Buenos días a todos,

Os recordamos que el plazo de matriculación está abierto y este año, es necesario que pasen a matricularse por secretaría para crear los grupos nuevos.

Para comprobar si los grupos siguen abiertos o la posibilidad de abrir grupos nuevos contacten con los coordinadores del MLC de cada etapa.

Educación Infantil:
Educación Primaria:
Educación Secundaria y Bachillerato:


Equipo de Coordinación MLC


Desde el Modern Languages Club queremos darles la bienvenida al nuevo curso escolar 2013-2014.
Aprovechamos para comentarles que contamos con más profesores nativos para los idiomas: francés e inglés.
La próxima semana recibirán la circular con la oferta en idiomas para las tres etapas y para los idiomas: inglés, francés y alemán.
Deseamos seguir creciendo y aprendiendo con todos vosotros: padres y alumnos/as.


Equipo de Coordinación
Modern Languages Club

Cambridge exams – What do we do now?

First of all, congratulations to all of you who have done a Cambridge exam this summer – KET, PET, FCE or CAE. The question now is ‘What happens next?’

The results for these exams will be available in July, and can be accessed online, using the information on the sheet you were given with the timetable for the exams, at the following address:

Your results will be available from the following dates:

FCE                       12th July

CAE                       19th July

KET / PET          26th July

To access your results, first you need to register. To do this, click on the registration section on the left of the home screen. You will need to enter your ID Number and your Secret Number. The programme will ask you to create a password, so follow the instructions to do this. Write down your new password, because here in the department we will not be able to help you access once you have set your password.

Once you are registered, return to the home screen and enter on the right of the screen. To access your results, you should enter your ID Number and the new password you have set. You should now be taken to a page where you will find your results.



Tips for Speaking Tests (III)


Working together

In most Cambridge exams, the candidates work together in pairs in at least some of the tasks. This allows the candidates to use a wider range of language than they could if they were just answering the questions they were asked by the examiner. As they work together, they use language to propose different ideasexpress agreement and disagreement and negotiate to a final decision. How successfully they work together is measured in a specific mark, Interactive Communication. Interactive Communication is not only judged when the candidates speak together, it is also observed when the candidates interact with the examiner, but it is most obvious when the candidates work together. In this section, we will look at strategies to improve this mark.

The first thing to say here may seem far to obvious to include – candidates should look at each other during this phase of the test. Too many candidates seem unsure where to look when the collaborative activity begins, and many begin to address their answer to the examiner rather than their partner, requiring further support from the examiner to get them back on track.

The candidate not speaking should also look at his / her partner as they speak, or at the prompt they are talking about, giving non-verbal feedback (nodding, making agreeing noises – ‘mm-hm’, etc.). Some candidates go as far as ‘duetting’, joining in with what the other candidate is saying so that they finish a sentence in unison, or reformulating what their partner has said. All of these strategies are part of ‘active listening’, which forms part of authentic spoken interaction.

An extension of this is to make some reference to what the partner has said at the beginning of the following turn, ‘linking your contributions to those of your partner’. This comes in the marking criteria for FCE and above, but it is useful to train even PET level students to do this in a simple way. Perhaps the easiest way is a simple expression of agreement / disagreement – ‘Yes, I agree with you, but don’t you think…’, or ‘I see your point,, but…’.

Now watch this video of Part 3 of an FCE exam and observe how the candidates work together:

Finally, when interacting either with the examiner or the other candidate, don’t be afraid to ask for clarification if you are unsure what they have said. It is fine to ask ‘Can you repeat that, please’ if you are not sure about an instruction. The examiners are looking for contributions which are relevant, so it is important to know exactly what you are being asked to do. IN parts 2 and 3, the key questions are printed at the top of the pages given to the candidates:

Please note that in the exam, the pictures are in colour (images from Cambridge University Press).


Los exámenes de Cambridge tendrán lugar en las siguientes fechas:

A.- Sábado, 8 de junio:
Starters, Movers y Flyers.

B.- Sábado, 15 de junio:

Para cualquier duda sobre el funcionamiento de los exámenes, pueden consultar la página web de Cambridge.

También pueden contactar con la Directora de Idiomas, Miss Pamela Beaver:

O en su defecto, con el coordinador de Educación Primaria, Mr. David Jáñez:

Tips for Speaking Tests (II)

In the first post in this series, we looked at structuring contributions in the speaking test, giving full, developed answers. In the second post, we are going to look at the language we use in the speaking exam.

In all levels of Cambridge exam, from YLE Starters up to Proficiency, there is, logically, a specific mark for pronunciation. When we talk about this aspect of language, there is a tendency to focus on accent, and specifically whether the candidate is capable of reproducing a particular native speaker accent. However, the examiner is not measuring the non-native candidate against a native-speaker norm. The emphasis is instead on reproducing the individual sounds, intonation and stress patterns of English in a way which does not impede comprehension. While higher levels of exam require the candidate to be ‘intelligible’, lower levels, such as KET or PET allow for a fairly intrusive L1 accent which may make comprehension more difficult at times.


