<?xml version="1.0" encoding="ISO-8859-1"?>
<rss xmlns:relevance="http://a9.com/-/opensearch/extensions/relevance/1.0/" xmlns:opensearch="http://a9.com/-/spec/opensearch/1.1/" xmlns:dc="http://purl.org/dc/elements/1.1/" xml:base="http://econtent.thelearningfederation.edu.au/ec/" version="2.0">
  <channel>
    <title>TLF E-Content  - ["English language"]</title>
    <link>http://econtent.thelearningfederation.edu.au</link>
    <description/>
    <language>en</language>
    <opensearch:totalResults>270</opensearch:totalResults>
    <opensearch:startIndex>0</opensearch:startIndex>
    <opensearch:itemsPerPage>20</opensearch:itemsPerPage>
    <opensearch:link type="application/opensearchdescription+xml" href="http://econtent.thelearningfederation.edu.au/ec/opensearch/econtent_prod.xml"/>
    <opensearch:Query role="request" searchTerms=""/>
    <docs/>
    <item>
      <title>L270 - Picture this: level 3</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L270</link>
      <description>Explore how words can trigger pictures in people's heads. Look at some thought bubbles. Notice that two people may think of very different pictures when reading the same text. Read a fiction text or a factual description. Then watch an animation showing how a boy pictures the text happening. As you go, look up the meaning of tricky words. This learning object is the last in a series of three objects that progressively increase in difficulty.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L270</guid>
    </item>
    <item>
      <title>L259 - Finders keepers: level 1</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L259</link>
      <description>Move through a 3D house in search of hidden treasure. Collect clues along the way by answering multiple-choice questions about everyday texts, such as a postcard, a TV guide, an advertising poster and an email message. Earn useful objects and break the code that protects the hidden treasure. Identify language and organisational features of texts. Also consider the intended audience and purpose of each text. As you go, look up the meaning of tricky words. This learning object is the first in a series of three objects that progressively increase in difficulty.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L259</guid>
    </item>
    <item>
      <title>L5996 - Visit us: tourist information website</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L5996</link>
      <description>Explore facts about towns and tourist attractions in Central Western New South Wales. Build information reports for a tourism website. Use a model text structure and images to build information reports about Western Plains Zoo, Warrumbungle Range and Parkes. Choose titles, words and images that suit your audience and support your message. For example, use technical words such as 'open-range zoo' and 'radio telescope' to describe tourist attractions. Use aspects of visual grammar to choose an image focused on the most relevant part of a scene. Link ideas through the layout, paragraphs and headings.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L5996</guid>
    </item>
    <item>
      <title>L342 - Make a movie: level 2</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L342</link>
      <description>Turn a script into an animated movie: adventure, mystery or science fiction. Read a script and picture the action in your head. Select images that match phrases in the script such as 'dark-haired girl', 'blue shoulder bag', or 'thick oak door'. Watch a movie built from the images. As you go, look up the meaning of tricky words. This learning object is the second in a series of three objects that progressively increase in difficulty.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L342</guid>
    </item>
    <item>
      <title>L10373 - Out and about: Manly excursion [Dari/English]</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L10373</link>
      <description>Listen to a spoken recount in Dari or English about a class excursion by train and ferry to Manly Beach, Sydney. Read a written version of the recount in Dari. See photos of the people and places the class saw on their excursion, including a street performer, Circular Quay, Sydney Opera House, Sydney Harbour Bridge, Manly and Shelley Beach. Select hyperlinks to see images of key words in the recount. Then try five activities to test your understanding of the vocabulary and sentence structures.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L10373</guid>
    </item>
    <item>
      <title>L8739 - Wonderful words, creative stories: space</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8739</link>
      <description>Add descriptive words to two simple sentences about a rocket and an astronaut to make the sentences more interesting. Try out different descriptive words in each sentence. Notice how your choice of words affects the animated images in each sentence. Use your two lively sentences as the start and end of an imaginative story. Check your word choices to see if the story could flow better. Then complete the following extension activities: describe a space-related image; use a new set of words to create another vivid sentence; extend your story about rockets and astronauts. This learning object is one in a series of four objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8739</guid>
    </item>
    <item>
      <title>L334 - Letters to the editor: survey residents</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L334</link>
      <description>Help to write articles for a local newspaper. Investigate community attitudes to a development planned for a local park. Look at development plans for the site. Interpret graphs showing results of a public opinion poll. In this scenario, the community wants the proposed development to be postponed and a survey of residents to be held. Build an editorial using sample paragraphs and a model structure: introduction, body and conclusion. Then build a feature article using a model structure: headline, introduction, body, conclusion and picture. In each case, choose text that is supported by the public opinion results. As you go, look up the meaning of tricky words. This learning object is one in a series of five objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L334</guid>
    </item>
    <item>
      <title>R9250 - Super stories: verbs and adverbs: assessment: teacher guide</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R9250</link>
      <description>Use this resource with 'Super stories: verbs and adverbs: assessment' (L8469). First, see a profile of that assessment object, which gives you some helpful background information. Then follow clear guidelines to the interpretation and marking of student input. For each of the tasks, read notes on the three main anticipated levels of student responses, and view example responses for each level.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R9250</guid>
    </item>
    <item>
      <title>R9252 - Lights, camera, action: camera: assessment: teacher guide</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R9252</link>
      <description>Use this resource with 'Lights, camera, action: camera: assessment' (L8471). First, see a profile of that assessment object, which gives you some helpful background information. Then follow clear guidelines to the interpretation and marking of each instance of student input related to camera shots in the assessment object. Read statements on the requirements of the input, followed by notes on things to keep in mind and/or problems that may occur. Included for each 'shot' are at least two examples of graded example student responses, with an explanation of the expected characteristics of each level.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R9252</guid>
    </item>
    <item>
      <title>R9251 - Search for the gorilla: assessment: teacher guide</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R9251</link>
