year 6 scheme of work overview - little linguist

17© Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.

Year 6 Scheme of Work Overview

Lessons Content Key skills and activities

Lesson 1 Classroom routines:Answering the registerSaying the dateDescribing the weatherAsking for classroom objectsFollowing instructions

Recap of simple negative from Y4:No tengo

• Initiateandsustainconversations• Re-usepreviouslylearnedlanguage

in a new context• Discusslanguagelearningand

reflect on how to memorise and recall language

• Understandtheformationofabasic negative sentence

Lesson 2 As for lesson 1

¿Tienes...?

• PerformasketchinSpanishto an audience

• Presentoralworkconfidently,speaking clearly and audibly with good pronunciation

• Understandkeydetailsfromanauthentic text

• Makepredictionsbasedonexistingknowledge

• Useadictionary• Evaluatework

Lesson 3 Recap of clothes vocabulary from lesson 4

+unoszapatos,unoscalcetines, una sudadera

RecapofexpressingopinionsfromY3,Y4,Y5:Megusta,nomegusta

Justifying opinions:No me gusta el rojo

Es+adjective

• Understandthatdifferentcountrieshave differences in education systems and that a school day may vary for a child attending a school inEngland/Spain

• Revisepronunciationofllandj• Understanddetailsincluding

opinions from spoken passages• Constructashortparagraphby

adapting a model• Attemptaccuratespellingswhen

writing individual new words from memory

© Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.


Lesson 4 Recap of family members from Y4

Recap of structures from Y4 and Y5:Sellama,tienexaños,es,viveenRecapofquantifiersfromY3,Y4,Y5:muy,bastante

Recap of adjectives from Y4:simpático,inteligente,divertido+deportivohermoso

• Joinintwoplaygroundgames in Spanish

• Understandthemainpointsandsimple opinions expressed in a short,writtentextandrespondbyansweringtrue/falsequestions

• Followastoryasitisreadaloud,demonstrating understanding

• Listenforcluestomeaning–e.g.tone of voice

Lesson 5 Recap of verb ser from Y4 and Y5:Es

Occupations vocabulary:MédicoVendedor vendedoraCamarero camareraPolicíaProfesor profesora

• Useadictionaryandexistingknowledge to solve riddles

• WorkoutmeaningsusingknowledgeofEnglish

• Understandthatsomenounsforoccupations change their spelling in relation to gender

• Understandkeydetailsfromashort,spoken passage

• Recognisethatwordordermayvarybetween languages

• Useadictionarytofindadditionalnouns to construct short sentences –esenfermero

Lesson 6 Nospecificnewvocabulary • Identifyknownwordsinasong• Undertakeinternetresearchrelating

toChristmastraditionsinSpanish-speaking countries

• Preparesongsandsketchesforaperformance

• Listenforcluestomeaning–toneofvoice,keywords

Lesson Nospecificnewvocabulary • SingSpanishsongswithaccuratepronunciation when performing to an audience

• Understandanauthentic,shortstory and follow it as it is read aloud

• ProduceworkfordisplayrelatingtoChristmas celebrations



Lesson 8 Recap of phrases from Y4 and Y5:Hay; vivo en

aquí estáuna casaun piso

Receptive use of eight rooms of the house

• Matchsoundtoindividualwordinalist of sentences

• Workouthowtopronounceunknown words

• Identifythesoundsofsomelettersof the alphabet

• Beawareofculturaldifferencesinhousing at home and abroad

Lesson 9 As for lesson 8 +

Recap of adjectives from Y4:

pequeño,grande,bonito,magnífico+enorme,lujoso

arriba,abajo

• RecogniseandpractisetheSpanishvowel sounds

• Identifyandsubstitutenounsinasentence

• Contributetoasharedwritingtask,describing an ideal home

• Consolidateunderstandingoftheposition of adjectives

• Produceownpieceofwriting,adapting a model

Lesson 10 una ventanauna piscina

• Memoriseandperformaversefrom a song

• Evaluatework• Understandthegistofanaudio

recording,matchingadjectives to nouns

• Identifydifferenttexttypes

Lesson 11 Nospecificnewvocabulary • Identifynounsandadjectivescontained in a text

• Sortwordcardsintonouns,verbs,adjectives,prepositions

• Befamiliarwithabbreviationsusedinadictionarytoidentifynouns,verbs,adjectives,adverbs

• Recognisepotentialhazardswhen using dictionaries and how abbreviations can help

• Readphraseswithaccuratepronunciation and with appropriate intonation and expression



Lesson 12 Recap of repetition requests from Y3 and Y4:Repite por favorRepita por favor...

