topic
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terms of themes of study | topic | areas topic development strands the |
the topic areas and the | topic | development strands at each level |
the prescribed themes topics and | topic | development strands for each level |
the teaching time available the | topic | development strands indicate the way |
necessary to refer to the | topic | development strands of the prescribed |
themes of study topic areas | topic | development strands the prescribed themes |
ideas but the themes and | topic | areas are more complex and |
has been advised of the | topic | of the following scottish conservative |
has been advised of the | topic | of the following scottish conservative |
has been advised of the | topic | of the following scottish national |
has been advised of the | topic | of the following scottish national |
been advised of the revised | topic | of the following scottish national |
has been advised of the | topic | of the following scottish socialist |
however the differences in the | topic | areas and the topic development |
in practice the emphasis on | topic | areas seen as an answer |
in practice the emphasis on | topic | areas seen as an answer |
a series on a particular | topic | would have the main emphasis |
relatively conservative account of the | topic | smith had written even the |
based on a series of | topic | areas which in turn provide |
series of lessons on a | topic | it is common in modern |
to imagine a more important | topic | for discussion as we close |
like a predatory cormorant the | topic | of discussion was pretty mrs |
discussion into a theme and | topic | s other than the one |
for successful completion of the | topic | such discussion can be used |
willie s two timing a | topic | that provoked discussion bell robertson |
language tasks required in the | topic | the discussion can help develop |
his seminal ideas on the | topic | as originally presented during april |
ideas about the theme or | topic | this would involve the student |
a discursive essay on a | topic | set advanced higher external writing |
views and opinions on the | topic | set higher external summarising the |
in the context of the | topic | as well as highlighting the |
cultural context in which the | topic | is situated e g the |
in the context of the | topic | the teacher is able to |
covered we do know the | topic | to be covered we do |
we did not know the | topic | to be covered we do |
more clearly than formerly which | topic | areas are most important at |
of language in clearly defined | topic | areas is highlighted in the |
and notional syllabus built around | topic | areas of relevance and interest |
and notional syllabus built around | topic | areas of relevance and interest |
makes it a particularly interesting | topic | of study george graham a |
more speaking practice on a | topic | that that the performance improves |
the student is developing the | topic | in a way appropriate to |
in the course of the | topic | by involving the students in |
group of students take a | topic | for example the war on |
of ways of discussing the | topic | in our society provide pupils |
clause sentences associated with their | topic | or the pupils can write |
the pupils know about a | topic | what they are confused about |
might be an interesting research | topic | [laugh] to find out the |
cultural implications creating thematic or | topic | based word banks possibly on |
be related to a particular | topic | or field lexical sets often |
a particular bias on the | topic | or they may be neutral |
big controversial debate on the | topic | but it is important to |
and challenging debate on the | topic | during our visits to orkney |
maist lallans readers a relevant | topic | fir debate scots leid proponents |
snp has indicated that the | topic | for debate on the morning |
wider world has been a | topic | of important debate negotiation and |
a debate today on a | topic | that is of considerable importance |
groups across scotland and the | topic | that is raised most often |
on and then each individual | topic | analyses the data in a |
able to say on each | topic | and brainstorming new suggestions in |
can be recycled in this | topic | as well as new language |
extend the language of the | topic | through a listening and or |
the new language of the | topic | while towards the end of |
moved on to a different | topic | a set of lessons on |
newspaper articles on the same | topic | or two characters in a |
water authority on the same | topic | s1w 385 tavish scott to |
time jonsar met onybody the | topic | wis the same it s |
an authentic sense of that | topic | in a text the words |
words the teacher selects a | topic | such as fruit or transport |
kinship group or clan a | topic | he had already explored tentatively |
access to information on the | topic | maureen macmillan does the minister |
promote health information on that | topic | mrs warrington at this stage |
the start of a new | topic | area is a particularly fruitful |
such as reading lists seminar | topic | handouts and lecture outlines are |
best in him such a | topic | is disheartening the clay feet |
a4 secondary any subject or | topic | can be chosen it is |
sentences from a novel or | topic | cut into cards for subject |
2 subsequent writers on the | topic | 3 given that they were |
recent question asked on this | topic | at westminster 10 brian cotter |
the european committee on this | topic | but there was always an |
stylistics dept on my phd | topic | due to be delivered on |
on fir iver on that | topic | it s yin o ma |
a prepared presentation on a | topic | of their choice selected from |
piece of writing on the | topic | probably as a homework activity |
conclusion to touch on a | topic | related to urquhart s use |
a useful document on this | topic | serving the community i evidence |
answered at westminster on the | topic | was 20 mr david kidney |
moment i discussed my thesis | topic | with dr [censored: surname] on friday |
might be to have this | topic | assessed by project work where |
delight nourishment or abuse this | topic | may re appear in subsequent |
explanations about aspects of a | topic | they are involved in or |
the committee is aware the | topic | has been under consideration for |
of genres in relation to | topic | work it is widely used |
d exhausted them as a | topic | we went back to our |
elaine thomson the first suggested | topic | for a spice briefing as |
know and and very dark | topic | and and erm f963: mm |
m762: very sort of light | topic | [laugh] and and [laugh] you |
to the importance of the | topic | it is intriguing moreover to |
at the start of a | topic | it is likely that the |
pace bowler relate to the | topic | of cricket and their use |
convener before we leave the | topic | of judges i would like |
the stuffiness of the given | topic | travel by rail afterwards i |
eliciting initial reactions to the | topic | which the rest of the |
city children would have a | topic | both boys and girls could |
mm now you pick a | topic | f807: er [laugh] erm the- |
to make a grammatical sentence | topic | whist rummy these are card |
blessed wi supra creativity a | topic | wirthy o a phd except |
also framed according to the | topic | the four lines from roland |
he tak them awa the | topic | wis the fuel protesters the |
broken down by msp and | topic | s1o 206 11 mary scanlon |