Students
use language resources adverbs, adjectives, adding in...
Not exact matches
The
language has a quaint and innocent ring, redolent of the countryman upset by the vices of the city and the new temptations to the young, like movies, while worrying about land
use patterns and the waste of
resources ¯ part seer and part curmudgeon.
The communicative enterprise would become a vast inductive project — a complex exercise in theory - building, leading tentatively and provisionally toward something which, in fact, the imputational groundwork of our
language enables us to presuppose from the very outset.1 Only by
using the
resources of thought to free our communicative
resources from the spatio - temporal processes of their employment can we manage to communicate with one another across the reaches of space and time.
Therefore I would
use all the pejorative
language which you suggested to denounce our government's intervention in that nation's internal political affairs — an intervention which depended substantially upon the selective allocation and sales of excess food
resources.
I'm also glad I'm not alone in
using wiki as a
resource for the modern english
language.
It is a great
resource to
use for children with
language and social emotional delays to help express their feelings and also a great emotion learning tool for any child!
This
resource summarizes the most commonly -
used Java
language features, with examples of actual JAVA code.
Provided that teachers have the right tools and
resources and
use developmentally appropriate
language and activities, teaching about these concepts can be rich and engaging for children, laying the groundwork for more sophisticated understanding when they move into the tween and teen years.
This
resource is a scheme of lessons (Unit of Work), 5 lessons that will coach students in programming
using the BBC Micro: Bit block
language.
Using lesson plans devised by the G - 8 Host Committee and the Georgia Council on Economic Education, a nonprofit organization that provides
resources for teachers, students have been learning parts of the
languages of the countries that are represented, studying their monetary systems, and researching facts about British...
Our students» limited English -
language skills could easily be
used as an excuse for low performance or a need for unlimited
resources, but we see it as a necessity for teachers to differentiate their instruction to reach all learners, including ELL students.
«This approach recognises that the child comes to school with knowledge of another
language, that it is a huge
resource not just for that child but for the other children in that class if teachers were equipped to
use that pedagogical strategy.
SL.1 a / L.8.4 a Skills to be addressed during the Lesson - Social and Cognitive Educational Tools and
Resources - Connectives, Adjectives, Adverbs, Verbs Teachers can
use this presentation to give a complete knowledge and understanding of PEE Technique for
Language Analysis to the learners, thereby helping them to enhance their reading, comprehension, and
language skills.
Flexible French offers stand - alone KS2 units of work providing detailed planning and
resources with a focus on
language and grammar progression, and with clear links to easy - to -
use assessment criteria.
A variety of humanoid robots are also being
used in South Korea and Japan as a
resource to supplement
language learning.
Adaptable
Resource - I
used this recently and replaced the synonyms heading with common
language; students were able to collectively identify the common
language of algebra and had the chance to clarify their understanding of key terms.
These
resources introduce students to
language they can
use to describe social networks and technology in German.
A Welsh
language resource pack for teachers to
use when discussing asylum seekers in the classroom.
As bilingual children toggle between two
languages, they
use cognitive
resources beyond those required for simple
language acquisition, Luk writes in a forthcoming edition of the Cambridge Encyclopedia of Child Development.
Once the survey was done, Huntington and the other 50 middle and high schools that took part in the initiative were given reports in clear, accessible
language that summarized the results, plus a set of
resources and customized strategies that teachers and principals could
use to make changes based on their results.
This presentation presents perfect teaching
resources that will help the teachers to walk into the classroom with ready to teach confidence as it covers all that a teacher and a student need for a
language lesson on
using correct spellings.
My teaching
resources are all designed to enable students to
USE the
language.
Next is 10 fully
resourced learning experiences that will help your little learners to develop their understanding of phonics, writing and spelling Included as well are 60 colouring pages designed for children in the EYFS, which can be
used as you wish, but we recommend
using them to inspire writing, creative describing and
language development.
Some of the
resources are attached and these are easily adapted to suit your own SOWs and
languages including the translation maze, mood and thought board and an example of
use of poetry.