¿Cómosediceenespañol...?

Furniture vocabulary

• Askforrepetition/clarification in Spanish

• Understandhowaccentsonwords in Spanish affect stress and pronunciation

• Considertechniquesforcommittingvocabulary to memory

• Useknowledgeofpronunciationpatterns to create a rap

Lesson 13 No new vocabulary

Recap of alphabet

Recap of stalling strategies from Y5

• Sustainanunrehearsedconversationof at least four exchanges

• Usestallingstrategiesasappropriate

Lesson 14 Recap of days of the week and months of theyearfromY3,Y4andY5

Recap of verb ir from Y5: vamos

vamos a irvamos a salir

• UnderstandthatSpanishis spoken in many countries throughout the world

• Usetheinternettoresearchclimate• Chooseacountryfortheholiday

and select dates• Makepredictionsaboutmeaning

based on existing knowledge• Writeshortsentences,using

a model

Lesson 15 Vamos a estar en...

Unhotel,unpiso,unacasa,uncamping

• Usetheinternettoresearchdifferent types of accommodation

• Writeashortlettertobookaccommodation,adaptingamodel

• Useadictionaryasappropriate

Lesson 16 Vamos a ir en...

Recap of means of transport from Y4:Enbarco,enavión,encoche,entren

Vamos a comer

• Usetheinternettoresearchtraveloptions

• Usetheinternettoresearchfoodtypical of the country

• Writeshortsentencesoutliningholidayplans,adaptingamodel

• Readauthentictextsforenjoymentand for information



Lesson 1 Vamos a visitar

y,luego

Names of places to visit

• Usetheinternettoresearchplacesof interest at holiday destination

• Writeaprogrammeofactivitiesforaweekonholiday,adaptingamodel and using the immediate future tense

• Useadictionaryasappropriate

Lesson 18 No new vocabulary • Preparepresentationfornextlesson in relation to holiday plans and the area to be visited

• Considermaterialtobeusedinthepresentation/performance:culturalinformation–food,climate,placesofinterest,festivals;songs,dances,music

• Usesupportmaterialappropriatelyand adapt suggested models

• Planandpreparecollaborativelyand analyse what needs to be done to carry out the task

Lesson 19 No new vocabulary • Performtoanaudience

Lesson 20 No new vocabulary • Recallkeyvocabularyandstructures learned during the year

• Workcollaborativelytoanswerquiz-typequestions


Links with Asset LanguagesItisenvisagedthatsomeprimaryschoolswillwishtoaccredittheachievementsoftheirlearnersusingOCR’sAssetLanguages.Forthisreason,theschemesofworkinallyearscontainmaterialtocovertherequirementsforBreakthroughLevelExternalAssessment.Foryourinformation,thefollowingliststakenfromtheBreakthroughLevelTeacher’sHandbookmatchthecontentofAssetLanguagestoeachyearoftheWakefieldscheme.

Language purposes and functions:

Counting and using numbers Y5

Talking about the weather Y5

Talking about food Y5

Following and giving simple instructions Y5

Expressingthanks Y5

Saying what day or month it is Y5

Describingsomesimpleobjects–colour,size Y5

Expressinglikes/dislikes Y5,Y6

Givinginformationaboutaneverydayactivity–food Y5,Y6

Expressingopinions Y6

Offering Y5

Vocabulary topic areas:

Basicprepositionsofplace Y5,Y6

Classroom objects Y6

Clothes Y6

Commonadjectives,e.g.big,small Y5,Y6

Family Y6

Food and drink Y5

Furniture and other household objects Y6

Leisure and holidays Y6

Methodsofcommunication–post,fax Y6

Names of occupations Y6

Names of sports Y5

Places:shops,cinema,park,beachetc. Y5,Y6

The home Y6

Time,includingmonthsanddays Y5

Ways of travelling Y6

Weather Y5,Y6

Classroom instructions Y6

Greetings Y6

Letters of the alphabet Y6


Key to all the symbols

This symbol denotes when to use the Resource File CD. The circled number denotes the lesson.