The above video, from the Cambridge English TV channel on You Tube, focuses on word stress, and how a change in stress may mark a change in meaning, and so impede understanding if not reproduced accurately. This word stress can be realised in any accent, native or non-native. Similarly, sentence stress is not dependent on accent. English is traditionally a stress-timed language, as opposed to a syllable-timed language like, for example, Spanish. This means that a successful candidate should be able to place the stress on the correct syllables within an utterance, and at higher levels (CAE or CPE particularly) the candidate should be able to use stress to suplement the meaning of the utterance.

Another important aspect which can be reproduced accurately whatever the accent of the candidate is intonation. A successful candidate should be able to use rising and falling tones within the utterance in order to indicate the internal structure of the utterance, usually rising at the end of each element of a list, for example, or at breaks in an utterance usually represented graphically by a comma, then falling at the end of an utterance, represented graphically by a full stop.This can actually have more effect on understanding at times than accuracy in individual sounds. Several years ago, I examined a PET candidate who reproduced individual sounds accurately, but whose intonation was so wrong that he was almost impossible to understand.

Clearly examiners must also focus on the accurate reproduction of individual sounds. However, different accents imply different versions of individual sounds. Here too, the important thing is to be understood with relative ease, avoiding as far as possible L1 intrusions. It doesn’t matter if the student pronounces ‘Tomato’ as in British English or in American English, but if they say ‘city’ as ‘thity’ (a typical Spanish error, since in Spain, the ‘ci’ and ‘ce’ are pronounced ‘thi’ and ‘the’), that impedes understanding, and so is marked down.

Sports and games for infants

This week, during the M.L.C. classes we have been exploring, playing and enjoying sports and games.

We discussed our favourite sport and reached the conclusion that most of
us prefer football over any other sport. Although some of the girls said they
would rather do ice-skating!

To reinforce the vocabulary related to sport and games, we played word games
such as «memory», guessing games. what’s missing etc.

We went outside to the playground in order to put into practise some outdoor
games. We enjoyed a game of bowling, the skittles were made from empty
cardboard tubes which were painted bright and attractive colours, we used
a medium-sized soft ball to make it easier for everyone to score.
We jumped and hopped in a game of hop-scotch, we put pictures of sports
in each square, and the children had to identify the sport.

At Alameda de Osuna School we support sports and practicing exercise. We encourage you to practice sports with your kids!

Here are some benefits of sports for children:

•It teaches you how to follow rules.
•It helps you to overcome shyness.
•It produces a general increase of the coordinated movements.
•It promotes the growth of bones and muscles.
•It helps you to create habits.
•It develops interest for motion and exercise.
•It promotes hygiene and health
•It teaches you to have certain responsibilities
Have fun watching and dancing this song!

Icky Sticky Bubble Gum – Children’s Song – Kids Song by The Learning Station

Sports week

Learning to play a sport is an excellent activity for kids, not only is it physically great exercise, but kids also develop key social skills through the playing of sports. For example they learn how to follow rules, how to work as a team and that the most important thing is neither winning, nor losing, but taking part! And, let’s not forget that sports are fun!

As we introduced the names and equipment of the most common sports in English last week, this week we’re playing these sports as a fun and energetic way to review vocabulary.
We’ve played “category tennis,” where the kids are given a category ( for example: fruit, parts of the house, or clothing ) and they have to say a word from the category while they pass the ball. If the kid takes too long to think of a word, the other team wins a point! Kids also loved playing “memory football” where they pass the ball to members of their team while remembering a chain of phrases. If the last kid in the team can remember all the sentences his or her teammates have said, (S)he gets to take a shot at the goal.

We even have been taking advantage of the good weather and have taken the MLC outside the classroom to play basketball in the red playground, as well as traditional playground games such as Three Legged Race and Wheelbarrow Race. One thing is for sure, the kids of the MLC will definitely be ready for Sports Day next Sunday!


Maya l´abeille

Le printemps est enfin arrivé et l´aventure continue avec la disparition d´une des fleurs magiques de Maya l´abeille et voilà nos trois compères qui se mettent à sa recherche.
L´équipe MLC de français s´amuse comme des petits fous en cherchant la fleur magique “c´est chaud ou c´est froid” et en apprenant la chanson “ Promenons-nous dans les bois” tout en jouant à tour de role, les yeux bandés le loup. Nous avons aussi visité la nouvelle salle de classe MLC de français situé au dernier étage du bâtiment de primaire où nous avons fait des dessins pour pouvoir la décorer.

Sports in infants


Hello everybody!

During the MLC classes it’s interesting to see how the children have fun and, for that, we are working on sports during the next three weeks: football, basketball, tennis…

Today I’d like to show you all how to make a target game that they can use to practise their basketball skills. Children will be kept busy all day, because the first step is to build the game; the 3 and 4 year olds will need some help but I am pretty sure that the 5 year olds can decorate it by themselves.

So… let’s make our Target Game!

To watch the video just click on the following link

You can also read the instructions in Spanish, click on this

Have fun!