However Sanjesh believes that «there is a real opportunity here to make
use of the vast amount of online
resources and applications which encourage
language development through game play.»
Exploiting this vocab sheet - https://www.tes.com/teaching-
resource/future-plans-french-vocab-sheet-6393410 this
resource has some model paragraphs built
using the same
language.
This
resource introduces «Service Civique» and practises understanding
language used to describe it in French.
I love to
use lots of authentic
resources in the target
language.
- 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.
This
resource practises understanding
language used to describe community work and projects in French.
2 differentiated (by colour) lessons to support the teaching of chapter 8 of Animal Farm for the new linear specification (9 - 1) Differentiation: purple = lower blue = middle yellow = higher
Resources are planned around the new specification and provide opportunities to: - analyse writer's methods - explore character presentations - write imaginatively in role of a character on the farm - practice extract to whole - discuss interpretations -
Use the
language paper mark scheme to structure an effective piece of writing - Write persuasively
using the 6 part structure
Differentiation: yellow = higher blue = middle purple = lower
Resources provide opportunities to: - explore target audience for advertising campaigns - explore existing advertising campaigns - explore the use of persuasive language - explore the use of presentational features - analyse the effectiveness of advertising campaigns - explore the narratives of advertising campaigns - design a new soft drink and develop the advertising production plan - peer and self assess - explore representation - justify own design choices These resources could also be useful as part of an enrichment day /
Resources provide opportunities to: - explore target audience for advertising campaigns - explore existing advertising campaigns - explore the
use of persuasive
language - explore the
use of presentational features - analyse the effectiveness of advertising campaigns - explore the narratives of advertising campaigns - design a new soft drink and develop the advertising production plan - peer and self assess - explore representation - justify own design choices These
resources could also be useful as part of an enrichment day /
resources could also be useful as part of an enrichment day / activity.
2 fully differentiated (by colour) lessons to support the teaching of synthesis (writing a summary of differences) Differentiation: purple = lower blue = middle yellow = higher
Resources use modern and 19th century non fiction texts on prisons and tattoos to guide students in responding to the synthesis task on the new specification
language paper.
Differentiation: purple = lower blue = middle yellow = higher
Resources are planned around the new specification and provide opportunities to: - explore context - analyse writer's methods -
language focus - explore character presentations - write imaginatively - develop skills for new specification
language paper -
use mark schemes - Develop evaluative skills for the
language paper - Determine true statements in preparation for the
language paper
Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources provide opportunities to: - explore
language, form and structure - assess against the 9 - 1 specification success criteria - explore the presentation of Elizabethan parents - explore the theme of power - compare the parenting of Lord and Lady Capulet - structure analytical paragraphs
using WHAT, HOW, WHY instead of PEE which can restricting A structure strip is included which can be stuck into student books to guide them through an analytical comparison
(The whole play) Also included: - medium term plan - revision activities - practice exam questions - context revision Differentiation: purple = lower blue = middle yellow = higher
Resources are matched to the new specification literature course and enable students to: - analyse
language and structure - explore context and make links within answers - explore character presentation - explore themes - explore effect on the audience -
using evidence
Resources also provide some opportunities to develop skills needed for the new specification
language exams including: - speech writing - imaginative writing - true or false practice - selecting and retrieving information - «How far do you agree» evaluation practice -
language analysis
Analysis of the following texts: - leaflets - theme of holidays and attractions - articles - theme of legal driving age - reports - adverts - newspapers - range of broadsheet and tabloid - posters - NSPCC - social media - tv news - autobiography - letters - ban mobile phones Differentiation by colour: yellow = higher ability blue - middle ability purple = lower ability These
resources provide opportunities to: - Analyse
language, form and structure of non fiction texts - analyse the
use of persuasive
language - write persuasively - create a wide variety of non fiction texts - explore texts from a variety of sources and media - explore relevant topics for young people - develop speaking and listening skills Ideal for KS3 ahead of GCSE 9 - 1
Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources provide opportunities to: - explore