This symbol denotes when to play the Sound File CD. The circled number denotes the track.

ThissymboldenoteswhentoplayCantaenespañol2CD. The circled number denotes the track.

This symbol denotes when activities for the interactive whiteboard are available. Thecirclednumberdenotesthelesson.SomeofthegamesrequireMicrosoftPowerPointversion 2002 or later.

Resources Each lesson clearly lists resources required. The majority are included in the pack.

• ForChristmasactivities,youwillneed:ElcuentodelosReyesMagos(biencontado). Authors–DominiqueJorand,PabloRulfo–ThuleEdiciones. YoungEuropeansBookstore ISBN:84-933 34-5-1

Tel: 020 836 666

• ForsongsandpoemsCantaenespañol1(alreadyavailablewithYears3&4) La Jolie Ronde Ltd Tel: 01949 839 15 www.lajolieronde.co.uk

Furtherrecommendedresources,butnotessential:Video/DVDmaterialfrom:EarlyStartPack2IlsaRoweandIanKillberryEarlyStartLanguages Tel/Fax:01304362569 www.earlystart.co.uk

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Websites: All sites were legitimate and thoroughly checked prior to publication. La Jolie Ronde Ltd can accept no responsibility for any changes since that time.

Teaching Sequence

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Pupil Activity

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Page 124

Part 1: 15 minutes

Lesson

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Y6

Lesson

Page 124© Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.

1LessonOne,Year63 x 15; 1 x 30 minutes

Lesson theme EnlaclaseLearning Outcomes• Befamiliarwithclassroomroutines,givinginformationappropriatelyinSpanish –answeringtheregister;statingthedate;describingtheweather;askingforclassroomobjects• Beabletofollowinstructions• Beginpreparationsforaclassroomsketch

Framework ObjectivesOracyO6.4:UsespokenlaguageconfidentlytoinitiateandsustainconversationsandtotellstoriesO6.2: Perform to an audience

Core VocabularyPresente/Sí señor X, señora Y I’mpresentNo está He/she’sabsentHoy es martes 8 de octubre Today is Tuesday 8th October [Recap of weatherconditions(coveredinY5)]un bolígrafo (boli) penun lápiz penciluna goma rubberun sacapuntas pencil sharpenerunas tijeras scissorsun cuaderno exercise bookuna cartera school bag¿Tienes? Do you have?Sí, aquí tienes/toma Here you areTengo IhaveNo tengo Idon’thave [Recap of classroom commands (coveredinY3) ¿Estás listo?/¿Estáis listos? Areyouready?]Vamos a sacar un... Take out a...

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Language and learning strategies• Planandprepare–analysewhatneedstobedonetocarryoutatask• Uselanguageknowninonecontextortopicinanothercontextortopic• Practisenewlanguagewithafriendandoutsidetheclassroom• Discusslanguagelearningandreflectandshareideasandexperiences• Compareandreflectontechniquesformemorisinglanguage

Knowledge about language• Recognisepatternsintheforeignlanguage• Devisequestionsforauthenticuse

Resources• Flashcardsofclassroomobjects

Text cards of classroom objects Strategies for memorising vocabulary (SeealsoAppendixA) List of classroom objects Text cards of key phrases: Tengo un boli No tengo un boli Tick and cross cards:

OHT with words of song: En la clase OHT of phrases for answering the register OHT of ideas for sketch

• Recommendedresource:EarlyStartSpanishPack 2 unit 5

• Cantaenespañol2,Track20,song:En la clase

• Posterpaper+blackmarkerpens Realitems–classroomobjects

• Whatdoyoualreadyknow? Keyphrases–Keyclassroomvocabulary Matchingwordsandpictures Memorygames–negatives Ihave/Ihavenot Song: En la clase Classroom phrases –Examplesketch

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Part 1: 15 minutes

Lesson


Y61

Teaching Sequence

Beginbysettingthecontextforthelesson: the children will learn phrases relating to classroom routines so that they can work in groups to present a ‘classroomsketch’inSpanish.Emphasisethat this task will give them the opportunity to draw on prior learning inSpanishandtoincludephrases/vocabularytheyhavelearnedinYears3-5e.g.classroomcommands,describingtheweather,sayingthedate.

