CILT Publications Catalogue 2011 by CILT, The National Centre for Languages

Primary

CILT catalogue 2011

CILT Plus. Be inspired 15–20% discount on CILT resources* and events Online training A treasure chest of resources Expert advice and support * excludes European Portfolios, Hocus & Lotus series, Primary School Chinese and NVQ textbooks.

www.ciltplus.org.uk 2

કેમ છો? Dia duit Buon giorno

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cześć Olá Winchis

Contents Primary

Curriculum Guides for Community Languages

Secondary

Further reading

Higher education, adult and further education

Business and employment

Special offers

Index

How to order CILT resources

Back cover

Prices and specifications listed in this catalogue were correct at the time of going to press. However, we reserve right to alter, without notice, prices and specifications of titles not yet published

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Salut!

Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம்

Mehaba สวัสด Chào 你好 Tungj

Tools for schools Ready to use resources for KS2 languages

Primary 4

Order your resources from www.cilt.org.uk/shop.aspx

‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

Tools for schools are CILT’s unique readyto-use interactive whiteboard materials for teaching languages in the primary school. Developed by practising teachers and piloted in schools in the East Riding, they include graphics, stories, games and audio files following the Schemes of Work developed jointly by QCDA and CILT.

Save hours of preparation time   Years 3 to 6  Individual resources compatible with Promethean whiteboard  £27.50 plus VAT per CD-ROM.  Each CD-ROM provides material for a full year’s teaching  Requires Smart Notebook software

ISBN

French Units 1–6

ISBN13: 978-1-904243-80-9

French Units 7–12

ISBN13: 978-1-904243-81-6

French Units 13–18

ISBN13: 978-1-904243-82-3

French Units 19–24

ISBN13: 978-1-904243-83-0

Spanish Units 1–6

ISBN13: 978-1-904243-88-5

Spanish Units 7–12

ISBN13: 978-1-904243-89-2

Spanish Units 13–18

ISBN13: 978-1-904243-90-8

Spanish Units 19–24

ISBN13: 978-1-904243-91-5

Item

Spanish resources will be available from February 2011

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For details on bulk orders, contact toolsforschools@cilt.org.uk

Very good resources and clearly good value. Primary modern languages coordinator

Primary

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We really enjoy languages and don’t want the lesson to end.

Key Stage 2 pupil

Order your resources from www.cilt.org.uk/shop.aspx

Dia duit Buon giorno

"ERNADETTE #LINTON AND -ARION 6INCENT ARE PASSIONATE ABOUT ENSURING THE PROVISION OF FIRST CLASS LANGUAGE TEACHING IN PRIMARY SCHOOLS 4HEY HAVE SPENT MANY YEARS WORKING AT ALL LEVELS OF EDUCATION FROM RECEPTION THROUGH PRIMARY AND SECONDARY TO 5NIVERSITY MODULES

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Young Pathfinders

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,EADING THE WAY

4HEY HAVE VAST EXPERIENCE OF IMPLEMENTING PRIMARY LANGUAGES PRODUCING PUBLISHED MATERIALS AND OF TRAINING TEACHERS AND SUPPORT STAFF IN THE ,ONDON "OROUGH OF %NFIELD WHICH HAS BEEN A 0ATHFINDER AUTHORITY FROM

#O ORDINATING PRIMARY LANGUAGES ,EADING THE WAY

This popular series is full of stimulating and practical ideas to help teach languages to young children. Whether youâ&#x20AC;&#x2122;re a specialist or non-specialist language teacher, youâ&#x20AC;&#x2122;re sure to find something to inspire you.

!S SCHOOLS MEET THE REQUIREMENT FOR EVERY +EY 3TAGE CHILD TO LEARN A LANGUAGE AT SCHOOL TEACHERS TAKING ON THE ROLE OF PRIMARY LANGUAGES COORDINATOR WILL FIND ESSENTIAL SUPPORT IN THIS NEW 9OUNG 0ATHFINDER ,EADING THE WAY OFFERS PRACTICAL HELP AND NECESSARY ENCOURAGEMENT FOR THE EXCITING YET DAUNTING CHALLENGE OF LEADING PRIMARY LANGUAGES 4HE SOUND ADVICE MAKES THE SUCCESSFUL INTEGRATED TEACHING OF LANGUAGES IN PRIMARY SCHOOL A REALISTIC GOAL 'ROUNDED IN THE AUTHORS EXPERIENCES OF LEADING LANGUAGES IN A NUMBER OF SCHOOLS THIS BOOK IS A GUIDE TO THE KEY ISSUES AND PROVIDES SUGGESTIONS FOR MANAGING EVERY STAGE FROM THE VERY FIRST STEPS OF DECIDING ON WHICH LANGUAGES TO TEACH ALL THE WAY TO TACKLING THE TRANSITION OF CHILDREN TO +EY 3TAGE AFTER THEIR YEARS OF PRIMARY LANGUAGE LEARNING

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WWW CILT ORG UK

"ERNADETTE #LINTON AND -ARION 6INCENT

Leading the way (YPF16)

Coordinating primary languages Primary

Bernadette Clinton and Marion Vincent Leading the way provides guidance to teachers responsible for the coordination and management of the National Languages Strategy at Key Stage 2. It provides practical examples of how to monitor teaching and to assess pupilsâ&#x20AC;&#x2122; progress in languages. The authors draw on their experiences as practitioners and advisers as well as on their work with subject leaders across a variety of schools. After an overview of the official documents on which the strategy is based, the authors discuss a range of leadership styles and examine the strategic issues involved in planning for languages in the curriculum. 2009 ď Ž 86pp ď Ž ISBN-13: 978-1-904243-73-1 ď Ž ÂŁ12

Speak up! (YPF15)

Getting talking in the languages classroom

Peter Satchwell with June de Silva Speak up! provides practical, realistic guidance to help teacher and children interact in the new language with selfassurance. It contains useful advice on classroom language and offers ideas for activities to encourage target language interaction for both Key Stage 1 and 2. It discusses the process of children learning languages: how to listen, mimic new sounds, memorise and record what has been learnt, accept mistakes and experiment with new language. There is also guidance on planning for progression for Key Stages 1 and 2. Examples are given in French, German and Spanish. 2009 ď Ž 148pp ď Ž ISBN-13: 978-1-904243-67-0 ď Ž ÂŁ12

Order your resources from www.cilt.org.uk/shop.aspx

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We have the technology! (YPF14)

Mind the gap! (YPF13)

Working together (YPF12)

Therese Comfort & Daniel Tierney This book is full of ideas to help teachers integrate ICT into language learning throughout the primary school. It explores how the Internet can help teachers to create resources and how websites can be used creatively to stimulate interest. We have the technology! shows how the interactive whiteboard can be an exciting, enriching and motivating ICT tool and how it can bring storytelling to life. It presents easy-to-use ways to introduce and consolidate new language and develop reading and writing skills. It also suggests how links can be made between language and other areas of the curriculum; and highlights the benefits of videoconferencing.

Rosemary Bevis & Ann Gregory Mind the gap! provides practical advice to help teachers in both phases bridge the gap between primary and secondary language learning, outlining the importance of key players sharing teaching skills and knowledge about the pupils’ achievement and experiences.

Cynthia Martin & Anne Farren This book presents ideas for successful activities and projects, suggesting how schools can exploit the potential of native speakers. It explores how to obtain assistants and offers guidelines for supporting and developing their skills in order to harness their unique contribution.

Using ICT to enhance primary languages

Improving transition between Key Stage 2 and 3

2005  100pp  ISBN-13: 978-1-904243-47-2  £12

Native speaker assistants in the primary school

Primary

Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம்

2004  96pp  ISBN-13: 978-1-904243-31-1  £12

2007  80pp  ISBN-13: 978-1-904243-64-9  £12

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‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

A flying start! (YPF11)

A world of languages (YPF10)

Peter Satchwell & June de Silva Revised and updated, A flying start! informs, encourages and supports teachers who are embarking on primary language teaching – as well as updating those who already have experience in the field. It presents a rationale for early language learning, outlines key aims and objectives, and suggests themes and approaches to learning at Key Stages 1 and 2.

Manjula Datta & Cathy Pomphrey A world of languages looks at developing pupils’ language-learning potential by relating it to themselves as language users and to the multilingualism that surrounds them. The ideas and approaches are suitable for use in both multilingual and monolingual classrooms, with activities designed to stimulate the curiosity and confidence of all children, whether or not they already speak another language.

