

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
When is there a need for interagency working?
المؤلف:
Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P20-C2
2025-03-26
783
When is there a need for interagency working?
The multi-level approach can be used to illustrate how educators can constructively utilise inter-agency working so that most effective use is made of:
■ time
■ professional expertise
■ resources
■ funding.
At the centre of this issue is the individual pupil. The educator needs to see if there is anything she/he can do to improve the pupil’s immediate educational environment to increase her/his access, participation and engagement in both the curriculum and the social life of the school. This may require the educator looking at factors such as the times, the places, the people and the curriculum areas when the pupil is successful and also when difficulties arise. At this level the educators in the classroom or tutor group and the pupil will be involved in trying to find solutions. The parents or carers may well also have a positive and supportive role to play at this stage, especially if difficulties are of a behavioral or emotional nature.
Often interwoven with the individual pupil’s needs are whole-class factors that have to be considered. This may necessitate the incorporation of group or individual support from teaching assistants, and assistance on whether discussion, observation or actual practical support from the SENCO or SEN teacher is required. At this point the other pupils may need to be included through activities such as Circle of Friends or Circle Time and a ‘Buddy’ system. The educator needs to make sure that the parents/carers and pupil are fully involved in any course of action taken.
All of the above are suggestions that can be implemented when educators first identify an individual pupil’s needs. However, even at this level of intervention, there are certain protocols that need to be known and understood. If, for example, a pupil tells you something that you think could be a child protection issue, do you know what you should do or who to go to for advice and assistance?
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