language, form and structure - assess against the 9 - 1 specification success criteria - explore imagery - explore presentation of character and theme -
use structure strips to form better analytical responses -
use «what, how, why» instead of PEE which can be too restrictive
Here are some recent quotes from a variety of people who have
used these
resources: «
using these
resources sprung me back into life... Going to school is a pleasure now» «got me excited about being in school again... long time since that's happened» «shows you don't need to be a bruiser, basher or battle - axe to be a success» «the inspectors were surprised at how quickly we had improved» «the union reps suddenly came to life when I started
using these
resources» «these have saved us thousands at SLT and made our school a much better place» «best
resources I have
used in over twenty years of CPD» «we
use these ideas when recruiting new staff... it works, it really does work» «really useful in framing staff and student feedback» «rich and valuable... helps develop the
language and the decisions we make» «my students relate to these ideas and now it's a beautiful class to be in... at last» «gives you splendid ideas you can work in your own classes» «I was never any good at visualising what success might look like... now I can see the bright lights» «extremely helpful» «inspectors praised our
use of these
resources and commended our progress» «genuinely helped get my Mojo back... my colleagues and classes have also noticed the new me» «just had some of my best days at school because of these
resources» «there is nothing better at this price»
Differentiated (by colour) lesson to support the teaching of Romeo and Juliet Act 4 scene 2 with a focus on the skill of evaluation of
language paper 1 Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources provide opportunities to: - prepare for
language paper 1 Q4 - agree or disagree question - explore the presentation of character and theme - evaluate the Friar's plan - link to context -
use structure strips to elicit better responses
Differentiation: purple = lower blue = middle yellow = higher
Resources are planned around the new specification and provide opportunities to: - explore context (propaganda)- analyse writer's methods -
language focus - explore character presentations - write imaginatively - develop skills for new specification
language paper -
use mark schemes - Develop evaluative skills for the
language paper
Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources provide opportunities to: - explore
language, form and structure - assess against the 9 - 1 specification success criteria - explore characters and themes - write analytical paragraphs
using WHAT, HOW, WHY instead of PEE which can be too restrictive
Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources provide opportunities to: - explore Todorov's theory - explore Propp's theory - explore Bordwell's theory - explore the science fiction genre and sub genres - Analyse science fiction films and programmes - Create ideas for a new science fiction film - explore the «what if» theory - explore science fiction audiences and pleasures - compare science fiction films - analyse media
language - explore
uses and gratifications - explore representation
Resources use the following science fiction as a stimulus: - The Matrix - The Hunger Games - Jurassic World - The Maze Runner - Star Trek Assessment materials also included
This teacher
resource also includes ready - to -
use, reproducible
language worksheets and often -
used forms for writing.
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.
6 fully differentiated (by colour) lessons to support the teaching of
language analysis for new specification AQA paper 2 -(non fiction texts) Differentiation: purple = lower blue = middle yellow = higher
Resources use a range of modern non fiction and 19th century non fiction texts to guide students through answering Q3 -
language analysis.
Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources provide opportunities to: - explore
language, form and structure - assess against the 9 - 1 specification success criteria - explore the presentation of character and power - develop skills required for the English
language exam -
use what, how, why instead of PEE which can be too restrictive -
use structure strips to help students to develop better analytical responses
Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources prepare students for answering Q3 (
language) and Q4 (comparison) and cover the following: - analysis of vocabulary - analysis of sentence forms - analysis of
language techniques - explore audience and purpose - study of model answers - exploring the effect of
language - improving exam responses
using mark schemes - explore perspective - understand the difference between synthesis and comparison - form comparisons between texts - practice timed responses Regular assessments are included to assess students ability in true or false and synthesis tasks.
Differentiation: purple = lower ability blue = middle ability yellow = higher ability
Resources provide opportunities to: - explore
language, form and structure - assess against the 9 - 1 specification success criteria - explore the presentation of character and theme -
use structure strips to encourage better analytical responses -
use what, how, why instead of PEE which is too restrictive
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.