Curriculum Guide for Tamil

The Curriculum guides for community languages provide a flexible outline for planning the design and delivery of Guide forCurriculum 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. Tamil

‘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.’ jkpH 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; CILT Curriculum guide for Tamil

ISBN-13: 978-1-904243-59-5 jjkpH;kpH; Curriculum guide for Tamil Project Director Jim Anderson

Authors Siva Pillai Kristhuraja Nithiya

jjkpH;kpH; Curriculum guide for Tamil Curriculum Guides for Community Languages first published 2007 by: CILT, the National Centre for Languages 20 Bedfordbury London 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 Arabic Sawsan Saffaf and Nazek Abdel-Hay 978-1-904243-56-4

Curriculum guide for Chinese Amy Thomson, Katherine Li and Eileen Lee 978-1-904243-57-1

Curriculum Guide for Panjabi Naresh Chandla and Paramjeet Grewal 978-1-904243-58-8

Curriculum guide for Urdu Kausar Ali and Hamida Syed 978-1-904243-60-1

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

5 Preface

I 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)

6 Acknowledgements

We 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 ghlj;jpl;lmikg;g[k; Fwpf;nfhSk;; Part 1 The Context and Aims

Curriculum guide for Tamil

1.1 Rationale and links to government policy

In 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

Rationale The 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 Curriculum guide for Tamil 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.

12 Curriculum guide for Tamil 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 Languages Introduced 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 Strategy Three 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 Languages The 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 Learning Strategies 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

* 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. 13 Curriculum guide for Tamil 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

14 Curriculum guide for Tamil

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 levels Figure 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

15

Curriculum guide for Tamil

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

CILT, Association the National Centre for Language for Languages Learning

Local National Authorities Resource Centre National for Supplementary Association for Education Language Development in the Curriculum Secondary Secondary Specialist Language Primary Colleges Pathfi nders

Exam boards British Council

Primary

Complementary R u d a Primary/Secondary r n U g d e n o a f l la i n m g Ta ua , g sh es ni r pa ele S va bi, nt ja wi an thin n, P the rma loc , Ge al con rench text e.g. Arabic, Chinese, F

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.

16 Curriculum guide for Tamil

… 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 level At 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;

17 Curriculum guide for Tamil

• 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.

18 Curriculum guide for Tamil

… 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.

19 fl;likg;g[ Part 2 The Framework Curriculum guide for Tamil

2.1 Introduction to the framework charts Format and structure of the charts The following is a summary of key features to be aware of: Flexibility within a nine level structure The 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 texts There 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 Curriculum guide for Tamil

Challenging activities which promote learner engagement A 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 advice Following 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 overview See next page.

24 Topic overview showing progression across the levels. Level 123456789 Self and others: Self and others: myself, family and meeting people, friends relationships, famous people

Home life and daily Home life and daily Home life and routine routine daily routine: responsibilities at home

School life School life School life

Health and welfare: Health and welfare food and drink

Free time Free time

Dress and fashion Dress and fashion

Environment: Environment: Environment: Environment: local area transport country profile pollution

Travel and tourism: Travel and tourism shopping Topic World of work: World of work: types of jobs, job careers and future preferences plans

Media/arts: Media/arts: Media/arts: Media /arts: Media/arts: painting, crafts, painting, crafts, painting, crafts, painting, crafts, painting, sculpture, sculpture, music, film, sculpture, music, film, sculpture, music, film, sculpture, music, film, music, film literature literature literature literature literature guideforCurriculum

Social issues: Social issues: Social issues: bullying and anti- Equality and Gender, law and order, social behaviour smoking, drug racism, current affairs addiction, alcoholism, current affairs

Customs and Customs and Customs and Customs and Customs and traditions traditions traditions traditions traditions: rites of Tamil passage 25 Curriculum guide for Tamil to give myself time to myself to give in the learning process and of DVDs with family members and with family DVDs mjhtJ@ ‘

’, derstanding of the different varieties derstanding of the different Department of Educational Studies, chool context might be a good way to might be a good way chool context style and the stage they are at in their style and the stage they r their peers already use. It is important r their peers already use. egies to model, and for the pupil as an egies to model, and for ere are greatly enhanced opportunitiesere are greatly use in more formal learning in school. A learning use in more formal in school. ey;yJ in promoting parental awareness. in promoting parental awareness. conversation with family and friends both with family conversation eeting cards, emails to family members and emails to family eeting cards, I describe it, e.g. what it looks like, what you can use it for, whether you wear, wear, whether you can use it for, what you what it looks like, I describe it, e.g. eat or drink it! ‘ship’. instead of ‘boat’ that has roughly the same meaning like I use a word rules and I look them up in that I did not know or grammar I write words down a dictionary. I listen out for words and expressions that I have just heard the teacher say and just heard the teacher say that I have and expressions words I listen out for try to use them myself. think. I use ‘hesitation’ expressions like ‘ like expressions ‘hesitation’ I use If I am really stuck, I avoid topics that I don't have enough language for. topics that I don't have I avoid If I am really stuck, I remind myself of words and expressions that I already know and put them into that I already know and expressions of words I remind myself sentences. I think about what I would like to say and look up any words I don’t know in the I don’t know words and look up any to say like I think about what would dictionary. I listen to the radio/ tape cassettes and repeat out loud useful expressions I tape cassettes and repeat out loud useful expressions I listen to the radio/ hear. I look at the teacher or at native speakers and imitate the shape of their speakers I look at the teacher or native mouths. ‘single’. for ‘not married’ I use opposites like

to say. I think about what want

10 11 After speaking 12 And if I do not know the word for something for the word And if I do not know 9 8 7 While speaking 6 Before speaking Before 4 5 3 2 Speaking strategies Practising speaking 1 I look carefully at the title and any pictures to see if I can guess what it will be I look carefully at the title and any about. I try as I can to do with this topic. words to remember as many I am to be said in this situation and predict the words I think about what is likely to hear. likely etc. bulletin an advert, a news I work out if it is a conversation, clues. noises for background and any attention to the tone of voice I pay to identify the rough gist. words key I use other clues like guesses. sensible common sense to make I use my pronouns. tenses, clues like grammar I listen out for sense. right first guesses were and still make to see if my back I check I used did not work and what I could some of the strategies I think about why time. do next an advert or a instructions, a letter, if it’s e.g. I work out what I am reading; brochure. I try pictures and the title to help me guess what it will be to get clues from any about.

to do. that I understand the task have I check the names of people or places. I listen out for Listening strategies listening Before 1 2 3 4 While listening 5 6 7 8 9 10 After listening 11 12 Reading strategies reading Before 1 2 Language learning strategies checklist them means of involving their language learningSystematically supporting is a valuable for pupils in making use of strategies encouraging greater independence. Hence strategy instruction often begins by raising pupils' awareness of the strategies they o they of the strategies pupils' awareness raising instruction Hence strategy often begins by independence. greater encouraging learning on their preferred individual will depend to some extent any that are most useful for to remember that the strategies in terms strat of new the teacher, both for can be used as a checklist although not exhaustive, The statements below, learning. Harris ( Vee on research into learning including by strategies draw They use. in strategy their progress aide-memoire to review Goldsmiths College). th to the target language and culture at home (and in local community) children who are exposed It should be noted that for listening to and participating in include: such children would for Strategies understanding. linguistic and cultural to develop and TV programmes (satellite) and songs watching music programmes, listening to radio the telephone; and over to face face writinggr letters, members and friends; with family newspapers stories, magazines, comics, leaflets, reading letters, friends; as being of as well such opportunities them to exploit more effectively should enable in the checklists The strategies friends. use of the language at home can support in which informal study of the language in s formal class discussion around the way un Part of this might relate to and develop in which pupils use the language home and community. of ways share the range Clearly as the school's role there are important the role of parents as well implications here for of language including slang.

26 Curriculum guide for Tamil H - s ) or top to / m h; - u; / U - W ). n I read each word separately to see if the spelling ‘looks right’. to see if the spelling separately I read each word to see if it 'sounds right’. each sentence to myself I say I mistakes attention to the grammatical again, paying over I read the text order. word e.g. usually make words ‘linking’ sure that the style is appropriate and I use good I make (connectives). I try to spot what I am still not sure of. I look it up. ‘with fresh eyes’. to read it and then come back a day it for I leave bottom ( that I need, look it up or think of an easier or phrase a word If I do not know it. of saying way I add ideas as write. using lots of adjectives example for I try detail as possible, to include as much when I am describing something or someone. ‘on the one hand, on other or ‘first… then…’ like ‘markers’ I use clear hand’. and written my work’ ‘checking for I write correct it using strategies a first draft, then write a second draft. I ask a friend / the teacher to read it. I write a final draft. I used did not work and what I could some of the strategies I think about why time. do next I think about what the task requires and brainstorm to some ideas that I want express. or words remembering reading, talking to others, relevant by I gather more information learned. previously that I have phrases ideas. I list some key if the task requires describing, ideas; my to organise and communicate I decide how or justifying. sequencing, explaining ideas. I write the order in which I will put my a rough plan to show ( shape of letters I writeWhen forming clockwise (Beginners) I think about why some of the strategies I used did not work and what I could some of the strategies I think about why time. do next sense. through to see if it makes all the way I read the text put dots in the correct place. that I have I check e.g. that I am writing similar letters correctly: I check

efore writing efore 4 5 6 7 8 9 10 2 3 4 5 After writing 1 2 3 4 1 2 3 4 5 While writing 1 13 Writing strategies B written work checking for Strategies 1 2 3 I try that I might find in the text. and information to predict all the words I try learned that I do understand from when we to spot words them in class. I just try the details. to get the main ideas first and then read it again for punctuation clues. the names of people or places and for I look out for common sense to guess the meaning from If I don’t understand, use my out so far. worked in the sentence and what I have rest of the words index I use my recognise. or sentence up into bits that I may I break the word the words. finger to follow times several to it and read over If I don’t understand one bit, go back slowly. sense. right first guesses were and still make to see if my back I check I used did not work and what I could some of the strategies I think about why time. do next mind. in my the letter is formed I visualise the way on and the other with translations one with the words sets of cards, two I make 5, p54) see Level Hide 'n' seek: games with them (e.g. Then I play or pictures. again. and over out loud or write the words them over I say in. head with the word up sentences in my I make with one that looks or sounds the same in English. I associate the word I use look-cover-test-check. friend/ parents to test me. I get my my parents/ brother/ sister. to my words I teach the new

3 While reading 4 5 6 7 8 9 After reading 10 11 memorising vocabulary for Strategies 1 2 3 4 5 6 7 8

27 Curriculum guide for Tamil Using ICT effectively Use 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 Curriculum guide for Tamil ) Character shapes: in shapes: Character Ensure information/advice Ensure information/advice

; k Punctuation: find which Punctuation: g

; ; f g s p K p http://community.gold.ac.uk w f w F L P

m a

p d w t h f ; F o

; f t f

; U h d z p w f ; j ; n ; f j w y G g symbols are used for punctuation. Are they the same? Are they punctuation. symbols are used for help with the meaning of text? Do they v vGj;jpd; tot mwpKfk; of the target look at the alphabet/characters pairs, Lines, look like? What do the characters language. etc. curves, , ,yf;fzf; FwpaPLfs; b bgw;nwhUf;fhd Fwpg;g[~ Note links should be made As the script is introduced, pupils are familiar to language possible wherever to them. is relevant and which with orally A good starting point is to get pupils to recognise name is written and to compare with their own how beginning of Activity for names of classmates. name card/tag. out own lesson can then be to pick objects are classroom (laminated) labels for Large familiarise pupils to gradually another good way labels pupils to stick Activity can be for with script. objects (with blu-tack). on to appropriate is available for parents about developing first language parents about developing for is available Suggest simple stories and let in the home. literacy (See are reading in school. what stories you them know p19 and resources on

J h

g n

; k W T

; u Circle game: a Circle activity: Circle activity:

p Circle activity r L L ; ; ; L l l l M h h pupils form three lines, three lines, pupils form

; h

All pupils standing up. All pupils standing up. Simon says: pupils obey pupils obey Simon says: a a a y

;

/ / w ; s s / s y / ; Song: parts of the body. Song: ; w p i i j i p p k p d e

h t t a t

z

w J ; p e Pass it on: Pass p f f ; ; ; f

; i e f ; f f g f y G , y

y y y l h m v

; f

; h r , , , h

; ; ;

s a s b u

; y y f ; y u p p f ; p t f [ u d j j ; ; ; i j I g ;

t j j j J ; . ; z ; http://community.gold.ac.uk g u l l ; ; ; l e z W l l l t y z h the pupil at the front starts ‘My name is X. What’s your your What’s ‘My name is X. the pupil at front starts Each passes on the turning to their neighbour. name?’ and then the question. answer Teacher/pupil calls ‘Get into groups of (e.g.) five.’ of (e.g.) ‘Get into groups calls Teacher/pupil (against the clock): pupils say number or two numbers in numbers or two number pupils say (against the clock): to go round circle. long it takes Time how turn. t tl;lj;jpy; ,yf;f tpisahl;L f fye;Jiuahly; k khztu;fs; vGe;J epw;wy; Mrpau; TWk; nghJ I Itu;. Ituhf ,izjy; t tl;lj;jpy; ,yf;f tpisahl;L t tl;lj;jpy; ,yf;f tpisahl;L f fz;zd; brhy;fpwhd;//// c cWg;g[f;fs; mgpeak; teacher throws a soft toy to different pupils and says pupils and says to different a soft toy teacher throws to the back the toy Pupils echo and throw a greeting. of greeting compares appropriate way Teacher teacher. and British culture Tamil gestures) in (language, Pupils act out (with emphasising politeness/respect. puppets/finger puppets). Teacher calls, ‘Change seats if your number is (five),’ etc. is (five),’ number ‘Change seats if your calls, Teacher saying command only if teacher begins by teacher’s head, clap your shake ‘Simon (the teacher) says…(e.g.) fingers.’ your click hands, your See Level 1 Level

nfs;tpfs;

Vty; tpidia mwptu; M':fpy. jkpH; ntWghL http://community.gold.ac.uk Question forms Question forms el Ml;L Rz:L |L ghL ghu; Object of sentence is placed before verb Object of sentence is placed before go to end of sentence Question words Imperative Word order Word mk;kh tzf;fk; ,Uf;fpwPu;fs;? vg;go ehd; eykhf ,Uf;fpnwd;/ vdf;F cly;epiy rupahf ,y;iy/ brhy; xG':F-tpidr; trd Kotpy; Grammar focus Tamil: to patternIn contrast in English, • • cd; bgau; vd;d? vd; bgau;////////// cdJ taJ vd;d? vdf;Fg; gj;J taJ //// vz;fs; mwpKfk; (1-10) Grammar focus • mwpKfk; cly; cWg;g[fs; fz:iz |L jiyia Ml;L. |f;ifj; bjhL. fz:izj;jpw. ifiaj;jl;L. tpuiyr; Rz:L |yk; mwpKfk;/ (joj;j rl;il. fhy; ftrk; ghly; mzpe;j gps;sha;///) Grammar focus • See ) ; s f : ' ; f ; s f f ; y ; f [ , ; ( (,yf;f':fs;) s

; ; g

u f ; g y J a f l W a g J ;

b bgau; Name t taJ Age Numbers 0–10 c cly; c cWg;g[f;fs; of the body Parts

j ;

p w ; w ;g g d i ; d v vd;idg;gw;wp H Myself h Themes, topics, texts topics, Themes, structures and vocabulary Key t thH;j;Jf;fs; OracyGreetings Literacy

30 Curriculum guide for Tamil

L : Line up: Line up:

; @ z h y f ; g ; j ; f g j h y L g i ;

g ; L y g h h r r a i p b s

u i J ; p t

j t Sound-letter relationships: Teacher Teacher Sound-letter relationships: s Identify the letter: letter is hidden Identify the letter:

[ t

; o i g ; i y X

f ; @ g

p j ; j f u L ; j p i ; J ; r ; Chant: simple chant to practise 12 vowels. 12 vowels. simple chant to practise Chant: l f

r j j h Guessing words: teacher says initial letter of teacher says Guessing words: ; o G g G c C

y N mk;kh ML ,iy

h v p

;

; j ; J J ; ; g ; u j ; p y j j j g j a j o G G p h Introduce letters for 12 vowels for letters Introduce \ m M , < c C v V I x X xs Introduce short beginning with each of the 12 words vowels v vGj;J cr;rupg;g[ v vGj;J Cfpj;jy; K Kjy; vGj;ij itj;J brhy;iyf;fz:L g gpoj;jy; beginning with letter. word pupil says word, M Mj;jp No g ghg;gh ghl;L @XotpisahL ghg;gh@ c capu; vGj;Jf;fis tupirg;gLj;jy; 12 cards, each with one of vowels, distributed among distributed each with one of vowels, 12 cards, to come front of class and line up Pupils have pupils. asks pupils in turn to call out Teacher of vowels. in order. their letter. on OHP/interactive whiteboard: Teacher gradually gradually Teacher whiteboard: on OHP/interactive to identify letter. Pupils have reveals. says sound of letter, pupil(s) point to written or hold form sound of letter, says up card with written form. Vzp Iau; xl;lfk; XL xsitahu; m\J Vzp Iau; xl;lfk; XL xsitahu; pupils

Picture bingo.

; y use generic family use generic family

j ; Picture bingo:

; teacher mimes and j

y o p j g Identify the picture: give out give Identify the picture: u

; L : i y Describe the picture: Describe the picture:

; t z j

f y Identify the object/picture: show show Identify the object/picture: W

; s

; Guessing game: cover up drawings/ cover Guessing game: Mime game:

; f

i y T z

; y L ; s h f : j f p j ; f : l i ' Family relationships: Family L p w ;

; h Singular/plural game: teacher talks about game: Singular/plural j ' f :

p l w g ; a s k f ' g d g g

; f [

s i ; l C , x t t d

i p g p d

; w i s s s s t g g

c . f :

i i i , l ; [ a k - ; f f f : : : g ; ' = e p p u k f i ' ' ' g j t L U U l l l p select/draw three animals. Teacher calls out animals at Teacher three animals. select/draw are called out. off their animals as they Pupils tick random. ‘Bingo’. been called out, pupil shouts When all three have different people and their pets. Pupils have to put up a hand Pupils have people and their pets. different idea. hear a plural when they to hold up picture of Pupils have sets of pictures to pupils. person/animal being described. F FLk;g cwt[fs; g gl':fis Cfpj;jy; projector (OHP)/interactive photos of animals on overhead Is it a cat or dog? picture slowly. Reveal whiteboard. k kpUf':fspd; gl':fis tiujy; m mgpea tpisahl;L x xUik. gd;ik g gl':fis ,d':fhzy; , ,tu;-,it gw;wpf; TWjy; m mjp=[;lg; gl':fisf; fz:Lgpoj;jy; g gl':fis xg;gpLjy; tree to introduce vocabulary for family relations. Familiar Familiar relations. family for tree to introduce vocabulary to picture of Point cartoon can work well. characters particular family and model talking about various character out cards Then give that character. were members as if you and ask pupils to pretend characters with pictures of different This can lead on questions. and answer to be that character to pupils talking about their real families. Ask pupils to items (objects/photos). pairs of contrasting the big/small/beautiful/ugly e.g. items, point to/pass different fish. pupils have to name animal, then pupils do same in pairs. pupils have use photographs of people/cartoonuse photographs to elicit characters descriptions from the pupils. Level 1 Level xUik gd;ik milbkhH[p – mfuj;jpy; Koa[k; rpwpaJ? mHfhd mHfw;w bel;ilahd Fl;ilahd ,sikahd KJikahd fodkhd bkd;ikahd kPd; gwit Kay; Fjpiu g{idfs; kPd;fs; gwitfs; Kay;fs; Fjpiufs: vd:Dila. cd;Dila –(cilikr; brhw;fs;) Posessive pronouns: my, your my, pronouns: Posessive nouns Singular/plural Adjectives ,tu; ahu;? ,tu; vd; mg;gh/ ,tu; cd; mk;kh/ ,tu;; ahu;/ ,tu; vd; j':if/ ,tu; vd; mk;kh/ ,tu;; cd; jk;gp/ ,tu; vd; mz;zh/ Grammar focus • ,J vd;d? eha; ,J xU ,it vd;d? eha;fs; ,it Grammar focus • bgupaJ ,jpy; vJ Grammar focus • p z ; h u u p

d g p a

; p d j ; g f : ;

h j k k ; y ; ' g f : u k g U y ' t L p e r y

b beU':fpa F FLk;g m m':fj;jpdu; Immediate family members b bry;yg; gpuhzp Pets What is it? R Rygkhd t tptuk; Simple descriptions What does s/he/it look like?

; k ;g k L FLk;gk; F J d v vdJ My family My Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

31 32 guideforCurriculum Level 1 Themes, topics, texts Key structures and vocabulary Oracy Literacy ttPl;oy;Pl;oy; ,,Uf;Fk;Uf;Fk; g{id v':nf? bbrhy;iyg;rhy;iyg; gghu;j;Jhu;j;J gglj;ijlj;ij CCfpj;jy;fpj;jy; Guessing bbrhy;tJrhy;tJ vvGjy;Gjy; Simple dictation: teacher says letter/ g{id tPl;oy; ,Uf;fpwJ/ game: teacher selects a flash card without letting pupils character and pupils have to write it on mini-whiteboard* see what is on it. Pupils have to guess the picture. Pupil (or paper). They then hold up their board so teacher can

mmiwfs;iwfs; mJ Tamil Fspay; miwapy; who guesses correctly wins the card (and becomes check. Rooms in the house teacher for the next round). Can be repeated in pairs. gLf;if miwapy; Where’s the cat? rikay; miwapy; gg{id{id v':nf?v':nf? Where’s the cat?: game using OHP/ tuntw;g[ miwapy; interactive whiteboard with diagram of house showing njhl;lj;jpy; different rooms. A visual of a cat is moved around screen/ ,Uf;fpwJ/ whiteboard. Grammar focus nnfl;ly;fl;ly; Listening activity: teacher describes cat’s • Prepositions (shown by ending on noun in Tamil ,y; . movements around the house. Pupils trace route cat ntw;Wik cUg[) follows on plan of house, numbering each room in order. * The mini-whiteboard can be an effective and motivating tool for language learning and is particularly useful in developing literacy skills. There are a wide range of activities involving the mini-whiteboard and it can be used well at different stages in the lesson. Often a competitive element is introduced and this focuses pupils’ attention on getting the right answer (spelt accurately) as quickly as possible. A particular advantage of the whiteboard is that it allows the teacher very quickly and easily to assess how well pupils have learnt particular points and to provide immediate feedback. A list of suggested activities for use with the mini-whiteboard is posted on http:// community.gold.ac.uk/. My home

L P gLf;if miwapy; cs;s bghUs;fs; vit? ggFjpg;Fjpg; ggl':fisf;l':fisf; bbfhz:Lfhz:L CCfpj;jwpjy;-fpj;jwpjy;- t

ggLf;ifLf;if m':nf vdJ fl;oy; Guess the object: using OHP/interactive whiteboard,

J mmiwapy;iwapy; cs;scs;s nkir. fz:zho. mYkhup. fk;g;a{l;lu; teacher gradually reveals more and more of a picture. Pupils have to guess what the picture is. d bbghUs;fs;ghUs;fs; (fzdp)

v bghk;ikfs;. bjhiyf;fhl;rp. jiyaiz. Kim’s game: vdJ tPL Content of bedroom jjtwpaijtwpaij milahsk;milahsk; ffhZjy;hZjy; gLf;if tpupg;g[ display a range of items on a table, OHP or interactive What is there? uapy;. fhu;. nkhl;lhu; irf;fps; whiteboard. Pupils close eyes and teacher removes one bghk;ik v':nf ,Uf;fpwJ? item. Pupils open eyes and say which item has been fl;oYf;F fPnH. nkny. mUfpy; removed. Grammar focus eePP xxu;u; ,,yl;rhjpgjpahdhy;///////(ez:gu;fSf;Fyl;rhjpgjpahdhy;///////(ez:gu;fSf;F • Possessive pronouns: my, your (vdJ-cdJ) vvd;dd;d bbfhLg;gPu;)fhLg;gPu;) You’re a millionaire!: you have lots of • Prepositions (shown by ending on noun in Tamil) money. What presents will you buy for different people in e.g. nkirf;F nkny / nkirf;F fPnH the class? (An object? a toy? an animal?) • Question form: word order (tpdh totikjy; mwptu;) Curriculum guide for Tamil

; k d Place in

; ,

y j j ; i ; j j Mini-whiteboard L

; l g ; y g

g j r d J h i p f ; G u f v t

;

J ; y p s j a i G l f ; v

; f i ; d l J ; k l j

Pelmanism/pairs: this involves matching Tamil Tamil matching this involves Pelmanism/pairs: J ;

G s / ; j v i ;

; y f u p s g z a h t h words to pictures or Tamil to English. Pupils play the game Pupils play to English. Tamil to pictures or words on down A set of cards is placed face of 3–4. in groups a pair, make If they cards. two Pupil A turns over the table. do not If they them and has another go. pupil A keeps again downwards pupil A turns them face a pair, make pairs as Aim is to collect as many turn. and it is pupil B’s possible. to order vowels have pupils in pairs/groups correct order: pair/group Fastest as possible. in sequence as quickly wins. activities. " "hgfj;Jld; vGj;Jf;fhd glj;ij ,dk; f fhzy;/ c capu; vGj;Jf;fis tupirg;gLj;jy; b bts;is kl;ilapy; vGJjy; Kim’s game: game: Kim’s Simple

; -

; y y l ; j l f Z n

h p f t ;

; Touch/hold up something blue/ Touch/hold

; Simon says: teacher, then pupil teacher, Simon says: k s

; y f s Look at picture for 10 seconds. 10 seconds. Look at picture for d

j ; h n h

L ; j a p o ; d ; l l g ; Build up use of target language for Build up use of target language for l h

p Where is it?: teacher describes where Where is it?: d Game with (noiseless*) dice: pupils in Game with (noiseless*) dice: h

; i

a r ; h z f y l

; h w r p m s

f j f i ; p b

; a

; i j p w s l f g ; d t i f

i L ; g

; m p

; a f p f l U H z ; k w h h g h a l h g j k t h z What were colours (e.g. of people’s clothes)? of people’s colours (e.g. What were Which item is missing? See p32 that number pupil B has to say dice, Pupil A throws pairs. Also classroom objects. e.g. related to topic, of words of talking dice* activities related to classroom range objects and other topics. Use consistently. classroom routines. green/red. commands. gives b bghUisf; fhl;o nfs;tp nfl;ly; simple ask and answer questions/guessing game: e.g. cards and games: questions using real objects, in the box?’ ‘What’s guessing game, , ,lk; mwpjy; j jtwpaij milahsk; fhZjy; - j jhaf; fl;il b bjhl;Lf; fhz;gpj;jy; " "hgf tpisahl;L *See Resource list b bkhHpg;gapw;rp f fz;zd; brhd;dhd; - bfl;of;fhud; vd;W (c-k;~ fz:zd;; -jhd; brhd;dhd;) things are using prepositions taught (in, on, under, next to) next things are using prepositions taught (in, on, under, what the teacher describes Pupils draw and colour/size. on paper or mini-whiteboard. Level 1 Level ) xUik gd;ik Vty; tpidfs; (fl;lisr;) brhw;fs;

fjt[fs;. bgd;rpy;fs;. ngdhf;fs; fhfpj':fs;. g[j;jf':fs; mperative (c-k;~ eP go. m':nf ghu;) ,J (mJ . ,it. ,itfs;) vd;d epwk;//////? (rptg;g[. gr;ir. ePyk;. k";rs;. kz; epwk;. fWg;g[. bts;is) (me;j. ,e;j) bgd;rpy; vd;d epwk;? Rl;Lr; brhw;fs; (c-k;) mJ. ,J. ,it Singular/plural forms ( forms Singular/plural those that, these, this, adjectives: Demonstrative I ,J- ,it vd;d? ,J- nkir. fjpiu. Id;dy;.fjt[. bgd;rpy;. ngdh. fhfpjk;. g[j;jfk;/ ,it bgl;of;Fs; vd;d ,Uf;fpwJ? nkirfs;. jpiufs;. Id;dy;fs; mjw;Fs; //// gl':fs; ///// nghd;w Grammar focus • Grammar focus • ,U. vGk;g[. ,';nf th. ifia cau;j;J. ghu;. nfs;. thrp (go). vGJ. jpUk;gr; brhy; ed;whf ,Uf;fpwJ. kpf ed;W Grammar focus •

;

y p w ; a i s w ; f ; m

i [ s s

p ; ; g g f : U H s ; g g h ' h s w F F g k p

tFg;giwapy; t tFg;giwapy; c cs;s b bghUs;fs; objects Classroom Furniture, equipment What is this? What are these? in the box? What’s e epw':fs; Colours miw t tFg;g[ b bkhHp language Classroom simple instructions, Routines, thanks, expressing requests, giving praise

w i miw m [ ;g g F tFg;g[ t ; d v vd; My classroom My Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

33 34 guideforCurriculum Level 1 Themes, topics, texts Key structures and vocabulary Oracy Literacy

; jjPghtspPghtsp Diwali: how it is celebrated. jjPghtspPghtsp Use Diwali frieze (MantraLingua) and other visual resources to talk jjPghtspPghtsp tthH;j;JhH;j;J kkly;ly;

s jjPghtspPghtsp See http://community.gold.ac.uk about celebration and its origins. Diwali greeting cards. f : Diwali See Resource list for sites related to Diwali Tamil

' bfhz:lhl;lk;. bfhGj;Jtu;. btspr;rk;. Puppets. l ; jjPghtspPghtsp ggltpsf;fk;ltpsf;fk; jPg':fs; bbghk;ikfs;ghk;ikfs; Diwali song/poem. l jjPghtsp.Pghtsp. gghly;.hly;. fftpijtpij

h Diwali frieze See Resource list: MantraLingua See Resource list: Tamil weblinks, Shri Swaminarayan Mandir, London l :

z cdJ tPl;oy; bfhz:

h lhlg;gLk; tpHhf;fs;? f b

; f u h r ; Customs and traditions r h y f fyhr;rhuf; bfhz:lhl;l':fs; jjpwd;tpUj;jppwd;tpUj;jp Suggested procedure for using stories in the mmgpeapf;Fk;gpeapf;Fk; nghJnghJ brhw;fisf;brhw;fisf; fz:Lgpoj;jy;fz:Lgpoj;jy; bbghUj;jkhdghUj;jkhd classroom: ggl':fisl':fis ,izj;jy;,izj;jy; ((fij.fij. ftpij.ftpij. • Introduce story (visuals/key words or phrases). • Tell story (visuals/gesture/expression). ttpuyirj;jy;puyirj;jy; Finger rhymes: learn and perform simple finger rhymes gghly;.hly;. eehlfk;)hlfk;) • Work on story (content and language, e.g. through related to topics covered. role-play, active reading and writing strategies vvd;d; bbgau;gau; vvd;d?d;d? Talking puppets: use (finger) puppets to hold short such as classifying, sequencing). iifg;ghitfg;ghit conversations. Story: What’s my Name? • Create around story (illustrating a scene in story, tFg;giw ftpij ehlfk; making up own story). KKf;fpaf;fpa brhw;fSf;Fbrhw;fSf;F mgpeapj;jy;mgpeapj;jy; Listen and respond: to focus See http://community.gold.ac.uk attention while listening to stories, songs and poems, get pupils to join in with < (,iyahd;) xd;W jd; bgaiu kwe;jJ repeated phrases or respond to key words or phrases by dancing, moving or miming. Creativity ; < xxd;Wd;W jjd;d; bbgaiugaiu Key words/phrase to teach before telling story: bry;fpwJ (brd;wJ) Listen and clap: to support pronunciation and develop awareness d kkwe;jJ/we;jJ/ ccr;rupg;g[r;rupg;g[

w kwe;jJ of particular sound patterns, emphasise rhyming features of words, e.g. p (Story about a fly that has nghfpwJ (nghdJ) by getting pupils to clap each time they hear a word which rhymes with a j ; forgotten its name) nfl;fpwJ (nfl;lJ) chosen word. j f ; g{ida[k; nfhHpa[k; vypa[k; gwf;fpwJ (gwe;jJ) kkhztu;hztu; mmgpeapj;jy;gpeapj;jy; Listen and mime/show: as teacher reads story or

f See http://community.gold.ac.uk fhl;oaJ/ sings song pupils perform mimes or hold up cards when they hear particular sounds or words. MMf;fj;jpwd; Resources eha; Fiuj;jJ (tt;) ,dpajkpH; nfhHp bfhf;fupj;jJ (bfhf;fnuhnfh///////) gghu;j;Jf;hu;j;Jf; ffijij bbrhy;Yjy;rhy;Yjy; Retelling story (using visual prompts). gapw;rp g{id fj;jpaJ (kpaht;////) gghl':fishl':fis xxG':FgLj;jy;G':FgLj;jy; Sequencing pictures: to show the meaning tz:z Fjpiu (

; d

l s S f ; i

; f ; k s

[

; f U s g ; k h J ; h g f; r; l; j; g; w; J g j a Tracing on the Tracing

; G b l G z

; y v v k i i

;

; j F ; k y , m

W h f ; J

; u F ; a s Writing in the air. Writing in the air. T G h y

f f i g v j ; y J ;

;

; i : S f j k e ; j y f ; ' p J ; u L L ; w K f j W h g ; l Sound-letter relationships: teacher Sound-letter relationships: pupil(s) point sound of letter, says to written or hold up card with form written form. letter hidden on Guessing game: Teacher whiteboard. OHP/interactive to Pupils have reveals. gradually identify letter. Letter and sound identification: teacher selects one of the hard letter sounds and tells pupils to concentrate S/he then calls out on that sound. to put up hand and pupils have words which contains hear word when they the sound. z J d w r t G p h backs of partners.backs Keep making links to words that relate in some way to pupils’ experience, e.g. words that they might recognise because they see them in their local environment, e.g. at the temple/church, on cards for special occasions, in shops, or words that are cognates of English words, e.g. – ‘computer’, ‘telephone’. j jpdKk; ghu;f;Fk; bghUs;fSld; b brhw;fSf;F ,izg;g[ V Vw;gLj;jy; c-k;~ gHj;jpd; glk;. fk;g;a{l;lu;. buypnghd;. fl;ll':fspd; gl': fisf; fhl;o brhw;fis mwpKfk; bra;jy;/ to the 18 consonants Introduction sounds (1) 6 hard b btW':ifahy; vGJk; v vGj;Jfis milahsk; f fhl;Ljy; K KJfpy; vGJk; vGj;Jf;fis c czu;e;J TWjy;

; f

p ) ;

; j ; y ) ; y j k j j L r L ; h ; g W ahUf;F l ( a g h

T h

; r f L ;

; g f

i p k l . s u h l s a i t ) Find someone h

i f : a s s t

' l i . ; p i f ; i y f t f

f : f m f y

' i What can you feel in the bag? feel What can you i

h , s ) ; Fruit salad game: pupils are each salad game: Fruit

; t

t [ [ g i y d L ; p Guessing game: what is it? it’s big, what is it? it’s Guessing game: b t t f ;

( j Mango song. Mango song. p

; ; ; l s s w L ; h z z y s f : p j ; l U a f [ c c j ; ' h h

e ; s t j g l u a j j i w ; h h p b g s

z w z f f ; ; What is it?: using visuals (real objects, using visuals (real objects, What is it?: t

i

p d d c f f @ K c @ ;

h h ? t o o p p l

; k k L ; j d p d ; g g y y j j ; ; l

P i ; j . . Preferences: classify foods into likes and dislikes/list in and dislikes/list into likes classify foods Preferences:

d r j ;

j j

; t j / j j ; ;

l v j U U l p f h t http://community.gold.ac.uk j j r h h

J f k U [ W n U o o p g g p p h , g who: pupils circulate among classmates asking about likes and pupils circulate among classmates asking about likes who: specified item. find pupil who likes/dislikes until they dislikes Could lead on to class survey. @ @,Jvd;d?@ Is it an apple or a whiteboard). interactive OHP, flashcards, juice? banana? Is it apple or orange c cUtj;ij czu;e;jwpjy;) milahsk; fhl;Ljy;) bghUs;fis b bghUj;jkhd pupil point to/holds up item. word, teacher says Identifying: gl':fspd; ,yf;f':fisf; TWjy; b bghUj;jkhd or writes down pupil says word, teacher says Identifying: or letter beside it. number @ @g[Ul; ryl;@ tpisahl;L mango. peach, pear, apple, e.g. to remember, a word given pupil with that word every When the teacher calls out a word, all salad’ ‘Fruit When the teacher calls out change places. must pupils change places. C Cfpj;jy; tpisahl;L k khkh tPl;L Kw;wj;jpy; See g gpoj;j. gpof;fhj czt[ tiffis tupirg;gLj;jpf; T TWf/ g gpoj;j. gpof;fhj czt[tif tpisahl;L t tpnrl jpd czt[fs; (bgh':fy;. til. ghahrk;) items related to celebration. Prepare one or more food vd;d tpUg;gk; vd;gijf; fzpj;jy;; long and yellow. order of preference. ) ; Level 2 Level rptg;g[. ( vjpu;kiw ; kpifg;gLj;Jk; brhw;fs ck;ik Mdhy;

xUik gd;ik nfs;tp) ( nfs;tpfs ) milbkhHp ,J Riahf ,Uf;fpwjh? ,J gwtha; ,y;iy Mk;.ed;whf ,Uf;fpwJ/ ,J kpf ed;whf ,Uf;fpwJ ,y;iy. ,J g[spf;fpwJ ntensifiers: quite,very,so ( quite,very,so ntensifiers: Cfpj;jy; - nkYk; epw':fs; nru;j;jy; gr;ir. k";rs;. kz:epwk;. fWg;g[. bts;is. brk;k";rs;; Singular/plural nouns. nouns. Singular/plural Adjectives Question forms I ending on verb indicated by Negatives: Question forms and, but Conjunctions: cdf;Fg; grpf;fpwjh? cdf;Fj; jhfkhf cdf;Fj; jhfkhf cdf;Fg; grpf;fpwjh? ,Uf;fpwjh? ,y;iy Mk;. vdf;F jat[bra;J xU. gpa*:. njhlk;gHk;. thiHg;gHk;. (mg;gps;. njrpf;fha; (vYkpr;irg;gHk;). khk;gHk;. gHr;rhW. mg;gps; bfh";rk; jz:zPu;. ghy;. gHr;rhW) njhlk; ed;wp jhU':fs;/ Grammar focus • • • • cdf;F vd;d tpUg;gk;? Mk; vdf;F ///// tpUg;gk;/ ,y;iy. gpof;fhJ vdf;F tpUg;gk; gHnkh? cdf;F vd;d gpof;Fk;? …ghnyh? c':fSf;F // tpUg;gkh? Mk; vdf;F /// ey;y tpUg;gk;/ ,y;iy/ ,y;iy vdf;F //// tpUg;gk; c':fSf;F vd;d gpof;Fk;? Grammar focus • • • vd;d czit (gpwe;j ehsd;W. bgh':fy; jpdj;jd;W) cz;gPu;fs;? rhg;gpLnthk;/ eh':fs; nff;. bgh':fy; thH;j;Jf;fs; gpwe;jjpd thH;j;Jf;fs;. bgh':fy;

;

p k

W

; w ;

; h S d k w r ; y f [ h g a r

;

l ; f ; h t k ; ; H l W u f p

; h f g y z S ;

; g r S n y f [

; j ;

; u P g c p

f ; f :

u t P . ; k t j e ; ; . p g / ; l ; l e ' i k k u s d o t h l z h o s m h h j ;

S S t F e ; p g i g g f [ [

F h c e . [ [ f f : :

J y g j ; t b ; f ; l j ; t t

; k g t t ' ' p f ; j j f g r e k j ; w ; f d d W n z z o o w z z j p L w p p p j H

h h

FLk;g czt[fSk; F FLk;g g ghd':fSk; czt[fSk; g gHf;fg;gl;l g ghd':fSk; and drinks foods Familiar nfl;ly; c czt[.ghdk; and drinks food Asking for c czt[ FoePu; rhW gw;wp j jj;jkJ mgpg;gpuhak; T TWjy; Expressing opinions about and drinks foods c czt[ FoePu; gHr;rhW g gw;wp tptupj;jy;; and drinks Describing foods g gpoj;jit. g gpof;fhjit Likes and dislikes t tpnrl ehl;fSf;fhd c czt[fs;/ special occasions Food for birthdays g gpwe;jehs;. i ijg;bgh':fy; festival Pongal

; k S f : ' d h ghd':fSk; g ; k S f [ t z c czt[fSk; Food and drinks drinks and Food Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

35 Curriculum guide for Tamil

J ; e ;

u s z i f c

J ; s j i G f ; v Writing in the air.

