LearningApps.org - Moduli e-learning per il tuo sito internet. The best free online dictionaries for English learners - Better at English. Here is a list of my favorite free online dictionaries for learners of English.
These are the English dictionaries that I actually use myself in my day-to-day work here at Better At English, dictionaries that I find truly useful. Dictionaries for learning English Collins English Dictionary I’ve been a fan of the Collins Cobuild approach to language reference and teaching materials ever since I started teaching English. Why? On the Collins dictionary main page you can look up words and get translations in many languages. Reverso Reverso is an incredibly powerful tool you can use to learn English.
You can get definitions and example sentences of English words and phrases. I have found the translation feature is a great help when I’m preparing to meet my teacher on italki for my speaking practice lessons. Another super useful feature is the “context” page. Foboko example sentence dictionary Free Online English Collocation Dictionary Cambridge Dictionary Index. Text Analyzer - Find the CEFR level of texts from RoadtoGrammar.com. Copy and paste a block of text into the box below and click SUBMIT to analyze it. longer vocabulary list What does the Text Analyzer do?
The Text Analyzer can rate the difficulty level of a text according to the Common European Framework, or CEFR Levels. ESL teachers may wish to use this tool to: determine the approximate level of proficiency that the text is suitable for generate a suggested vocabulary list compare the difficulty levels of two texts get meanings for the suggested vocabulary list (via ninjawords.com) How to use the Text Analyzer Simply copy and paste your text in the box above and click SUBMIT. Skinny and fat questions and thinking skills. Published 19 March 2015 How can you develop your students’ thinking skills?
Rosie Tanner and Liz Dale have an activity that might help, taken from their book, CLIL Activities. Procedure 1. Draw a ‘skinny’ question mark on the board, and ask learners a subject question which requires a short, factual answer (e.g. geography: What is the average temperature in summer in your country? 2. 3. 4. 5. 6. Subject examples Most texts can be used for this activity.
Clil4U CLIL implementation with pools of resources for teachers, students, and pupils. Back to Top The project needs were based on several reports, e.g.
Eurydice “Content and Language Integrated Learning (CLIL) at School in Europe 2006” which in “Factors inhibiting general implementation” points at a need for training language teachers in the special skills needed to provide CLIL through initial and in-service training programs devoted to methods used to teach a subject in other languages. The report also points at a need for teaching materials geared to CLIL in the target language that cover subjects in the national curriculum. In “CLIL/EMILE in Europe”, the recommendations for extending good practice proposes to develop thematic CLIL modules that would also act as a means for developing teacher competence in CLIL.
CLIL (Content and Language Integrated Learning) is emerging across Europe where only six countries appear to be bystanders. The project consortium represents different stages in the application of CLIL. N.B. Water – Three States of Matter Level A1 Prehistory Plants. Article 1 - Vol 1 (2) 2009 - International CLIL Research Journal. David Lasagabaster and Juan Manuel Sierra University of the Basque Country (Spain) Abstract School children are starting to learn a foreign language sooner than ever as education authorities introduce early-start compulsory foreign language (FL) policies.
As a result of this global trend, the learning of FLs is playing a major role in many educational systems (Coleman, 2006). This is the context in which CLIL (Content and Language Integrated Learning) programmes have been implemented during the last few years in many different contexts, in the belief that this will help to improve students’ language proficiency and to “nurture a feel good and can do attitude towards language learning in general” (Marsh, 2000: 10). The aim of this paper is to analyze the effect of CLIL on students’ attitudes towards English as a FL and the two official languages (Basque and Spanish) in the curriculum of a bilingual context, namely the Basque Country in Spain. Introduction.