ga

k;.

• •

Ra

rpe

;ji

d

Ra

rpe

;ji

d B

rain

stor

min

g w

hat

pupi

ls k

now

abo

ut

cust

oms

in U

K a

nd I

ndia

/Sri

Lank

a: a

Ven

n di

agra

m

coul

d be

use

d to

bui

ld u

p pi

ctur

e of

wha

t is

diff

eren

t an

d w

hat

two

cultu

res

have

in c

omm

on.

ePz

;l g

e;j

pfi

sf

; nf

l;l

y;

ePz

;l g

e;j

pfi

sf

; nf

l;l

y; L

iste

ning

to

long

er

pass

ages

of

fam

iliar

lang

uage

and

mak

ing

note

s un

der

head

ings

. The

n w

ritin

g su

mm

ary

in o

wn

wor

ds.

th

f;F

|y

k;

th

f;F

|y

k; S

tate

men

ts a

ctiv

ity: p

upils

wor

king

in

pairs

/gro

ups

are

give

n se

t of

sta

tem

ents

and

are

ask

ed

to c

lass

ify e

ach

stat

emen

t ac

cord

ing

to w

heth

er t

hey

agre

e or

dis

agre

e w

ith it

(or

whe

ther

the

y th

ink

it is

tru

e or

fals

e). D

ecis

ions

and

just

ifica

tions

are

the

n fe

d ba

ck

to t

he w

hole

cla

ss.

Kj

y; t

upi

rg

;gL

j;j

y;

Kj

y; t

upi

rg

;gL

j;j

y; D

iam

ond

rank

ing:

pup

ils

wor

king

in g

roup

s ar

e gi

ven

a se

t of

nin

e gi

rls’/b

oys’

na

mes

with

info

rmat

ion

abou

t th

e or

igin

of

the

nam

es.

The

y ha

ve t

o ne

gotia

te o

rder

of

pref

eren

ce. D

ecis

ions

ar

e th

en fe

d ba

ck t

o w

hole

cla

ss w

ith ju

stifi

catio

ns.

See

p53

fw

;wy

; bt

spg

;gh

L

fw

;wy

; bt

spg

;gh

L P

rese

ntin

g id

eas

to a

n au

dien

ce

(eith

er in

divi

dual

ly,

in s

mal

l gro

ups

or w

ith t

he

clas

s) u

sing

pre

pare

d m

ater

ial,

visu

als,

ges

ture

and

ex

pres

sion

. Thi

s m

ight

be

a ‘li

ve’ t

alk,

a m

ultim

edia

pr

esen

tatio

n, a

ske

tch,

a p

oem

, a

song

or

a vi

deo.

See

p49

gy

;Y}l

f |

yk

; fh

l;L

jy

; g

y;Y

}lf

|y

k; f

hl

;Lj

y; A

mul

timed

ia

pres

enta

tion:

ske

tch,

e.g

. sce

ne f

rom

soa

p op

era,

in

terv

iew

, sc

hool

new

s br

oadc

ast,

fash

ion

show

, w

eath

er

fore

cast

, et

c. P

upils

sto

rybo

ard

(see

p57

) an

d th

en

mak

e th

eir

own

digi

tal v

ideo

.S

ee p

57

*:g

hl

; iy

l;

*:g

hl

; iy

l; S

potli

ght

activ

ity.

See

p51

Ma

;t[

Ma

;t[ G

uide

d re

sear

ch in

volv

ing

one

or m

ore

of t

he

follo

win

g:

Iden

tific

atio

n of

info

rmat

ion:

tex

t m

arki

ng.

Cat

egor

isat

ion

of in

form

atio

n: t

able

com

plet

ion:

na

tura

l res

ourc

es,

etc.

in d

iffer

ent

regi

ons.

Ref

orm

ulat

ion

of in

form

atio

n: s

umm

aris

ing/

prod

ucin

g an

illu

stra

ted

fact

she

et.

Pre

sent

atio

n of

info

rmat

ion

to a

n au

dien

ce.

gj

py; v

Gj

y;

gj

py; v

Gj

y; R

espo

ndin

g to

lette

r on

pro

blem

pag

e of

a t

eena

ge m

agaz

ine.

jpU

k;g

tr

dj

;ij

vG

jy

; j

pUk

;g t

rd

j;i

j v

Gj

y; R

ewrit

ing

a te

xt f

rom

th

e st

andp

oint

of

one

of t

he c

hara

cter

s/pe

ople

ref

erre

d to

.

bk

hH

pbg

au

;j;j

y;

bk

hH

pbg

au

;j;j

y; T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge.

See

p58

xg

;gpL

jy

;. x

g;g

pLj

y;.

Pup

ils c

ompa

re g

ende

r is

sues

and

ste

ps

take

n to

add

ress

the

m in

the

ir ow

n lo

cal a

rea/

coun

try

with

situ

atio

n in

tar

get

coun

try.

gy

;Y}l

fk

; |y

k; b

ts

pf;f

hl

;Lj

y;

gy

;Y}l

fk

; |y

k; b

ts

pf;f

hl

;Lj

y; C

reat

ing

Pow

erP

oint

pre

sent

atio

n/m

agaz

ine:

afte

r in

itial

who

le

clas

s br

ains

torm

, pu

pils

wor

k in

gro

ups

to p

lan,

re

sear

ch (

on I

nter

net)

and

the

n dr

aft

and

redr

aft

(on

wor

d pr

oces

sor)

pag

es/s

cree

ns c

ombi

ning

tex

t w

ith

imag

es,

soun

d ef

fect

s, e

tc.

Res

ou

rces

ww

w.la

ng

uag

es-i

tc.o

rg.u

k

See

Rea

ding

and

Writ

ing

stra

tegi

es in

clud

ing

stra

tegi

es fo

r ch

ecki

ng w

ritte

n w

ork,

p26

–27

Tl

;bl

Gj

;J -

m +

a;=I

. m

+t;=

xs

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

• • • •


76

Lev

el 8

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yjw;fhy epfH;t[fs; jw;fhy epfH;t[fs; Current affairs

mu

rpa

y;

mu

rpa

y;

Po

litic

s

tp"

;"h

dk

;. R

w;w

hl

y;

tp"

;"h

dk

;. R

w;w

hl

y;

Sci

ence

, env

iro

nm

ent

r|

f t

pis

t[f

s;

r|

f t

pis

t[f

s;

So

cial

issu

es

Rf

hj

hu

Kk

; cl

y;

Rf

hj

hu

Kk

; cl

y;

cW

jpa

[k;

cW

jpa

[k;

Hea

lth

an

d f

itn

ess

rpd

pkh

. r

pdpk

h.

bj

hi

yf

;fh

l;r

p. ,

ir

bj

hi

yf

;fh

l;r

p. ,

ir

Film

, tel

evis

ion

, mu

sic

tpi

sa

hl

;Lt

pis

ah

l;L

Sp

ort

s

fh

ye

piy

fh

ye

piy

Wea

ther

Topi

cal i

tem

s se

lect

ed a

s ap

prop

riate

vd

;d e

il

bg

w;w

J?

rk

;ge

;jg

;gl

;lt

u;f

s; a

hu

;?c

d;d

hy

; (m

ti

u)

tpt

upf

;f K

oa

[kh

?v

':n

f?

el

e;j

rk

;gt

,l

j;i

j g

w;w

p tpt

upf

;f K

oa

[kh

?v

g;n

gh

JV

d;?

vd

;d f

hu

zk

;? a

hu

; bg

hW

g;g

dt

u;f

s;?

vt

;ti

fa

hd

Kf

;fpj

;Jt

k; m

':F

cz

:L -

,U

e;j

pUf

;Fk

;?

nf

l;l

y;

nf

l;l

y; L

iste

ning

for

spec

ific

wor

ds/p

hras

es:

pupi

ls a

re g

iven

cop

y of

tap

escr

ipt

with

eve

ry

fifth

/tent

h w

ord

or k

ey w

ords

/phr

ases

bla

nked

ou

t. A

s th

ey li

sten

pup

ils h

ave

to t

ry t

o fil

l in

mis

sing

wor

ds. T

his

can

be m

ade

easi

er b

y pr

ovid

ing

jum

bled

list

fro

m w

hich

pup

ils s

elec

t.

nf

l;g

Jk

; mi

la

hs

k; f

hZ

jY

k;

nf

l;g

Jk

; mi

la

hs

k; f

hZ

jY

k; L

iste

ning

an

d id

entif

ying

‘Who

sai

d w

hat?

’: pu

pils

are

giv

en

list

of q

uote

s fr

om a

n au

dio/

vide

o re

cord

ing.

T

hey

liste

n an

d ha

ve t

o id

entif

y na

me

of p

erso

n w

ho s

ays

each

thi

ng.

nf

l;l

y;

nf

l;l

y; L

iste

ning

to

long

er p

assa

ges

of fa

mili

ar

lang

uage

and

mak

ing

note

s un

der

head

ings

. T

hen

writ

ing

sum

mar

y in

ow

n w

ords

.

jpU

k;g

bk

hH

pbg

au

;j;j

y;

jpU

k;g

bk

hH

pbg

au

;j;j

y; R

e-tr

ansl

atio

n:

pupi

ls a

re g

iven

a n

umbe

r of

tar

gets

phr

ases

in

Eng

lish.