Introducing early language learning Primary

2008  84pp  ISBN-13: 978-1-904243-30-4  £12

Developing children’s love of languages

2004  80pp  ISBN-13: 978-1-904243-20-5  £12

Check our special offer on the Young Pathfinders pack and save £26. See page 38 8

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The literacy link (YPF9)

Catherine Cheater and Anne Farren How can a foreign language be integrated into the primary school day? How can learning a foreign language enhance literacy development? The literacy link considers a wide range of skills and their development through MFL, for both Key Stages 1 and 2 – vocabulary extension; confi dence with text, with listening, speaking, reading and writing; phonological awareness, phonics and spelling; grammatical awareness; sentence construction and punctuation; reading comprehension; and writing composition – supported by examples of effective activities. 2001  88pp  ISBN-13: 978-1-902031-41-5  £12

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duit Buon giorno

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cześć Olá Winchis Salut!

First steps to reading and writing (YPF5)

Christina Skarbek Skarbek investigates just how much can be done in the early years of foreign language teaching to prepare young learners for reading and writing. 1998  52pp  ISBN-13: 978-1-902031-01-9  £12

Relating languages to other work in the school

Daniel Tierney & Malcolm Hope This book gives guidance on how to teach a foreign language to young learners by linking it to other areas of the curriculum. Making the link shows teachers how to incorporate foreign language work within common primary themes and offers ideas linked to work in Maths, English, Geography, Design and Technology, Music, PE and Drama.

Let’s join in! (YPF6)

Rhymes, poems and songs

Cynthia Martin & Catherine Cheater This practical resource for specialists and non-specialist primary language teachers presents a motivating collection of rhymes, poems and songs for learners aged 3–13. Contents include counting rhymes, rounds and canons, preparing for reading and writing, and using published resources. 1998  72pp  ISBN-13: 978-1-902031-09-5  £12

1998  68pp  ISBN-13: 978-1-902031-04-0  £12

Telling stories to young language learners

Daniel Tierney & Patricia Dobson This book provides guidelines on the type of stories that work well in a foreign language. The authors look at different ways of presenting stories, preparation for storytelling and follow-up activities.

Primary

Making the link (YPF7)

Are you sitting comfortably? (YPF3)

1995  42pp  ISBN-13: 978-1-874016-49-6  £12

Games and fun activities (YPF2)

Cynthia Martin This ever-popular title presents a wide range of strategies and enjoyable activities which will enable young learners to develop their language skills. Guidance is given on choice, preparation, organisation and management of games. 1995  50pp  ISBN-13: 978-1-874016-41-0  £12

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Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம் Hocus & Lotus Hocus & Lotus are two loveable little cartoon Dinocrocs whose musical adventures are ideal for introducing a new language to very young children. This innovative, high-quality material is especially designed for children from age three onwards but is also suitable for use in Key Stage 2.

Primary

Hocus & Lotus is the result of a European project involving child development and language specialists across Europe. Using songs, drama and stories which are acted out in the classroom, the materials appeal to young children’s desire to hear the same story again and again. The texts and scripts have been carefully developed to assist the process of language acquisition through repetition and visual clues. The DVD, videos and CDs provide an invaluable model of authentic pronunciation. Teachers who themselves have only limited knowledge of the new language will find the method enjoyable and easy to use.

DVDs

These cartoon stories have been produced in high TV-quality format – the English versions have been broadcast to large audiences on Italian TV. They can either be used

Teacher’s kits

This provides the text of six simple stories which recount the adventures of Hocus and his friend Lotus. It also provides a guide to actions, mimes and facial expressions to support pupils’ understanding. The Teacher’s guide explains ideas behind the ‘narrativeformat approach’ and the DVD gives good practice in five languages (including English). The kit includes a T-shirt and a bag

Mehaba สวัสด Chào 你好 Tungjatjeta բ in class, or made available to parents for children to view at home to reinforce their learning. The DVDs include six episodes of The Hocus & Lotus series in five languages: French, Spanish, German, Italian and English. DVDs are region free. 2007  35 mins per language  £15.50 plus VAT

T-shirts and bags

The idea behind the Hocus & Lotus stories is that the pupils and teacher enter a magic world together, where only the new language is spoken. To assist this process, the developers of the material recommend that teacher and pupils wear a special ‘magic’ T-shirt. The adult’s T-shirt comes as an integral part of the Teacher’s kit. Children’s t-shirts may be ordered separately, each with its own special bag.  £10 (15+: £7.50)

2004  Teacher’s guide + training DVD + t-shirt + bag  £38.50 plus VAT

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કેમ છો? Dia

‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

The magic teacher

Singalong CD and booklet

Learning a foreign language at nursery school – results from the project

Traute Taeschner Children are immediately enchanted by the Dinocrocs characters and stories, and teachers are quick to see their appeal. However, behind the attractive presentation is something even more impressive: a body of thinking and research of crucial significance to anyone who wants to see young children successfully learning another language. Professor Taeschner explains how she has translated key principles from child psychology and language-acquisition theory into practical languagelearning activities, along with partners in Italy and across Europe.

2004  30 mins + 32pp  £8.50 plus VAT

2005  226pp  ISBN 13: 978-1-904243-46-5  £18

Item

ISBN

Price

Children’s T-shirt + bag The magic teacher

Each CD contains six songs which repeat the stories in musical form, with lyrics contained in an accompanying booklet. The songs, like the cartoons, have been specially written for maximum appeal to young children, so they will be eager to learn the songs and join in performing them.

Primary

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£10 (15+: £7.50)

978-1-904243-46-5

£18

Level 1

Level 2

Level 3

Level 4

Level 5

Teacher’s Kit

978-88-88677-11-8

978-88-88677-1X-2

978-88-88677-21-7

978-88-88677-22-4

978-88-88677-23-1

£38.50 plus VAT

DVD

978-88-88677-55-2

978-88-88677-60-6

978-88-88677-61-3

978-88-88677-62-0

978-88-88677-63-7

£15.50 plus VAT

French

88-88677-52-6

88-88677-53-4

88-88677-36-4

88-88677-37-2

88-88677-38-0

German

88-88677-4X-4

88-88677-50-X

88-88677-35-6

88-88677-70-4

88-88677-60-7

Italian

88-88677-02-X

88-88677-03-8

88-88677-40-2

88-88677-41-0

88-88677-42-9

Spanish

88-88677-01-1

88-88677-12-7

88-88677-13-5

88-88677-18-6

88-88677-19-4

Singalong CD + booklet

£8.50 plus VAT

We regret that we are unable to offer any discounts on Hocus and Lotus materials.

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duit Buon giorno

안녕하십니까? Sveiki Kia oraСайн байна уу Goddag Attaam jirtu?

My Languages Portfolio

European Language Portfolio – Junior version (Revised edition)

The European Language Portfolio (ELP) is:  a means of celebrating languagelearning and intercultural experiences;  an open-ended record of children’s achievements in languages;  addressed to and is the property of the learner;  a valuable source of information to aid transfer to the next class or school.

Primary See also European Language Portfolio – Adult version (Revised edition) p37

It comprises:  My Language Biography A personalised learning diary, making children aware of their achievements as they learn.  My Dossier Where learners can file work and materials to illustrate achievements or experiences recorded in the Language Biography or Language Passport.  My Language Passport An overview of the learner’s knowledge and experiences of different languages, including cultural experiences.

cześć Olá Winchis Salut!

The European Language Portfolio is a Council of Europe initiative being implemented for learners at all stages of education across Europe. My Languages Portfolio is validated by the Council of Europe. Portfolio (ring binder version) 2006  40pp  ISBN-13: 978-1-904243-48-9  £7.00 (150+ copies: £5.75) Also available as a booklet with colour.  ISBN-13: 978-1-908140-09-8  £7 (150+ copies: £5.75) Black and white booklet.  ISBN-13: 978-1-908140-10-2  £4.75 (150+ copies: £3.90)

An accompanying revised Teacher’s guide (third edition) is also available. This provides teachers with more practical help on using the ELP in the classroom and gives background information about the principles of the ELP. Teacher’s guide 2006  32pp  ISBN-13: 978-1-904243-50-2  £4

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Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம்

Mehaba สวัสด Chào 你好 Tungjatjeta

Early language learning DVD

Rhythm and rhyme

Bringing it home

Still inspiring generations, the ever popular Early language learning DVD offers a fascinating insight into how languages are being taught in primary schools. Ideal for training, awareness-raising or personal profesional development.

Cynthia Martin Drawing on children’s instinctive love of rhymes and songs with actions, Rhythm and rhyme provides materials to support their language development in French and German.

Anne Farren & Richard Smith Children’s experiences with language learning can be even more successful if they are reinforced at home. This book presents simple activities that can easily be incorporated into daily life to boost children’s confidence and build on what they are learning in the classroom.

