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Number of items: 338.

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"How to..." guide for organising a language day in school.

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!

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"How to..." guide to holding an animation workshop in school.

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!

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"Panico da esami".

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

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2013 LLAS "Why study languages calendar" cover page & acknowledgements.

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.

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2013 Why study languages calendar_April_Chinese.

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.

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2013 Why study languages calendar_August_Danish.

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.

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2013 Why study languages calendar_December_Polish.

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.

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2013 Why study languages calendar_February_German.

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.

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2013 Why study languages calendar_January_Italian.

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.

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2013 Why study languages calendar_July_Arabic.

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.

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2013 Why study languages calendar_June_French.

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.

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2013 Why study languages calendar_March_Serbian.

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.

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2013 Why study languages calendar_May_Tigrinya.

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.

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2013 Why study languages calendar_November_Spanish.

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.

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2013 Why study languages calendar_October_Ukrainian.

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.

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2013 Why study languages calendar_September_Irish.

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 dialogue about holiday - Listening exercise.

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

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A presentation: food shopping,colours.

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

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A reading and translation of Goethe's poem Das Rosenband.

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

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Action Research Definition.

This is a short definition of action research

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Ahli dan Pakar SEO Indonesia.

Banyak cara belajar jadi Ahli dan Pakar SEO Indonesia, salah satunya belajar gratis di website http://budiharyanto.web.id

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Aims and Method of the Community Cafe project.

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

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Alexandra talking about her family.

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

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Amsterdam Represented : a Cultural Studies taster.

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

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Analysing a design critique.

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.

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Approaches to style in architecture and design.

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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Architecture and fragile ambients.

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.

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Asking questions: Exercise and Answers.

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

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BACKGROUND INFORMATION.

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.

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Bengali fill in the blanks fruits.

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.

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Build up Chinese Vocabulary - Cross Words work sheet 1 (beginners’ level).

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.

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Build up Chinese Vocabulary - Cross Words work sheet 2 (beginners’ level).

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.

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Build up Chinese Vocabulary - post beginners' level.

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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Business Case Study Report writing: support video for pre-sessional business students.

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.

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C1: Cafe Session - getting started.

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.

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C2: Cafe session - Planning and presenting a topic.

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.

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C3: cafe session - presenting new language.

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.

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C4: Cafe session - games and quizzes.

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.

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C5: Cafe session - putting everything together.

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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CONJUNCTIONS SPOJKY.

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

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Cheap essay writing service - EssayDune.

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.

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Checklist for producing good academic writing.

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

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China in a Nutshell 1 - Antique Market, Beijing.

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.

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China in a Nutshell 2 - Spring Garden, Jinan.

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.

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China in a Nutshell 3 - Historical village, Xikou.

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.

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Chinese Bingo Game.

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 reading exercise: business - Google.

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

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Chleb i zyto - opowiadanie Czeslawa Janczarskiego.

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

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Christmas Traditions.

This handout describes Christmas traditions in Poland.

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Cohesion.

passage of prose analysed for different cohesive methods

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Cohesion with general nouns.

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

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Colour quiz in Punjabi.

A simple quiz for beginners regarding colours in Punjabi.

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Coming in from the cold: recognition and reward for part-time language tutors in the FAVOR project.

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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Common Words.

UNSPECIFIED

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Community Cafe Powerpoint.

Powerpoint presentation for the Portsmouth Community Language Teachers

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Community Cafe final report.

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

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Community Cafe workshop pack.

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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Community Languages Methodology session: useful links.

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

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Comprendre ce qu’est un cahier des charges et comment on l’écrit.

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.

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Creating and sharing e-resources.

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

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Creating and sharing resources in a community repository.

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.

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DIRECT AND INDIRECT SPEECH (Statements and Questions).

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.

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DIY TV Stand.

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.

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Days of the Week.

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

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Describing form in Slovene.

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

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Difficult Sounds in Chinese j q x zh ch sh - Tips & Tricks.

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.

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Discussion about pictures for punjabi learners.

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

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Diwali Quiz in Punjabi.

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

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Diwali in Punjabi.

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

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Dozynki - tradycje i obyczaje/ Harvest Festival.

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"

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ECB presses Athens over banks 欧洲央行.

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

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Ecouter la presentation et un extrait de la critique d'un projet architectural.

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.

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Educational Videos and Animations.

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

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Ejercicio de Audio. Violencia Politica - Anarquismo.

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".

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Elementary Chinese Grammar and Vocabulary (Topics 1-8).

