Sentences with phrase «language students created»

World language students created two - minute films or photo collages of their snow day activities, narrated in their world language.

Not exact matches

(1) To address the coding skills gap and help prepare more people for jobs in software development, Apple created a powerful yet easy - to - learn coding language called Swift (TM), the free Swift Playgrounds (TM) app and a free curriculum, App Development with Swift, which are available to anyone and are already being used by millions of students at K - 12 schools, summer camps and leading community colleges across the country.

If you're a language teacher, consider creating online courses to sell to students around the world.

By the staff creating the plans, activities, language and direction for the ministry, and then presenting it to the students, it wasn't their ministry.

For the first time the department is allowing principals to set aside a percentage of seats for low - income families, English - language learners or students engaged with the child welfare system as a means of creating greater diversity.

MinecraftEdu, a version of the game that teachers created for educational purposes, teaches students mathematical concepts including perimeter, area and probabilities as well as foreign languages.

She and her students are now helping the Nambé community create a dictionary of the language and an online media database that contains conversations, songs, stories, and histories collected from native speakers.

USA, Canada, UK, Aus, NZ About Blog Embassy English has 40 years» experience of providing students with quality English language courses and great experiences in amazing locations around the world.Our Mission is to help students create experiences and gather knowledge that will help them live life as a global citizen!

Working with elementary students learning English as a second language, Georgia teacher Melissa Smith shares reading passages that demonstrate how writers choose their words carefully to help readers create brain movies.

By balancing the brain and creating colorful connections to letter identification, language patterns, reading fluency and reading comprehension, the patent - pending Live In Letters color - code hitches together the left and right - brain hemispheres, while brightly highlighting your student's newfound love for reading!

This automated, adaptive tool creates a personalized learning path for each student based on their native language and their demonstrated pronunciation difficulties.

The lessons progress through a range of tasks that engage student's interest, encourage them to: -: interact and share what they know -: develop their abilities to extract information from text and graphics -: view information critically -: check the credibility and validity of information -: develop online research skills -: use web based tools to create surveys and data visualisations The lessons cover a range of topics including: -: Advertising and how it influences us -: Body language and how to understand it -: Introverts and extroverts and how they differ -: Emotional intelligence and how it impacts on our relationships -: Facts about hair -: Happiness and what effects it -: Developing study skills -: The environment and waste caused by clothes manufacturing -: Daily habits of the world's wealthiest people -: The history of marriage and weddings Each lesson includes: -: A step by step teachers guide with advice and answer key -: Worksheets to print for students

Students may create several exhibit pieces per module; exhibits must include contributions from each of the core subject areas: language arts, reading, math, and science or social studies plus the related arts teams (art, foreign languages, and library).

How can schools like WHEELS, a K - 12 with a high English - language learner population, create powerful and consistent family engagement in student - led conferences?

Creating acronyms or sentences with the first letters of words can also be fun for students who like to play with language.

In response, the project team created Mindspark — a personalised, tech - based adaptive learning program for mathematics and language where students learn at their own pace and can access the tool in English or Hindi.

Invent a New Language: Either individually or with a partner, have students create a new language that we need today.

Perhaps most important was that while students were deeply engaged in the content and invested in creating the final product, they were also developing historical thinking skills, exploring Europe's history through a critical lens, applying their reading comprehension skills to difficult non-fiction and historical fiction, interpreting primary sources, writing in a number of genres, and developing their oral language abilities.

Students of foreign language will work in groups to create a four - day city tour.

I created the project for German second year students, but it could be adapted to any foreign language, grade level, or country (rather than city) focus.

They encourage students to focus on high - frequency GERMAN verbs, are ideal for independent learning and perfect for pair and small - group work - the games really do help to create a lively language learning environment.

Steele has several students whose first language is Spanish, so she created a word wall of the words in English and added the Spanish versions in another color.

WIDA has created a Can Do Descriptor rubric that can help any teacher, language specialists and otherwise, pinpoint exactly what level their language learning students are operating in, within particular communication purpose domains.

It is a language that, a few cultural considerations aside, all of your students can employ to interpret and create meaning, regardless of their decoding abilities.

Have students create the answer responses to a question stem, thinking carefully about «wrong» answers and finding the right language to construct the «correct» response.

It has two columns: One side is content in academic language given to students by their teachers, and the other side is a translation of that text or concept in a student's own words — or sometimes shown through a student - created image.

Students can quiz / test themselves and each other on a regular basis - they're a very popular alternative to more traditional vocabulary «drilling tasks», and really do help to create a lively language learning environment.

We also need to hear much more about creating increased opportunities for students to learn other languages, starting in early grades, so they may have sufficient opportunities to reach high levels of communicative proficiency and intercultural competence.

