Thinking of holding a language event at school but don’t know where to start? We have created "How to..." guides from our most popular events to help you replicate them back in school. Each guide contains a full description of how to run the event including essential considerations, some sample programmes and task lists to give you an idea of what needs to be done and how to plan out the day. We also have some workshop ideas and resources which can be adapted for use with any language. You may find some the activities can be adapted to deliver during class time rather than as a formal event - please feel free to use them as you wish!

Thinking of holding a language event at school but don’t know where to start? We have created "How to..." guides from our most popular events to help you replicate them back in school. Each guide contains a full description of how to run the event including essential considerations, some sample programmes and task lists to give you an idea of what needs to be done and how to plan out the day. We also have some workshop ideas and resources which can be adapted for use with any language. You may find some the activities can be adapted to deliver during class time rather than as a formal event - please feel free to use these guides as you wish!

This is an online activity for Italian, which deals with the topic 'exam stress'.

This calendar was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for a new language each month! A printed 'Why study languages?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of April 2013, in Chinese, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the fourth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of August 2013, in Danish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the eighth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of december 2013, in Polish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the twelfth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of February 2013, in German, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the second of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of January 2013, in Italian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the first of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar. It is £5 for 1 and £10 for 3.

This calendar, for the month of July 2013, in Arabic, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the seventh of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of June 2013, in French, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the sixth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of March 2013, in Serbian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the third of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of May 2013, in Tigrinya, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the fifth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of November 2013, in Spanish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the eleventh of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of october 2013, in Ukrainian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the tenth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of September 2013, in Irish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the ninth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

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A conversation between two friends about their holidays. Comprehension exercise + answers. Topics: holiday, food. Grammar: past tense.

An integrated lesson at beginners level involving images, grammar(partitives, adjectives), functional language (shopping, fruit, colours)and exercises.

Goethe's poem Das Rosenband performed by Christian Wewerka in German, with text and synchronised translation. From the Goethe Podcasts web site, by Dr. Sean Allan of the University of Warwick. http://go.warwick.ac.uk/goethe

This is a short definition of action research

I gave this presentation at the conference 'Languages for the 21st century: training, impact and influence' which was held at the University of Sheffield, 1-2 September, 2010. The presentation introduced the JISC funded Community Cafe project and talked a

Here Alexandra is talking about the members of her family and their jobs and relationships.

The concept cultural studies is rather complex. To begin with the word 'culture' itself means different things to different people, such as great works of art and literature, or works of popular culture, such as pop songs and soap operas, or the way that

This learning object was created as part of the Archi21 Project. It focuses on the style of critiquing preferred for architecture and design. It features a listening extract from a critique which should be used to identify how it is delivered and then analyse some of the language used when critiquing in English.

This learning object was created as psrt of the Archi21 Project. This learning resource focuses on CLIL (Architecture and Design and English as an additional language)

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This learning object was created as part of the Archi21 Project. It reviews the elements used when referring to fragile ambients, exploring where key words in English and Slovene might correspond. It also explores relationships between urban images and the layers of fragile ambient they might reflect.

Exercise: These are the replies, say or write for each reply the respective question. To practice using interrogatives and verbs.

BACKGROUND INFORMATION about the Slovak language as a member of the Slavonic language family. Other official languages spoken in the Slovak territory during historical times. The text is in English. It will provide a basic introduction to the history and will place the Slovak language in context.

This is a fill in the blank exercise to teach the names of fruits. The picture of the fruit is given under the blank. Beginners will tell the name of the fruits. A higher level students will write the name of the fruit in Bengali.

This activity helps you build up your Chinese vocabulary. Words can be two characters or three characters, vertically or horizontally. Circle the word and write down corresponding Pinyin and English meaning. Work sheet is downloadable.

How many words can you spot? Words can be two characters or three characters, vertically or horizontally. Circle the word and write down corresponding Pinyin and English meaning. Work sheet is downloadable.

This activity contains 13 commonly used Chinese characters/words having various meanings. Learners can work individually or in pair to use the words in different contexts, which helps to build vocabulary at post beginners' level.