The

y lis

ten

to a

udio

/vid

eo r

ecor

ding

and

no

te d

own

targ

et la

ngua

ge v

ersi

on w

hen

they

he

ar it

nf

l;l

y;.

gh

u;j

;jy

; n

fl

;ly

;. g

hu

;j;j

y; L

iste

ning

to/

view

ing

audi

o or

vid

eo c

lips

(incl

udin

g fr

om U

K b

ased

ra

dio

and

TV

sta

tions

and

the

Int

erne

t) fo

r ke

y in

form

atio

n w

hich

is e

nter

ed in

to t

able

. It

is a

lso

poss

ible

for

teac

her

to r

ecor

d si

mpl

ified

new

s br

oadc

ast.

vG

jy

; v

Gj

y; W

ritin

g, r

ehea

rsin

g an

d pe

rfor

min

g ow

n ne

ws

bulle

tin. T

his

coul

d be

rec

orde

d an

d sh

own

to y

oung

er c

lass

at

the

scho

ol. O

r th

ere

coul

d be

ex

chan

ge o

f vi

deo

with

par

tner

sch

ool.

Rea

din

g s

elec

ted

art

icle

s, e

tc f

rom

new

spap

ers

or

web

site

s (i

ncl

ud

ing

th

ose

wh

ich

are

UK

bas

ed).

Id

enti

fyin

g k

ey in

form

atio

n, t

hen

mo

vin

g o

n t

o

mo

re c

hal

len

gin

g t

asks

, e.g

. wri

tin

g s

um

mar

y in

o

wn

wo

rds,

wri

tin

g a

n e

mai

l in

res

po

nse

, mak

ing

u

p s

et o

f q

ues

tio

ns

bas

ed o

n t

ext

for

oth

er p

up

ils

to a

nsw

er. A

ctiv

e re

adin

g a

nd

wri

tin

g s

trat

egie

s,

such

as

text

mar

kin

g, m

atch

ing

hea

din

gs

to

par

agra

ph

s an

d s

equ

enci

ng

sh

ou

ld b

e u

sed

to

h

elp

pu

pils

acc

ess

text

, id

enti

fy k

ey id

eas

and

d

evel

op

aw

aren

ess

of

ho

w t

exts

are

org

anis

ed.

Wh

en s

elec

tin

g t

exts

tea

cher

s sh

ou

ld a

lso

be

aler

t to

op

po

rtu

nit

ies

for

focu

ssin

g o

n p

arti

cula

r ar

eas

of

gra

mm

ar o

r vo

cab

ula

ry. P

oss

ible

act

ivit

ies

her

e w

ou

ld in

clu

de

text

mar

kin

g, c

ateg

ori

sin

g a

nd

tab

le

com

ple

tio

n.

gpw

tpi

da

py; v

Gj

y;

gpw

tpi

da

py; v

Gj

y; R

ewrit

ing

a te

xt in

a d

iffer

ent

pers

on (

third

inst

ead

of f

irst

pers

on)

or t

ense

(pa

st

inst

ead

of p

rese

nt.)

.

bk

hH

pbg

au

;j;j

y;

bk

hH

pbg

au

;j;j

y; C

reat

ing

new

s sh

eet.

M'

:fpy

j;j

py; ,

Ue

;J j

kpG

f;F

k; j

kpH

py; ,

Ue

;J

M'

:fpy

j;j

py; ,

Ue

;J j

kpG

f;F

k; j

kpH

py; ,

Ue

;J

M'

:fpy

j;j

pw;F

k; b

kh

Hpb

ga

u;j

;jy

; M

':f

pyj

;jpw

;Fk

; bk

hH

pbg

au

;j;j

y; T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge.

See

p57

Mf;fj;jpwd; Mf;fj;jpwd;Creativity

rpw

pa f

ij

fs

;. r

pwpa

fi

jf

s;.

gh

l;L

fs

;. g

hl

;Lf

s;.

eh

lf

':f

s;.

eh

lf

':f

s;.

ft

pij

fs

;f

tpi

jf

s;

Sh

ort

sto

ries

, po

ems,

so

ng

s, p

lays

Thi

s m

ay in

clud

e w

ork

crea

ted

by

othe

r pu

pils

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

Res

ou

rces

jpU

f;F

ws

;f

ij

ky

u; j

uk

; 4e

Pjp b

tz

:gh

jpU

f;F

ws

; j

pUf

;Fw

s;

Mr

hu

f; n

fh

it

Mr

hu

f; n

fh

it

gh

uj

pah

u; g

hl

y;f

s;

gh

uj

pah

u; g

hl

y;f

s;

gh

uj

pjh

rd

; gh

ly

;fs

;g

hu

jpj

hr

d; g

hl

y;f

s;

ePj

pf; f

ij

fs

;e

Pjpf

; fi

jf

s;

g"

;rj

e;j

puf

; fi

jf

s;

g"

;rj

e;j

puf

; fi

jf

s;

ePj

p bt

z:g

he

Pjp b

tz

:gh

fi

j t

hr

pj;j

y;

fi

j t

hr

pj;j

y; R

ead

shor

t st

ory

with

the

cl

ass:

whi

lst

read

ing

ask

stud

ents

to

iden

tify

and

disc

uss

plot

, se

tting

, ch

arac

ter,

conf

lict,

mot

ive,

sy

mbo

lism

, et

c. I

ntro

duce

voc

abul

ary

and

criti

cal

read

ing

skill

s sk

imm

ing,

sca

nnin

g an

d id

entif

ying

vi

ewpo

int.

Hav

ing

wor

ked

on t

ext

with

cla

ss a

sk

stud

ents

to

sele

ct a

noth

er s

hort

sto

ry t

o re

ad

inde

pend

ently

. The

y ca

n id

entif

y el

emen

ts a

nd

idea

s an

d pr

epar

e br

ief

book

rep

orts

to

shar

e w

ith c

lass

mat

es. I

f po

etry

is c

hose

n, t

hen

the

focu

s ca

n be

on

elem

ents

suc

h as

sym

bolis

m,

figur

es o

f sp

eech

, rh

ythm

ic p

atte

rns

and

imag

ery.

Idea

lly s

elec

t te

xts

rela

ted

to t

opic

s co

vere

d at

thi

s le

vel.

ml

;il

ja

hu

pj;j

y;

ml

;il

ja

hu

pj;j

y; M

akin

g a

labe

lled

plan

or

diag

ram

of

the

setti

ng o

f pa

rt o

f th

e st

ory.

eh

l;F

wpg

;g[

eh

l;F

wpg

;g[ W

ritin

g an

inte

rior

mon

olog

ue o

r di

ary

page

of

one

of t

he c

hara

cter

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y.

tpk

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fh

yk

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hy

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ou

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try

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ksho

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77

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el 9

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, to

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exts

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str

uct

ure

s an

d v

oca

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racy

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erac

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crib

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f;f

puk

kh

d

tu

pir

f;f

puk

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d

rk

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s;

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eh

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yPr

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ft

y;f

is

mw

pjy

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ty

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s m

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y; U

sing

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gram

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d w

ith v

isua

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port

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rain

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form

atio

n re

late

d to

crim

e.

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na

h g

hu

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yk

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Pon

ah

gh

u;j

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k; V

iew

ing

vide

o/D

VD

re

cord

ings

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ee p

72

nf

l;g

jd

; |y

k;

nf

l;g

jd

; |y

k; L

iste

ning

to

long

er p

assa

ges

of fa

mili

ar la

ngua

ge a

nd m

akin

g no

tes

unde

r he

adin

gs. T

hen

writ

ing

sum

mar

y in

ow

n w

ords

.

kW

bk

hH

pbg

au

;g;g

[ k

W b

kh

Hpb

ga

u;g

;g[ R

e-tr

ansl

atio

n: p

upils

are

gi

ven

a nu

mbe

r of

tar

get

phra

ses

in E

nglis

h. T

hey

liste

n to

aud

io/v

ideo

rec

ordi

ng a

nd n

ote

dow

n ta

rget

lang

uage

ver

sion

whe

n th

ey h

ear

it

th

f;F

|y

k;

th

f;F

|y

k; S

tate

men

ts a

ctiv

ity.

See

p71

gl

j;i

j i

tj

;Jf

; nf

s;t

pfs

; nf

l;l

y;

gl

j;i

j i

tj

;Jf

; nf

s;t

pfs

; nf

l;l

y;

Que

stio

n se

tting

aro

und

a pi

ctur

e.S

ee p

68

Kj

y; t

upi

r

Kj

y; t

upi

r D

iam

ond

rank

ing:

pup

ils w

orki

ng

in g

roup

s ar

e gi

ven

a se

t of

nin

e pr

opos

als

on

sepa

rate

pie

ces

of c

ard

sugg

estin

g w

hat

step

s th

e go

vern

men

t sh

ould

tak

e to

red

uce

crim

e.

The

y ar

e as

ked

to r

ank

the

prop

osal

s in

ord

er o

f pr

iorit

y by

form

ing

the

nine

car

ds in

to t

he s

hape

of

a d

iam

ond.

Gro

ups

then

pre

sent

the

ir ra

nkin

gs

for

the

clas

s to

rea

ch a

con

sens

us t

hrou

gh

disc

ussi

on a

nd d

ebat

e.

ne

u;K

fg

; gu

Pl;i

r

ne

u;K

fg

; gu

Pl;i

r I

nter

view

: scr

ipt

and

act

out

an in

terv

iew

bet

wee

n de

tect

ive

and

som

eone

who

ha

s w

itnes

sed

a cr

ime.

tu

;zi

d

tu

;zi

d P

repa

ring

a co

mm

enta

ry fo

r a

film

cl

ip o

r a

serie

s of

pho

tos

depi

ctin

g a

crim

e an

d pr

esen

t to

cla

ss.