; f k 18 J ; y J j j Simple dictation: teacher says teacher says Simple dictation: G ; G ': "; z: d; k; e; L ;

; v y v l

;

; h j k y f h

; G J 6 k 6 a v G

6 f s Tracing on the backs of partners. on the backs Tracing v J h

; i : t ; a y y ' p l y j f W l a k b n h i Sound-letter relationships: teacher says sound of teacher says Sound-letter relationships: pupil(s) point to written or hold up card form letter, with written form. letter hidden on OHP/interactive Guess the letter: to Pupils have reveals. whiteboard:teacher gradually identify letter. selects one of the soft letter sounds and Teacher S/he then on that sound. tells pupils to concentrate to put up hand and pupils have calls out words which contains the sound. hear word when they W J t r

Introduction to the line letters Introduction eg: to the 18 consonants Introduction bka; vGj;Jf;fs; mwpKfk; (2) 6 soft sounds b btW':ifahy; vGJk; vGj;Jfis m milahsk; fhl;Ljy; K KJfpy; vGJk; vGj;Jf;fis czu;e;J T TWjy; b brhy;tJ vGjy; Consonants bka; vGj;Jf;fs; ty;ypdk; bky;ypdk; ,ilapdk; m(w;)g[jk;. m(':)fk;. t(z:)zk;

to write it on mini- and pupils have letter/character then hold up their board They whiteboard (or paper). so teacher can check.

; y j Mime W

; Chant/

; y T

y Guessing j

; o j ; W y ; g Bingo: pupils Bingo: j Telling time: time: Telling

;

; ; j ; g T L

; y y r j ; p g f Telling time: on time: Telling j ; j

; Circle activity: pupils Circle activity: i f g

p s j W y u a L ; p o i C p j

t T u l

; f ; g h j j

w f Z s Simple arithmetic: 10+6? Simple arithmetic: a h b

i L : h j p

; i r s f r ; a k i ;

; f : z b w p

; t i k y j p

; f ' Simon says. ;

; k u a s t | l d

f d

; p e h y g

; h g f ; Song: daily routine. Song: n

s y

; a s

| w g p f

; - l f ; l i s s ; j f k p h y u y f ; f i s W g i j ; t

; , k z

; z l m j Y g T

p f d i

; y

f ; r v p h

j s a l f d p j ; k d i l ; f l i ; i

; u h j y a = f ; j z ; i ; p r f http://community.gold.ac.uk j p l ; g i u l j l d d u h l s p p p h z e say number or two numbers in turn. Time how long it takes long it takes Time how in turn. numbers or two number say to go round circle. See ages: show pictures of (famous) people aged up to 30 (to pictures of (famous) show ages: 1 work on ages). link to Level m mjp=;l vz;fisf; fz:L gpoj;jy; list (on mini from a given three numbers write in secret any The at random. calls out the numbers Teacher whiteboard). their three chosen numbers first person to hear and tick calls ‘Bingo’. fzpjg; gapw;rp v vspjhd |yk; bjupag;gLj;jy; e ehl;fisg; ghly; g gpugykhdtu;fspd; taij Cfpj;jy; n neuj;ij milahsk; fhZjy; m ml;ilapYs;s neuj;ijf; TWjy;; t thiairj;jy; |yk; brhw;fisf; TWjy; f fz;zd; TWfpwhd; TWjy; j jpdrupf;flik- gl':fis tupirg;go pairs of activities with introduce random Sequencing: do first during an ordinaryWhich of the pair do you visuals. This can be listening/ activities in order. four Put e.g. day? speaking and also reading activity which can include to pictures. matching text j jpdf; flikfs; song to practise days of week. days song to practise what I say: pairwork, one pupil says sentence, other pupil sentence, pairwork, one pupil says what I say: mimes. pupils stand facing each other in concentric circles. On each other in concentric circles. pupils stand facing instruction the inner circle rotates and holds up time cards the changing partners for to answer faces small clock ‘What time is it?’ question, large clock face (for whole class)/on small clock faces (for (for faces whole class)/on small clock (for face large clock time to show hands, individual/pair work), pupils move teacher. called out by t tl;lj;jpy; ,yf;f tpisahl;L Level 2 Level ) Mdhy;. Mfnt Mdhy;. ( epfH;fhyk; tpdh totk; tpdh Kjypy;. gpd;g[. mjd; gpd;g[ ,izg;g[r; Kjypy;. 11–30 brhw;fs; mwpKfk; Verbs: present tense Verbs: Question forms Connectives • • • vz:fs; jp':fs; Kjy; "hapW tiu fhiy. kjpak;. khiy. ,ut[ neuk; vd;d? ,g;nghJ /// kzp ,g;nghJ kjpak; - rhkk; fhiy. kjpak;. khiy eP vd;d bra;tha;? ehd; vGk;g[ntd:. Kfk; fGt[ntd;. cil khw;Wntd;. fhiy czt[ cz:ngd;. gs;spf;Fr; bry;ntd; kjpa czt[ cz:ngd;. gs;sp Koa[k;. tPL bry;ntd;.tpisahLntd;. njePPu; mUe;Jntd;. bjhiyf;fhl;rp ghu;g;ngd;. gLf;iff;Fr; bry;ntd:/ Kjypy;. gpd;g[. mjw;Fg;; gpd; Grammar focus ;

s s ; ; ; f p s [ y s j

f a j p . ; F L r W s ; h g j ; g

; f

; T ; ; g s e

; k k [ d w p h f : k

p i t a u s s H s f z r h h p p

p e

The Very The Very Hungry story Parrot v vz:fs; (11–30) Numbers 11–30 f fpHikfs;. e ehspd; gFjpfs; parts of day Days, k kpft[k; grpa[s;s f fpsp See p39 n neuk; TWjy; the time Telling On the hour e ehshe;j b braw;;ghLfs; activities Daily

jpdf;flik k i l f ; f d p j jpdf;flik Daily routine Daily Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

36 Curriculum guide for Tamil

; s

; H

; t

; y

; u

; a a; u; y; t; H; s; f i y g ; Iah. mtu;. mty;. mt;thW. jkpH;. / z Teacher shows how word is formed letter by letter by is formed word how shows Teacher Pupils copy letter is formed). Tamil letter (or how then rub out and trywhat teacher does, to do independently. part but of it letter/word/sentence, shows Teacher First pupil to write whole or rubbed out. is masked letter on whiteboard correctly wins. 5–10 is flashed up for Letter/word/sentence to write word/sentence Pupils have seconds. First one to do so wins. correctly. partner partner word, B has to A says activity: Pair if Partner A checks write it correctly to win point. correct. t Sound-letter relationships: teacher says sound of teacher says Sound-letter relationships: pupil(s) point to written or hold up card with form letter, written form. letter hidden on OHP/interactive Guess the letter: to Pupils have reveals. gradually Teacher whiteboard. identify letter. teacher selects one of the Letter sound identification: on middle letter sounds and tells pupils to concentrate and pupils have S/he then calls out words that sound. which has the hear word to put up hand when they sound in it. m':fk;. mw;g[jk;. mg;gk;. gl;lk; ,ilapd vGj;Jf;fs: b btz;gyif braw;ghLfs; • • • • Introduction to the 18 consonants Introduction sounds (3) 6 middle ma;ah mts; e.g.: Mini-whiteboard activities,

J ; e p w v Miming ;

Listen and

; y k j y i ;

j ; Preferences: Preferences: k W s

; h j T y i g

; L f j ; f b ; g

; L j s Pass it on: circle activity it on: Pass g h Listen and note: pupils Listen and note: s

L

; i ; a g Circle activity: teacher asks Circle activity: ; p L ; ; g y M w f ; u

y l g j ; w a j h F ; j ; r h j r p b a f j r

; p i p w b Fruit salad game. Fruit ;

s b S a u y

; F y j h Game with (noiseless) dice.

; . They complete grid to demonstrate complete grid to demonstrate They . e i k t p p h M l

; k

L ; s g h y t ; g

; y y f p l W ; k a | h m f y

: a p

| p U d

; s p p a i ; j w d p e y t z i /dislike /dislike

s p

a g Listen and note: recording of people talking Listen and note: pupils listen to recording of Listen and note:

Kim’s game. Kim’s ; ; ; T t j f ☺ i p -

; ; r t i a

p p

p h r y y y w k t b ; g k

; t J ; t ; i l l l l ; ; ; ;

L : l ; k w l ; e a l l l s l a l U l h l p h z y P f f f f f ‘What do you do in your free time?’ First pupil mimes and free time?’ do in your ‘What do you Second pupil repeats what first activity. then says activity with mime has said with mime and then adds new other pupils can help by If pupil gets stuck, and so on. miming. in order of and dislikes/list classify activities into likes preference. presentations: guess the activities that different pupils guess the activities that different presentations: mime. t thairtpd: |yk; brhw;fisf; TWjy; k kPz:Lk;; Twp mgpeapj;jy; f fye;J tpisahly; j jha tpisahl;L n nfl;ly; n nfl;ly; n nfl;ly; t tl;lkhf epd;W MSf;F Ms; bghk;ik vwpe;J n nfs;tp -gjpy; tpisahl;L c clw; bra;iffshy; bjupag;gLj;jy; n nfl;lwpjy; |yk; Fwpj;jy; braw;ghLfis tpUk;ghj t tpUk;gpa m ml;ltizapy; tupirg;gLj;jy; See p33. Also Talking dice with hobbies pictures. dice with hobbies Talking Also See p33. them. practise often they and how about their hobbies Pupils complete grid. at do activities e.g. where they people saying young complete They in the park. at the leisure centre, home, understanding. grid to demonstrate understanding response to show physical pupils give sign: and thumbs dislikes for thumbs down of an opinion, e.g. likes. up for what activities people saying listen to recording of young like they understanding. See p32 See page 35 to practise questions and answers based on this topic questions and answers to practise asks question and then Teacher/pupil topics. and previous This pupil who answers. to pupil in group soft toy throws to another pupil soft toy then asks a question and throws (and so on). Level 2 Level ) epfH;fhyk; xUik. gd;ik tpdh totk; tpdh nfs;tpfs; vjpu; kiw Singular/plulural Singular/plulural Verbs: present tense Verbs: Question forms Negatives in, at ) Tamil: ending on noun in by Prepositions (shown ( Question forms cdJ bghGJ nghf;F neuj;jpy; vd;d nghf;F cdJ bghGJ bra;tha;?. ehd; tpisahl;Lg; bghUs;fSld; tpisahLntd;. buapd;. fhu;. bghk;ik. buogpau;. mtd; jdJ ez:gu;fSld; tpisahLthd;. mts; jdJ. ez;gu;fSld; tpisahLths;/ ehd; ge;J tpisahLntd;/ ePr;ry; mog;ngd;/ ehd; g{':fhtpw;Fg; nghntd;/ ehd; eldk; Mlg; ghu;g;ngd;/ bjhiyf;fhl;rp ehd; irf;fps; Xl;Lntd; nghntd;/ tpisahLtha; eP vg;bghGJ tpisahLntd;. vg;nghjhtJ ehd; vg;nghJk; tpisahLntd;. rpy ntisfspy; tpisahl khl;nld; tpisahLntd;. xUnghJk; Grammar focus • • • eP v':nf tpisahLtha;? nghf;F g{':fhtpy;. bghGJ tPl;oy;. njhl;lj;jpy;. epiyaj;jpy; Grammar focus • • • eP vd;d bra;a tpUk;g[fpwha;? vdf;F tpUg;gk; - Mir/ cdf;F tpUg;gkh? Mk;/ vdf;F tpUg;gk; - Mir/ vdf;F tpUg;gk; ,y;iy- tpUg;gnk ,y;iy/

; a ; k n ; ; k [ l

s S s a p

f f i L ; p f ; u s ; L L l f ; f [ e h h h

; t w s

[ ; p g n r ; ; ; g g g

b f : w ; ; g g w w w J w l s ; g ' W h a a a t i l U s p g r r r t

bghJr; b bghJr; b braw;ghLfs; Common activities b braw;ghLfSk; m mtw;wpw;fpilna c cs;s neu , ,ilbtspa[k; Activities and how are they frequently practised b braw;ghl;L , ,l':fs; activities Places for t tpUg;g[ b btWg;g[f;fs; Likes and dislikes

bghGJ nghf;F F ; f h g nghf;F n J G h g b bghGJ Hobbies Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

37 Curriculum guide for Tamil ; ; y y j j ; ; j j L L ; ; g g g g r r i i p p u u t t

s s i i f f ; ; f f J J ; ; j j G G v v

; ; u u p p a a c distributed each with one vowel, 12 cards, Line up: to come front of class Pupils have among pupils. asks pupils in Teacher and line up in order of vowels. turn to call out their letter. c to order have pupils in pairs/groups Sequencing: Fastest as possible. in sequence as quickly vowels wins. pair/group Closing eyes and visualising the form of letter/ character/word (visual learners). Tracing the shape of letter/character/word in the air (kinaesthetic learners). Hearing or saying the word as it is being written (auditory learners). Learning correct order of 18 consonants Learning correct order to alphabet chart. according capu; vGj;Jf;fis tupirg;gLj;jy; capu; vGj;Jf;fis tupirg;gLj;jy; Learning strategies By focussing on learner strategies at appropriate points teachers can help pupils take greater control of their learning and become aware what approaches best suit their particular learning style. Checklists of ideas are provided on pp26–7 . In relation to learning a new script useful strategies encourage might include: • • • Worth noting is the key role that families and friends can play in providing opportunities for pupils to practise the language they are learning outside classroom and clearly pupils from homes where the language is spoken are at a great advantage here.

; g t i h H p t

; y f : ' h g Simon says: teacher, then teacher, Simon says: b

;

; L : d s h f ; Make up picture story Make illustrating

; z f d ; h y L ; f d j ; l h b

; j h p r f r ; g b

;

; u s y k p d i f : t f :

' p z ; http://community.gold.ac.uk ' h w ; Prepare one or more food items related to celebration. Prepare one or more food Prepare art with captions relating posters and murals to the theme. in India and Sri celebration Lanka. video showing View and to celebrations Listen to authentic song linked phrases. key learn a few g l w z celebration (background/how celebrated). (background/how celebration • • • • pupil, gives commands, including commands from Level including commands from Level commands, pupil, gives 1 classroom language. bgh':fy; ghl;Lf;fs; b bgh':fy; songs. Pongal Two See g gl':fisf; bfhz:L bgh':fy; tpHhitg; g gw;wp tpku;rpj;jy; been have classroom phrases Once these new a point of using them consistently. introduced, make too. pupil use of the phrases Reward f fz;zd; brhd;dhd; Level 2 Level http://community.gold.ac.uk vt;thW bgh':fy; tpHh bfhz:lhlg;gLfpwJ/ vt;thW bgh':fy; See telling story: to teach before words/phrases Key bgh':fy; gilj;jy; bjspj;jy; Fspj;J tptrhap Nupad; nfhapy; ez;gd; ( gHikahd) ghuk;gupa mikjpahf ,U. ftdk; brYj;J. tupirahf epy;. glj;ij tiu. tu;zk; jPl;L. vd;dplk; jh. gl':fisg; ghu;f;ft[k;. bra;at[k;. c':fs; mUfpy; ,Ug;gtUld; 4 nguhff; Tlt[k;. tl;lkhf tut[k;;. ,J vdJ Kiw. ,J cdJ Kiw. mJ rup. vLj;J mJ gpiH. jat[bra;J bghUl;fis xG':fhf itf;ft[k;/ vdf;F tps':ftpy;iy. brhy;tPu;fsh? mijj; jpUk;gr; ; ; ; y y h y j ;

; j H j ; p a y L r p j t j ;

; L b a L

[ j y v

; g

; ; s t ; U f : p F : k g i a ' j ; w ' h d h l ; j i G g s t l h

P

bgh':fy; tpHh b bgh':fy; festival Pongal f ftdk;; vL Gaining attention f fl;lisapLjy; Giving instructions x xG':F K Kiwg;gLj;jy; Organising f fhj;jpUj;jy; turns Taking k kPsha;t[ bra;jy; Giving feedback

bfz:lhl;l':fs; ; s f : ' l ; l h l : z f b bfz:lhl;l':fs; p H h k bkhHp b w i ;g g F t tFg;giw Celebrations language Classroom Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

38 Curriculum guide for Tamil

; s y i j ; f ; w j h r z b i

l ; ,

; l d g ; l p g f ; J ; f j L l v g

J ; d e h k U p j ; y p j a U j h g i f fijapypUe;J vLf;fg;gl;l brhw;fis b bghUj;jkhd glj;Jld; ,izj;jy; in large writing words to pictures from story. Matching key Resources jkpH; kyu; ghyu; mog;gilj; jkpH; thrfk; Mz:L xd;W M':fpyk;-jkpH; mfuhj picture dictionary Tamil/English

; y j u i

. ; t

y j Focused Focused l ;

; i ; l y j f j ; Finger rhymes/talking Finger rhymes/talking ; l n

; j p Retelling story: retelling Retelling story: g y Sequencing pictures: Sequencing pictures: ;

;

; f w ; Listening for words: count words: Listening for ; k d y y s w h j ; F ; y j ; f i j

; f j j y f ; f t h L s w p l Z ; h r g ; m h t

r

b g

g z

; b s j r

j v Identifying: identify an object or picture Identifying: g

; i i ; i Identifying: listening to a story and Identifying: p d i J ; f ; y j y k h u f Listen and clap: to support pronunciation Listen and clap: w

; j j ; U a i ; t i ; p h Listen and count: count how often a type count how Listen and count: ;

r J ; y f j u k r y p

; Acting out: acting out a story as it is narrated; acting out a story as it is narrated; Acting out: y s e

; h i j ; p h o b p j j d

w p g r i j y h p g m a

; g ; f : a b ; p u b k j ; Z

; L ; r ; f ; g y g j ' j p u u u r f f w p n n z l o z i how many times a particular many is heard in or phrase how word piling or by movement a song and respond with physical up counters. times, numbers, animals, colours, e.g. appears, of word numbers. circling pictures, respond by places; poem the meaning of a story, sequence pictures to show or song. story using visual prompts. puppets: learn and perform simple finger rhymes related learn simple finger rhymes and perform puppets: use (finger) puppets to hold short to topics covered. conversations. pointing at pictures or objects when they hear them pointing at pictures or objects when they described in the story. x xnu brhy;iy vz;Zjy; x xnu khjpupahd brhw;fisf; nfl;ly;. v vz;Zjy; f fz;Lgpoj;jy; its description. by i ifg;bghk;ik t tpuy; mirj;Jg; ghlf; fw;wy; K Kf;fpa brhw;fis mtjhdpj;jy; c cr;rupj;jy; F Fwpg;gwpe;J fij brhy;jy; g gl':fis tupirg;gLj;jy; e eoj;jy; joining in with the telling and acting out of a story. f fijapd; fUj;ij tpsf;Fk; glj;ij tiujy; understanding of a picture to show draw Listen and draw: an aspect of the story. listening: to focus attention while listening to stories, attention while listening to stories, to focus listening: get pupils to join in with repeated songs and poems, dancing, by or phrases words or respond to key phrases or miming. moving and develop awareness of particular awareness sound patterns, and develop getting by e.g. of words, features emphasise rhyming which rhymes hear a word pupils to clap each time they with a chosen word. Level 2 Level

Connectives: firstly, then, after that firstly, Connectives: gpd;g[. ,izg;g[r; brhw;fs;-c-k;~ Kjyhtjhf. mjd; gpd;g[ Suggested procedure for using stories in the classroom. using stories in the classroom. Suggested procedure for See p34 Grammar focus • kpft[k; grpa[s;s fpsp thiHg;gHk;. mg;gps; fz:lJ (fhz:fpwJ) fj;jpaJ (fj;JfpwJ) brd;wJ (bry;fpwJ) bga;jJ (bga;fpwJ) ,Ue;jJ (,Uf;fpwJ) Key words/phrases to teach before telling story: to teach before words/phrases Key

s ; s [ a p r g

; k [ L ; p t l http://community.gold.ac.uk

s f h p

p

k kpft[k; grpa[s;s f fpsp The Very Hungry Parrot a parrot eats all the Each day before, things eaten the day the list plus something new, A day. by longer day growing of days to integrate nice way items. with food week See g ghl;L Poem

Mf;fj;jpwd; ; d w p j ; j f ; f M Mf;fj;jpwd; Creativity Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

39 Curriculum guide for Tamil

y ) ; j y

J ; . ; Word Word ; j ; s j y j y p

l L j u j p s b g

J ; g F ; ( i h

; F : j f Sorting words f : Identifying written l h ; y ' L y n '

t j ; g y G j ;

; h l U j j ; x j g

l g

j c r L b

z - s

L g ; i p s i i l p v s u g

f ; w ; i

; i r Pair dictation: each partner dictation: Pair i

t w J ; f ;

d s . f h ; l i e w p y p f ; w r x n h s u

u

h j w b r

t j h i l r s G b u Word/sentence building: pupils work building: Word/sentence r f ; o

; b b b i

v

f

f b g ; y f ;

; y l > d Dominoes (words-pictures). h

J ; J ; g w m r f ; h

i ; Word snakes. Word h e ; r r j L y s f l ;

k r l u s f ; j ; i i G l p p O j ; r b M

i f

;

j ; u u m v X n j

;

[

f ; o r k J ; p

t t U

a w y g ; z o p h j j h d u u h h h k w l i r r g G r f f h F h r writes an agreed number of items. Then each dictates of items. writes number an agreed The original and the dictated work are to the other. compared. building: pupils, holding letter cards, spell out known spell out known holding letter cards, pupils, building: in positioning themselves in front of the class by words the class. the correct order facing or words. syllables letters, Jumbled

l lfu tupir l lh o O L > bl nl il blh nlh bls letters ‘Da’ lfu tupirg;go brhw;fis xG':FgLj;Jjy; l Sort the sound of first or objects into categories by last letter. b brhw;fis mfutupirg;gLj;jy; alphabetically. b bghUj;jkhd brhw;fis - gl':fis , ,izj;jy; v vGj;Jf;fshy; brhw;fis cUthf;Fjy; g ghk;g[ Xl;lr; brhw;fs; (,ilbtsptplhJ vGjpatrdjpYs;s brhw;fisg; gpupj;Jf; fhl;Ljy;) khwpa vGj;Jf;fis. tupirg; gLj;Jjy;. k g gFjpr; brhw;fis xd;wpizj;jy; (gpupj;jy;) b brhy; ml;il bjupe;J vLj;jy; t trdk; Mf;fy; n nrho nru;e;J vGjy; form: hoose text cards as teacher calls out words and cards as teacher calls out words hoose text form: phrases. out envelope/bag gives Teacher of three. in groups and pupils containing mixture of letters/characters/words can build they words/sentences many to see how have time. within a given

t i

; y

; p k a s y h i Guessing a

; j

; l y j i j Identify and say: Identify and say: p

; s Picture dictation: Picture dictation: w m

;

y i Dice/card game in pairs/ y m j

; f s

j f y i Y ; J ; u j i ; f : j y

p i . h j ; ' f t u t r

l r b C i g s

;

n

; i L : j ; s y p s f : j i a f z ' f : L f y l

; h l ' i i ; k f g l

; Listen and identify: teacher displays set of teacher displays Listen and identify: ; j l b Role-play: two friends two can’t decide what to Role-play: a special clothes for new buying Role-play: s

;

;

; ; k g h y

k j m y y Y ; ; j a a f ; a j j ; ; l o L ; ; y y f i j j h h l l i s f p r r o o h h pupils draw what the teacher describes. pupils draw game: teacher selects one picture out of set without game: to guess which one has Pupils have letting pupils see. Pupil who guesses correctly wins the been selected. card. teacher puts number beside items on board and asks teacher puts number the name of an of an item or for the number either for item with a particular number. m milahsk; fz:L brhy;Yjy; f fhl;oa gl':fis Cfpj;J mwpjy; b brhy;Yk; gl':fis tiujy; t tpsf;fk; bfhLj;j gl':fis milahsk; f fhl;Ljy; i ifiaj; jiyapy; it. iffisj; it a and give plurals listening out for form: Identifying plural or sitting down response such as standing up, physical idea is heard. putting up their hand when a plural b brhy; ml;ilfs; nru;j;jy; e eoj;jy; parents and child Or argument between a party. for wear should wear. about what they e eoj;jy; occasion. groups of three: set of cards with pictures on, in this case of three: groups Pupils roll dice in turn. down. turnedclothes items, face top card and has turns with highest number over Person then get to They shirts. two and item, e.g. number to say cards as possible. Aim is to collect as many card. keep pictures showing people wearing different clothes. S/he clothes. people wearing different pictures showing to then describes one of the people and pupils have identify who it is. Level 3 Level xUik gd;ik milbkhHp Singular/plural nouns Singular/plural Adjectives eP ve;j cil mzpe;jpUf;fpwha;? eP ve;j cil mzptha;;? ,ts;- mtd; vd;d cil mzpthd;(s;)? gd;ik epw':fs; ehd; vij mzpa ntz:Lk; eP //// mzpa ntz:Lk; ,y;iy vdf;F ,ij mzpa tpUg;gk; eP ,e;j ////// mHfhf ,Uf;fpwha; tpUg;gk; vdf;F ///// jhd; ,y;iy/ vdf;F //// tpUg;gk; ehd; mzptJ mts;- mtd; mzptJ nrl;. rl;il. uPnrl;. ft[d:. Fspu;m'fp. KGf;fhw; rl;il. Rntw;wu;. ghthil. nkyhil. miuf;fhw; rl;il. fhYiw. bjhg;gp. fhyzp (rg;ghj;J). ,yf;fzk; xUik gd;ik bgau;r;brhy; tpidr;brhy; Grammar focus • • cil mst[fs; ,J c':fSf;F msthdjh? Mk; ,J msthdJ/ ,y;iy ,J kpft[k; fl;ilahdJ- bgupaJ. ePz:lJ/ gLj;jpf; fhz:gpj;jy;. tu;zk;. bjhlu;g[ tpUg;gkw;w) (tpUk;;gpa. bghUs;fs;

;

; s k [ s i f [ a p f

; t f z y s i j ; m

; t m

j p s l l u f ; t i i p

f

k kf;fs; mzpa[k; c cil tiffis t tptupj;jy; Describing what people are clothes wearing c cil mst[fs; Sizes

; s f l i c cilfs; Clothes Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

40 Curriculum guide for Tamil

) ; y

. ;

Word Word ; j ; y F : j y p

j u ' j p s J ; g G F ; ( i

; Sorting words j f

; x f :

h y L y ' s t j ; g j ;

; l i U j j g g f ;

c r L

z w -

h g ; i p s i p r s u g w ; i

; b r i t

f ;

d s . f ; i o w p f ; w x h s u

g ; Pass the word parcel: listening to parcel: the word Pass h w

; r t h i g r s y b u r r f ;

; b i w ;

f f b i y f ; w

; p d Dominoes (words/pictures). ; h h J ; w u m r Sort the sound of objects into categories by h

Word snakes. Word h

; k j y s l ; t k ‘Ka’ letters ‘Ka’ r s ‘Paa’ letters ‘Paa’ f

y f ; u j ; G l j ; r b r i f f i j

; j v X

j p

[ i f ; f i r p J ; p p J ;

U j . a w g ; z u p u j j j h h h u k w When all the cards are out of bag and in circle the pupils sort them into dictionary order. nouns, The pupils sort e.g. into categories, the words adjectives. verbs, t i t r g G g f L h F

h the first or last letter. building: pupils, holding letter cards, spell out known spell out known holding letter cards, pupils, building: in positioning themselves in front of the class by words the class. the correct order facing or words. syllables letters, Jumbled authentic music or songs, the pupils pass round circle or songs, authentic music Each time the music cards. text a bag containing familiar card out one word the pupil holding bag takes stops, (and The other pupils echo the word and reads it aloud. The if necessary). the teacher corrects pronunciation card is placed in the middle of circle and word activities: Follow-up re-starts. music g tupir g gh gp gP g[ g{ bg ng ig bgh ngh bgs f tupir f fh fp fP F T bf nf if bfh nfh bfs g gfu. ffutupirg;go brhw;fis xG':F g gLj;Jjy; b brhw;fis mfutupirg;gLj;jy; b bghUj;jkhd brhw;fis - gl':fis , ,izj;jy; v vGj;Jf;fshy; brhw;fis cUthf;Fjy; g ghk;g[ Xl;lr; brhw;fs; (,ilbtsptplhJ vGjpatrdjpYs;s brhw;fisg; gpupj;Jf; fhl;Ljy;) k khwpa vGj;Jf;fis. tupirg; gLj;Jjy;. g gFjpr; brhw;fis xd;wpizj;jy; (gpupj;jy;) b bghjp ifkhw;wy; • • alphabetically. alphabetically. if 5

; k

s W ; Following Following

; h d y a Guessing ; r j ; l y b

; a i j Identify and say. Identify and say. Identify and say. p r r

; ; w m b F ; y y

; w - p m j j r

;

Dice games: talking dice. Dice games: j ;

k j Y Y ; ; J ; j L ; W ; i ; j y y p l l h h j d f h r r , a v

a

b b C e p

Listening to audio recording: Listening to audio recording: ; Drawing and describing: pupils and describing: Drawing s ;

; y s g L L : : s y k s i ; i p l ; k i m K : Noughts and crosses with local area : : z z

y h t l f :

f f l u p *

; ; d , f l '

h g h f k k . ; n

l i ; k l if false. k s s h l ; J g n l True/false listening: pupils have simplified town simplified town pupils have listening: True/false j ; h h 6

; / ; W ; l l p Chant/song: to practise months of the year. months of the year. to practise Chant/song: f d j

f h a a

; a y d g ; v e f U L ; o l l o ;

Resource list http://community.gold.ac.uk j

p v g h p . ;

a l p l i i L J w y g f h h h u draw picture with their home in the middle and all draw in then describe what’s They around it. places nearby their picture to the teacher/rest of class game. See p40 See p40 See p40 different people talking about where they live (India/Sri live people talking about where they different Pupils Lanka and UK) what there is to see/do there. understanding. to demonstrate complete table m milahsk; fz:L brhy;Yjy; l lf;. of; nlh*: x xyp ehlh nfl;ly; r rup vd;Wk;. ,y;iy vd;Wk; - milahsk; , ,Ljy;/ , ,J vdJ fpuhkk; F Fwpg;gpl;l glKs;s ,lj;jpw;Fr; brd;W b bghUj;jkhd mgpeaj;ijr; bra;jy; g ghl;L m milahsk; fz:L brhy;Yjy; f fhl;oa gl':fis Cfpj;J mwpjy; j jhaf; fl;il tpisahl;L true and map with pictures/symbols of places. Teacher makes makes Teacher map with pictures/symbols of places. Some statements about what there is to see in the town. to put Pupils have others false. statements are true, pictures/symbols. See instructions: teacher places cards with pictures of instructions: instructs pupils where Teacher around the classroom. further and then gives ‘Go to the market,’ e.g. to go, ‘eat a banana, e.g. instruction about what to do there, Pupils mime a prayer,’ say bike, ride your football, play activity. See Level 3 Level ) tpdh totk; tpdh xg;gPL ,izg;g[r; brhw;fs;; c-k;~ fwpa[k; Prepositions (shown by ending on noun in Tamil) ending on noun in by Prepositions (shown Question forms Comparatives Conjunctions: Conjunctions: nrhWk; c-k;~ k':fhia tplj; nj':fha; bgupaJ eP v':nf trpf;fpwha;? ehd; trpg;gJ gl;lzj;jpy;-fpuhkj;jpy;- flw;fiuapy;-kiy mothuj;jpy; trpf;fpnwd;/ m':F ghu;g;gjw;F vd;d cz:L? m':nf g{':fh. ePr;ry; jlhfk;. bghGJnghf;F ,lk;. jpiu mu';F. njthyak; -gs;spthry;- nfhapy;. (rpdpkh jpnal;lu;) re;ij Mfpad cs;sd/ kpf cau;e;j kiy vJ? m/ vtu*;l; M/ my;g;*: cyfpy; gzf;fhu ehL vJ? m/ Rtp*;yhe;J? M/ RtPld;? Grammar focus • • • • ,J vd;d khjk;? ij. khrp. g':Fdp. rpj;jpiu. itfhrp. Mdp. fhu;j;jpif. Mo. Mtzp. g[ul;lhrp. Ig;grp. khu;fHp gUtfhy':fs; (,iyjspu;. nfhil. ,iya[jpu;. gdpbfhl;Lk; fhyk;) (,d;W) fhyepiy vg;go? ,d;W Fspuhf/ kiHahf. fhw;whf. btg;gkhf/ gdpahf. ed;whf btapyhf. ke;jhukhf. cs;sJ/ vd;d fhyk;? ,g;nghJ - kiH fhyk;/) (,y':ifapy; btg;g yz:ldpy; Fspu;-btg;gk;-,iya[jpu;- ,iyjspu; fhyk; MFk;/ ; s f : ; ' k ;

; ; ; y l y p s y s h i f : p t l f f p e k h ' t j w ; y j i r U w h

h

R Rw;whly; Landscape m miktplk; Location t trjpfs;; Amenities k khj':fs; Months g gUtfhy':fs; Seasons f fhyepiy Weather

p j F g gFjp ; ;g u A ; s c cs;Au;g; Local area Local Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

41 Curriculum guide for Tamil

; s k

;

i J ; y ; p F : f : j H y p ' ' G k j ;

;

l G v ; j j g g s

; x

a r L

j - i k Jumbled Jumbled

s ) ; g ; i p f ; a s b

s

i u g 12 + 18 = 30 ; w y i i 8 y h f ; r i j ; t s 1 f ;

r w . f ; i ; i j z f ; w p p h - b w

; h

; y f s u u r p i h k h r r \ p t J ; ; i g b r t Matching opposites: big/ Matching opposites: ; r (

J ; b u

; Odd one out. f ; j j

; b

; l ; b

o Word building. Word j s f

f

; 1 - y F G y l y Dominoes (words/pictures). g ; f ; w ; G ‘Sa’ letters ‘Sa’ d

; h j ; J ; y g J ;

m v w j

h w

g

; m v ; Sort sound of the first or last by . ; ; j j y j h f s j

k k r Creating timetable: pupils design Creating timetable: ; L u a p s p r y y f ; j ; l F ; G i G j j ; ; p k y i z t p h a i f p b j j j f u v v

; j j b u

j

h f ; i g f ;

; J ; p J J ; ; capu;vGj;Jk; - 18 bka;vGj;Jk; c

r ; t U U a w j t L [ u z f p w ; t p u j j j p h h h J h u u w a i y U a p d r g G g j k L L h f f g

letter. r rfu tupif r rh rp rP R N br nr ir brh nrh brs r rfutupirg;go brhw;fis xG':F g gLj;Jjy; b brhw;fis mfutupirg;gLj;jy; sortingSorting: alphabetically. words b bghUj;jkhd brhw;fis - gl':fis , ,izj;jy; v vGj;Jf;fshy; brhw;fis c cUthf;Fjy; k khwpa vGj;Jf;fis. tupirg; g gLj;Jjy;. gFjpr; brhw;fis x xd;wpizj;jy; (gpupj;jy;) b bghUj;jkw;w brhy;iy t tpyf;fptpLjy; v vjpu;r; brhw;fs; j jkJ ghl ml;ltiziaj; jkpHpy; n nghLjy; Tamil. in timetable and complete their own Consonants and vowels 12 c capu; bka; vGj;;Jf;fs; M Ma[j vGj;J letters, syllables or words. syllables letters, See p40 small, long/short.