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video to support pre- sessional students set an assignment to write a case study report, including use of flax corpus tool, samples of business reports, and reference to business analysis tools including SWOT, Boston Matrix, five forces, etc., reference to UEFAP site, and research paper on the use of hedging and boosting and its use in case study reports in NS and NNS writing.

These materials form module one of the Community Cafe workshop pack. This pack comprises a set of resources to support language teachers/trainers in running informal practice sharing/enhancement sessions complemented by learning technology workshops for novice users of e-tools to support language learning, e.g. Word, Powerpoint, Hot Potatoes, LanguageBox repository.

These materials form cafe session two of the Community Cafe workshop pack, on the topic of planning and presenting a topic. This pack comprises a set of resources to support language teachers/trainers in running informal practice sharing/enhancement sessions complemented by learning technology workshops for novice users of e-tools to support language learning, e.g. Word, Powerpoint, Hot Potatoes, LanguageBox repository.

These materials form cafe session three of the Community Cafe workshop pack, on the topic of presenting new language. This pack comprises a set of resources to support language teachers/trainers in running informal practice sharing/enhancement sessions complemented by learning technology workshops for novice users of e-tools to support language learning, e.g. Word, Powerpoint, Hot Potatoes, LanguageBox repository.

These materials form cafe session four of the Community Cafe workshop pack, on the topic of games and quizzes. This pack comprises a set of resources to support language teachers/trainers in running informal practice sharing/enhancement sessions complemented by learning technology workshops for novice users of e-tools to support language learning, e.g. Word, Powerpoint, Hot Potatoes, LanguageBox repository.

These materials form cafe session five of the Community Cafe workshop pack, on the topic of putting a group of resources together. This pack comprises a set of resources to support language teachers/trainers in running informal practice sharing/enhancement sessions complemented by learning technology workshops for novice users of e-tools to support language learning, e.g. Word, Powerpoint, Hot Potatoes, LanguageBox repository.

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High frequency conjunctions in Slovak with English equivalents and examples. The list can be used for reference or self-learning.

If you embark on cooperation with EssayDune writing services you can benefit from this. First of all you save your time on writing essays, experts will complete your assignments on behalf of your name, second of all, your works will differ from your group mates because it will be written of the highest quality.

This checklist can be used in class or individually for reflecting on the different stages involved in producing good academic written work

You will see some snapshots of the Antique Market Panjiayuan 潘家园 in Beijing. There are over 1000 stalls for Chinese arts and crafts. If you decide to buy something the best thing to do is negotiating the price at the low end.

You will see some snapshots of the spring garden Baotu quan 趵突泉 in Jinan. Baotu quan is one of the major attractions in Jinan. Three spring water outlets pour out from the underground limestone cave. The spring water is highly regarded as the symbol of the city.

You will see some snapshots of Xikou, a small town outside Ningbo, Zhejiang province. This town is well known for its old residences of Chiang Kai Shek, the leader of the Nationalist Party in 20th century China. The main tourist attractions include the Ancestral Hall, western-style villa, Yutai salt shop.

This game is modelled after the popular game 'Bingo'. Learners will hear randomly chosen characters and try to recognise each character in the grid. If a learner gets 5 boxes in a row (4 characters and Bingo) he/she has won.

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Chinese business reading text. It gives a text on the topic of the company 'Google' in English and Chinese.

Opowiadanie to przedstawia historie chleba, od zasiania ziarenek w pole do pojscia do sklepu i przyniesienia swiezego, pachnacego chleba. Dzieci koloruja obrazki rozlozone w przypadkowej kolejnosci z opowiadania Chleb i zyto i ukladaja je w odpowiedniej

This handout describes Christmas traditions in Poland.

passage of prose analysed for different cohesive methods

This is a brief example of one powerful resource for cohesion which is often overlooked in published materials.

A simple quiz for beginners regarding colours in Punjabi.