Making it happen, making it work and making it better

2005  ISBN-13: 978-1-904243-51-9  £30 (inc VAT)

Developing language in French and German

2002  110pp  ISBN-13: 978-1-902031-49-1  £18

How parents can support children’s language learning

B12

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Primary

2003  80pp  ISBN-13: 978-1-904243-19-9  £12

Pomme, pêche, poire, abricot

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See also Links to Let’s join in! (YPF6) p7

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Example pages from Rhythm and rhyme (RF6)

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Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம்

Power Language

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This innovative series of CD resources created by PowerLanguage Limited uses animation, songs and interactive activities to teach languages to children both at primary school and at home.

Innovative products for language learning for the classroom and the home.

Minimum system requirements: Pentium III 750MHz processor 256Mb RAM Adobe Flash Player CD/DVD player

Le Premier, Le Second et Le Troisième

These whiteboard compatible resources are designed as an innovative aid for teaching French to upper primary through to secondary levels. All three CDs include games, consolidation, arts and crafts activities, exclusive songs and teacher’s notes. All three resources in this series can be bought together at the special price of just £116 plus VAT.

Primary

created by teachers for teachers

ng language to life

created by teachers for teachers

Welcome to Powerlanguage...bringing language to life

ties designed to motivate lum, today’s learners and which will enhance learning, day.

Welcome to Powerlanguage...bringing language to life

A tool made by teachers, for teachers. Activities designed to motivate pupils and meet the needs of today’s curriculum, today’s learners and today’s teachers. A flexible, accessible tool which will enhance learning, motivate pupils and fit into the busy school day.

LE TROISIEME

les animaux, la nourriture et les boissons, les sports et les loisirs, l’école et la salle de classe, la ville, la France et l’Europe, consolidation, détecto Dol.

LE PREMIERE

Les présentations, l’alphabet, les nombres, les couleurs, consolidation, détecto Dol.

les animaux, la nourriture et les boissons, les sports et les loisirs, l’école et la salle de classe, la ville, la France et l’Europe, consolidation, détecto Dol.

Games, arts & crafts, exclusive songs and teacher’s notes.

plus....

Games, arts & crafts, exclusive songs and teacher’s notes.

LE PREMIER

Activities Richard Tallaron, Elise Gay, Bethan Owen Design Cheryl Hyams, Danielle Wilson, Ros Main, Perry Gourley Children’s Voices Marie-Cecile Murphy, Emilie Carruthers, Eliott Carruthers Flash Development Haroon Rasheed Music Production Fred Parsons Singer Michel Byrns Lyrics Richard Tallaron Sound Tim Ball, Pier House Studios

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-04-3

LE SECOND

détecto Dol consolidation Plus... games, arts & crafts exclusive songs and teacher’s notes

plus....

les presentations l’alphabet les nombres les couleurs

France

Espagn

LE SECOND les saisons et le temps le calendrier la famille les parties du corps les vetements l’heure detecto Dol consolidation Plus... games, arts & crafts exclusive songs and teacher’s notes

LE PREMIER

les présentations, l'alphabet, les nombres, les couleurs, consolidation, détecto Dol.

LE SECOND

les saisons et le temps, le calendrier, la famille, les parties du corps, les vêtements, l’heure, consolidation, détecto Dol.

An innovative aid for teaching French to upper primary though to secondary levels Power Language

rg.uk/shop.aspx

listening, talking, reading & writting

whiteboard compatible

exclusive songs, games, arts & craft activities

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995

Games, arts & crafts, exclusive songs and teacher’s notes.

www.cilt.org.uk/shop.aspx

Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-05-0

whiteboard compatible

exclusive songs, games, arts & craft activities

Plus... games, arts & crafts exclusive songs and teacher’s notes CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-06-7 © CILT, the National Centre for Languages 2010

listening, talking, reading & writting

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995 ISBN-13: 978-1-908140-06-7 © CILT, the National Centre for Languages 2010

www.cilt.org.uk/shop.aspx

Le Premier

Le Second

 ISBN-13: 978-1-908140-04-3  £50 plus VAT

 ISBN-13: 978-1-908140-05-0  £50 plus VAT

Alphabet, numbers, colours, introducing yourself.

les animaux la nourriture et les boissons les sports et les loisirs l’école et la salle de classe la ville la France et l’Europe détecto Dol consolidation

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR

An innovative aid for teaching French to upper primary though to secondary levels Power Language

ISBN-13: 978-1-908140-05-0 © CILT, the National Centre for Languages 2010

plus....

National Centre for Languages stminster Bridge Road, London SE1 7HR 6 12 5885 Fax 08456 12 5995

BN-13: 978-1-908140-04-3 National Centre for Languages 2010

created by teachers for teachers

détecto Dol.

LE PREMIER

created by teachers for teachers

les saisons et le temps, le calendrier, la famille, les parties du corps, les vêtements, l’heure, consolidation,

created by teachers for teachers

LE SECOND

Seasons and the weather, calendar, the family, parts of the body, clothes.

An innovative aid for teaching French to upper primary though to secondary levels Power Language

listening, talking, reading & writting

whiteboard compatible

exclusive songs, games, arts & craft activities

Le Troisième

Animals, food and drink, sports, the school and classroom, France and Europe.  ISBN-13: 978-1-908140-06-7  £50 plus VAT

Order your resources from www.cilt.org.uk/shop.aspx

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‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

les activitiés interactives

les activités manuelles

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-00-5 © CILT, the National Centre for Languages 2010

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-02-9 © CILT, the National Centre for Languages 2010

Les activités manuelles

30 original arts & crafts activities.  ISBN-13: 978-1-908140-02-9  £15 plus VAT

Les activités interactives

Interactive activities for non-specialist French speakers.  ISBN-13: 978-1-908140-08-1  £15 plus VAT

Primary

These fully animated CD resources cover all topics for teaching French in the primary school and include voices from native speakers.

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THE THREE POWERLANGUAGE EXPLORERS TRAVEL TO SCOTLAND

les chansons

Reading & Writing Activities Full school licence CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-03-6 © CILT, the National Centre for Languages 2010

Loch Ness adventure ebook

The three PowerLanguage explorers travel to Scotland.

Fully animated ebook story in four languages (French, Spanish, German and English). Includes page flip, interactive games and talking scripts.

CILT, the National Centre for Languages 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-01-2 © CILT, the National Centre for Languages 2010

Tel 08456 12 5885 Fax 08456 12 5995 www.cilt.org.uk/shop.aspx ISBN-13: 978-1-908140-07-4 © CILT, the National Centre for Languages 2010

Reading & writing activities

Les chansons

 ISBN-13: 978-1-908140-07-4  £15 plus VAT

 ISBN-13: 978-1-908140-01-2  £15 plus VAT

Interactive reading and writing activities.

33 original fully animated French songs with karaoke version included.

 ISBN-13: 978-1-908140-03-6  £15 plus VAT

Order your resources from www.cilt.org.uk/shop.aspx

cześć Olá Winchis Salut!

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Minimum requirements: Operating System PC: Windows 2000 or later MAC: OS X or later

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Languages for all

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2010 | ISBN-13: 978-1-908140-00-5

Sounds and words

Supporting language learning through phonics Primary

Lynn Erler and Julie Prince Being able to hear the sounds of words and say them correctly are vital elements for reading, writing, speaking and listening comprehension, particularly when learning another language.

This book is about developing children’s perception and production of the sounds of the language they are learning. It builds on phonics work in English developed at Key Stage 1, and presents the phonemegrapheme correspondences of three of the languages most commonly taught in primary schools – French, Spanish and German.

Languages for all CD Pack

This support pack for teaching languages to children with special educational needs has been created for colleagues working at Key Stage 2 or with older learners working at or below level 2. The CILT Languages for all CD Pack includes a 12-page FAQs booklet and a CD containing key documents, teaching ideas, resources and guidance on tracking pupils’ progress. Key features:

The book contains numerous practical examples for use in the classroom and is also accompanied by a disk providing a wide range of resources for use by teachers.

 Guidance on using resources to motivate, challenge and engage learners.  Top tips from the classroom (reflections from a teacher of languages in a special school).  Original raps and rhymes that have been tried and tested in the SEN classroom.

2011  ISBN 13: 978-1-904243-92-2  £18 plus VAT

2011  ISBN-13: 978-1-908140-00-5  £5 plus VAT

Lift off for primary languages

The pack contains vital documentation to support the primary language coordinator in England as we prepare for entitlement at KS2, including:  A ‘FAQ’ leaflet about primary languages entitlement  A CD of key materials including PowerPoint’s to use in school, sample school policies and key documents including the KS2 Framework for Languages and the QCDA Schemes of Work  A Poster for the staffroom, full of ideas for language activities. 2011  ISBN-13: 978-1-904243-94-6  £5 plus VAT To order bulk copies, please contact: books@cilt.org.uk  5 or more packs: £4.50 plus VAT each  35 or more packs: £4 plus VAT each

Order your resources from www.cilt.org.uk/shop.aspx

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дравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம் Primary School Chinese is the perfect first textbook series for the younger student, created by Dragons in Europe Limited. The books encourage children to learn primary school Mandarin Chinese with an emphasis on speaking, writing Chinese characters and having lots of fun!