      <description>Use this resource with 'Search for the gorilla: assessment' (L8470). First, see a profile of that assessment object, which gives you some helpful background information. Then follow clear guidelines on the marking and interpretation of student input. For each of the tasks, read notes on the three main anticipated levels of student responses, and view example responses for each level.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R9251</guid>
    </item>
    <item>
      <title>R3231 - Migrant students learning English, 1970 - asset 2</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R3231</link>
      <description>This black-and-white photograph shows two female and two male students sitting at their classroom desks, and a male teacher standing beside one of the desks looking at a student's work. On the reverse the photograph is titled 'Migrant children learn to speak English at Fitzroy High school, Melbourne 1970'.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R3231</guid>
    </item>
    <item>
      <title>L9550 - Ultimate reader&#8217;s toolkit: nonfiction: level 3</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L9550</link>
      <description>Create your own mentor and customise a reader's toolkit. Choose nonfiction texts, such as 'Into the Wild' and 'The Last Explorer', to demonstrate your ability to use the following reading tools: predicting, visualising and summarising. Read an extract from a book of your choice and view its front and back cover to find information to support the use of a reading tool. Add each successfully used tool to your toolkit. This learning object is one in a series of six objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L9550</guid>
    </item>
    <item>
      <title>L8748 - Fix the mix-up: TV show</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8748</link>
      <description>Examine the presentations of two TV presenters that display types of text and visuals inappropriate to each speaker&#8217;s field. Find out what the audiences expect from the two presenters, then note that each speaker&#8217;s presentation appears to have been mixed up. Review each presentation, examining the text and visuals for language style, structure and text type. Change the text and visuals to meet audience expectations. This learning object is one in a series of four objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8748</guid>
    </item>
    <item>
      <title>L8746 - Design a layout: local newspaper</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8746</link>
      <description>Examine how visual elements in a newspaper page affect reader response. Compare a poorly created newspaper page layout with a good page layout and identify how the visual elements in the good layout work better to convey meaning to the reader. Explore how the style, size, colour and placement of images, text and other page elements can improve the readability of the page. Examine the newspaper's model page layouts, and then create a new page layout to suit the newspaper&#8217;s requirements. Try different page layouts to compare the effect. Finally, reflect on what a good layout for a newspaper is and why it is important. This learning object is one in a series of four objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8746</guid>
    </item>
    <item>
      <title>L8744 - Design a layout: advertisement</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8744</link>
      <description>Examine how visual elements in a print advertisement affect reader response. Compare a poorly created print advertising layout with a good layout and identify how the visual elements in the good layout work better to convey meaning to the reader. Explore how the style, size, colour and placement of images, text and other page elements can improve the readability of the page. Examine the print advertisement's model layouts, then create a new layout to suit the advertisment&#8217;s requirements. Try different layouts to compare the effect. Finally, reflect on what a good layout for an advertisment is and why it is important. This learning object is one in a series of four objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8744</guid>
    </item>
    <item>
      <title>L8745 - Design a layout: movie poster</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8745</link>
      <description>Examine how visual elements in a movie poster affect reader response. Compare a poorly created poster layout with a good layout and identify how the visual elements in the good layout work better to convey meaning to the reader. Explore how the style, size, colour and placement of images, text and other page elements can improve the readability of the poster. Examine the poster's model page layouts, then create a new layout to suit the requirements. Try different page layouts to compare the effect. Finally, reflect on what a good layout for a movie poster is and why it is important. This learning object is one in a series of four objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8745</guid>
    </item>
    <item>
      <title>L8740 - Wonderful words, creative stories: pets</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8740</link>
      <description>Add descriptive words to two simple sentences about a cat and a fish to make the sentences more interesting. Substitute different descriptive words in each sentence. Notice how your choice of words affects the animations for the sentences. Use your two lively sentences as the start and ending of an imaginative story. Check your word choices to see if the story could flow better. Then complete the following extension activities: describe a pet-related image; use a new set of words to create another vivid sentence; extend your story about pets. This learning object is one in a series of four objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8740</guid>
    </item>
    <item>
      <title>L8741 - Wonderful words, creative stories: beach</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8741</link>
      <description>Add descriptive words to two simple sentences about a boy and a girl at the beach to make the sentences more interesting. Try out different descriptive words in each sentence. Notice how your choice of words affects the animated images in each sentence. Use your two lively sentences as the start and ending of an imaginative story. Check your word choices to see if the story could flow better. Then complete the following extension activities: describe a beach-related image; use a new set of words to create another vivid sentence; extend your story about children at the beach. This learning object is one in a series of four objects.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=L8741</guid>
    </item>
    <item>
      <title>R10780 - Design a layout: magazine: assessment: teacher guide</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R10780</link>
      <description>Use this resource with 'Design a layout: magazine: assessment' (L9683). First, see a profile of that assessment object, which gives you some helpful background information. Then follow clear guidelines on the marking and interpretation of student input. For each of the tasks, read notes on the three main anticipated levels of student responses, and view example responses for each level.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R10780</guid>
    </item>
    <item>
      <title>R10165 - Wonderful words: food: assessment: teacher guide</title>
      <link>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R10165</link>
      <description>Use this resource with 'Wonderful words: food: assessment' (L9682). First, see a profile of that assessment object, which gives you some helpful background information. Then follow clear guidelines on the marking and interpretation of student input from that object's report. For the most complex task, read notes on the three main anticipated levels of student responses, and view example responses for each level.</description>
      <guid>http://econtent.thelearningfederation.edu.au/ec/viewMetadata.action?id=R10165</guid>
    </item>
  </channel>
</rss>