; p

; f f t ; p l j ; s

i ; j f l P n s L

g ; g ; i J ; g f ; g p e p w r j w h k i p

v r

u j b k

h t

i ; L : f ; k s f h Question and answer Question and answer z

o i p Question and answer Question and answer / ; ; g f

; f g y y b

p p k f

. j j j ; W ; i d g g

j t p p d ,

[ p

vdJ bgau;///// vdf;F /// o p t t ; ; e t

; s g s s

; s i z f f d f ; p n n Circle activity to practise questions and Circle activity to practise M c

; ;

f j ; k k L ; j F ; J ; j l y y h f j l : h f ; | | S

G a f Listening and completing table: pupils have pupils have Listening and completing table: z

; v ‘Find someone who’: pupils circulate among ‘Find someone who’: o s

; p M ) ) ; g z z

y

k g i p y f

i i j ; a . p h y j ; Preferences: classify foods into likes and dislikes and/or and dislikes into likes classify foods Preferences: t j t t /

; g ; j ; k j | k p f l l ; ;

k j y p l ; p l l i W U o p l y p j z practice: using table introduce four characters with various with various characters introduce four using table practice: in India/Sri might live (two live where they age, name, details: in. they’re go to school, what year/class Lanka), where they questions in third person with Model asking and answering Teacher getting pupils to do this in pairs. before whole class, pupils to talk personal details as model for own then gives ( real’. ‘for about themselves list in order of preference. practice (teacher to pupil, pupil to pupil): using enlarged (teacher to pupil, pupil pupil): practice ask questions about what subjects are taught on timetable and at what time. day tajhfpwJ/ ehd; //// trpf;fpnwd;/ /// gs;spf;Fg; ngfpnwd; classmates asking about likes and dislikes until they find pupil until they and dislikes classmates asking about likes Could lead on to class survey. specified item. who likes/dislikes outline timetable and cards with subject symbols and words in and cards with subject symbols words outline timetable card to correct position on timetable to move have They Tamil. instructions. teacher’s following m ml;ltiz |yk; nfs;tp gjpy; g gpoj;j. gpof;fhj czt[ tiffis tupirg;gLj;jpf; T TWf/ t tpUk;gpa gz:lj;jpd; gpoj;j. gpof;fhj kjpg;gPl;ilf; f fzpj;jy;) t tl;lkhf MSf;F Ms; epd;W bghk;ik vwpe;J nfs;tp g gjpy; tpisahl;L m ml;ltiz |yk; nfs;tp gjpy;/ X Xyp |yk; vGj;Jf;fis ,dk; fz:L brhw;fis m mikj;jy; answers based on this topic and/or previous topics. based on this topic and/or previous answers Level 3 Level Vbdd;why; vjpu;fUj;Jk; Vbdd;why; tpdh mikj;jy; tpdh totk; tpdh vjpu;fUj;J) (xj;jfUj;J Question forms Question forms Question forms Negative because Conjunction: after before, Conjunctions: xG';F Kiw (Kd;g[ - gpd;g[) tpdhmikj;jYk; eP ve;;jg; ghlrhiyf;Fr; bry;fpwha;? eP ve;;jg; ghlrhiyf;Fr; nghfpnwd;/ ehd; ////// ghlrhiyf;Fg; nghfpwhd;/ mtd; ////// ghlrhiyf;Fg; nghfpwhs;/ mts; ////// ghlrhiyf;Fg; nghfpd;whu;fs;/ mtu;fs; ///// ghlrhiyf;Fg; gof;fpwha;? eP ve;j tFg;gpy; ehd; Mz:L 3.4.5 / gof;fpnwd;/ mtd; Mz:L 3.4.5 / gof;fpwhd;/ mts; Mz:L 3.4.5 / gof;fpwhs;/ mtu;fs; Mz:L //// gof;fpwhu;fs;/ jiyik Mrpupaupd; - tFg;g[ c':fs; ghlrhiy Mrpupaupd; bgau; vd;d? Mrpupaupd; vdJ jiyik Mrpupaupd; - tFg;g[ bgau;//////// Grammar focus • vit? eP fw;Fk; ghl':fs; cdJ ghlrhiyapy; ehd; fw;Fk; ghl':fs;. M':fpyk;. fzpjk;/ tpisahl;L. r':fPjk;. tp";"hdk;. rpj;jpuk;. jkpH; vit? ghl':fs; eP tpUk;gpa-tpUk;ghj ,y;yhj ghlk;/ vdf;F //////tpUg;gkhd-tpUg;gk; vJ? ghlk; cdf;F mjpfk; tpUg;gkhd ///// Vd; mij ghlk; vdf;F tpUg;gkhd Vd; vd;why; Vd; mij tpUk;g[fpwha;? tpUk;gtpy;iy/ mJ RygkhdJ- fodkhJ Grammar focus • • • cz:L? ////// fpHikapy; vd;d ghlk; cz:L/ vdf;F //// fpHikapy; ghlk; cz:L/ bts;spf; fpHikapy; Kjypy; jkpH;g;ghlk; cz:L/ mjd; gpwF M':fpyg;ghlk; Grammar focus •

. ; ;

k s t t f : K ;

i

; i u ' l - ; j w ; h d z z l a y y w

h w s g h

; g i i u k k i i i f ; g k

b ; h h t t e ; ; g g . ; g p y r n g r K l l ; ; g g g j t u l l l l l l U U f F p p f p h h h h

e

g ghlrhiy- t tFg;giwj; j jfty;fs; School/class information g ghlneu m ml;ltiz Timetable g ghlg;bgau; Subjects t tpUg;gkhdit t tpUg;gkw;wit Likes and dislikes g ghlrhiy m ml;ltiz j jpfjp. ghl':fs;. n neuKk; ghlKk; timetable School Link to parts and telling of day the time

ghlrhiy y i h r l h g ghlrhiy School Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

42 Curriculum guide for Tamil

; k R g n

;

; s g p f ; r ; u w p t a Pupils also note in

; g z Stick poster with Stick

; h y J y k j ;

; k j ; j y j p j

; t s t s i f ;

f ; i u

u J ; t o ; j t p R l

; w z x F

d h

; p k s a y

p w i L j ; f : h i j j ' g ; f n ; g j ; d j F r j [ classroom language phrases on the wall. classroom language phrases books. their exercise t tFg;giwapd; Rtu;fspy; khztu;fs; ngRk; t trd':fis xl;o itj;jy; m mj;njhL khztu;fs; jkJ gapw;rpg; g g[j;jfj;jpy; Fwpj;J itj;jy; Circle activity: wheel of Circle activity:

; s f L h g ; w a r b

; y p j ; j l ; l Words or phrases to translate, questions to answer or pictures to questions to answer to translate, or phrases Words describe. t tl;lj;jpy; braw;ghLfs; * fortune. Resources needed are: (a) Set of A4 cards with Resources needed are: fortune. (writtenprompts/questions* on one side and numbers Wheel of fortune made of card and (b) large) on back. sectors as there are question cards divided into as many paper fastener. with spinner made from card and a brass Cards are spread face Students sit in one large circle. spins wheel, Volunteer clearly with numbers visible. down up card where the spinner stops and picks reads number S/he responds to prompt or question. with that number. on the then card is placed back correctly, If s/he answers If s/he answers void. is now That number up. floor face someone for down face card is placed back incorrectly, Gradually person. The wheel passes to next else to try. When pupil up. more and cards are turned face the wheel is simply passed to next number, spins a void This activity can be person and s/he is off the hook. levels. topics at different different adapted for Level 3 Level g[jpa brhw;fs; mwpKfk; fHptiw. Modal verbs Modal verbs tps':ftpy;iy. Id;dy; kd;dpf;ft[k; (kp*:-nru;) (kp*:- ehd; gpe;jp te;jjw;Ff; ftiyg;gLfpnwd; nru;) vdf;F tps':ftpy;iy/ vdf;Fj; bjupahJ/ ehd; kwe;J tpl;nld;/ vdf;F cjt Koa[kh? vdf;Ff; juKoa[kh-fldhf/////? ehd; fHptiwf;Fg;; nghfyhkh? ehd; fjit |l-$d;diyj; jpwf;f Koa[kh? vdf;F xU g[jpa gapw;rpg; g[j;jfk; ju Koa[kh? ….. …vd;w brhy;iy jkpHpy; vt;thW TWtJ? ehd; Koj;J tpl;nld;/ ehd; btw;wp mile;Js;nsd;- ehk; mile;Js;nshk;/ Grammar focus • ; ; ; y ;

y y l ; y l s

; j l ; l ; l ;

i ; i f f l L l y j ; l h f h n a ;

f p j ; h f ; i y ; l : d i n p y ; g j j

f p p p j j ; w ; w i ; k j ; z t j d ; s w d u r h a D j o u t r t f p t t

d

f ftdj;ij f ftu;jy; Attracting attention k kd;dpj;jy; Apologising g gpur;idfis b btspf;fhl;ly; Expressing problems c cjtp nfl;ly; help Asking for m mDkjp nfl;ly; Asking permission b braw;ghl;il K Koj;jy; Completing a task b btw;wpiaf; b bfhz:lhLjy; Celebrating a win

tFg;g[ bkhHp p H h k bkhHp b [ ;g g F t tFg;g[ Classroom language language Classroom Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

43 Curriculum guide for Tamil ; y w ;

;

;

w y J ; J ; y s f

; l ; j j j p p i f u

; l f f d L ; h f i s h j n l a f

t j

; i f n p l J ; t k n g

; t e i ; Graffiti board: pupils board: Graffiti ; l Use ICT to produce a

; f f m c

l

U

g d .

; y s w s a p , m s g f ;

i i j ; i f f p F ; i f ; J ; h f ; h j f f d j ; y w p f ; t t j j h H l f U G h r h z i i try and out language imaginatively might they At this level creatively. use letters in bold colours and their attempts shapes and illustrate write labels and short using ICT; list. captions using a word greetings card with a message. greetings f fzpdpia cgnahfpj;J t thH;j;J ml;ilfs; c cUthf;fy; f fijf;Fg; glk; tiujy; b brhw;fis mtjhdpj;J f fijfis. ftpijfis g ghly;fisf; nfl;Lf; fw;wy; poem, song of story, words Follow as it is read out or recording played. F FGthf ,Ue;J nfl;ly; listen text: Listening and following speaker times to a native several or a model, or an audio CD, song, poem or familiar simple, while following from a story, extract the words. M Mf;fj;jpwd; Make up picture story Make illustrating (background/how celebration celebrated).

; Listen to d p

/ ; s y f s ; Prediction: Prediction: L

; h s Acting out a story Prepare art posters ;

; h / ; y e y

f y j y j ; a p j b ; j W j f p f W W u T

; W ; View View video showing M h / ; T

; T

w ; k

; a u { y f f f ; f

p j

g ; j ;

; f . s f ; g j ; j s L ; f p i u f : s l f h t s p ' p f j g i l Listen and identify: listening to a story Listen and identify:

; t r n

; ;

f

i g k .

y Picture dictation: pupils have a number of a number pupils have Picture dictation: l h s f s

; y

p J ; j ; a i ; i p y i j ; | j ; j

p f r l f ; j ; u Role play: practising role-play in the style of a role-play practising Role play: j h

; g : j h y j y m L a y n g i l L

; n g ; z k j ; h f Talking puppets: using finger puppets to hold short puppets: Talking z ;

h g ; g

;

; O P . d u j g f Prepare one or more items related to celebration. Sequencing pictures to show the meaning of a story. the meaning of a story. Sequencing pictures to show k g

a f

;

;

s t a o

t r

y k k f ; j i d i : p Focused listening: to focus attention while listening to to focus listening: Focused e g s

;

h i l y p y | r ; d i '

; k h i h u y W ; g s f l l

y

; f j ; f [ w f ; d h h j ; t p

; w ; i

f f e , f ; V t ; a j f w j ; f

p

; f ; . s f u g ; H f f k S k j h f d k f i n ; u y i p f ; p i a i h ; a s p r f : p f f e i k j ; e o : j c p j ;

h h h j h h ' t j t g e H H H p p p W j g z l l h i p stories, songs and poems, get pupils to join in with repeated phrases or get pupils to join in with repeated phrases stories, songs and poems, or miming. dancing, moving by or phrases words respond to key conversations. celebration in India and Sri Lanka. Mayasia, Singapore Mayasia, in India and Sricelebration Lanka. students watch video of Tamil fable or folk tale. Play part of the video. Ask part Play of the video. tale. or folk fable Tamil video of students watch pupils to guess what the story is about and to predict what might happen This could lead on to the video to confirm predictions. playing Continue next. the story/illustratingdramatising the story. g gz:oiff; fhyk; t tpHhf;fSf;fhd tu;zml;ilfisj; jahupj;jy; , ,e;jpah. ,y':if. knyrpah. rp':fg;g{u; Mfpa ehLfspd; t tpHhepfH;t[fis tPOnah |yk; ghu;j;jy;/ t tpHh rk;ge;jkhd ghly;fis nfl;L. fw;Wf;bfhs;sy;/ g gl':fis tupirg;gLj;jy; b bjhiyf;fhl;rpiag; ghu;j;J gltpsf;fk; TWjy; f fijf;nfw;w glk; fhz:gpj;jy;; r rpW ciuahly;fs; m mtjhdpj;jy; g gltpsf;ff; fij b bghk;ikfis gad;gLj;jp fijfisf; TWjy; Retelling story using visual prompts. m mgpeaj;jpd; |yk; fijfis tpsf;fpf; TWjy;/ g ghj;jpuk; Vw;W eoj;jy; authentic song linked to celebrations and learn a few key phrases. key and learn to celebrations a few authentic song linked hear them described in the story. and point at pictures or objects when they and murals with captions relating to the theme. and murals as it is narrated; joining in with the telling and acting out of a story. joining in with the telling and acting out of a story. as it is narrated; individual pictures corresponding to a story. The story is read aloud, and as individual pictures corresponding to a story. to put the pictures into right sequence. listen, pupils have they an emotion (e.g. conveying Cinderella), or by were as if you (e.g. character angry). embarrassed, sad, shy, happy, Level 3 Level ; y j W T

; f J ; j p u t p t

p w ; w g

@ ; k k h u p f

J d v Key words/phrase to teach before telling story: to teach before words/phrase Key Key words/phrase to teach before telling story: to teach before words/phrase Key jkpH;-rp':fs g[JtUlk; g[j;jhz:L bfhz:lhLtu; (bfhz:lhLfpwhu;) ePuhLtu; (ePuhLfpwhu;) gupkhWtu; (gupkhfpwhu;) kUj;JePu; g[JtUl thH;j;J iftpn=rk; Myak;. cwtpdu; nghu;j; nj':fha; cilj;jy; (xUtif tpisahl;L) @ @vdJ fpuhkk;@ gw;wp tptupj;Jf; TWjy; khtl;lk; tay;fs; FLk;g':fs; gRf;fs; bjd;id kuk; mHfpaJ trpf;fpd;wd (trpj;jhu;fs;) gpufhrpf;fpd;wd (gpufhrpf;fpwJ) Vwj;jhs grpa[s;s fpsp gH':fs; kuf;fpis njhl;lk; jo thoaJ (thLfpwJ) grpj;jJ (grpf;fpwJ) VkhwpaJ (VkhWfpwJ) TwpaJ (TWfpwJ) ; ; s s

; ;

f : f f @ ; s p

' L k J ; f h l ; s k s p j L ; p g h ; p l f : f u

u l k h p H ' h

; p t f p s ; l l : t

r

a y U t s [ - ;

J a P p a z j s t H a h p p r w ; http://community.gold. http://community.gold. http://community.gold. d y W i p f k J [ w r

j v

b bfhz:lhl;l':fs; j jkpH;-rp':fs g g[JtUlk; New Tamil-Singhala 15 April 14, 13, Year: See ac.uk n njrPa t tpisahl;Lfs; National Games Breaking the coconut M Mya tHpghLfs; blessing Temple @ @vdJ fpuhkk;@ g gw;wp tptupj;Jf; T TWjy; Description ‘My village’ of a village in Sri Lanka See ac.uk g grpa[s;s fpsp The Very Hungry Parrot (long version) See ac.uk Resources ePjpf;fijfs; jkpH;r;Rlu; gapw;rp

bfhz:lhl;l':fs; ; s f : ' l ; l h l : z h f b bfhz:lhl;l':fs; ; d w p j ; j f ; f M Mf;fj;jpwd; Celebrations Celebrations Creativity Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

44 Curriculum guide for Tamil

Assessment at Levels 1–3

This section is divided into two parts: 1 Ongoing informal assessment 2 Formally accredited assessment

Ongoing informal assessment Teachers 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 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.

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.

45 Curriculum guide for Tamil

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 statements Examples of teacher assessed tasks These statements are intended to reflect There is some scope for teachers to adapt the likely observable outcomes of material to suit their own programme of achievement at each level. They are not study. definitions of proficiency in themselves.

1L I can understand a few familiar spoken words and The learner hears six short dialogues which link phrases. 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 Pupils repeat two lines of text after teacher. phrases.

R I can recognise and read out a few familiar words Matching people/animals/objects/etc to short texts. and phrases.

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

2L I can understand a range of familiar spoken The teacher reads six short dialogues which link phrases. 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 Pupils answer simple personal questions, e.g. information. 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 Completing form/list with single words, then and fill in the words on a simple form. composing two sentences based on information.

*LL = Languages Ladder

46 Curriculum guide for Tamil

3LI can understand the main point(s) from a short The learner hears six short dialogues which link spoken passage. 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 Presentation (four sentences) based on personal about my interests. item, picture, toy, souvenir, book, etc.

R I can understand the main point(s) from a short Identifying which person the information given in written passage in clear printed script. short texts relates to.

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

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 functions • Grammatical areas • Vocabulary areas • Script 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.

47 Curriculum guide for Tamil

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a t f f : : i ; l L ; : o l ; ' ' g p l i l l l w z h See p40 pupils work with maps and other resources to identify can then select They is spoken. Tamil places where should choose Each group to visit. like would places they specific places area to visit and three or four a general of Pupils can use a variety to explore. like would they interviews) to find computer, print, video, resources (e.g. could then They out more about their chosen locations. pictures and with maps, posters/displays create their own (literacy). Tamil captions and short in texts are at an airport, ask pupils to imagine they encounters: to think of where have They carrying suitacase. a heavy with my Jaffna (e.g. are going, who with, and why they then go round They sights). to visit the famous family at the airport people as possible as many greeting and At the end of are going, etc. asking them where they with one person in the a circle, pupils form the activity, who that person Someone in the circle has to say middle. are going, etc. where they is, m milahsk; fz:L brhy;Yjy; f fhl;oa gl':fis Cfpj;J mwpjy; m ml;ltiz |yk; nfs;tp gjpy; , ,l':fisj; bjhlu;g[gLj;jp tHp xG':iff; f fz:L gpoj;jy;/ the stages of journey Pupils trace describes journey. on a simplified map indicating mode of transport at each activity would A related literacy stage and other details. describing journey is cut where text ‘sequencing’ be pupils In pairs/groups up. up into sections and jumbled reorder sections to recreate original text. , ,l':fis mwpjy; F Fwpg;igf; nfl;L fz;Lgpoj;jy; See p40 This might be based around class practice. answer of transport to find out what forms survey are used by could then be Information the class to get school. comparison with (Possible of bar chart. presented in form school in Sri Lanka/India.) Level 4 Level firstly, firstly, epfH; fhyk;. vjpu;fhyk;. Kjyhtjhf. gpd;g[. mjd; gpd;g[ Kjyhtjhf. ) ,y; then, after that ,we;j fhyk; Preposition ‘by’ shown by ending on word in Tamil (e.g by by (e.g Tamil in ending on word by shown ‘by’ Preposition car = past tense Present, future, Connectives cldpfH;r;rp tpsp ntw;Wik. eP':fw; bghUs;. (c-k;~ nkhfDld; rpth nghdjd;)Mfpatw;iwa[k; nru;f;ft[k;/ nghndhk;. c-k;~ nkhfnd ,':nf th. CupypUe;J fe;jDld; Rnu=; brd;whd;/ eP vg;go gs;spf;Fg; gpuahzk; bra;ag; eP vg;go nghfpwha;? (gs;spf;Fg;) nghfg; mts;-mtd; vg;gog; vt;thW gpuahzk; bra;ag; nghfpwhu;;fs;- nghfpwhu;fs;? -fhu;. uf;rp. g*:(ngUe;J). uapy;(bjhlUe;J). ouhk;tz:o. ele;J -,y; tpUg;gkh? cdf;F //////// ,y; nghf tpUg;gk; vdf;F //////// ,y; nghf Grammar focus ,Uf;Fk;? cdJ gpuahzk; vg;go me;jg; gpuahzj;ij tptupf;f Koa[kh? ehd;-eh':fs; tPl;oy; ,Ue;J ///// kzpf;F g[wg;gLnthk;/ ehd;-eh':fs; (g*:-upa{g;)///g[wg;gLnthk;/ tpkhdj;jpy; ehd;-eh':fs; bfhGk;g[f;F gpd;g[ g[wg;gLnthk;/ ////// ngRnthk;//// tpkhdj;jpy; --- nfl;nghk;;/ thrpg;nghk;///J}':Fnthk;/ czt[ Ritahf-Rit tpkhdj;jpy; jug;nghFk; ,Uf;Fk;/ mw;wjhf gpuahzk; ed;whf- Rthurpakhf. mYg;ghf- ,Uf;Fk;/ kpf ePz:ljhf- ,Ue;J ehd;-eh':fs; bjhlUe;jpy; bfhGk;gpy; ehd;-eh':fs; …///// kzpf;F ///// ///// g[wg;gLnthk;/ mile;njhk;/ ehd;-eh':fs; kpft[k; re;njh=khf-fisg;ghf- ,Ue;njhk;/ kpft[k; fisg;ghf Grammar focus • • • • •

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g gaztiff;F M Md thfdk; t tpUk;gg;gLk; g gpuahz t tHpKiw of forms Preferred travel g ghlrhiyf;Fg; g gazk; bra;jy; to school Travelling g gpuahzj; jpl;lk; Planning a trip (to Sri Lanka) Modes of transport

nghf;F tuj;J tHpKiw w i K p H tHpKiw t J ; j u tuj;J t F ; f h g n nghf;F Travel and transport transport and Travel Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

48 Curriculum guide for Tamil

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r j J ; p a w y w y h z l p a a a t j k i m h h h h p w Text marking involves highlighting/underlining particular of a features marking involves Text important and developing and can help both in accessing texts text clues to meaning, skimming and (looking for reading strategies scanning). and sections of a text pupils reading different Question setting involves others to answer. up questions for make lines) ve fi short (e.g. sticking pieces of text Running dictation involves from where pupils are sitting (or in corridor outside). around room away number allocated to them (by Each pair has a text Pupils work in pairs. Their partner has are. One pupil remains seated where they or colour). chunk, read it, memorise it chunk by to their text, ‘run’ to stand up and The winners are the pair with to their partnerrun back and dictate it. of the text. rst absolutely correct version the fi i i l l l d j p p p u p U G r r r r l h message. syllables or words. syllables See p40 Tamil words, sentence halves, questions and answers. sentence halves, words, Tamil imaginary based on model. holiday opposite See item 2 in Oracy, tables). verb materials (picture dictionary, reference Letter, word and sentence levels word Letter, v vGj;Jf;fshy; brhw;fis cUthf;Fjy; k khwpa vGj;Jf;fis. tupirg; gLj;Jjy;. gFjpr; b brhw;fis xd;wpizj;jy; , ,izj;jy; b brhy; ml;ilfis xG':FgLj;Jjy; b brhw;fis milahsk; fhzy;; t tplaj;jpd; juk; level Text t tplaj;jpd; juk; t tplaj;jpd; juk; t tupirg;gLj;jy;- holiday. , ,ilbtsp epug;g[jy; t tpdh cUthf;fy; b brhy;tbjGjy; xUkpj;J thrpj;jy; - vGjy; x c cjtpnahL vGJjy; g glmfuhjp. tpidr; brhw;fs; * ** *** Resources www.britishcouncil.org/flasonline-lessons-keystage3.htm word cards. word

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; j l ; p p s l l w g d t z P f alternative approach would be to input new language be to input new approach would alternative (e.g. through a listening or reading activity (literacy) a diary account with photos of a special trip/a video diary). m ml;ltiz |yk; nfs;tp gjpy; n nfl;ly; thrpj;jy; |yk; gazk; gw;wp m mwpjy;/ K Kd; fw;wtw;iw kPl;ly; e ePz:l trd':fis cUthf;fy; m mgpg;gpuhak; b btspf;fhl;ly; sentences: expressing simple opinions and giving expressing sentences: reasons. developing language use: revising, extending and extending revising, language use: developing travel, (family, points taught previously integrating and drink). food weather, or with the in small groups (either individually, gesture and class) using prepared material, visuals, talk, a multimedia ‘live’ This might be a expression. a poem, song or video. presentation, a sketch, pupils will need clear guidance from the At this level teacher to assist them in planning, rehearsing and This may their presentation. preparing resources for of a task sheet, setting out stages be in the form It will also be useful completion. and time limit for them to be told what criteria the will be used by for teacher or peers to assess quality of presentation. See p64 and answer practice: using table, introduce four introduce four using table, practice: and answer each one. details for holiday with different characters questions in past asking and answering Practise tense (third person) with whole class and then as to play Pupils can then be asked pairwork activity. the part first to practise of one the characters person. longer sentences: modelling and having pupils modelling and having longer sentences: including more longer sentences by building practise or phrases, or adverbial such as adverbs information conjunctions. Level 4 Level nghdha;-nghdhd;- / ) vg;nghJ. v':F.ahUld;. vd;d/ vg;nghJ. tpdhthf;fpk; gapw;rp tpdhthf;fpk; ) ,we;j fhyk; Vd;. vt;thW Past tense ( Past Question words ( Question words eP-mtd;-mts; vg;nghJ tpLKiwf;Fg; nghfpwha;-nghfpwhd;-nghfpwhs;? eP –mtd;-mts; v':nf nghfpwha;-nghfpwhs;- nghfpwhd;? ehd;-mtd;-mts; ////// nghndd;-nghdhd;- nghdhs;? ahUld; eP –mtd;-mts; Grammar focus • • nghdhs;? eP v':nf j':fpdha;? ehd; vdJ FLk;gj;jpdUld;-rpnefpjUld;- tpLjpapy; j':fpndd;/ fhyepiy vt;thW ,Ue;jJ? fhyepiy ///// ,Ue;jJ/ eP m':F vd;d bra;jha;-ghu;j;jha;? eP m':F mjpfkhf tpUk;gpaJ vtw;iw? ehd; tpUk;gpaJ-kpft[k; tpUk;gpaJ///// //// cz:ikahf. Mu;tkhf. fspg;g{l;Ltjhf ,Ue;jJ. Mdhy; vdf;F tpUg;gk; ,y;iy- Mu;tk; ,y;yhJ ,Ue;jJ/ eP vd;d md;gspg;g[g; bghUs;fis th': fpdha;? ehd; ////// th':fpndd;/ mjd;- mtw;wpd; bgWkjp vt;tst[ ? mjd;-mtw;wpd; bgWkjp ///// gzk;- vz:fs; 1-100 eP vd;d czt[k; ghdKk; cl;bfhz;lha;? eP jpUk;gt[k; nghf cj;njrpf;fpwhah?

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c t tpLKiw ( (cz:ikahdJ m my;yJ f fw;gidahd) Holidays Real or imaginary v':nf. v vg;nghJ. v vtUld; with where, When, whom v v':nf j j':fpdPu;fs; Where stayed f fhy epiy Weather g ghu;f;f n ntz:oaita[k; b bra;a n ntz:oaita[k;/ Things to see and do c czt[k;. r rpw;W}z;ofSk; Meals/refreshments

; k [ a w i K L p t tpLKiwa[k; ; k K z a g gazKk; Travel and tourism and Travel Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

49 Curriculum guide for Tamil

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p t ; U f : a w y y n ; l p m a j j k j J j ; i h ' h h h p p s k w ' i l p u w j U G r G g r r F h l l h p f v vGj;J. brhy;. trdk; - jug;gLj;jy; and sentence levels word Letter, b brhw;fis mfutupirg;gLj;jy; Sorting alphabetically. words v vGj;Jf;fshy; brhw;fis cUthf;Fjy; building. Word See p40 k khwpa vGj;Jf;fis. tupirg; gLj;Jjy;. g gFjpr; brhw;fis xd;wpizj;jy; (gpupj;jy;) or words. syllables letters, Jumbled b bghUj;jkw;w brhy;iy tpyf;fptpLjy; g ghk;nghl;lr; brhw;fs; x xj;j brhw;fisg; gl':fSld; ,izj;jy; M M':fpyr; brhw;fSf;Fj; jkpH;r;brhw;fs; - n nfs;tp gjpy; g gl':fSf;Fg; bgaupLjy; b brhy; ml;ilfis xG':F gLj;jy; t tplaj;jpd; juk; level Text t tupirg;gLj;Jjy; , ,ilbtsp epug;g[jy; b brhy;tbjGjy; See p49 x xUkpj;J thrpj;jy; - vGjy; rpwpJ cjtpnahL vGjy; r g gl mfuhjp cgnahfpj;jy; materials. some reference Resources Picture dictionary See p41 dialogue based on model). out. halves, questions and answers. halves, cards. word Matching words to pictures. Matching words diagrams. j;up=h : Role-play Role-play:

; ; y y j j ; ; j j Act out shopping scene where there is an argument price. over trying keeps to sell Act out scene where shopkeeper to buy. things the customer doesn’t want Act out scene as a people with particular character, and someone bossy (using finger someone shy e.g. puppets). Nupah. Act a celebrity going shopping, e.g. directions. someone asking for Act out scene involving so or mumbles, giving directions talks too fast Person asking them to repeat. person lost has to keep Act out scene as a person with particular character, and someone bossy (using finger someone shy e.g. puppets). Rajani e.g. directions, Act a celebrity asking for Bond James e.g. directions, asking for Act a spy o o e eoj;jy; • • • • It is important to create comfortable, safe environment when doing drama activities. Emphasise use of mime, gesture, facial expression and tone of voice to help convey meaning. Draw pupils’ attention to stalling strategies allow time to hesitate, e.g. use spoken expressions and gestures which allow for thinking time. Have pupils practice these. e eoj;jy; • • • • Level 4 Level next. next to , next next. vg;nghJ. v':F. ahUld;/. vd;d. vg;nghJ. ) mUfpy;. mLj;J. vjpupy;

mUfpy; mLj;J vjpupy; ,y;) Vd;. vt;thW Prepositions ( Question words opposite shown by ending on word in Tamil (e.g near the (e.g Tamil in ending on word by opposite shown temple = • • cdf;F vd;d ntz:Lk;? ,J - ,it /// vd;d tpiy? MFk;/ 10-20-30-40. Qgh mJ kpf tpiyahdJ-kypthdJ-,Uf;fpwJ/ vdf;F //// ntz:Lk;/ /// juKoa[kh? ntW vd;d ntz:Lk;/ tUfpnwd;/ ed;wp. ngha; ehd; re;ijf;F. rpdpkhtpw;F-bjhlUe;J nghtJ? epiyaj;jpw;F vg;gog; nenu nghft[k;/ ,lk;-tyk; jpUk;gt[k;/ 1-2-3 tPjpapy; nfhapyoapy; ,lk;-tyk; gpd;g[ jpUk;gt[k;. flf;ft[k;/ ghyj;ijf; Mw;nwhukhf ele;J nghft[k; nghy;-vjpuhf mjw;Fg; gf;fj;jpy;-mLj;jhw; mJ ////// bjUtpy; cs;sJ/ Grammar focus ; s

; f : g [

; p ; ; g z H s g v y ; f p ; t

; j - y s s k

; F : ; l ; g k U F h h ' l d h g z

g f

md;gspg;g[g; m md;gspg;g[g; b bghUs;fs; t th':Fjy; Buying presents g gzk; - vz:fs; 1–100 Money/numbers 1–100 tHp n nghFk; n nfl;ly; Asking directions

; k [ a w i K L p t tpLKiwa[k; ; k K z a g gazKk; Travel and tourism and Travel Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

50 Curriculum guide for Tamil

) ; y

Word Word . ;

; j ; Odd one

; y ; j y p y j u y j p j J ; j g F ; (

; L j f p J ; Sorting words ; h y L j t y p t j ; g L f ; j ;

; Shared reading/writing. U j ;

; g f j g Beginning to use some

; g c r y y L p

z u y j g ; i t p s i j j ; p

u g G . w ; i Word Word snakes ; j

; y p Gap-filling (dialogues). ; r t v f ;

k f d s . i ; y i - w p h Guided writing: e.g. ‘Day in the ‘Day e.g. Guided writing: ;

; f ; x d h y s u j [

a w y r h y (Running) Dictation. r , opposite. Sequencing (dialogues). ; g Labelling pictures or diagrams. ; ;

; t h i n s

; j r j ; t b u r g f ; y

y

; g y k i . ; b G j f u Categorising cards. word p

f p b u j ; l ;

; j y f ;

; c y v w ; r

e h Oracy

p j j J ; w l m r

h y G

; p h w

Matching words to pictures, English words English words to pictures, Matching words ; h h j L j s L r l ; j ; j k t s d r f h h s p y

f ;

; g ; b G l j b j ; u

b t a j ; j i . f f J ;

; g v x f L j t ;

n

[ b f ; p j r L r j J J ; ; J ; p p p g U a w y g ; l p m a t j j j k j i g ; h

p h h p k F w i l j w p u g U G r G g r F h h l h reference materials (picture dictionary, verb tables). verb materials (picture dictionary, reference building. See p40 See p41. v vGj;J. brhy;. trdk; . jug;gLj;Jjy; and sentence levels word Letter, b brhw;fis mfutupirg;gLj;jy; alphabetically. v vGj;Jf;fshy; brhw;fis cUthf;Fjy; k khwpa vGj;Jf;fis. tupirg; gLj;Jjy;. g gFjpr; brhw;fis xd;wpizj;jy; (gpupj;jy;) or words. syllables letters, Jumbled b bghUj;jkw;w brhy;iy tpyf;fptpLjy; out. g ghk;g[ xl;lr; brhw;fs; x xg;gpLjy; F Fwpj;Jf; fhl;ly; g ghFgLj;jy; t tplaj;jpd; juk; level Text t tupirg;gLj;jy; , ,ilbtsp epug;g[jy; b brhy;tbjGjy; See p49 x xUkpj;J thrpj;jy; - vGjy; c cjtpnahL vGjy; g gl mfuhjp cgnahfpj;jy; Fw;bwGj;J (Fwpy;) c-k;~ m. f. r. R. j bel;blGj;J (beoy;) c-k; M. fh. rh. N. jh~ to Tamil words, sentence halves, questions and answers. sentence halves, words, Tamil to based on model. of …’ life See item 4 in

; y l ; l

; f

n y

; s j f p i w J ; f : Guessing l ;

; j p ' l y u g : f j Identify and say. Identify and say. p g ;

; n z

; w k h y f s f ; p m j

s f t

[ Y ; J ; i o ; g ; j f ; y p l h g ; f f R r Question and answer practice: practice: Question and answer

; a

J ; p f h b C

j

r ; u t w L : U p s i y f a

i t z i g f :

; f d U Listening and noting: listening to Listening and noting:

; t

h ' / ; y x p k n

k

l y j s l ; t ; l ; g j h

p g u l {

p l p w a a g g ; g t ; l ; l o ; f ; g W p s l l f i w h f t f game. See p40 recordings of interviews with different people about recordings of interviews with different points including what are Pupils note key their jobs. aspects of job. considered best and worst See p40 m milahsk; fz:L brhy;Yjy; f fhl;oa gl':fis Cfpj;J mwpjy; n nfs;tp gjpy; gapw;rp n ntWgl;l ntiytha;g;g[ tpsk;gu':fis n nfl;lwpjy;/ F Fwpg;gpl;l xUtiuf; Rl;of;fhz:gpj;Jf; nfl;ly; to come front of class and a pupil volunteers Spotlight: standing on a special spot, (e.g. ‘in the spotlight’ stand wearing a special scarf/hat). sitting on a special chair, 1–10 on sheet of paper ready Other pupils note numbers The teacher asks ten questions to respond questions. and about the topic covered to the spotlight volunteer After each response the out loud. answer s/he gives correct, was think answer if they rest of class put a tick wrong and a question mark think it was a cross if they ‘spotlight’ applause for Following are not sure. if they each question For responses. pupil, teacher goes over which response. people gave many teacher asks how the teacher and both for feedback valuable This gives A need to work on further. pupils on what they for ‘calling cards’ of this is where pupils hold up variation Each pupil has a set of three their responses. to give ‘correct’, one red to one to signal one green cards, ‘not sure’). and one amber to signal ‘wrong’ signal an immediate visual impression of who This gives understands what. M Mf;fg{u;tkhd fUj;Jf;fisf; nfl;lwpjy; use imagination to create dialogue: Prepared/improvised e.g language, using familiar interesting conversations interview with (famous) in pairs of radio/TV role-play person about their job. this might be based around class survey to find out most/ this might be based around class survey least popular jobs in group.