*:g

hl

; i

yl

; *

:gh

l ;

iy

l; S

potli

ght

activ

ity.

See

p51

See

Lis

teni

ng a

nd S

peak

ing

stra

tegi

es,

pp26

–7

Cl

f'

:fs

py; t

Uk

; Fw

;w'

:fs

; gw

;wpa

br

a;j

pfi

s

Cl

f'

:fs

py; t

Uk

; Fw

;w'

:fs

; gw

;wpa

br

a;j

pfi

s

cg

na

hf

pj;J

th

rpj

;jy

;. v

Gj

y;.

ga

pw;r

pfi

s

cg

na

hf

pj;J

th

rpj

;jy

;. v

Gj

y;.

ga

pw;r

pfi

s

Cf

;Ft

pj;j

y;/

Cf

;Ft

pj;j

y;/

Rep

orts

on

crim

es in

the

pre

ss c

an b

e us

ed fo

r a

rang

e of

ac

tive

read

ing

and

writ

ing

activ

ities

.S

ee p

p48–

9

br

aw

;gh

Lf

is

tu

pir

g;g

Lj

;Jj

y;

br

aw

;gh

Lf

is

tu

pir

g;g

Lj

;Jj

y; S

eque

ncin

g ac

tiviti

es: o

ften

very

app

ropr

iate

, si

nce

repo

rts

gene

rally

ref

er

to e

vent

s in

chr

onol

ogic

al o

rder

.

br

hw

;fi

s m

il

ah

sk

ply

; b

rh

w;f

is

mi

la

hs

kpl

y; T

ext

mar

king

: to

iden

tify

e.g.

w

ho,

wha

t, w

hen,

whe

re,

why

.

br

hw

;fi

s m

il

ah

sk

ply

; b

rh

w;f

is

mi

la

hs

kpl

y; T

ext

mar

king

: to

iden

tify

crim

e re

late

d vo

cabu

lary

or

exam

ples

of

gram

mat

ical

fe

atur

es.

ge

;jpf

is

ji

yg

;g[l

d; x

g;g

pLj

yg

e;j

pfi

s j

iy

g;g

[ld

; xg

;gpL

jy

; Mat

chin

g pa

ragr

aph

head

ings

to

para

grap

hs.

Fw

pg;g

[ vG

Jj

y;

Fw

pg;g

[ vG

Jj

y; N

ote-

taki

ng.

Ra

rpe

;ji

da

py; R

Uf

;fk

; vG

jy

; R

ar

pe;j

id

apy

; RU

f;f

k; v

Gj

y; S

umm

aris

ing

in o

wn

wor

ds.

br

hy

;bj

Gj

y;

br

hy

;bj

Gj

y; (

Run

ning

) D

icta

tion.

See

p49

tH

pfh

l;l

Yl

d; v

Gj

y;

tH

pfh

l;l

Yl

d; v

Gj

y; G

uide

d w

ritin

g: e

.g. d

escr

iptio

n of

ev

ents

fro

m p

ersp

ectiv

e of

cul

prit

or v

ictim

.

gpw

tpi

da

py; v

Gj

y;

gpw

tpi

da

py; v

Gj

y; R

ewrit

ing

a te

xt in

a d

iffer

ent

pers

on (

third

inst

ead

of f

irst

pers

on)

or t

ense

(pa

st in

stea

d of

pr

esen

t).

gpw

tpi

da

py; F

zt

pay

;g[f

is

vG

jy

; g

pwt

pid

apy

; Fz

tpa

y;g

[fi

sv

Gj

y; R

ewrit

ing

a te

xt

from

the

sta

ndpo

int

of o

ne o

f th

e ch

arac

ters

/peo

ple

refe

rred

to

.

M'

:fpy

k;-

jk

pH;.

jk

pH;-

M'

:fpy

k; b

kh

Hpb

ga

u;g

;g[

M'

:fpy

k;-

jk

pH;.

jk

pH;-

M'

:fpy

k; b

kh

Hpb

ga

u;g

;g[

Tran

slat

ion

from

and

into

tar

get

lang

uage

: e.g

. tra

nsla

tion

of o

ne p

arag

raph

fro

m t

ext

bein

g st

udie

d in

to E

nglis

h or

re

-tra

nsla

tion

from

Eng

lish

back

into

tar

get

lang

uage

, fin

ally

co

mpa

ring

to o

rigin

al.

Jg

;gw

pgt

upd

; eh

sh

e;j

f; F

wpg

;g[

Jg

;gw

pgt

upd

; eh

sh

e;j

f; F

wpg

;g[ W

ritin

g a

day

in t

he

diar

y of

det

ectiv

e (H

ercu

le P

oiro

t) o

r cr

imin

al.

See

Rea

ding

and

Writ

ing

Str

ateg

ies,

incl

udin

g st

rate

gies

for

chec

king

writ

ten

wor

k, p

p26–

7)

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k


78

Lev

el 9

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y,dj; Jnt=Kk; r|f tpist[fSk ; ,dj; Jnt=Kk; r|f tpist[fSk ;Social issue: Racism

,d

j;J

nt

rk

; md

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; ,

dj

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tr

k; m

d;W

k;

,d

:Wk

;,

d:W

k;

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ism

th

en a

nd

no

w

,d

j;J

nt

rj

;jpw

;fh

d

,d

j;J

nt

rj

;jpw

;fh

d

fh

uz

':f

s;

fh

uz

':f

s;

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ses

of

raci

sm

,d

j;J

nt

rj

;ij

j;

,d

j;J

nt

rj

;ij

j;

jL

f;F

k; t

Hp t

if

fs

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Lf

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; tH

p ti

ff

s;

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ven

tin

g r

acis

m

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web

site

s in

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ourc

e lis

t

rh

jp m

og

;gi

lj

; r

hj

p mo

g;g

il

j;

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p vd

j

pl;l

k; r

up v

d

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w;f

g;g

Lk

h?

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at is

th

e ca

ste

syst

em

and

can

it b

e ju

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k; g

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jt

jw

;fh

d

fh

uz

';f

s; v

d;d

?

xn

u k

hj

pupa

hd

,d

j;J

nt

rr

; br

aw

;gh

Lf

s; v

d;d

?

vy

;yh

k; x

nu

kh

jpu

p cs

;sd

th

?

vt

;th

W k

hw

he

piy

ah

d ,

dj

;Jn

tr

r; b

ra

w;g

hL

fi

s

Cl

f'

:fs

; Cf

;Ft

pf;f

pd;w

d?

jg

;gg

pg;g

puh

a'

:fi

s v

t;t

hW

kh

w;w

p mi

kf

;fy

hk

;?

gs

;spa

py; ,

dj

;Jn

tr

k; ,

Uf

;fpw

jh

?

,d

j;J

nt

rj

;ij

vt

;th

W B

NP

ng

hd

;w f

l;r

papd

u; f

psg

;gp

tpL

fpw

hu

;fs

;/

,d

j;J

nt

rj

;ij

epW

j;J

tj

w;F

mu

rh

':f

k; v

d;d

br

a;a

nt

z:L

k;?

eh

d; v

d;d

br

a;a

yh

k;/

bk

hH

pg; g

pun

ah

fk

;

,y

F j

kpH

py; ,

dj

;Jn

tr

k; g

w;w

pa g

{uz

tps

f;f

k; m

spj

;jy

;

,u

z:l

ht

jh

f k

hz

tu

;fi

s ,

uz

:lh

fg

; gpu

pj;J

tpt

hj

g;

gh

':f

py; f

Uj

;Jf

;fi

sg

; gf

pu;j

y;/

,d

j;J

nt

rj

;jpd

; tpi

st

[fi

s c

zu

it

j;j

y;/

,W

jpa

hf

rk

j;J

tg

; gh

':i

f k

zt

u; k

dj

py; g

jpa

it

j;j

y;

vd

;id

g; b

gh

Wj

;j k

l;o

y; ,

dj

;Jn

tr

j;i

j e

pWj

;Jt

jw

;F

,d

;Dk

; TL

jy

hf

kh

zt

upi

ln

a f

w;g

pw;F

k; c

j;j

pfi

sf

;

if

ah

sy

hk

;/

,d

r;r

kj

;Jt

k;

,d

r;r

kj

;Jt

k; C

omm

issi

on f

or R

acia

l E

qual

ity (

CR

E)

‘div

ersi

ty’ p

oste

r co

uld

be

used

a s

tart

ing

poin

t fo

r di

scus

sion

abo

ut

dive

rsity

and

the

mak

e up

of

Brit

ish

soci

ety.

W

hat

mak

es t

he p

eopl

e di

ffere

nt,

wha

t do

the

y sh

are?

Why

do

conf

licts

aris

e? W

hat

are

typi

cal

prej

udic

es/m

isun

ders

tand

ings

? H

ow c

an b

ette

r un

ders

tand

ing

be d

evel

oped

?

nf

l;l

y;

nf

l;l

y; L

iste

ning

to

audi

o/vi

deo

reco

rdin

g an

d m

akin

g no

tes

unde

r he

adin

gs. T

hen

writ

ing

sum

mar

y in

ow

n w

ords

.

ja

hu

;gL

j;j

p tH

':F

jy

; j

ah

u;g

Lj

;jp t

H'

:Fj

y; O

rgan

isin

g an

d pr

esen

ting

an a

nti-r

acis

t ev

ent:

usef

ul id

eas

and

info

rmat

ion

for

teac

hers

can

be

foun

d at

the

ire

spec

t an

d re

dhot

curr

y w

ebsi

tes.