Next,sketchthreelargecircleson the board:

¡Levantaos! Hace calor

classroom weather commands

Hoy es

date

Write in each one ‘starter’ phrases as shown above. Now give each group of children three sheets of poster paper and a black marker. The children work ingroupsforfiveminutesastheytrytowrite as many phrases as they can recall in each circle. You may need to prompt some groups and lots of suggestions are given below!

Pupil Activity

Children listen as the teacher explains the context for the next two lessons.

Children work in small groups as they recall and write down expressions learned during Y3 and Y5. One child from each group visits another group to collect more ideas.He/shereportsbacktohis/heroriginal group.

Lesson


Y6Part 1: 15minutes(continued) 1

Teaching Sequence

Circle 1Sentaos sit downLevantad la mano hands upVen aquí/venid aquí come hereSilencio silenceMirad lookEscuchad listenEn parejas in pairs

Circle 2Hace mal tiempo it’s poor weatherHace frío it’s coldHace calor it’s hotHace viento it’s windyHace sol it’s sunnyHay niebla it’s foggyEstá lloviendo it’s rainingEstá nevando it’s snowing

Circle 3Hoy es martes 8 de octubreHoy es jueves 10 de mayoHoy es viernes 22 de junio etc.

Afterfiveminutes,sendan‘envoy’fromeach group to visit anther group. The envoystaysforoneminute,lookingat the suggestions made by this group beforereturningtohis/herhomegrouptoreportback,extendingtheoriginallistsas appropriate.

Conclude the activity by praising children who have recalled lots of phrases. Hold up examples of work and emphasise how much Spanish has been acquired over the past three years and how useful this will be for future learning.

Pupil Activity

Children focus on examples of work and astheydoso,theyreviseexpressionsandphrases which will be useful in this lesson and in lesson 2. Their attention is drawn to the amount of Spanish they have acquired and they understand that they will be able tomakeuseofpriorlearning,integratingfamiliar vocabulary and phrases into new structures and contexts.

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Y61Part 2: 15 minutes

Teaching Sequence

Beginbydisplayingaphraseontheboard/IWB.

Tengo un...

Finish the sentence by holding a pen and stating: Tengo un boli: ask the children whatthesentencemeans(Ihaveapen).

Now ask the children about a negative sentence–Ihaven’tgotapen.Askifanyone can attempt the sentence. You might like to recall Me gusta–IlikeNo me gusta –Idon’tlikewhich the children have learned each year. Take answers and then emphasise theformationofthenegative–‘No’ which precedes the verb.

e.g. Tengo un boli No tengo un boli –Idon’thaveapen.

Next,introducethevocabularyfor4classroomitems,usingrealitems,theflashcardsorIWBmaterialsprovided:un boli penun lápiz penciluna goma rubberun sacapuntas pencil sharpener

Aftersomeoralpractice,attachtheflashcards and text cards to the board randomly and ask a volunteer to rearrange the cards so that the picture andtextmatch.Usetheflashcards and textcards provided on the resource CD.Extendwithtwomoreitems of vocabulary:un cuaderno exercise bookuna cartera a school bag

Pupil Activity

Children focus on the sentence displayed on the board. Some children may attempt to form a basic negative.

The children’s attention is drawn to the use of ‘no’ preceding the verb to make the sentence negative.

Children practise the new vocabulary. They focus on the written words as they learn the classroom objects.

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Y61Part 2: 15minutes(continued)

Teaching Sequence

Afterpractisingallsixwords,revealalistofthewrittenwordsonOHT/IWB.Seelist provided on resource CD: ‘List of classroom objects’. Challenge the children to recall only three from the list. Allow the children 30 seconds to study the list and then remove it and see if they can recall three words either orally or in written form. Discuss with them the strategies they used for memorising the words. Point out that only two words are feminine: una goma and una cartera.

Share ideas and strategies with the children,andconcludeby:1. showing an item of vocabulary in the key structure: No tengo un boli and asking a volunteer to substitute

noun for another.2. emphasising how important it is when learningalanguagetofinddifferent techniques for memorising words.(SeeresourceCDorAppendixA:Suggested strategies for memorising vocabulary’)

Pupil Activity

Children attempt to memorise three words from a list. Afterwards they share strategies for remembering and memorising vocabulary with other children and with the teacher. They understand howimportantitistofindstrategiesforlearning and remembering vocabulary.