. ; Level 4 Level

. y p p

; y

. ; a a y h i ? ; y p h - p r z t s w ;

a j . ; n t f ; i : p

h l u d u t j a ; h d ;

g z i . ; d - ; w a p f U u g d p b

f

p r . ; f . ; p t e v V

b u [ p d y y / ;

; p p J ; f h k g

j ; ; y a j d h p f ; i p j w k y H f U p d u p - f n h p k k H

h i j ; / ; j h f [ y b / - ; p k k j k

j b ; – g u h t

p ; d g g k b t k

a

p h . : d ; Y j g - U J ; u p f p u h " ; * P U d p h n : m j r t ;

g

. ; v y " r t p U '

;

g

f h M y k p v t f U y

- ; g p

;

p . ; ) m . ; M a u

? ;

n x j j ; - / s

u

; ? ; y / p . / p y / h s s u j / f / ,y; t a / / m h a k ; / / f ;

i h / / t o / y / / z / u k a h / y m / w h p e

/ u h

/ r ; m f ; U U

. ; d - i f [ m w j ;

; p - ; w

u p u h p x x ; F ; g i f ;

; ; j H f r s d J k j f ; g h a l ; l l d d t t Prepositions shown by ending on word in Tamil (e.g. near (e.g. Tamil in ending on word by Prepositions shown the temple c-k;~ I- fz;zidf; fz:nld; My;- fz:zhy; ghu;j;njd;/ F – vdf;F fha;r;ry; v w U d p p r j d

h h P h h l cdJ mk;kh-mg;gh-khkh-khkp vd;d ntiy c cdJ mk;kh-mg;gh-khkh-khkp b bra;fpwhu;fs;? m mts;-mtu; xU rhujp –bkf;fhdpf;-jhjp- kUj;Jtu;. tptrhap. t tpw;gidahsu;-Mrpupau;- gj;jpupif epUgu;. r rl;lj;juzp. nghyP*:. eofu;. tp";"hdp/ g ghlfu;. g[upfpwhu;fs;? m mtd; - mts; v':nf bjhHpy; mYtyfj;jpy;. filapy;. b bjhHpw;rhiyapy;. kUj;Jt kidapy;. gz:izapy;. g ghlrhiyapy;. bra;a e eP vjpu;fhyj;jpy; vd;d bjhHpy; t tpUk;g[fpwha;? e ehd; xU/////// Vbdd;why; e ehd; xU //////// Mf tpUk;g[fpnwd;/ v vdf;F ///// mjpf tpUg;gk;/ Grammar focus • ;

; s J ; y p f a

; ;

; H r y - ; h s d u p s b i j

; f ; f ; ; s d u p t b s f

; f ;

; h s n j ; f ;

k k [ w

k [

p f ; y u p j j ; ; g y u ; g f a f ; ; H g : f : k j k n : a h i a a ' U o L p r j g ' r z

t

b bra;a[k; b bjhHpy;fspd; b bgau;fs; Names of jobs v v':nf kf;fs; n ntiy b bra;fpwhu;fs; Where people work F FLk;g m m':fj;jpdu;- e ez:gu;fs; bra;J K Koj;j ntiyfs; family/ Jobs done by friends bjhHpy; t tpUk;g[k; Job preferences

; s f y i t n ntiyfs; Jobs Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

51 Curriculum guide for Tamil

; y j ;

f j ; h u h

; a p g Find the = u

;

; r o ; g

y l p L ; j ; s u p l j p i g o g ; f

p g l g s x i ; L ; i

; l f d z j m l f

;

; i f S y f Complete a reading jigsaw by by Complete a reading jigsaw

h

; f s r a j p y i u b j ;

i f ; g ; j f w s ; Matching cards with simple information Matching cards with simple information

; k

; h L f u s r y u h g ; b h c j

g g

p

; r ; L r a p u p g ; r w H i g ; h k p p H u g t k y missing words: looking at a familiar written poem looking at a familiar missing words: and written removed words with all the rhyming the poem correctly, pupils re-build cards, on word up the rhyming then jumble They then read it aloud. and re-read the nonsense poem aloud. words By this stage pupils should recognise basic written instructions in textbooks, on worksheets, etc. They should also be able to understand basic written comments made by the teacher on their work. Teachers should support pupils initially in familiarising themselves with this language. It should then be used consistently and gradually extended. x xg;gpLjy; F FHk;gp cs;s brhy; ml;ilfis rupahf t tupirg;gLj;jy; j jtwpa brhw;fisf; fz;Lgpoj;jy; j jkpHu; ghuk;gupa fijfis gpupl;o=; f fyhr;rhuf; fijfSld; xg;gpl;Lg; ghu;j;jy; and British Tamil storiesCompare traditional from as other cultures). cultures (as well putting text cards in the correct order, reading some cards in the correct order, putting text aloud. of the words to pictures and then completing extra card(s) of their to pictures and then completing extra own.

;

; g k

; s s y i h j f : a W ' l l T i

; g

; Simon says: teacher, teacher, Simon says: f

; m

d s p d s h i s i f ; f : d ; f : Writing a story: ask pupils Writing a story: Build up use of target f

;

' p d ' J ; l r ; h y a p w J r p j ,

t b U Discussing artwork: have pupils have Discussing artwork: a J

;

; l ; f X g ;

G y d l g p J a ; v j p g

H z ; j ; j ; j W h u Z e k h z h i t as a group to compose a storyas a group about one making seen by have of the works they suggestions and comments that the teacher one each student to make Invite can record. The story can be used inclusion. comment for furtherfor writing and reading practice. See above Oracy Literacy language for classroom routines: use classroom routines: language for consistently. b bkhHpg;gapw;rp f fz;zd; brhd;dhd; n ntWgl;l ,l':fspd; gl':fisg; g ghu;j;J fUJ;Jf;fisf; TWjy; bringResponding to artwork: in pictures of artor examples that students might see during a trip to Sri Lanka/India (e.g. Arrange sculpture). paintings, architecture, pupils to these around the room and allow Pupils can use a simple grid them. examine or with pictures to record the feelings format can They responses that each picture evokes. and later share the do this activity in groups what them to look for Also invite information. and what they the pieces distinctive makes to them work in groups Have in common. have classify the articles. , ,e;jpa Xtpa':fis milahsk; f fhZjy; of typical locate and bring to class examples Indian/Sri Lankan art of with an explanation the art think makes typical. what they f fij vGJjy; then pupil gives commands. then pupil gives ulary Level 4 Level XLfpwJ XoaJ XLk; • • • Key structures and vocab Key ngRjy; .nfl;ly;. thrpj;jy;. vGJjy; tiujy;;. gpujp bra;jy;. bghUj;Jjy;. mof;nfhoLjy;. njLjy;. Fwpg;bgGjy;. xg;gpLjy;. tpdht[k; tpila[k; gl':fisg; ghu;f;ft[k; vGj;Jf;fis. brhw;fis. thf;fpa':fis rupahf xG'::fikf;ft[k;/ jtwpa brhw;fis ,ilbtspf;Fs; epug;g[f tPl;L ntiy kpfkpfj;jpwkhdJ. ey;yJ. rpwg;ghdJ. jpUg;jp jpUg;jpahdJ. rhjhuzkhdJ. ,y;yhjJ juhjukhdJ. juhjukw;wJ is presented to teach as information words/phrases Key with supporting visuals: nfhapy; g[Jikahd gHikahd gpurpj;jkhd jpUtpHh gpuahzpfs; jhtu':fs; tHpgLjy; (tHpgLfpd;wdu;) my':fupj;jy; (my':fhpf;fpd;wdu;) telling the story: to teach before Keywords/phrases kiytsk; kz:tsk; Mw;Wg;gLf;if tay;btsp mlu;e;j fhL tdhe;juk; Grammar focus

;

; g y u p a p j ;

. f j t p y i u p u

i / r t ;

. s ) ; . ; h - k

; h k J

k y j u k w p ; y ( s j

a p ; w g h h a f h i ; k h g t g j w k p a p s f j b X p y i

( s p f ; n

d z r

; h j

h K ; f [ j ; h h . u ) - } d u a ; f j ; g h j y p p o : n b u f : g j Y ; i p r p a p http://community.gold.ac.uk U h u w t f ' r p p { p y z J p p

b bray;Kiwfs; Instructions F Fwpg;g[f;fs; Comments e ey;Y}u; nfhapy;. kiy. r rptbdhspghj r rpfpupah (Xtpak;). (jhtutpay; g gphpj;jhdpah g g{':fh) khspif f fz:o-jyjh j jpUnfhzkiy-rupj;jpug; g gpurpj;jp bgw;wJ/ malai Sivanolipatha Nallur-temple (Art paintings) Sigiriya (Botanical gardens) Perideniya Palace Kandy-Thalatha place Trincomalai-Historical k kJiu. rpjk;guk; Stories and songs See

Intercultural understanding Intercultural Creativity Classroom language Classroom

p H h k bkhHp b [ ;g g F t tFg;g[ ; k u h r h y f ; y g gy;fyhrhuk; ; d w p j ; j f ; f M Mf;fj;jpwd;

Themes, topics, texts topics, Themes,

52 Curriculum guide for Tamil

; f

; w s

; y

; i ; d j ; y

; g w b s

j j ;

; a y s t Research h k t

; j j ; y i y p s d h b d i L y j j

h p H b H

s n h s k h g j k

w p h

; b m u

n h

k t w

l : i a p h y b d f h n

b j ; d

f ; t

H n h h

a z h n s e ; f n l o

u h a

f g t b

a

; n h

t K i o ; y

d

; b g H s h

l s M b k i F ;

m u

a b h

i t

. w i p j u Y b

y i f ;

d H p Reading and noting key Reading and noting key i j ;

d b

j ; i ; u f i s / ; n j

i

j

j n t j t i k h J ; p i

y H d u n R s o y

j

t u Y n s n

f

b g j ;

. ;

t

; G | j s b n }

; u H

y j m g b v

; i u

{ S

; a D b b d a p

A

H s f :

p b } t J [ g s

a’ Row

[ s B D k h ' i z

g

b ‘Ila’ Row ‘Ila’ P S Y ‘zh’ Row” ‘zh’ Q

;

f ; t ‘Va’ Row ‘Va’

P

f

‘N f ;

j

‘Ta’ Row ‘Ta’ ‘La’ Row ‘La’ P i d ; G w r r d - ;

y Analysing vocabulary: (adjective, noun, verb, noun, verb, (adjective, Analysing vocabulary: P r r b r p r s

j U

; p h t d Y

;

P p

,

d k P i H p i p p

i p i

r i i s p p i ; f u p y p p y d

u r s u p y y

t j ; u u p f ;

;

u u b

H j

j ; J ; g

;

u h

h t h t f : w e

h r t t p

t t u j j H

d p p

h h h p d y – s ' y r – t - – H u

- – u w r r r k p

h h origin of Tamil names. Tamil origin of points from horoscopes. adverb). Types of ending. of ending. Types adverb). d d- tupir d dh dp dP D D} bd nd id ndh bds u – tupir u uh up uP U Q bu n iu buh nuh bus y y- tupir y yh yP Y Y} by ny iy byh nyh bys t – tupir t th tp tP t[ t{ bt nt it bth nth bts H – tupir H Hu Hp HP G B bH nH iH bHh nHh bHs s – tupir s sh sp sP S A bs ns is bsh nsh b brhw;fspy; g[J vGj;Jf;fis fz:lwpjy; letters in words. Underlining new M M':fpyk;-jkpH; mfuhjpiag; gad; gLj;jy; Tamil of find the English equivalent Dictionary race: words. j jkpH; brhw;fspd; |yj;ij Ma;e;jwpjy; t trdj;ij bgau;. tpid. mil bkhHpiag; g gpupj;jy; f fhy gyd;fisg; goj;jYk; Kf;fpakhdtw;iwf; F Fwpj;Jf; bfhs;SjYk;/ u uhrpr; rpd;d':fis Rtbuhl;oahf mikj;jy; sign. about personal zodiac Poster b brhe;j ,izaj;jsj;jpw;F totikj;jy; a personal website. Designing home page for s

;

; y y j ; w ; j w L t Key structures and Key n g ; u g u t

j u

i s t i g f : U Making appropriate use of '

; t a

s Language learning strategie r p F ; f ; j w f p h h s ; r Brainstorming: how would you describe you would how Brainstorming:

z s b

; F d g

; r opposite) - i j d p F ; j ; u i f e h p g : L ; r a p l P a z u vocabulary Diamond ranking is a group activity intended to stimulate thinking activity intended to stimulate is a group Diamond ranking on nine cards, is given Each group discussion. and encourage each of which a point related to the topic is written (in this case on a to discuss and agree The pupils have a personal quality). placing them in order of importance the cards, in order for rank help pupils engage in discussion, To the shape of a diamond. language of negotiation and/or teacher should revise/introduce (See phrases. prompt sheet with key provide different forms of address, polite/familiar, formal/informal. formal/informal. polite/familiar, of address, forms different As pupils progress through the levels, there is some recycling of topics. Whilst it may well be important to reactivate previously learnt vocabulary and structures (typically through brainstorming), the teacher should be aiming rapidly to extend topic in terms both of content and sophistication language as well providing the opportunity for the development of higher order thinking skills (e.g. comparing, explaining, justifying). It is essential that teachers do not view topics as self-contained units, but are making links between the different areas they are covering. Indeed there are increased opportunities for cross- curricular work and around different text types at this level. With regard to grammar, pupils are expected to be able use a range of tenses and construct longer, more complex sentences. They should also be increasingly aware of strategies for extracting meaning from spoken and written texts, drawing on contextual and other clues, e.g. non- verbal signals. (See checklist pp26–7) k kupahijr; brhw;fs; R Rarpe;jid e ez:gupd; Fzhjpra':fis jug;gLj;jy; in a look for what qualities do you Diamond ranking*: friend? t tPl;Lf;F-gs;spf;F tUgtiu tuntw;wy; a guest from Sri Lanka/India (to the school). Welcoming Resources www.ccat.sas.upenn.edu/plc/tamilweb/software/ tamizamuthu.com * this person’s character? (pupil, teacher, celebrity). celebrity). (pupil, teacher, character? this person’s pupils to prepare ideas in pairs first, allow Possibly from whole and then get feedback to dictionary, referring class. Level 5 Level ) ) ghy; . vz:fs; ghy; ) xg;gpLjy; ) Vty; tpid ,y;iy-mJ gpiH vjpu; fhyk; / milbkhHp c-k;~ bts;isg; gR XoaJ/ Comparatives and superlatives ( and superlatives Comparatives Conditional tense ( Adjectives: Adjectives: (gender and number Agreement Verbs: Future tense ( tzf;fk;/ vkJ ghlrhiyf;F thU':fs; vg;go ,Uf;fpwPu;fs; ,tu; (,td;-,ts;) vkJ jiyik Mrpupau; - ez:gd;. ez:gp cdJ beU':fpa ez:gd;-ez;gp ahu;? mtDf;F-mtSf;F vd;d gpof;Fk;? cdJ tFg;g[ ez:gu;fs; gw;wpf; TWf/ mtu;fSld; vg;go xj;Jg; nghfpwha;? ehd; mtu;fSld; xj;Jg; nghfpnwd;/ vdf;F mtu;fSld; xj;Jg; nghftpy;iy/ mtd;-mts; md;ghf- vupr;ryhf. bfl;of;fhudhf-nfhiHahf. Kaw;rpa[s;stdhf-nrhk;ngwpahf. fLikahf- btFspj;jdkhf. gykhf-gytPdkhf. g[j;jprhypahf-nfhiHahf. mikjpahf- njitaw;Wg; ngRgtuhf. el;g[s;stuhf - el;gw;wtuhf. bghJeykhf-Raeykhf mgpuhkpapYk; ghu;f;f gpurd;dh ey;ytd;. ,uhkd; kpf ey;ytd;;/ cdJ gpwg;g[ ,uhrp vd;d? Fk;guhrp. kpJdk;. nklk; eP xu; ,yl;rhjpgjpahdhy; ////// activity) Language of negotiation (Diamond ranking rkurk; bra;a[k; bkhHp Mk;;. mJ rup rk;ghjpf;ftpy;iy ehd; rk;ghjpf;fpnwd;/ eP vd;d epidf;fpwha;? ehd:/// vd;W epidf;fpnwd;/ ehd; /// Kf;fpak; vd;W epidf;fpnwd;/ ///// tpl //// Kf;fpak; Kjy;. ,uz:lhtJ //// vd:W ,':F Fwpg;gpLnthk; Grammar focus • • • • • • Resources Mj;jpNo. jpUf;Fws;

;

; s s f [ f

; ; g

; w

; y y y r i j ; a j ; p s K j

[ p j p t i u t j ; f ; t w z p

f e

k kf;fisr; r re;jpj;jy; Meeting people modes of (appropriate address) F Fztpay;g[fs; t tptupj;jy; Character descriptions c cwt[ Kiwfs; Relationships

jhDk; kw;wtu;fSk; ; k S f ; u t w ; w kw;wtu;fSk; k ; k D h j jhDk; Self and others and Self Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

53 Curriculum guide for Tamil

;

; y . ; y j p s

/ ; f : G f

J y u ' v J ;

g ; p j ; i

G a ) ; g s j ; p j ; Guess who L ; x r

; ; g

u f j i l h b y t f ; U

[ y s p f a h u

b p t ; t j ( z n

; f

; w ; t

h a k g j w y Hide ‘n’ seek: Hide ‘n’ j ; f d

;

; w g M s c i h e ;

;

k y p i ; w ; j ; k u H J ; j ; j w s w h j y t Pieces of information about Pieces of information h e h j

; t t a u g U

M U p a p

; o y p u f p m x j ; l k

z y j ; g p

g . ; j

; m L i w ; j i

d L : p L j w h s d p t H m , n

k

g ; f ; z h Developing reference skills, including skills, reference Developing t

; g . ;

i

u )

f k g a ; k d

; d s a l r t u p J ; b y f v

f ; a h

; p g ; j j i g p o u U z y f j l u } u h L G p h j , memorisation technique. Give pupils or get Give memorisation technique. On one side a set of (12) cards. them to make should be written items to be learnt and on Each pupil the other their translations/pictures. out their set of cards in front them with lays Pupil then down. face the translations/pictures in head and turnslooks at card, translates over If If correct, card is turned over. card to check. and pupil can’t return down not, it remains face to it until s/he has been round all the other all cards as quickly Aim is to turn over cards. been turned Once all cards have as possible. aiming to i.e. process can be reversed, over, as again as quickly turn over all the cards back to use Pupils should be encouraged possible. this technique when learning for vocabulary homework. a ahu; vd milahsk; fhzy;; pupils read short descriptionsit is: of people in people and identify the school, class or famous hair dislikes, likes, Include e.g. are. who they live. where they age, colour, k khztu;fs; gpugykhdtu;fis t tupirg;gLj;jp thH;e;j fhy xG':fpy; v vLj;J itj;jy; g gpugy;akhd xUtu; gw;wp fl;Liufs;. E E}y;fs;. ,izaj;jsk; (btg;) M Mfpadtw;wpypUe;J Ma;t[ bra;J v vGjpa gpd;. mtw;iwj; jpUj;jp vGjy; Researching (from articles, Internet) books, and drafting processor, and then, using a word person piece of writingredrafting on a famous (with or without the support of a writing frame). n njof; fz:Lgpoj;jy; M Mjhuk; njLk; Mw;wiy tsu;j;jy;/ ( (,U bkhHp mfuhjp cgnahfpg;gJ c cl;gl) use of bilingual dictionary. four famous people (two male, two female) female) two male, people (two famous four to sort Pupils have on cards. are provided person, then sequence them famous cards by chronologically.

l ; l p

Presenting Listening

; g ;

; L ; g y p

y l f : w f j ; J ; n ' F j e

Question setting H

; o U p p L ; s t

s g l y Putting more open- i p

; ; f f Twenty questions: one questions: Twenty p L J : ; f p

; s s n j t ;

p j ; f : s f z u e s s f ' f l p h

; f g i l

Spotlight activity. t ; a i f

; p n Listening to and understand a f

p l ;

; j , s l s t

;

a j ; l p f y y j i W l ; w ; e g ; n j

f : a i w l t g

g ;

F : J ' g n ; i u g l

; l : ' u g a h j t k W U l s i g ; p p t y l z P t range of types of text from different sources, sources, from different of types text range information, fiction, description, poetry, e.g. instructions. ideas to an audience: giving a short prepared ideas to an audience: simple expressing talk on a chosen topic, questions about it. opinions and answering See p40 pupil (in hot seat) is given card with name of pupil (in hot seat) is given Rest of class ask questions to person. famous try to work out who s/he is. decide on pupils in groups around a picture: to ask like would and note questions they This can be the person/people in picture. Internet the reading of a text, up by followed to try etc, to of a video, research, the viewing to the questions. find out and note answers This can then lead on to a piece of written work. See p51 e ePz:l ge;jpfis nfl;L Fwpg;gpl;l t tpla':fisf; fz:Lgpoj;jy; n ntWgl;l tpilfs;; b btt;ntW ,l':fspypUe;J g gyjug;gl;l ge;jpfis nfl;L t tps':Fjy; c ciuiaj; jahupj;J tH':fy; * *;ghl; iyl; , ,UgJ nfs;tpfs; g glk; gw;wpa nfs;tpfs; and noting: listening to longer passages of and noting: language and identifying specific familiar date and place of birth, name, e.g. details, etc. description, achievements, ended questions to pupils and encouraging including use of connectives, longer responses, etc clauses, relative ) fortunately, fortunately, Level 5 Level epfH;fhyk;. fle;j ahu;. ahUila -firstly, secondly, thirdly, finally thirdly, secondly, -firstly, but so, so, then - also Tl |d;whtjhf. ,uz:lhtjhf. Kjyhtjhf. ,Wjpahf gpd;g[. Mfnt. Mdhy;. mjpl;ltrkhf-Ju;mjpl;ltrkhf. unfortunately – – – – – – Connectives: Connectives: Present, past and future tenses clauses – who/whose ( Relative fhyk;. vjpu;fhyk; mtu; ///// gpwe;jhu; mtu; /////// fk;gPukhdtu; mtUf;F //// rnfhjuu;fs; cz:L mtu; kpfj; jpwikrhyp. Mw;wy; kpf;ftu;// md;ghdtu;. el;ghdtu;/ mtu; fz;og;ghdtu;. cWjpahdtu; kdKilatu;. bjspthdtu; mtu; jhuhs eofu;. fz:Lgpog;ghsu;. mtu; xu; vGj;jhsd;. Xtpau;. jahupg;ghsu; mLj;j ,U tUl':fspy; ,tu; gpugy;akhd ,tuJ rhjidfs; ///// ele;jd/ Vd; vd;why; ////// mtiu ehd; tpUk;g[fpnwd;/ Grammar focus • • • presenting information to teach before words/phrase Key kl;lf;fsg;g[ tpj;jfu; tpj;Jthd; gpwe;jhu; Mrpupau; ehlf eofu; (tsu;f;fpwhu;) tsu;j;jhu; (ghLgLfpwhu;) ghLgl;lhu; ahH;g;ghzk; ey;Y}u; vGjpdhu; (vGJfpwhu;) mr;rpl;lhu; (mr;rpLfpwhu;) (mikf;fpd;whu;) mikj;jhu; (miHf;fpd;whu;) miHg;ghu; ; ; u y p r

;

; y s ; ; p f p s s ) r ; f f ; ; J r ; u u h ; J ; u t t k g j

s p w ; d d

n ; U t j h h w

g t f h f k k

; p v y

;

; i j f a a ; ; j h - k

n j ; y

; p j ;

; f y y f ; g

; j ; j k H e p n : g g y u k p e h h j ' l y w y L z j j r p p p

h

v g gpygy;akhdtu;fs;; people Famous b bjhHpy; Profession g gpwe;j jpfjp ( (v':nf-vg;nghJ) Born (where/when) F FLk;gk; Family c cly; njhw;wk; description Physical F Fzk; Character r rhjpj;jit Achievements v vjpu; fhy tsu;r;rpfs; Future prospects b brhe;jf; fUj;J opinion Personal g gpygy;akhdtu;fspy; rpyu; Some famous people: tpg[yhde;ju; jpUts:Stu; xsitahu; MWKf ehtyu; cnt Rthkpehj Iau; ghujpahu;/ fhe;jp.

jhDk; kw;wtu;fSk; ; k S f ; u t w ; w kw;wtu;fSk; k ; k D h j jhDk; Self and others and Self Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

54 Curriculum guide for Tamil

) ; y

~ ; l

;

; k h

- ; L P

y j a / ; Gap- y j t u

; ; c s

y

;

j ; L i y y p i o j y g j h j j [ [ f a c p G j ( i ; k k (Running)

; g g ; ;

L ; w P

v L .

g p Categorising

; i g g y

F y t / ; u k L d

;

P s u u p p d j ; Gap-filling j h m f a

y i

t : i ) ; d e e l j

y G p p g j ; h J ; f s y m L f ; z j Matching people Y k

; b j j s s

L p

; l i / ; g ; f k p b l ; j ; h u

L h t t d p g f : p . g y r l j g ; t ;

g ; a b b g J ; ' r L

P s h j w p p u U l : g y l l j f f i t u ; h p d j ; a h p i d i i t L P u H r r g j r e z P y c fill/writing to support frame pupils in writing article/letter to describe ideal home. activity: pupils working in groups pupils working in groups activity: with set of cards and are provided houses in UK pictures of different On each card and India/Sri Lanka. there is short piece of information Pupils have houses. about different card goes with to decide which text which house. t tPLfspd; mikg;ig i itj;Jg; bgaupLjy; c-k;~ f fy;tPL. kz:tPL. kho tPL Labelling pictures of houses in UK Traditional/ and India/Sri Lanka. modern, rich/poor. b braw;ghLfis , ,dg;gLj;jy;/ , ,ilbtsp epug;g[jy; b bghUj;jkhd tPLfisj; b bjupjy;/ with particular requirements different to advertisements for properties. g ge;jp gpupj;Jf; FwpapLjy; marking. Text t tupirg;gLj;jy; (ciuahly;) Sequencing (dialogue). , ,ilbtsp epug;g[jy; ( (ciuahly;) b brhy;tbjGjy; t tHpfhl;lYld; vGjy;/ Guided writing. e ePz:l rpf;fyhd t trd':fis mikj;jy; building Sentence construction: sentences more complex longer, phrases. using adverbs/adverbial (dialogue). Dictation. See p49

;

;

; f

; s y j f f :

;

;

; j ; j i g ' y s j p

; i t w ; l f ; j ; L k R

t w w g j g ;

; W : h g R g s

; L g g r n d g

; i f g g ; b s n

g

; f ; p m g s K

p i a w ; g p y p a p w w p i f : w f ; w ; u j f i g ' w f m

; j

; g g ; y r

g ; K s b h w s

;

i g Listening and noting: Listening and noting: d f

f k a t p / ; h J ; t s j k Using visuals compare a n y j ;

; n e ; y t p

u i i ; i u j | u l ; p y p f

; L ; t e r W ;

l j ; t . t L l H P P n

s w

; f w j p f : t t F s ; r t F ; n

; i g ; ' n f f Answering more open-ended questions, more open-ended questions, Answering s

J J J f

; ; h l Listening and noting: listening to people Listening and noting: listening to parents Listening and noting: Role-play: argument between parent(s) argument between Role-play: m k

k k k z S

;

; j c / / ; ; y t

; g h

; f j j j i p y y i j ;

; ; ; y y k f G

; g W ; j ; t ; a j t l l ; ; s s s p W ; F k w L ;

k j R f f f ; ; ; l s l s d y l x P U o f f f i f f g f

t tPl;Lg; gl':fs; |yk; Kf;fpa brhw;fs; - xw;Wik ntw;Wikfs; mwpKfg;gLj;jy; using visuals to introduce key comparison: Cultural between and differences/similarities vocabulary rich/poor, UK/India/Sri Lanka, old/new, homes: diagram. Venn up building k kf;fs; jkJ tPLfisg;gw;wpg; ngRtijf; n nfl;ly;/ r rikay; miw. tuntw;giw md:Wk; , ,d;Wk; cs;s tpj;jpahr':fisg; gl':fs; | |yk; fhz;gpj;jy; n nfs;tpfSf;F tpupthd gjpy;fis m mspj;jy;; answers. as questions requiringas well yes/no x xU FGthfr; nru;e;J bjupag;gLj;jy; preparing group Presenting ideas to an audience: presentation on the ideal home or to select from Internet as resource and presentation choice. given using PowerPoint. k kf;fs; jkJ tPl;L ntiyfisg; gw;wpg; n ngRtijf; nfl;ly;/ k kf;fs; jkJ FHe;ijfs; gw;wpg; ngRtijf; n nfl;ly;/ e eoj;jy; and child(ren) about, e.g. who should tidy up after and child(ren) about, e.g. party to do or about one child being expected This could be done with finger more than another. puppets. talking about their home and noting details: talking about their home and noting details: of floors, number materials, location, building special method of heating, furniture, decoration, features. complaining about what the children should have done to help in the house and children making doing homework, on the phone, (forgot, excuses Note complaint and excuse. etc.). not well, kitchen/living room a hundred years ago with one kitchen/living room a hundred years today. people talking about what listening to different Pupils complete do at home. household chores they grid to identify who does what. ; s f ; tpidmilbkhHp c-k;~ u h t ; Level 5 Level a r b

; ; r s i f y i t n

L ; l P t

. ; u fe;jd; fisj;J te;jhd;; rpupj;J tpisahodhs; mgpuhkp Adverbs/adverbial phrases (frequency) phrases Adverbs/adverbial h ,':fpyhe;jpYk; vkJ ehl;oYk; gy E}w;whz:LfSf;F tPLfs; vt;thW ,Ue;jd/ Kd;g[ mspf;fpd;wd/ tPLfs;; vt;thW njhw;wk; jw;nghJ tPLfs; v':nf-vtw;why; fl;lg;gl;oUe;jd? mit Mw;Wg; gLf;iffSf;F mUfpy; flw;fiufis mz:o. bgupa gl;lz':fSf;Fs;;/ Tiufs; vtw;why; mikf;ffg;gl;ld/ Vbdd;why; xU. ,U. gy khofshf mikf;fg;gl;;ld/ me;ehl:Lf; fhyepiy- g[ay; fhw;W. bts;s Mgj;Jf;fSf;fhf/ tPLfs; vt;thW btg;gkhf;fg;gLfpd;wd? vuptha[. m':F jz:zPu; kpd;rhu trjp. btg;gkhf;Fk; epyf;fup- kuf;Fw;wp trjp cz:L/ trjp cz:L/ Vbdd;why; m':F kpfr; FspQl;lg;gLk; fhyepiy cz:L/ Nlhd.

j ; s ; / e ; f s

; a ; L f

h h [

; f

; d p F ; ; g k g t k

; f g g L W k

g S k S . ; g ) t k f [ i

f ; i w . ; n

; g / H ; d

u P i V k m ; l u

; k g g

t s ; ;

h m k Y

y l W e p , S a s f ;

p h h h / ; . - l ; ; ; Y f [ j ;

f g j [ c l ; g a l s

; e p g o ; y g s h l b h u f : ( z g a

; l p

h j i j p ; h

g y n g ' p y

g L P s n k e e ; l

f ; l f : . H o ; f : ; g u W ; l a f y ' i h L l P P g i ' h h h t l

g

tPL. njhl;;;l mikg;gpd; mikg;gpd; t tPL. njhl;;;l (g[jpa gHik tha;e;j x xg;gPL etPd). ( (ghuk;gupa. , ,':fpyhe;jpYk;. j jha;ehl;oYk; (traditional and Homes and gardens modern) in UK and Sri Lanka/India f fhyepiy -,l Vw;gLk; n ntWghl;lhy; j jhf;f':fs;/ of location/climate Effects mikg;g[f;fs;/ f fl;ll jsghl furniture) (buildings, Design features V ViH gzf;fhuu;fSf;F , ,ilna cs;;s ntWghLfs; and poor between rich Differences t tPl;oy; bghWg;g[fSk; g g':fspg;g[fSk;/ Roles and responsibilities in the home

e and daily routine / Responsibilities at home at Responsibilities / routine daily and e Home lif Home

tPLk; thH;f;ifa[k;. ehshe;jg; bghWg;g[fSk; ; k S f [ ;g g W h g bghWg;g[fSk; b ; g j ; e h s h ehshe;jg; e . ; k [ a f i ; f ; H h thH;f;ifa[k;. t ; k L P t tPLk; Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

55 Curriculum guide for Tamil

J ; p

H j - ; h L y k v

j ; b

. j F ; p U J ; f u h , e ; ( S

u

a / ; f : r j F ; y

; ' n Developing Developing f

j ; ) j l f j ; S l g s h Researching and

u

; f ; g ; i s u s d y l f [ f ; h t t j ; f g ; c

k

j g G Gap filling captions or short z j ; y

; ; J L h l j F i g ;

y k Persuasive writing: designing a writing: Persuasive g ;

; w ; i U g j [ W p g p h w g y s

; f g ; f r g

j ; h i k M g

; K b Developing pupils’ awareness of awareness pupils’ Developing p j W f

a u p

Mini whiteboard activities: y p k . ;

w k n r L s e

; f | L

y h p

; g i m i

j s i j k g Matching: match captions to pictures. Matching: s t

; c f [ n f ;

J ; f p

; y J ; W t o u g ; y e ; k l j g ; j ; t } b t g j ; t u h

a u n h l u j h y Y ; z f y z u j f Write the synonym/antonym for … . for Write the synonym/antonym describingWrite size. three adjectives words Odd one out (pupils choose odd of four and then justify their decision). teacher writes on board and word game: Anagram can from as they words as many students write down it. including Making a sentence of six, eight or ten words OR a tense, a connective, e.g. feature, a grammatical sentence OR a question. a negative i z t t i y i h h presenting the process of clothes manufacturing from the presenting the process of clothes manufacturing of the cotton to sale in a department and picking growing link). (Citizenship store in the UK. • • • • • promoting it. and writingpiece of jewellery a paragraph including use of bilingual dictionary. skills, reference articles/reviews: missing words provided in box below for for below in box provided missing words articles/reviews: differentiation. b btz;gyif jiyg;g[fis bghUj;jkhd gl':fSf;F vLj;J j i itj;jy; , ,ilbtsp epug;g[jy;; k khztu;fs; rpW FGf;fshf nru;e;J. g gy;Y}lfk; |yk; gilg;g[fisj; jahupj;jy;- magazine in presentation/fashion Creating PowerPoint After initial whole class brainstorm, pupils work groups: and redraft to plan, research and then draft in groups sound with images, pages/screens combining text etc. effects, Resources www.languages-ict.org.uk f fhyntWghLfis khztu;fSf;F c czu;j;Jjy;. M Muha;e;J mwpKfg;gLj;jy; e eif totikj;jy; M Mjhuk; njLk; Mw;wiy tsu;j;jy;/ (,U bkhHp m mfuhjp cgnahfpg;gJ cl;gl) different genres (advertisement, review, interview). genres (advertisement, review, different

; y j ;

/ ; j p y s l ; Presenting

; l m

f y n s w

; f i T

; f ; s f y p i J ; f [ j j g t p

L j v d

g ; h F ; g t p p f Survey: pupils interview classmates, pupils interview classmates, Survey: u

[ p y S g ; x t

f ; Fashion show in which some pupils show Fashion Interview: fair trade fashion: (imaginary) fashion: trade fair Interview: . g

; p p Brainstorming to revise and extend and extend Brainstorming to revise u

F ; o ; r ; s s f z d l l h U f h S g i

; h a f ; Interview about latest fashion. f n f p j ; g

; t f e J ; b ; t ; p o ; s i ; l r j g l f ; s u i h a U U f f g family and friends to find out opinions regarding past family Data fashion. and Asian/Western and present fashion of bar charts/pieis analysed and presented in the form charts (using spreadsheet software). ideas to an audience (either individually, in small groups in small groups ideas to an audience (either individually, gestureor with the class) using prepared material, visuals, talk, a multimedia ‘live’ This might be a and expression. a poem, song or video. presentation, a sketch, See p49 k kf;fs; ngl;o. xypg;gjpt[fisf; nfl;ly;/ listening to recordings of interviews Listening and noting: people about clothes/jewellery/fashion. with different with regard points including preferences Pupils note key comfort. to design, fabrics, R Rarpe;jid n nfs;tpfSf;F tpupthd gjpy;fis mspj;jy; putting more open-ended Open ended questioning: longer responses, questions to pupils and encouraging etc. clauses, relative including use of connectives, f fUj;Jf; fzpg;g[ g ghu;itahsu;fSf;F vLj;Jf; Twy; f fUg;bghUs; n ngl;o c cilf;fhl;rp clothes vocabulary: this can be done as whole class clothes vocabulary: activity or initially in pairs with the support of a dictionary. model clothes and other provide commentary. model clothes and other provide interview with factory worker, company director, shop director, company interview worker, with factory link). (Citizenship owner Level 5 Level

; s f l vGtha;. gadpiy i c cilfs; eP vd;d mzptha;? mtd; -mts; vd;d mzpths;? njhs; rl;il. miuf;fhw;rl;il. fGj;Jg;gl;o. ntl;o. bjhg;gp. Jz:L. ifa[[iw. ,Lg;g[g;gl;o. g[lit. y':fh Nl;. nrhHp. Rupjhu;. bty;btl;. blkpd;(fhw;rl;il). gl;L. fk;gsp. kpUfnuhkk;. kpUfj;jpd; njhy; rhjhuzkhdJ. mHfhdJ. vLg;ghdJ. bra;agl;lJ. FWf;F nfhL nyiyg;ghL gsgsg;g[g; g[s;spapl;lJ. bghj;jhd;. nghl;lJ. bghj;jhd;(bjwp)/ nkhjpuk;. ,Wf;fkhdJ. bjhsbjhsg;ghdJ. ml;oay;. bkl;o (j':fk;. bts;sp. njhL. fhg;g[. ituk;. Kj;J) vd;d mzptha;? nghJ eP tpHhtpw;Fg; nghFk; tpnrl tpHhtpw;F vd;d cil mzptha;? ehd; mzptJ. mts;-mtd; cdf;F ve;j ehfuPf cil TLjyhf tpUg;gk;? fPHj;ija- nkw;fj;ija ehl;L cilfs;. giHaJ- g[jpaJ (xg;gpLjy;) Grammar focus • c-k;~ khjtp te;jhs;

.

p ) f P

. u - h a d z f

h F ; H

;

; p

; i - h J - ( w f ; L ;

; ; r w

; s e t a . p k

f z d l - ; ; f : y y y i y u r n h

L ; h

d S

h j j ; ; M ' s s - j i . K ; a e

l s f :

M r ; a h f f p j j

h

t - F ; L k p p l z p ) y ~ ; r i r F ; l l u u f a k g y a f p ; k h z i p g i a f ; w l H t t i i - j p U t p p H g r g p j [ h i U s y

f P k

f c cilfs;-ehfuPf Dress/fashion k kf;fis t tptupj;jy; (Jzp. e eif) Describing people jewellery Clothes, g ghlrhiyr; r rPUil. f fspahl;L. f fyhr;rhu tpHh. t tptupj;jy; Describing school party clothes, uniform, clothes festival b bray;Kiwia x xg;gpLjy; ( (fpHf;F-nkw;F- t tHikahd- g g[jpa- Mz; b bgz:fSf;fhd) Comparing styles traditional/modern, East/West, male/female c cilfs; K Kjypad c c-k;~ Mrpa- n nkw;F ehl;L j jpUkz i itgt':fs; at Asian/ etc. Dress, weddings Western