(S

ee h

ttp

://

com

mu

nit

y.g

old

.ac.

uk)

fU

j;J

f; T

wy

; f

Uj

;Jf

; Tw

y; S

tate

men

ts a

ctiv

ity: p

upils

w

orki

ng in

pai

rs/g

roup

s ar

e gi

ven

set

of

stat

emen

ts a

nd a

re a

sked

to

clas

sify

eac

h st

atem

ent

acco

rdin

g to

whe

ther

the

y ag

ree

or

disa

gree

with

it (

or w

heth

er t

hey

thin

k it

is t

rue

or

fals

e). D

ecis

ions

and

just

ifica

tions

are

the

n fe

d ba

ck t

o th

e w

hole

cla

ss.

eh

lf

k;

eh

lf

k; R

ole-

play

arg

umen

t: be

twee

n pa

rent

an

d ch

ild. C

hild

has

frie

nd o

f di

ffere

nt e

thni

c ba

ckgr

ound

. Par

ent

disa

ppro

ves

and

wou

ld li

ke

child

to

asso

ciat

e on

ly w

ith c

hild

ren

of s

ame

back

grou

nd.

gl

j;i

jg

; gw

;wp n

fs

;tp n

fl

;ly

; g

lj

;ij

g; g

w;w

p nf

s;t

p nf

l;l

y; Q

uest

ion

setti

ng a

roun

d a

pict

ure:

pup

ils in

gro

ups

deci

de

on a

nd n

ote

ques

tions

the

y w

ould

like

to

ask

the

pers

on/p

eopl

e in

the

pic

ture

. Thi

s ca

n be

follo

wed

up

by

the

read

ing

of a

tex

t, In

tern

et r

esea

rch,

the

vi

ewin

g of

a v

ideo

, et

c, t

o tr

y to

fin

d ou

t an

d no

te

answ

ers

to t

he q

uest

ions

. Thi

s ca

n th

en le

ad o

n to

a p

iece

of

writ

ten

wor

k.

vz

;z'

:fi

s b

ju

ptpj

;jy

; v

z;z

':f

is

bj

upt

pj;j

y; P

rese

ntin

g id

eas

to a

n au

dien

ce (

eith

er in

divi

dual

ly,

in s

mal

l gro

ups

or w

ith t

he c

lass

) us

ing

prep

ared

mat

eria

l, vi

sual

s,

gest

ure

and

expr

essi

on. T

his

mig

ht b

e a

‘live

’ tal

k,

a m

ultim

edia

pre

sent

atio

n, a

ske

tch,

a p

oem

, a

song

or

a vi

deo.

See

p49

th

rpj

;jy

; t

hr

pj;j

y; R

eadi

ng s

elec

ted

artic

les,

etc

fro

m

new

spap

ers

or w

ebsi

tes

(incl

udin

g th

ose

whi

ch

are

UK

bas

ed).

Iden

tifyi

ng k

ey in

form

atio

n, t

hen

mov

ing

on t

o m

ore

chal

leng

ing

task

s.

tH

pfh

l;l

Yl

d; M

a;t

[ br

a;j

y;

tH

pfh

l;l

Yl

d; M

a;t

[ br

a;j

y; G

uide

d re

sear

ch: e

.g. i

nto

disc

rimin

atio

n, in

volv

ing

one

or

mor

e of

the

follo

win

g:Id

entif

icat

ion

of in

form

atio

n: t

ext

mar

king

).C

ateg

oris

atio

n of

info

rmat

ion:

tab

le c

ompl

etio

n. R

efor

mul

atio

n of

info

rmat

ion:

sum

mar

isin

g/pr

oduc

ing

an il

lust

rate

d fa

ct s

heet

.P

rese

ntat

ion

of in

form

atio

n to

an

audi

ence

.

tH

pfh

l;l

Yl

d; v

Gj

y;

tH

pfh

l;l

Yl

d; v

Gj

y; G

uide

d w

ritin

g: e

.g.

desc

riptio

n of

eve

nts

from

per

spec

tive

of c

ulpr

it or

vic

tim.

bk

hH

pbg

au

;j;j

y; ~

jk

pH: M

':f

pyk

;. b

kh

Hpb

ga

u;j

;jy

; ~ j

kpH

: M'

:fpy

k;.

M'

:fpy

k;-

jk

pH:

M'

:fpy

k;-

jk

pH: T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge: e

.g. t

rans

latio

n of

one

par

agra

ph f

rom

te

xt b

eing

stu

died

into

Eng

lish

or r

e-tr

ansl

atio

n fr

om E

nglis

h ba

ck in

to t

arge

t la

ngua

ge,

final

ly

com

parin

g to

orig

inal

.

gy

;Y}l

fj

;ij

cU

th

f;f

y;

gy

;Y}l

fj

;ij

cU

th

f;f

y; C

reat

ing

Pow

erP

oint

pre

sent

atio

n/m

agaz

ine:

afte

r in

titia

l w

hole

cla

ss b

rain

stor

m,

pupi

ls w

ork

in g

roup

s to

pla

n, r

esea

rch

(on

Inte

rnet

) an

d th

en d

raft

and

redr

aft

(on

wor

d pr

oces

sor)

pag

es/s

cree

ns

com

bini

ng t

ext

with

imag

es,

soun

d ef

fect

s, e

tc.

Res

ou

rces

ww

w.la

ng

uag

e-ic

t.o

rg.u

k

th

rpj

;jy

;. b

kh

Hpb

ga

u;j

;jy

;. t

pku

;rpj

;jy

; t

hr

pj;j

y;.

bk

hH

pbg

au

;j;j

y;.

tpk

u;r

pj;j

y;

Rea

ding

/tran

slat

ing/

revi

ewin

g a

poem

rel

ated

to

raci

sm. T

hen

writ

ing

own

poem

.

• • • •


79

Lev

el 9

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

y

jw;fhy tptfhu':fs; jw;fhy tptfhu':fs; Current affairs

mu

rpa

y;

mu

rpa

y;

Po

litic

s

tp"

;"h

dk

;. R

w;w

hl

y;

tp"

;"h

dk

;. R

w;w

hl

y;

Sci

ence

, env

iro

nm

ent

r|

f t

pis

t[f

s;

r|

f t

pis

t[f

s;

So

cial

issu

es

Mn

uh

f;f

paK

k; c

ly

; M

nu

hf

;fpa

Kk

; cl

y;

ey

Kk

;e

yK

k;

Hea

lth

an

d f

itn

ess

jpi

ug

;gl

k;.

jpi

ug

;gl

k;.

bj

hi

yf

;fh

l;r

p.b

jh

iy

f;f

hl

;rp.

r'

:fPj

k;

r'

:fPj

k;

Film

, tel

evis

ion

, mu

sic

tpi

sa

hl

;Lt

pis

ah

l;L

Sp

ort

s

fh

y e

piy

fh

y e

piy

Wea

ther

Topi

cal i

tem

s se

lect

ed a

s ap

prop

riate

vd

;d e

il

bg

w;w

J?

ah

u; j

iy

apl

;lh

u;f

s;

c'

:fs

hy

; mt

iu

tpt

upf

;f K

oa

[kh

?

v'

:nf

?

el

e;j

rk

;gt

j;i

j t

ptu

pj;J

f; T

w K

oa

[kh

?

vg

;ng

hJ

?

Vd

: vd

;d f

hu

z'

:fs

;/

mj

w;F

ah

u; b

gh

Wg

;gh

spf

s;/

vd

;d t

pis

t[f

s; m

':F

cz

:lh

fpa

[s;s

d?

Gra

mm

ar f

ocu

sj

piz

- 2

c

-k

;~ m

\j

pii

z.

ca

u;j

piz

gh

y; -

5

c-

k;~

Mz

;gh

y;.

bg

z:g

hy

;. g

yu

;gh

y;.

Xd

;wd

;gh

y;.

gy

tpd

;gh

y;

vz

:-2

c

-k

;~ x

Ui

k.

gd

;ik

.,

lk

;- 3

c

-k

;~ j

d;i

k.

Kd

;dpi

y.

gl

u;f

;if

fh

yk

;- 3

c-

k;~

epf

H;f

hy

k;.

vj

pu;;f

hy

k;.

,w

e;j

fh

yk

;

Fw

pg;g

pl;l

br

hw

;fi

sf

; nf

l;l

y;

Fw

pg;g

pl;l

br

hw

;fi

sf

; nf

l;l

y; L

iste

ning

for

spec

ific

wor

ds/p

hras

es: p

upils

are

giv

en c

opy

of

tape

scrip

t w

ith e

very

fift

h/te

nth

wor

d or

key

wor

ds/

phra

ses

blan

ked

out.

