This three-part activity is designed for college-level intermediate Spanish classes with specific reference to Spanish-English bilinguals. Section one facilitates a review of Spanish grammar (e.g., article-noun agreement, accent and spelling/pronunciation rules), while also raising cultural awareness (e.g.,  stereotypes). Section two situates the lesson in business marketing themes and vocabulary by addressing slogans and logos. The student is asked to create their own design and to avoid grammatical errors and stereotypes. Finally, in section three, the student will compose a formal email to the "marketing manager" in order to discuss the shortcomings of the design of the original merchandise and to introduce their own design improvements. 

 To know the meaning of grammar To understand the steps of preparing a lesson plan for grammar To comprehend the types of grammar and methods of teaching grammar To apply inductive and deductive methods in teaching of grammar To develop interest in teaching grammar To develop positive attitude towards language teaching

Madeline Noonan meets with all of her students individually during writer's workshop. In each conference, she specifically identifies strengths and two goals. Students continue to revise and rewrite throughout the workshop process and build confidence in their writing at the same time.

This is an online module on the topic NOUNS for class 5. After introducing the topic, the section for games and activities have been included to keep the interest and attention of the students. The later sections of the module contain different activities to develop the English language skills. The last section is of Quiz where the learners can practice their existing knowledge while stimulating interest in learning about the subject matter. This module is multidirectional and has a variety of activities not only for learning but for enjoyment too. It has been made by keeping in mind these 4 major considerations: Effectiveness of the material; efficiency of using the material; the appeal of the resource over traditional methods and extension or the materials ability to extend the learning opportunity and accessibility.  

Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective. These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective.

Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective. These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective.

Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective. These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective.

Tabelle zur Erklärung und Wiederholung des Nominativs, inklusive Übung zu den Artikeln im Nominativ.

This is an evolving resource intended to provide inspiration for instructors who use Pressbooks and Open Educational Resources for their teaching.

This guide is currently in the open creation stage, meaning that it is in-progress, but openly licensed.[1] In other words, this is a resource in flux: we will be composing, revising, and reorganizing these materials over the course of the coming months.

Planning Your Destination at a GlanceIn this lesson, students will be required to do a variety of tasks that revolve around vacation planning. The lesson begins with an activity that elicits vacation-related vocabulary. Then students will move on to a reading exercise that will test their reading comprehension. Following this, students will participate in a role-play exercise. To conclude the lesson, students will have the chance to share their ideas and opinions about their ideal holiday destinations. With that being said, this lesson is a fun way to get to know your students!If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Instructional expert Jim Knight visits first year middle school teacher Aisha Santos to discuss pacing and structure of her lessons.

As each language has its own alphabet, it also has its own grammar. For English, all the words we see are divided into nine classes or categories. These classes are called Parts of Speech. The dictionaries we use always mention the category of the word and tell us if a word is used in multiple categories of the Parts of Speech.
Knowing the grammar of a language will not enable fluency in your speaking or writing, but it helps. Knowing the functions of the elements of language (i.e. words) helps us in their appropriate and accurate use. This preamble is necessary so as to make us read the definitions and explanations as a new thing; devoid of the stereotyping that happened to us at schools.

- to repeat the vocabulary on the topic ‘Travelling’;-to present the basic uses of the Passive Voice, to present Ss with a concise but comprehensive table of the verb changes from the Active into Passive Voice 

Piacere! is an elementary Italian open-access textbook authorized by the Italian faculty of The University of Iowa. A comprehensive and flexible e-textbook, this Open Education Resource aims to support students’ acquisition of the grammar and vocabulary that ensure meaningful communication as well as to enhance students’ familiarity with Italian culture. Piacere! is divided into twenty-one units, which revolve around a specific theme, in order to facilitate a comprehensive learning and use of the language. Units include the following components: grammar, vocabulary, conversations, and readings. While in its organization the textbook is meant to offer the students with a flexible and approachable individual study experience, each component may be easily translated into classroom activities.

This three-week module, centered on a focal case, represents the second part of the Department’s introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (“briefees”) taking the roles of decision makers. DUSP faculty and fellow students may also be in attendance.

This is an advanced course that aims to build vocabulary competence and improve oral communication through the study and discussion of topics related to cultural aspects in Lusophone societies, primarily from current issues in Brazil. It is designed to give students extensive experience in Portuguese and emphasizes skill development and refinement in the area of critical reading and writing in Portuguese.

This course is a continuation of 21G.801. It focuses on expanding communication skills and further development of linguistic competency using a variety of authentic sources, such as the Internet, audio, video, and printed materials, to help develop cultural awareness and linguistic proficiency. This course is conducted entirely in Portuguese.

Português para principiantes is a time-tested text which can be used in conjunction with a variety of approaches to the teaching of beginning Portuguese. This media-rich text is designed to provide learners with a solid grammatical basis for using Brazilian Portuguese as well as regular opportunities to practice and improve their ability to read, speak, and understand the Portuguese language as it is used in contemporary Brazil.