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Teaching Sequence

Showontextcardsthekeyphrases,stuck onto the board or displayed using theIWB.Usethetextcardsprovidedonthe resource CD.Tengo un boliNo tengo un boli.Usingvocabularylearnedlastsession,invite the children to state sentences orally according to the flashcards you hold e.g.

= No tengo un lápiz

= Tengo una cartera etcYou will need the set of flashcards and the tick and cross cards available on the resource CD.Introduceonefinalitemofvocabulary:unas tijeras–scissors,andemphasisethe particular sound of the letter ‘j’ in the word which the children have encounteredinY3,Y4andY5.

Play a game during which children spot which item is missing. Put the classroom objects on a table in the middle of the room. Ask children to name each object withyouinturn,andthenaskthemtoclosetheireyes.Removeoneobject,shuffle the rest and ask the children to spot which one is missing.

Children can now listen to the song: En la clase.PlayCantaenespañol2, track 20.

DisplaythewordsofthesongonOHT/IWBandencouragethechildrentojoinin actively as they sing along.

Pupil Activity

Children look at the visual cues and attempt to form sentences orally using structures and vocabulary introduced during the last session.

Children learn another item of vocabulary and focus on the pronunciation and written form of the word. They recall how to pronounce the letter ‘j’.

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pictureof

pencil

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Y61

Teaching Sequence

Children could now watch the DVD or videosequencefromEarlyStartSpanishPack2,Unit5:‘¿Tienes un boli? ’ During the sequence children will watch a classroom scene during which children askeachotherforitems,followedbyasequence in a bookshop during which itemsarerequestedsuchaspaper,pen,scissorsandfinallyasequenceinaclassroom where the teacher asks the children to take out items. Following the video sequence you might also share with the children the Talking Point on page 45 ofthefile.

Pupil Activity

Children watch three sequences from DVD or video and observe how the vocabulary and phrases learned in this lesson are used for communication purposes. They also consider a cultural point and learn that Spanish children provide almost all of their classroom equipment and text books.

Part 3: 15minutes(continued)

Lesson



Teaching Sequence

Remind the children of phrases to use whenansweringtheregister,either:

¡Aquí señor X/señora Z!Presente. No está

These will be useful to the children in preparing the sketch which follows and areprovidedonOHT–(See:‘OHTof phrases for answering register’ on resourceCD).

The children can now begin to prepare theirclassroomsketchinSpanish.Beforetheybeginwork,emphasisethecriteriafor making a good presentation:• Clearandaudible• Good,interestingcontent• Participationfromeverymemberof

the group• Goodpronunciationandintonation.

DisplayontheOHPorIWBalistofideas to help the children make a start. See: ‘OHT of ideas for sketch’ on resourceCD).Explainthattheywillhavemore time next lesson to prepare their work before presenting it to the rest of the class.

Pupil Activity

Children listen to different ways of responding to the register.

Children begin preparations for the ‘sketch’ which they will prepare in groups. They understand the success criteria for the task and listen to suggestions for content provided by the teacher.

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Teaching Sequence

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Pupil Activity

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Page 132

Part 1: 15 minutes

Lesson

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Lesson

Page 132© Copyright La Jolie Ronde Ltd. 2008. This page cannot be photocopied. Only to be used within the purchasing institution.

LessonTwo,Year61 x 45 minutes; 1 x 20 minutes

Lesson theme Enlaclase

Learning Outcomes• Contributetoagrouppresentationandperformtoanaudience• Presentconfidently,speakingaudiblyandclearlywithgoodpronunciation• Understandkeydetailsfromanauthentictext,recallingvocabularylearnedinpreviousyearsandusing a dictionary as appropriate

Framework ObjectivesOracyO6.2: Perform to an audienceO6.4:Usespokenlanguageconfidentlytoinitiateandsustainconversationsandtotellstories

LiteracyL6.1: Read and understand the main points and some detail from a short written passageL6.2: Identifydifferenttexttypesandreadshort,authentictextsforenjoymentorinformation

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Core VocabularyAs for lesson one.

¿Tienes...? Do you have?

