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

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

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 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 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.

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.

A Finnish listening exercise inspired by chapter 4 in the book Suomen mestari 1. Jenni talks about herself. Students can listen to the audio file after studying chapter 4 in Suomen mestari 1 and a) write down five facts about Jenni or b) try to understand as much as possible.

A Finnish listening exercise inspired by chapter 5 in the book Suomen mestari 1. Krista Virtanen talks about her family and her average day. The PDF file contains a set of listening comprehension questions and a transcript. The exercise is suitable for level A1.

An interview with Leon who has been studying Finnish for 6-7 years in the evening course programme at the University of Westminster. In the interview, Leon tells about his studies, why he likes Finland and how dyslexia affects his learning. The interview is useful for prospective students, new students and students with dyslexia.

An interview with Francesca who studied Finnish and French at UCL. Fran graduated in 2011 and did an internship at fashion magazine Wonderland where she now works. In the interview, Fran talks about her work, her degree, her language skills and what she likes about Finland. The interview is useful for prospective students, students attending tasters and new students.

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

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.

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

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

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

A set of basic conversation questions for practising Finnish local cases. Suitable for level A1. Students can prepare answers to the questions at home in advance.

Contains two exercises: 1) complete a table with nationality adjectives, and 2) work in pairs and ask each other what nationality the famous people are. The exercise is suitable for complete beginners or level A1.

A PowerPoint presentation with photos of things that are important in Finnish culture, such as forest, lakes, sauna and salty liquorice. The presentation can be used at tasters to introduce Finnish culture to students and to teach them a few Finnish words. It can also be adapted to A1/A2 learners replacing the words with longer sentences.

A talk written and delivered by Eszter Tarsoly and Riitta-Liisa Valijarvi at Sustaining a Global Society: Languages of the Wider World, SOAS 29-30 March 2012. We discuss the inductive and deductive methods in teaching reading skills. The primary data consists of interviews conducted with students. We intend to turn the presentation into an academic paper.

WHY STUDY HUNGARIAN? AN INTRODUCTION TO LANGUAGE AND CULTURE FOR BEGINNERS AND MORE ADVANCED LEARNERS This work sheet is divided into four different levels and four parts. Before starting to work on either of them, learners should listen to the following video recording, in which two students explain why they decided to learn Hungarian at university and what their understanding of the language is like. http://www.youtube.com/watch?v=cHYR7vLVUmY The other key source for this work sheet is a short story by István Örkény by whom one of the students in the video recording reads a short prose piece Fűre lépni tilos ‘It is forbidden to step on the grass’. If you want to study this piece, you can go to the Language Box material ‘Why study Hungarian_Part 1’. Students can find the new text and its English translation, as well as two different (a slower and a faster) audio recordings of the text on Language Box under the link to materials entitled ‘Why Hungarian_Prestige’ (slow and fast readings).

A talk given by Riitta-Liisa Valijarvi and Eszter Tarsoly at Language Futures: Languages in Higher Education Conference 2012 in Edinburgh 7 July 2012. We discuss the possibilities and pitfalls of Google Translate in the language classroom. The talk contains examples from morphologically complex languages Finnish and Hungarian and our suggestions on how to use Google Translate in teaching and learning languages. We are in the process of writing an academic paper about the topic.

A selection of famous international film titles in Finnish, an accompanying vocabulary list, list of suffixes used in the titles and exercises around the film titles for three levels (beginners, intermediate and advanced).

A Skype interview with Christina who studied Classics and Finnish at UCL. Christina graduated in 2011. In the interview, Christina talks about her current job, her studies, her experience of Finland and how it is to study Finnish at university as a heritage speaker. The interview is useful for students attending tasters, prospective students and new students. The interview is conducted in English.

A Skype interview with Claire, who studied Scandinavian Studies, Swedish and Finnish at UCL. Claire graduated in 2011 and she is currently doing an internship at the Finnish Literature Exchange in Helsinki. In the interview, Claire talks about her degree, the internship, Finland and Finns. Claire also shares her experience of learning Finnish and Swedish. The interview is useful for students attending tasters, prospective students and new students. The interview is conducted in English.

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

A set of exercises, with solutions and explanations, on the basic relative pronouns in German. 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.

A nine-part quiz that features words that have been borrowed into the Finnish language before the 20th century. The quiz helps students to learn to recognise loanwords. Students will also acquire new vocabulary and have fun. The quiz is suitable for students attending tasters, complete beginners or A1/A2 learners.

A template how to write emails. The exercise may be used for A1, A2, B2 levels.

A short phone interview with Marie, a former student of Finnish. Marie just finished a four-year BA degree in Finnish and East European Studies at the School of Slavonic and East European Studies, University College London. In the interview Marie tells us about her degree, why she likes Finland and how she learns languages. The interview is useful for prospective or new students of Finnish. The interview is conducted in English.

Contains short interviews with former and current students of Finnish at UCL and the University of Westminster. The interviewees were asked where and how they studied or are studying Finnish, why they chose to study Finnish, what they like about Finland and what is their favourite expression or word in Finnish. The interviews can be used to attract new students, inform prospective students about opportunities that are available and share experiences. The interviews were conducted in English in September 2012 by Riitta-Liisa Valijarvi.

Vocabulary building exercise in Latvian

Counting exercise in Latvian

Lesson on telling the time in Latvian

Exercise using Estonian cooking vocabulary

Vocabulary exercise using Latvian media advertisements

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

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

Photographs are presented just for an illustration. The recommended text books talk about the UNESCO listed town.

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

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

"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).

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

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

Introduction to the Latvian alphabet and spelling rules

This a word-matching game to practise vocabulary.