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.

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Elementary Chinese Grammar and Vocabulary (Vocabulary List).

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

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Employability and Residence Abroad student resources.

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.

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Engaging language educators: OERs and staff development.

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.

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Essay Writing process.

The process of writing an essay

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Example video of tutor feedback: student 1 Al Anthony.

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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Example video of tutor feedback: student 10 SD Sarah.

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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Example video of tutor feedback: student 2 RA1 Rachel.

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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Example video of tutor feedback: student 3 FL.

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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Example video of tutor feedback: student 4 CB Carl.

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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Example video of tutor feedback: student 5 LH Lee.

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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5 Files

Example video of tutor feedback: student 6 QF Elena.

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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Example video of tutor feedback: student 7 VC Victoria.

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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Example video of tutor feedback: student 8 RA2 Rachel.

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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Exploring dimensions of fragility in urban design and architecture.

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.

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FAVOR project video.

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

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False Friends - Faux Amis - Zradné slová.

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

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Faroes Flyer for JISC Repositories Support Day.

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

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Faroes Project Slides for March 08 Workshop.

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

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Faroes project guide to copyright.

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!

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Final report - FAVOR project, SOAS.

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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First contacts.

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

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Flash card: "Making friends" in Italian.

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

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Flashcards template - sports and music.

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

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Flyer for JISC Programme Meeting (Nov 07).

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

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Fotografie zo Slovenska - Bratislava.

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

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Fruit in Punjabi.

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

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2 Files

Games and Kinaesthetic Activities for Primary Languages.

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

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Games and Quizzes Resource Pack.

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.

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General interview skills.

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

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Giving an oral presentation.

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

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Giving feedback on student written work.

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.

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Grammar exercise - verb to be in Somali.

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

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Grammar exercise_Somali _verb to be.

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

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Grosoft Solutions Limited.

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.

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Guide to Subtitle Workshop.

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

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Guide to Using VideoPad.

Insgtructions for using freeware VideoPad for editing and subtitling digital video

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Guide to using Hot Potatoes software.

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.

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Guide to using Hot Potatoes: quizzes and gapfill.

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.

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Guide to using Screen-Cast-O-Matic.

Insgtructions for using freeware Screen-Cast-O-Matic

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Guide to using the LanguageBox.

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.

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How to change the language in Windows.

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.

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How to translate the expression „Slovak" into English.

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".

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I mesi e le stagioni in italiano.

This is an online activity for Italian about seasons.

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IT Solutions Jakarta.

Sistech Kharisma is one of the IT solutions providers in Indonesia. It is based in Jakarta as headquarter, and has offices in major cities such as Medan, Batam, Bandung, Yogyakarta, Surabaya, Bali and Balikpapan. It has long history in IT industry in Indonesia, sufficient to give its familiar name for many vendors and distributors and sellers all over Indonesia. It gives high tech solutions and services to many customers and have experience in developing model for on-site and off-site since its establishment in 1985. It has consulted, designed, implemented and trained for local and national companies in different sectors. Sistech Kharisma has good and strong work force to handle any scale of projects and will deliver high standard services. One of our key success is we adapt the needs accordingly to different level of engagements. Our professional solutions are backed by latest software and hardware from global vendors like Microsoft, Juniper, HPE Aruba, Nutanix, Tenda, Linksys, Apple, Nuance, Netis. It offers latest solutions to accommodate with dynamic market demands and changing landscape for digital innovation as it is more connected with various devices around us.

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Ice-breaker exercise (English language).

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.

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Identifying features of lectures: introductions.

Extracts from the introductions of three lectures.

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Images of Dublin.

A selection of images of Dublin.

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Images of France.

Photos of French buildings/landmarks/statues

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Images of Parc Guell, Barcelona.

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

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Images of Pompeii.

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

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Images of a market in Barcelona.

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

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Images of the Sagrada Familia, Barcelona.

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

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Imperative - grammar presentation.

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

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Improve your Italian with songs.

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.

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Information gap activity: daily routine.

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.

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Instructions for downloading Audacity software.

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.

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Introducing translation.

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.

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Introduction to cybergogy.

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.

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Introduction to lighting for architectural design.

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.

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Introduction to the notion of fragility in architecture and design.

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.

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John's marriage and family.

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

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Join the FAVOR project!

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.

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Kanga Images - Assorted.

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.

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Kangas expressing Gratitude.

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

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Kangas with Friendly Messages.

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.

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Kangas with Pointed Messages.