I gave this presentation at the 'Language Futures: Languages in Higher Education conference 2012,' a biennial LLAS event. It was held in Edinburgh, 5/6th July 2012. This presentation describes the work of the JISC-funded FAVOR project which is working with part-time, hourly-paid language tutors to engage with open practice.

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Powerpoint presentation for the Portsmouth Community Language Teachers

The final report and evaluation of the Community Café project led by LLAS at the University of Southampton with funding from JISC

A set of resources to support language teachers/trainers in running informal practice sharing/enhancement sessions complemented by learning technology workshops for novice users of e-tools to support language learning, e.g. Word, Powerpoint, Hot Potatoes, LanguageBox repository.

My idea of teaching

This document gives a list of useful links for language teachers with school-age students. It includes websites which offer resources and also file-sharing and file-creation sites. The information included in it was part of a session run by the Community Cafe project www.llas.ac.uk/communitycafe

This learning object was created as part of the Archi21 Project. It explores an example design brief in French to understand the elements it contains, and the meaning of some of the key language used. It also explores what makes a good design brief for a new building.

Presentation introducing tools and resources for creating and sharing e-learning resources

This presentation was given by Bianca Belgiorno-Appleyard at an HEA OER workshop on 7th November, 2012, at the University of Southampton. In it, she describes her experiences as an Italian tutor, working on the JISC-funded FAVOR project. This project aimed to explore how open practice impacts on the lives of part-time tutors.

What is Direct and Indirect Speech? This grammatical chapter compare differences between English and Slovak. It explains the structures that are likely to cause problems for students of Slovak and other Slavonic languages, when someone does not quote someone else`s words, but he repeats and reports them. This text can be usefull for the Levels A2,B1. Any dialogue can be retold into Indirect speech.

You may think that having a TV stand is not really important. Just pick any suitable furniture around your living room and put your TV on top of it. Well, it may have worked out just fine in the past, especially since most televisions were nothing like they are now.

Days of the Week, Urdu, Translation, Powerpoint Slideshow,

This learning object was created as part of the Archi21 Project - it is a learning resource for CLIL (Architecture and Design and Slovene language).

Many learners of Chinese may find j q x zh ch sh r tricky to say. This document offers some tips on how to pronounce and differentiate these sounds in Chinese.

Lesson plan for punjabi mixed ability learners based around using any picture

Brief quiz about Diwali for GCSE level children (in English).

Audio description about Diwali in Punjabi for GCSE level children. There is also a text, English translation and a screenshot of the Punjabi text.

Na lekcji rozmawiamy o zbiorach plonow, uczymy sie o tradycji robienia wiencow.Do lekcji uzywamy kredek, farb, wyklejanki, zdjecia i ksiazki. Czytamy wiersze Czeslawa Janczarskiego i uczymy sie wiersza "Zyto i chleb"

Lower-advanced Chinese business reading text on banks and the European Central Bank. Text is in English and Chinese.

This learning object was created as part of the Archi21 Project. It includes a listening task with a presentation made in English by a student of architecture and design. It also includes an extract from a critique of a student's presentation of their design proposal.

This is a website with links to other sites with videos to help beginner and intermediate learners espaecially, from greetings to ordering food.

Estos ejercicios estan basados en el curso impartido por la Dra. Alicia Pozo-Gutierez en la Universidad de Southampton "Unmasking Terrorism: Political Violence in Spain".

This learning material contains eight topics at elementary level including 1 Greetings, 2 Introduce Yourself, 3 Family, 4 Birthday, 5 Hobbies, 6 Treat Friends to a Drink, 7 Order Drinks/Food, 8 Getting around. Key grammar patterns and vocabulary are presented in Chinese and English in the Word documents. Audio recordings are available.

