The environment
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Japanese festivals
Use this powerpoint to help you teach your TYs about Japanese festivals
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Japanese reading practice: Moomin’s diary
This reading comprehension is useful to practice daily routine vocabulary
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TY Japanese portfolio
Use this booklet to help your students complete the Japanese section of their TY portfolio
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TY Japanese module: group project
Get your students working in teams to complete a group project!
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Japanese Lesson Plan: Newspapers
Use this lesson plan to help you teach reading and writing skills in Japanese
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TY Project: Trip to Japan
Get your TYs working together with this project topic “A trip to Japan”
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Using audio-visual description in the MFL Classroom to support mediation
Find out about using Audio-description in the languages classroom.
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Pictograms in the MFL classroom: Using a visual stimulus
Dorota Polatyńska, a Polish teacher, describes how she uses visual stimulus cards to encourage students to use the target language and also to improve oral communicative competencies.
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Live Fluent (Website) – A community of language learners for language learners
A fantastic website that deals with language learner from a learner’s perspective. Essentially a blogging platform, this website acts combines actual didactic material, with language learning experiences and reflection. This helps the user to understand the more informal grammar and vocabulary explanations as they are highly personalised to different learner contexts.
Click here to access the website.
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Class interview
A class interview in the modern language class gives students a real life context in which to practise their language skills, capitalises on students’ natural curiosity about other people and other cultures, develops in students not only knowledge but the ability to think …
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Culture boxes
What do you see in a culture?
It’s all a question of perspective… “Making the familiar strange and the strange familiar’ and ‘making the general specific’ are two intercultural education strategies.
Culture boxes can be used as a starting point for intercultural reflection in the languages classroom. They also support the teaching and learning of the socio-cultural knowledge and intercultural awareness.
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