We will share the TEACHERS' BOOK with the answer keys for all the exercises, all the transcriptions and some audio tracks, *FREE OF CHARGE* to all teachers currently using or would like to adopt the texbook, here in Language Box, from the end of August 2012. Watch this space! Many thanks for taking the time to read this. The authors

We will share the TEACHERS' BOOK with the answer keys for all the exercises, all the transcriptions and some audio tracks, *FREE OF CHARGE* to all teachers currently using or would like to adopt the texbook, here in Language Box, from the end of August 2012. Watch this space! Many thanks for taking the time to read this. The authors

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

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

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

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

This is an online activity for Italian about seasons.

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

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

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

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

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

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

Photos of Milan with description. Basic vocabulary.

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

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

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

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

These resources have been crated by Bianca Belgiorno using Learning Object Creator Tool.

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.

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.

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

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

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

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.

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

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

This calendar, for the month of December 2012, in German, 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. Quiz questions and answers are also included. This is the final month of a 16-month series. We have produced a 2013 calendar, order your copy at: https://www.routesintolanguages.ac.uk/calendar

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

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

This calendar, for the month of June 2012, in French, 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 tenth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

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

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

This calendar, for the month of November 2012, in Welsh, 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 fifteenth of a 16-month series lasting until Dec 2012. We are currently in production of our 2013 calendar, pre-order your copy at: https://www.routesintolanguages.ac.uk/calendar

This calendar, for the month of October 2012, in Hungarian, 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 fourteenth of a 16-month series lasting until Dec 2012. A printed 'Why study..?' calendar for 2012 is available from www.routesintolanguages.ac.uk/calendar. It is FREE, with 3.50 p+p.

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

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

This is an online activity to practice the passive in German.

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

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.

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.

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.

This collects together presentations and guidance material which I created for the FAVOR project (JISC) or which has been used in project meetings - including a presentation on the experiences of Southampton tutors.

This collection of images was taken in October 2011, in Barcelona.

This collection brings together all of the final reports made for the FAVOR project. It comprises the final report produced for JISC, plus reports (video and text) made by each individual project partner.

The first video clip shows how you would enter the country after landing the airport in Japan. The second video clip is very short (20 seconds) and shows two girls using a drinks machine in Japan.

In front of Ichikawa station in Chiba which is about 15min away from Tokyo Station.

Introduction of basic verbs with sound. ---masu form and ---te imasu. Sound only available in PowerPoint format.

o-bon period is from 13th to 16th August, during which souls of ancestors come back to visit their family. People used to dance to welcome ancestors' souls, which has become an annual dance event during the summer.

Gap filling exercises using real news for intermediate to advance learners. For intermediate learners, vocabulary should be given in advance.

Houses in the residential area

Taster session for pre-university students.

Usuful link for Japan Travelling, Studying(Scholarships), Amine, Manga, Cultural TV programmes, TV Drama, Japanese language lessons, Japanese language exam

To be used by an instructor alongside Japanese for Busy People I in class. Suitable for optional module. Further slide presentations available upon request.

For upper-intermediate to advanced level. Questions about TV drama. To be used by an instructor. Distribue a separate question sheet without answers to the students and show the video clip. The video clips for each episode are available on YouTube. Students of intemediate level should be given a vocabulary sheet in advance to look up the meaning of each word.

For upper-intermediate to advanced level. Questions about TV series. To be used by an instructor in class. Distribute a separate question sheet without answers to the students and show the video clip. The video clips for each episode are available on YouTube. Upper-intermediate students should be given a vocabulary sheet in advnce to look up the meaning of each word.

Students can identify systematic rules of verb groups by completing the list of verbs with nai form. Nai form is the key to identify verb groups.

Odaiba is one of the trendy spot in Tokyo. There are many things to do. Joypolis, Legoland, museums, technology centre, Channel 8 building, shopping centres and convention centres, etc. are there.

Short basic reading exercise for beginners.

Step by step grammar explanation for Relative Clause and follow up exercises

Speaking practice for beginners. Role play. To be used in class after introducing "--- ni ikimasu/ikimashita" sentence pattern. Can be used for writing practice.