As

they

list

en p

upils

hav

e to

try

to

fill

in m

issi

ng w

ords

. Thi

s ca

n be

mad

e ea

sier

by

prov

idin

g ju

mbl

ed li

st f

rom

whi

ch p

upils

sel

ect.

ePz

:l g

e;j

pfi

sf

; nf

l;l

y;

ePz

:l g

e;j

pfi

sf

; nf

l;l

y; L

iste

ning

to

long

er

pass

ages

of

fam

iliar

lang

uage

and

mak

ing

note

s un

der

head

ings

. The

n w

ritin

g su

mm

ary

in o

wn

wor

ds.

kW

bk

hH

pbg

au

;j;j

y;

kW

bk

hH

pbg

au

;j;j

y; R

e-tr

ansl

atio

n: p

upils

are

gi

ven

a nu

mbe

r of

tar

gets

phr

ases

in E

nglis

h. T

hey

liste

n to

aud

io/v

ideo

rec

ordi

ng a

nd n

ote

dow

n ta

rget

la

ngua

ge v

ersi

on w

hen

they

hea

r it.

xy

p xs

p eh

lh

f;f

is

f; n

fl

;ly

; x

yp x

sp e

hl

hf

;fi

sf

; nf

l;l

y; L

iste

ning

to/

vi

ewin

g au

dio

or v

ideo

clip

s (in

clud

ing

from

UK

ba

sed

radi

o an

d T

V s

tatio

ns a

nd t

he I

nter

net)

for

key

info

rmat

ion

whi

ch is

ent

ered

into

tab

le. I

t is

al

so p

ossi

ble

for

teac

her

to r

ecor

d si

mpl

ified

new

s br

oadc

ast.

br

a;j

p vG

jy

; b

ra

;jp v

Gj

y; W

ritin

g, r

ehea

rsin

g an

d pe

rfor

min

g ow

n ne

ws

bulle

tin: t

his

coul

d be

vid

eoed

and

sho

wn

to y

oung

er c

lass

at

the

scho

ol. O

r th

ere

coul

d be

ex

chan

ge o

f vi

deo

with

par

tner

sch

ool.

th

rpj

;jy

; t

hr

pj;j

y; R

eadi

ng s

elec

ted

artic

les,

etc

fro

m

new

spap

ers

or w

ebsi

tes

(incl

udin

g th

ose

whi

ch a

re

UK

bas

ed).

Iden

tifyi

ng k

ey in

form

atio

n, t

hen

mov

ing

on t

o m

ore

chal

leng

ing

task

s, e

.g. w

ritin

g su

mm

ary

in o

wn

wor

ds,

writ

ing

an e

mai

l in

resp

onse

, m

akin

g up

set

of

ques

tions

bas

ed o

n te

xt fo

r ot

her

pupi

ls t

o an

swer

. Act

ive

read

ing

and

writ

ing

stra

tegi

es,

such

as

tex

t m

arki

ng,

mat

chin

g he

adin

gs t

o pa

ragr

aphs

an

d se

quen

cing

sho

uld

be u

sed

to h

elp

pupi

ls a

cces

s te

xt,

iden

tify

key

idea

s an

d de

velo

p aw

aren

ess

of h

ow

text

s ar

e or

gani

sed.

Whe

n se

lect

ing

text

s te

ache

rs

shou

ld a

lso

be a

lert

to

oppo

rtun

ities

for

focu

sing

on

par

ticul

ar a

reas

of

gram

mar

or

voca

bula

ry.

Pos

sibl

e ac

tiviti

es h

ere

wou

ld in

clud

e te

xt m

arki

ng,

cate

goris

ing

and

tabl

e co

mpl

etio

n.

bk

hH

pbg

au

;g;g

[ jk

pH;-

M'

:fpy

k;.

M'

:fpy

k;-

bk

hH

pbg

au

;g;g

[ jk

pH;-

M'

:fpy

k;.

M'

:fpy

k;-

jk

pH;

jk

pH; T

rans

latio

n fr

om a

nd in

to t

arge

t la

ngua

ge: e

.g.

tran

slat

ion

of o

ne p

arag

raph

fro

m t

ext

bein

g st

udie

d in

to E

nglis

h or

re-

tran

slat

ion

from

Eng

lish

back

into

ta

rget

lang

uage

(fin

ally

com

parin

g to

orig

inal

).

br

a;j

p mw

pf;i

f j

ah

upj

;jy

; b

ra

;jp m

wpf

;if

ja

hu

pj;j

y; C

reat

ing

new

sshe

et.

br

hy

;tb

jG

jy

; b

rh

y;t

bj

Gj

y; R

unni

ng d

icta

tion.

See

p49


80

Lev

el 9

Th

emes

, to

pic

s, t

exts

Key

str

uct

ure

s an

d v

oca

bula

ryO

racy

Lit

erac

yMf;fj;jpwd;; Mf;fj;jpwd;; Creativity

rpW

fi

j.

ft

pij

r

pWf

ij

. f

tpi

j

eh

lf

k; M

f;f

y;.

eh

lf

k; M

f;f

y;.

See

htt

p:/

/co

mm

un

ity.

go

ld.a

c.u

k

Sh

ort

sto

ries

, po

ems,

so

ng

s,

pla

ys

Th

is m

ay in

clu

de

wo

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81

Assessment at Levels 7–9Whilst teaching at levels 7–9 should not be dominated by examination requirements, colleagues will wish to ensure that pupils are familiar with the types of task commonly used by examination boards. Past papers can be a useful source of teaching material.

This section is divided into two parts:Ongoing informal assessmentFormally accredited assessment


In oracy pupils are able to: Describe people, places, feelings, moods in some detail (use of adjectives and adverbs, relative clauses, qualifiers);Express and justify opinions (by presenting arguments, giving illustrations – use of subordinate clauses); Report a sequence of events (crime or news event) using appropriate tenses, link words, conventions for direct and indirect speech, etc.;Speculate about people and events (use of conditional sentences);Deal with elements of unpredictability in everyday transactions; Deliver a short prepared presentation fluently and with good pronunciation (using voice and gesture effectively to enhance expression) and respond to follow up questions. Show awareness of audience;Apply what they have learnt to new situations;Use stalling strategies (fillers) to assist in maintaining flow of conversation.

•

••

•••

••

In intercultural understanding/creativity pupils are able to:Analyse/interpret short literary works/film (clips) by commenting on setting, plot, character, message (reviews);Perform songs and sketches; Compare and contrast aspects of different cultures through carrying out (Internet) research, exchanging information with partner school via email,oral presentations, creating posters/displays; Take into account different viewpoints, e.g. by writing a page in the diary of someone living in another country, scripting an (imaginary) interview with a famous person or a character in a story, painting or sculpture;Carry out a project/compose text with a particular audience in mind (e.g. class in a partner school abroad);Compare the presentation of ideas, attitudes and feelings in contrasting textsRecognise bias and objectivity, distinguishing facts from hypotheses, theories and opinions.

•••

•

•••

In literacy pupils are able to: Understand and respond to a range of text types, factual and imaginative (letters, articles, brochures, emails, web pages, radio interviews, films, stories, poems);Understand texts which include some complex sentences and unfamiliar language;Identify and summarise relevant information when carrying out research (including on the Internet);Express information/ideas contained in texts clearly and concisely in their own words; Draft and redraft text (using a word processor) to improve content, organisation of ideas, accuracy and presentation; Understand and respond to texts in formal as well as informal registers (e.g. job advertisements and applications, formal letters);Synthesise information from various sources;Use a dictionary and other reference materials to improve accuracy, precision and variety of expression; Identify relationships between words and use this both to support memorisation and to deepen understanding of how the language system works;Make intelligent guesses based on knowledge of the world;Use clues to work out meaning (pictures, headings, layout, lexical and syntactic features).

•

••••

•

•••

••

12


82

In self- and peer assessment pupils are able to:Identify and explain mistakes in their own work and that of other pupils;Self-assess in relation to clear (GCSE/AS) criteria;Identify daily/weekly/monthly goals which are reviewed; Assess piece of work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation)Keep a log of their reading, viewing, and listening activities, both in and outside of school. They should include:

– Title and author, artist, actor, or musician; – Context, genre or form (e.g. film on videotape, CD I bought, magazine in the library); – A short description.

Build up a portfolio based on projects, different types of written text composed over the year; Assess piece of work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation).

••••

•

••


Asset Languages (Intermediate Stage)



7 L I can understand longer passages and recognise people’s points of view.

Learners hear a radio interview and answer three-option multiple choice questions.

S I can answer simple unprepared questions in a conversation or following a presentation.

Learners play a guessing game in a group, asking and answering questions.

R I can understand longer texts and recognise people’s points of view.

Three-option multiple choice based on a text.

W I can write a text (e.g. a report or a letter) conveying simple opinions and/or points of view.

Transfer of meaning based on personal information.

8 L I can understand passages including some unfamiliar material from which I can recognise attitudes and emotions.

Learners match English sentences to short spoken extracts.

S I can tell a story or relate the plot of a book or film and give my opinions about it.

Learners make a presentation about a news item of their choice.

R I can understand texts including some unfamiliar material from which I can recognise attitudes and emotions.

Identifying five correct English sentences from a list of ten about a text.

W I can produce formal and informal texts in an appropriate style on familiar topics.

Writing a poster to advertise a charity event.



83

9 L I can understand the gist of a range of authentic passages in familiar contexts.

Learners correct an error in English sentences about a recorded interview.

S I can take part in a discussion, giving and justifying my opinions and ideas.

In groups of three, learners discuss holiday options.

R I can understand a wide range of authentic texts in familiar contexts.

Matching English summaries with short paragraphs on a theme e.g. career plans.

W I can communicate ideas accurately and in an appropriate style over a range of familiar topics.

Transfer of meaning detailing instructions.

The External Assessment for Intermediate assesses aspects of grades 7–9. It should be noted that candidates can choose to take only Teacher Assessment, only External Assessment or both. Tasks set for External Assessment are similar in type to those set for Teacher Assessment. External Assessment is a formally accredited qualification. For Teacher Assessment learners receive a Grade Award endorsed by OCR.

Performance descriptors for Intermediate

L You should now be comfortable with a range of tenses, and should be able to understand authentic passages on familiar matters. On completing this stage, you should be able to follow much of what is said at near normal speed on familiar matters or in predictable situations. You should be able to give an oral or written summary of what you have heard.