This learning material contains eight topics at elementary level. Key grammar patterns and vocabulary are presented in Chinese and English in the Word documents. Audio recordings are available. Vocabulary lists include 1 Nationalities and Countries, 2 Kinship terms, 3 Date and Time, 4 Hobbies and 5 Drinks and Food

This set of resources are intended to be used in conjunction with the website www.realie.org which has been set up by and for students to support them in getting the most out of periods of residence abroad in terms of describing and extending their employability skills. There are two resources (with activities) for each year of study where students are engaged on a four year programme of study which includes one year of residence abroad. They were created as part of the HEA-funded REALIE project. It also includes a questionnaire designed for and by undergraduate students to collect feedback on the employability value of the year abroad.

I gave this presentation at 'OERs and Languages' an HEA/OER seminar held at UCLAN, on 1st June, 2012. I talked about how LLAS community OER projects have led to an understanding of how engaging with open practice can lead to professional development in explicit ways (through impact of work on an external audience) and more subtle ways (through reflection, collaboration and review). Download ppt file to edit and reuse.

The process of writing an essay

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

Aim: to analyse students’ written work and apply Academic English theory to a practical scenario Audience: Teachers of Academic English and students who are in transition – considering going to university in the UK Level: upper Intermediate to advanced Learner time: with pre- theory and post- feedback exercises, at least 60 minutes. In this video, Richard Galletly (an Academic English Lecturer at Aston University) presents the theory to help when writing an effective essay and gives written and verbal feedback on a student's essay. This video will be useful for students who may need help with essay questions, or who may be interested in studying business at university and may be considering going to the UK to study at an English university. It may also be useful to teachers who would like to know more about how to teach academic writing skills to international students, or local and native students who may struggle with similar tasks. The video begins with an introduction to the theory from a selection of authors including Patrick Tissington, Stella Cottrell, Oshima & Hogue, Gillett and Fitzpatrick, all of whom will be excellent textbooks to follow when teaching or tutoring students with questions such as this. Although giving guidance on an essay such as the one shown as an example can be highly subjective, a broad approach has been applied which should be beneficial to a great number of students and potential students of higher education institutions including Universities and Colleges in the UK. For more advanced information on Critical thinking skills, Academic English, Academic writing, critical evaluations and discussions, please consult the references given below. The material used in this video is available from the referenced sources given at the end of this video, and further videos on this, and similar topics can be found at: Languagebox profile and videos: languagebox.ac.uk/profile/1239 Contact information: www1.aston.ac.uk/lss/ LinkedIn profile: uk.linkedin.com/in/richardgalletly Keywords: UKOER FAVOR

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This learning object was created as part of the Archi21 Project. It investigates the notion of fragility from different perspectives in English and Slovene, exploring the characteristics of fragility in different urban settings and comparing the degree of fragility that different urban spaces suggest.

Project participants from Newcastle University talk about their experience in a video. A written final report is also attached.

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The Slovak words that look the same, or very simular in other languages, but they do not mean the same thing. Have a fun.

This is the flyer that we handed out at the repositories support day in Manchester on March 19, 2009.

We held our first community workshop in Southampton in March 2008. These are the introductory slides showing the objectives of the project.

A brief guide to copyright for users of the Language Box, written by the project team. None of the team are lawyers and so it does not constitute legal advice!

This brief report summarises the experiences and outcomes of the tutors from the School of Oriental and African Studies, who took part in the FAVOR project. This project was funded by JISC to explore open practice with part-time language tutors.

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Addressing people in Slovak, using "TY" and "VY", the verb "to be", English "please" and how to use Slovak "prosím" and "prosím si".

Flash cards made using Power Point - with pronunciation. Slide show the PP presentation to use it as flash cards.

These flashcards can be used to practice vocabulary for sports and music.

This is the flyer that we produced for the first programme meeting that the Faroes team attended. Its early days, but we describe the objectives of the project, and talk about our past experiences with CLARE and CLARET

Bratislavský hrad, Bratislava castle. The photo is presented just for an ilustration. The recommended text books talk about the capital of Slovakia.

A few sentences about fruit, with some simple questions for children to answer. Ideal for beginners.

This handout is a compendium of ideas for games and kinaesthetic Activities for Primary Languages teachers. There are lots of excellent ideas here.