Travelling in the trains

High-tech Toilet(First model made in 1980's), Hanko(stamps with surnames), Plastic food samples

Long form and short form of each verb group are listed to help students to learn them systematically.

Chinese words: topic 'internet vocabulary'. This matches the exercise 'Reading into New China' Lesson 20.

An activity for Chinese beginners. It involves watching and listening to a cartoon. The video link is to YouTube: video link - http://www.youtube.com/watch v=avF_gupHzP8&feature=related

Chinese complement 1 结果补语的讲解和总结

Singing and learning Chinese. This ppt file gives words and images for the song 'Old MacDonald had a farm' in Chinese.

Chinese cultural -Listening and reading exercise. The topic is the Qingming Festival.

Listening and reading materials for intermediate learners on the topic of the Beijing gate.

Beginner's quiz practising numbers 1-10

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

Two texts in Chinese and English for Intermediate learners. These are reading and translation exercises. The colours signify: blue highlight + underlined –verb + object; Yellow highlight – None; Green highlight - adjective or adverb; Red letters - Name and places

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

An activity for singing and learning Chinese. This powerpoint gives words and sound for a song in Chinese.

This powerpoint is for a one hour grammar lesson.

中国文化 茶 This powerpoint is in English and is on the topic of green tea.

FAVOR project Read into New China revision sentence level -making sentences and translation; lower advance level

This is a powerpoint slide, but the provinces of China can be moved to make a jigsaw image of the whole of China.

Teaching note prepared for new Chinese language teachers , to introduce Chinese grammar patterns. Textbook ' Read into China '(2nd edition) Lesson 5 --China Economy. 3 -6 teaching hours

Learning new words - Integrated chinese lesson 1 greeting -new words.

Teaching note prepared for new Chinese language teachers , to introduce Chinese grammar patterns. Textbook ' Read into China '(2nd edition) Lesson 5 part two --China Economy. 4-7 teaching hours

Handwriting worksheet tianzige and writing assignment worksheet.

Activite de classe a realiser sur TNI sur le theme du voyage. Une fiche pedagogique est aussi proposee pour comprendre les regles du jeu.

Projet autour de la création collaborative d'un jeu de 7 familles européennes. Les eleves sont invités a partager leurs realisations.

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.

Learning object for learners of French at B2/C1 level

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

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.

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

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

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.

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

Suitable for beginners and younger learners (2 versions - easier one has towns listed) Answer sheet included

These images were taken in November 2011

These images were taken in 2011.

These are holiday images of Sardinia

Suitable for beginners and younger learners (2 versions - easier one has regions listed) Answer sheet included

This calendar was produced by LLAS Centre for languages, linguistics and area studies as part of the Routes into Languages project. Each month features a different language and includes a proverb. This will be a 12-month series lasting until Dec 2013. Printed copies of the calendar can be ordered from www.routesintolanguages.ac.uk/calendar.

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

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

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

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

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

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

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

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

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

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.

academic writing: how to plan your assignments and essays.

how to write stylishly ;)

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.

a guide for writing research proposals for postgraduate international students of business.

help on writing dissertations, for postgraduates

feedback on written essay - discussion and evaluation skills

A gap-fill exercise to practice adjective endings, using the opening passage of Franz Kafka's famous novella 'Die Verwandlung'. Suitable for advanced (A-level and above) learners of German. Answers are provided.

A series of reading, writing, listening and speaking activities based on Heinrich Heine's famous poem 'die schlesischen Weber'. Suitable for advanced (post A-level) students of German. Answers are provided.

A collection of speaking, listening and vocabulary-building exercises based on the Deutsche Welle video 'Oeko-Hauptstadt Hamburg'. Suitable for advanced (post A-level) learners of German. Answers are provided.

A gap-fill exercise to practice case identification and endings based on the well-known fairytale 'Rapunzel'. Suitable for advanced (A-level and above) learners of German. Answers are provided.

Answers to listening exercises based on the police drama 'Tatort'.

A set of exercises, with solutions and explanations, on the basic relative pronouns in German. Suitable for CEF levels B1 and B2.

