|Up a level|
To improve the reading comprehension. To develop writing skills: describing persons. To reinforce vocabulary: physic and psychological adjectives.
Video explaining The Cosmonaut Projet (Spanish subtitled in English) also available at : http://www.thecosmonaut.org/
Activity created after the Performing Languages Ferrara workshop at the Teatro COmunale
Activity inspired by a Drama workshop. Students are performing interjections and gestures, and imaginative skills
-¿Cuánto cuesta…? -To reinforce the use of numbers. Los porcentajes. Cifras y tantos por cientos -To introduce adjectives and pronouns: todos, ningún, ninguno, alguno -To reinforce expressions like: ¡qué interesante!, ¡qué bueno!, ¡qué caro! -To reinforce the Present Perfect tense.
To practice oral skills - and basically, speaking: ¡Vamos a hablar! To reinforce structures: talking about preferences (me gusta, prefiero…) and giving reasons (¿Por qué? Porque…)
Une activité pour comparer des habitudes ; s’interroger sur quelques idées reçues ; revoir le lexique de la vie quotidienne.
To understand the concept of crowdfunding. To reinforce the use of the present tense and the use of the Direct/Indirect Objetcs. To promote the use of the dictionary.
To understand a text. To talk about your hobbies, to express likes and dislikes, agreement and disagreement.
Machine-translation tasks to be used for 2-3-year university students of non-linguistic specialities
To reading a story; To develop writing skills: writing a possible end of the story. To review the present tense and reinforce verbs in the future.
To develop writing skills. To reinforce the use of the past tenses: pretérito indefinido y el pretérito imperfecto. To encourage students to use the dictionary.
Activities based on the materials from the project The cosmonaut.
Activity to learn more about Crowdfunding, and discuss the reasons to finance projects or not.
Aborder le vocabulaire de l’alimentation dans 7 langues européennes. Découvrir des plats typiques de différents pays. Acquérir du vocabulaire relatif à l’alimentation en français ; Exprimer ses goûts
Training reading comprehension, speaking and writing skills; Learning/Revising vocabulary;
Training listening, reading comprehension and speaking skills; Expressing opinions and explain your point of view
Transmedia script of The Cosmonaut project, also available : http://www.thecosmonaut.org/
Teaser trailers of The Cosmonaut, also available at : http://www.thecosmonaut.org/
Whiteboard and png file of the new Elluminate interface to guide students on their first tutorial.
Environmental assessment report carried out at the start of the LORO project, June/July 2009.
To reinforce specific grammar points, i.e.: the use of certain verb tenses - progressive forms (estar + gerundive) or present perfect; To describe actions and situations.
Here is a set of comments I use frequently when giving feedback to students. It's designed for EFL writers with an English level equivalent to IELTS 5.5 or above. The links are to sites I regularly use in teaching, and the recommended books are available in my university library. Feel free to adapt according to your students' level, needs and available resources. There are different ways you could exploit the comments set: 1. (on paper) as a cover sheet when returning written work. 2. (in Microsoft Word) as the basis for creating AutoText entries, which you can quickly insert into Comments when reviewing electronic copies of your students' work. 3. (in Turnitin) as the basis for creating a QuickMark set in GradeMark. I've appended the .qms file so if you're already a Grademark user you can download then import it into your own Quickmark library and modify as appropriate.
An activity to get students to engage with TMA feedback: After a TMA has been returned, students talk through the feedback they got while they show the relevant sections on screen. They record their commentaries on Jing and send them to their tutor.
Activity inspired by a Drama workshop. each students in turn take an awkward position and the others are to guess what he/she is doing. It's possible to aim at different linguistic objectives.
A short video of the 'gigantes' during the 'fiesta mayor' in Caldes de Malavella, Gerona, Spain
This is a reference document for OU and external language practitioners, special needs advisers and anybody interested in the subject of dyslexia and language learning. It aims to provide guidance and support on key aspects such as tutoring and maximizing the potential of technology to support students with dyslexia. This resource has benefited from the experience and the contributions of Associate Lecturers in the Department of Languages at the OU.
Things in a hotel room. Can be used for talking about things that don't work, for asking for things, etc.
Imagine what the movie is about; imagine the settings, what the characters look like, etc.
Audio for KS2 French: Unit 2: Jeux et chansons (Games and songs) Scheme of work for KS2 French: http://www.standards.dfes.gov.uk/schemes3/subjects/primary_mff/?view=get
A presentation on the use of Jing - pedagogical considerations
Audio for KS 2 French, Unit 6 Ça pousse! (Growing things) Unit 8: L’argent de poche (Pocket money) Scheme of work for KS2 French: http://www.standards.dfes.gov.uk/schemes3/subjects/primary_mff/?view=get
Understanding the reasons for placing adjectives before or after nouns in French.
Basic guide to understanding the different types of accents with implications on the pronunciation of the letter "e" and on extracting meaning from new words.
Overview of the conjugation and usage of past tenses with examples from Francophone literature
A LORO training presentation (ppt) for both new and advanced users of LORO. The presentation focuses on searching for materials, download, preparing files for uploading and collaboration opportunities. The presentation is also downloadable in pdf format as a training manual.
Videos, photos and texts to celebrate 100 years of this emblematic Madrid street, from El País
Audio suitable for KS 2 French Scheme of work for KS2 French: http://www.standards.dfes.gov.uk/schemes3/subjects/primary_mff/?view=get
This is an activity to introduce advanced language students to subtitling, using an online volunteer community, the TED Open Translation Project.