Vocabulary-building exercise in Latvian vocabulary with visual prompts

UNSPECIFIED

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

UNSPECIFIED

UNSPECIFIED

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

Describing your house and types of furniture, exercises

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

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

powerpoint on the how to form subjunctive I in German

A writing exercise based on photos for intermediate students.

A speaking task based on 4 pictures for intermediate students

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

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

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)

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

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)

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

Grammar exercises, past tense, conditional clauses

Listening exercises on the fall of the Berlin wall

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.

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.

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.

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.

In this lesson you will learn some words for cities and tourist attractions and some sentence patterns. You will also learn a few characters. There is a powerpoint and a handout with guidance for teachers.

In this lesson you will learn some words for transport, and some sentence patterns in relation to the topic. You will also learn a few characters. There is a powerpoint file and a teacher's guide.

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

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.

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 lesson you will learn a few words for hobbies and a few sentences in relation to the topic. A few characters are introduced as well. A lesson plan is attached for teachers.

In this lesson you will learn a few words for places and directions,and you will also learn a few sentences in relation to the topic. A few more characters are introduced as well. A lesson plan is attached for teachers.

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

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

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

Learn words and sentences in relate to food and drinks. A lesson plan is attached.

Learn some words and sentences in relate to shopping. A lesson plan is attached.

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

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 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.

Introduction to the Estonian alphabet, spelling, and pronunciation

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

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 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.

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.

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.

Writing and grammar task for upper-intermediate students

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

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

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.

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.

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 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 slide presentation on the future in French for level 2/3 students with practical examples and exercises

20 questions in Finnish about home and housing to inspire and stimulate conversation. The questions are suitable for intermediate learners. It is a good idea to give the questions to students in advance and let them look up words and prepare answers before the class. (FAVOR project.)

20 questions about art and culture in Finnish to inspire and stimulate conversation. The questions are suitable intermediate learners. It is a good idea to give the questions to the students in advance and let them look up words and prepare answers to the questions at home. (FAVOR project.)

20 questions about school and education in Finnish to stimulate and inspire conversation. Suitable for upper intermediate and advanced students. It is a good idea to give students the questions in advance and let them look up words and prepare answers to the questions at home. (FAVOR project.)

Exercise on the form and use of the perfect and plupefect tensens in Finnish language followed by conversation questions in Finnish that focus on the perfect tense. The exercise is good for revision. It is a good idea to let the students to have a look at the handout before class and prepare. (FAVOR project.)

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

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

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.

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

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

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

Photos are presented just for an illustration. The recommended text books talk about these places in Slovakia.

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

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

This lesson contains words and sentences for time and date. A lesson plan is attached to assist teachers.

This lesson contains words and sentences in relate to family and friends. A lesson plan is attached to assist teachers.

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

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

Photos of Milan with description. Basic vocabulary.

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

This transcript of audio material is a revision excersise about liking and disliking, recycling vocabulary about family, sport, culture and reinforcing the use of the accusative, conjugation of the verbs relevant to those topics. Text can be additional help or it can be used for reading and comprehension or as a template to stimulate conversation.

The audio material is a revision exercise about liking and disliking, recycling vocabulary about family, sport, culture and reinforcing the use of the accusative, conjugation of the verbs relevant to those topics. There is a transcript of the text too. It is for listening and comprehension; text can be additional help or it can be used for reading and comprehension. It can be a template to stimulate speaking.

Little quiz for fun, refering to the personalities from Slovak history, arts, sport, politics: testing and recycling vocabulary and grammar of nominative singular, especially, masculine animate nouns.

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

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

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

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

A slide presentation on how to ask questions in French for level 1/2 students with practical examples and images

An interactive slide presentation for French level 1 students(beginners) using functional language to introduce yourself,your family etc

20 questions about studying and student life in Finnish to stimulate classroom conversation. Suitable for B1/B2 learners. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions about neighbourhoods and areas in Finnish to stimulate classroom conversation. Suitable for B1 learners. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions about likes and dislikes in Finnish to stimulate class room conversation. Suitable for A2 learners. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

In this lesson you will learn to talk about your name, nationality and age. The word document is a lesson plan for teachers.

The lesson introduces pinyin, and it contains some exercises. The word document is a lesson plan for teachers.

20 questions in Finnish to practice the conditional mood. The questions are suitable A2/B1 learners. It is a good idea to let students prepare answers to the questions at home before class. (FAVOR project.)

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

20 questions in Finnish about science for B1/B2/C1 learners. The questions can be used by teachers or students to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions in Finnish about health and wellbeing. The questions are suitable for level A2/B1 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

Two exercises to practice the grammar forms needed in sentences with if(la condition). It includes translation in English and it is suitable for levels 3/4 B1/B2 with answers

A short set of exercises to revise personal pronouns in French.It includes an answer sheet. It is suitable for level 3/4 B1/B2

20 questions in Finnish about friends. The questions are suitable for level A2/B1 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions in Finnish about religion and values. The questions are suitable for level B1/B2/C1. They can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

Give advice to a friend in Finnish using the sinun taytyy 'you have to' construction. Contains 21 situations that can be used in class to stimulate conversation and consolidate learning. The exercise is suitable for levels A2 and B1. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

30 questions in Finnish about Finland and Finns. The questions are suitable for level A2/B1 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

20 questions in Finnish about hobbies. The questions are suitable for level A2 and they can be used by students or teachers to stimulate conversation in Finnish. It is a good idea to let the students prepare answers to the questions at home before class. (FAVOR project.)

Sets of questions and prompts in Finnish on different themes and grammatical topics. The questions can be used by students or teachers to iniatiate and stimulate conversation in Finnish and to consolidate learning.

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

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.

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

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

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

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

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

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

UNSPECIFIED

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

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

UNSPECIFIED

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

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)

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