A puzzle involving the formation of sentences using indirect objects in the dative case. Suitable for intermediate (GCSE and AS-level) learners of German. One possible solution is provided.

A set of exercises, with solutions and explanations, on the use of genitive relative pronouns in German. Suitable for CEF level B2.

A set of exercises with explanations on the use of the different auxiliary verbs, haben and sein, for the German perfect tense. Suitable for CEF level B1/B2.

This puzzle gives students a chance to practice forming sentences in the perfect tense. It is suitable for beginners. One possible solution is provided.

A simple quiz (in German) about German history, geography and culture. Suitable for beginning and intermediate learners of German. If necessary, students can use dictionaries to look up unfamiliar words. Answers are provided.

Speaking and listening exercises for advanced learners of German, based on the police drama 'Tatort'.

A set of exercises, with explanations and solutions, on the use of the 'werden' passive with transitive and intransitive verbs. Suitable for CEF levels B1 and B2.

A set of exercises, with explanations and solutions, on the use of the German passive with 'sein' and 'werden'. Suitable for CEF levels B1 and B2.

This is a word-order exercise for students who have just started to learn German. Students have to re-arrange the words in each example to form simple questions and sentences. Answers are provided.

A gap-fill exercise which provides practice in forming irregular past-participles. Suitable for students at GCSE or AS level. Answers are included.

Uses, endings and practical exercises

Arreglos florales en la Feria de las Flores Medellin Colombia

This documents contains formal and informal imperatives together with some useful verbs to take a physical examination and a practical exercise.

Grammar explanation of Personal A in Spanish and practical exercises.

Present perfect endings and practical exercises

how to conjugate verbs in Spanish with list of verbs and practical questions.

How to form the preterite in Spanish together with a list of verbs to talk about last holiday, biographies or what you did yesterday.

The students will learn vocabulary of common illnesses and will use subjunctive to give advise and recommendations

Spanish taster. In this lesson the students will learn to greet to say good bye to give their names and count from 1 to 10

the alphabet and it's pronunciation.

Useful presentation to teach numbers in Spanish

Medical Spanish. Symptoms and treatment of a sunstroke together with releant verbs to explain the condition.

An easy way to teach gustar type verbs

How to ask for a room in Spanish

Medical Spanish symptoms and treatment with relevant verbs for this condition

Revision of subjunctive for more advanced students

Uses of relative pronouns with practical exercises

Introduction to future tense, exercises and answers to exercises

Medical Spanish for the more advansed students some parts of the body and illnesses.

Chinese kinship terms are very complex, especially when it comes to how to address cousins. Getting to know why may help us understand and remember. Besides, how are 外祖父、表姐、外表related etymologically? Such knowledge is a fun way to build up our Chinese vocabulary.

了is notoriously difficult for learners of Chinese. The majority of the contrastive sentences have no difference at all but 了, to highlight the change in meaning when 了is present.In translating them, the students are also asked to supply a context so that the sentences make sense.

Some English-Chinese Translation Exercises covering the grammar covered up to Lesson 8 of Integrated Chinese, Level 1, Part 1.

a simple well-known classic Chinese poem for students to practice many of the difficult sounds in Chinese, with a youtube link to help students work on their own

When is '在+location' before the verb and when is it after the verb? Many advanced learners of Chinese are still confused.

Quick summary of lessons one and two for 'Integrated Chinese', Level One, Part One.

some typical grammatical mistakes to correct

The documents summarizes and tries to explain some of the most typical mistakes in the acquisition of adjectives in Chinese, such as when they can or cannot be used with很，的,or是.

同配套教参不同，教案侧重学生较难掌握、容易出错的词汇知识和语法点。语法点解释较为详细，可供教师上课选择使用。

"A Taste of Ukrainian" is a collection of resources giving potential learners a taste of the Ukrainian language, and basic information about Ukraine - in Ukrainian. The materials can be used either for independent study, by sixth-formers hoping to study Ukrainian as part of a university degree, or by those thinking of learning the language for communication with friends and family. Each set of resources consists of one or more slide shows (in ppt format) and supporting notes. The resources can also be used by teachers to supplement class materials (at A1/A2 level).