- Fun games to get the students to speak in the target language (see explanation under the slide)- A listening activity on what you saw and did not see at the zoo - Vocabulary slides with lovely pictures - Plenty of mini-whiteboard games on colours with animals and on opinions about animals - Grammar explanation on negative forms and verbs of opinion - Several writing activities about your favorite restaurant - Survey activity on likes and dislikes - Translation exercises - A writing activity to use longer sentences and verbs of opinion + infinitive - Grammar explanation on the partitive with worksheets to practice - Grammar explanation on infinitives and conjugating - er verbs - A lesson on infinitives and how to conjugate - er verbs - A worksheet explaining the steps of conjugating an - er verb - A fun mime the verb game - A mini-whiteboard game to practise conjugating - er verbs - Grammar explanation on numbers and quantities - Learn high numbers to be able to give prices and quantities - Mini-whiteboard activities about numbers and quantities - Games with prices - Dialogue worksheets to build up to role - play activity - A number worksheet - Put the dialogue back in order worksheet to help with role - play activity - A grammar explanation of «il y a» and «il n» y a pas» - Grammar explanation «on peut + infinitive» and other grammar revision - A song with lyrics created and sang by me with a link to the Youtube video - Vocabulary building activities to teach directions - A grammar explanation on the imperative with exercises to practice - A grammar worksheet on the imperative in French - An iPhone activity - A grammar explanation on modal verbs - A grammar explanation of prepositions with «de» and exercises to practice - A grammar worksheet on prepositions in French I hope you will enjoy my resources and if you have a question on a particular slide or activity, please do not hesitate to contact me or leave me a message.

For teachers, language is central to delivering learning content to students, communicating expectations, creating assessments, and delivering feedback.

The teacher - created curriculum involved students in activities that developed students» understanding of the issues involved while developing math, geography, language, and public - speaking skills.

Students learn through a logical and step - by - step learning journey, including: - Defining the key term «patriotism» and considering its pros and cons; - Understanding key information about E.E Cummings» life; - Reading and interpreting the poem; - Investigating the structural make - up of the poem, and considering how this links to the poet's message; - Identifying the language features used throughout the poem, and considering how these link to the poet's message; - Analysing how language and structure create meaning through the poem; - Peer assessing each others» learning attempts.

Students learn to: - Define key terms related to the historical context of The Holocaust; - Remember and understand key information about Anne Frank's experiences, that they learn from an engaging PowerPoint presentation; - Read extracts from Anne Frank's diary; - Answer a range of questions to demonstrate their understanding of Anne's diary; - Analyse the language features used by Anne Frank to create dramatic images in the mind of the reader; - Peer - assess each others» learning attempts.

Shannon Darcey, a middle - school English language development teacher at Urban Promise Academy in Oakland, California, tackles this at the beginning of the year by asking her students to create a video tour of their school, narrated in English.

In this lesson, students learn: - To define what emotions are; - To understand and use the vast range of emotional vocabulary and synonyms available in the English language; - To investigate different emotions, including how they can manifest themselves; - To understand how emotions can be communicated utilising a range of descriptive devices; - To create an imaginative and emotionally - driven piece of creative writing; - To self - assess their creative writing attempts; Included are all worksheets, and detailed and visual PowerPoint presentation, which explains each concept clearly, and a lesson plan for teacher guidance.

I originally created them for my geography students who had English as a foreign language.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Resources provide opportunities to: - explore how adverts play on our fears and dreams - explore persuasive language in advertising - explore presentational features - analyse adverts across 3 mediums (TV, radio and web)- explore synergy - study advertising across a range of mediums - plan own advertising campaign - conduct risk assessments and planning document as would be the case in the industry - give a pitch for the campaign created - explore legal and ethical - investigate the ASA (advertising standards agency)- consider budgets - conduct primary and secondary research - gather qualitative and quantitative data A work book is also included for students to complete as they study the course.

Representatives from the groups said they wanted to create a common language to discuss RTI, an instructional framework that some believe holds promise for helping students in core academic areas and in behavior...

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Can the student in a highly technical course apply the information to create new code, or write a Help file that explains a software application in language a user would understand?

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and defining the key terminology «bayonet», «over the top», «trenches», and «no - man's land»; - Understanding key information about the poet Ted Hughes; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon how Hughes creates visual and auditory imagery; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Hughes creates imagery in order to capture the soldier's horrifying final moments; - Peer assessing each other's learning attempts.

Of course, students need to understand technical terms — «isotope» in a chemistry textbook, «colonize» in a history article — but this knowledge is insufficient if students don't understand how pieces of language relate to each other to create meaning.

Reimers noted that he sees an opportunity to develop students» global competencies by creating a positive disposition toward cultural differences; an ability to speak, understand, and think in languages outside of the country in which they are born; and a deep knowledge and understanding of world history, geography, and global dimensions such as health, climate, and economics.

But nothing can mask the fact their heavy handed intrusions will only undermine schools» ability to create — to use their own language — «a safe and inclusive environment where all students can learn and succeed.»

A fun lesson resources to guide students in creating a simple text based Dice Game using Python - or can be used for any programming language.

An interactive lesson where students identify, analyse and then create their own language features.

Net Languages creates and licenses high - quality online English and Spanish language courses to individual students, corporate clients, and government and educational institutions all over the world

Students create individual wanted posters in French using vocabulary and language structures of physical descriptions.

PERFECT FOR DEVELOPING LANGUAGE SKILLS AND DISCOVERING MAJOR CITIES IN SPAIN - FIVE DIFFERENTIATED WORD SEARCHES WITH ANSWER KEYS AND GRID TEMPLATE FOR STUDENTS TO CREATE THEIR OWN SEARCHES FOR EACH OTHER!