Mehaba สวัสด Chào 你好 Tungjatjeta Written by primary school Chinese teachers, the books include both pinyin and Chinese characters. Writing grids help children with character writing, while a variety of games make character learning fun.

Primary School Chinese Book 1

Primary School Chinese Book 2

Primary School Chinese Book 3

2008  108pp  ISBN-13: 978-0-9560526-0-5  £13.99 inc VAT

2009  108pp  ISBN-13: 978-0-9560526-1-2  £13.99 inc VAT

2010  108pp  ISBN-13: 978-0-9560526-2-9  £13.99 inc VAT

Primary

Each of the ten chapters introduces a new key topic and contains a Great Wall challenge, stickers plus a certificate page.

Each book comes with an audio CD and free access to the relevant area of Primary School Chinese Online, a web portal including games, full audio access and a downloadable Homework section.

Marcus Reoch and Anne Martin Topics include: Hello!, names and numbers, my family, my home, food and drink, parts of the body, my clothes and what’s the time?

Marcus Reoch and Anne Martin Topics include: Shopping, inside my house, what’s cooking, my school, I like, my hobbies, sports, my week, my day, my holidays.

Order your resources from www.cilt.org.uk/shop.aspx

Marcus Reoch and Anne Martin Topics include: Big or small?, Weather, How much?, My birthday, Counting things, Directions, My friends, Getting around, Waiter!

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‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

Curriculum guide for Arabic

In association with

Curriculum guides for community languages

Community Languages 18

Originally conceived as a Goldsmiths College project, supported by the Nuffield Foundation, this series provides a flexible framework to support the design and delivery of courses in both mainstream and complementary sectors. It also recognises and values children’s achievement. The guides draw on recent policy developments in language teaching, including the Key Stage 2 Framework and the Key Stage 3 Strategy, and are linked to the Languages Ladder. The detailed framework maps a clear linguistic progression across topics. It provides:  a major focus on intercultural awareness and creativity  a variety of activities to develop both oracy and literacy  serious consideration to assessment, grammar and the development of learner independence  up-to-date resource information and materials All the authors are experienced language teachers committed to making the study of community languages relevant and meaningful for a wide range of learners.

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Jim Anderson, Sawsan Saffaf and Nazek Abdel-Hay

2007  96pp  ISBN-13: 978-1-904243-56-4  £12

Curriculum guide for Chinese – Cantonese version

‫ﺍﻟﺪﻟﻴﻞ ﻟﻤﻨﻬﺎﺝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

Catalina Brooks, Eileen Lee and Katherine Li

Curriculum Guide for Arabic

2009  ISBN-13: 978-1-904243-76-2  £12

In association with

Curriculum guide for Chinese Jim Anderson, Amy Thompson, Katherine Li and Eileen Lee

2007  98pp  ISBN-13: 978-1-904243-57-1  £12

中文

Curriculum guide for Gujarati

Curriculum Guide for Chinese

Jay Kant and Arvind Bhatt In association with

2009  ISBN-13: 978-1-904243-77-9  £12

Curriculum guide for Panjabi Jim Anderson, Naresh Chandla and Paramjeet Grewal

2007  94pp  ISBN-13: 978-1-904243-58-8  £12

pNjabI

Curriculum Guide for Panjabi

Order your resources from www.cilt.org.uk/shop.aspx

ia duit Buon giorno

안녕하십니까? Sveiki Kia oraСайн байна уу Goddag Attaam jirtu?

Curriculum guide for Somali

cześć Olá Winchis Salut!

In association with

Yusuf Farah and Abdrisak Mohamud 2009  ISBN-13: 978-1-904243-78-6  £12

Curriculum guide for Tamil Jim Anderson, Siva Pillai and Kristhuraja Nithiya

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2007  96pp  ISBN-13: 978-1-904243-59-5  £12

Curriculum Guide for Tamil

Curriculum guide for Urdu 2007  96pp  ISBN-13: 978-1-904243-60-1  £12

Curriculum guide for Yoruba Solomon Olayinka Oke and Akin Oyetade

2009  ISBN-13: 978-1-904243-79-3  £12

Curriculum Guide for Urdu

These guides offer a real opportunity to bring community languages into the mainstream of education where they belong, and to value the long unrecognised achievements of children who use them every day Dr Terry Lamb, Director, Initial Teacher Education, University of Sheffield Order your resources from www.cilt.org.uk/shop.aspx

Curriculum framework for mother tongue teaching in Bengali for pupils aged 5–11 years Ed. Ayub Ali & Patricia McLagan In association with the London Borough of Tower Hamlets A suggested curriculum framework for the teaching and learning of community languages as mother tongue for pupils aged 5–11 years, aimed at mother-tongue tutors who may work in supplementary schools. The framework, which includes attainment targets, programme of study and outline schemes of work, may be easily adapted for other community languages.

Community Languages

In association with

Jim Anderson, Kausar Ali and Hamida Syed

1998  40pp  ISBN-13: 978-1-902031-29-3  £7

Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம்

Making the case for languages at Key Stage 4 (NPF5)

New Pathfinders

Linda Parker & Teresa Tinsley In association with ALL Language departments need to present a convincing case for their subject to headteachers, governors, parents, the local community, other teachers and students themselves. Making the case for languages at Key Stage 4 provides a toolkit of practical suggestions, persuasive arguments and advice on how to convince these audiences. It offers background information, statistics, checklists, resources and, above all, a broad-based perspective designed to help them make the case for languages effectively; to boost participation and support in languages across the school.

New Pathfinders provide user-friendly support, advice and reference material ideal for language teachers in secondary schools and colleges. This innovative series offers an expert MFL perspective on national initiatives, ensuring that MFL has its own voice and ideas on the key issues in education today.

Secondary

Lights, camera, action! (NPF6) Digital video in the languages classroom

Ruth Bailey & Claire Dugard Making movies has never been so easy or inexpensive, thanks to digital video technology. Lights, camera, action! examines how MFL teachers can exploit digital video technology to enrich their own teaching and resources, as well as inspire pupils to explore language in different contexts and to create their own films. It outlines how to get started with filming and editing, and suggests ideas for filmed

Mehaba สวัสด Chào 你好 Tungjatjeta

2005  84pp  ISBN-13: 978-1-904243-45-8  £12

material and how to use it in language lessons and beyond. The book offers advice on planning, filming and editing digital video, supported by examples from projects which have been effective in a range of schools. 2007  96pp  ISBN-13: 978-1-904243-63-2  £12

… a most needed and ultimately invaluable book for practitioners and allies in the battle to safeguard languages Secondary teacher, West Midlands

Order your resources from www.cilt.org.uk/shop.aspx

‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

It makes you think! (NPF4) Creating engagement, offering challenges

Barry Jones & Ann Swarbrick Pupils themselves frequently define fun in terms of challenges and hard-won success. Sustained positive experiences are the key. So what can be done to boost motivation? It makes you think! explores the notion that normal practice can often be transformed by simple strategies that get pupils thinking and offer them challenges. The authors’ ideas are supplemented by those of teachers and student teachers they have worked with over many years. They provide a new dimension in explicitly offering cognitive challenge to pupils.

Impact on learning (NPF3)

What ICT can bring to MFL in KS3

Claire Dugard & Sue Hewer Impact on learning provides a rich source of practical ideas for the KS3 MFL classroom, and explores pedagogical themes deriving from recent initiatives for MFL and literacy. A range of ICT, such as generic MS Office applications, interactivewhiteboard facilities and Internet-based resources is considered, in the context of effective integration into a lesson or series of lessons. 2003  96pp  ISBN-13: 978-1-904243-15-1  £12

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Raising the standard (NPF1)

Addressing the needs of gifted and talented pupils

Anneli McLachlan This book considers how we can motivate high-ability pupils at all levels – from Key Stage 2 through GCSE to advanced level – to achieve to the best of their ability. It shows how we can successfully tap the potential of able learners – some of whom may be under-achieving – while considering how our approach to gifted and talented pupils can benefit our teaching of all pupils in order to establish best practice.

Secondary

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2002  108pp  ISBN-13: 978-1-902031-96-5  £12

2004  80pp  ISBN-13: 978-1-904243-34-2  £12

Order your resources from www.cilt.org.uk/shop.aspx

duit Buon giorno

안녕하십니까? Sveiki Kia oraСайн байна уу Goddag Attaam jirtu?

cześć Olá Winchis Salut!

Languages Work

Secondary 22

The languages Work campaign aims to raise awareness of the true value of languages in the workplace and beyond. The materials are designed especially to help information providers such as languages teachers and careers advisers support and promote the value of languages learning for work and leisure. Languages Work is coordinated by CILT, the National Centre for Languages and supported by the DfE.