Together with slide shows 2.2 and 2.3, this resource enables learners who know the alphabet to start reading and understanding words in Ukrainian. The notes contain some basic grammar explanations and a list of vocabulary used in the slides(A1).

A slide show, to be used in conjunction with 2.1 (Notes), encouraging learners of Ukrainian to start understanding and using easy words and phrases (A1).

A slide show, to be used in conjunction with 2.1 (Notes), helping learners of Ukrainian to understand words and phrases by associating them with words in other languages they may know (A1).

Together with slide shows 3.2 and 3.3, this resource gives learners an introduction to Ukraine - in Ukrainian. The notes provide brief explanations and a list of vocabulary (A1).

Together with Notes 3.1 and slide show 3.3, this resource gives learners an introduction to Ukraine - in Ukrainian. The illustrations ane accompanied by brief descriptions of the country, its national symbols and neighbours (A1). Vocabulary used in the slides is listed in Notes 3.1.

Together with Notes 3.1 and slide show 3.2, this resource gives learners an introduction to Ukraine - in Ukrainian. This is a version of slide show 3.2, with illustrations but no text, for use in class as a listening exercise and to elicit simple descriptions (A1/A2). A text which can be read out by the teacher is given in the Notes (3.1).

Together with slide show 4.2, these notes provide an introduction to interesting places in Ukraine - in Ukrainian. The notes briefly discuss the locative case (enabling learners to say where a place is) and contain a list of vocabulary from the slides (A1).

This slide show shows interesting places in Ukraine, with text in Ukrainian. The slides are animated, allowing them to be used both by students wanting to learn the vocabulary, or in class, to present new material (including the locative case), or revise words and grammar covered previously. Suggestions for use are provided in the notes (4.1). The level is A1 for independent study, but could be extended to A2 in class, to elicit more complex language.

Together with slide show 5.2, these notes provide an introduction to Ukrainian Easter customs and food - in Ukrainian. The notes contain a brief introduction to the present tense(enabling learners to say what they do and eat on special occasions) and a list of vocabulary from the slides (A1/A2).

A slide show, with texts in Ukrainian, describing Easter customs and food, using the 1st person plural of the present tense. A transcript and English translation of the text, as well as a list of vocabulary, is provided in the accompanying notes (5.1). The text can be used for reading (A1/A2) or for classwork, eliciting descriptions of students' own festivals, food and customs (A2).

An introduction to - and an invitation to visit - the Language Repository set up by the Centre for East European Language Based Area Studies (CEELBAS), hosting teaching resources and other materials for Bulgarian, Croatian, Czech, Estonian, Finnish, Hungarian, Polish, Romanian, Russian, Serbian, Slovak and Ukrainian.

A report on the FAVOR Project at the UCL School of Slavonic and East European Studies

A writing exercise based on photos for intermediate students.

In this online activity, Intermediate students of German will learn how to identify the direct object in the sentence.

There are 3 different forms of the imperative in German. In this online activity, students will learn how to form and use the imperativ correctly.

Reading and vocabulary building exercise for upper-intermediate students of German.

Students will learn how to form different kinds of questions in German (yes-no questons etc.)

powerpoint on the how to form subjunctive I in German

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

Listening exercises on the fall of the Berlin wall

In this online exercise, students will learn to choose the appropriate form of the passive for different situations.

In this online exercise intermediate students will learn how to identify the appropriate possessive pronoun in context.

Grammar exercises, past tense, conditional clauses

Students need to rewrite this "Apfelstrudel" recipe using the SIE-imperative. The verbs of the orginal recipe will help them write their own recipe.

A speaking task based on 4 pictures for intermediate students

Writing and grammar task for upper-intermediate students

A short video clip on the main duties of presidents of different nations. Student level: upper-intermediate for German language

Four activities to practise the conjugation and use of the future tense in Spanish. (The FAVOR project)

Bingo Cards to revise or introduce vocabulary related to numbers, food, fruit and clothes. For beginners. (The FAVOR Project)

PP containing basic business Spanish vocabulary, tips on business etiquette and three videos about the emerging economies in South America.