; s f l i c cilfs; f P u f h e - ; s f l i c cilfs;-ehfuPf Dress and fashion and Dress Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

56 Curriculum guide for Tamil

s i f ; Word Word

; y y t j ; f a From film information film information From Sequencing dialogue. j

;

/ ; r Developing reference reference Developing

; y s b y

y p j ; j ; j ; w ; j ; Analysing authentic text: Analysing authentic text: j

; j j w p Note taking: scanning events scanning events Note taking: j

L a u y - ; U M Translating/Interpreting: news news Translating/Interpreting: p g ; Hide ‘n’ seek: memorisation seek: ‘n’ Hide

[

; t p

; y z z g k t g ;

t h y j

r i f ; g p f t j ; L

; f f i s u p ,

a k i j p U i . f u i r n w s R r f

y t f :

;

h b n

; i y r

; g m ' p p r

:

a p k u p y i j ; i ; l H z d z j ; h t t a r u i Text marking. marking. Text Sequencing (dialogue). Gap-filling (dialogue). (Running) Dictation (running). See p49 Guided writing. t r k f f j h d g browse through magazines, newspapers and newspapers through magazines, browse components, and recognise text Internet texts headline and the features contents page, title, e.g. a forecast, a weather e.g. genres, text of different story. an advertisement, a news a letter, recipe, skills, including use of bilingual dictionaryskills, . b btz: gyif page) (See previous Mini-whiteboard activities. • • • • • g gj;jpupif. ,izaj;js jfty;fis m milahsk; fhzy; b bra;jpr; RUf;fk; Pupils act as round up from India/Sri Lanka. translators/interpreters summarising selected news UK audience. items from Indian/Sri Lankan press for b bkhHp mwpit tpUj;jp bra;jy; j jfty; nrfupg;g[ Mw;wy; k kddk; bra;jy; technique. See p54 n ngr;ir tupirg;gLj;jy; j jftiy njLjy;- f fhuz':fis tptupj;jy;/ pages in magazine or on Internet for key information. information. key pages in magazine or on Internet for relationships: develop pupils’ language awareness by by language awareness pupils’ develop relationships: including borrowings derivations, talking about word from other languages. identifying three you might like to see and explain to see and explain might like identifying three you choice. your reason for

; y j ;

; j p j t p j u i ; j j b u

; g ; j k s s p i t f :

' j ; ecting key moments in drama/ ecting key e z ; w p r z

; v y

p Survey to discover most/least to discover Survey Role-play

[

; F ; a p lm-makers to break a narrative down into down to break a narrative lm-makers g ; y f r ; g l ; p Brainstorming to identify different types of Brainstorming to identify different U l

l h s h z d f ; h Picking the best TV advertisement: pupils TV advertisement: the best Picking f f

; f i

;

; a f f j ; y y t e j J ; J ; p p i i ; h u r j j u Act out scene (on phone) where two friends Act out scene (on phone) where two disagree should go and see. on what film they Act out scene as a person with particular character, someone very someone very optimistic, e.g. pessimistic (using finger puppets). to meet another (on the phone) arranging Act a spy in a certain at the cinema to pass on secret spy row Bond. James e.g. information, j j h a o U Storyboarding is a planning device used to visually sketch out the used to visually sketch Storyboarding is a planning device It is a standard of a cartoonactions of a story in the fashion strip. fi procedure used by each scene a series scenes and to decide how of interlocking Pupils should list). in reference ‘Storyboarding’ will be shot (See and English lessons, with the procedure from Drama be familiar ed and identifi Having teachers to model it. it will be useful for but sequence of images refl sketched script and i.e. presentation, pupils need to work on soundtrack, aspects, and performance music, sound effects/background any etc. angles, camera shown three advertisements. In groups they then they In groups three advertisements. shown Opinions are then best and why. like discuss which they This activity could also be presented to the whole class. done with magazine advertisements. R Rarpe;jid f fUj;Jf; fzpg;g[ b bjhiyf;fhl;rpapy; rpwe;j tpsk;guj;ijj; b bjupjy; g ghu;itahsUf;F vz;z':fisj; bjuptpj;jy; scene from soap e.g. sketch, presentation: A multimedia or show broadcast, fashion school news interview, opera, Pupils storyboard* their and then make forecast. weather digital video. own * listening to recordings of people Listening and noting: and noting details. making arrangements e eoj;Jf; fhl;ly; media: this can be done as whole class activity or initially media: in pairs with the support of a dictionary. popular media in class, school, across generations. popular media in class, • • • Level 5 Level ) P P t p u (

p r ; l h f ; f y i h j b bjhiyf;fhl;rp (uptPP) thbdhyp ghu;g;ghah. eP bjhiyf;fhl;rp rpdpkhtpw;Fg; nfl;ghah?. ghly;fs; nfl;ghah?. nghthah? nfl;fg; epfH;r;rpfs; ghu;f;f. cdf;F vg;goahd gpof;Fk;? rpj;jpuk;. vdf;F nfypr;rpj;jpuk;.fspg;g{l;Lk; fye;Jiuahly;;. Ma;t[g; gjpt[. ehlf':fs;. tpisahl;L. Rw;whly; epfH;t[fs;. bra;jpfs;. epfH;r;rpfs;/ tp";"hdk;. fl;Lf;fij nghd;w vd;d? cdf;Fg; gpoj;j jpiug;glk; vdf;F mdpnk=d;. Mr;rupak; jUk;. fhjy;. ga':fu. gl':fSk;. rpupg;g{l;Lk;. nkiyj;nja ,ir. gl':fs; gpof;Fk;/ vt;thwhd ,irfis eP nfl;f tpUk;g[fpwha;? vdf;Ff; fu;ehlf. cnyhf thj;jpa. gpurpj;jkhd. g':fwh. bwnf ehl;Lg;ghly;. ,irfs; gpof;Fk;/ eofd; (eoif) cdf;Fg; gpoj;j ghlfu;(ghlfp). ahu;? cdf;Fg; gpoj;j glg; ghlfu; FG vJ? cd;dplk; fzdp ,Uf;fpwjh? eP vjw;F mjidg; gad;gLj;Jtha;? ehd; mijf;bfhz:L tpisahLntd;. ,izaj;jpy;(btg;) njog;ghu;g;ngd;. m";ry;(

;

. )

g p

. p p J s y

) ; r ; . . h p y ; u d i h [ g r ; y d e d f ; u y p h n g ;

l

j ; z n f b . k

u h g y l ; m f

; h a h

h

L ; F ; n ; f ; F ; . l r i f r t s w l F ;

; f w (

; p y h O ; g p b h f : h f

r j p y y t g j g t a ' a u h g ; ; F : g l ; u b ; i i O f n r k s ; g p

g h h ' l j j p . n ; l u o j k U i f p p d G $ y h o r

P p u

b b gyjug;gl;l g gyjug;gl;l C Clf':fs; ( (bjhiyf;fhl;rp. n nuonah(thbdhyp). r rPo. OtpO. fzdp. o o$pl;ly; fhkpuh. i ifj;bjhiyngrp ( (bkhigy;nghd;) types of media Different DVD, CD, radio, (television, digital camera, computer, mobile video camera, MP3 player) phone, t tpUg;gr; rhu;g[ Preferences of use Frequency r rpdpkhtpw;F. f fr;nrupf;F my;yJ t tpisahl;Lf;fisg; neu g ghu;g;gjw;F x xG':F bra;jy; Making arrangements Invitation Location Time

; k f l C Clfk; Media Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

57 Curriculum guide for Tamil

; k u

e n a

; p

; ; k f ; y y f F ; j ; j ; f K j p

j L u s ; L u h v

g ; s Reading and noting: Reading and noting: i a u p

; f ; g j / ; j ; i f Y

y p p p r k j u j ; o ; j ; s i h p L r ; j l j f p u p k r g ; h h

j ; 2 t u d k g

c

a b t 1 J ; y d

j r f t

; j v i J ; b

i ; R

f

G l u j j u h y d l G i p G h g ; a i b ; w j ; v k u j p

l b ; t j Word definitions: match word to definition; Synonyms and antonyms: matching or table completion; Different word forms depending on grammatical function, (noun, verb, adjective, adverb) using table completion; Different verb forms depending on tense using table completion. s i w p U e s f h At this level it is important for pupils to extend their range of expression and develop their awareness of word origins and relationships. Teachers should be ready to take advantage of opportunities that arise naturally in lessons to support this. Activities based on texts (both written and spoken) can be used as a stimulus for language investigation. Examples would include: • x xU vGj;ij cr;rupf;f vLf;Fk; neuk; k khj;jpiu vdg;gLk;/ F Fw;bwGj;J 1 khj;jpiu b bel;blGj;J 2 khj;jpiu c ciuahliy tupirg;gLj;jy v vspjhd bra;jpfspYs;s Kf;fpa j jftiyf; ftdpj;jy t tpsk;gu Rtbuhl;o jahupj;jy; designing a poster to writing: Persuasive This could become a class advertise a product. another teacher or sixth competition judged by formers. • • • Teachers need to decide what types of activity lend themselves most readily to any particular text. Also useful incorporate work based on translation from and into the target language, e.g.; as starter activity linked to previous learning (mini-whiteboard); pair/group translation followed by class discussion of different versions; translation small section of text as one a series of reading/writing activities leading on to continuous writing; plenary activity check learning. Sequencing dialogue. noting key points of simple messages/adverts, points of simple messages/adverts, noting key or seen in a magazine or on website, e.g. TV or radio. on e.g. hear,

; p

; r ; y y l j ; j ; h j j f

; Open- o

o p f e e

t ;

p ; a w ; s y y Pupils make a Pupils make w

; h f i g p y g n

;

Brainstorming to e n

; j ;

; s a j r y Act out scene (on k p f :

; o u j ; U i ; ' y h h T ; j r p p Listening and noting: Listening and noting: a j ; w a

f / ; f j ; r p Blockbusters: like the like Blockbusters: p u j n ; j

y e r w p j j o

; h L ;

h l ; r u g e

; l k

l p l b a h r h p p

; z w ; i f Improvisation doctors and nurses doctors and nurses Improvisation e w ; a p j ;

; k [ w Spotlight activity. F n W ;

;

;

; w j a g y s s w

; l f g d j

; t j ; p x Role-play i k t p

; j y u j i ; n s i u t

t

y i i ;

; t e f ; o g ; g ; g ; j ; J ; l t H y U e k a k h

k j j h R h

r rk;gtk; gw;wp eoj;jy; FHe;ija[k; bgw;nwhUk; nghy; eoj;jy F xUtupd; Fzhjpra':fs; gw;wp eoj;jy x phone) where friend has serious injury, but but phone) where friend has serious injury, refuses to see doctor or go hospital. Act out scene as a person with particular someone who exaggerates e.g. character, queen’) and someone who (‘drama problems the best thinks things will turn out for always (using finger puppets). Act out scene between child and parent, where Act out scene between not being able for child is making up excuses to do to go school (because doesn’t want test/exam) s g : a L p r o U e g identify different parts of the body and illnesses: this partsidentify different of the body and illnesses: can be done as whole class activity or initially in pairs with the support of a dictionary. listening to different people talking about their listening to different pupils note what is wrong and advice illnesses: completing grid. about treatment, etc., by details. extra adding column for by Differentiate n neha;fs; gw;wpr; rpe;jpj;jy n ngRtijf; nfl;ly;/ f fUj;J ntw;Wik juf;Toa nfs;tp e eoj;jy • • F FLk;g itj;jpau; rpfpr;ir epiyaf; fhl;rp i ia eoj;jy; t tpsk;gu xspehlh jahupj;jy * *:ghl;iyl b brhy; tpisahl;L group practice activity. Four pupils (patient, Four activity. practice group with role-plays doctor) improvise friend, nurse, elements. unpredictable tape/video advertising a product. tape/video advertising a product. • television game, there are two teams and the aim there are two game, television across the board (left to right is to join hexagons naming it by is won A hexagon or top to bottom). If team cannot name it, the other correctly. different Can be adapted for has the chance to go. levels. ended questioning: putting more open-ended ended questioning: longer questions to pupils and encouraging learnt language on previously drawing responses, clauses, relative and including use of connectives, etc. See p51 Level 6 Level Modal verbs: should, must should, must Modal verbs: ,yf;fzk:~ fz:og;ghf-epr;rakhf eP vg;go ,Uf;fpwha;? mtd;-mts; vg;go ,Uf;fpwhd;(s;)? ehd;. mts;. mtd; eykhf - Mnuhf;fpakhf ,Uf;fpnwd;-,Uf;fpwhs;/ ,Uf;fpwhd; ehd;. mts;. mtd; RftPdkhf ,Uf;fpnwd;-,Uf;fpwhs;-,Uf;fpwhd; vd;d gpur;id? vdf;F. mtSf;F. mtDf;F jiytyp. tapw;Wtyp. gy;typ (ahf) ,Uf;fpwJ/ vdf;F. mtDf;F. mtSf;F bjhz:il neh (thf) ,Uf;fpwJ/ vdf;F. mtDf;F. mtSf;F jokd;. ,Uky;. fha;r;ry;. nfgPtu;. rd;*: nuhf; vdJ. mtsJ. mtdJ fz;. tpuy;. njhs;. fGj;J. ghjk; typf;fpwJ/ ehd; vdJ- mtd;-mts; jdJ fhiy cilj;J tpl;nld;-cilj;J tpl;lhd;- cilj;J tpl;lhs; mtd; jdJ ifia cilj;J tpl;lhd; vdJ. mtsJ. mtdJ tpuyhy;. njhshy;. fhyhy;. ghjj;jhy; ,uj;jk; tofpwJ/ ehd; vdJ ifia btl;o tpl;nld; mtd;-mts; jdJ ifia btl;otpl;lhd;-btl;otpl;lhs;/ vdJ. mtdJ. mtsJ ifapy; cu";rptpl;lJ/ vdJ. mtdJ. mtsJ ifapy; Rl;Ltpl;lJ/ vdf;F. mtSf;F. mtDf;F Fstp Fj;jptpl;lJ/ vdf;F. mtDf;F. mtSf;Fr; RftPdk;/ eP. mts;. mtd; MWjy; vLf;f ntz:Lk;/ kUj;Jtiug;. gy; kUj;Jtiug; ghu;f;f ntz:Lk;/ eP -mtd;-mts; fz:og;ghf fhaj;ijf; fl;l ntz:Lk;-gpsh*:lu; xl;l ntz:Lk; - khj;jpiu tpG':f -rhg;gpl ntz:Lk;. Grammar focus • vd;d gpur;id? vdf;F ///// vt;tst[ fhyk; RftPdkhf ,Uf;fpwha;? //// ,Ue;J kUe;J vLj;J ,Uf;fpwhah? eP VjhtJ ,y;iy Mk;. ehd; vLj;J ,Uf;fpnwd;/ vLf;ftpy;iy/ rhg;gpl;lhah? eP VjhtJ eP vd;d mwpt[iu. tpsf;fk; jUtha;? mLj;j thuk; tiu MWjy; vL/ ,uz:L fuz:oast[ /// ehY kzpj;jpahy':fSf;F xU Kiw rhg;gplt[k; (Fof;ft[k;)/ -Kd;g[ gpd;g[ ,e;j kUe;ij xU ehSf;F ,uz:L juk;. rhg;ghl;ow;F vLf;ft[k;/ eP xU kUj;Jt epg[ziu itj;jpa rhiyapy; (kUj;Jt kidapy;) ntz:Lk;/ ghu;f;f

; ; k [ y

g t

J ; . . ; ; ;

; l e ; k k h k l l U l a s p p p ; ; u k u u f u

s s r i t t t J f : f ; i ; ; g J ; J J ; ; ' y ; a r g e p j j h a y f h y y

U U p e

f fha':fs; Injuries n neha;fs; Illnesses r rpfpr;irfs; Treatments k kUj;Jtuplk;. gy; k kUj;Jtuplk;;. m my;yJ kUe;J f fyg;gtuplk; f fye;Jiuahlt[k; Consulting a doctor, dentist or chemist

Mnuhf;fpaKk; cly; cWjpa[k; ; k [ a p j W cWjpa[k; c ; y l c cly; ; k K a p f ; f h u n M Mnuhf;fpaKk; Health and fitness and Health Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

58 Curriculum guide for Tamil

; y w Pupils

; h Multiple

k

; y p w u ;

; j y i ; g y j ; s

; G w f j ; a g v

; t r j L s a y h p b [ L Writing a ‘good Writing a Gap-filling. i ; f g

;

; t t g ; p f ; w f y y u g M y

a ; j j j [ r

j r k . Creating class magazine of t

; g ; G b i p b

; f y d

; g y v u h

j j k u

; Dictation. i p j ; f

; t o ; Translation: from and into target Translation:

; a

r y e

[ s j

u p y h l p i s g ; u | h F ; a j

j y l h g ; i f f f i

; n v G p u a

; f i k p f i j a k s j L j M

t f

; ;

b y h g t y h f u u h g : g ; t ; b d p b t t t p i p w f ; h H y l z r ; s H h h a a p z z Categorising, e.g. healthy-unhealthy. Categorising, e.g. Odd one out. writes on board word Teacher game. Anagram as they words as many and students write down can from it. Making a sentence of six, eight or ten words a connective, e.g. feature, including a grammatical sentence OR a question. a tense OR negative i f t r k j r p h h u " • • • • a particular sheet for write an advice leaflet or fact someone confined to a wheelchair, person, e.g. a small pupil, teenager (with support of writing frame). language. favourite recipes and comparing with partner school. favourite btz:gyif |yk; braw;ghLfs; b btz:gyif |yk; braw;ghLfs; Mini whiteboard activities: b brhy;tbjGjy; b bkhHpbgau;g;g[ r rupahd tpiliaj; bjupt[bra;jy; e epfH;fhyk; vjpu; fhyk; Mfpatw;iw b bjspthff; fhl;o vGjy; k khztu; jkf;Fs; jfty;fisg; gupkhwy; with partner information Pupils exchange school in (possible Sri Lanka/India about aspects of lifestyle use of ICT via email) and write a comparison summary (with support of writing frame). k khztu; Mnyhrid. jfty; vGjy; b braw;ghLfis tupirg;gLj;jy; Sequencing activity. , ,ilbtspia epug;g[jy; r r";rpif jahupj;jy; choice magazine style quiz which revises present choice magazine style quiz which revises such as in contexts tense and frequency phrases drink, sport. food, resolutions’ page including present and future tenses resolutions’ software). using ICT (desktop-publishing

L ; l h a

; s s y j i i p f L ; t

f l Brainstorm to h

s i / ; f

; ; i t y

[ f f j ; t Preparing exercise Preparing exercise

; y L j p h y i z j Battleships game: fun Battleships game: ; g

; j ; j ; e c p W

y j j Sequencing: listening Sequencing: p r Video recording: take a video take Video recording:

; w ;

;

; j ; t k u w r y n h p j y

; i V w ; l ; a

L j ; f : d w p h l j Presenting to an audience: pupils Presenting to an audience: F ; Survey: pupils interview classmates, pupils interview classmates, Survey: pupils interview classmates, Survey: j '

[

; p

[ [ g f f s w

u p G t g g ; ; y n b w h f ;

; Diamond ranking: best (or worst) ways to ways best (or worst) Diamond ranking:

; t ;

g g x l ; w p p

f a i f z H r h l h j o ; s s h K

; r z z c i

p

t l f ; k i i f f ; ; b

u f

; h a u p f f f [ f f p r t d f i ;

; g ;

; g ; g ; J ; r ; J J ; ; h f ; k d k k y w g j k p j j p H s i U j y w h p p p L a y U U make a presentation of products which are ‘good for your your ‘good for a presentation of products which are make health’. your ‘bad for and those which are health’ up an exercise pupils understand and make routine: routine. to instructions and sequencing pictures to show to instructions and sequencing pictures to show understanding. identify features of healthy and unhealthy lifestyles: this lifestyles: and unhealthy of healthy identify features can be done as whole class activity or initially in pairs with the support of a dictionary. t thH;f;if Kiw gw;wpr; rpe;jpj;jy;/ f fUj;Jf;fzpg;g[ f fUj;Jf;fzpg;g[ e eykhd thH;tpw;F Vw;w czt[ tiffis v vLj;Jf;fhl;ly; t tpsk;guk; jahupj;jy; g gapw;rpfis xG':fikj;jy; K Kjy; tupir t tpidr; brhw;fspd; ntWghLfis tpisahl;L | |yk; fhl;of; bfhLj;jy; F Fwpg;g[fisf; nfl;ly; t tpUk;gpa czt[ jahupj;jiyf;; fhl;Ljy; recipe to rest of class (using Presenting favourite presentation software). family and friends to find out about lifestyle. family and friends to find out about school meals. family pupils or of advertisements compiled and presented by pupils to present their advertisement using ICT invite (presentation software). Played manipulation. verb e.g. grammar, to practise way Each pair has grid with specific elements in pairs. on left and of verbs infinitive e.g. at top and side, marked Each pupil secretly puts crosses pronouns across top. to combine elements then have They squares. in five grid and on their partner’s boxes different ‘hit’ correctly to have It is useful to mark off squares they ships. ‘sink’ continue get one right they If they tried unsuccessfully. of First to sink all five turn. partner’s until wrong when it’s levels. to different Adaptable ships is winner. partner’s keep healthy. See p53 healthy. keep Level 6 Level eP vt;tifahd czit cz:gha: - tpUk;g[tha;;? ehd; M':fpy. rPd. knyrpa. jha;thd;. kj;jpa fpHf;F. ,e;jpa. ghf;fp*;jhdpa ,y':if czt[ tiffis tpUk;g[ntd; - cz:ngd;/ ehd; jhtu czit cz:gtd; ehd; ,iwr;rp (khL. ML. gd;wp. nfhHp) fly; czt[ (kPd;. ,why;. ez:L) fha;fwp (Flkpsfha;. jf;fhsp. bff;fupf;fha;.) gHk; -(njhil. nkyd;. kh. gP$p. nguPe;J/) jhdpa':fs; - (rPwPay;. nrhW. gUg;g[. tpijfs;) gz:l':fs;- (buhl;o. gpl;L. mg;gk;. rg;ghj;jp. g{up) ghYzt[ - ( ghy;. btz:iz. japu;) ,dpg;g[g; gz:lk; - (nff;. gp*:fl;. ,dpg;g[fs;) ghd':fs; - (jz;zPu;/ njePu;. nfhg;gp. gHurk;) eP. Rfnjfpahf ,Uf;fpwhah? mts; ,Uf;fpd;whsh? mtd; Rfnjfpahf ,Uf;fpwhdh? Mk;. ehd; Mnuhf;fpa czit cz:fpnwd;/ ehd; rhg;gpLtjpy;iy -Fog;gJ ,y;iy eP vd;d fhiy czit. kjpa czit cz:gha:? cdJ gs;spapy; kjpa nghrdj;jpw;F epiwa[zt[ jUfpwhu;fsh? eP rpw;W}z:ofs; mjpfk; cz:ghah? eP clw;gapw;rp vLf;fpwhah? Mk;. ehd; nahfhrdg; gapw;rp bra;ntd;. Mk;. ehd; (cij ge;J. bldp*:. fphpf;fl;. gl;kpd;ud;. ifg;ge;J ) tpisahLntd;/ ehd; thuj;jpy; xU ehs; (ePr;rYf;F. Xl;lj;jpw;F eldj;jpw;F) nghntd; ehd; fpspj;jl;L tpisahLntd;/ ehd; Jtpr;rf;fu tz:o (irf;fps;) Xl;Lntd;/ eP rpwe;j Mnuhf;fpakhf ,Ug;gjw;F nkYk; vd;d bra;tha;? ehd; nkyjpf clw;gapw;rp vLg;ngd;/ ehd; rj;Js;s czit cz;ngd; - Fiwthfr; rhg;gpLntd;/ fwp gUg;g[f; msthd gUg;ig Kjypy; fGt ntz:Lk; gpd;g[ ePu; tpl;L gr;ir kpshfha; bt':fhak; vd;gtw;iwj; itf;f Jz:lhf btl;o mjw;Fs; ,l;L mLg;gpy; ghy; cg;g[. mtpe;j gpd;g[. ntz:Lk;/ gUg;g[ tpl;L fpswp cs;sp kpsF ew;rPufk; vd;gdtw;iw bra;J mjw;Fs; ,lt[k;/ Mfpadtw;iwg; bgho ed;whff; fpswp ,wf;fp itf;ft[k;/ gpd;g[

) [ a p t ; H j ; h

; e r t

,

f

. a a p p w i f f f ; ; i t [ i : f f h h K ; t ' u u a y n n z r

, M Mnuhf;fpa thH;t[ living Healthy czt[f; fl;Lg;ghL. clw;gapw;rp. Rw;whly; exercise, Diet, environment M Mnuhf;fpa ( (,y':if. ,e;jpa) c czt[tifr; b bra;Kiw Sri a healthy Recipe for Lankan/Indian dish

Mnuhf;fpaKk; cly; cWjpa[k; ; k [ a p j W cWjpa[k; c ; y l c cly; ; k K a p f ; f h u n M Mnuhf;fpaKk; Health and fitness and Health Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

59 Curriculum guide for Tamil

;

;

; k y U a F ; j h x f

J j

;

; j ; U

G y e y o ; p o v -

; Rewriting Rewriting l l a -y; jha;

; g ; ) e

; y f g ; Responding

; K y g

; w o ; s U i ; j y J ; ( (UK) p y

V f l f ; Describing how

; G j

; a j

p u g L , y v U p y h G

n ; l s ;

; I f

; ; g j ; s

; g g v p k [ s

; . f j y y w p p p d g t p y Dictation.

p u y a

; j ; F ; s ; u Translation (from and into Translation g ;

[ j s ; r t i j y p l k p t s g ; g h b s

; l j

t U l ; g p d ;

g ;

e g

f U G Comparing: pupils compare their Comparing: l u Y j p

; s d

; s ; j F ; t i j Rewriting a text in a different in a different a text Rewriting a o ; g ;

; y j i w K s p i 0 ; b

y g l g p . j f : y 5 y h j ; j

; g t ; b Y w p k j L ' e p i j j ; t

; o ; H y F w ; i ; J z g ; j h e t h g ; a l w Anagram game. Teacher writes on word Teacher game. Anagram as many board and students write down can from it. as they words Making a sentence of six, eight or ten e.g. feature, including a grammatical words sentence a negative a tense, a connective, or a question. g U t r k G d f h h o l h k target language). See p58 page of a teenage to letter on problem magazine. the past school has changed in UK and over Might be based on interviews with 50 years. parents/grandparents. btz;gyif bray;ghLfs; bray;ghLfs; b btz;gyif Mini whiteboard activities: • • b brhy;tbjGjy; b bkhHpbgau;g;g[ x xg;gpLjy; f fojj;jpw;Fg; gjpy; vGjy; j jd;ik. Kd;dpiy. glu;f;ifapy; v vGJjy; person (third instead of first person) or tense (past instead of present). x xU Fwpg;gpl;ltupd; fUj;Jg;go j jftiyj; jpUk;gt[k; vGjy; f fle;j 50 tUlj;jpy; I, e ehl;oYs;s gs;spfspy; Vw;gl;oUf;Fk; k khw;w':fis tptupj;jy; j jha; ehl;oYs;s gs;spapy; ele;j xU r rk;gtj;ij ehl;Fwpg;ngl;oy; vGJjy; Write a page in diary of a pupil in Sri Lanka/ India describing what happened at school. school with one in target country. Where there school with one in target country. is link with partner school, this can become project with classes in each a collaborative Outcomes of information school providing the project could be presented in form /magazine or on the school of a newspaper website. a text from the standpoint of one a text to. referred characters/people

; y j ; Presenting

; j p y s Question

; l ; m y Listening and l Statements

;

; h l ; s y s f ; l l ; f i f f l f ; n W ; J ; Wheel of fortune. Wheel of fortune.

p f

; w y Survey: pupils interview Survey: j p

[ n k t ;

; L j T g ; u

; Diamond ranking: the most Diamond ranking: f s Dice games (talking dice)

; g v f ; g

p

f

f y f y l j j L ; n

r i p z j ; h

; i ; l i ; w ; f ; l j r h y ; l j h w f l ; L g ; f ; y p g a J ; w

; g ; f = z : p u t k j a g a j i o r z u h l U activity: which statements apply to education in activity: Sri Lanka/India, which apply to education in the Pupils UK and which apply to both countries. discussing which category work collaboratively each of 10-12 statements belong to. noting: listening to young people in UK and Sri listening to young noting: / good and pupils note information Lanka/India: by Differentiate completing grid. bad points by details. extra adding column for in ideas to an audience (either individually, or with the class) using prepared small groups This gesture and expression. material, visuals, presentation, talk, a multimedia ‘live’ might be a a poem, song or video. a sketch, setting around a picture: pupils in groups pupils in groups setting around a picture: like would decide on and note questions they This to ask the person/people in picture. the reading of a text, up by can be followed Internet of a video, research, the viewing to the to tryetc, to find out and note answers This can then lead on to a piece of questions. written work. classmates. sentence practise vocabulary, to reinforce construction, etc. c ciuahliyf; nfl;ly; K Kotpy;yhj gjpy;fis mspj;jy; Putting more open-ended questions to pupils on drawing longer responses, and encouraging learnt language and including use of previously etc. clauses, relative connectives, b braw;ghl;Lf; Tw;Wfs; g glk; gw;wp nfs;tp nfl;ly; j jug;gLj;jy; v vz:zj;ij vLj;Jf;fhl;ly; f fUj;Jf;fzpg;g[ m mjp=;lr; rf;fuk; See p43 j jhaf;fl;il important things in school. Pupils work important things in school. statements to rank in groups collaboratively Outcomes are then compared about school. and decisions justified. See p53 Level 6 Level vt;thwhd gs;spf;F eP nghfpwha;? ehd; xU fytd;-Mz:fs;-bgz:fs; Muk;g-cau; ghlrhiyf;Fg; nghfpnwd;/ vj;jid khztu;fs; m':F gof;fpwhu;fs;? m':F Vwj;jhH ///// khztu;fs; gof;fpwhu;fs;/ cdJ xU ehs; gs;sp thH;f;ifia tptupg;ghah? gs;spf;Tlk; //// kzpf;F Muk;gpf;Fk;/ jpdg;gjpt[ tFg;ghrpupauhy; gjpag;gLk; rpyrkak; khztu; xd;W Tly; eilbgWk;/ ghl':fs; ///// kzpf;F Muk;gpf;Fk;/ fhiyapy; |d;W ghl':fs; //// kzpf;F xd;whf elf;Fk;/ FWfpa ,ilntis 11~00 11/30-f;Fk; kjpa czt[ ,ilntis 1~00- 1~30-f;Fk; tplg;gLk;/ kj;jpahdk; 2 ghl':fs; eilbgWk;/ gs;sp //// kzpf;F Koa[k;. gs;sp Koe;j gpd;g[ tpisahl;;Lf; epfH;t[fs; nghd;;wd eilbgWk;/ c':fs; ghlrhiyf;Fr; rPUil cz;lh? Mk;/ eh':fs; ////// mzpa ntz:Lk;/ vd;d ghl':fs;-bkhHpfs; eP gof;f ntz:Lk;? eP tpUk;gpa-tpUk;ghj ghl':fs; vit? (Vd;?) vt;tifahd tpnrl jpd':fs; c':fs; gs;spapy; bfhz:lhlg; gLfpd;wd? fhiy kjpa ,ilntisfspy; vd;d bra;tha;? cdf;F vd;d guPl;;ir cz:L? eP vt;tifahd fHf':fspy; m':fk; tfpf;fpwha;? cdJ gs;spf;Fk; mUfpYs;s --- vd;d tpj;jpahrk;? (Jizg; gs;spfs;) vdJ gs;sp khztu;fs; rPUil mzpa ntz:Lk;. Mdhy; //// rPUil mzpa ntz:oaJ ,y;iy/ rpwe;j juhjuk; cs;s Mrpupau;fs; vkJ gs;spapy; fw;gpf;fpwhu;fs;/ //// gs;spapy; tPl;L ntiyfis khztu;fSf;Fr; Rkj;jp tpLthu;fs;/ //// xg;gpl;Lg; ghu;f;Fk; nghJ ///// mjd; juk; cau;thf. jhH;thf cs;sJ/ Language of negotiation nguk; bra;a[k; bkhHp Mk;;. mJ rup-,y;iy-mJ gpiH ehd; rk;ghjpf;fpnwd;/ rk;ghjpf;ftpy;iy eP vd;d epidf;fpwha;? ehd:/// vd;W epidf;fpnwd;/ ehd; /// Kf;fpak; vd;W epidf;fpnwd;/ ///// tpl //// Kf;fpak; Kjy;. ,uz:lhtJ //// vd:W ,':F Fwpg;gpLnthk;

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f ; u t . y L f L P

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; s ; l ; g t ; h k i : d c s y g

j w ; f : p r / ; i y s f ; j i ' g - x

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s l - f f [ s ; l p ; g

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J f h a t ; . [ S k f s s ; z i g b , e

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i y h y w f : f : n a y h c d p K p l

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p j ; y z ' r ' u f : w t p l ; L b ; ; = t ; a t ; j a p f g W ; l l r ' n i y l u l P p t r t p p w h h y H

j b

f , ,':fpyhe;Jf; fy;tp K Kiwa[ld; ,y':if. ,e;jpa f fy;tpKiwia xg;gPL b bra;jy; in Sri Lanka/India life School compared to UK v vt;thwhd ghlrhiyfs; ( (fytd; gs;sp-jdpahf Mz: cau; ) - -bgz:-Muk;g- age sex, type (mixed/single School range) ehl;fs;; (fhiy. g ghlrhiy k kjpa czt[. ,ilntis). t tPl;L ntiyfs; day School lunch hour and homework Breaks, g ghl':fs; Subjects M Mrpupau;. jiyik Mrpupau; t tpn=l epfH;t[fs; Special events f fHf':fs;- braw;ghLfs; R Rw;Wyh gaz':fs; Clubs/activities/trips x xt;bthU gs;spj; j jpl;l':fspdJ gyd;fSk;. g gpujpgyd;fSk;/ of and disadvantages Advantages system school each Teachers/the headteacher Teachers/the

ghlrhiy y i h r l h g ghlrhiy School Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

60 Curriculum guide for Tamil

; / ; s y d p i j p s f ; w - ; f ; w f h s m

p k r f

; w ; b H [ F ;

p w Rewriting Rewriting

; f k J ; g h

; y j j

; p Rewriting a text a text Rewriting g s

; j Read an e-mail k f Carrying out

; n f

[ h y G G Running dictation. Running dictation. y J g ; L ;

a j h v u

j ; - ; G p l Translation. n t

[ G h h l

; w ; j y p g h Matching people to penpal g ; v w g a

;

; r y j p h c j g ; u h b

s y G p k u s b - ;

g : t a

;

; i j f a a p j s j i Using a dictionary to find words for Using a dictionary for to find words p b y z g L ; p t Comparing how young people Comparing young how d f : i ;

a h j e t ; b a y p Making up story about sports fanatic ' i j j ; h h p L e

P k H y j z u p t ; j g ; j t d W h h d b u f w i o w r g r k p p - i t g in a different person (third instead of first in a different person) or tense (past instead of present). advertisements according to interests. teacher. by not covered hobbies from the standpoint of one a text to. referred characters/people n ntWehLfspy; thGk; jkp[H; kf;fspd; M Mu;t':fs;-bghGJnghf;Ffs;- g gpoj;j tpisahl;Lfs; gw;wp mwpjy;/ Find out peoples interests/leisures in Tamil speaking countries. n ngdhez:gu; , ,izaj; bjhlu;g[ x xg;gPL spend their free time in UK and Sri Lanka/ India. m mfuhjpia cgnahfpj;J brhw;fis m mwpjy f fij routine using connectives and his/her weekly after that, finally). (first, then, next, < <-bkapy; thrpj;jy; message from a partner school and reply to the hobbies, some of their questions on e.g. and dislikes. likes holidays, weather, g gpwtpidapy; vGjy; t trdj;ij khw;wp vGjy; b brhy;tbjGjy;- b bkhHpbgau;g;g[ See p49 research (via the Internet) on leisure and sporting in Sri Lanka/ activities in a town India and summarise what people can do.