A collection of worksheets and ideas for classroom activities for young language learners. This collection forms part of the Community Café workshop pack. The resources are mainly in English but can be adapted for any language.

This link takes you to a video giving general advice on interview skills. http://content.monster.co.uk/15193_en-GB_p1.asp

This is a simple checklist for students of aspects to consider when planning a short oral presentation - covering structure, language , technique and practice

the video explains feedback given for an academic English essay written by a student. The pre- feedback presentation provides theory to help with this feedback, and the post- feedback presentation provides tasks that the student could do to improve in the areas identified.

This is a grammar exercise. It is for building meaningful sentences by using subject, possesive pronouns, mood classifier and adjectives with verb to be.

This activity practises possessive pronouns, adjectives + verb to be ‘yahay’for Somali.

Grosoft, a London based SEO agency offer search engine optimization, social media marketing, social media optimization, Digital & Email Marketing services at competitive prices. Call at +44 7988 650123.

Instructions for using the freeware subtitle workshop to create subtitles for digital video

Insgtructions for using freeware VideoPad for editing and subtitling digital video

This guide was produced as part of the JISC-funded Community Cafe project. It describes how to download the freeware 'Hot Potatoes' and create a basic, interactive matching exercise with it. Hot Potatoes creates simple online, interactive exercises. There is a planning sheet to go with it, to help you plan your activity on paper.

This guide was produced as part of the JISC-funded Community Cafe project. It describes how to download the freeware 'Hot Potatoes' and create a basic, interactive quiz, and a gapfill exercise with it. Hot Potatoes creates simple online, interactive exercises. There is a planning sheet to go with it, to help you plan your gapfill activity on paper.

Insgtructions for using freeware Screen-Cast-O-Matic

This is a guide to creating an account on LanguageBox and uploading your first resource. It is part of the workshop pack created under the JISC-funded Community Cafe project.

This handout is part of the Community Cafe workshop pack. It gives advice on how to change the language in Windows and how to find example keyboard layouts to help you to type in other languages.

This sample provides basic information how to translate the expression "Slovak" into English when using nouns,adjectives and adverbs. It gives examples when to spell capital "S" in the translated versions of the word "Slovak" and when to write the small "s".

This is an online activity for Italian about seasons.

This is an exercise that might be useful in putting students at ease during their first lesson with a new teacher. Students have to talk to each other to find out information. While this particular exercise is in English, it would also work well if translated into any other language. This work is licensed under Creative Commons Attribution Non Commercial License http://creativecommons.org/licenses/by-nc/3.0/ Please attribute Livia Schanze when re-using.

Extracts from the introductions of three lectures.

A selection of images of Dublin.

Photos of French buildings/landmarks/statues

These images were taken in October, 2011 and show Gaudi's designs in a park in Barcelona.

These are images of Pompeii, Italy. They were taken in 2005. There is also one shot of Mount Vesuvius in the background.

These images of an indoor market in Barcelona were taken in October 2011.

These images were taken in October, 2011. The Sagrada Familia is due to be completed in 2025/30.

A presentation: Informal and formalimperative in Italian + exercises with answers. Presentazione dell`imperativo informale e formale + esercizi con risposte.

In these activities students will be listening to a song and complete various tasks to reflect on use of songs as a learning tool; they will also practise expressing opinions and will reflect on the use of different tenses to suggest emotions.

This worksheet is an information gap activity which requires students to play the part of celebrity and journalist (in this example, Rafa Nadal and Katy Perry) to ask questions and talk about their daily routine. The worksheet could be repurposed to show any celebrity and for any kinds activity and language.

These instructions were produced as part of a workshop on podcasting given by the JISC-funded Community Cafe project. They are part of the workshop pack created under the project.

Pretranslation, translation and translation review tasks. Aim: To introduce prospective university students, such as sixth formers, to the kind of assignment they might be given at the start of a university course in Translation Studies in German. It is intended to give students an idea as to the type of text they might be required to translate and the issues they would need to think about when beginning to train as a professional translator. 2 parts, 12 tasks - total time 4 hours.