Activities to introduce the life and work of the Mexican painters Diego Rivera and Frida Kahlo. For intermediate students of Spanish. (The FAVOR project)

Activities to analyse the verb changes in indirect speech and to practise using the Mafalda comic. The FAVOR project.

Activities to work with Un Viejo que Leia Novelas de Amor (1989) by Luis Sepulveda. Intermediate-Advanced Students of Spanish. (The FAVOR Project)

Activities to work with some extracts from Marina Mayoral´s Dar la Vida y el Alma (1996): reading comprehension, vocabulary, speaking. Intermediate-Advanced Students of Spanish. (The FAVOR Project)

Activities to work with a short story and three poems by Uruguayan writer Mario Benedetti. For an intermediate-advanced level. (The FAVOR Project)

Role-play to practise how to invite someone to do something with you and to make arrangements. (The FAVOR project)

One reading comprehension and one writing activity to practise the use of the preterite in Spanish. The topic of the activities is Pedro Almodovar. For intermediate students. (The FAVOR project)

PP with general questions about the Spanish language and information about well-known people and places in the Spanish-speaking world.

Activities to talk about the life and work of Spanish painter Josep Guinovart. Intermediate-advanced students of Spanish. (The FAVOR project)

A compilation of 21 cartoons about the economic crisis by El Roto, the popular cartoonist of the Spanish newspaper El Pais. An excellent resource to cover this topic with advanced students. The FAVOR project.

Three activities to introduce the main uses of SER and ESTAR to beginners (using only the present tense). (The FAVOR project)

Three oral activities to practise the conjugation and use of the present tense in Spanish. They deal with the formation of regular, irregular, reflexive and stem-changing verbs. (The FAVOR Project)

Describing places, irregular plural, transports, exercises, lesson plan and explanation (video MP4) are provided

Giving and asking for directions, prepositions, ordinal numbers, exercises

Describing your house and types of furniture, exercises

Different varieties of Arabic Includes the alphabet as well as short and long vowels Explanation is provided for some slides

Talking about family and friends, numbers 20-100 possessive adjetives Explanation provided (video MP4)

Learn some words for food and drinks Express your likes and dislikes order food and drinks in a restaurant

Different forms of greetings, numbers 1-20, asking and talking about age, nationalities (feminine/masculine), talking about where you live explanation is provided (video MP4)

talking about what you do for a living and where you work Arabic definite article forming the present tense in Arabic (to work/to study) Explanation is provided (video MP4)

Learn some words for clothes, colours and food Buy food and clothes in a shop

This powerpoint file can be used when talking about daily routine, time. It gives linking words and exercises.

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

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

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

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

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

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.

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.

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.

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

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

This 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.

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.

This is the video podcast of a lecture I gave (in French) on the French presidential elections of 2012.

This is the Powerpoint of a Sixth Form Lecture I gave for the Alliance francaise de Newcastle on 14 March 2012

The text provides some examples of the Dative case in Serbian while the speaking exercises enable the students to put into practise different ways of using the Dative case in Serbian. 60 minutes of class time. Part of the Favor project.

Students are given jumbled sentences and they need to put them in the correct order to make a coherent text. Then, they focus on the comparative forms in the text and compare them with a grammar section which provides them with an overview of comparatives and superlatives. As a final exercise, students talk to each other, trying to use some comparatives forms. 75 minutes of class time. Part of the Favor project

Two reading texts with sets of questions to develop vocabulary and grammar and stimulate conversation in Serbian. Grammar exercise to focus on cases in Serbian and speaking activities to put these into practice. Aimed at B2 level students

Students have an opportunity to practise the accusative case by trying to arrange a day out. 45 minutes of class time. Part of the Favor Project

This is an exercise to help students with possessive adejectives. It personalises the learning process as it enables students to talk about their own family. 60 minutes of class time. Part of the Favor Project.

This exercise enables the students to put into practice the Instrumental case. They work in groups of three and share information about their homes in order to find out who lives closest to their work. 60 minutes of class time. Part of the Favor project.