Languages Work Handbook for languages and careers

Introducing Languages Work CD-ROM

2004  116pp  ISBN-13: 978-1-904243-39-7  £15 (inc VAT)

2004  ISBN-13: 978-1-904243-41-0  £5 (inc VAT)

Jenny Knowles & Dominic Luddy An essential reference tool for careers advisers, this guide is accessible also to individuals, parents and all those with an interest in career pathways with languages. Designed to dispel the myth that the only jobs with languages are in translation, interpreting and teaching, the Handbook for languages and careers brings together a wealth of new material about how languages are used in the workplace today. The Handbook also includes the CD-ROM, Introducing Languages Work.

Introducing Languages Work contains:  Video clips: Persuasive footage of business people, celebrities, and others discussing the importance of languages. These are designed either for use in a group, or by individuals;  Resources folder: Electronic versions of the Languages Work factsheets, activity sheets and other materials for printing multiple copies. Both blackand-white and colour versions are included for ease of duplication;  Live links to the Languages Work website.

Order your resources from www.cilt.org.uk/shop.aspx

Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம் 5/12/07

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QUESTIONS

ANSWERS

1. ‘What’s the point of learning a language – everybody speaks English – and if they don’t they ought to!’

A. Being able to speak another language can be useful in any job. Just being able to say hello to a colleague or a customer from another country will break the ice and help an encounter to go more smoothly.

D. You do not just need a language to go on holiday: you can use languages in the UK as part of your job (ask your teacher if you can look at the CILT website together www.languageswork.org.uk/ casestudies for some examples of ways in which people use their languages at work. And if you get a good job using your language, maybe you’ll get a chance to go on holiday abroad!

G. It is true that not all employers pay more to employees who have a language qualification; but many do. And even more importantly, you are more likely to get a good job if you have another language: school-leavers in Europe often have their own language, English and one other language as well as other qualifications like business studies; and they can come and work here, just as easily as you could go and work abroad – if you have a language!

B. Anyone can learn a language – you do not need to be ‘clever’. There are all sorts of ways to learn and you’ll be able to find one that suits you. If you find learning in class difficult then visit www.linguaneteuropa.org which will give you some exciting ideas on how to study online.

E. Learning another language can help you use your own more effectively: e.g. by discovering the way German sentences are put together, you can see better how English works.

H. There is, in fact, a GCSE for Gujarati, but your school may not be able to offer it. However there are lots of other qualifications you can get. Look at the CILT website www.cilt.org.uk/ qualifications/quals.htm to see what is available in your language. If your school cannot provide a course, then ask your teacher whether it might be possible to do it through a local college or another nearby school.

C. Though you can learn a language later in life, it is more difficult; learning a language is different from learning a factually-based subject like Geography: it is a skill like riding a bike, and, like riding a bike, it is easier when you’re young. Also like riding a bike, although you may be a bit wobbly when you get on after not having practised for a long time, you never really forget it!

F. Not everyone speaks English. In fact most people in the world do not speak English and everyone responds better if you at least try and talk to them in their own language. And you make friends more easily if you speak even a little of someone’s language.

I. Languages are part of an education that needs to include all sorts of areas; while it may be necessary to do Physics in order to study for an engineering degree, an engineer who speaks German has a whole lot more job opportunities than one who does not.

2. ‘I’m never going to get the sort of job where I’ll need to speak another language.’ 3. ‘I shouldn’t have to learn another language when I should be studying English.’ 4. ‘I already speak another language but I can’t get a qualification in it – there’s no GCSE for Gujarati.’ 5. ‘I’m too stupid to learn another language.’

6. ‘My dad says learning languages is a waste of time – I should be doing science.’ 7. ‘I don’t need to learn a language. I’ll never get to go abroad on holiday.’

8. ‘I won’t earn any more money if I learn a language, so why bother?’

9. ‘I can always pick up a language later if I need one for work.’

40 Languages Work Activity guide – Discussion starters

Languages Work Activity guide

Susanna Dammann The Languages Work Activity guide provides advice, information and support for anyone who wants to inspire students to think seriously about careers in languages. Schools using assemblies, careers days, options evenings and class time to demonstrate the benefits of continuing with languages, report that these events are successful in increasing take-up of languages in Key Stage 4 and beyond, and in motivating students in their language learning. The range of Languages Work materials can be used

Mehaba สวัสด Chào 你好 Tungjatjeta

Page 41

Free Languages Work resources including posters, postcards, factsheets and activity sheets are available to download or order from CILT, the National Centre for Languages. To find out more visit www.languageswork.org.uk

41 Languages Work Activity guide – Discussion starters

in any of these situations to support the message that languages will be a lasting asset to students. Whether you are a careers adviser, a languages teacher, a business speaker, a student language ambassador or a volunteer helping to promote languages, the Languages Work Activity guide is an invaluable resource to help you use the full range of Languages Work resources, including the website, activity and fact sheets, postcards, posters, PowerPoint presentations and CD-ROM to their full potential.

Secondary

LW_ActivityGuide_8

2008  ISBN 10: 1-904243-72-X  £12 (inc VAT)

Order your resources from www.cilt.org.uk/shop.aspx

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‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

કેમ છો? Dia

Classic Pathfinders Classic Pathfinders deal with a ‘classic’ element of language-teaching methodology which forms an essential part of all teachers’ professional development, whatever their level of experience. They are based on core Pathfinder titles, revised to reflect current classroom challenges.

Secondary

Learning by ear and by eye (CPF5)

Doing it for themselves (CPF4)

Karen Turner, Iain Mitchell & Ann Swarbrick This book presents strategies to help learners become more effective listeners and readers. It describes the processes involved in understanding spoken and written language and provides examples of activities which develop the receptive skills and practise all four language skills in an interdependent way..

Vee Harris & David Snow Doing it for themselves focuses on enabling pupils to become more effective and independent learners, so that the responsibility for their progress is shared between teacher and pupils. It first explores ways of teaching pupils how to learn more effectively and then focuses on the particular area of vocabulary building. It encourages pupils to explore their own learning styles, enabling them to exploit fully the learning opportunities available both within and outside the classroom.

Focus on listening and reading

Patterns and procedures (CPF6) Focus on phonics and grammar

Heather Rendall Patterns and procedures focuses on initial learning strategies and active grammar learning.

2005  90pp  ISBN-13: 978-1-904243-35-9  £12

Focus on learning strategies and vocabulary building

2004  128pp  ISBN-13: 978-1-904243-32-8  £12

2006  120pp  ISBN-13: 978-1-904243-42-7  £12

Order your resources from www.cilt.org.uk/shop.aspx

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cześć Olá Winchis Salut!

Inspiring performance (CPF3)

Challenging classes (CPF2)

You speak, they speak (CPF1)

Judith Hamilton, Anne McLeod & Steven Fawkes Inspiring performance shows how drama and song can make language memorable to learners, encourage their active involvement and turn them into willing communicators.

Jenifer Alison & Susan Halliwell This book focuses on ways to motivate disaffected or potentially disruptive pupils in Years 9–11. It provides solutions not only through motivating activities, but also through strong classroom management. It offers teachers a wide range of strategies that allow all pupils to feel included and valued in MFL lessons.

Barry Jones, Susan Halliwell & Bernardette Holmes You speak, they speak shows how it is possible to develop an ethos of communication in the target language involving teacher-to-pupil, pupil-toteacher and pupil-to-pupil interaction. It provides practical guidance for planning, as well as examples of stimulating ideas to incorporate into lessons.

Focus on drama and song

2003  96pp  ISBN-13: 978-1-904243-10-6  £12

Focus on pupil behaviour

2002  96pp  ISBN-13: 978-1-904243-05-2  £12

Focus on target language use

Secondary

duit Buon giorno

2002  96pp  ISBN-13: 978-1-902031-99-6  £12

Order your resources from www.cilt.org.uk/shop.aspx

Здравствуйте Latha math こんにちは Haye ¡Hola! Jambo வணக்கம்

Mehaba สวัสด Chào 你好 Tungjatjeta

Advanced Pathfinders The Advanced Pathfinder series promotes good advanced-level language teaching and provides reference on key issues of concern. It presents ideas and practical guidance to motivate, interest and challenge students.

Learning through listening (APF6) Secondary

Helen Wright The ability to listen well is essential to achieving a good grade at A level in MFL. All too often, however, teachers are uncertain about how they can develop this fundamental skill. Learning through listening enables both teachers and students to understand more comprehensively the skill and art of listening and help them to plan and develop more effective strategies, supported by:  case studies with effective classroom practice and ideas that will improve listening;  photocopiable checklists with overviews of key information.