S You should now be comfortable with a range of tenses, and should be able to use language relating to a range of familiar matters. On completing this stage, you should be using and adapting language for new purposes. Your pronunciation should be generally accurate. You should be able to maintain a conversation on familiar matters or in predictable situations, using a range of simple language.

R You should now be comfortable with a range of tenses, and should be able to understand authentic texts on familiar matters. On completing this stage, you should be able to follow much of what you read on familiar matters or in predictable situations. You should be able to give an oral/written summary or translation of what you have read.

W You should now be comfortable with a range of tenses, and should be able to use language relating to a range of familiar matters.

On completing this stage, you should be using and adapting language for new purposes. Your spelling should be generally accurate. You should be able to write on familiar matters or in predictable situations, using a range of simple language.



••••



84

Other Qualifications in TamilThere is no GCSE available for Tamil. Edexcel and Cambridge Assessment offer traditional GCE O level examinations in Tamil, testing literacy skills. These exams are mainly intended for centres overseas and do not reflect the language teaching philosophy favoured in the UK, where equal weighting is given to the four skills and emphasis is placed on practical communication. Thus the alternative now provided by Asset Languages represents a major development for the teaching Tamil in the UK enabling it to fit into the common structure of other languages. It allows children to gain recognition for their language achievements from a young age and supports motivation through step by step progression across all the levels.

For information on the Edexcel examination, visit: www.edexcel.org.uk.

For information on the Cambridge Assessment examination, visit: www.cambridgeassessment.org.uk.


85

2.3 Creating a scheme of work based on the guideThe scheme of work (SoW) sets out the teaching programme, year by year, for each course being taught. It includes the content that needs to be covered, the learning objectives involved at each stage, the main activities and resources which will enable these to be achieved and the ways in which they will be assessed. Typically the scheme for each year is broken down into six units of work each lasting half a term.

The scheme should:Reflect the agreed teaching philosophy of the department using it;Be clear, concise and realistic, i.e. focussed on the practical and do-able;Provide breadth and balance across all aspects;Take account of learner differences (background/aptitudes/learning styles);Support teachers in their short-term planning;Be seen as a working document to be reviewed and updated each year.

As has been pointed out previously, the framework charts in this curriculum guide are not, in themselves, a scheme of work. Rather they should be seen as offering a structured bank of material, based on sound pedagogical principles and related to the main national assessment frameworks. They thus provide substantial support for colleagues in developing an up-to-date scheme of work suited to their own context and to the needs of their pupils. It should be noted that the guides are available in electronic form on the CILT and Goldsmiths College http://community.gold.ac.uk/ websites. Additional resources linked to the guide can also be found on the Goldsmiths website.

You may also find it helpful to refer to government schemes of work for teaching Modern Foreign Languages (French, German and Spanish) at key stages 2 and 3 (QCA/DfES, 2000). In addition there is general guidance on medium and long term planning for language teaching in the government’s Key Stage 2 and 3 Framework documents (DfES, 2003 and 2005).

If you are producing a scheme of work for the first time, you may find the following step by step approach useful:1 Getting an overview:

On one side of A4 create rough outline and headings for (6) units of work to be taught over the year. (Refer to exam specifications, textbooks and other documents including this guide.)

2 Deciding on format: Usually schemes of work are set out in the form of a grid as in the framework charts in this document (See possible template on p87). This makes it easy to refer across and see how the elements fit together. An alternative is to simply list information under headings. Your department or school may, of course, have its own established format that everyone is expected to follow. Create abbreviations for main resources you will be referring to, e.g. TN1(Ex B) for Textbook Name, Book 1, Exercise B. Use code consistently in SoW.

3 Creating a unit:Break unit down into sections and specify main contexts and learning objectives.Decide how many lessons/weeks should be devoted to each. Specify for each National Curriculum Attainment Target (Listening, Speaking, Reading, Writing) the level or range of levels aimed at within the unit. You might also find it useful here to note targets in relation to the Asset Languages scheme. Identify key structures and vocabulary bearing in mind range of levels within class and highlighting points which may require particular attention. It is useful to indicate what language is ‘core’ and what is ‘extension’ material for higher attainers (e.g. by using italics). Map on activities from textbooks and other sources, which are relevant and useful, as well as material you have produced, bearing in mind importance of:

Catering for range of attainment levels and for different learning styles; Balancing teacher and pupil centred work; Linking to previous units to support development of knowledge and skills; Progressing from activities aimed at practising language to ones where the focus is on using the

language for a real purpose, e.g. presenting or performing to an audience; Integrating and achieving balance between the four skills (although opportunity to do this is

limited in early stages of acquiring new script);

••••••

•

•

•

•••

•

•

––––

–


86

Providing stimulating cultural content drawing on up-to-date, authentic material (where appropriate) and making links to other curriculum areas;

Drawing on imaginative works (stories, plays, poems, songs, paintings) as stimulus for cultural understanding as well as language development;

Developing awareness of language learning strategies (including effective use of reference material);

Building in use of ICT where appropriate.Add homework activities (or identify possible homeworks amongst activities already selected).Identify or add main assessment activities (informal and formal). Cross check against National Curriculum Programme of Study, KS2/3 Framework, exam board specifications and, if necessary, revise activities as appropriate. Review list of key structures and vocabulary and, if necessary, revise as appropriate (It may be that activity or text you have chosen requires teaching of language points not already specified).Add any resources not already mentioned including websites and reference material.

4 Developing and reviewing the scheme of work: Move on to create further units bearing in mind that developing a scheme of work is an ongoing process. Aim to get the basics in place and then flesh it out gradually. Keep the scheme of work in a ring binder. This makes it easy to slip in extra pages or reminders about changes/additions to be made.Once a unit or scheme has been created, aim to review it every one to two years.

A word of encouragementAlthough creating a good scheme of work requires thought and effort, it will save you time in the long run and give you confidence in your teaching!

–

–

–

–•••

•

•

•

•

•


Providing stimulating cultural content drawing on up-to-date, authentic material (where appropriate) and making links to other curriculum areas;

Drawing on imaginative works (stories, plays, poems, songs, paintings) as stimulus for cultural understanding as well as language development;

Developing awareness of language learning strategies (including effective use of reference material);

Building in use of ICT where appropriate.Add homework activities (or identify possible homeworks amongst activities already selected).Identify or add main assessment activities (informal and formal). Cross check against National Curriculum Programme of Study, KS2/3 Framework, exam board specifications and, if necessary, revise activities as appropriate. Review list of key structures and vocabulary and, if necessary, revise as appropriate (It may be that activity or text you have chosen requires teaching of language points not already specified).Add any resources not already mentioned including websites and reference material.

4 Developing and reviewing the scheme of work: Move on to create further units bearing in mind that developing a scheme of work is an ongoing process. Aim to get the basics in place and then flesh it out gradually. Keep the scheme of work in a ring binder. This makes it easy to slip in extra pages or reminders about changes/additions to be made.Once a unit or scheme has been created, aim to review it every one to two years.

A word of encouragementAlthough creating a good scheme of work requires thought and effort, it will save you time in the long run and give you confidence in your teaching!

–

–

–

–•••

•

•

•

•

•


87


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88

Resource list for the teaching of Tamil

Level 1Fygjp MWKfk; fe;ijah ,dpa jkpH: gapw;rpFygjp MWKfk; fe;ijah ,dpa jkpH: gapw;rp 1 (Aishda Luxmi Press)

R$hjh. ghyu; tz:z mupr;Rto R$hjh. ghyu; tz:z mupr;Rto 1 (Aishda Luxmi Press)

R$hjh. j':fkyu; tz:z mupr;RtoR$hjh. j':fkyu; tz:z mupr;Rto (Minerva Publications)

R$hjh. ghyu; tz:z mupr;RtoR$hjh. ghyu; tz:z mupr;Rto 1 (Minerva Publications)

kyu; tz:z mupr;Rtokyu; tz:z mupr;Rto 1 (Minerva Publications)

Level 2Tamil/English picture dictionary, MantraLingua

bry;tuh$;/ F/ g[jpa mog;gilj; jkpH; thrfk; bry;tuh$;/ F/ g[jpa mog;gilj; jkpH; thrfk; 11 (Jaya Bakti)

ePjpf;fijfs; ePjpf;fijfs; 3 (Aishda Luxmi Press)mog;gilj; jkpH; bray; E}y; ,y':ifj; njrpa fy;tp epWtdk;. F/tp/ mr;rfk; mog;gilj; jkpH; bray; E}y; ,y':ifj; njrpa fy;tp epWtdk;. F/tp/ mr;rfk;

g[ytu; mH. mz:zhkiy ghyu; jkpH; kyu;g[ytu; mH. mz:zhkiy ghyu; jkpH; kyu; 11 (Rasi Nilayam)

Level 3ePjpf;fijfs;ePjpf;fijfs; 4 (Aishda Luxmi Press)

jkpH;r; Rlu; gapw;rpjkpH;r; Rlu; gapw;rp 1 (Star Enterprise)

,e;Jrdd; gp _. R$pfyh ePjpf; fijfs;,e;Jrdd; gp _. R$pfyh ePjpf; fijfs; 1–2 (Sasikala Industries)

Level 4kh*:lu; rptyp':fk; rpWtu; fijkyu;kh*:lu; rptyp':fk; rpWtu; fijkyu; 4 (Aishda Luxmi Press)

mog;gilj; jkpH; bray; bewp mog;gilj; jkpH; bray; bewp (K V Printers)

jkpH;r; Rlu; gapw;rp jkpH;r; Rlu; gapw;rp 2 (Star Enterprise)