This learning object was created as part of the Archi21 Project. It provides an introduction to the model of cybergogy for use in immersive virtual world teaching and learning.

This learning object was created as part of the Archi21 Project. It introduces English terminology for expressing the relationship between lighting and architecture. It explores the basic principles of lighting for architectural design and common problems and language in relation to architectural design in urban spaces.

This learning object was created as part of the Archi21 Project. It explores the meaning and connotations of fragility in English in the context of architecture and design. It also reviews terms and their meanings in Slovene connected with the theme of fragility.

This is a pensioner who lives in Portsmouth, talking about how he met his wife an d how often he sees his great-grandchildren. He has a strong Portsmouth (South coast of Britain) accent

This powerpoint presentation was created to help project partners to articulate the FAVOR project aims and to recruit part-time/hourly-paid tutors to join the project. It outlines the benefits of engaging in open practice and gives examples of possible outputs which could be created and shared as part of the project.

The kanga is a piece of cotton fabric worn around the waist shoulders and head. It has been around for about 200 years. Originally, the kanga used to be worn only by women, along the East African coast in Kenya and Tanzania. However, Madagascar has a similar fabric, known as the lamba hoany or lamba wani. My research shows that as time has changed, men are now beginning to wear the kanga too. The origin of the name kanga is disputed. On the one hand, it is thought that the fabric is named after the spotted guinea fowl, symbolized by spots on the fabric. On the other hand, it is thought that it is just by coincidence that the fabric has to have spots and that it bears the same name as the guinea fowl in Swahili. The author observes that in 1980s in Mwembe Tayari market in Mombasa Kenya there was a stall specializing in selling only second-hand kanga fabrics that its owner referred to as leso. This is particularly interesting because the only difference seemed to be that the leso was a kanga that had already been used. When the owner was asked the reason for this, she replied that the leso for her meant second-hand. More intriguingly for the author, these older items cost three times more than the brand new ones found in Mombasa sigh street shops. Besides, while such shops commonly sold unused kanga fabrics only in uncut fabric pairs, the second-hand stall that sold leso sold them in cut single pieces. The kanga’s main cultural significance, apart from being an item of clothing, is to spread messages. Originally, the written messages used to be in Swahili but in Arabic scrip, but my research shows that the fashion has recently included not only Swahili as the main language, but European languages, too. Without exception, these messages depict (day-to-day) life situations: polite or impolite; real or imagined; happy or sad; religious or political; celebratory or general; celebratory or general; romantic or spiteful and clever or witty. Additionally, a kanga may portray a message within the overall visual design. For example, the main visual design might be the map of Africa and the written message might be something like “Africa is a beautiful continent”. The kanga is rectangular in shape, with an area of about sixty by forty inches. It often has multiple borders framing an interior rectangle bearing simple or intricate designs within the overall design. These will usually be supported by a written message. However, there is a type of kanga whose aesthetic message is sufficient enough to make the point. This kanga is known as kanga bubu or “speechless kanga”. In spite of the fact that, originally, only women used it, current usage of the kanga is diverse. For example, tailoring for general family wear, tapestry, furniture covering, wall hanging, making hand-bags, wrapping by the Maasai men, and specialized tailoring for the Barotse men of Zambia, who prefer the softness of the kanga for making the liziba suits usually won during the Kwomboka ceremony. In both cases above, the Maasai and Barotse do not necessarily pay attention to the written messages on the kanga fabric. Their interest is mainly in the color design and the feel of the fabric. The kanga is softer and easier to manage for the requirements of the Barotse. The author’s attempt to classify the kanga’s written messages according to relevant topics can be viewed in this link: http://languagebox.ac.uk/view/languages/Swahili.html Nevertheless, it is virtually impossible to give just one meaning to each saying on a kanga; it is also difficult to place sayings under strict topics. This is because kanga messages are not direct and straightforward. For example, a kanga with a message that says “Leo ni leo” or literally “Today is today” could be a warning for an impending political conflict, like an election. Contrary to this, it could be announcing an exciting event, for example a wedding. Professor Zawawi notes: Although a woman is primarily trying to project a message to those with whom she is most in contact…when she goes…to buy a pair of kanga…she is attracted first by color and design. The message only comes later to enforce her choice…[but italics mine]...if the message does not please her, she casts aside the kanga...she does not want to buy unpopular messages.(2005:25). Zawawi, S M, 2005, Kanga: The Cloth That Speaks, Azaniya Hill Press, New York The kanga is a fabric that was created and used sorely by women of the East African coast around Kenya and Tanzania. However, its uses have now expanded beyond this original domain in terms of geographical area and usage. Yet, the kanga still mainly depicts Swahili culture and gives its social critiques through designed and written messages. In fact, deciphering such messages ought not to be restricted to one meaning and more importantly, should be understood within the Swahili people’s social context.