Getting to grips with grammar (APF5)

Ted Neather ‘Grammar’ is often referred to as if it is necessarily boring and to be avoided if at all possible. Getting to grips with grammar explores how communicative and grammatical competence can be brought together in the teaching and learning process, considering key issues associated with grammar teaching. 2003  96pp  ISBN-13: 978-1-904243-09-0  £12

Managing coursework (APF4)

Colin Christie How can teachers incorporate coursework into the scheme of work, while encouraging students to work independently? Managing coursework provides practical advice and ideas for the successful management of coursework for higher level examinations, including A2. It takes a close look at examination requirements and effective approaches to planning and organisation within the course as a whole. 2002  88pp  ISBN-13: 978-1-902031-98-9  £12

2004  120pp  ISBN-13: 978-1-904243-36-6  £12

Order your resources from www.cilt.org.uk/shop.aspx

‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia

Tests and targets (APF3)

Ted Neather How should teachers adapt to the constantly changing demands of exams and syllabuses at advanced level? Tests and targets offers expert insight into the rationale behind our MFL exams, covering both A level (AS/A2) and developments in the vocational sector. 2001  88pp  ISBN-13: 978-1-902031-76-7  £12

Developing learning strategies (APF2)

Barry Jones Developing learning strategies will help students help themselves more effectively and develop increasing accuracy and breadth of linguistic competence. This book provides:  suggestions for the use of ICT; examples in French, German, and Spanish;  photocopiable checklists, templates and language tips for your students to use.

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Advancing oral skills (APF1)

Anneli McLachlan This book explores how to develop confident speakers, who have something to say in the exacting timescale which advanced level imposes, building on good practice at GCSE. Advancing oral skills presents practical ideas for activities and approaches and offers advice on AS and A level examinations.

Secondary

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2001  86pp  ISBN-13: 978-1-902031-75-0  £12

2001  98pp  ISBN-13: 978-1-902031-60-6  £12

Order your resources from www.cilt.org.uk/shop.aspx

duit Buon giorno

안녕하십니까? Sveiki Kia oraСайн байна уу Goddag Attaam jirtu?

A practical guide to all aspects of assessment in MFL – essential reference for teachers, trainers and trainees.

Further practical support Here we present further CILT publications which provide practical support for secondary language teaching.

Effective assessment in MFL

Ann Barnes & Marilyn Hunt Assessment is an area where teachers often feel least confident, yet properly used it can be a powerful tool for moving pupils forward in their learning. This book takes a comprehensive look at the different aspects of assessment and provides ideas for assessing learning constructively, from tips for homework and vocabulary testing to marking and feedback to pupils, record-keeping and report-writing. The principles are applicable to all language-learning situations; examples refer specifically to Key Stages 3 and 4.

Action stations! Secondary

Transforming learning through creative strategies

Simon Green & Steve Haworth Action stations! takes as its starting point that learning is most successful when it engages the learner; learners can contribute creatively and there are elements of humour and fun. This book presents an innovative and dynamic approach to achieving effective language learning, which can be used within existing frameworks or as freestanding modules. It shows how to set up ‘creative contexts’ for language learning which motivate pupils to work productively and independently, drawing on a range of resources.

cześć Olá Winchis Salut!

2003  160pp  ISBN-13: 978-1-904243-11-3  £16

Essential reading for all language teachers who wish to enhance their enjoyment of teaching and their pupils’ enjoyment of learning.

2003  96pp  ISBN-13: 978-1-904243-07-6  £16

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Something to say?

Promoting spontaneous classroom talk

Vee Harris, James Burch, Barry Jones & Jane Darcy Why is it that OFSTED reports comment so frequently on pupils’ poor speaking skills despite the advent of the communicative approach to MFL teaching? Something to say? brings together key research findings with practical classroom projects to explore possible ways forward. It reviews current coursebook oral exercises and gives suggestions on how to engage pupils. This book has been adopted as a set book for the Open University Modern Languages PGCE. 2001  162pp  ISBN-13: 978-1-902031-86-6  £18

Explores new and more meaningful ways of providing opportunities for pupils to communicate in the foreign language in authentic contexts.

Boosting boys’ motivation in MFL Barry Jones Boys have been shown to do less well than girls when learning a Modern Foreign Language but learning a language is within their capabilities! Boosting boys’ motivation includes descriptions of boys helping their teachers devise materials using PowerPoint for younger learners in the school; a range of possibilities for active, physical participation; competitions which are designed to enhance ‘personal bests’; the use of several forms of ICT; positive attitudes to homework engendered by an element of choice; links with groups abroad; and much more. All the projects have been trialled with groups of differing age ranges and abilities; many activities are applicable to primary languages.

Mehaba สวัสด Chào 你好 Tungjatjeta

Boys’ performance in Modern Foreign Languages Listening to learners

Barry Jones & Gwenneth Jones with contributions from Helen Demetriou, Peter Downes & Jean Rudduck This book presents research findings and recommendations resulting from a project on boys’ under-achievement carried out by Homerton College, Cambridge on behalf of QCA. Boys’ performance in MFL is essential reading for anyone concerned to understand the reasons behind boys’ under-achievement in languages and to support all learners in reaching their full potential.

Secondary

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2001  78pp  ISBN-13: 978-1-902031-94-1  £12

2005  80pp  ISBN-13: 978-1-904243-38-0  £12

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Language learning for work in a multilingual world

Secondary

Ed. Cherry Sewell The need for practical skills for life and work is emphasised in national strategies for the 14–19 curriculum, lifelong learning and workforce development. Language learning for work in a multilingual world presents the experience of a broad range of language practitioners and researchers teaching language communication for work – a life skill in multilingual Britain and the globalised economy. It explores underlying issues of learner need, motivation, developing intercultural competence and communication, while examining how to identify learner needs, plan a programme, make the experience authentic, use flexible approaches and methods, and choose appropriate assessment. 2004  112pp  ISBN-13: 978-1-904243-18-2  £12

Reinforces the conviction of teachers, heads and managers that languages need to be maintained at all levels as an essential skill for living and working.

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The invisible child

The responses and attitudes to the learning of Modern Languages shown by Year 9 pupils of average ability

Ed. Jeff Lee, David Buckland & Glenis Shaw In association with the London Borough of Barking and Dagenham This book is the result of a joint research project which investigated pupil motivation in language learning. It provides a record and analysis of the perceptions of ‘invisible pupils’ – those who are undemanding in terms of attention and inconspicuous in terms of achievement. Perhaps contrary to expectation, it shows that such pupils have surprisingly positive attitudes towards language learning, but are often unclear about what they are supposed to gain from their lessons. This book suggests how teachers and planners can strengthen pupils’ motivation and enjoyment of language learning – vital reading for all those concerned to improve pupil attainment in MFL. 1998  78pp  ISBN-13: 978-1-874016-96-0  £12

This research has informed the development of the Key Stage 3 MFL Framework.

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These new textbooks in French and Spanish contain practice activities and assessments to support full coverage of Levels 1 and 2 of the new NVQ language units on the Qualifications and Credit Framework (QCF) language units. Each book includes:

 Practice activities leading to assessments that cover the relevant criteria in the four skills of understanding, speaking, reading and writing.  Tracking grids showing how each assessment criterion is covered

The books are designed to be used for teaching as well as for learners to complete as direct evidence for their portfolios. They can either be used to cover a whole NVQ, QCF course or to supplement other materials. A CD containing listening exercises and assessments with transcripts as well as an answer key to all activities and assessments is also available to use alongside each textbook.

Item

ISBN

French NVQ Level 1 textbook

978-1-905103-87-4

£14.99

French NVQ Level 2 textbook

978-1-905103-89-8

£14.99

French NVQ level 1 CD

978-1-905103-88-1

£12.99 (inc VAT)

French NVQ Level 2 CD

978-1-905103-90-4

£12.99 (inc VAT)

Spanish NVQ level 1 textbook

978-1-905103-91-1

£14.99

Spanish NVQ level 2 textbook

978-1-905103-93-5

£14.99

Spanish NVQ level 1 CD

978-1-905103-92-8

£12.99 (inc VAT)

Language Network for Excellence Room PA107 Wolverhampton Science Park Glaisher Drive Wolverhamton WV10 9RU Tel: 01902 518 909 Email: networks4excellence@wlv.ac.uk

Spanish NVQ Level 2 CD

978-1-905103-94-2

£12.99 (inc VAT)

www.languagenetworks4excellence.org.uk

Secondary

N EW

NVQ Spanish and French textbooks (Levels 1 and 2)

These titles should be ordered directly from the publisher:

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‫ ﻣﺮﺣﺒﺎ‬Goeiedag Tere Hello Bonjour Guten tag Γειά σου ‫ ेולםש‬jó napot szia Indulge in some reading for pleasure!