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

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Kangas with Political Messages.

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.

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Kangas with Romantic Messages.

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

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Kangas with Touristic Messages.

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

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Kangas with Wedding Messages.

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.

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Kangas with Wise Sayings.

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

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Kangas with the Girl Guides Messages.

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

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Keeping an e-Portfolio.

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.

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LLAS 2009 - Language Box Slides.

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

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LLAS/Why study...? downloadable calendar - April, 2012, Spanish.

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.

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LLAS/Why study...? downloadable calendar - August 2012, Estonian.

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.

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LLAS/Why study...? downloadable calendar - December 2011, Polish.

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.

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LLAS/Why study...? downloadable calendar - February 2012, Gaelic.

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.

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LLAS/Why study...? downloadable calendar - January 2012, Icelandic.

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.

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LLAS/Why study...? downloadable calendar - July, 2012, Punjabi.

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.

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LLAS/Why study...? downloadable calendar - March 2012, Urdu.

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.

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LLAS/Why study...? downloadable calendar - May, 2012, Persian.

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.

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LLAS/Why study...? downloadable calendar - November 2011, Gujarati.

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.

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LLAS/Why study...? downloadable calendar - September 2012, Malay.

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.

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LLAS/Whystudy...? downloadable calendar - October 2011, Bengali.

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.

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LLAS/Whystudy...? downloadable calendar - September 2011, Chinese.

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.

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1 Files

LONDON.

A set of photos showing the sights of London

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1 Files

La carta fatta a mano ad Amalfi.

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

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1 Files

La routine quotidiana - Verbi riflessivi.

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

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3 Files

Language Box Original Storyboards.

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

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7 Files

Language Cafe Handbook.

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

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4 Files

Language Dice.

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.

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Language Test.

Language Test

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Language Unlimited (Why Study Linguistics?).

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.

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Language graduate as entrepreneur: is this your career option?

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.

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Language use in presentations about architectural design.

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.

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LanguageBox - a user guide.

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

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2 Files

Learn any Language Online through Skype.

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.

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Learning Objects in LanguageBox Demo.

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.

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Lighting for architectural design in 3D virtual worlds.

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.

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2 Files

Listening excercise and key "Studentenleben im Hotel Mama".

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

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1 Files

Listening exercise: Andrea Bocelli's song.

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

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Listening to a presentation and part of a critique in architectural design.

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.

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Louise Bourgeois exhibition review.

"Time Out" exhibition review and student worksheet

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1 Files

Making Your Voice Clear In Academic Writing.

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.

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Match the meanings.

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!

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Matching Proverbs and Sayings in Portuguese and English.

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

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Mightyessays.

UNSPECIFIED

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Multiple choice linguistics questions.

Multiple choice questions for testing general linguistics knowledge

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My Photo.

UNSPECIFIED

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Notizie dal mondo in rete.

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.

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OER and Languages - webinar for Open Education Week.

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.

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Ocean in a bottle.

experiment for Geography wáter unit

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4 Files

Opening the Door to Language Learning Handbook.

This resource is the product of a European-funded project which explored strategies for supporting independent language learning among adult learners in the community. It offers a range of short case studies and a series of recommendations and practical suggestions on how to promote language learning in the community. Find out more about the project and download the handbook in other languages at www.opendoor2languages,eu

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2 Files

Opportunities for Language Learning - a guide for students and parents.

The booklet contains an outline of the different options givinging specific examples and illustrative case studies. The Teachers' Notes which accompany the booklet give some ideas about how to use this resource to help communicate the message to Sixth Form students in the process of making their future study choices. You can download the pdf here or contact us at routes@aston.ac.uk to request hard copies.

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2 Files

Ordering a drink in a bar: una bibita al bar.

An integrated Italian lesson at beginner level involving images, grammar (the articles),functional language( how to order), exercises.

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1 Files

Oven Repairs Services in Surrey.

Get the best Oven Repairs services in Surrey, United Kingdom, with Oven Cleaning Surrey, which provides you quality services with their skilled engineers. http://www.ovencleaningsurrey.co.uk/oven-cooker-repairs-surrey.php

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1 Files

Pabrik Plastik Indonesia.

Plastik kantong merupakan alat promosi karena bisa dicetak dengan pesan iklan kreatif sesuai pesanan. Logo, gambar, warna dan gradasi untuk menyebarkan lebih banyak eksposur. Naga Semut merupakan produsen kantong plastik yang berfokus pada PP, PE, HD, PET.

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1 Files

Past tense grammar presentation.

