This page outlines some common Russian words to kickstart your Russian knowledge. The first step in learning any language is to learn some basic words, and Russian is no different. Such words are common because they are important, and they are heavily used in speaking the language. Until you can speak Russian fluently, knowing some regularly used words will help you to pick up the general nature of conversations. Always remember that the purpose of a language is to enable two people to successfully understand each other. It doesn't matter if you can't speak fluently yet. Learning just a few words will allow you to understand any Russian speaker much better than before!
Looking to improve your English language level? Our comprehensive guide will help you identify where you are & how to reach a higher CEFR level.
Telecharger Régles Générales de conjugaison pdf Télécharger Cours et exercices corrigés pdf gratuit
Basic Difference between DO and MAKE Use DO for actions, obligations, and repetitive tasks. Use MAKE for creating or producing something, and for actions you choose to do. DO generally refers to …
A great rubric to use for any assigned poster project!
What is Oral Language? Oral Language skills are an important component of language development. It is made up of at least five key components (Moats 2010) including phonological skills, pragmatics, syntax, morphological skills, and vocabulary. Students need opportunities throughout the day to practice their speaking and listening skills. For English Language Learners this is particularly important
Goal setting is helpful for students to reflect on their learning. Students can set goals at any point in the year. Setting language goals for ELLs is particularly beneficial at the beginning of the school year, at the beginning of the calendar year, and before beginning WIDA or other language testing. For English Language Learners,
Engelsk My English theme books Engelsk grammatik Samtalebilleder xosotin chelseathông tin chuyển nhượngcâu lạc bộ bóng đá arsenalbóng đá atalantabundesligacầu thủ haalandUEFAevertonxosofutebol ao vivofutemaxmulticanaisonbetbóng đá world cupbóng đá inter milantin juventusbenzemala ligaclb leicester cityMUman citymessi lionelsalahnapolineymarpsgronaldoserie atottenhamvalenciaAS ROMALeverkusenac milanmbappenapolinewcastleaston villaliverpoolfa cupreal madridpremier leagueAjaxbao bong da247EPLbarcelonabournemouthaff cupasean footballbên lề sân cỏbáo bóng đá mớibóng đá cúp […]
One of the essential skills that our AP English students need is to develop a line of reasoning in the essay writing.
Quiero hacer en este post una recopilación de láminas nuevas que he ido utilizando para trabajar la comprensión y la expresión oral. La detección de absurdos forma parte del razonamiento verbal, es…
At this time of year (end of August) I have so many mixed emotions. I am sad that the summer is drawing to an end, but I am excited for the new school year: envisioning my new students and the project
Use busy picture scenes in speech therapy! Download a free language scene and use a free Pinterest board with over 100 scenes.
The difference between MUST and HAVE TO in English. We also look HAVE TO vs. HAVE GOT TO. Includes example sentences
We’ve all been there. After months of drill and practice and tongue depressors, he’s finally got his /r/ sound! He can say it in words, in phrases, even sentences and short conversations. You’re thinking he’s definitely on his way out the door with a “graduation” certificate soon. Then you see him in the hallway. He grins […]
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Inside: Icebreakers for Spanish classrooms the first week of school. Building community the first couple of days in school is important. Icebreakers can be a fun way to get to know each other a little and even introduce a bit of Spanish! They're especially fun for returning students. Note: As a semi-introvert, most icebreakers terrify me.
English nouns are inflected for grammatical number, meaning that if they are of the countable type, they generally have different forms for singular and plural.
Les élèves regardent les images et disent si ce qui est affirmé se passe dans l'image 1, 2 ou les deux.Si vous aimez cette fiche, vous pouvez en trouver d’autres descriptions ici :https://fr.islcollective.com/mypage/my-creations?search_key=Description+d&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12 - Fiches FLE
Maître Lucas vous propose des fiches d'exercices pour apprendre à effectuer les accords en genre et en nombre dans le groupe nominal CM2 CM1.
