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Odczytanie dla dzieci opowiadania "Zyto i chleb" Czeslawa Janczarskiego, nastepnie tlumaczenie w jaki sposob powstaje chleb,od zasiewu do kupna w sklepie

Jenvey, Krystyna

Podcast "Historia chleba"

Miles, Mrs. Sassiree            C

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to colour a flower by numbers. this will help to learn the basic colours and numbers in Urdu. suitable for children who can read basic urdu

akram, robina

Undetermined

urdu colour by number activity

Gallagher-Brett, Dr  Angela

Siva, Mr S Pillai

Polskie stroje folklorystyczne sa stara i piekna tradycja, ktora staramy sie promowac wsrod dzieci w polskich szkolach/uczyc ich tanca "Krakowiaka"dzieci tancza w tych strojach


Traditional Polish folk costumes vary by region but are typically brightly collared and decorated with embroidery. Poland's folk costumes are sometimes still worn for special occasions, like weddings, or in the most rural parts of Poland by members of the older generations. Traditional dress in Poland varies by region. Headdresses range from hats to wreathes of flowers, fabric colours vary greatly, and aprons, vests, and ribbons are used depending upon the origin of the costume





Strój kobiecy był zróżnicowany. Początkowo były to jednobarwne spódnice, następnie używano kwiecistego materiału na spódnice "tybetki" kwiecistych kretonów. Tylko w jednej okolicy krakowskiego spotkać można spódnice i fartuszki naszywane poziomo wstążkami. Gorsety, dawniej ciemne sukienne, z haftem o motywach kwiatowych, zakończone kaletkami (krótkie patki zachodzące za siebie w dolnym zakończeniu gorsetu), zastąpiono aksamitnymi i kolorowymi gorsetami, zdobionymi paciorkami i cekinami. Gorsety te były zdobione bogatym haftem z naszyciem kolorowych koralików i sztucznych kamieni. Bogato zdobione są haftem plecy, na piersiach haft jest wzbogacony kwastami jedwabnymi lub metalowymi. Uzupełnieniem stroju był biały, haftowany fartuch i korale na szyi. Koszula starego typu była ozdobiona haftowaną krezą u szyi i mankietami. W porze chłodniejszej noszono kaftaniki z długimi rękawami. W zimie zamożniejsze kobiety wkładały bogato zdobione granatowe sukmany i okrywały się dużą chustą.






			
Women's dress was varied. Initially, they were plain skirts, then the material used flowery skirts "tybetki" flowery kretonów. Only in one area can meet Krakow skirts and aprons with ribbons sewn horizontally. Corsets, formerly a dark cloth, with floral embroidery, finished kaletkami (short tabs place for itself in the lower end of the corset), replaced velvet gorsetami and colourful, decorated with beads and sequins. Corsets were decorated with rich embroidery of colourful beads and embroideries and artificial stones. Richly decorated with embroidered back, the chest is enriched kwastami embroidery silk or metal. Complement the outfit was a white embroidered skirt and beads on the neck. Old-style shirt was adorned with an embroidered collar around his neck and cuffs. In the colder season wore robes with long sleeves. In winter, more affluent women wkładały richly decorated and covered the blue sukmany a large shawl.


	







English

Polish Traditional Costume/polskie stroje folklorystyczne

This exercise provides Chinese vocabularies for student to map them into English

Xu, Frances

Mapping Food Taste Vocabularies between Chinese and English

This is a reusable worksheet which practises talking about sports, at a basic level. It is in French, but can be adapted for any language. Activities featured are: jumbled-up sentences and images which provide impetus for writing sentences

Berry, Jackie

Lord, Liz

Community Café Workshop Pack		



Sports – an adaptable worksheet for practising talking about sports

A.		Débrouillez les phrases!  Dessinez-les!
Exemple:  
joue     je    au    foot    =  Je joue au foot.

1.	au     je     joue     volley
2.  	je     basket      joue      au 
3.	ping-pong       joue      au       je   
4.	la      pétanque      joue       je    à   
5.	tennis    au     joue    je   
6. 	boules    aux     mon     grand-père    joue  
7.     je       hockey      au     joue

B.	Ecrivez les phrases!

Exemple:                                 =  Je joue au tennis.

1.                                      4.       

2.                                               5.
3.                                  6.      


1.	……………………………………………………………………………….
2.	……………………………………………………………………………….
3.	……………………………………………………………………………….
4.	……………………………………………………………………………….
5.	……………………………………………………………………………….
6.	……………………………………………………………………………….
A.   Débrouillez les phrases!  Dessinez-les!

Exemple:  
joue     je    au    foot

=  Je joue au foot.

1.	au     je     joue     volley

2.  	je     basket      joue      au 

3.	ping-pong       joue      au       je   

4.	la      pétanque      joue       je    à   

5.	tennis    au     joue    je   

6. 	boules    aux     mon     grand-père    joue  

7.     je       hockey      au     joue



B.	Ecrivez les phrases!

Exemple:           
                      
=  Je joue au tennis.

1.                                4.       


2.                                       5.     


3.                             6.      

1.	………………………………………………………………….
2.	………………………………………………………………….
3.	………………………………………………………………….
4.	………………………………………………………………….
5.	………………………………………………………………….
6.	………………………………………………………………….





                           Jackie Berry and Elizabeth Lord, Primary Language Consultants, HIAS	




French

Talking about sports - a reusable worksheet

A collection of worksheets and ideas for classroom activities for young language learners. This collection forms part of the Community Café workshop pack. The resources are mainly in English but can be adapted for any language

Community Café Workshop Pack		



Simple Teaching Ideas for Language Tutors

Language Learning Sequence
	Sounds
	Responding
	Imitating
	Repeating
	Applying patterns
	Sound-spelling links
Much of what we do when we teach or learn a new language mirrors the sequence that we all go through when learning our own language.  
Even in the womb we hear the sounds of our new language, then as a young baby we become more familiar with those sounds, and we start to respond, perhaps by smiling or waving or clapping.  
As a toddler and young child, we imitate the sounds, practising and exercising the muscles in our mouths and neck and tongue.  
Next, we start to repeat the sounds we hear, becoming more and more accurate in our pronunciation.  
We start to recognise patterns in the language we hear and we start to experiment with those patterns to make our own phrases and sentences.  
And, perhaps at the same time as some of the earlier sequence, we start to make links between the sounds we hear and make with the written symbols which represent those sounds.  
The teaching activities in the accompanying handout are all based on this language learning sequence.  



                           Jackie Berry and Elizabeth Lord, Primary Languages Consultant, HIAS	




Games and Quizzes Resource Pack

Activity-based learning object introducing Italian specialised vocabulary for dealing with banking and general information concerning banks in Italy and their service

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Podcast "Historia chleba"

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urdu colour by number activity

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Polish Traditional Costume/polskie stroje folklorystyczne

Mapping Food Taste Vocabularies between Chinese and English

Talking about sports - a reusable worksheet

Games and Quizzes Resource Pack

Italian banks and your current account

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