A presentation: Past tense in Italian + short in class exercises Presentazione: passato prossimo con "essere"/"avere" + brevi esercizi in classe

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Perform bicubic pixel resampling on images.

This contains some images. Using photoshop I would like students to resize images using a bicubic filter.

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Phal aaar sabji : fruit and vegetables.

This is a Hot Potato activity: an online matching activity for practising vocabulary in Bengali related to food. It is part of a complete lesson.

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Photo.

This is me

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Photos of a traditional Polish costume (child's).

These photos were taken of a traditional Polish costume: the front and back views. This outfit would be worn by a child.

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4 Files

Plagiarism and Referencing lecture and workshop.

designed for an hour's class on plagiarism, this lecture introduces the concepts of plagiarism and Harvard/ APA referencing styles, the importance of correct referencing and most importantly: the use of an authentic authorial voice. This concept is introduced by giving three extracts from journals on fair trade, and a slide on the fair trade of chocolate, using the supplier Askinosie as an example. Students then discuss, critically evaluate, reflect and debate the concept of Fair Trade. When I tried this out on a group of first year undergraduates they performed very well at this task, and I was able to explain to them how they might use the extracts to inform and inspire discussion in their essays, and to avoid the common mistakes of summarising and paraphrasing too closely to the originals, so that they avoid patchworking in their essays.

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Planning assignments and writing essays.

academic writing: how to plan your assignments and essays.

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Planning sheet OneShare workshop.

Used in OneShare workshop 13th July 2010 at Southampton University.

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Podcasting for language learning: the 6Ps model.

An article taken from the LLAS magazine (Liaison Issue 3 2009) describing a podcasting model developed by Rose Clark and John Wrigglesworth at University of Portsmouth

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2 Files

Polish Traditional Costume/polskie stroje folklorystyczne.

Polskie stroje folklorystyczne sa stara i piekna tradycja, ktora staramy sie promowac wsrod dzieci w polskich szkolach/uczyc ich tanca "Krakowiaka"dzieci tancza w tych strojach.

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Powerpoint Magic: tips for language teachers.

This sheet gives some tips for using Powerpoint for language teaching. It is part of the workshop pack created under the JISC-funded Community Cafe project.

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2 Files

Presentation + exercises: Modal verbs.

A presentation with exercises and answers: modal verbs (Can,Must,Want)

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1 Files

Presentation: Using Digital Video in the MFL Class Room.

Powerpoint presentation given at HEA discipline workshop at Aston University, 9 Jan 2013

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3 Files

Proverbs,Idioms,Sayings. Frazeologické spojenia, príslovia a porekadlá.

This selection of the most known idioms, proverbs and sayings will be useful material for students learning Slovak, and also vice versa, for Slovaks learning English. C2 level.

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Punctuation.

A brief overview of punctuation

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Reading comprehension - gap fill exercise for Somali.

This is a Reading comprehension exercise. Students are asked to fill in gaps with the appropriate words. Each word has got 3 diffent forms, e.g infinitive form, negative form and positive verb form but one form is suitable in the gap.

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4 Files

Reading the Riots.

I designed this handout to cover 2- 3 hours of learning time. It involves a listening text which is part of a report of a review carried out by the LSE and the Guardian on the recent riots in the summer of 2011. The listening text comprises an introduction as to why the report was carried out (in the absence of any governmental reflection and critique) and then a series of short narratives from people who took part in the disturbances. I have also uploaded a description of my teaching approach according to the handout

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1 Files

Recipe: Tiramisù.

Recipe of the Italian dessert "Tiramisù" + Grammar "si impersonal" + exercise with answers.

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2 Files

Revision Exercises.

Four revision excercises, referring to: basic conjugations, possesive adjectives, possessive pronouns, vocabulary about the family and introductions.

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1 Files

Rhetorical Functions in Academic Writing: Defining.

Rhetorical functions in academic writing: Defining

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2 Files

Roller Shutter Installer London Roller Shutter Installer London.

Find best and affordable <a href="http://topshopfronts.co.uk/solid-roller-shutters/ ">roller shutter installer in London</a>. You just give the ring @784 815 8335 and an expert shutter installer will be at your door step. To know more about the company and its services, you may visit http://topshopfronts.co.uk/solid-roller-shutters/

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4 Files

SACLL test.

Digital Media Library CALS

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1 Files

SEO Agency Indonesia.