Vous qui avez des CP, vous savez à quel point il n’est pas évident de les laisser faire une activité sur fiche en autonomie, puisqu’ils ne lisent pas encore assez bien pour comprendre u…
How to create useful routines in your French classroom As a teacher, you probably know that classroom routines are paramount to maintaining your general sanity throughout the school year. When your students have a clear idea of what is expected of them from the time of arrival through to dismissal, classroom management becomes so much easier. When there are set routines in place, you are able to focus more on teaching and less on giving instructions. Investing in teaching your students these routines from the first day of classes will keep you from wasting valuable time throughout the school year. What is a classroom routine? A classroom routine is a well-rehearsed response from your students when given a direction from you, the teacher. It is something that must be taught and practiced. It is not simply enough to give the direction once. Rehearsal and practice are key! A classroom routine can be taught for any behaviours that you would like to control in the classroom, which can be as simple as: beginning the day, handing in assignments, sharpening a pencil or asking questions. What is the best way to teach a routine? Use these 5 steps to establishing a classroom routine for your French class to make the year go more smoothly for you and your students. Step 1: Explain the routine Identify the routine that you wish to teach and explain to your students why it is important. For example, if you would like for your students to raise their hands before asking a question, explain how this will ensure that all students will benefit from the question and hearing the answer and it ensures that all students questions get answered. Be sure to clarify any part of the routine that students may have questions about before proceeding to the next step. Step 2: Model the routine You will need to act out specifically what you would like your students to do for the routine. Narrate what you are doing throughout the routine so that your students have a very clear picture of what is expected from them. If you would like your students to enter the classroom quietly and place their books in the top righthand corner of their desks, model this for your students. Step 3: Practice the routine with your students Have a few students act out and model the routine exactly as you have shown the class in the previous step, making any corrections as required. Now that all students have seen the routine performed, allow the entire class to practice the routine until they are comfortable completing it independently. Step 4: Initiate the routine Explain to your students that you wish the routine to be completed in this manner each and every time it is required throughout the school year. As the routine is completed, be sure to narrate and remind students of the proper procedure. You can gradually release responsibility to your students as you see they are consistent with the routine. Step 5: Review the routine There may be times when you feel you need to review the routine with your class. For example, after coming back from a school break, or on a day when a special event is occurring at the school. In this case, go back to step 1 of this guide and repeat as necessary. Some important daily routines that I suggest to teach your students include: Beginning the day, how to enter and exit the classroom, information to include on assignments (name, date, class, grade), school supplies, handing/collecting, bathroom/drink breaks, asking a question, emergency response, early finishers, lunch/snack time, dismissal, cleaning the classroom, classroom jobs. Other types of routines Routines can also be established to reinforce curriculum that has already been taught. These types of routines provide opportunities to master a skill, and instil confidence. When students practice a familiar skill repeatedly, they will become more confident applying the skill elsewhere. In my French classroom, I like to have routines in place for communicating in French. In doing so, I find students are more likely to communicate with me and with each other in French. For example, I always implement a warm-up activity in my classes that involves speaking in French. I rotate through these activities throughout the year, but my students know that they can always expect them before beginning a lesson. Three of these activities are: Prof du jour This is an excellent way to incorporate daily authentic speaking in the target language, increase student participation, student engagement and help your students gain confidence. A student is chosen to be the teacher of the day. They ask questions to other students in French and their classmates must also respond in French. I keep a set of questions handy on a key ring for students to refer to (shown above). Conversation prompts I use a set of 24 French speaking prompts to give students an opportunity to practice their conversational skills and gain confidence asking and answering questions in French. They are all printed on circles and attached to popsicle sticks (shown above). I place them in a jar and each student gets to choose one. They must read and respond to the question chosen. La boîte mystère ‘La boîte mystère’ is an activity that is popular with students because it gets them involved in a meaningful way. By hiding a mystery object in the box (shown above) and having students ask questions to try to guess the identity of the object, students practice asking and answering questions, while using their critical thinking skills. It is very similar to the popular ’20 questions’ game. I hope that you are find the above information helpful! I have made the resources that accompany the above routines available in the TPT shop. You can find them at the links below, or as a part of a useful bundle of 8 different useful routines for writing and speaking in the French classroom HERE. PROF DU JOUR CONVERSATION PROMPTS LA BOÎTE MYSTÈRE
Il y a quelques temps, sur EDP, une collègue avait partagé son cahier d'autonomie qu'elle donnait à ses CP (si l'auteur se reconnait !). Je l'utilise maintenant depuis 4 ans et il me plait toujours a
Mammals! Following is a list of mammals in English with ESL picture and example sentences to help you expand your vocabulary.
What's Your Sitting Position Reveals About Your Personality
36 sentences in order to practice a very challenging grammar content plus a brief explanation. Key provided.More similar here: https://en.islcollective.com/mypage/my-creations?search_key=-ed+and+-ing+adjectives&type=printables&option=published&id=620769&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12and here: https://en.islcollective.com/english-esl-worksheets/grammar/adjectives/adjectives-ending-ed-or-ing/76287 - ESL worksheets
I'm breaking out of my blogging silence today with a post about a task I call "Word Graffiti." This activity is perfect before you have your students read anything with some vocabulary they've not seen before. I had my class read a short article I wrote on the Holocaust. There were some words I felt I needed to include in the text, but I knew they wouldn't have heard them in any other context. The words were: - corruption - devastation - inhumane - vainly - revolt - ghettos I wrote these words each on a whiteboard and placed them on table groups around the room. You could do the same with chart paper, I was just trying to be a bit environmentally friendly. Students traveled the room in table groups, and I gave them about 3-5 minutes per board. Each group had only 1 white board marker to use, so they had to work together to decide what they wanted to write. You can put down anything you think the word means or reminds you of. You are to read what groups before you wrote, but you don't need to agree with their ideas. That being said, you can't erase them either. As you can see, there were a lot of good connections and ideas floating around my classroom. My favourite is "electricity" for "revolt" because of the "volt" part of the word. Great ideas, but many were way off. I did have one student who knew "vainly" because I guess her mother tells her she is vain for looking in mirrors all the time. Ha! This task took us about 45 minutes from starting instructions to final discussion. We didn't read the article that day. However, the next day, after a night of processing they were all pros with those 6 big words! And, months later, they all still know what each 6 mean, which is most important. What do you do to get your students thinking about vocab before reading?
I administer four kinds of summative assessments to my students: Reading comprehension assessments Listening comprehension assessments Presentational writing assessments Presentational speaking assessments (Read here about why I don’t administer summative Interpersonal assessments.) Each quarter, I try to get three or four grades in the book for each of the first three assessment categories. I adopted…
Pour cette deuxième période, nous avons travaillé autour de ce joli petit album : et nous l’avons complété avec ce documentaire bien ficelé : La fiche de séquence : _Projet_Le_No_l_du_h_risson_ La trame narrative restituée avec le support des images...
Scaffold your instruction with these teaching scaffolding strategies to help bridge readiness and mastery for your elementary students!