Level 5Jiurp':fk;/ ftp"u;; j/ jkpH;bray; E}y; Jiurp':fk;/ ftp"u;; j/ jkpH;bray; E}y; 5 (Sri Lanka Book Shop)

R$pfyh ePjpf; fijfs; R$pfyh ePjpf; fijfs; 5 (Sujikal Industries)

jkpH;r; Rlu; gapw;rp jkpH;r; Rlu; gapw;rp 3 (Star Enterprise)

_ uhk; capu; bka; vGj;J gapw;rp g[j;jfk; _ uhk; capu; bka; vGj;J gapw;rp g[j;jfk; (Sri Ram Industries)

Level 6bry;tuhI; F/ mog;gilj; jkpH; thrfk; bIgf;jp gjpg;gfk;bry;tuhI; F/ mog;gilj; jkpH; thrfk; bIgf;jp gjpg;gfk;

MWKfk; fe;ijah. rpWtu; fijMWKfk; fe;ijah. rpWtu; fij ("hapW kyu;"hapW kyu;-6) (Aishda Luxmi Press)


Level 7bry;tp ,uhrJiu/ jkpH; bray; E}y; juk;bry;tp ,uhrJiu/ jkpH; bray; E}y; juk; 3 (Sri Lanka Bookshop)

fe;ijah MWKfk; r[pWtu; fij kyu;fe;ijah MWKfk; r[pWtu; fij kyu; 2 (Aishda Luxmi Press)


Level 8fijkyu;fijkyu; (LIFCO Bookshop)

jpUf;Fws;jpUf;Fws; (LIFCO Bookshop)

ePjpbtz::ghePjpbtz::gh (LIFCO Bookshop)

ghujpahu; ghly; ghujpahu; ghly; (LIFCO Bookshop)


bghd;Drhkp/ m.nfh/ jkpH: bkhHpa[k; ,yf;fpaKk; juk;bghd;Drhkp/ m.nfh/ jkpH: bkhHpa[k; ,yf;fpaKk; juk; 6 (Subramaniam Bookshop)


89

Level 9jkpH; bray; E}y; juk; jkpH; bray; E}y; juk; 5 (KV Printers)

rpWtu; fij kyu;rpWtu; fij kyu; (LIFCO Bookshop)

Mj;jp NoMj;jp No (LIFCO Bookshop)

bfhd;iw nte;jd;bfhd;iw nte;jd; (LIFCO Bookshop)

ehyoahu;ehyoahu; (LIFCO Bookshop)

Suppliers

Aishda Luxmi Press320 Chettiar Street, Colombo 11, Sri Lanka.

Jaya Bakti28 & 30 Wisma Jaya Bakti, Jalan Cenderuh 2, Batu4, Jalan Ipoh, 51200, Kuala Lumpur

Jeya Pakthy Pathippagam28-29 Wisma Jaya Bakti, Jalan Cenderuh 2, Batu4., Jalan Lpoh, 51200 Kuala Lumpur

Kausalya HartTamil for Beginners, Part II: Grammar. Berkeley: Univ. of California

KV Printers58 Green Lane, Colombo 13. Sri Lanka

Lanka Book ShopF1-14 Dais Place. Kunasinga Puram, Colombo 12. Sri Lanka

LIFCOhttp://www.lifcobooks.com/index.aspx

Mantra Lingua LtdGlobal House, 303 Ballards Lane, London N12 8N http://www.mantralingua.com

Minarva PublicationsNo. 6, 1St Floor, Pyeros Road. Triplicane, Chennai 6000 005, India

Sri Lanka Bookshop234 KKS Road, Jaffna, Sri Lanka

Sri Ram Industries46 South St Sennaikkadai St Madurai 625001, India

Star Enterprise20 Jalan 12/10, Taman Koperasi Pollis (Fasa-1)

Sujikala Industrials104/6 Shoping Complex. Chettiyar St. Colombo 11, Sri Lanka

Subramaniam Bookshop235 KKS Road Jaffna, Sri Lanka

Tamilnoolhttp://tamilnool.com/[email protected]


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Varthaman PathipagamA R R Valagam, 141 N.Usman Rd, T Nagar, Chennai 600 017, India

Other recommended textsKausalya Hart, Tamil for Beginners, Part II: Grammar Berkeley: Univ. of California.Kerslake, P.C. and Narayanaswami Aiyar C.R. Tamil Course for European Schools (4 volume set). Berkeley: Univ. of California.

Paramasivam, K. and Lindholm, J. A. Basic Tamil Reader and Grammar. Rasi Nilaya 17/7B Kodikarathadi, Errayapuram, Chennai 013.

Audio-visual resourcesTamil 2000. Tamil Kalvi Software. Available from: www.kalvi.com

Fth Fth thj;JFth Fth thj;J Kuva Kuva Vaaththu Tamil Kalvi Software. Available from: www.kalvi.com

Pal’s e-Dictionary Tamil Kalvi Software. Available from: www.kalvi.com

Kuralamuthu Tamil Kalvi Software. Available from: www.kalvi.com

Paintthamil Kaathali. Tamil Kalvi Software. Available from: www.kalvi.com

brk;bkhHpbrk;bkhHp CemmozhiCemmozhi. www.letuslearntamil.com/tableofcontent.asp

Tamil Teacher Series 1 & 2. http://mall.coimbatore.com/schoolroms/tamil.htm

Mini-whiteboards/DiceA4 ‘show-me’ boards (plain/with lines/with squares) and A3 map boards and accessories available from: Compass Educational Supplies, Waveney Drive, Lowestoft, NR33 OYX. Tel: 01502-500444

A4 whiteboards and (noiseless) dice available from:Synergy Learning. Tel: 01243 779967http://www.synergy-group.co.uk/learnhome.html

Talking DiceDice covering wide range of topics + activity ideas.http://www.talkingdice.co.uk

Tamil weblinks

AsiaSource Language ResourcesA resource of the Asia Societywww.duke.edu/~skc9/tamilclass/PDF/tamilvu.pdf

Learn to write in Tamil Lesson 1www.geocities.com/Athens/Acropolis/4715/wlessn1.html

Learn Tamil through English: Tamil Lessons in PDF format www. languageresourceonline.com/ languages/learn_tamil.htm

Learn how to speak Tamilwww.chennaibest.com/discoverchennai/learntamil/index.asp

Learning Tamil through English www.child.ambalam.com/english/introduction.html

Learn to speakhttp://talktamil.4t.com/Ilakanam.htm


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Learn Tamil through Englishwww.learntamil.com

Modern Tamil GrammarLessons will be taught stage by stagewww.languageinindia.com/march2004/index.html

Resources For Learning Tamil Languagewww.geocities.com/Athens/5180/tlearn.html

Tamil Language Learning Resourceswww.call.gov/resource/language/tamilr000.htm

thamizham.netThis site gives Tamil lessons which are free to download and a step by step guide. Lessons are created with multimedia effect.http://www.thamizamuthu.com

Tamil Lessons for Second Generation Tamils.www.duke.edu/~skc9/tamilclass/lessons.htm

Tamil Language centresTamil lessons outside curriculum time at the Tamil Language centres. Govt. Singaporewww.moe.gov.sg/speeches/2001/sp03082001a.htm

Thamil Paadanool – Learn Tamilwww.unc.edu/~echeran/paadanool

Tamil Virtual Universitywww.tamilvu.org

Video Tamil Lessons at Tamil Language in Contexthttp://www.tamilnation.org/literature/learning.htm

Web Assisted Learning and Teaching www.southasia.upenn.edu/tamil

Web Assisted Learning and Teaching of Tamil (WALTT)Dr Vasu Renganathan and Harold Schiffmanwww.southasia.upenn.edu/tamil

Website of Siva Pillai, Director of Tamil Academy Language and Arts (TALA) based in Lewisham, London.www.homepages.gold.ac.uk/siva/tamilsyllabus

ukindia.comThese few lessons will help one to read Tamil script. www.ukindia.com/zip/ztm.htm


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References and further readingAbdelrazak, M. (2001) Towards more effective Supplementary and Mother-tongue Schools (2nd edn). London: Resource Unit for supplementary and mother-tongue schools.

Ali, A. and McLagan, P. (eds) (1998) Curriculum Framework for Mother Tongue Teaching in Bengali for pupils aged 5–11 years. London: CILT, the National Centre for Languages.

Atkinson, T. (ed.) (2001) Reflections on ICT. (Reflections on Practice 7) London: CILT, the National Centre for Languages.

Baker, C. (2000) A Parents’ and Teachers’' Guide to Bilingualism (2nd edn). Clevedon: Multilingual Matters.

Bhatt, A., Bhojani, N., Creese, A. and Martin, P. (2004) Complementary and mainstream schooling: a case for reciprocity? NALDIC Occasional Paper 18.

The Bilingual Family Newsletter. http://www.bilingualfamilynewsletter.com

Brown, K. and Brown, M. (eds) (2003) Reflections on citizenship in a multilingual world. (Reflections on Practice 8). London: CILT, the National Centre for Languages.

Caviglioli, O., Harris, I. and Tindall, B. (2002) Thinking Skills and Eye Q: Visual tools for raising intelligence. Stafford: Network Educational Press.

CERES (1999) Bilingualism, Community Languages and Scottish Education: a challenge for policy makers and practitioners in a devolved Scotland. Edinburgh: Centre for Education for Racial Equality in Scotland.