Listening to Lorca

Games talk

A journey into language Further reading

Eric Hawkins Professor Hawkins, one of the foremost figures in language teaching, describes his ‘journey into language’ through a series of key personal – and often moving – episodes drawn from the sweep of 20th century European history. Eric Hawkins writes in a modest, self-deprecating style which belies his importance in inspiring generations of language students and contributing to educational developments and debates over 50 years. 1999  304pp  ISBN-13: 978-1-902031-31-6  £15

CILT’s edition of Games talk is timely as planning for the 2012 Olympic Games in London gathers pace.

Joseph Lo Bianco This book documents the process and outcomes of organising the Language Service Program for the Sydney Olympic and Paralympic Games as well as the intensive preparations, strategic thinking and planning required. The major areas of responsibility for the Service included providing interpretation for all conferences and congresses for the Olympic family both at pre-Games and Games times The report documents the provision of the services and numerous others, and includes details of the volunteer linguists involved; what languages were spoken at the Games; the structure of the Language Service Program and case studies of some of the volunteers involved. 2007  62pp  ISBN-13: 978-1-904243-71-7  £15

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N EW

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John Eversley, Dina Mehmedbegović, Antony Sanderson, Teresa Tinsley, Michelle vonAhn, Richard D. Wiggins All the major languages of the world are represented in London. This innovative new title demonstrates the value of this immense human and intellectual resource for London’s continuing pre-eminence as a world city. Building on the groundbreaking research of Multilingual Capital (2000), this publication presents new, more comprehensive and robust data mapping the languages of London’s schoolchildren. The book includes 29 pages of full colour maps and supporting data broken down by local authority areas illustrating how London’s languages have changed and communities in the capital have evolved over the last decade. A vital reference book for policymakers, planners, practitioners and researchers across a wide range of fields.

Further reading

Language Capital

2010  98pp  ISBN-13: 978-1-904243-96-0  £40

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Higher education and adult education

Higher education

These books provide access to research, expert thinking and good practice, developed in association with leading experts in the field. Language learning in AE and FE is increasingly focused on predicting, assessing and meeting the demands of learners of differing abilities and very varied motivation. CILT’s publications address the needs of both tutors and programme managers, providing advice for sustaining and improving the quality of provision for this most diverse group of language learners.

Understanding and developing good practice Language teaching in higher education

John Klapper This book supports the professional development and training of Modern Languages teachers in higher education. It links insights from pedagogical and applied linguistic research to the practicalities of the undergraduate language syllabus. The aim is to interpret research for the classroom practitioner so that teaching can be based on sound theoretical principles that are congruent with the individual tutor’s own belief system.

DIY techniques for language learners

María Fernández-Toro & Francis R Jones A practical guide to autonomous language learning that can be used directly by learners themselves or by their teachers and advisers. It provides needs analysis for learners and step-by-step techniques for independent use. Teachers will find a wealth of ideas both for strategy training in the classroom and out-of-class supplementary work. 2001  144pp  ISBN-13: 978-1-902031-46-0  £18

2006  502pp  ISBN-13: 978-1-904243-61-8  £20

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Speaking the same language

A CILT guide to partnership practice in adult learning

2007  62pp  ISBN-13: 978-1-904243-65-6  £12

Adults learning languages A CILT guide to good practice

Ed. Henriette Harnisch & Pauline Swanton Adults learning languages is aimed at those responsible for teaching languages across AE, FE and HE. In the much-changed world of post-19 languages, new funding and inspection regimes with revised needs for quality assurance are challenging practitioners to adapt and review approaches. This book offers teachers of languages to adults tools to support their work, as well as a general understanding of the sector in which they operate. It provides practical guidance to teachers and curriculum managers on the challenges of adult language learning, motivation, the teaching and learning process, planning and assessment.

Higher education

Henriette Harnisch and Pauline Swanton The conflicting pressures of supply and demand often raise significant challenges for the providers of languages for adults. Numbers of learners are inconveniently patchy, trends in take-up often short lived and provision vulnerable due to funding pressures. This makes institution-based curriculum planning very precarious. The answer, it seems more often than not, lies in looking beyond institutional offers of provision. There are plenty of examples of effective practice where federations, networks or partnerships of providers have come together to address what is perceived to be a common problem. Speaking the same language aims to share some of the examples of good practice.

2004  144pp  ISBN-13: 978-1-904243-08-3  £15

Order your resources from www.cilt.org.uk/shop.aspx

Buon giorno

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Language and culture in British business

Business and employment

Communication, needs and strategies

CILT publications on languages in business and employment provide insights and support for language use in the workplace. They are designed to support policy development and the match of provision to need, as well as providing practical tools for employers.

Business and employment 36

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Do you know the BLC? The Business Language Champions (BLC) programme inspires and supports employers and employees to work with schools through languages. The programme aims to encourage young people to understand the benefits of learning languages and the exciting and rewarding careers available to them with languages. For more information visit: www.cilt.org.uk/blc

Stephen Hagen UK companies and organisations need to operate in an increasingly multilingual and multicultural global marketplace, which means developing a range of communication strategies to overcome barriers. This book investigates and measures the impact of language and cultural barriers on British trade and industry and how successful companies are developing strategies which help them succeed abroad. Language and culture in British business presents the findings of regional studies of language use in business carried out since 2001. This wealth of material will help inform export advisers, language trainers, policymakers and researchers about the language and culture issues facing companies today. The data and information are supported by examples of companies implementing solutions to particular issues raised. 2005  100pp  ISBN-13: 978-1-904243-33-5  £15

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Здра

Self-assessment grid

Section 2 How I see myself in intercultural contexts

EXAMPLE

A1 A1 Understanding

Encountering the different customs of people from other cultures, e.g. dress, special occasions, etc.

Comment: Being offered a glass of strong spirit (like vodka?) with my starter salad in Bulgaria was strange at first, but I’ve acquired a taste for it!

Integrating with the customs or behaviour of host countries, e.g. beginning to use forms of greeting that are very different from my own.

My comments (examples personal to me under each heading) A

B2 B2

C1 C1

I can I can understand understand extended extended speech speech I can understand extended speech and and lectures lectures and and follow follow even even complex complex even when it is not clearly structured lines lines of of argument argument provided provided thethe topic topic is is and when relationships are only reasonably reasonably familiar. familiar. I can I can understand understand implied and not signalled explicitly. I most most TVTV news news and and current current affairs affairs can understand television programmes programmes. programmes. I can I can understand understand thethe and films without too much effort. majority majority of of films films in in standard standard dialect. dialect.

I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

I can understand texts that consist I can understand texts that consist mainly of of high frequency everyday or or mainly high frequency everyday job-related language.I cancan understand job-related language.I understand thethe description of of events, feelings and description events, feelings and wishes in in personal letters. wishes personal letters.

I can read articles and reports conI can read articles and reports concerned with contemporary problems cerned with contemporary problems which writers adopt particular in in which thethe writers adopt particular attitudes viewpoints.I attitudes or or viewpoints.I cancan understand contemporary literary understand contemporary literary prose. prose.

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.

I can deal with most situations likely to to I can deal with most situations likely arise whilst travelling in in anan area where arise whilst travelling area where thethe language is is spoken. language spoken. I can enter unprepared into I can enter unprepared into conversation onon topics that areare conversation topics that familiar, of of personal interest or or familiar, personal interest pertinent to to everyday lifelife (e.g. family, pertinent everyday (e.g. family, hobbies, work, travel and current hobbies, work, travel and current events). events).

I can interact with a degree fluency I can express myself fluently and I can interact with a degree of of fluency and spontaneity that makes regular and spontaneity that makes regular spontaneously without much obvious interaction with native speakers quite searching for expressions. I can use interaction with native speakers quite possible. possible. language flexibly and effectively for I can take active part discussion social and professional purposes. I can take anan active part in in discussion familiar contexts, accounting and I can formulate ideas and opinions in in familiar contexts, accounting forfor and sustaining views. sustaining mymy views. with precision and relate my contribution skilfully to those of other speakers.

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.

I can use simple phrases and sentences to describe where I live and people I know.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

I can connect phrases in in a simple I can connect phrases a simple way in in order to to describe experiences way order describe experiences and events, mymy dreams, hopes and and events, dreams, hopes and ambitions. I can briefly give reasons ambitions. I can briefly give reasons and explanations forfor opinions and and explanations opinions and plans. plans. I can narrate a story or or relate thethe plot I can narrate a story relate plot of of a book or or film and describe mymy a book film and describe reactions. reactions.

I can present clear, detailed I can present clear, detailed I can present clear, detailed descriptions a wide range descriptions onon a wide range of of descriptions of complex subjects subjects related field interest. integrating sub-themes, developing subjects related to to mymy field of of interest. I can explain a viewpoint a topical particular points and rounding off with I can explain a viewpoint onon a topical issue giving advantages and issue giving thethe advantages and an appropriate conclusion. disadvantages various options. disadvantages of of various options.