In this era of digital media, the need for online exposure and visibility are necessity to survive the competition by grabbing the most attention you get from online users. In terms of website, it means getting to the first page of Google search results. Getting to the top is the ultimate goal for everyone wh wishes to thrive successfully for long term. There is process to get to the top of search engine result page (SERP). It is better known as search engine optimization (SEO) and the professional services can be provided by SEO Agency Indonesia or master SEO Indonesia. As agency with years of experience, it is important to start the implementation with keyword research. It is very important for your business or other area of interest. It will help to target any online users who may search for information or need solutions from the product or service you offer. Only relevant or commercial intent keywords are sensible to target. SEO services Indonesia by agency will apply SEO methods creatively. It will work on optimizing external and internal links with semantic and holistic approaches. It will look at the keywords as it is exactly, relevancy and diversity. When it comes to content marketing, all these wordings will be encapsulated into different articles, blogpost, and reviews. Today's SEO is so much advance than past SEO. It has to comform to algorithm updates and ways of people search online. SEO must be able to serve the interest of search engine robots and human readers. Therefore, SEO Agency Indonesia is holding to these principles to accomplish the assignment entrusted by clients. It is only through fulfillment of theese factors that selected keywords will slowly crawl to the top rankings of the searches. Starts well will result in finishing well. Discussion is the first entrance for getting to know the prospect.

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1 Files

Sentence dominoes.

This resource is based on the game 'dominoes'. The teacher should cut out the dominoes and get students to make sentences using them.

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2 Files

Shaken and stirred: Shaken and stirred: maximising the benefits of open practice through ‘blended’OER communities of language teachers.

I gave this presentation at WorldCALL 2013, in Glasgow, on 12th July 2013. It describes the FAVOR project and how the model can be replicated by others to offer low-cost staff development.

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1 Files

Shona Mc Isaac MP for Cleethorpes.

This is a Member of Parliament in Britain talking about the normal work of an MP

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1 Files

Sikhism.

The discussion of caste in Sikhism is a taboo subject. However, there are many caste based groups. This presentation looks at how caste based groups may have originated in India and the diaspora.

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4 Files

Slovak Alphabet, Slovak Pronunciation.

Slovak alphabet with an example of an approximate pronunciation in English and Slovak examples.Try to spell your address,your name,your friends name…. If you visit the website http://www.slavism.com/slovak/abc.htm you can practice pronunciation of Slovak letters.

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1 Files

Somali quiz for class warm-up.

It is a Somali short quiz which can be used for class warm up.

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1 Files

Southampton University and the FAVOR project.

This presentation was given by Julie Watson at a FAVOR project meeting held on 20th September, 2012. It summed up the experience of Southampton University tutors on the FAVOR project.

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1 Files

Spanish Alphabet and Pronunciation Lesson.

This is a video on how to pronounce all of the alphabet, however beware that parts of it seem to be more Latin American Spanish e.g. pronunciation of "c".

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Spanish Grammar.

Verb conjugator. Practice conjugating verbs in different tenses. It gives your results when you want to finish.

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Spanish Grammar Exercises.

This page gives exercises and tests to paractise all grammar points, it's particularly good for revision.

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1 Files

Spanish Grammar Practice.

A good source to practice several points of spanish grammar, from the BBC.

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1 Files

Spanish Pronunciation.

Develop a native-like accent, feel successful from the very beginning, progress more quickly . . . there are lots of reasons that good pronunciation is important.

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1 Files

Spanish Pronunciation Games.

This site gives a few exercises to help with pronouncing Spanish words, it also lets you hear the words spoken as well.

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1 Files

Spanish numbers.

listen to the spoken number and tap in the number she has said. If you get it wrong she will repeat until you get it correct.

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1 Files

Spanish video.

listen to the video and fill in the gaps to what he says. Various topics to choose from

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1 Files

Squares game : practice vocab for food and drink.

This is a game to practice vocabulary for food and drink. It involves teams of students making sentences about food and competing to finish first. This handout can be printed and copied to use in class. The idea is repurposable and the same game could be created for any vocabulary you wish to focus on.

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2 Files

Story Telling - Uses of Particle le and Resultative Complements in Chinese.

This activity - story telling - helps learners understand uses of particle le and resultative complements in Chinese. Learners can work on their own or in pair. Teachers/Tutors might use this activity to supplement materials on grammatical features of le and resultative complements.

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Straight to the point: usage of summarising.

Activity-based learning object on what a "summary" is and the conventions and skills for summarising in a second language.

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Studying languages in Higher Education - what are the options?