Activities to help students develop reading and speaking skills. Students work in two different groups and read different texts. Once they have read their text, they regroup and tell someone from the other group what their text was about. They, then, discuss the problem/issue by using the target language, i.e. giving advice. This exercise is aimed at intermediate students. 60 minutes of class time. Part of Favor project.

A reading text about the Exit Festival in Novi Sad which focuses on vocabulary related to music. A set of questions enables the students to talk about music and music festivals in Serbia or Europe and to personalise the topic and engage in a conversation about music and music festivals. Aimed at B1 level students.

Activities to practise the past tense in Serbian. Students are given twelve questions and have to talk to as many classmates as possible and find out about their past experiences. 45 minutes of class time. Part of the Favor project.

A short text with comprehension questions, followed by a grammar overview of personal pronouns in the accusative case. A controlled practice exercise is provided, followed by a free(er) speaking practice. 60 minutes of class time. Part of the Favor Project

A reading text with true/false questions, followed by a grammar overview of reflexive verbs. There is also a gap fill exercise, followed by a speaking task. 75 minutes of class time. Part of the Favor Project

A reading text about Nikola Tesla which provides vocabulary related to biographies of famous people which can be used to talk about people in general. A vocabulary exercise provides character adjectives and provides controlled written practise. Aimed at B1 level students.

A reading text with a set of questions which focuses on vocabulary related to cinema. Questions are personalised by students in order to talk about Serbian and European cinema. Grammar exercises focus on common collocation and enable the students to practise forming questions and use these in conversation. Aimed at B1 level students.

A text about a famous Serbian sportsman provides vocabulary related to sports and leisure. Students write questions to interview someone famous and then role play the interview. Aimed at B1 level students.

The listening exercise focuses the students on the locative form. The gap fill serves as a controlled-practise activity which re-inforces the rules of the locative case while the role play provides a personalised speaking opportunity. 60 minutes of class time. Part of Favor Project.

Introduction to the Estonian alphabet, spelling, and pronunciation

Exercise using Estonian cooking vocabulary

Vocabulary exercise using Latvian media advertisements

Lesson on telling the time in Latvian

Vocabulary building exercise in Latvian

Some basic facts about Latvia and its language, introducing some basic vocabulary

Vocabulary-building exercise based on activities on a holiday in Estonia

Counting exercise in Latvian

Vocabulary-building exercise in Latvian vocabulary with visual prompts

This a word-matching game to practise vocabulary.

Introduction to the Latvian alphabet and spelling rules

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

LUDIC ACTIVITIES IN ORDER TO PRACTICE THE PAST TENSES IN SPANISH

A BIT OF CULTURE FOR THOSE WHO HAVE JUST STARTED STUDYING SPANISH

Practice the imperative tense with some ludic activities.

Practice the indicative present tense with some ludic activities.

Practice the subjunctive present with some ludic activities.

LUDIC ACTIVITIES IN ORDER TO PRACTICE THE PRETERITE IN SPANISH

Catalan for absolute beginners - a presentation.

This activity will practice giving your opinion, in Spanish.

Practice the imperfect tense with some ludic activities

SPANISH VOCABULARY FOR BEGINNERS: PHYSICAL APPEARANCE, COLOURS AND PROFESSIONS

A series of ativities for students to reflect on a particular aspect of Italian language learning:hand gestures. Students will reflect and learn some useful techniques to be used to improve their level of cultural awareness related to the target language you are studying.

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.

These are interactive resources for learning Italian.

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.

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.

Chart of Amharic Fidels. In Amharic Fidels there are 33 consonants and 6 vowels. For people who sees them for the first time it might look complicated. It is real fun and it does makes sense once student are explained how it works. If you see how the first consonant is written the rest that follows horizontally are just extentions.

This image shows the way Ethiopian food is presented. Most of the time the food is placed on a colourful circular tray. The small rolled pittas(look alike) around the plate are Ethiopian bread named Injera. Again, Injera itself is made like a very thin bread in a cirle form. Once the Injera is placed on the tray then different sauses are added around. This can be only vegetarian,vegan, meat or a mixture of all.