A video on the merits of a new technology, the BOOK. In Spanish (very clear) with English subtitles. Available on YouTube at http://www.youtube.com/watch?v=YhcPX1wVp38
To raise awareness about body language. To practice intonation (to express feelings through intonation); To practice question tags or linguistic elements to reinforce the discourse (advanced learners).
Lesson plan: 1)lead in 2)vocabulary activity 3)ss listen many times and work together to write a transcript 4)focus on weak forms + practice (using recordings) 5) students draw a diagram 6)students write a few cause-effect sentences based on the listening.
Audio for KS2 French: Unit 10 Vive le sport! (Our sporting lives), Unit 19 Notre école (Our school) Scheme of work for KS2 French: http://www.standards.dfes.gov.uk/schemes3/subjects/primary_mff/?view=get
Activity written in Ferrara after a Performing Languages workshop held at the Teatro Comunale
This is the student handout for a listening and speaking activity based on Matt Cutts' TED Talk on 30-day challenges
Expressions used to disagree or correct what someone has said, from polite to familiar register.
In this document you will find some reasons for using drama activities in your language teaching...
This is a lesson plan and associated materials for a lesson that is aimed to recycle students' acquisition of vocabulary words. Students use QR codes and their Mobile dictionaries to categorize vocab. The lesson is not provided to be prescriptive. It is intended to give you the feel on how to design such a lesson.
Campaña de salud contra la gripe A de la Comunidad de Madrid. Vocabulario de salud e higiene y uso del imperativo. Fotos del poster de la campaña, y enlace a vídeo de youtube.
Things to take into account when depositing your resources in LORO
This acitivity can be adapted to any level depending of the grammatical and syntactic content of the song chosen by the tutor. The activity can equally be adapted to different languages.
Oral practice of any linguistic element using repetition, musicality awareness, volume awareness, role playing.
Activity inspired by a Drama workshop. Students are to declare their love for an object and try to convince others to like it as well.
The aims of this activity are to explore how emotions are expressed and interpreted, and to provide practice writing letters.
An activity designed to learn about the Philippines. Here you will learn about tourist attractions, traditions, food wildlife and the impact of Spanish on Filipino culture.
To relax learners and make them feel at ease. To improve oral comprehension skills (listening); and/or To introduce/activate vocabulary related to human body; To introduce/activate actions; numbers
To prepare the students for non-verbal communication: the concept of “vital distance”; Vocabulary related to human body (nouns, adjectives), actions; grammar points such us the use of the imperative tense.
Learning/Revising basic vocabulary related to parts of the body and numbers; Introduction to plural forms. A part of this activity was inspired by CEMEA drama games.
Training listening and oral skills; Learning/Revising vocabulary and sentence structure. A part of this activity was inspired by CEMEA drama games.
A presentation on the pros and cons of sharing resources through LORO
Making sense of grammar: Recognising prepositions, adverbs and conjunctions and learning how to use them
Dans cette activité proposée sur le site http://espagne.aquitaine.fr/ (rubrique MIROIRS- la journée d'une bordelaise) les apprenants sont invités à lire le récit de la journée de 5 Européennes, dans cinq langues différentes, dont le français. Leur niveau de français (B1) devrait leur permettre de comprendre les informations essentielles des autres documents, quel que soit leur niveau.
A presentation used to introduce tutors to Elluminate for working with beginners' students.
Vivre en Aquitaine, a website for learners of French developed by the Institut Français in Madrid, the Open University in the UK, the Institut Français in Bremen, Germany, the University of Genoa and the Institut Français in Milan, Italy. Aimed at learners of French (levels B1-B2 of the CEFR), it includes resources and activities that develop their language skills, cultural knowledge and intercultural awareness, whilst also promoting the Aquitaine region and culture to potential new visitors. The pedagogical objectives are: · Practical objectives: discovering Aquitaine, its culture, its history, its ways of life and its customs, and finding out useful practical information for those wanting to settle in the area. · Intercultural objectives : adopting an open and curious outlook, relativising one’s point of view and values; · Linguistic objectives: reading, listening to and understanding complex texts and recordings in French, knowing how to react to situations in everyday life, etc · Personal objectives: improving one’s French in an autonomous way by identifying one’s language needs, and to carry out research and select information relevant to one’s needs and interests
The aim of this exercise is to practise intonation and pronunciation, and to be able to describe feelings or emotions
Activity inspired by a Drama workshop. The students are to pass around an object asking what it is.
Objectives: • Facilitating work with a text • Approaching a text in a playful way • Speaking about the content of a text without having to fully read it
Aimed at English as an Academic Language: This is an OU Live session file which has a short introductory discussion about word limits - why we have them and in what contexts - then a word about TMA word limits. The main task is based on 26 events from WW2 and asks students to prioritise them to make a shorter account. I chose the subject matter because it is widely known to one level or another and also raises a lot of questions about what should and should not be removed from a piece of writing. If you don't like the subject you would only have to replace one screen and re-jig the wording on another. If you do that, please post your version in LORO too - I'm a big fan or re-purposing :)
video from a drama workshop; each student in turn is invited to step in the circle and to freeze in a (if possible) ackward position. The others are to guess what he is doing
Video from a drama workshop; students are invited to perform a gesture saying 'ah', and the others are to replicate it.
Activity inspired by a Drama workshop. The students are invited to mock speaking, without using "real" words, to reflect upon intonation and body language.