The role of videos in the teaching and learning of content in a foreign language The role of videos in the teaching and learning of content in a foreign language Letizia Cinganotto, Daniela Cuccurullo Abstract This paper stems from the increasing role CLIL (Content and Language Integrated Learning) methodology is playing in the Italian schools, having been introduced by a Reform Law (Decrees 88/89 dated 2010) in the upper secondary school curricula. The added value of CLIL to the quality of our curricula has been pointed out by the European Commission in different reports and official documents. This methodology is becoming more and more popular all over Europe.
Syllables, Scrabble Letters, and Picking Brand Names - Rich Barton The Completely Ownable, “Made-Up” Consumer Brand Wins Long Term I wrote this as a private email in 2006 and just refreshed for the blog “Should we call our site something literal or should we make up a new word?” Some Excellent Rubric Generators for Teachers July 3, 2016 A few days ago we published here in EdTech and mLearning a collection of some interesting web tools teachers can use to create educational rubrics. Today, we are adding this wonderful resource from Teachnology which is basically a huge selection of pre-made rubrics and rubric generators that can be integrated into different subject areas. As we have argued elsewhere, rubrics are helpful for both teachers and students: teachers can use them when designing lesson plans and grading assignments; students can use them to make sure they meet the learning expectations and requirements of an assignment or project work.
grammar tips termium Peck's English Pointers Accueil > TERMIUM Plus® > Peck's English Pointers > Table of Contents La zone de recherche et les fonctionnalités Synonyms for words commonly used in student's writing Amazing- incredible, unbelievable, improbable, fabulous, wonderful, fantastic, astonishing, astounding, extraordinary Anger- enrage, infuriate, arouse, nettle, exasperate, inflame, madden Angry- mad, furious, enraged, excited, wrathful, indignant, exasperated, aroused, inflamed Answer- reply, respond, retort, acknowledge Ask- question, inquire of, seek information from, put a question to, demand, request, expect, inquire, query, interrogate, examine, quiz Awful- dreadful, terrible, abominable, bad, poor, unpleasant
Linking words Linking words help you to connect ideas and sentences when you speak or write English. We can use linking words to give examples, add information, summarise, sequence information, give a reason or result, or to contrast ideas. Here's a list of the most common linking words and phrases: Giving examples For exampleFor instanceNamely The Lecture Lectures are a common teaching strategy in universities. However, to reduce the risk of encouraging students to adopt a reproduction approach to their learning we need to move beyond a merely transmission model of teaching. To encourage higher levels of thinking and reasoning lectures need to be designed to encourage students to utilise and build on their existing understanding and transform what they hear into their own ways of knowing and thinking. This site offers strategies to do so. Resources Why Lecture?
Lost in Translation: An Illustrated Catalog of Beautiful Untranslatable Words from Around the World by Maria Popova The euphoria experienced as you begin to fall in love, the pile of books bought but unread, the coffee “threefill,” and other lyrical linguistic delights. “Words belong to each other,” Virginia Woolf said in the only surviving recording of her voice, a magnificent meditation on the beauty of language. Strategies to Ensure Introverted Students Feel Valued at School When Susan Cain wrote Quiet: The Power of Introverts in a World That Can’t Stop Talking in 2012, it was a big success. The book made the cover of Time magazine, spent weeks on the New York Times best-sellers list and was the subject of one of the most-watched TED Talks, with more than 13 million views. From that grew The Quiet Revolution, a company Cain co-founded that continues to produce and share content about, and for, introverts.
EAP Listening - Structure EAP Listening - Structure Several studies (e.g. Chaudron & Richards, 1986; DeCarrico & Nattinger, 1988) have suggested that explicit signals of text structure are important in lecture comprehension. Listening for these signals can therefore help you understand the lecture. Signals The tables below show some of the most common signals used in lectures to indicate structure (Leech & Svartvik, 1975). Listen for them in your lectures.
Creative ways to teach vocabulary Here is the third extract from the latest British Council publication 'Creativity in the English Language classroom' edited by Alan Maley and Nik Peachey. In this chapter, Judit Fehér gives tips to teachers on how to integrate creativity into everyday classroom practice. 'In this chapter, I aim to give tips to teachers on doing just that: to integrate creativity into everyday classroom practice and typical language learning activities and exercises. I will use a framework of thinking that is used by many teachers around the world to think about and plan their lessons, namely: Working with the language system:
Writing Tips: Paragraph Builder - WritingDEN When writing a classification paragraph, you group things or ideas into specific categories. Example: Write a paragraph discussing two types of energy resources. The following words can help you to write a good classification paragraph: is a kind of Coal is a kind of non-renewable resource. can be divided into Energy resources can be divided into two types. is a type of Coal is a type of non-renewable resource.
9 Foreign Terms More Awful Than Any English Profanity The great thing about language is that it reveals so much about the speaker. Especially when we're talking about slang -- the fact that every gamer knows what "teabagging" is speaks volumes. That's why two times before we've come up with lists of foreign slang words the English language desperately needs -- some words you hear and think, "That could only have come from ____."