These kangas express gratitude. A document including translations is also included.

These could be used in a variety of ways, for example as wall hangings or table-cloths or throws. There is a document of translations included.

These kangas carry messages that drop hints about social relationships. They also aim criticisms at particular individuals. A translation document is also included.

Politicians often seek popularity using this type of kanga; making special prints to give away during election campaigns. However, in rare cases, popular leaders might have no choice in this, and people make kangas on their behalf to celebrate their success. For example, this is demonstrated by the kanga labeled 'Obama' that expresses sentiments of most Africans in last US presidential elections; and thus the map of Africa in its main design. It was believed that Obama's paternal origins in Kenya were of great spiritual significance, and thus the religious message 'Love and Peace God has Granted Us.' As is evident, this particular kanga was produced in 2008, when president Barack Obama (the 44th president of the USA) won the presidential elections and came to power as the first ever black president of the United States of America.

These kangas are ideal for either dropping romantic hints or stating such feelings directly.A document with translations is included.

These could be used in a variety of ways. The kanga without a message is for aesthetics purposes only.

These kangas are also called visutu (plural)or kisutu (plural) and those I have found on Lamu island shops in Kenya are typically with no messages and have a unique design as demonstrated here. They are often worn for ceremonies to do with marriage, and sometimes used for spiritual events. It is interesting to note that while the original colours were black red and white,touristic demands have changed this; while the design remains the same. The light blue/white kanga shown here sends a message wishing for a happy wedding, but it is not a kisutu. A translation document is included.

Kangas with messages giving general advice on day to day life (and death). A document giving translations is also available alongside the images.

This kanga displays the Girl Guides motto 'Be Prepared.' It also shows the three finger salute. It also has a the clover logo.

This learning object helps the user to consider what an ePortfolio is and what it might be used for. I've included the zip file (content package) which contains specialist metadata for uploading to heavy weight repositories.

These are the slides I presented on the Language Box at the LLAS 2009 symposium. More details about the event can be found here: http://www.llas.ac.uk/events/2985

This calendar, for the month of April 2012, in Spanish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the eighth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

This calendar, for the month of August 2012, in Estonian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the twelfth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

This calendar, for the month of December 2011, in Polish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the fourth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is now available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 P+P.

This calendar, for the month of February 2012, in Gaelic, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the sixth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is now available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

This calendar, for the month of January 2012, in Icelandic, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the fifth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is now available from www.routesintolanguages.ac.uk/calendar. It is FREE, with £3.50 p+p.

This calendar, for the month of July 2012, in Punjabi, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the eleventh of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

This calendar, for the month of March 2012, in Urdu, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the seventh of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is now available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

This calendar, for the month of May 2012, in Persian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the ninth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

This calendar, for the month of November 2011, in Gujarati, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the third of a 16-month series lasting until Dec 2012.

This calendar, for the month of September 2012, in Malay, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the thirteenth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

This calendar, for the month of October 2011, in Bengali, was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the second of a 16-month series lasting until Dec 2012.

This calendar, for the month of September 2011, in Mandarin Chinese was produced by LLAS Centre for Languages, Linguistics and Area Studies. It was created with help from teachers working on the JISC-funded Community Cafe project. Look out for another language next month! Quiz questions and answers are also included. This is the first of a 16-month series lasting until Dec 2012.