This is a recording of a presentation delivered at a Sixth Form conference in March 2012. The presentation focuses on the key pathways for continuing (and starting!) language study at university.

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Stylish Academic Writing.

how to write stylishly ;)

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Supporting International Students in the Classroom.

The Universities in the UK aim to increase the numbers of International Students studying here, and this brings particular challenges for the teaching staff. Do you sometimes wonder if your international students are able to fully engage with their studies? Have you been in a situation where the international students in your class seem very quiet and reluctant to engage in group discussion? Have you found a higher proportion of international students seemed to struggle with their assignments? This guide highlights some of the issues facing international students studying in the UK and it provides tips for teaching staff to use in order to maximise the internal students engagement in their studies. In addition the guide provides references to further reading and resources that are available online. The production of the guide was funded by the Transition to Living & Learning Project at the University of Southampton.

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Swahili English Kanga Translations.

This is a list of Swahili-English translations which match the images included on LanguageBox.

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1 Files

TEACHING MATERIAL AND USEFUL INFORMATION.

Recommended textbooks, CD Rom and CDs, on line tools, useful reference material and websites.Bespoke and authentic teaching material is used in the course, sometimes it is an additional material to one of the recommended texts books.

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TEAP Observation Sheet.

An example of a classroom observation form focusing on observable TEAP competencies.

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1 Files

Talking about Food in English.

This is a YouTube video to help people learn to talk in English about food.

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Talking about sports - a reusable worksheet.

This is a reusable worksheet which practises talking about sports, at a basic level. It is in French, but can be adapted for any language. Activities featured are: jumbled-up sentences and images which provide impetus for writing sentences.

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Teaching Punjabi Alphabet.

Ideas for teaching the Punjabi alphabet for beginners, line by line, using written and oral techniques. Aimed for children aged 6-9, but could be altered to suit children of an older age.

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Teaching vocabulary for vegetables in Bengali.

Power point presentation with description of teaching method to teach names of vegetables in Bengali. The Bengali characters will display if you have Bengali installed upon your computer/set the language correctly.

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Technology in research and teaching: the view from Southampton, UK.

This presentation was given in Tomsk, Russia, at the Tomsk Polytechnic University Forum meeting, 21-22 May 2013. I talked about how we deliver online learning and training at Modern Languages in Southampton and then briefly introduced open educational practice and social media in research and teaching.

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Test Resource.

Just a test

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Textual and Linguistic Analysis: Calvino's 'Pesci grossi, pesci piccoli'.

This unit aims at helping students approach a short literary text in Italian by helping them analyse its literary components, content and language.

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The FAQs of Filming.

Hints and Tips on how to produce good quality video

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The FAVOR project - Aston University final report.

This video report was given by Sarah Hayes, from Aston University, in September 2012. It describes the experiences and findings of Aston tutors who took part in the project.

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The FAVOR project - University of Southampton final report.

This video report was given by Julie Watson, from the University of Southampton, in September 2012. It describes the experiences and findings of Southampton tutors who took part in the project.

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The Favor Project Presentation.

Presentation about the LLAS Jisc funded FAVOR project which worked with part-time and hourly paid tutors to use OER to profile and develop their language teaching resources

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The Sports Song.

This worksheet can be used with any musical tune or rhythm, to get beginner-level, or young students to practice vocabulary for different sports. It can be adapted to show any sport required, and it can be translated easily into other languages.

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6 Files

The Sun In Wales.

A photo I took while I was in Wales mountain biking

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The UNESCO Atlas of the World's Languages in Danger.

Background information about the 3rd edition of the UNESCO Atlas of the World's Languages in Danger, in print and on-line formats, edited by Christopher Moseley

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The environment Questions on climate change.

A powerpoint containing links to YouTube videos and related questions for use in class.

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The family song - talking about your family.

This is a song to use to practice talking about family members. It is for use with beginner students. It can be repurposed for any language.

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The song "Volare" :Transcript and simple exercise.

The transcript of a song + hyperlink to UTube to listen + simple fill the gap exercise.

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Top tips for using LanguageBox to publish OERs.

I used this powerpoint at Newcastle University, to give some language tutors some top tips on how to publish their work effectively on LanguageBox.

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Traditional and Innovative ways of Teaching Amharic Alphabet.

Amharic is one of the few African languages that has its own indigenous script called Fidal. Teaching and learning the Fidal can be as daunting as it can be boring. In this article traditional and innovative ways of teaching the Fidal is considered.