CILT, the National Centre for Languages (2005) Language Trends 2005: Community language learning in England, Wales and Scotland. http://www.cilt.org.uk (Accessed 20.10.05)

CILT, the National Centre for Languages (2006) Positively Plurinlingual: The contribution of community languages to UK education and society. London: CILT

Council of Europe (2006) My Languages Portfolio: European Language Portfolio – Junior version (Revised Edition). London: CILT, the National Centre for Languages. http://www.cilt.org.uk/primary/elp.htm

Cummins, J. (2003) Bilingual Education: Basic Principles. In Dewaele, J-M., Housen, A. and Li Wei (eds) Bilingualism: Beyond Basic Principles. Clevedon: Multilingual Matters Ltd.

Datta, M. and Pomphrey, C. (2004) A world of languages: Developing children's love of languages. (Young Pathfinder 10) London: CILT, the National Centre for Languages.

DfEE (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE.

DfEE (2001) Key Stage 3 National Strategy: Literacy across the curriculum. London: DfEE.

DfEE/QCA (1999) (Revised) MFL: The National Curriculum for England. London: QCA.

DfES (2002) Languages for all: Languages for life. London: DfES. www.dfes.gov.uk/languagesstrategy

DfES (2002) Learning styles and writing in modern foreign languages. London: DfES. http://www.standards.dfes.gov.uk/keystage3/respub/ks3learnstyle

DfES (2003) Framework for teaching modern foreign languages: Years 7,8 and 9. London: DfES. http://www.standards.dfes.Government.uk/primary/about/ks2fwk_mfl

DfES (2003) Aiming High: Raising the Achievement of Minority Ethnic Pupils. London: DfES. http://www.standards.dfes.gov.uk

DfES (2004) Use of interactive whiteboards in modern foreign languages. London: DfES. http://publications.teachernet.gov.uk/eOrderingDownload/DfES-0812-2004_MFL.pdf

DfES (2005) The Key Stage 2 Framework for Languages. London: DfES. http://www.standards.dfes.Government.uk/primary/about/ks2fwk_mfl

Dept. of Education and Training, Government of Western Australia. Teaching and Learning Strategies. http://www.eddept.wa.edu.au/deo/bunbury/plan_learn/teaching_&_learning_strategies.htm


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Edwards, V. (1998) The power of Babel. Stoke-on-Trent: Trentham Books (in association with Reading: Reading and Language Information centre)

Edwards, V. (2004) Multilingualism in the English-speaking World. Oxford: Blackwell.

Evans, J., Wicksteed, K. and Chambers, P. (2005) Language and cultural awareness: Practical ideas for classroom use. London: Specialist Schools and Academies Trust. http://www.schoolsnetwork.org.uk/default.aspa

Felix, U. (2001) Beyond Babel: Language Learning Online. Melbourne: Language Australia Ltd. http://www.personal.monash.edu.au/~ufelix/babel.shtml

Ginnis, P. (2002) The Teacher's Toolkit: Raise Classroom Achievement with Strategies for Every Learner. Camarthen, Wales: Crown House Publishing Limited.

Harris, V. and Snow, D. (2004) Doing it for themselves: Focus on learning strategies and vocabulary building. (Classic Pathfinder 4) London: CILT, the National Centre for Languages.

Kenner, C. (2004) Becoming Biliterate: Young children learning different writing systems. Stoke-on-Trent: Trentham Books.

Morgan, J. and Rinvolucci, M. (2004) The Q Book (2nd edn). Brighton: ELB Publishing.

NALDIC Working Paper 3 (1998) Guidelines on Bilingualism. Watford: NALDIC.

The Nuffield Foundation (2000) Languages: the next generation. The final report and recommendations of The Nuffield Languages Inquiry. Milton Keynes: The English Company (UK) Ltd.

QCA/DfEE (2000) Modern Foreign Languages: French/German/Spanish – A scheme of work for KS2. London: QCA. www.standards.dfee.gov.uk/schemes

QCA/DfEE (2000) Modern Foreign Languages: French/German/Spanish – A scheme of work for KS3. London: QCA. www.standards.dfee.gov.uk/schemes

QCA (2005) Community Languages in Secondary Schools. London: QCA. http://www.qca.org.uk

Robertson, L. (2005) Teaching and learning in community language schools. NALDIC Occasional Paper 19.

Uddin, J. and Mitchell, I. (2002) Assessment Framework for Mother Tongue Teaching for pupils aged 5–11. London: London Borough of Tower Hamlets – Education.

Uddin, J. and Mitchell, I. (2003) Scheme of Work for Mother Tongue Teaching for pupils aged 5–11. London: London Borough of Tower Hamlets – Education.

Welsh Assembly Government (2002) Languages Count: The Welsh Assembly Government’s National Modern Foreign Languages Strategy. Cardiff: Welsh Assembly Government.

Useful websites

Association for Language Learningwww.all-languages.org.uk

AfL (Assessment for Learning)www.qca.org.uk/7659.html

Asset Languageswww.assetlanguages.org.uk

Becta (British Educational Communications and Technology Agency)ESOL and community languageswww.becta.org.uk

Birmingham Grid for LearningInternational Women's Daywww.bgfl.org/services/women/home.htm


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British Council: School Partnerships.www.britishcouncil.org/learning-ie-school-partnerships.htm

British Council: Foreign Language Assistants on-line (FLA online)Provides a wealth of ideas for activities, e.g. 'Running dictation', 'Grammar Auction' with detailed explanation.www.britishcouncil.org

CILT, the National Centre for Languageswww.cilt.org.uk

Commission for Racial Equalitywww.cre.gov.ukFor posters reflecting diversity in Britain, London and Southampton www.cre.gov.uk/publs/cat_posters.html

Community Languages NetworkSupported by the Specialist Schools and Academies Trust)www.schoolsnetwork.org.uk/commlang

DfES Languageswww.dfes.gov.uk/languages/index.cfm

Goldsmiths College ‘community.gold’ website.http://community.gold.ac.uk

Hounslow Language ServicesResources in a variety of media designed for teaching a range of community languages.www.hvec.org.uk/HvecMain/index.asp www.hvec.org.uk/hvecmain/Sections/HLS/Docs/catalogue.pdf

LanguagesICTwww.languages-ict.org.uk

The Literacy TrustEarly bilingual communicationwww.literacytrust.org.uk/talktoyourbaby/Bilingual.html

MediaEdFilm-making in the classroom (advice on film language, getting started with digital video, equipment, classroom practice and training).www.mediaed.org.uk/index.php

Modern Foreign Languages Environment, Learning and Teaching Scotlandwww.ltscotland.org.uk/mfle

NACELL The National Advisory Centre on Early Language Learning (NACELL)www.nacell.org.uk/home/what_is.htm

NALDIC (National Association for Language Development in the Curriculum)www.naldic.org.uk

NRC (National Resource Centre for Supplementary Education)www.continyou.org.uk/content.php?CategoryID=631

Practical Support Pack (DfES)www.teachernet.gov.uk/supportpack/index.aspx


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Talking DiceFor information on resource that can be used with any languagewww.talkingdice.co.uk/home.asp

TeachernetInternational Women's Daywww.teachernet.gov.uk/teachingandlearning/assemblies/index.cfm?mode=searchdisplay&id=62&history=keyword

Welsh Language Board 'Twf' website Information and advice on raising children bilingually. Leaflet 'Raising Children Bilingually - Advice for Parents' (Welsh Language Board, 2004) can be downloaded from the sitewww.twfcymru.com

The Curriculum guides for community languages provide a flexible outline for planning the design and delivery of language courses in mainstream and complementary schools. The series draws on recent policy developments in language teaching, including the Key Stage 2 Framework for Languages, the Key Stage 3 National Strategy and the Languages Ladder, and interprets them in a practical way for teachers.

The framework charts plot a clear path of linguistic progression across topics, suggesting a wide variety of activities that will help the development of both oracy and literacy in the target language.

Throughout the guides there is a major focus on intercultural awareness and creativity, alongside support for assessment, grammar and the development of learner independence.

Up-to-date resources and information supporting the guides can be found at http://community.gold.ac.uk.

‘These guides offer a real opportunity to bring community languages into the mainstream of education where they belong, and to value the long unrecognised achievements of children who use them every day.’

Dr Terry Lamb, Director, Initial Teacher Education, University of Sheffield

Dr Jim Anderson is Lecturer in Modern Languages in Education in the Department of Educational Studies at Goldsmiths College, University of London. He has many years’ experience working in London comprehensive schools where a wide range of languages has been taught. His research interests lie in the field of bilingualism and new media literacies. Jim is co-ordinator of the Flexible PGCE in Community Languages (Arabic, Mandarin Chinese, Panjabi and Urdu) at Goldsmiths and is a member of the National Community Languages Advisory Group.

Siva Pillai is Computer Officer in the Department of Educational Studies at Goldsmiths College, University of London and a lecturer in ICT at Southwark College, London. He is Director of the Lewisham-based Tamil Academy of Language and Arts (TALA) and Director of the Tamil Information Centre (ICT section), London. He is an examiner for Tamil with Cambridge Assessment (Asset Languages) and Chief Examiner for Tamil with Edexcel. He regularly speaks at conferences in the UK and overseas aimed at raising awareness of new opportunities created by ICT.

Kristhuraja Nithiya taught Tamil and Humanities in secondary schools in Sri Lanka for thirteen years before moving to the UK. She is now a teacher of Tamil at Downderry Primary School in Bromley. jkpH;


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