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Contentid: 13329
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Title: Learning and Practicing Vocabulary, Part 2
Body: Last week several teachers shared ideas for introducing and practicing vocabulary. Here are some more: --- I know that this isn't the most creative idea, but one of the ways I like to reinforce my vocabulary is by creating puzzles for free on puzzlemaker.com (the actual url is http://www.discoveryeducation.com/free-puzzlemaker/?CFID=13990941&CFTOKEN=71251434 ). The crossword puzzles are great because they are teacher-generated, so you can make them as complicated as you'd like (e.g., "accusative singular of 'city'"). Sometimes I will make a grammar warmup ("conjugate sum, esse in the Present and Imperfect Subjunctive" or "decline urbs, urbis, -ium") and give them a wordsearch for the lesson's closure--the students will need the right forms in order to solve the puzzle. I tend to end my week by giving them a puzzle like this for the last 5-10 minutes of class Friday--affectionately known as "Puzzle-Friday" by my kids. I also like to make students create their own vocabulary drills. Sometimes for a warm-up I will have them create ten illustrations from their vocabulary lists, and I cut them up and rearrange their pictures to create the vocabulary warm-ups for the reviews for the rest of the week. (Low-tech but effective). Masters, K. Re: [Latinteach] Latin III vocab lists (Roeder, Lisa). Latinteach listserv (latinteach@nxport.com, 19 Aug 2011). --- A list of different online word search generators (including Puzzlemaker) is available at http://langcanada.ca/blog/index.php/2011/08/30/wordsearch-puzzles-generators --- Another useful website is Spelling City – once you or your students enter a spelling list the website generates different practice activities. http://www.spellingcity.com --- Read an idea for using dual language texts to present vocabulary at this blog: http://taskmagic.posterous.com/using-mini-dual-texts-to-present-vocab-in-mfl --- Read reviews of 7 online applications for improving English vocabulary at http://www.freetech4teachers.com/2011/09/7-resources-for-teaching-and-learning.html
Source: Various
Inputdate: 2011-09-15 09:32:42
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Publishdate: 2011-09-19 00:00:00
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Title: 47th Chicago International Film Festival
Body: From http://www.chicagofilmfestival.com 47th Chicago International Film Festival October 6-20 Each year, the Chicago International Film Festival scours the globe to find new, unconventional voices in film and bring them to Chicago. This year they will be presenting more than 180 films from 50 countries, including over 45 films by first-time directors. See the lineup of films at http://www.chicagofilmfestival.com
Source: Chicago International Film Festival
Inputdate: 2011-09-15 09:33:49
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Contentid: 13331
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Title: Game for Practicing the Conditional
Body: From http://www.teachingenglish.org.uk/language-assistant/games/conditional-chain-game Here is a simple game to practice the conditional, submitted by Jo Budden to the British Council’s Teaching English website: This game is good to revise and practice structures in the first conditional. The teacher begins with a sentence, for example “If I go out tonight, I’ll go to the cinema.” The next person in the circle must use the end of the previous sentence to begin their own sentence. E.g. “If I go to the cinema, I’ll watch Charlie and the Chocolate Factory.” The next person could say, “If I watch Charlie and the Chocolate Factory, I’ll eat lots of chocolate.” Then, “If I eat lots of chocolate, I’ll put on weight” etc. etc. For more game ideas from the same site, go to http://www.teachingenglish.org.uk/language-assistant/games
Source: British Council
Inputdate: 2011-09-15 09:35:35
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Title: The Best Online Resources For “Information Gap” Activities
Body: From http://larryferlazzo.edublogs.org Information Gap activities are often used in second language classrooms. They are generally designed as partner exercises where one student has to get information from the other — speaking the target language — in order to complete the assignment. Mr. Ferlazzo has compiled a useful list of online resources: overviews, templates, and specific exercises that can serve as examples. Access it here: http://larryferlazzo.edublogs.org/2011/09/06/the-best-online-resources-for-information-gap-activities
Source: Larry Ferlazzo’s Websites Of The Day For Teaching ELL, ESL, & EFL
Inputdate: 2011-09-15 09:36:29
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Title: Book: Studying Processability Theory
Body: From http://benjamins.com/#catalog/books/palart.1 Studying Processability Theory: An Introductory Textbook Edited by Manfred Pienemann and Jörg-U. Keßler Published by the John Benjamins Publishing Company Summary: Processability Theory (PT) as developed by Manfred Pienemann is a prominent theory of second language acquisition. PT serves as a framework for a wide range of research covering issues, including L2 processing, interlanguage variation, typological effects on SLA, L1 transfer, pidgins and creoles, linguistic profiling, stabilisation/fossilisation and teachability. This textbook provides a reader-friendly introduction to PT. It is designed for students with a basic knowledge of (applied) linguistics. The components of PT are set out in four parts. The first part focuses on observed facts, in particular on paths of L2 development and learner variation. The second part gives an overview of the theoretical basis of PT. Part three details the application of PT to contexts other than ESL (i.e. Japanese, creoles and bilingual acquisition), and the forth part focuses on practical applications. Each chapter contains exercises (including data analysis and interpretation) which may be used for individual study or in class. The textbook can be used as a concise introduction to PT. However, it may also serve as a point of reference for particular PT-related topics. The individual chapters were written by specialists in each of the research areas. Visit the publisher’s website at http://benjamins.com/#catalog/books/palart.1
Source: John Benjamins Publishing Company
Inputdate: 2011-09-22 12:07:23
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Contentid: 13334
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Title: Book: Individual Learner Differences in SLA