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Resources• OHToftext:El programa Kids Club

OHT translation of text: El programa Kids Club Textonhandout–El programa Kids Club

• Camcordertorecordchildren’spresentations(ifdesired)

• ¿Tienes...? El programa Kids Club Words that are similar in Spanish and inEnglish

Knowledge about language• Devisequestionsforauthenticuse

Language and learning strategies• Planandprepare–analysewhatneedstobedonetocarryoutatask• Uselanguageknowninonecontextortopicinanothercontextortopic• Usecontextandpreviousknowledgetohelpunderstandingandreadingskills• Practisenewlanguagewithafriendandoutsidetheclassroom• Makepredictionsbasedonexistingknowledge• Useadictionary• Evaluatework

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Lesson


Y6Parts 1-3: 45 minutes

Teaching Sequence

Inthissessionthechildrenwillcontinueto work in groups prior to presenting aclassroomsketch.Beforethechildrenbeginwork,remindthemofthefollowing:

• Howtoformaquestiontoaskifsomeone has something: ¿Tienes...? (TheyhaveencounteredthisinY4when asking about brothers and sisters–¿Tienes hermanos?).

• The‘Ideas’handoutdistributedduringthelastsession.Emphasisetheneedtoincludeandre-useknownlanguageratherthantryingtoincludecomplex,unfamiliar phrases.

• Thesuccesscriteriaforthetask,shared with the children during the previous session.

The rest of the session will be spent working in small groups. Depending on the time constraints the pupils could present their work during this session or at another convenient time.

Aftereachpresentation,taketimetodiscuss with the children aspects of the presentation that were particularly good and any points for development.

Pupil Activity

Children listen to important information before they continue group work. Their attention is drawn to the formation of a basic question.

Children understand the importance of using familiar language using content suggestedonthe‘Ideas’handout.Theyrecognise and are reminded of the success criteria for the task.

Children continue their preparations. Some children may present their work during this session.

Children listen to one another presenting sketches and identify aspects of the work whichweregood.Bydoingso,theyevaluate their own presentation and the work of others in the class.

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Lesson


Y62

Teaching Sequence

Children will work in pairs during the activity for this session.

Explaintothechildrenthepurpose of the next activity: to be able to use prior knowledge and context to identify key details from a short piece of written Spanish.

Distributethetextonthehandout,entitled ‘El programa Kids’(Astraditionalsupportfortheteacher,thistexthasbeenrecordedontothesoundfile,track4).Givethechildrenafewminutestoread through the text. Then ask the children what they think the text might be about. What sort of text is it? What doesthetitlemean?CantheyfindanywordsinthefirstsectionthatlooklikeEnglishwords?Cantheyworkoutwhichages the kids’ club is for? Do they learn anythingfromthefirstsectionaboutthesize of groups? Draw their attention to:• grupos–groups• dividido–divided• mínimo–minimum• participantes–participantshighlighting these words on OHT or IWB.EncouragethechildrentospotthelinkswithEnglishequivalents.

When the children have understood that the text is about extra language classes runasaclub,askthechildrentoworkinpairstofindaminimumoffourpiecesof information about the programme of classes to share with parents. This could include the dates and times of sessions or information about the teachers etc. To do this the children will need to: –usepriorlearning –makeinformedguesses/predictions –refertoadictionary

Pupil Activity

Children work collaboratively as they read through a text. They work out the gist of sentences in Spanish by identifying cognates andpreviously-learnedvocabulary.

Thechildrenscanthetextforspecificdetails. They work collaboratively and refer to a dictionary as necessary for additional support.

Part 4: 20 minutes

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Lesson


Y6Part 4: 20minutes(continued)

Teaching Sequence

After seven or eight minutes collect suggestionsfromthechildren.Encouragegood pronunciation as the children suggest vocabulary items.

Congratulate the children on their achievements and emphasise the importanceof‘findingawaythrough’atext.Itisnotessentialtounderstand/translate every word to gain an overall understanding of a piece of text in a foreignlanguage.Also,beingabletoidentifyspecificdetailsisanimportantskillwhen reading texts in a different language.

Pupil Activity

Children recognise how they can use context,previousknowledgeanddeduction as they improve and develop their reading skills.

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year 6 scheme of work overview - little linguist

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