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Transition materials - from A- level to degree level (ENGLISH VOICEOVER).

This resource is a series of 6 modules designed to support students making the transition from A-level to degree level studies. Topics covered include Dictionary Skills, Analytical Reading and Writing an Academic Text. Each module is available in Spanish*, French, German and English. English language versions are also available with a voiceover recorded by undergraduates to help guide students through the resources. (*Modules 3 and 5 in Spanish coming soon). Students should first access the English language versions which provide an overview before moving to the foreign language versions for specific activities related to each language. With thanks to Angela Morris, Elisabeth Wielander, Céline Benoit and Jordina Sala-Branchadell who designed and collated the resources. Thanks also goes to our students Philippa Seymour, Fatemah Ackbar Sayed and Rachna Shah who recorded the voiceovers.

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Transition materials - moving from A-level to degree level (ENGLISH).

This resource is a series of 6 modules designed to support students making the transition from A-level to degree level studies. Topics covered include Dictionary Skills, Analytical Reading and Writing an Academic Text. Each module is available in Spanish*, French, German and English. English language versions are also available with a voiceover recorded by undergraduates to help guide students through the resources. (*Modules 3 and 5 in Spanish coming soon). Students should first access the English language versions which provide an overview before moving to the foreign language versions for specific activities related to each language. With thanks to Angela Morris, Elisabeth Wielander, Céline Benoit and Jordina Sala-Branchadell who designed and collated the resources. Thanks also goes to our students Philippa Seymour, Fatemah Ackbar Sayed and Rachna Shah who recorded the voiceovers.

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1 Files

Translating Google Translate to the Language Classroom: Pitfalls and Possibilities.

This material is based on a presentation co-authored with Riitta-Liisa Valijärvi for the conference 'Language Futures: Languages in Higher Education Conference 2012' held in Edinburgh on 5 and 6 July 2012.

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1 Files

True/False Diary - practice talking about routine.

This worksheet enables students to practice talking about daily routine. Students must read a pictorial diary and then make true/false sentences about the activities in the diary.

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1 Files

Twitter in plain english.

A video about explaining what twitter is and how it is used. It is a link to a video held on YouTube.

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2 Files

Ultimate Parent's Guide to Internet Safety.

The Internet has brought us a great many things in the virtual space. In fact modern society wouldn't be able to run without it. But just like the physical world it can be a dangerous place for our children, especially if they're not taught the rules and codes of how to navigate social media and the web safely. When 97 percent of under 4s have used a mobile device at least once, it's clearly impractical to ban them from the net altogether. It's just not possible and would be a disservice to their education and adjustment to the world around them. However too much Internet use can also lead to a number of health and social problems.The following infographic looks at the facts and figures regarding children and the Internet, while offering tips and tools to encourage a safe and productive online environment.

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1 Files

Una canzone di Andrea Bocelli.

An online activity for Italian which involves listening to a song sung by Andrea Bocelli.

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1 Files

Understand the Idiom.

A 'game' or quiz specific to The Big Bang Theory TV show

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1 Files

Understanding Essay Questions.

Understanding Essay Questions

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1 Files

Understanding the content and language of design briefs.

This learning object was created as part of the Archi21 Project. It explores an example design brief in English 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.

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1 Files

Urdu Names of Fruit.

A presentation containing images and Urdu names of fruit along with simple phrases like "what is this?". Urdu words are written in phonics.

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1 Files
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2 Files

Using Literature in your Writing.

1 - Using Literature in Your Writing: Avoid Plagiarism by using your Authentic Voice and an Effective Narrative Understand what plagiarism is, the importance of avoiding it; how to find your own 'voice' in your writing, how paraphrasing, summarising and synthesising are used; also where to find journals for your essays and finally how to reference those materials the easy way. This video will help you to avoid plagiarism when writing essays at University, by showing you what plagiarism is, how to reference, and the importance of developing your 'voice' and the practice of building a narrative into your text. Videos to follow this will develop the idea of a 'stance' taken in your argument, and the importance of playing fair, but playing to win.

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1 Files

Using Video in the MFL Class Room: Hints and Tips.

Overview of possible class room activities involving digital video

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1 Files

Using and finding images from the internet.

This guide gives advice on how to find copyright-friendly images from the internet, and how to re-use them without infringing copyright. It was produced as part of the JISC-funded Community Cafe project workshop pack.

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1 Files

Using magazine articles to teach punjabi.

An activity for GCSE learners of punjabi.

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1 Files

Using shared resources for online learning: the TED example.

