

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
Use of question forms
المؤلف:
Janet Tod and Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P182-C12
2025-04-27
805
Use of question forms
Teach by giving the pupil a cue list of the type of response required:
■ ‘What’ refers to things
■ ‘Who’ refers to a person;
■ ‘When’ refers to time:
■ ‘Where’ refers to place;
■ ‘How’ refers to method or procedure;
■ ‘How many’ refers to number;
■ ‘Why’ refers to a reason.
Stressing the key cue words in a question will allow the pupil to select a ‘type’ of response – if correct, this can be made more precise. Games and activities can be used to reinforce the use of questions and answers.
This Topic has been concerned with identifying effective ways to support learners with SLCN. Some general strategies to support learning and social participation have been identified by looking at the pace, process and personal relationships involved in ‘normal language development’. Obviously learners with SLCN have different profiles of development and many may need individualized support. There are, however, some key principles and strategies that can be used inclusively to support all learners. The important skill to develop when supporting learners with SLCN is that of monitoring their response to teaching so that adjustments can be made. The key characteristic of human language is that it is flexible and responsive – it is important that those who support learners with SLCN share these characteristics.
Discussion
■ How do you decide what strategies to use when supporting a pupil with SLCN?
■ What strategies have you found to be useful in supporting both an individual pupil with SLCN and the whole class/small groups?
■ What do you consider are the barriers to inclusion for a learner with SLCN?
■ What strategies have been effectively used in your setting to promote the inclusion of pupils with SLCN?
■ How might you develop confidence and independence in a learner with SLCN?
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية

قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)