One can learn the formal and informal greetings and also few personal pronouns for Amharic on this page.

Listening and speaking exercise for intermediate to advanced learners of German (AS level and above); based on a 'youtube' videoclip by 'Loriot', which gives a humerous description of German christmas traditions; speaking exercise suitable for pair work

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.

This exercise is based on an article of the 'Frankfurter Rundschau' which is freely available on the internet (link provided in document). Reading the article/looking up unknown vocabulary can be given as homework, so that the class time can focus on the discussion itself. The questions should be used as prompts for discussion (first in pairs/followed by a class discussion). Depending on the confidence/ability of students, it might be helpful to give them 5-10 minutes to think about the questions and make some bullet points before starting the discussion.

A listening comprehension task and answer sheet based on a Deutsche Welle podcast, which is available on youtube (see link on worksheet). The listening task is under 5 minutes long and suitable for (lower) intermediate learners of German (~AS level).

In this exercise students plan a short trip through Germany in small groups, which they then present to the other students in class. As such, it is very much a research and speaking exercise. It was written to be used with laptops/computers and internet access available during class time. However, the research part of the exercise could also be given as homework and it could then be used in a more traditional setup. 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.

Pair work speaking exercise aimed at describing contrasting personalities; based on 10 pictures of a German newspaper comic strip (Strizz); can be expanded as a class discussion about stereotypes; suitable for intermediate to advanced learners (AS level and above)

These exercises (and answer sheet) are based on the short story 'Türken pflanzen immer nur Bohnen' by Gisela Schalk. The story is available in: Teichert et al. (2004). Allerlei zum Lesen, Houghton Hifflin. The short story as well as these exercises are suitable for (lower) intermediate students (~AS level). They would fit well into a unit on national stereotypes, character traits or a discussion on tolerance.

In this exercise students choose a German magazine/newspaper they would like to investigate. Either, the teacher can bring magazines/newspapers to choose from or students can use the internet to investigate online magazines/newspapers. The exercise begins with an individual reading/short writing exercise, then continues with pair work and ends with a general class discussion. 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.

This is a Vocabulary and Phrase test, which should take around 15 - 20 minutes for students to complete. It is based on the words and phrases introduced in Unit 1 of the Studio D textbook. It includes an answer sheet.

This is a brief compilation of some of the online resources, which may help students to maintain/improve their German during the (summer) holidays.

Interactive classroom Naughts and Crosses in French with subject pronouns.

Interactive Naughts and Crosses with German subject pronouns.

Interactive Naughts and Crosses in Italian.

Interactive Naughts and Crosses in Spanish

A poster on why to learn Mandarin Chinese?

A poster illustrating why to learn Japanese.

Poster on why to take a foreign language at GCSE

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.

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.

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.

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.

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. 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.

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.

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!

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!

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

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

Working with colleagues at The Sixth Form College, Solihull and Foreign Language Assistants based in the West Midlands we have produced these recordings related to the A-level curriculum. The recordings are natural unscripted dialogues between natives and are transcribed. The FLAs also produced gap fill activities and question exercises to accompany the recordings.

This booklet contains detailed case studies of six West Midlands schools who were awarded funding to pilot projects combining sports and languages in the curriculum. The schools involved have worked hard to turn their plans into reality and to raise the profile of languages by encouraging pupils to use languages in new contexts, giving them a new purpose and meaning. Their commitment and dedication has resulted in creative and interesting projects which have produced amazing results they are keen to share. The schools have provided information on the reasons for developing their projects, how they went about it and the amazing outcomes. Each school has been able to imbed their Active Languages project into the curriculum with plans to develop further and include other subjects in coming years. If you are looking for new ways to motivate learners, we hope you will find inspiration, resources and support to get started in this booklet. You can download the pdf here or contact us at routes@aston.ac.uk to request hard copies.

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.

Speak! is a 15-minute film with 14 follow up episodes featuring pupils who dropped languages after GCSE but now have the chance to win a summer work placement abroad. The short episodes can be shown during lessons or watched at home and each one has additional resources including lesson plans, vocabulary and ideas devised by teachers.

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.

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!