; y l ; l

h F : f

; ' f Putting

p G J ; t ; x j

s L J ; f v e p

n p

; w w ; Preparing a one-minute k

; w m U

; y g

; Survey: pupils interview Survey: j

[ y

j ; g k g ; Find your double: pupils are double: Find your j t p

; F ; g f u i Spotlight activity. p Brainstorm to revise and extend and extend Brainstorm to revise y

; f

h j W ; h

; j l a z d w Wheel of fortune. g y Jigsaw listening and reading task: listening and reading task: Jigsaw

; U Role-play interview with sporting,Role-play y p f j Listening to people talking about how Listening to people talking about how

;

; i n

;

t

; k r a i u p n f y j ; y

; J n y l p

H j ; e i j ; J J ; ; l p l ; G j o h t ; j h r j j j W ; h l h g ; w g y L a o U U p f r $ music or film personality about what they do in or film personality about what they music their free time. more open-ended questions to pupils and on drawing longer responses, encouraging learnt language and including use of previously etc. clauses, relative connectives, classmates. they spend their free time and noting details: spend their free time and noting details: they they do them, why often they how activities, e.g. them (grid completion). like each given a set of interests and dislikes on a a set of interests and dislikes each given around, interviewing others to move They card. find the other pupil in class with an identical match of tastes. speech. See p43 R Rarpe;jid n nfl;ly; f fUj;Jntw;Wik jUk; nfs;tp e eoj;jy; f fUj;Jf; fzpg;g[ b bghGJnghf;Fg; gw;wp vLj;Jf; fhl;ly; or leisure hobby Group presentation on favourite Internet as resource and activities in local area. presentation using PowerPoint. n nrho nrUjy; g gy;tHpapy; jfty; mwpe;J xG':F g gLj;jy; r rpw;Wiu jahupj;jy; n n$hjplk; * *;ghl; iyl; vocabulary introduced in Level 2. Possibly Possibly 2. introduced in Level vocabulary and dislikes. categorise into likes some pupils have to discover information from information to discover some pupils have and other pupils find information a written text share Partners taped source. from a spoken, to produce a full account. information See p51 Level 6 Level cdJ Xa;t[ neuj;jpy; vd;d bra;tha;? mts;-mtd; jkJ Xa;t[ neuj;jpy; vd;d bra;thu;fs;? ve;j neu ,ilbtspapy;? mjpfkhf- rpyrkak; mof;fo- vg;nghjhtJ xUnghJk; (xt;bthU (rdpf;fpHika[k;. ,Uthuj;jpw;F xUKiw/ ahUld;- vdJ mk;kht[ld;-mg;ght[ld;-mz:zht[ld;- jk;gpa[ld;-mf;fht[ld;-j':ifa[ld;-rpnefpjUld; eP vd;d bra;a tpUk;g[fpwha;? mtd;-mts; vd;d bra;a tpUk;g[fpwhu;fs;? -Mirahf// tpUg;gKld;/// tpUg;gkpy;yhJ// btWg;ghf// vd;dhy; bra;ant KoahJ/ cdJ-mtsJ-mtdJ kpf tpUg;gkhd bghGJnghf;F vd;d? eP fle;jthu ,Wjpapy;-miuMz:L ,Wjpj; jtiz tpLKiwapy;. new;W khiy vd;d bra;jha;? eP mLj;j thu ,Wjpapy;- ,d;W khiy vd;d bra;aj; jpl;lkpl;Ls;sha;? (|tpl fhy mwpKfk;. jd;ik. Kd;dpiy. glu;f;if) tpisahl;L tpisahl;Lfs; (cijge;jhl;lk;. bldp*:. nkirge;jhl;lk;. RD}f;fu;. fphpf;fl;. &hf;fp. gl;kpd;ud;(g{g;ge;jhl;lk;) ePr;ry; mof;f. kPd;gpof;f. ts;sk; Xl;l. gdpapy; rWf;f. vdJ- mtdJ-mtsJ kpjptz:oia (irf;fpsd;) Xl;l. fuhj;nj tpisahlg; - nghntd; r':fPjk; gpahndh. fpw;whu;. taypd;. g[y;yh':FHy;(g[Sl;). kj;jsk; (gs;sp thj;jpa FGtpy;) thrpg;ngd;/ gs;spf;Tlg; ghlfu; FGtpy; ghLntd:/ eldj;jpw;Fg; nghntd;/ r':fPjf; fr;nrpupf;Fg; nghntd;/ bghg; r':fPjk;/ rpdpkhg;ghly;.fu;ehlf r':fPjk;. nfl;ngd;- ehl;oa ehlfj;jpw;Fg; nghntd;/ Clfk; g[j;jf':fs;. ehty;fs;. r";rpiffs; thrpg;ngd;/ bjhiyf;fhl;rp ghu;g;ngd;/ fzdpapy; tpisahLntd; gl':fs; vLg;ngd; rpdpkhtpw;Fg; nghntd; bghJthf ez:gu;fSld;. btspapy;. nfhapYf;F. gs;spthrYf;F. njthyaj;jpw;Fg; nghntd; vdf;F tpUg;gk;-tpUg;gk; ,y;iy Vbdd;why;// ,J juhjukhdJ. kfpH;r;rp juf;ToaJ tpUk;gf; ToaJ. Mr;rupak; juf;ToaJ. mYg;g[j; jUtJ. btWg;g{l;LtJ ehd; ///// ,jpy; jpwik mw;wtd;

;

k [

J ;

;

a / ; p

; ;

g j w ; y F ; p s / ;

; y

k p

w U f d f ; r f s s

j ; U h d h g f a ; p u h f

;

f h f ;

g k h j J L h a t j

u

; J h s L u a w n r k F ; p j r

w h h h s ; ; f g e f f s s j d f [ w ; w b

; ; p J J ; i g ? n a g F ; s f f ; ; w p p ; i

[ g t i f w ; s s G G u u f K k d d ; ; j ; t

; s t ; D d j ; i h h a a h f f ; ; t t U j p p U a d j g d t r r g t l a a

f f g

k kf;fs; jkJ X Xa;t[ neuj;jpy; v vd;d bra;a t tpUk;g[fpwhu;fs;/ v vj;jid j jlitf;F x xU Kiw Activities people do/like doing in their free time often and how m mtu;fs; tpUk;g[k; nghf;F b bghGJ v vd;d? hobbies Favourite v vt;tifahd b braw;ghLfspy; k kf;fs; g gaDs;sjhf g gadw;wjhfr; b bra;fpwhu;fs;/ Things people are (not) good at. t tpj;jpahrkhd b bghGJ gw;wpa n nghf;Ffs; m mtu;fsJ fUj;J b btspg;ghL Expressing opinions hobbies about different

Xa;t[neuk; ; k u e n [ t ; a X Xa;t[neuk; Free time Free Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

61 Curriculum guide for Tamil

; f s i f : ' ; t y ; g j ; k j p r - r h S ; t s - ; y Y p j s J f : G ' v l - ; g y - j ; s ; j s L Y p ; g g s r f i j p Text marking. marking. Text Sequencing (dialogue). Gap-filling (dialogue). Dictation. (from and into target language). Translation film or song of a short Writing story, a review teacher and/or with by model demonstrated following the help of a writing frame. tense. storyRewriting in a different person (third instead of in a different a text Rewriting first person) or tense (past instead of present). from the standpoint of one a text Rewriting to. referred characters/people u i fijfspYs;s-gl':fspYs;S-rk;gt':fisf; f fijfspYs;s-gl':fspYs;S-rk;gt':fisf; t tupirg;gLj;jy;-vGJjy;-thrpj;jy; in a story or film. Sequencing events • • • • • • • • • Keeping a reading/viewing diary: at this stage it is important for pupils to extend their reading/viewing of material in the target language. As well as working on texts and film material as a whole class, pupils should be encouraged to select material to read/view which is of intrinsic interest them. This may be in a range of genres and include both fiction and non-fiction. It may also include websites and CD-ROMs as well television radio programmes. To assist pupils in operating more independently as readers/ viewers, teachers should give some guidance on suitable material and model strategies which support understanding (see pp26–7). Asking pupils to keep a diary is way of encouraging them to reflect on what they are reading/viewing. It can be useful to provide headings for the diary including title, date, type of book/magazine/programme/website, opinion and rating, new words learnt.

.

; J ; y

j j ; p w j f p i ; h w t a t F ; Memorising and n

; f g d y h Bring or three two c C

; j ; k

Describing and

; k j w p a s p f y i ; f t ; [ i What happens next: What happens next: Hotseating: teacher or pupil Hotseating: j K w

; p

; f g ; f k w W t u y g K

; F ; a l i x p T m

;

; y f Interviewing partner about a film h p Sequencing: key events of short events key Sequencing: f

L ;

; f J ; p l s a a r p l y w ; M u f ; a e

r ; f i ; w

j ; r f Spotlight activity. i r ; J ;

; l P g d ; j b W A multimedia presentation: sketch, e.g. e.g. sketch, presentation: A multimedia L ;

p H

;

; u c j l

L d l r f L ; Wheel of fortune. k k p g ;

; G y f ; h . g ; v l f l e g

k f

v f g i ; h h g

; l

f . l J ; } p j ; s g r i g ; p p g ; l

; R ; j K ; j j ; h g Y ; r ; H i k t p p r h u u L g : u k h l l y d " e g $ watching film clips/advertisements. Teacher pauses Teacher film clips/advertisements. watching points and asks pupils to predict what tape and different happens next. / interview / school news scene from soap opera Pupils forecast). weather show/ broadcast / fashion digital video. storyboard* their own and then make See p57 s/he has seen, book read, song heard. expressing opinions about a film, song, book. This could opinions about a film, song, book. expressing of a class debate. the form take See p43 See p51 samples of traditional and contemporary Tamil music for for music Tamil and contemporarysamples of traditional opinions about Ask pupils to express pupils to listen to. it or not, and their reasons. like (whether they the music era, date, (e.g. about the music Present information asking up by Follow composer). purpose, performer, They like. pupils to bring they to class a piece of music presentation should be prepared to do a two-minute theme, date, including composer and performer, (e.g. preference). reason for g ghu;j;j epfH;r;rpapy; Kf;fpakhdtw;iw t tupirg;gLj;jy; m mLj;J vd;d elf;Fk; k kdg;ghlk; bra;J xg;g[tpj;jy; g glk; ghl;L gw;wpf; TWjy; n neu;Kfg;guPl;ir g gltpsf;f ciuahly; g gy;Y}lfk; j jkpH;g; ghl;Lf;fs; mwpKfk; r r";rpif. rpW fl;Liufis cgnahfpj;J. n ngr;R. vGj;J Mfpatw;iw Cf;Ftpj;jy; Selected short articles from magazines/newspapers/ or written response spoken Internet for used as stimulus n n$hjplk; * *:ghl ;iyl; story/television programme. story/television performing a poem, song, story or sketch. a poem, song, storyperforming or sketch. Rest of in film or story. on identity of character takes class put questions. Level 6 Level tpid milbkhHp- te;J. Relative clauses Relative phrases adverbial Adverbs: epd;W. ,Ue;J rpdpkhg;glk;. ghl;L. g[j;jfk; gw;wpa cdJ fUj;J vd;d? vdJ fUj;Jg;go ,J jukhdJ. ey;yJ. rhjhuzkhdJ. jukw;wJ/ cdf;F tpUk;gpa-tpUg;gkw;wit gw;wpa fUj;J vd;d? ,J kpf ed;whf. Mr;rupak; juf;Toajhf. Mu;tk; Cl;Ltjhf. ajhu;j;jkhdjhf . fspg;g{l;lf; Toajhf ,Ue;jJ/ ,J // ,tu; gw;wp//// vdf;Fg; gpoj;j fjhghj;jpuk; /// mtd;-mts; kpft[k; mHfhdtd;-mHfhdts;. fl;lHfd;- fl;lHfhdts;. cWjpahdtd;-cWjpahdts;. neu;ikahdtd;-neu;ikahdts;. g[j;jprhyp. nrhk;ngwp. ey;y kdpjd; vdf;Fg; gpof;fhj fjhghj;jpuk; ///// mts;- mtd; xU bfh>ukhd-Raeykhd.

;

p y

; s d j f : s

J ; ' f

z s . ; j l L ; f J i

; s g L l k

; f ; f p h s ; g ; j g f

r ; f ; a k g h p J ; r ; a f p y k s p s H j w ; l l i f p d t w h p U

p

C Clfk; Media e epfH;r;rpfs;. r rpdpkhg; gl':fs; fzdp g ghly;fs; t tpisahl;Lfs; g gw;wpa jkJ f fUj;Jf;fis b btspg;gLj;Jjy; Describing and opinions expressing about programmes, computer songs, films, games Resources jkpH; juk; 3 fij kyu; http://community.gold.ac.uk

gy;Y}lfk;. Mf;fj;jpwd; ; d w p j ; j f ; f Mf;fj;jpwd; M . ; k f l } Y ; y g gy;Y}lfk;. Media / Creativity / Media Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

62 Curriculum guide for Tamil

Assessment at Levels 4–6

This section is divided into two parts: 1 Ongoing informal assessment 2 Formally accredited assessment

Ongoing informal assessment Teachers 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: • 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.

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.

63 Curriculum guide for Tamil

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?

Formally accredited assessment Asset Languages (Preliminary Stage)

LL* Can Do statements Examples of teacher assessed tasks These statements are intended to reflect There is some scope for teachers to adapt the likely observable outcomes of material to suit their own programme of achievement at each level. They are not study. definitions of proficiency in themselves.

4L I can understand the main points and some of the Three item multiple choice exercise. detail from a short spoken passage.

S I can take part in a simple conversation and I can Learners ask questions to identify a favourite sport. express my opinions.

R I can understand the main points and some of the Three item multiple choice exercise. detail from a short written text.

W I can write a short passage on a familiar topic, Learners arrange phrases in the target language to adapting language which I have already learned. match English sentences.

5L I can understand the main points and simple True or false based on statements. opinions (e.g. likes and dislikes) of a longer spoken passage.

S I can give a short prepared talk, on a topic of my In pairs, learners discuss favourite TV programmes. choice, including expressing my opinions.

R I can understand the main points and simple True or false sentences based on a text. opinions (e.g. likes and dislikes) of a longer written text.

W I can write a short passage on a range of familiar Learners write an informative article of five topics. sentences.

*LL = Languages Ladder

64 Curriculum guide for Tamil

6LI can understand passages referring to present and Matching English statements to short target past or future events. language extracts.

S I can give a short prepared talk, on a topic of my In pairs, learners prepare a short radio choice expressing opinions and answering simple advertisement. questions about it.

R I can understand longer passages and distinguish Gap-filling from a choice of three words in the present and past or future events. target language.

W I can write a simple text, e.g. a letter, giving and Learners write eight sentences to describe an ideal seeking information. 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.

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 functions • Grammatical areas • Vocabulary areas • Script 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.

65 Curriculum guide for Tamil Other Qualifications in Tamil There 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.

66 Curriculum guide for Tamil Text marking. marking. Text

; y l p k s h Translation from and into target Translation

; Sequencing (paragraphs). introduction with as much Following a

; ; Writing an article about pros and l

; y y y j ; i y j j ; ; j ; j j j m u

G L L a s v g g ; ;

g i u g g Guided research involving one or more of the Guided research involving b

[ p f ; r r i H w t ; i i h L ; h p p a Identification of information: text marking. text Identification of information: completion e.g. table Categorisation of information: regions. in different etc. resources, natural (summarising/producing of information Reformulation sheet). fact an illustrated to an audience. Presentation of information u u r k l language. See p58 cons of living in the city and country (with support of writing frame). following: It is important that pupils continue to extend their range of expression and develop their awareness word origins and relationships. Teachers should be ready to take advantage of opportunities that arise naturally in lessons to promote this (see page …). However, pupils should also be encouraged and guided to make more extensive use of reference material so that they can become more independent as learners. Pupils need to be exposed a range of text types including some longer texts and teachers should draw judiciously on the range of active reading and writing strategies to support this (See p48–49). Use of the word processor for drafting and redrafting of work can play a valuable role. b brhw;fis milahskply; t tupirg;gLj;jy; b bkhHpbgau;j;jy; t tupirg;gLj;jy; f fl;Liu vGjy; M Ma;t[ • • • • page on next Continued visual support as possible, pupils are given pieces of visual support pupils are given as possible, on cards about three countries/information regions/ Pupils people/ religions/ buildings/etc. historical events/ to sort the cards with or of three have working in groups without the support of additional resources (audio/video/ Where there is a logical order to the based/web). text as in a seriespieces of information, of historical events, as a second activity to sequence be asked pupils may the sets of cards.

s i Listening f

; k y i P j ; Listening and

; j Presenting ideas j

; y -

o p y j k g j ; i ; Z : L : j Listening to longer

; d L z z y Listening and matching: Listening and matching: e

; g ;

f v l ;

;

- k g

l f y f a Y p u f Listening for specific words/ Listening for u i ;

; n i ; j i

j f ; y L y p t s h H b l ;

; g ; h r d ; i Brainstorming to revise and extend and extend Brainstorming to revise l j

g b f t p Debate: pros and cons of living in the city Debate:

d

f j

; x d h

; u j ; k n

; i ; y r h n k i e u j j s p b x j ; g

Y

f ; f L e p

p L ; l l ; ; ; z ; l : . w g ; r h u l l l g r z z a P f f f f to an audience (either individually, in small groups or in small groups to an audience (either individually, gesture with the class) using prepared material, visuals, talk, a multimedia This might be a live and expression. a poem, song or video. presentation, a sketch, See p49 phrases: pupils are given copy of tapescript with every of tapescript with every copy pupils are given phrases: As out. blanked words/phrases or key fifth/tenth word This to try to fill in missing words. listen pupils have they list from which jumbled providing can be made easier by pupils select. and identifying, ‘Who said what?’: pupils are given list of pupils are given ‘Who said what?’: and identifying, listen and They quotes from an audio/video recording. each thing. to identify name of person who says have R Rarpe;jid b brhw;fs; nfl;ly; n nfl;;L brhd;dtiuf; fz:Lgpoj;jy; n nfl;l xnu brhy;iy vz:Zjy; e ePz:l ge;jpfis nfl;ly; v vz;zj;ijj; bjupag;gLj;jy; e efu. fpuhk thH;f;if - ed;ik -jPikfis x xg;gpLjy; n nfl;lYk; xg;gpLjYk; page on next Continued vocabulary introduced in Level 3. Possibly categorise Possibly 3. introduced in Level vocabulary of this Variation into wild/human-made environment. shows Teacher could be based on visual stimulus. to note on mini- Pupils have seconds. five image(s) for in the picture. 6–10 things shown for whiteboards words back. Results are then fed passages of familiar language and making notes under passages of familiar Then writing summary words. in own headings. completing word frequency grids: pupils are given a list pupils are given frequency grids: completing word of times during which occur a number of words/phrases to identify how have They an audio/video recording. occurs. often each word/phrase and living in the country. some of which apply set of statements, pupils given Pupils listen some to another. to one person/place, to audio/video recording and match statements appropriate person/place. Level 7 Level bra;tpid braw;ghl;L tpid bra;tpid braw;ghl;L c-k;~ ehd; g[j;jfk; goj;njd;. vd;dhy; gof;fg;gl;lJ/ ehd; g[j;jfj;ijg; gog;gpj;njd;/ bgau;r;brhy; tpidr; brhy; ,Ug;gplk;. ehl;od; bgau; v':Fs;sJ. jPt[-gFjp-ehL tlgFjpapy;/// tlf;fpy;-bjw;fpy;-fpHf;fpy; - nkw;fpy; bgupa rpwpa ehL ehL (5.10.15) khfhz':fshd- gFjpfshf gpupf;fg;gl;Ls;sJ/ ,J /// gug;gsitf; bfhz: lJ/ ,jd;/// gpujhdkhd jiy efuk; //////// TLjyhd kf;fs; ehl;od; rpwpafpuhk':fspy; trpf;fpwhu;fs;/ epymikg;g[ gue;j-nkl;Lepykhf kiyg;gpunjrkhf//// cs;sJ/ m':F td';fs;. Fs':fs;. ghiytd':fs;. rJg;g[ epy':fs;. jPt[fs;. Fiffs;. flnyhu':fs;. g{':fhf;fs; mike;jpUf;fpd;wd. kpf cau;e;j kiy //// ,lj;jpy; mike;;Js;sJ/ kpf bgupa Fsk; //// ,lj;jpy; mike;;Js;sJ// m':F TLjyhd tdtpy':Ffs; cjhuzkhf g[yp. rpWj;ij. xl;lfk;. Fu':Ffs;. ahidfs;. fuofs;. ghk;g[fs; ty;Y}Wfs;/ fhy epiy btg;gg; gpunjrk;. twz:l gpunjrk;/- Fspu;g;gpunjrk;/ ehL cw;gj;jp bra;td //// Mfpa bghUl;fs; Kf;fpa ifj;bjhHpy; epWtd':fs; Mtd Grammar focus • • • • f [ ; i ; k t ; y f ; k l k p i H p i t h z e

k h t m y f i y d p h

h

m miktplk; Location k khfhzk; Regions f fhy epiy Climate e epymikt[ Landscape t tdthH;f;if Wildlife

jkpH; bkhHp ngRk; ehLfs; ; s f L h ehLfs; e ; k R g ngRk; n p H h k bkhHp b ; H p k j jkpH; Tamil speaking countries speaking Tamil Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

67 Curriculum guide for Tamil what they have have what they Rewriting a text a text Rewriting L

; y , including strategies , including strategies j G Completing KWL chart: Completing KWL chart: Rewriting storyRewriting in a

;

; v

p y y w ; j j [ w G g ; h g v k

u p a a e Translation from and into target Translation

i i

[ Writing strategies a j j g ; g ; i i i Creating PowerPoint presentation/ Creating PowerPoint and u

; f f

; ; k z a k k [ [ f g i t t pupils note what they know about a topic, under about a topic, know pupils note what they l b } p t K g g ; ; H l ; Reading k k Y ; h l U U what they want to know and under to know want what they k p p y for checking written work (pp26–27) checking for magazine: after initial whole class brainstorm, pupils magazine: to plan, research (on Internet)work in groups and then processor) pages/screens (on word and redraft draft etc. sound effects, with images, combining text modifying original processor. on word tense by different person (third instead of first person) or in a different modifying original on tense (past instead of present) by processor. word language. See p58 See See also previous page See also previous m ml;ltizia epug;g[jy; under W Useful in helping pupils identify prior knowledge learnt. topic or concept. as bridge and experience to a new g gy;Y}lfk; Resources www.languages-ict.org.uk j jpUk;gt[k; fijia vGjy; j jpUk;gt[k; fijia khw;wp vGjy; b bkhHpbgau;g;g[ ; Question setting

; (pp26–27) y y f ; j ; f Listening and

; h j Re-translation: pupils Re-translation:

; k Jigsaw listening and Jigsaw f ; k

; y ' i Y y j ; G j ; j A multimedia presentation: presentation: A multimedia p m

j ;

j x w

h u L L l ; h a s d p g g ; g i z t Speaking strategies F : g

p b p f ; f p

; ' w ; s H ' f Spotlight activity. w

h ; G t l and j R k l x

g b

;

i ; b y

s k f j ; j - ; i Preparing speech. a one-minute i l

; ; ; r ; j Y

k } f : k l o : l ; R ; L : Listening h h Y ; ' r l u g ; z l y z P h f g (sketch, interview documentary on famous place, interview place, documentary(sketch, on famous pupils storyboard* and then historical festival) figure, digital video. their own make See p57 See also previous page See also previous n nfl;lYk; xG':FgLj;jYk; k kPz:Lk;- bkhHpbgau;j;jy; g gl':fis Rw;wp tpdh mikj;jy; g gy;Y}lf btspg;ghL J Jz:oj;j gl';fis xG';fhf;fy; r rhuhk;rj;ijf; fz;lwpjy; n ngr;R * *;ghl;;; iyl; sequencing: pupils are given jumbled list of phrases list of phrases jumbled pupils are given sequencing: them to number have They from audio/video recording. (Selection hear them during recording. in the order they relevance, lexical be based on: may of words/phrases functional relevance, to do with landscape; words e.g. grammatical liking or disliking; expressing words e.g. etc). use of adjectives, questions, e.g. relevance, See p51 See around a picture: pupils in groups decide on and note pupils in groups around a picture: to ask the person/people in like would questions they the reading of a up by This can be followed the picture. to try etc, Internet of a video, research, the viewing text, This can to the questions. to find out and note answers then lead on to a piece of written work. information to discover some pupils have reading task: from and other pupils find information from a written text to Partners share information taped source. a spoken, produce a full account. are given a number of targets phrases in English. They They in English. of targets phrases a number are given target listen to audio/video recording and note down hear it. when they language version Level 7 Level kf;fs; bjhif fpl;lj;jl;l //// kf;fs; bjhif / (Tamil Nadu- India) (Tamil

rdj;bjhif rdj;bjhif m':F mj;njhL rdj;bjhif/// bgUk;ghd;ik ,dj;jtUk; trpf;fpd;wdu;/ rpWghd;ik //// ,J ePz:l tuyhw;iwf; bfhz:lJ/ /////E}w;whz:oy; m':F /////. ///// Mfpa eilbgw;wJ/ ehLfSf;fpilapy; nghu; ele;jJ- ifg;gw;wg;gl;lJ- jhf;Fjy; vjpu;j;Jr; rz:ilapl;ldu; // ehl;od; jiytu; /// gpupj;jhdpa //// -y; fhydpj;Jtj;ij vjpu;j;Jg; nghuho Rje;jpuj;ijg; bgw;Wf; bfhLj;jhu;/ gpurpj;jkhd khspiffs;. mf;fhyg;gFjpapy; nfhl;ilfs; Kjypad fl;o vGg;gg;gl;ld/ ,itfs; //// "hgfhu;j;jkhff; fl;lg;gl;Ls;sd/ ,e;j ehl;oy; rp':fsk;. jkpH;. M':fpyk; Mfpa bkhHpfs; ngrg;gLfpd;wd/ mnefkhd kf;fs; bgsj;j kjj;ijg; Vidatu;fs; ,e;J. gpd;gw;Wfpwhu;fs;/ fpwp*:jtk;. ,*:yhk; kjj;jtu;fs;/ ,':F bgsj;j tpfhiufs;. nfhapy;fs;. gs;sp thry;fs; njthya':fs; ,Uf;fpd;wd njrpa bgUtpHh bgu&u- ,e;j ehl;od; $dhjpgjp ////////// Mthu; ,df;fytuk; ,e;ehl;od; bgUk;gpur;idahf cs;sJ/ jkpH;ehL mjd; tptu':fs; nru;f;f ntz:Lk;/ Xtpa':fs;. giHa nfhapy;fs;. rpw;g':fs;. Rw;Wyh ika':fs;/ c-k;~ Cl;o. kfhgypg[uk;. j";rht{u;. rPu;fhHp. fd;ahFkup/ rpjk;guk;. Grammar focus ,lg;bgau;; c-k;~ jd;ik. Kd;dpiy. glu;f;if fhyg;bgau;~ ,we;jfhyk;. epfH:fhyk;. vjpu;fhyk; ; s f ; f h H p t

; W ; d h h k s j y f ; a u u p

f k

k kf;fs; People t tuyhW History r rkak; Religion tpHhf;fs; g gpujhd Major festivals

jkpH; bkhHp ngRk; ehLfs; ; s f L h ehLfs; e ; k R g ngRk; n p H h k bkhHp b ; H p k j jkpH; Tamil speaking countries speaking Tamil Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

68 Curriculum guide for Tamil Odd one out: pupils are Odd one out:

; y f ; Matching labels to signs and

; f P Sequencing: lines of a dialogue Sequencing:

; y e

Writing script/storyboarding scene at y

; Letter writing processor) to (on word z j

; Mini whiteboard activities: j ;

y h i y j f f j

; j j L i k G h G g ; j ; y v j ;

; ; v g

; g : j e k r k U U f z i h h j p l Categorising, e.g. healthy/unhealthy. Categorising, e.g. Odd one out. writes on board and word Teacher game. Anagram can from as they words as many students write down it. including Making a sentence of six, eight or ten words OR a a connective e.g. feature, a grammatical sentence OR a question. negative u t g g h o notices. are cut up on strips of paper/card. Pupils working in are cut up on strips of paper/card. An ICT to sequences lines in correct order. pairs have file containing Word opportunity if pupils presented with sentences. jumbled b btz:gyif • • • • b bghUj;jk; fhzy; t tupirg;gLj;jy; e ehlfk;; vGjy; f fojk; vGjy; on Focus book accommodation using writing frame. writing letters. formal for conventions b bghUe;jhjij ePf;fy; to decide and have words or five sets of four given be that It may is the odd one out and why. which word depending, for there is more than one correct answer is on meaning or form. on whether the focus example, items ‘odd one out’ up sets of Getting pupils to make classmates to try to workfor out can also be a valuable activity. hotel or train station: preparation for pupils making their for preparation station: hotel or train digital video. own See p57 Listening for specific Listening for

; y l ; l Sequencing: pupils are given pupils are given Sequencing: f

; n

; y f j ; j j i L l ; Listening for specific words/phrases: pupils specific words/phrases: Listening for pupils asked on register: Listening with focus g ;

; ; Role-play: booking accommodation by phone, phone, booking accommodation by Role-play: (scriptedin the style or improvised) Role-play: Before (scripted or improvised). Role-play: someone acting as an interpreter for Role-play:

; ; ; ; l p g y y k k k k r g ; l l ; ; f f f f g i p p l l l l l l Receptionist describes several rooms available rooms available Receptionist describes several fit to identify which, if any, Pupils have in hotel. etc. particular facilities, requirements relating to price, been sent to have to imagine they Pupils asked parents to find out about possible tourist office by Receptionist suggests three hotels accommodation. details. and gives w u h h h h f f information, e.g.: information, notes under specific headings (and are Pupils make to add furtherencouraged can). details if they jumbled set of words/phrases and asked to list them in and asked set of words/phrases jumbled hear them. the order that they F Fwpg;gpl;lijf; nfl;ly; e ehlfk; e ehlfk; e ehlfk; n nfl;ly; t tupirg;gLj;jy; n nfl;ly; e ehlfk; are given copy of tapescript with every fifth or tenth of tapescript with every copy are given listen As they out. blanked words/phrases or key word This can be to try to fill in missing words. pupils have list from which pupils jumbled providing made easier by select. of requesting, apologising, ways to identify different which are more/ complaining, thanking and to explain and why. less formal • • speaking on the phone. for including conventions a western, a chat show, of an action film, a soap opera, a musical. on pupils select card with word acting out role-play angry, silly, it describing (e.g. their character/mood They bossy). chatty, nervous, superior, happy, forgetful, to guess their and observers have then act out role play character/mood. who doesn’t speak the language. Level 7 Level Kf;fhy. |tpl. ,Ujpiz. Ik;ghy; (,we;jfhyk;. cau;jpiz. Mz;ghy; c-k;~ te;jhd; glu;f;if) gazr;rPl;L mYtyfk; gazg; bghjp miw-g{l;og; ghJfhf;Fk; rpwpa mYkhup fhj;jpUf;Fk; miw bjhiye;j gazg;bghjpfSf;fhd mYtyfk; j':Fkplj;jpw;F. Kd; gjpt[ bra;jy; c':fsplk; j':Ftjw;F miw ,Uf;fpwjh? miwia tpUk;g[fpwPu;fs;? vg;goahd vdf;F jdpaiw- // 2-ngUf;fhd miw/ ,Uf;f mj;Jld; Fspay; miw nru;e;jjhf ntz:Lk;/ vj;jid ehl;;fSf;Fj; njit? xU /// ehl;;;fSf;Fs; czt[r;rhiy- ePr;ry; jlhfk;- ,Uf;fpwjh? thfdj;jupg;gplk; vj;jid kzpf;F fhiy czt[? /// f;Fk; //// ,ilapy; uapy; epiyaj;jpy; • • • • v':nf cs;sJ? mUfpy;- mLj;jjhf-vjpuhf-Kd;ghf- gpd;dhy; nkny cs;sJ/ gazr;rPl;il th':Fjy; vdf;F jdptHp-,UtHp gpuahzr; rPl;Lj; jhU':fs;/ tFg;g[ Kjy;tFg;g[-,uz:lhk; g[ifj;jy;-g[ifj;jy; jtpu;f;fg;gl;l xU gpuahzr;rPl;Lf;F vt;tst[ gzk;? vj;jid kzpf;F mLj;j uapy;; g[wg;gLk;? ////// kzpf;Fg; g[wg;gLk;/ ve;j nkilapy; ,Ue;J g[wg;gLk;/ ehd; ,ilapy; uapy; khw ntz:Lkh? Mk;. eP':fs; //// ,lj;jpy; khwntz:Lk;/ vj;jid kzpf;F ,e;j uapy; brd;wila[k;/ ciuahly; - tpdh. tpil. tpthjk;. tpsf;fk; Grammar focus • • ; ; y p y j ; j ;

j

a j a r L ; i ;

; y b l P

[ j y i r ; p l t p p j r e k

; j F : F : ; z g y p ' w h ' a

a

j j':Fkplj;ij bra;jy; K Kw;gjpt[ Booking accommodation u uapy; epiyaj;jpy; At the train station g gazr;rPl;L t th':Fjy; Buying a train ticket

cy;yhrg; gpuahzk; ; k z h a u p gpuahzk; g ; g r h y ; y c cy;yhrg; Travel and tourism and Travel Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

69 Curriculum guide for Tamil h a p u t ; _

; * $

+

: _ =

: . ; Odd one out: Odd one out: k &

;

: l ; y * = ;

; f ; u p $ $; *: &: =: +; _ f P j e Sequencing: lines of a Sequencing:

; m j y

Letter writing to respond job . p

; i j ; j w ; y j Write diary. a work experience Describe a day in the life of a in the life Describe a day

[ w

; t : Complete a CV using writing j Write a reply to an email you’ve Write a reply to an email you’ve L

;

; k g ; y * G k g ; Write a summary in English of an email y j ; g

; p p Matching: pupils are given five job five pupils are given Matching: u u j ;

v g k ; j w r a j t

r p L p P k ~ ; f ; U k F ; u i g ; k f h t j p b l t - u p g g a U h - o pupils are given sets of four or five words and words or five sets of four pupils are given is the odd one out to decide which word have be that there is more than one It may and why. on example, depending, for correct answer Getting is on meaning or form. whether the focus items ‘odd one out’ up sets of pupils to make classmates to try to workfor out can also be a activity. valuable filmstar, journalist, train driver, waitress, etc. waitress, journalist, driver, train filmstar, received to arrange a meeting. to arrange received tlvGj;Jf;fs; c c-k;~ ru*:tjp. mjpu;=;lk;. _ $*;tupah x xg;gPL about sets of information advertisements and five to match the jobs have They people. different could then discuss which of They to the people. to do most like would personally, the jobs they, and why. R Ratptuk; frame. f fojk; vGjy; on Focus advertisement using writing frame. writing letters. formal for conventions t tupirg;gLj;jy; t tptupj;jy; e ehl;Fwpg;g[ < <-bkapy; R RUf;fk; sent from a client in Colombo. b bghUj;jkw;wij ePf;fy; job interview dialogue are cut up on strips of to match Pupils working in pairs have paper/card. and then sequence lines questions and answers An ICT opportunity if pupils in correct order. file containing jumbled Word are presented with sentences. Use of Grantham consonants Use of Grantham Snowball: after Snowball:

; y Diamond ranking: Diamond ranking: Listening to taped

;

; j ; y y j ; j ; l ; u j r l Carry to out a class survey n f L

[ Making notes on phone

;

; n g ; r

; g ; y f g Brainstorming the pros and cons g L ; p

j ; r t l j d z i p i p T Gender debate: pupils are given list of pupils are given Gender debate: L i f ; ;

; u Role-play: (scripted/improvised) in the Role-play: of job interview: Role-play/simulation

; ; j g k f f Prepare a one-minute speech entitled Prepare a one-minute j ; t

k k g ;

; ; b ; j e J J ; ; p R ; f f h g y p g r j j p r l l t j w p y a h h U U g find out what jobs people would most like to do most like find out what jobs people would and why. See p53 R Rarpe;jid x xypg;gjpitf; nfl;ly; F Fwpg;bgLj;jy; e ehlfk; e ehlfk; K Kjy;; tupirg;gLj;jy; f fUj;Jf;fzpg;g[ n ngr;R f fUj;Jf; Tl;Lr; nru;j;jy; to get pupils are asked working with a partner, question. explain, to compare, into a four, t tpthjk; of different jobs. of different to identify whether the job would jobs and asked (in a man or woman be done by more likely is this? Is it fair? Why UK and Sri Lanka/India). Class debate. conversation with, e.g a famous person and then a famous with, e.g conversation writing their CV. clients. messages left by style of an action film, a soap opera, a chat style of an action film, a soap opera, show). one ‘listening triad’: this could be done as a asking questions, student is the interviewer and the third another is the candidate answering notes which can be used observes and takes Students to the other two. feedback to help give a turn at each. then change roles to have My Job. pupils working in groups are given a set of nine are given pupils working in groups pieces of card about statements on separate (e.g. jobs more or less attractive what makes working in the open earning a lot of money, helping other opportunity having to travel, air, job security, interesting work, having people, good promotion a lot of responsibility, having prospects). Level 7 Level vt;tifahd bjhHpiy tpUk;g[fpwPu;fs;/ vt;tifahd bjhHpiy bjhHpy; vdf;F. rpWtu;fSld;-kf;fSld;-bghJkf;fSld; tpUg;gk;-tpUg;gkpy;iy/ ghu;f;f vdf;F. mYtyfj;jpy;-mYtyfj;jpw;F btspna bjhHpy; ,y;iy/ tpUg;gk;-tpUg;gk; ghu;f;f vdf;F tu;j;jfk;. cy;yhrj;Jiw. rikay;. mHFgLj;jy; Jiw. epjpj;Jiw. fy;tpj;Jiw. Rfhjhuj;Jiw. ,y;iy/ -tpUg;gk; tpisahl;Lj;Jiw - tpUg;gk; tp";"hdpahf bghyPrhf. vdf;F bkf;fhdpf;fhf.jhjpahf. tu;j;jfuhf. epUguhf. itj;jpauhf tpUg;gk; Vd;? Vbdd;why; vdf;Ff; fiyapy;. tu;j;jfj;jpy;. fk;a{l;lu; Jiwapy;. tpUg;gk;-Mu;tk; bra;a tpUg;gk;/ vdf;F FGtpy;-rpWtu;fSld; bjhHpy; vdf;F gpuahzk; bra;a tpUg;gk;/ Cjpak; Mu;tk; juf;ToaJk;. nghjpa mJ gyjug;gl;lJk; juf;ToaJk; MFk;/ mDgtk; cz:lh? bjhHpy; cdf;F VjhtJ epWtdj;jpy;. (fle;j tUlk;) xU filapy;-totikg;g[ cy;yhrj;Jiw mYtyfj;jpy;. E}yfj;jpy; czt[r;rhiyapy;-tpLjpapy;./// thu':fshf-khj':fshfj; g[upe;Js;nsd;/ bjhHpy; thu,Wjp ehs;;fspy; ehd;//// -y; ntiy bra;fpnwd;/ ehd; xU fil cjtpahsuhf fzf;fhsuhf. bra;fpnwd;-bra;njd;/ bjhHpy; tuntw;ghsuhfj; ,Uf;fpnwd;- ehd; /// -y; bghWg;ghf-cjtpahsuhf ,Ue;njd;/ eP':fs; vt;tst[ Cjpak; bgWfpwPu;fs;;-bgw;wPu;fs; ehd; //// bgw;nwd;-bgWfpnwd;/ vj;jid kzpj;jpahy':fs; ntiy bra;fpwPu;-bra;jPu;/ f;F Kog;ngd;/ ehd; ntiyia //// kzpf;F bjhl':fp///// eP':fs; vjpy; mjpf kfpH;r;rpahf ,Uf;fpwPu;fs;;-,Ue;jPu;fs;/ ehd; vdJ bkhHp Mw;wiyg; gad;gLj;jp kfpH;r;rpahf ,Uf;fpnwd;- thof;ifahsUf;F cjt[k; nghJ ,Ue;njd;/ jfikfs; vd;d? c':fsJ jdpg;gl;l ehd; Mu;tkpf;fkhdtu;-mikjpahdtu;- -cWjpahdtu;-fLk;ciHg;ghsp- jd;dk;gpf;ifahdtu; Mf;fg{u;tkhdtu;- el;g[kdg;ghd;ika[ilatu;. cilatu;-rpwe;j kdKs;stu;- cjt[k; kdg;ghd;ik mf;fiwa[s;stu;- eilKiwg;gLj;Jgtu;- jplfhj;jpukhdtu;. rpwe;j xG':fikg;ghsu;/ ; k

; [ t y ; g

g h j ; g

j D y ; p U

p F ; ; ; ; g y l ; p t m f

; ; s k g l a u f y y Y p p p ; g h y k z ; H H H g f p h h h i i z t p p j j j d f

t

bjhHpy; tpUg;g[ b bjhHpy; Job preferences mDgtk; b bjhHpy; experience Work j jdpg;gl;l j jfikfs; qualities Personal b bjhHpYf;F t tpz;zg;gpj;jy; jobs for Applying n ntiyapy;yh t tptfhuk; Issue of unemployment Grammar focus Kf;fhy. |tpl. ,Ujpiz Ik;ghy; (,we;jfhyk;. c-k;~ te;jhd; cau;jpiz. Mz;ghy; glu;f;if. bgau;r;brhy;) c-k;~ tUths; (vjpu;fhyk;. cau;jpiz. glu;f;if. bgz;ghy;. bgau;r;brhy;)

bjhHpy; tha;g;g[fSk; vjpu;fhyj; jpl;l':fSk; ; k S f : ' l ; l p jpl;l':fSk; j ; j y h f ; u p j vjpu;fhyj; v ; k S f [ ;g ;g a h tha;g;g[fSk; t ; y p H h j b bjhHpy; Careers and future plans future and Careers Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

70 Curriculum guide for Tamil Developing reference reference Developing

; ; Rewriting a text from the a text Rewriting

; y Rewriting a text in a a text Rewriting Writing an interior

;

[ j ; y Responding to letter on y

; g ; ; Write a day in the diaryWrite of a a day Rewriting in a different tense. in a different Rewriting j j p

;

j g Writing an advice sheet for Writing an advice sheet for y p f

; G L y Translation: (from and into target Translation: w h

[ j G h v y j

p g ; a F v G g

;

; j Making a labelled plan or diagram of Making a labelled plan or diagram G w ; n Work on this topic could be based Work g ;

; v

; W y

Poster: design anti-bullying poster. The poster. design anti-bullying Poster: G w d p g u p g

y Reading and responding to problem Reading and responding to problem k t Writing a review.