Body: From http://www.multilingual-matters.com/display.asp?isb=9781847694348 Individual Learner Differences in SLA by Janusz Arabski and Adam Wojtaszek published by Multilingual Matters Review: This volume makes a very important contribution to research on themes and issues connected with Individual Learner Difference in SLA. Its rich and varied content offers very valuable insights by a team of dynamic and up-to-date researchers. All the sub-fields of enquiry are represented here: from gender to age and from motivation to learning styles, thus providing a very useful reference base for theoretical issues, pedagogical implications and further research initiatives in the field. Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781847694348
Source: Multilingual Matters
Inputdate: 2011-09-22 12:08:11
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Contentid: 13335
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Title: NECTFL Review 68
Body: The new issue of the NECTFL Review is now up on our website and available for your reading pleasure: http://nectfl.net/documents/Review68.pdf The Review is a free, juried, online, biannual publication of the Northeast Conference on the Teaching of Foreign Languages. It contains articles, information, and peer-written, objective reviews of textbooks, ancillaries and other materials. This issue's articles are Rifkin, Benjamin. "Language learning journeys and destinations: Are we there yet?" Long, Sheri Spaine. "How and why did the Spanish curriculum get supersized? And how can we fix it?" Kissau, Scott; Kolano, Lan Quach; Wang, Chuang. "Motivation, race, and foreign language instruction: The need for culturally responsive teaching." Mast, Douglas W. "Using semantic maps and word families in the beginning-level middle school foreign language classroom." Reviews include materials in Arabic, Chinese, French, Spanish and more! Kline, R. [FLTEACH] NECTFL Review 68. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 15 Sep 2011). Access this and past issues at http://nectfl.net/review.html
Source: FLTEACH
Inputdate: 2011-09-22 12:09:32
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Title: Call for Papers: Midwest Association for Language Learning and Technology
Body: From http://mwallt.org/Default.aspx?pageId=923374 MWALLT is seeking proposals for its upcoming conference at Drake University October 21 – 22. The conference theme is “Will it Blend? Learning in the 21st century” Instructors, graduates students, and center administrators are encouraged to submit proposals. This is a broad topic that can encompass areas of interest. Deadline for Proposals is OCT. 7th. For full details go to http://mwallt.org/Default.aspx?pageId=923374&eventId=326313&EventViewMode=EventDetails
Source: MwALLT
Inputdate: 2011-09-22 12:22:27
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Expdate: 2011-10-07 00:00:00
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Title: Call for Proposals: AP Annual Conference
Body: From http://apac.collegeboard.org/call-for-proposals?ep_ch=PR&ep_mid=8901434&ep_rid=30991978 Call for Proposals AP Annual Conference Walt Disney World Swan and Dolphin Lake Buena Vista, FL July 20-21, 2012 The Advanced Placement Program® and the AP® Annual Conference Steering Committee invite you to participate in developing the program for the College Board's AP Annual Conference 2012 by submitting a proposal for a main conference session. Session Categories Deepening Content Knowledge (e.g. Gain deeper understanding of difficult concepts to teach/learn, Deepening knowledge of a specific time period, Increase understanding of major issues within a content) Instructional Planning, Resources and Technology to Enhance Instruction in the AP Classroom (e.g. Designing and/or planning/sequencing instruction, Using Technology/Web-based tools, Resources) Instructional Strategies That Lead to AP Success (e.g. Using data/assessments to determine instructional strategies, Strategies for DBQs, FRQs, Strategies for text analysis, How to teach a certain content area) Building and Improving an AP Program (e.g. State initiatives, Using data to improve an AP program, Building and/or strengthening higher education partnerships, Motivating students in an AP subject, Vertical Teams/Curriculum Alignment) Meeting the Needs of Diverse Learners (e.g. Policies, programs and services to build equity and access, Differentiating Strategies) Deadline for submission: Friday, Oct. 21, 2011 For full details go to http://apac.collegeboard.org/call-for-proposals?ep_ch=PR&ep_mid=8901434&ep_rid=30991978
Source: College Board
Inputdate: 2011-09-22 12:23:32
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Title: Call for Papers: Boston University Department of Classical Studies Graduate Student Conference
Body: From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/cfp_the_raw_and_the_rotten_perversions_of_eating_in_antiquity CFP: The Raw and the Rotten: Perversions of Eating in Antiquity Boston University Department of Classical Studies Graduate Student Conference March 23-24, 2012 Keynote: Alexander Sens, Joseph Durkin, SJ, Professor of Classics, Georgetown University The graduate students of Classical Studies at Boston University seek abstract submissions for their fourth-annual graduate student conference. We will explore the topic of food, its preparation, “unnatural” eating, and its repercussions in the ancient world. Food, as a basic human necessity, serves an important biological function but can also signify status, wealth, sophistication, culture or lack thereof. Greeks and Romans recognized this and frequently used motifs of unnatural eating to portray foreigners, enemies and literary characters negatively. Even in one of the earliest works of extant Greek literature, Homer uses food to portray the Cyclops as an uncultured barbarian. Historically, employment of private chefs and extravagant dinner parties were ways to display one’s wealth and power, but were often satirized. Gluttony, regurgitation and cannibalism are kinds of perverted eating used as cultural signifiers. Our goal will be to study this topic in the context of the ancient world, and we encourage submissions from all disciplines. Any current graduate student interested in presenting a paper at the conference should submit a titled abstract of no more than 400 words. Please include your name, email address, institution, and paper title in the body of the email and attach your abstract as a PDF so that they may be judged anonymously. The deadline for submissions is December 1, 2011. Papers should be 15 minutes in length. Graduate students from Boston-area universities will prepare a 5 minute response for each paper. A draft of accepted papers must be submitted two weeks before the conference in order that responses can be arranged. Please send abstracts and inquiries to Dustin Dixon and Leslie Lemire at bugradconference at gmail dot com.
Source: APA
Inputdate: 2011-09-22 12:24:33
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