This is an interactive online activity on the topic of using shared resources to create new LOC learning objects.

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1 Files

Using technology to share resources.

Presentation given by Kate Borthwick (LLAS) at Cilt, on 01 June 2009.

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1 Files

Using virtual models in architectural planning.

This learning object was created as part of the Archi21 Project. It consists of an English listening comprehension,summarising and reformulating exercise, using a talk given by a design consultant to students of Architecture in Second Life. It also focuses on specialised vocabulary in the field of architecture and design.

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1 Files

Using wikis for language learning.

Introductory presentation outlining the structure and characterstics of wikis, together with video resources and simple tasks for beginners. The presentation also gives a description of relevant learning environments, such as the use of scaffolding, and process-based and constructivist learning theories, and finishes with links to other wiki-related resources useful for teachers and learners, such as Wikimedia.

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5 Files

Verb "to have" or "mať".

This teaching material sample is about: the basic pronouns in nominative, the A-Conjugation in present form and the rhythmic law in Slovak.

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1 Files

Vocabulary activity.

What to say when you don't know the word for something

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2 Files

Vocabulary for describing taste in Chinese.

Created by Frances Xu, this is an interactive online activity which practices vocabulary for describing taste in Chinese. There are two different versions: drag and drop and drop down list. PLEASE NOTE: foreign characters work when file is viewed

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5 Files

W1: workshop - using technologies.

These materials form workshop one of the Community Cafe workshop pack, on the topic of using technologies. 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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4 Files

W2: Workshop 2 - creating a podcast.

These materials form workshop two of the Community Cafe workshop pack, on the topic of creating a podcast. 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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4 Files

W3: workshop - using powerpoint.

These materials form workshop three of the Community Cafe workshop pack, on the topic of using powerpoint. 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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4 Files

W4: workshop - creating a Hot Potatoes quiz.

These materials form workshop four of the Community Cafe workshop pack, on the topic of creating a Hot Potatoes quiz. 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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3 Files

W5: workshop - putting your resources online.

These materials form workshop five of the Community Cafe workshop pack, on the topic of putting your resources online. 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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1 Files

Wendy Cope Poem.

Wendy Cope reads one of her own poems about reactions to 9/11

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1 Files

Wikis in plain English.

I pointed students towards this resource to help them understand how they could use wikis in their collaborative work.Use this link to see the video: http://www.youtube.com/watch?v=-dnL00TdmLY

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1 Files
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2 Files

Writing Reports, Dissertations and Syndicate groupwork.

help on writing dissertations, for postgraduates

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1 Files

Writing critiques in the field of architecture and design.

This learning object was created as part of the Archi21 Project for use by students of architecture and design studiyng in a CLIL context. The language focus is English and the content focus is on exploring the language and style needed for writing a critique.

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1 Files

X is for Languages: the XML project.

I gave this presentation to an MA class at the University of Southampton. It details the early findings of the XML project (HEA funded) which looked at digital literacy in modern languages.

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2 Files

Your cooperation with Essay Dune company.

If you embark on cooperation with Essay Dune 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.

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1 Files

academic grammar and vocabulary for student essays.

using flax, scholar, sketchengine, wikipedia to identify grammar, vocabulary and academic structure for student essays

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1 Files

language in the modern age, learn on your own way.

mixed abity learner on the internet and books and news paper

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3 Files

percetakan offset printing.

Sunwi Cemerlang Abadi adalah badan usaha yang bergerak di bidang usaha jasa Percetakan Offset Murah Jakarta dan Berkualitas. Dalam perkembangan selanjutnya, Sunwi Cemerlang Abadi berkembang dan melakukan banyak perluasan bidang layanan. Di antaranya, membuka lini online pada situs http://sunwicemerlang.com/ sebagai unit bisnis yang dikelola secara professional untuk melayani jasa Percetakan Offset Murah Jakarta dan Berkualitas untuk komunitas online. Percetakan Offset murah Jakarta Harga yang sangat kompetitif, proses cepat dan tepat waktu, kualitas yang terjamin, serta dukungan operator yang andal dan infrastruktur mutakhir, menjadikan kami dipercaya untuk menjadi mitra Percetakan Offset Printing bagi beberapa perusahaan. Hal ini merupakan bukti nyata dari loyalitas dan kepercayaan mitra/pelanggan terhadap kami.

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student RA 1 feedback.

feedback on written essay - discussion and evaluation skills

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1 Files
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This list was generated on Tue Sep 5 15:16:55 2017 BST.