; L g v a b ; a

; j ; o ;

;

f : c j h n Writing a summary.

y

p k u g g

; k j p l d ' L g ; p u u j ; h j k w y p p b i [ p i a g k z h p u h f ; j j j ; ; p F ; H t w u u p l ; y f ; b f t h r j j l w f t i f l w h p k i p p h h t U h standpoint of one of the characters/people referred referred standpoint of one the characters/people to. the setting of part of the story. different person (third instead of first person) or different tense (past instead of present). bully/victim. around a related short story. from of one paragraph translation language) e.g. from being studied into English or re-translation text into target language (finally comparing English back to original). page letters from magazine. page of a magazine. problem j jiya':fk; t thrpj;jy; R Rtbuhl;o issue is poster should include statement about why A slogan important and what could be done about it. with …!) (Down should also be included. m mwpt[iu vGjy; children about bullying. younger K Kiwg;ghL vGjy; g gpwtpidapy; vGjy; g ghj;jpuk; gw;wp vGjy; e ehl;Fwpg;bgGjy; b bkhHpbgau;g;g[ m mfuhjp cgnahfpj;jy;; including use of bilingual dictionary. skills, j jpl;lkpLjy; g ghj;jpuj;jpd; Fwpg;;g[ R RUf;fk; t tptuzk; K Kf;fhy ntWghL monologue or diary page of one the characters. Making up questions to put

; y Open-ended questions: putting Open-ended questions: f ; Presenting a work to the class

f l L h Interviewing a character from the Interviewing a character

; h i p t Predicting content of story from k

; g ; t U Brainstorming: identify different types of identify different Brainstorming: Statements activity: groups discuss each groups Statements activity: k t

g

; p h h l c k

; d s g g ; d p y Listening to longer passages of familiar Listening to longer passages of familiar s t R i

; Role-playing episodes from the story. Role-playing

g

; t f | b p j ;

u

y p

; l k e j ; t ; p l ; j ; F ; f y i ; e r f l s w ; j l l w h p h a h w f f story. to classmates. to classmates. statement in set to decide on which ones they agree agree statement in set to decide on which ones they from Representative with. disagree with and which they decision. to class giving reasons for back feeds group R Rarpe;jid j jpwe;j tpdh tpil n nfl;ly; t thf;F |yk; m ml;ilg;glk; e ehlfk; g ghj;jpu Rghtk; n nfs;tpfs; cUthf;fy; f fw;wy; btspg;ghL bullying, why people bully and whose responsibility it is people bully why bullying, This can be done as whole class activity or it. to prevent initially in pairs with the support of a dictionary. more open-ended questions to pupils and encouraging learnt language on previously drawing longer responses, etc. clauses, relative and including use of connectives, type of e.g. language and identifying specific details, solutions. consequences, feelings, bullying, illustrations, book cover. illustrations, commenting on what you like/dislike about it and why. like/dislike commenting on what you Level 7 Level gs;spf;Fg; nghtij tpUk;ghik ngr tpUk;ghik(btspg;gLj;jhik) ,jdhy; ghjpf;fg;gl;ltu;fSf;F vt;tifahd bgupatu;fSld;- xU MrpupaUld; my;yJ bgw;nwhu;fSld; ngr ntz:Lk;/ ele;j rk;gtk; bjhlu;ghf ghjpf;fg;gl;ltu; ngRtjw;F cw;rhfg;gLj;j ntz:Lk;/ eP':fs; ,jw:Fg; gae;jtuy;y vd;gij bjhy;iy bfhLj;jtu;fSf;Fj; bjupag;gLj;j ntz:Lk;/ ,g;gpur;ridia khztu; r':fj;jpw;Fj; bjupag;gLj;j ntz:Lk;/ gs;spfspy; VjhtJ bjhe;;jut[fs; cs;sdth? bjhe;;jut[fs; gs;spfspy; VjhtJ vt;tifahd bjhe;jut[fs;? cly; uPjpahd bjhe;jut[fs;-moj;jy;- cijj;jy;-cilikfisg; gwpj;jy; thu;j;ij uPjpahd bjhe;jut[fs;-gl;lg;bgauhy; Fiw TWjy;. miHj;jy;. mtkhdg;gLj;jy;. kiwKfk;-tje;jpfisg; gug;g[jy;-mrp':fkhd bra;jpfis

;

f d

; ; s h / / ; k s s i d

k j f f f [ [ [ p

w ; h

; t t t t

g y d p u u u W W W s s f ; j j j ; ; ; h h h

t f i e e e p

n ; t t ; ; a h h h f ; j f j j t t j y h f

g gy;ntWtpjkhd b bjhe;jut[fs; types of Different bullying b bjhe;jut[fs; v vt;thW k kf;fisg; g ghjpf;fpd;wd/ affects bullying How people v vt;thW b bjhe;jut[fisf; i ifahsyhk;/ to deal with How bullying Grammar focus Rl;Lr; brhw;fs; c-k;~ mJ. cJ vGtha; njhd;wh Foj;jJ (g{id) c-k;~ ghy; vr;r tpid c-k;~ te;J. tpisaho Kw;W tpid Xodhd; ghodhd;. poems, Short stories, plays songs, include work (This may other pupils) created by Resources http://community.gold.ac.uk rpWtu; fij kyu; Creativity

r|fj;bjhe;jut[fs; ; s f [ t u j ; e h j b ; j f | r r|fj;bjhe;jut[fs; Social issue: Bullying issue: Social

; d w p j ; j f ; f M Mf;fj;jpwd; Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

71 Curriculum guide for Tamil

; u a p u p r

M L

; h k g ; Dictionary

; y ; w Guided research y | y

[ a

; j ; j ; r t ; s j a b a

; f h L k f u M g ;

J ; i M a d p

j t Poster: ask pupils to select Poster: Comparing: pupils compare Comparing: p [

; a j ; L L H o ; h g y j g ;

p t l

a j L g h j n p s ; L r g ; h u p u t g s i g b ; p p f Identification of information: text text Identification of information: marking. table Categorisation of information: in etc. resources, completion (natural regions). different of information: Reformulation summarising/producing an illustrated sheet. fact to an Presentation of information audience. j H u g t G P environmental issue they are concerned issue they environmental about and design a poster telling people The poster should include about it. issue is importantstatement about why A slogan and what could be done about it. with …! should also be included (Down …!) Protect …! Save f fPGs;s tH[ptiffs; |yk; Mrpupau; c cjtpnahL Muha;jy; t tHpg;gLj;jpa Ma;t[ • • • • R Rtbuhl;o x xg;gpLjy; t tupirg;gLj;Jk; braw;ghL cycle of a the life Sequencing activity: Pupils working in can/newspaper. Coke decide on correct order for pairs/groups Visual support sentences cut up on card. be of a set pictures may in the form provided. m mfuhjp gad;gLj;jy; relationships word activity to explore synonyms, adverb, verb, (noun, adjective, completing a table. by e.g. antonyms): environmental issues and steps taken issues and steps taken environmental local area/ to address them in their own country with situation in target country. Where there is link with partner school, project this can become a collaborative with classes in each school providing about the situation in information key Outcomes of the the local area/country. of project could be presented in the form or on the school a newspaper/magazine website. involving one or more of the following: involving Preparing a one-minute Interview: script and act out an Interview:

;

Survey to find out who in group to find out who in group Survey

[ y r Presenting ideas to an audience Viewing video/DVD recordings video/DVD Viewing g ; j

; i ;

; Diamond ranking: pupils working Diamond ranking:

Brainstorming: using spidergram using spidergram Brainstorming: g J ; y p l

P y r w u j j ; d z i g ; p L j ; T i f ; ; u g u g ; f f j ; h f t g ;

; e J J ; ; g ; p u K ; y h k r j j u To introduce key theme(s) before viewing viewing theme(s) before introduce key To (appropriate visual(s) can assist here). in sections and present the programme To more than once. pupils to view allow possibly or table true/false e.g. pupils an activity, give To their attention while viewing. completion, to focus j a l a U U e (clips or whole programmes, drama or drama (clips or whole programmes, to input ideas way documentary) can be effective It is language. pupils with relevant and familiarise useful: generally R Rarpe;jid g glk;ghu;j;jy; K Kjy; tupir f fUj;Jf; Twy; f fUj;Jf;fzpg;g[ n neu;Kfg;guPl;ir j jahu;g;gLj;Jjy; (and with visual support), brainstorm ideas/ to ensure related to environment: information and help trigger ideas, involvement maximum list of related terms/ideasteacher can provide to classify which pupils working in pairs are asked This can be and then add to. positive/negative) (e.g. whole class feedback. by followed or with the in small groups (either individually, gesture and class) using prepared material, visuals, talk, a multimedia ‘live’ This might be a expression. a poem, song or video. presentation, a sketch, See p49 interview with an environment campaigner/propertyinterview with an environment developer. recycles what. • • • speech. in groups are given a set of nine proposals on are given in groups pieces of card suggesting what steps the separate to protect the environment. should take government the proposals in order of to rank are asked They priority the nine cards into shape of forming by for Groups then present their rankings a diamond. the class to reach a consensus through discussion and debate. Level 8 Level cyfshtpa btg;gkhfy;-fz:zhof;Tl;L miw btg;g epiy fhl;Lg;gpuhzpfSf;F mr;RWj;jy; fhl;Lg;gpunjrj;ij mHpj;jy; vuptha[g; bghUs;fspd; btspnaw;wk; ePu;. fhw;W. kz: mRj;jkhf;fg;gly; nghf;Ftuj;J. cw;gj;jpr;rhiyfs; btspnaw;Wk; bghUl;fs; mkpy kiH mZf;fHpt[g; bghUl;fs; Rw;Wyh fhl;Lg;gFjpia mHpa tplhJ ghJfhf;f ntz:Lk; mUfpg; nghtdtw;wiw mHpa tplhJ ghJfhf;f ntz:Lk;/ thfd beupriyf; fl;Lg;gLj;Jjy;-cw;gj;jpf; fHpt[g; bghUs;fisf; fl;Lg;gLj;Jjy; gPilg;g{r;rpfisf; fl;Lg;gLj;Jjy; beL";;rhiyfs; fl;Ltij kl;Lg;gLj;Jjy; bghJg;nghf;Ftuj;ij cgnahfpf;f kf;fis Cf;fg;gLj;Jjy; fHpt[g;bghUs;fis kWRHw;rp bra;a Cf;Ftpj;jy; ntWtHpapy; rf;jpiag; bgWtjw;F KjyPLbra;jy; (Nupaf;fjpu;- rf;jp. tpd;kpy; (fhw;who) rf;jp) ehk; fz:og;ghf vkJ thH;f;if Kiwia khw;w ntz:Lk; Fg;gifs; fz;l ,lj;jpYk; bfhl;Ltijj; jtpu;f;f ntz:Lk; kWRHw;rp bra;jy; (fLjhrp. nghj;jy;fs;. jfug;ngzpfs;. gpsh*;of; bghUs;fs; jz;zPu;-kpd;rhuk; Mfpadtw;iwr; rpf;fdg;gLj;jy; nkhl;lhu; thfdk; cgnahfpg;gijj; jtpu;j;J bghJrd nghf;Ftuj;ij cgnahfpj;jy; //////// ,it gw;wp vjpu;g;g[ bjuptpj;jy; TLjyhf ,aw;if Kiwapy; jahupj;j czit cl;bfhs;sy; cau;jpiz. m\wpiz ghFghLfs; forms and superlative Comparative tpidr; brhw;fs; Modal verbs I, ehl;oy; ,y':ifapy;. ,e;jpahtpy; ,Uf;Fk; bgupa Rw;whly; gpur;idfs; vit? gpur;idfshtd` bgupa- ghuJ}ukhd vdJ mgpg;gpuhag;go- • • • • • • • • • Rw;whlYf;F /////nrjk; cz:lhf;fg;gl;Ls;sJ/ ,ij//// kpf Kf;fpak;-mj;jpahtrpak; ehd; ,jw;F //// Mjuthf-vjpuhf ,Uf;fpnwd;/ cz:Lgz;Zk;/ /// bfLjptpistpf;ff; ToaJ-vjpu;jhf;fk; ehk; murh':fk; vd;d bra;a ntz:Lk;- Rw;whliyg; ghJfhf;f vd;d bra;a ntz:Lk;/ murh':fk;fz:og;ghf~ • • • • • • • • • • • • • • • • Grammar focus • • • • xg;g[ikr; brhw;fs;

;

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l k y y d ' ; ; g g s i : ; UK a g l l / F ; p h w w i ; - f h h g ' f p j ; r t r a a w w ; ; L u , y e U u i r r d p w w h

I R Rw;whlypy; ( (I,- , ,y':if. , ,e;jpa e ehLfspy; , ,Uf;Fk; bgupa R Rw;whly; g gpur;idfs; v vit/ Major environmental in the UK/ problems India Sri Lanka, m murh':fj;jpd; b braw;ghL actions Government j jdpg;gl;nlhu; b braw;ghL Individual actions Resources http://www.wwf.org.uk/core/ wildlife/fs_0000000038.asp ,yf;fz

; y l h w ; w R Rw;whly; Environment Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

72 Curriculum guide for Tamil including Work on this topic Work

; Composing a letter

; y y j j G G v

; Rewriting a text in a different in a different a text Rewriting v

;

; y Responding to letter on p k

; y Translation from and into target Translation g ; j

; j y p g o y G j Writing strategies f y j

; ; v g

;

; i f j ; g y Poster: ask pupils to select an issue Poster: Comparing: pupils compare drug Comparing: p and u j

F ;

;

F ; Writing an advice sheet for younger pupils younger Writing an advice sheet for a a f o ;

y l ; w p f u g U l j l p j ; h b i ; i [ a p p L g ; u p j f ; H u t Reading p p g g b ; u p j h r w w g k l t o dependency issues and steps taken to address them dependency issues and steps taken local area/countryin their own with situation in target Where there is link with partner school, this country. project with classes in can become a collaborative about the information key each school providing Outcomes of the situation in the local area/country. of a newspaper/ project could be presented in the form magazine or on the school website. language. See p58 See written work, checking pp26–7 for strategies they are concernedthey about and design a poster telling The poster should include statement people about it. issue is importantabout why and what could be done with (Down A slogan should also be included. about it. …!) …! Protect Save F Fwpg;gpl;l jiyg;gpy; vGjy; R Rtbuhl;o x xg;gpLjy; M MrpupaUf;Ff; fojk; vGjy; to a magazine responding an article and (drafting processor). on word redrafting m mwpt[iu f fojj;jpw;Fg; gjpy; g glu;f;ifapy; vGjy; b bkhHpbgau;j;jy; problem page of a teenage magazine. problem could be based around a related short story. about dangers. person (third instead of first person) or tense (past modifying original on word instead of present) by processor. Listening

; y j ; , pp26–7 j p d h j Question setting around a

; t Diamond ranking: pupils Diamond ranking:

; y m

y l ; s j ; l f j i Statements activity: pupils working Statements activity: n f ;

; L

Speaking strategies p w Viewing video/DVD recordings (clips video/DVD Viewing g ; y

; t ; h g j r y s r and W j ; b f

i p n j ;

; T l ; u

; u l h y p f p t

; g g ; j ; J ;

; Listening d g k j j p j w l l U picture: pupils in groups decide on and note questions pupils in groups picture: to ask the person/people in picture. like would they Internet the reading of a text, up by This can be followed to try etc, to find out of a video, research, the viewing This can then lead to the questions. and note answers on to a piece of written work. in pairs/groups are given set of statements and are are given in pairs/groups to classify each statement according whether asked think it is with it (or whether they or disagree agree they Decisions and justifications are then fed true or false). to the whole class. back F Fwpg;gpl;l brhw;fis mtjhdpj;jy; g glk; ghu;j;jy; f fUj;Jf; TWjy; g glj;jpy; nfs;tp nfl;ly; K Kjd; tupirg;gLj;jy; working in groups are given a set of nine proposals are given working in groups pieces of card suggesting what steps the on separate drug to discourage dependency. should take government the proposals in order of priority to rank are asked They the nine cards into shape of a diamond. forming by the class to reach for Groups then present their rankings a consensus through discussion and debate. See for specific words/phrases: pupils are given copy of copy pupils are given specific words/phrases: for words/ or key fifth/tenth word tapescript with every to try listen pupils have As they out. blanked phrases This can be made easier by to fill in missing words. list from which pupils select. jumbled providing or documentary) drama can be or whole programmes, pupils with to input ideas and familiarise way effective language. relevant Level 8 Level ; k j h t p t

p H h ez:gu;fs; g[ifg;gjhy;-nghijg;bghUs; cgnahfpg;gjhy;-kJghdk; mUe;Jtjhy; r|f ,izt[f;fhf ,J xUtif MWjYf;fhf ,J xUtif ,d;gj;jpw;F cs;shf;Ftjhf vz:Zfpwhu;fs; Vd; eP g[ifg;gJ nghijg;bghUs;- kJghdk; cgnahfpg;gJ ,y;iy? ,J tpiy cau;e;jJ clYf;Ff; bfLjp tpistpf;ff; ToaJ ,J g[w;Wneha;-,Ujaneha; Mfpatw;wpw;F fhuzkhf ,Uf;fpwJ/ ,jpypUe;J tpLgLtJ Rygky;y ,J Kul;Lj;jdkhd fl:Lg;ghlw;w rpe;jidia cz:lhf;Fk; Fw;wr; bray;fis cz:Lgz:zj; J}z:Lk; tabjy;iy~ 16-18 mDkjp mspf;fyhfhJ kf;fs; g[ifj;jy; -nghijg;bghUs;-kJghdk; cgnahfpg;gijj; jLg;gjw;F murh':fk;- ghlrhiyfspy; vd;d bra;a ntz:Lk;? g[ifj;jy;-nghijg;bghUs; mUe;Jjy;- kJghdk; Foj;jy; Mfpad clYf;Fj; jP':F tpistpg;gd vdj; bjupag;gLj;j ntz:Lk; g[ifj;jy; jilg;gLj;j ntz:Lk; (bghJ ,l':fspy;) filfspy; rpfnul;-kJghdk; 18 tajpw;Fl;gl;nlhUf;F tpw;ff;TlhJ/ nghijg;bghUs; tpw;gid bra;nthu; fz::L gpof;fg;gl;lhy; mtu;fSf;Ff; fLe;jz:lid tH':f ntz:Lk;. rpfnul; kJghdk; tpsk;guk; bra;tijj; jil bra;a ntz:Lk; fl;Liu vGjy; k Vd; mjpfkhf ,isa r|fj;jpdu; g[ifj;jy;- nghd;wtw;iw bghUs;-kJghdk; nghijg; cgnahfpf;fpwhu;fs; (I,-Vida ehLfs;) • • • • • • • • • • • cgnahfpg;gjw;F- g[ifg;gjw;F-nghijbghUs; mUe;Jtjw;F ve;j tajpy; kJghdk; ntz:Lk;? mDkjpf;fg;gl • • • • • • • b bkhHp tpthjk; ,yf;fzk; Grammar focus •

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, ,isa r rKjhaj;jpdu; g g[ifj;jy;- n nghijg;bghUs; c cgnahfpj;jy; k kJghdk; m mUe;Jjy; M Mfpadtw;wpw;fhd f fhuz':fs; vd;d? young Reasons why take people smoke, drink alcohol drugs, , ,':fpyhe;Jr; N NH;epiya[ld; x xg;gpLjy; Comparing situation in UK with India/Sri Lanka , ,ijf; i ifahStJ vg;go issue should be How addressed

Smoking, drug addiction, alcoholism addiction, drug Smoking,

g[ifj;jy; nghijg; bghUs; kJ cgnahfpj;jy; ; y j ; j p f h a n g cgnahfpj;jy; c J kJ k ; s U h g bghUs; b ; g j i h g nghijg; n ; y j ; j f i [ g g[ifj;jy; Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

73 Curriculum guide for Tamil Rewriting a text a text Rewriting Guided research

;

; including y Rewriting a text in a text Rewriting y

; j j ; y G a j r v

G Creating PowerPoint Creating PowerPoint

; b f

[ v

h y p t ; j ; j ; g ; a Translation from and into target Translation j j g

; p M U u U y

; p Writing strategies h f

; j ; j Responding to letter on problem page Responding to letter on problem d

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; u j ; l j y y Comparing: pupils compare gender Comparing: p and u

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; j k Y a a U y h f f l ; g G j l l b v i ; d } p

; L h p f ; b ; H Reading f y Y ; g ; p u p h Identification of information: text marking. text Identification of information: completion table Categorisation of information: regions). in different etc. resources, (natural (summarising/ of information Reformulation sheet) fact producing an illustrated to an audience. Presentation of information d H g k j l y • • • • written work, checking p26–27 for strategies language. See p58 to address them in their own issues and steps taken local area/country with situation in target country. of a teenage magazine. after initial whole class presentation/magazine: brainstorm, to plan, research pupils work in groups (on Internet) (on word and redraft and then draft with processor) pages/ screens combining text etc. sound effects, images, t tHpfhl;lYld; Ma;t[ bra;jy; one or more of the following: involving g gjpy; vGjy; g glu;f;ifapy; jpUg;gp vGjy; , ,d;bdhUtu; fUj;jhf vGjy; from the standpoint of one characters/people to. referred b bkhHpbgau;j;jy; x xg;gpLjy; g gy;Y}lfk; jahupj;jy; Resources www.languages-ict.org.uk See a different person (third instead of first person) or past a different modifying original on word tense instead of present by processor. ). ).

; y j Statements ;

; Listening

; a y r y Resources list j ; j ; b

, p26–27 j j p F : t d ' Presenting ideas to i ;

; Rainbow/expert Rainbow/expert h

; G d y j y x

j t p K j

r ; W L m s r ;

g ; T H i

; s y f f f p i a e F ; W f ;

; r Speaking strategies f u w Viewing video/DVD recordings (clips video/DVD Viewing p T

; b

h

; S s r y j r f ; and f h j ; b f f

k f ; h

j ; k l ; w

r u t l h V j p j

; ; G g g ; n i ; k

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g k j p F ; t ; w W w l U u p Groups: class divided into groups. Each pupil in a group Each pupil in a group class divided into groups. Groups: works on a Each group or a colour. a number, is given are formed groups Then new aspect of a topic. different or colour to work asking pupils with same number by others about what Each member then informs together. questions. any learnt and answers have they an audience (either individually, in small groups or with in small groups an audience (either individually, gesture the class) using prepared material, visuals, talk, a multimedia ‘live’ This might be a and expression. a poem, song or video. presentation, a sketch, See p49 F Fwpg;gpl;l brhw;fis mtjhdpj;jy; g glk; ghu;j;jy; or documentary) drama can be or whole programmes, pupils with to input ideas and familiarise way effective language. relevant r ru;t njr kfspu; epfH;r;rp xG':F bra;jy; Women’s Organising and presenting an International Useful ideas and information (8th March) event. Day at the Birmingham Grid teachers can be found for for (See websites Teachernet Learning and V Vw;Fk;; Vw;fhj TWfis Kd;itj;jy; f fUj;ij kf;fSf;Ff; TWjy; r rpW FGthfr; bray;gLjy; Resources 2001 Bunbury, and Chaudhuri,Brocklesbury 1998 See for specific words/phrases: pupils are given copy of copy pupils are given specific words/phrases: for words/ or key fifth/tenth word tapescript with every to try listen pupils have As they out. blanked phrases This can be made easier by to fill in missing words. list from which pupils select. jumbled providing activity: pupils working in pairs/groups are given set of are given pupils working in pairs/groups activity: to classify each statement statements and are asked with it (or or disagree agree according to whether they Decisions and think it is true or false). whether they to the whole class. back justifications are then fed Level 8 Level (I,)- ,y':if-,e;jpah Vida ehLfspy; fhzg:gLfpwjh? Mz; bgz: ntWghL ntiyapyh? FLk;gj;jpyh? rl;lj;jpw;F Kd;gh? vt;tHptiffspy; MZk; bgz;Zk; -Mz:. elj;jg; bgz: gps;isfs; ntWghlhf fyhr;rhuj;jpy;)? gLfpwhu;fs; (ntWghlhd Clf':fspy; bgz:fistpl Mz;fSf;F Kf;fpaj;Jtk; bfhLf;fg;gLfpwjh? vd;d? c':fs; fUj;J vd;d? mgpg;gpuhak; mij vdJ mgpg;gpuhag;go vdJ fUj;Jg;go bjupfpwJ-bjupatpy;iy/ ///btspg;gilahf //// mJ Vw;Wf;bfhs;sf; vdJ mgpg;gpuhak; ntz:oaJ-mJ rup- ToaJ-epuhfupf;fg;gl mJ Vw;Wf;bfhs;sf; ToaJ my;y mJ bgz:fSf;F rupahdJ-jukhdJ- rupahdjy;y-jukw;wJ bgz;fSf;Fr; rupahdjh- fPH;fhzg;gLtd Mz;fSf;F jukhdjh-gpiHahdJ-jukw;wJ~ vdf;F ,y;iy/ ,Uf;Fk; cupik nghy; Mz:fSf;Ff; fpilf;Fk; fy;tpr;re;ju;g;gk; Mz:fSf;Ff; fpilf;Fk; gjtp cau;t[ nghy; vkf;F ,y;iy. Mz:fistpl bgz: nghy; bgz:fs; fs; Fiwthfr; rk;ghjpf;fpwhu;fs;. tPl;L ntiy bra;tijna vjpu;ghu;f;fpwhu;fs;. bgz:fns gps;isfisa[k; ftdpf;f ntz: bgz:fns Lk; vd vjpu;ghu;f;fpwhu;fs;. gpd;tUtdtw;iw bjupt[bra;tjw;F cupik cilatu;fshthu;;~ ahiuj; jpUkzk; bra;tJ. jpUkzk; bra;tJ. vg;nghJ vg;nghJ FHe;ijiag; bgw;Wf; bfhs;tJ. btspna ngha; ntiy bra;jy; tPl;oy; rkj;Jtk; ,Uf;fpwjh. btspapy; bry;tjw;F Koa[kh?. nghJ. tpUk;gpa tPl;L ntiy ahu; bra;tJ? bgz:gps;isfis TLjyhd Rje;jpuk; tpl Mz;gps;isfSf;Ff; fle;j. E}w;whz:Lfspy; I, - tH':fg;gLfpwjh? Vida ehLfspy; vt;thW bgz:fspd; thH;f;if Kiw khw;wj;jpw;F cl;gl;oUf;fpwJ/ Mz;LfSf;F Kd; bgz:fSf;F Ik;gJ-E}W thf;fspf;f cupikapy;iy. bghJf;fy;tp- rpwpjst[ - re;ju;g;gk; cau;fy;tp fw;gjw;F- fpilj;jJ-fpilf;ftpy;iy. ntiy fpilj;jJ- bra;tjw;Fr; rpwpjst[ - re;ju;g;gk; fpilf;ftpy;iy–

; k Y p

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t tPl;oYk; n ntiyj;jsj;jpYk; r rkj;Jtk; Equality in the home and at work f fyhr;rhu n ntWghLfs; Cultural differences r rkj;Jtj;jpy; f fle;j fhyKk;; e epfH; fhyKk; Equality in the past and present See Language of negotiation, p53

,d ntWghLk; rkj;JtKk; ; k K t J ; j k rkj;JtKk; r ; k L h g W t ntWghLk; n d , ,d Equality and gender and Equality Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

74 Curriculum guide for Tamil Creating

; y including j xs L ; = l t; Rewriting a text from a text Rewriting h

; + f ; y f p j s I. m G = t v Translation from and into target Translation

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; b

; j + y k Writing strategies i ; j ; Responding to letter on problem page Responding to letter on problem y

; j j ; Pupils compare gender issues and steps and | y

u

; d . ; j k a r y f g G t j

Guided research involving one or more of the Guided research involving l b v

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; L g ; p H t ; Reading http://community.gold.ac.uk k y Y ; g ; p h a Identification of information: text marking. text Identification of information: completion: table Categorisation of information: regions. in different etc. resources, natural summarising/ of information: Reformulation sheet. fact producing an illustrated to an audience. Presentation of information U g k p j y M Ma;t[ g gjpy; vGjy; j jpUk;g trdj;ij vGjy; referred the standpoint of one characters/people to. b bkhHpbgau;j;jy; language. See p58 x xg;gpLjy;. local area/country to address them in their own taken with situation in target country. g gy;Y}lfk; |yk; btspf;fhl;Ljy; Resources www.languages-itc.org.uk See written work, checking p26–27 for strategies Tl;blGj;J - m • • • • See following: of a teenage magazine. after initial whole presentation/magazine: PowerPoint class brainstorm, to plan, pupils work in groups research (on Internet) (on and redraft and then draft with processor) pages/screens combining text word etc. sound effects, images, Listening to longer

; A multimedia A multimedia

; y y Diamond ranking: pupils Diamond ranking: l ;

; j l y f L ; j ; Presenting ideas to an audience n l

; j h f L L f h

; s g ; k g ; i Spotlight activity. g Brainstorming what pupils know about Brainstorming what pupils know

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; e l p F ; l ; y y h Y ; r f w ; j g : h y z a P w presentation: sketch, e.g. scene from soap opera, scene from soap opera, e.g. sketch, presentation: weather show, broadcast, fashion school news interview, Pupils storyboard (see p57) and then etc. forecast, digital video. their own make See p57 See p51 R Rarpe;jid e ePz;l ge;jpfisf; nfl;ly; t thf;F|yk; set of statements and are asked are given pairs/groups to classify each statement according whether they think it is true with it (or whether they or disagree agree back Decisions and justifications are then fed or false). to the whole class. K Kjy; tupirg;gLj;jy; f fw;wy; btspg;ghL g gy;Y}lf |yk; fhl;Ljy; * *:ghl; iyl; customs in UK and India/Sri Lanka: a Venn diagram diagram Venn a customs in UK and India/Sri Lanka: and up picture of what is different could be used to build in common. cultures have what two (either individually, in small groups or with the in small groups (either individually, gesture and class) using prepared material, visuals, talk, a multimedia ‘live’ This might be a expression. a poem, song or video. presentation, a sketch, See p49 passages of familiar language and making notes under passages of familiar Then writing summary words. in own headings. a set of nine girls’/boys’ are given working in groups about the originnames with information of the names. Decisions to negotiate order of preference. have They to whole class with justifications. back are then fed See p53 Level 8 Level xj;jfUj;J – vjpu;f;fUj;J mwpjy; etur btspg;ghLfis bgau;Nl;L tpHh-Vizapy; ,Lk;ehs;- Fw;Wjy;-Ko ,wf;Fjy;/ njhL vt;thW bgau; bjupt[ bra;fpwhu;fs;? vtw;iwf; fUj;jpy; bgau; bjupt[bra;a[k; nghJ bgau;-jkpH; bgau;- bfhs;fpwhu;fs;?(guk;giug; bja;tg; bgau;-gpugy;akhdtu;fspd; bgau;- vz; rhj;jpuj;jpw;F mikag; bgaupLjy;. gpwe;j jpfjp Vw;WthW bgaupLjy;) jpUkzk;- eP':fs; jpUkzk; bra;a tpUk;g[fp[wPu;fsh? fUj;Jf;fs; jpUkzj;jpw;fhd rhjf. ghjf vit? ngr;Rf; jpUkzj;jpy; c':fSf;;F ek;gpf;if cz:lh? Ranju;t[j; (fhjy;) jpUkzj;jpy; c':fSf;;F cz:lh? ek;gpf;if jpUkzk; mnj kjj;jpy; cs;stu;fisj; jhd; bra;tPu;fsh? tpthfuj;J vw;Wf; bfhs;sf; Toajh? g{u;tf;fpupia jpUkz tpHhtpy; eilbgWk; fpupiafs; vit? jpUkz tpHhtpy; kf;fs; mzpa[k; Milfs; vit? vit? czt[fs;. thH;j;Jk; brhw;fs;. ghd':fs; fle;j gj;J tUl':fspy; vt;thW ntWgl;Ls;sJ? fhyhr;rhuk;(gz:ghL) mguf;fpupia (kuzf; fpupia) vit? xUtu; ,we;jjd; gpd; elg;git kuzr;rl':fpy; eilbgWk; fpupiafs; vit? mtu; "hgfkhf xUtupd; kiwtpd; gpd;g[ bra;tJ vd;d? Grammar focus • • c-k;~ rpupg;g[. nfhgk;. tPuk;. ,fH;r;rp. mUtUg;g[. kfpH;r;rp. mf':fhuk;. Mr;rupak;. gak;.

; k

F ; . w f

o ; i : d l ' h h

; e k y y p

[ [ a , a p ; z

g L ; P g . l k j ; g ; g g , w e i U w g p p

I g gpwg;g[ Birth j jpUkzk; Marriage , ,wg;g[ Death I,. ,y':if. , ,e;jpa ehl;ow;Fk; , ,ilapyhd x xg;gPL Comparison between Sri Lanka/India and UK

gpwg;g[. ,wg;g[. jpUkzr; rl':Ffs; ; s f F : ' l rl':Ffs; r ; r z k U p jpUkzr; j . [ ;g g w ,wg;g[. , . [ ;g g w p g gpwg;g[. Rites of passage: birth, marriage, death marriage, birth, passage: of Rites Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

75 Curriculum guide for Tamil

J ; e U ,

; y p H p Translation Translation

; k j y

; j ; k j ; F ; ws sheet. u f www.britishcouncil.org/ a G p g k b p j Rewriting a text in a different in a different a text Rewriting

; H Making a labelled plan or h Rewriting in a different tense. in a different Rewriting

; J ;

; y k Creating ne e y

; j y b

; U j ; j y G Composing simple poems.