A set of photos showing the sights of London

This is an online activity for Italian. It is a listening comprehension.

An online activity on the topic of 'daily routine' - for Italian.

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These are the three original design storyboards for the Language Box site (codenamed Puffin Share :-) Many of the features (such as inline previews and comments) have been implemented, but we still have a little way to go with profiles. Happily the look a

Language Cafés are a great way to encourage non-formal language learning for students and for community groups. They are self-managed groups who meet in a café, pub, bookshop, library or any community space open to them. Through the Language Café language skills can be used and developed in a relaxed, sociable and informal way. It is very easy to set up a Language Café and the materials in this handbook are designed to help individuals or groups to get started and more importantly to keep going

This resource includes a dice template which can be printed and cut out for use in language classes. It incorporates 6 common topics for language learning: family and friends, food, festivals, holidays, sports and school. It also includes some ideas for using the dice in class. All instructions and stimulus questions are written in English but it can be used for any language. The dice has been created to stimulate vocabulary learning and discussion in language classes. It is intended to provide teachers with a resource which will engage and motivate young learners (8 – 14 year olds) who are at the beginners/pre-intermediate stages of language learning.

Language Test

This PowerPoint presentation is intended to be used as a promotional tool for encouraging young learners to consider linguistics at university. It can be used for visits to schools or at university open days.

In these activities students will explore various entrepreneurial skills, reflect about their own skills and on how to enhance their career prospects in a highly competitive labour market.

This learning object was created as part of the Archi21 Project.It includes a listening comprehension using an extract from a student's presentation in English proposing an architectural design solution. It considers how to avoid making too many language mistakes when presenting and explores useful devices to structure a presentation effectively for an audience.

This is a guide to creating an account on LanguageBox and uploading your first resource.

Native Monks provides customized one-to-one language lessons across hundreds of languages. Students can go through our exhaustive list of native tutors and choose the tutor they would like to learn from, based on the price, location, rating and native language. Direct communication with a dedicated tutor and personalized lessons through Skype make learning any language fun, easy and effective. Students can browse through tutor profiles, contact tutors directly and fix a convenient time slot for their lessons.

This demonstrates what a learning object should look like when you use the "HTML zip" tab to upload it. Note you may have to select a main file. If you click the "view" button beneath the preview you can use the learning object.

This learning object was created as part of the Archi21 Project. It explores experimentation with lighting in an online immersive 3D world, focusing on Second Life. it includes some technical aspects and the terminology used in this field in English.

A listening exercise on student life in Germany, interview including a German student and her parents. Stage 3 (upper intermediate

Andrea Bocelli's song "Il canto della terra": listening exercise + present tense grammar exercises. Beginners.

This learning object was created as part of the Archi21 Project. It includes a listening task with a presentation made in English by a student of architecture and design. It also includes an extract from a critique of a student's presentation of their design proposal.

"Time Out" exhibition review and student worksheet

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Lecturers often tell students that they do not want to know their opinion. But when the student hands a piece of work in, the lecturers say things such as: you haven’t answered the question, you’ve only summarised facts, what are you trying to say? etc. We need to make a distinction between a student’s uniformed, unsubstantiated opinion and the conclusions that they themselves have come to from their reading and research, what we can call their voice. This must be made clear in their writing.

Match the correct figurative meanings to the idiomatic phrases by clicking and dragging the meanings (on the right) next to the phrases (on the left). Click "Check" to see how many you got correct!

Interactive web-based exercise requiring the learner to match well-known proverbs and sayings in Portuguese with their English equivalents.

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Multiple choice questions for testing general linguistics knowledge

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Activities for language students about finding written and audio material about foreign countries on politics, current affairs and economy using the internet and develop strategies to improve their listening skills.

I gave this presentation as part of Open Education Week, on March 15th, 2013. The session was co-hosted by Anna Comas-Quinn, at the Open University. I've included my notes on each slide for further information.