I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

I can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something.

I can write simple connected text I can write simple connected text onon topics which areare familiar or or of of topics which familiar personal interest. personal interest. I can write personal letters describing I can write personal letters describing experiences and impressions. experiences and impressions.

I can write clear, detailed text I can write clear, detailed text onon a a wide range subjects related wide range of of subjects related to to mymy interests. interests. I can write essay report, passing I can write anan essay or or report, passing information giving reasons onon information or or giving reasons in in support against a particular point support of of or or against a particular point view. of of view. I can write letters highlighting I can write letters highlighting thethe personal significance events and personal significance of of events and experiences. experiences.

I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.

Encounters with different cultures in the workplace

Clarifying areas of uncertainty about work arrangements, e.g. describing what I am used to and asking what happens in the other culture.

Encountering the different customs of people from other cultures, e.g. dress, special occasions, etc.

Speaking

Adapting to other work practices, e.g. using unfamiliar procedures to complete a work task.

Spoken interaction

Encountering the different values of people from other cultures, e.g. rules, beliefs etc. Coping with different formalities, e.g. learning new ways of showing respect to senior colleagues from other cultures.

Encountering the different behaviour of people from other cultures, e.g. ways of greeting one another, courtesies, expression of feelings etc.

Relating to colleagues from other cultures, e.g. learning what they like to talk about during work breaks. Spoken production

Communicating with people of different cultures, e.g. coping with their spoken language, facial expressions, hand gestures, body language etc.

Communicating with people of different cultures, e.g. coping with misunderstandings, a different sense of humour etc.

Being aware of issues arising within a different cultural group, e.g. learning what topics seem to be avoided and what the group’s views are likely to be about a current political situation.

Writing

Building bridges between colleagues of my own culture and those of a different culture, e.g. sensing that someone of my culture has said the wrong thing and explaining the misunderstanding to both sides.

Writing

I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind.

B25

European Language Portfolio – Adult version

For personal and work-related language learning (Revised edition)

The European Language Portfolio (ELP) is:  a means of celebrating languagelearning and intercultural experiences;  a record of achievement of skills in any language(s),which does not require formal assessment;  a teaching and learning aid.

Accredited model No 9.2001-rev.2006

Eating and drinking in other cultural contexts, e.g. mealtime procedures, menus etc.

B24

C2 C2

I can understand thethe main points of of I can understand main points clear standard speech onon familiar clear standard speech familiar matters regularly encountered in in work, matters regularly encountered work, school, leisure, etc. I can understand school, leisure, etc. I can understand thethe main point of of many radio or or TVTV main point many radio programmes onon current affairs or or programmes current affairs topics of of personal or or professional topics personal professional interest when thethe delivery is is relatively interest when delivery relatively slow and clear. slow and clear.

Reading

Encounters with different cultures in my own country

B1 B1

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

Adapting to the rhythm of life in other cultures, e.g. getting used to different mealtimes etc.

Eating and drinking in other cultural contexts, e.g. mealtime procedures, menus etc.

A2 A2

I can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

Listening

Here is an example of the type of answer you might give: Encounters with different cultures in my own country

Encounters with people of different cultures in their own countries or communities Coping with the customs of host countries or communities, e.g. rules and courtesies that local people observe and may expect me to observe.

These are brief notes on how you feel about various intercultural situations. Place a short comment in each topic box and, against each, tick a column conveying your feelings about this area of contact expressed on a 5-point scale: 1 This makes me feel very uncomfortable. 2 This feels strange but I make allowances. 3 This feels fairly normal – I have neutral feelings. 4 This feels quite good – I tend to be at ease. 5 This feels very good – I often seek out such a situation.

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It comprises:  Language Passport – A summary of language skills, experiences and qualifications.  Language Biography – A basis for exploring language-learning experiences and contacts with other cultures, helping learners to identify their achievements, goals and preferred learning styles.  Language Dossier – A structured section for the collection of evidence of language skills achieved.

The ELP is used by a wide range of learners – from students in schools, sixthform colleges and higher education to professionals following part-time language courses for work or leisure. The European Language Portfolio – Adult version is validated by the Council of Europe and includes reference to the UK Languages Ladder. Additional support materials for tutors and learners using the ELP to record learners’ progress and achievement to meet the requirements of RARPA (Recognising and Recording Progress and Achievement in Non-Accredited Learning) have been developed by CILT.

Business and employment

Language Biography/Biographie Langagière

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2007  ISBN-13: 978-1-904243-49-6  £4.75 (150+ copies: £4)

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Special offers If you’re interested in a particular series of CILT resources, why not take advantage of one of our special offer packs?

Special offers

All special offer packs are postage free. If you have already bought one or more of these titles, you can still take advantage of these special offers by substituting them with other titles of the same value. Phone Central Books on 0845 458 9910 to discuss your requirements.

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Bringing it home Early language learning DVD European Language Portfolio - Junior version: Teacher’s Guide The Magic Teacher My languages portfolio: European Language Portfolio – Junior version Rhythm and Rhyme (RF6) Young Pathfinders (complete series) A total of 18 items

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Handbook for Languages and Careers Languages work Activity guide Languages mean business DVD A set of resources A total of 4 items

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MFL classroom practice pack Action stations! Doing it for themselves (CPF4) It makes you think! (NPF4) Something to say A total of 4 items 38

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Index Action stations!.....................................................28 Adults learning languages...................................35 Advancing oral skills (APF1)................................27 A flying start! (YPF11)............................................8 Are you sitting comfortably? (YPF3).......................9 A world of languages (YPF10)................................8

Boosting boys’ motivation in MFL.........................29 Boys’ performance in Modern Foreign Languages.............................................................29 Bringing it home ..................................................13

Challenging classes (CPF2) . ..............................25 Curriculum framework for mother tongue teaching in Bengali for pupils aged 5–11 years .....19 Curriculum guide for Arabic ................................18 Curriculum guide for Chinese .............................18 Curriculum guide for Chinese – Cantonese version . ..........................................18 Curriculum guide for Gujarati ..............................18 Curriculum guide for Panjabi ..............................18 Curriculum guide for Somali . ..............................19 Curriculum guide for Tamil ..................................19 Curriculum guide for Urdu ..................................19 Curriculum guide for Yoruba ...............................19

Developing learning strategies (APF2) ...............27 DIY techniques for language learners ................34 Doing it for themselves (CPF4) ...........................24

Effective assessment in MFL . .............................28 European Language Portfolio – Adult version......................................................37 European Language Portfolio – Junior version (Revised edition)........................12 Early language learning DVD...............................13

First steps to reading and writing (YPF5) ..............9

Games and fun activities (YPF2) ...........................9 Games talk ..........................................................32 Getting to grips with grammar (APF5) ................26

Hocus and Lotus resources.................................10

Impact on learning (NPF3) ..................................21 Inspiring performance (CPF3) ............................25 Introducing Languages Work CD-ROM ..............22 It makes you think! (NPF4) ..................................21

Language and culture in British business . .........36 Language capital.................................................33 Languages for all CD pack..................................16 Language learning for work in a multilingual world ................................................30 Languages Work Activity guide ..........................23 Languages Work Handbook for Languages and careers .........................................................22 Leading the Way (YPF16) . ....................................6 Learning by ear and by eye (CPF5) ....................24 Learning through listening (APF6) ......................26 Let’s join in! (YPF6) . ..............................................9 Lift off for primary languages...............................16 Lights, camera, action! (NPF6) ...........................20 Listening to Lorca . ..............................................32

N NVQ Spanish and French textbooks....................31

Patterns and procedures (CPF6) ........................24 Power Language resources.................................14 Primary School Chinese resources......................17

Raising the standard (NPF1) ...............................21 Rhythm and rhyme (RF6) ....................................13

Something to say? ...............................................29 Sounds and words...............................................16 Speaking the same language .............................35 Speak up! (YPF15) ................................................6

Tests and targets (APF3) .....................................27 The invisible child . ..............................................30 The literacy link (YPF9)...........................................8 The magic teacher ..............................................11 Tools for Schools....................................................4

Index

Understanding and developing good practice......34

We have the technology! (YPF14) . .......................7 Working together (YPF12) .....................................7

You speak, they speak (CPF1) ............................25

Making the case for languages at Key Stage 4 (NPF5) . ...........................................20 Making the link (YPF7) ..........................................8 Managing coursework (APF4) . ...........................26 Mind the gap! (YPF13) ..........................................7 My Languages Portfolio ......................................12

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How to order CILT resources

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CILT, the National Centre for Languages 111 Westminster Bridge Road London SE1 7HR Tel 08456 12 5885 books@cilt.org.uk CILT, the National Centre for Languages is a registered company no. 5375352 and an independent charity no. 1108543.