; k j j ; , p v G

;

; y F ; u j ; v Writing an interior monologue or diary h y w

y j p p p p u

[ Writing a review. Writing a summary. a w ;

; j j ; ;

[ a g ; G a w k j j j g ; g g v

p d h

g d w b y y l k ; p p p j i p r ; F k F ; f f : : H i ; i u h t p h l y ' ' l k w p k j p h h t Reading selected articles, etc from newspapers or websites (including those which are UK based). Identifying key information, then moving on to more challenging tasks, e.g. writing summary in own words, writing an email in response, making up set of questions based on text for other pupils to answer. Active reading and writing strategies, such as text marking, matching headings to paragraphs and sequencing should be used to help pupils access text, identify key ideas and develop awareness of how texts are organised. When selecting texts teachers should also be alert to opportunities for focussing on particular areas of grammar or vocabulary. Possible activities here would include text marking, categorising and table completion. g gpwtpidapy; vGjy; b bkhHpbgau;j;jy; M M':fpyj;jpy; ,Ue;J jkpGf;Fk; jkpHpy; M M':fpyj;jpw;Fk; bkhHpbgau;j;jy; m ml;il jahupj;jy; of the setting partdiagram of the story. e ehl;Fwpg;g[ b bjhFg;g[ t tpku;rdk; f fhyk;khw;wp vGjy; f ftpij vGjy; Resources workshop British Council, Poetry flasonline-lessons-keystage3.htm from and into target language. See p57 person (third instead of first person) or tense (past instead of present.). page of one the characters. Listening

; k Y j Re-translation: Re-translation: Z

; h y f

; j ; k j ; Listening to/viewing Listening to/viewing s u

; h a y a Read short story with the ; g j ; l y b j ; p i u j ; H h h j m p

; g k

Listening for specific words/phrases: specific words/phrases: Listening for Listening to longer passages of familiar Listening to longer passages of familiar r . ; ; ; k Writing, rehearsing and performing own Writing, own rehearsing and performing h b

;

y y y J t y g ;

l g l l ; ; ; ; k j j l l l l U G p i f f f f news bulletin. This could be recorded and shown This could be recorded and shown bulletin. news Or there could be class at the school. to younger of video with partnerexchange school. whilst reading ask students to identify and class: conflict, motive, discuss plot, setting, character, and critical Introduce vocabulary symbolism, etc. reading skills skimming, scanning and identifying with class ask on text worked Having viewpoint. students to select another short story to read can identify elements and They independently. ideas and prepare brief book reports to share If poetry is chosen, then the with classmates. can be on elements such as symbolism, focus patterns and figures of speech, rhythmic related to topics select texts imagery.Ideally at this level. covered pupils are given copy of tapescript with every of tapescript with every copy pupils are given blanked words/phrases or key fifth/tenth word to try to fill in listen pupils have As they out. This can be made easier by missing words. list from which pupils select. jumbled providing language and making notes under headings. Then writing summary words. in own pupils are given a number of targets phrases in of targets phrases a number pupils are given listen to audio/video recording and They English. when they target language version note down hear it n nfl;ly; n nfl;gJk; milahsk; fhZjYk; n nfl;ly; j jpUk;g bkhHpbgau;j;jy; n nfl;ly;. ghu;j;jy; v vGjy; f fij thrpj;jy; and identifying ‘Who said what?’: pupils are given pupils are given ‘Who said what?’: and identifying list of quotes from an audio/video recording. to identify name of person listen and have They each thing. who says audio or video clips (including from UK based key TV stations and the Internet) for and radio It is also which is entered into table. information teacher to record simplified news for possible broadcast. Level 8 Level ;

; s ; s f ; f s y j f ; l y i h t ; f l

; g

; i h s h f h g f g :

; u d

; p f j u r s n j ;

; h z h i w e f a j t p p f F ; j

; u b j j h f r ; f p p u u r U p h h " j j P P vd;d eilbgw;wJ? rk;ge;jg;gl;ltu;fs; ahu;? cd;dhy; (mtiu) tptupf;f Koa[kh? v':nf? ele;j rk;gt ,lj;ij gw;wp tptupf;f Koa[kh? vg;nghJ Vd;? vd;d fhuzk;? ahu; bghWg;gdtu;fs;? vt;tifahd Kf;fpj;Jtk; m':F cz:L - ,Ue;jpUf;Fk;? j jpUf;Fws; M Mrhuf; nfhit g ghujpahu; ghly;fs; g ghujpjhrd; ghly;fs; e ePjpf; fijfs; g g";rje;jpuf; fijfs; e ePjp btz:gh ; r y i

; l , ; h

y . p w ;

s l . ; r ; w f [ s l c R

;

t h . ; . ; f ; L ; k

f ; s . ; k ; j s ; l s y f K h k [ i f : s

d p i y f u . i y h f p a a ' f h h p t j a

p

e i L ; f k " ; j s j p r i f a p h p h l l http://community.gold.ac.uk y u " i W p p d w j f h h h t | p p

m murpay; Politics t tp";"hdk;. Rw;whly; environment Science, r r|f tpist[fs; Social issues cly; R RfhjhuKk; c cWjpa[k; Health and fitness r rpdpkh. ,ir b bjhiyf;fhl;rp. music television, Film, t tpisahl;L Sports f fhyepiy Weather items selected as appropriate Topical r rpwpa fijfs;. g ghl;Lfs;. e ehlf':fs;. f ftpijfs; poems, Short stories, plays songs, include work created by This may other pupils See Resources jpUf;Fws; fijkyu; juk; 4 ePjp btz:gh

Creativity

jw;fhy epfH;t[fs; ; s f [ t ; H f p epfH;t[fs; e y h f ; w j jw;fhy Current affairs affairs Current

; d w p j ; j f ; f M Mf;fj;jpwd; Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

76 Curriculum guide for Tamil

[ g ; s

g ; i u f s p a i j ; g f a p b Rewriting a text a text Rewriting p r r ;

; H w b p y

h Sequencing

; Matching paragraph Matching paragraph a j ; k a p y g b y Writing a day in the Writing a day G w ; Summarising in own

;

[

; . ; j w j v k , including strategies for for , including strategies g ; y y J ; g L

s

; p y g p p j j j Text marking: to identify e.g. to identify e.g. marking: Text to identify marking: Text

; ; g ; i w s f : G G L g f [ f : y y F ' v g ; v

;

;

g ; x l l ' Guided writing: e.g. description of e.g. Guided writing: . ; p p

; examples of grammatical of grammatical examples f g

; k M w ; y k k r y j ; - ; Rewriting a text in a different in a different a text Rewriting f ; or d y w

; a s s p e j ; H f i p l [ j p F h h y h

; j t u k U p g ; G j a a k s Note-taking. r j R t g

;

v

; h

l l z h G U

; . ; Writing Strategies (Running) Dictation.

; y e y y s H p

v F ; i i t t p d

; ; / ;

; y j i k a i d l p y y m m J y ; y j p p and p j J

f j

u d j j ; Y a a p G - ; s G s s L s t i j f k l ; h p j f : d d v i i h g

[ i j ; p l g ; b ; y t ' p f f ; ; i i f a g ; p p w h e w p p f f : w w y F ; http://community.gold.ac.uk Reading n f g g ; t t p r j ; p a h h h l f ' g w w g w H r r r r e p p a headings to paragraphs. activities: often very since reports appropriate, refer generally activities: in chronological order. to events written work, pp26–7) checking See features. translation e.g. from and into target language: Translation being studied into English or from text of one paragraph finally into target language, from English back re-translation comparing to original. who, what, when, where, why. what, when, where, who, crime related vocabulary words. of culprit or victim. from perspective events from the standpoint of one of the characters/people referred referred from the standpoint of one characters/people to. C Clf':fspy; tUk; Fw;w':fs; gw;wpa bra;jpfis c cgnahfpj;J thrpj;jy;. vGjy;. gapw;rpfis C Cf;Ftpj;jy;/ Reports of a range on crimes in the press can be used for reading and writing activities. active See pp48–9 b braw;ghLfis tupirg;gLj;Jjy; b brhw;fis milahskply; b brhw;fis milahskply; g ge;jpfis jiyg;g[ld; xg;gpLjy F Fwpg;g[ vGJjy; R Rarpe;jidapy; RUf;fk; vGjy; b brhy;bjGjy; t tHpfhl;lYld; vGjy; g gpwtpidapy; vGjy; g gpwtpidapy; Fztpay;g[fisvGjy; M M':fpyk;-jkpH;. jkpH;-M':fpyk; bkhHpbgau;g;g[ J Jg;gwpgtupd; ehshe;jf; Fwpg;g[ See p49 person (third instead of first person) or tense (past present). diary of detective (Hercule Poirot) or criminal. diary (Hercule Poirot) of detective See

; d y h k l ; , pp26–7 j ; l e f Using n

; g ;

; k y s r j

; p f p Viewing video/DVD video/DVD Viewing w y

; t ; a k p m s

y Re-translation: pupils are Re-translation: t f

[ s w ; Interview: script and act out Interview: n |

g ;

;

; w i r Listening to longer passages f g ; Speaking strategies

; y f ; F u

; ; i ; J ; k j ; y Spotlight activity. Diamond ranking: pupils working Diamond ranking: k a

; l

P j Statements activity. y j ;

; t g and y u r l u t k f | Preparing a film a commentary for h b

; g

p | i y

; p i

j y

g

; H u

d g d i h

; j d | j h

f

j t i k

; a i ; i J ; l g ; F ; K ; Listening b y h n

j j ; j z ; f u l j g : o P h u e l U W p f e an interview between detective and someone who detective an interview between has witnessed a crime. given a number of target phrases in English. They They in English. of target phrases a number given listen to audio/video recording and note down hear it when they target language version See p51 See See p71 r rpe;jid |yk;; Fw;wtpay; rk;ge;jkhd f fUj;Jj; jfty;fis mwpjy; (and with visual support),spidergram brainstorm related to crime. ideas/information t tPonah ghu;j;jy; |yk; n nfl;gjd; |yk; k kW bkhHpbgau;g;g[ t thf;F |yk; g glj;ij itj;Jf; nfs;tpfs; nfl;ly; Question setting around a picture. See p68 K Kjy; tupir a set of nine proposals on are given in groups pieces of card suggesting what steps separate to reduce crime. should take the government the proposals in order of to rank are asked They priority the nine cards into shape forming by Groups then present their rankings of a diamond. the class to reach a consensus through for discussion and debate. n neu;Kfg; guPl;ir t tu;zid * *:ghl ; iyl; clip or a series of photos depicting a crime and present to class. recordings. See p72 language and making notes under of familiar Then writing summary words. in own headings. Level 9 Level vd;d rk;gtk; ele;jJ? m':F tPL cilf;fg;gl;lJ. fsthlg;gl;lJ. fz:Lgpof;fg;gl;ld. jhf;Fjy; btobghUs;fs; ele;jJ. rz:ilaplg;gl;lJ. Ma[jj;jhy; gpunahfk; bra;ag;gl;lJ. Jg;ghf;fpg; Fj;jpdhu;fs;. bfhiy bra;ag;gl;lJ. bfh>ukhff; eilbgw;wJ bra;ag;gl;lJ. ga':futhjj; jhf;Fjy; eilbgw;wJ?/// vg;nghJ fhag;gl;lhu;fsh? jhf;fg;gl;lhu;fsh?- ahuhtJ mtuplk; ,Ue;J moj;jhu;fs;/ Mk;/ uhkid e";Nl;lg;gl;lhu;. fsthlg;gl;lJ. jhf;fg;gl;lhu;. Jg;ghf;fpahy; jhf;fg;gl;lhu;. Ma[jj;jhy; bfhiybra;ag;gl;lhu;. Rlg;gl;lhu;;. vjpu;ghuhJ jpl;lkplg;gl;L bfhiy bra;ag;gl;lhu;/ vit? fst[ nghdjh? VjhtJ nghd;). Mk;. xU ifj;bjhiyngrp(nkhigapy; gzg;ig. ifg;ig. iff;fofhuk;. eiffs;. Jtpr;rf;futz:o . fhu;/ v':nf rlyk; fhzg;gl;lJ mjw;Fr; rhl;rpa':fs; ,Uf;fpd;wdth? fz:Ou;fsh? ntW vjhtJ Mk;/ ehd; fs;sid.// gaKWj;jpj; jhf;fpaij//// m':fpUe;J Xoaij/// jg;gp Xoaijf; fz:nld; mtd;-mts;-mtu;fs; mtDf;F mtSf;F vj;jid taJ? mtd;-mts; vg;go ,Ug;;ghu;fs;? ghu;itf;F eP vd;d bra;J rk;gtk; elf;Fk; nghJ bfhz:oUe;jha;;? ehd; tPl;iltpl;L btspnawpf; bfhz:oUe;njd;- g*: tz:of;fhff; fhj;J epd;nwd;-(g*:-uapy;) epiyaj;ij nehf;fp ele;J bfhz:oUe;njd;/ ngrpdhuh? jhf;fg;gl;ltUld; bghyP*: Fw;wthspiag; gpoj;jhuh? bghyP*: Fw;wtpaYf;Fj; jPu;t[ fhzg;gl;ljh?- bghyPrhuhy; ahiuahtJ ifJ bra;jhu;fsh? Kd;bdLg;gpw;fhd jla':fs;. VjhtJ bghyPrhUf;F re;njfk;; fpilj;jjh? vdg; Fw;wtpaiyr; bra;jtu; //////// ,Uf;fyhk; epidf;fpwhu;fs; bghyPrhu; vd fpilj;j jla':fspd; go ///// ,Uf;fyhk; Cfpf;fpwhu;fs;/ ,jd; nehf;fk; vd;d? Fw;wthspahff; fhzg;gl;lhd;/ //// tUl uhkd; Kd;g[ ///// rpiwj;jz:lid jPu;f;fg;gl;lJ/ uhkd; Fw;wthspahf ,Ue;jtd;/

d s h

; ; i k

; s f [ s ; k

; f d ; g p f u p s u y ; y f ; f : d z h j ; k f a p r ' P i i f ; j r p u t t l : y f u h i h w ; p h ; g t r w p u p g z fhy':fSk;. ciuahly;fSk; gh':F) (rk;ghrizg; Passive Reported speech

k e

Police investigations investigations Police Fw;wtpay;g[fis F Fw;wtpay;g[fis t tptupj;jy; Describing crimes t tupirf;fpukkhd r rk;gt':fs; Sequence of events n nehf;fk; Motives b bghyPrhupd; t tprhuizfs; j jz:lidfs; Punishments Grammar focus • • •

; k F : ' G xG':Fk; x . ; k K l ; l rl;lKk;. r . ; k S f d i r ; r u p g gpur;ridfSk;. ; g f | r r|fg; Social issue: Law and order and Law issue: Social Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

77 Curriculum guide for Tamil

; y j ; j p

r ; . ; u k k p Guided

; y p t

y f : . ; j ; Creating '

; y a j ; y M r

: Guided writing: e.g. e.g. Guided writing: f ; j ;

; b H p u

[ f y h k a t ; j j t g

a ~ G

; U b p M v Translation from and into target Translation y

; ;

: H c

h H j ; p d d j k j ; k l l i ; u b j

Reading selected articles, etc from . ; ; j Y Y a - ; f y y k l l ; ; g l j j ; ; l l b y } p p h h j j p p f : H f f Y ; p p h r r ' Identification of information: text marking). text Identification of information: completion. table Categorisation of information: summarising/ of information: Reformulation sheet. fact producing an illustrated to an audience. Presentation of information h H H h k y description of events from perspective of culprit from perspective description of events or victim. from of one paragraph translation e.g. language: being studied into English or re-translation text finally into target language, from English back comparing to original. newspapers or websites (including those which or websites newspapers then information, Identifying key are UK based). on to more challenging tasks. moving t thrpj;jy; t tHpfhl;lYld; Ma;t[ bra;jy; one or into discrimination, involving e.g. research: more of the following: • • • • t tHpfhl;lYld; vGjy; b bkhHpbgau;j;jy; ~ jkpH: M':fpyk;. M M':fpyk;-jkpH: g gy;Y}lfj;ij cUthf;fy; after intitial presentation/magazine: PowerPoint whole class brainstorm, pupils work in groups to plan, research (on Internet) and then draft processor) pages/screens (on word and redraft etc. sound effects, with images, combining text Resources www.language-ict.org.uk t thrpj;jy;. bkhHpbgau;j;jy;. tpku;rpj;jy; a poem related to Reading/translating/reviewing poem. Then writing own racism. http:// Question

; y l ; Presenting ideas

; l y f Organising and

; j ; n

p y j p t ; j ) t p s F : u f ' j n Commission for Racial

; H p Statements activity: pupils Statements activity: b

;

k w ; t ‘diversity’ poster could be ‘diversity’

p y w s t w j ; g i J ;

; j f : T Listening to audio/video recording j g

;

; Role-play argument: between parent between argument: Role-play L

; k ' j f y k g ; r ; i ; J ; l ; u z ; f r h j j l l d z a l h U f Equality (CRE) used a starting discussion about point for up of British society. and the make diversity what do they the people different, What makes What are typical do conflicts arise? Why share? can better prejudices/misunderstandings? How understanding be developed? decide pupils in groups setting around a picture: to ask the like would on and note questions they This can be followed person/people in the picture. Internet research, the the reading of a text, up by to try etc, to find out and note of a video, viewing This can then lead on to the questions. answers to a piece of written work. to an audience (either individually, in small groups in small groups to an audience (either individually, or with the class) using prepared material, visuals, talk, ‘live’ This might be a gesture and expression. a poem, presentation, a sketch, a multimedia song or a video. See p49 , ,dr;rkj;Jtk; n nfl;ly; j jahu;gLj;jp tH':Fjy; useful ideas and event: presenting an anti-racist at the teachers can be found for information (See irespect and redhotcurry websites. f fUj;Jf; Twy; e ehlfk; g glj;ijg; gw;wp nfs;tp nfl;ly; v vz;z':fis bjuptpj;jy; community.gold.ac.uk working in pairs/groups are given set of are given working in pairs/groups to classify each statements and are asked or agree statement according to whether they think it is true or with it (or whether they disagree Decisions and justifications are then fed false). to the whole class. back and making notes under headings. Then writing and making notes under headings. summary words. in own and child. Child has friend of different ethnic Child has friend of different and child. like and would disapproves Parent background. child to associate only with children of same background. Level 9 Level nghd;w fl;rpapdu; fpsg;gp nghd;w BNP ,':fpyhe;jpy; -,e;jpah. ,y':if. Mfpa ehLfspy; ,d;Dk; ,':fpyhe;jpy; ,Uf;fpwjh? ,dj;Jntrk; bjhlu;e;J Fonawpdhu;fs;- kf;fs; gpupj;jhdpahtpw;Fs; vg;nghjpUe;J vjw;fhff; Fonawpdhu;fs;? Fonaw;w ehLfSf;Fk; gpupj;jhdpahtpw;Fk; gpupj;jhdpa ,Ue;jJ? bjhlu;g[ vt;tifahd tuyhw;Wj; ,dj;Jntrk;-ntWgLj;Jjy;- ////// kf;fSf;F vjpuhf vz:zk; ,Ue;jJ jtwhd gy ,dj;Jntre[pfH;t[fs; eilbgw;wpUf;fpd;wd. kf;fSf;fpilna gjl;l epiy ,dj;Jntrj;jhy; cl;gLj;jg;gl;lJ/ fhzg;gl;L ,dj;jhf;FjYf;F kf;fSf;fpilna ,dj;Jntrk; vw;gLjtjw;fhd fhuz';fs; vd;d? vd;d? xnu khjpupahd ,dj;Jntrr; braw;ghLfs; xnu khjpup cs;sdth? vy;yhk; ,dj;Jntrr; braw;ghLfis vt;thW khwhepiyahd Clf':fs; Cf;Ftpf;fpd;wd? vt;thW khw;wp mikf;fyhk;? jg;ggpg;gpuha':fis gs;spapy; ,dj;Jntrk; ,Uf;fpwjh? ,dj;Jntrj;ij vt;thW tpLfpwhu;fs;/ ,dj;Jntrj;ij epWj;Jtjw;F murh':fk; vd;d bra;a ntz:Lk;? ehd; vd;d bra;ayhk;/ bkhHpg; gpunahfk; ,yF jkpHpy; ,dj;Jntrk; gw;wpa g{uz tpsf;fk; mspj;jy; khztu;fis ,uz:lhfg; gpupj;J tpthjg; ,uz:lhtjhf fUj;Jf;fisg; gfpu;jy;/ gh':fpy; ,dj;Jntrj;jpd; tpist[fis czu itj;jy;/ kztu; kdjpy; gjpa itj;jy; ,Wjpahf rkj;Jtg; gh':if kl;oy; ,dj;Jntrj;ij epWj;Jtjw;F vd;idg; bghWj;j khztupilna fw;gpw;Fk; cj;jpfisf; ,d;Dk; TLjyhf ifahsyhk;/

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,dj; Jnt=Kk; r|f tpist[fSk ;; k S f [ t s i p tpist[fSk t f | r|f r ; k K = t n Jnt=Kk; J ; j d , ,dj; Social issue: Racism issue: Social Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

78 Curriculum guide for Tamil - ; k y p f : ' M

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; j ; j p H y H h a h p r h k r r k newssheet. t thrpj;jy; b bkhHpbgau;g;g[ jkpH;-M':fpyk;. M':fpyk;- j jkpH; b bra;jp mwpf;if jahupj;jy; b brhy;tbjGjy; See p49 translation of one paragraph from text being studied from text of one paragraph translation into from English back into English or re-translation target language (finally comparing to original). newspapers or websites (including those which are or websites newspapers then moving information, Identifying key UK based). writing summary e.g. on to more challenging tasks, making writing an email in response, words, in own other pupils to for up set of questions based on text such reading and writing strategies, Active answer. marking, matching headings to paragraphs as text and sequencing should be used to help pupils access of how awareness ideas and develop identify key text, teachers When selecting texts are organised. texts should also be alert to opportunities focusing for on particular or vocabulary. areas of grammar marking, include text activities here would Possible completion. categorising and table Listening for Listening for

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p g b p a w y r z P W own news bulletin: this could be videoed and shown this could be videoed and shown bulletin: news own Or there could be class at the school. to younger of video with partnerexchange school. e ePz:l ge;jpfisf; nfl;ly; k kWbkhHpbgau;j;jy; x xyp xsp ehlhf;fisf; nfl;ly; b bra;jp vGjy; given a number of targets phrases in English. They They in English. of targets phrases a number given target listen to audio/video recording and note down hear it. when they language version specific words/phrases: pupils are given copy of copy pupils are given specific words/phrases: words/ or key fifth/tenth word tapescript with every to try listen pupils have As they out. blanked phrases This can be made easier by to fill in missing words. list from which pupils select. jumbled providing audio or video clips (including from UK viewing TV stations and the Internet) for and based radio It is which is entered into table. information key teacher to record simplified news for also possible broadcast. passages of familiar language and making notes passages of familiar Then writing summary words. in own under headings. F Fwpg;gpl;l brhw;fisf; nfl;ly; Level 9 Level vd;d eilbgw;wJ? ahu; jiyapl;lhu;fs; c':fshy; mtiu tptupf;f Koa[kh? v':nf? ele;j rk;gtj;ij tptupj;Jf; Tw Koa[kh? vg;nghJ? Vd: vd;d fhuz':fs;/ mjw;F ahu; bghWg;ghspfs;/ vd;d tpist[fs; m':F cz:lhfpa[s;sd? Grammar focus jpiz- 2 c-k;~ m\jpiiz. cau;jpiz -5 ghy; Xd;wd;ghy;. gyu;ghy;. bgz:ghy;. c-k;~ Mz;ghy;. gytpd;ghy; vz:-2 c-k;~ xUik. gd;ik. ,lk;- 3 c-k;~ jd;ik. Kd;dpiy. glu;f;if fhyk;- 3 c-k;~ epfH;fhyk;. vjpu;;fhyk;. ,we;jfhyk; ;

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m murpay; Politics t tp";"hdk;. Rw;whly; environment Science, r r|f tpist[fs; Social issues M Mnuhf;fpaKk; cly; e eyKk; Health and fitness j jpiug;glk;. b bjhiyf;fhl;rp. r r':fPjk; music television, Film, t tpisahl;L Sports f fhy epiy Weather items selected as appropriate Topical

jw;fhy tptfhu':fs; ; s f : ' u h f t p tptfhu':fs; t y h f ; w j jw;fhy Current affairs Current Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

79 Curriculum guide for Tamil

; y j G v

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y k p U j i h t labelled plan or diagram of the setting partlabelled plan or diagram of the story. f fijapd; gFjpf;Fg; glk; tiujy; x xU ghj;jpuj;jpw;fhd ciuahliy vGjy; or diary page of one ‘interior monologue’ Writing an the characters. b bjhFg;g[ t tpku;rdk; f fhyk; khw;wp vGjy; f ftpij vGjy; Resources KS3 workshop, British Council, Poetry www.britishcouncil.org/flasonline-lessons-keystage3. htm

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o t j g J ; h j j j t p i U i whilst reading ask students to identify and discuss symbolism, conflict, motive, plot, setting, character, and critical reading skills Introduce vocabulary etc. Having skimming, scanning and identifying viewpoint. with class ask students to select on text worked They another short story to read independently. can identify elements and ideas prepare brief If poetry is book reports to share with classmates. can be on elements such as chosen, then the focus patterns and symbolism, figures of speech, rhythmic related to topics covered Ideally select texts imagery. be used as effective can, in fact, Texts at this level. suggested for springboard into a topic (see below texts). fijgoj;J mjpYs;s fU. ghj;jpu':fs; f fijgoj;J mjpYs;s fU. ghj;jpu':fs; nehf;fk; Mfpatw;iw f fUj;J Kuz;ghLfs;. t tpthjpj;jy; f fij thrpj;jy; Level 9 Level ghujpahu; ghly;fs;. ghujpahu; ePjpf; fijfs;. g";rje;jpuf; fijfs; ePjp btz:gh. Mj;jpNo bfhd;iw nte;jd;. ehyoahu; g[Jf;ftpij jdpg;ghly;. rpyg;gjpfhuk;. ,uhkhazk;. kfhghujk;

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;; d w p j ; j f ; f M Mf;fj;jpwd;; Creativity Themes, topics, texts topics, Themes, structures and vocabulary Key Oracy Literacy

80 Curriculum guide for Tamil

Assessment at Levels 7–9

Whilst 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: 1 Ongoing informal assessment 2 Formally accredited assessment

Ongoing informal assessment Teachers 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: • 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 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).

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 texts • Recognise bias and objectivity, distinguishing facts from hypotheses, theories and opinions.

81 Curriculum guide for Tamil

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).

Formally accredited assessment Asset Languages (Intermediate Stage)

LL* Can Do statements Examples of teacher assessed tasks These statements are intended to reflect There is some scope for teachers to adapt the likely observable outcomes of material to suit their own programme of achievement at each level. They are not study. definitions of proficiency in themselves.

7L I can understand longer passages and recognise Learners hear a radio interview and answer three- people’s points of view. option multiple choice questions.

S I can answer simple unprepared questions in a Learners play a guessing game in a group, asking conversation or following a presentation. and answering questions.

R I can understand longer texts and recognise Three-option multiple choice based on a text. people’s points of view.

W I can write a text (e.g. a report or a letter) Transfer of meaning based on personal information. conveying simple opinions and/or points of view.

8L I can understand passages including some Learners match English sentences to short spoken unfamiliar material from which I can recognise extracts. attitudes and emotions.

S I can tell a story or relate the plot of a book or film Learners make a presentation about a news item and give my opinions about it. of their choice.

R I can understand texts including some unfamiliar Identifying five correct English sentences from a list material from which I can recognise attitudes and of ten about a text. emotions.

W I can produce formal and informal texts in an Writing a poster to advertise a charity event. appropriate style on familiar topics.

*LL = Languages Ladder

82 Curriculum guide for Tamil

9LI can understand the gist of a range of authentic Learners correct an error in English sentences passages in familiar contexts. about a recorded interview.

S I can take part in a discussion, giving and justifying In groups of three, learners discuss holiday options. my opinions and ideas.

R I can understand a wide range of authentic texts in Matching English summaries with short paragraphs familiar contexts. on a theme e.g. career plans.

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

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.

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 functions • Grammatical areas • Vocabulary areas • Script 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.

83 Curriculum guide for Tamil Other Qualifications in Tamil There 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.

84 Curriculum guide for Tamil

2.3 Creating a scheme of work based on the guide

The 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);

85 Curriculum guide for Tamil Curriculum guide for Tamil

– 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 encouragement Although 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!

86 Curriculum guide for Tamil Curriculum guide for Tamil f the unit. Resources (including ICT) (including Resources Key Stage 2/3 Framework links: Stage 2/3 Framework Key Activities, including homeworks (differentiation (differentiation homeworks including Activities, language learning strategies relevant features, assessment opportunitiesand informal indicated as appropriate) S: L: R: W: W: R: L: S: Vocabulary and structures (core Vocabulary and extension) End of unit assessment objectives 1 2 3 4 5 6 Following this format it should be possible to cover 1-2 weeks per page. per page. 1-2 weeks to cover it should be possible this format Following and written outcomes at the end o to add full verbal but just a summary be clearest to provide of language in the table, It may NC National Curriculum NC National PoS of Study Programme AT Target Attainment ICT Technology and Communications Information Year/Group: Year/Group: routinely): those covered (excluding NC PoS Week and learning Context(s) Term: Levels: NC AT (1) Unit: (6 weeks) Timing: Possible template for a scheme of work a scheme template for Possible Notes: • • Abbreviations: • • • •

87 Curriculum guide for Tamil Resource list for the teaching of Tamil

Level 1 FFygjpygjp MMWKfk;WKfk; ffe;ijahe;ijah ,,dpadpa jkpH:jkpH: ggapw;rpapw;rp 1 (Aishda Luxmi Press) RR$hjh.$hjh. gghyu;hyu; ttz:zz:z mmupr;Rtoupr;Rto 1 (Aishda Luxmi Press) RR$hjh.$hjh. jj':fkyu;':fkyu; ttz:zz:z mmupr;Rtoupr;Rto (Minerva Publications) RR$hjh.$hjh. gghyu;hyu; ttz:zz:z mmupr;Rtoupr;Rto 1 (Minerva Publications) kkyu;yu; ttz:zz:z mmupr;Rtoupr;Rto 1 (Minerva Publications) Level 2 Tamil/English picture dictionary, MantraLingua bbry;tuh$;/ry;tuh$;/ FF// gg[jpa[jpa mmog;gilj;og;gilj; jjkpH;kpH; tthrfk;hrfk; 11 (Jaya Bakti) eePjpf;fijfs;Pjpf;fijfs; 3 (Aishda Luxmi Press) mmog;gilj;og;gilj; jjkpH;kpH; bbray;ray; EE}y;}y; ,,y':ifj;y':ifj; nnjrpajrpa ffy;tpy;tp eepWtdk;.pWtdk;. FF/tp//tp/ mmr;rfk;r;rfk; gg[ytu;[ytu; mmH.H. mmz:zhkiyz:zhkiy gghyu;hyu; jjkpH;kpH; kkyu;yu; 11 (Rasi Nilayam)

Level 3 eePjpf;fijfs;Pjpf;fijfs; 4 (Aishda Luxmi Press) jjkpH;r;kpH;r; RRlu;lu; ggapw;rpapw;rp 1 (Star Enterprise) ,,e;Jrdd;e;Jrdd; ggpp __.. RR$pfyh$pfyh eePjpf;Pjpf; ffijfs;ijfs; 1–2 (Sasikala Industries)

Level 4 kkh*:lu;h*:lu; rrptyp':fk;ptyp':fk; rrpWtu;pWtu; ffijkyu;ijkyu; 4 (Aishda Luxmi Press) mmog;gilj;og;gilj; jjkpH;kpH; bbray;ray; bbewpewp (K V Printers) jjkpH;r;kpH;r; RRlu;lu; ggapw;rpapw;rp 2 (Star Enterprise)

Level 5 JJiurp':fk;/iurp':fk;/ fftp"u;;tp"u;; jj// jjkpH;bray;kpH;bray; EE}y;}y; 5 (Sri Lanka Book Shop) RR$pfyh$pfyh ePjpf;ePjpf; fijfs;fijfs ; 5 (Sujikal Industries) jjkpH;r;kpH;r; RRlu;lu; ggapw;rpapw;rp 3 (Star Enterprise) _ uhk;uhk; ccapu;apu; bbka;ka; vvGj;JGj;J ggapw;rpapw;rp gg[j;jfk;[j;jfk; (Sri Ram Industries)

Level 6 bbry;tuhI;ry;tuhI; FF// mmog;gilj;og;gilj; jjkpH;kpH; tthrfk;hrfk; bbIgf;jpIgf;jp ggjpg;gfk;jpg;gfk; MMWKfk;WKfk; ffe;ijah.e;ijah. rrpWtu;pWtu; ffijij (""hapWhapW kkyu;yu;-6) (Aishda Luxmi Press) jjkpH;r;kpH;r; RRlu;lu; ggapw;rpapw;rp 4 (Star Enterprise)

Level 7 bbry;tpry;tp ,,uhrJiu/uhrJiu/ jjkpH;kpH; bbray;ray; EE}y;}y; jjuk;uk; 3 (Sri Lanka Bookshop) ffe;ijahe;ijah MMWKfk;WKfk; rr[pWtu;[pWtu; ffijij kkyu;yu; 2 (Aishda Luxmi Press) jjkpH;r;kpH;r; RRlu;lu; ggapw;rpapw;rp 5 (Star Enterprise)

Level 8 ffijkyu;ijkyu; (LIFCO Bookshop) jjpUf;Fws;pUf;Fws; (LIFCO Bookshop) eePjpbtz::ghPjpbtz::gh (LIFCO Bookshop) gghujpahu;hujpahu; gghly;hly; (LIFCO Bookshop) jjkpH;r;kpH;r; RRlu;lu; ggapw;rpapw;rp 6 (Star Enterprise) bbghd;Drhkp/ghd;Drhkp/ mm.nfh/.nfh/ jjkpH:kpH: bbkhHpa[k;khHpa[k; ,,yf;fpaKk;yf;fpaKk; jjuk;uk; 6 (Subramaniam Bookshop)

88 Curriculum guide for Tamil

Level 9 jjkpH;kpH; bbray;ray; EE}y;}y; jjuk;uk; 5 (KV Printers) rrpWtu;pWtu; ffijij kkyu;yu; (LIFCO Bookshop) MMj;jpj;jp NNoo (LIFCO Bookshop) bbfhd;iwfhd;iw nnte;jd;te;jd; (LIFCO Bookshop) eehyoahu;hyoahu; (LIFCO Bookshop)

Suppliers

Aishda Luxmi Press 320 Chettiar Street, Colombo 11, Sri Lanka. Jaya Bakti 28 & 30 Wisma Jaya Bakti, Jalan Cenderuh 2, Batu4, Jalan Ipoh, 51200, Kuala Lumpur Jeya Pakthy Pathippagam 28-29 Wisma Jaya Bakti, Jalan Cenderuh 2, Batu4., Jalan Lpoh, 51200 Kuala Lumpur Kausalya Hart Tamil for Beginners, Part II: Grammar. Berkeley: Univ. of California KV Printers 58 Green Lane, Colombo 13. Sri Lanka Lanka Book Shop F1-14 Dais Place. Kunasinga Puram, Colombo 12. Sri Lanka LIFCO http://www.lifcobooks.com/index.aspx Mantra Lingua Ltd Global House, 303 Ballards Lane, London N12 8N http://www.mantralingua.com Minarva Publications No. 6, 1St Floor, Pyeros Road. Triplicane, Chennai 6000 005, India Sri Lanka Bookshop 234 KKS Road, Jaffna, Sri Lanka Sri Ram Industries 46 South St Sennaikkadai St Madurai 625001, India Star Enterprise 20 Jalan 12/10, Taman Koperasi Pollis (Fasa-1) Sujikala Industrials 104/6 Shoping Complex. Chettiyar St. Colombo 11, Sri Lanka Subramaniam Bookshop 235 KKS Road Jaffna, Sri Lanka Tamilnool http://tamilnool.com/[email protected]

89 Curriculum guide for Tamil

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

Other recommended texts Kausalya 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 resources Tamil 2000. Tamil Kalvi Software. Available from: www.kalvi.com FFthth FFthth tthj;Jhj;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 bbrk;bkhHprk;bkhHp CCemmozhi.emmozhi www.letuslearntamil.com/tableofcontent.asp Tamil Teacher Series 1 & 2. http://mall.coimbatore.com/schoolroms/tamil.htm

Mini-whiteboards/Dice A4 ‘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 779967 http://www.synergy-group.co.uk/learnhome.html Talking Dice Dice covering wide range of topics + activity ideas. http://www.talkingdice.co.uk

Tamil weblinks

AsiaSource Language Resources A resource of the Asia Society www.duke.edu/~skc9/tamilclass/PDF/tamilvu.pdf Learn to write in Tamil Lesson 1 www.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 Tamil www.chennaibest.com/discoverchennai/learntamil/index.asp Learning Tamil through English www.child.ambalam.com/english/introduction.html Learn to speak http://talktamil.4t.com/Ilakanam.htm

90 Curriculum guide for Tamil

Learn Tamil through English www.learntamil.com Modern Tamil Grammar Lessons will be taught stage by stage www.languageinindia.com/march2004/index.html Resources For Learning Tamil Language www.geocities.com/Athens/5180/tlearn.html Tamil Language Learning Resources www.call.gov/resource/language/tamilr000.htm thamizham.net This 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 centres Tamil lessons outside curriculum time at the Tamil Language centres. Govt. Singapore www.moe.gov.sg/speeches/2001/sp03082001a.htm Thamil Paadanool – Learn Tamil www.unc.edu/~echeran/paadanool Tamil Virtual University www.tamilvu.org Video Tamil Lessons at Tamil Language in Context http://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 Schiffman www.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.com These few lessons will help one to read Tamil script. www.ukindia.com/zip/ztm.htm

91 Curriculum guide for Tamil

References and further reading

Abdelrazak, 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 Learning www.all-languages.org.uk AfL (Assessment for Learning) www.qca.org.uk/7659.html Asset Languages www.assetlanguages.org.uk Becta (British Educational Communications and Technology Agency) ESOL and community languages www.becta.org.uk Birmingham Grid for Learning International Women's Day www.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 Languages www.cilt.org.uk Commission for Racial Equality www.cre.gov.uk For posters reflecting diversity in Britain, London and Southampton www.cre.gov.uk/publs/cat_posters. html Community Languages Network Supported by the Specialist Schools and Academies Trust) www.schoolsnetwork.org.uk/commlang DfES Languages www.dfes.gov.uk/languages/index.cfm Goldsmiths College ‘community.gold’ website. http://community.gold.ac.uk Hounslow Language Services Resources 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 LanguagesICT www.languages-ict.org.uk The Literacy Trust Early bilingual communication www.literacytrust.org.uk/talktoyourbaby/Bilingual.html MediaEd Film-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 Scotland www.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

94 Curriculum guide for Tamil

Talking Dice For information on resource that can be used with any language www.talkingdice.co.uk/home.asp Teachernet International Women's Day www.teachernet.gov.uk/teachingandlearning/assemblies/index.cfm?mode=searchdisplay&id=62&hist ory=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 site www.twfcymru.com

95 The Curriculum guides for community languages provide a flexible outline for planning the design and delivery of Guide forCurriculum 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. Tamil

‘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.’ jkpH 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; CILT Curriculum guide for Tamil

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