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Displaying 13361-13370 of 28843 results.
Contentid:
13609
Content Type: 1
Title: NEH Summer Institute: Roman Comedy in Performance
Body: From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/neh_summer_institute_roman_comedy_in_performance An NEH Summer Institute for College and University Faculty, "Roman Comedy in Performance," will be held in Chapel Hill, North Carolina from June 24th through July 20th, 2012. Co-directed by Professors Sharon L. James (University of North Carolina at Chapel Hill) and Timothy J. Moore (University of Texas at Austin), the NEH Summer Institute will give NEH Summer Scholars (twenty-two university or college faculty members and three graduate students) the opportunity to learn about the performance practice and social significance of Roman Comedy from leading experts in the field and to practice scholarship through performance, producing their own performances of scenes from the plays of Plautus and Terence. The NEH Summer Scholars for this Institute will include non-classicists as well as classicists. Applications are due by March 1, 2012. For more information, consult http://nehsummer2012romancomedy.web.unc.edu or write to either co-director: sljames at email dot unc dot edu or timmoore at mail dot utexas dot edu.
Source: APA
Inputdate: 2011-11-20 11:39:55
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Expdate: 2012-07-20 00:00:00
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Title: NEH Summer Institute: Roman Comedy in Performance
Body: From http://apaclassics.org/index.php/apa_blog/apa_blog_entry/neh_summer_institute_roman_comedy_in_performance An NEH Summer Institute for College and University Faculty, "Roman Comedy in Performance," will be held in Chapel Hill, North Carolina from June 24th through July 20th, 2012. Co-directed by Professors Sharon L. James (University of North Carolina at Chapel Hill) and Timothy J. Moore (University of Texas at Austin), the NEH Summer Institute will give NEH Summer Scholars (twenty-two university or college faculty members and three graduate students) the opportunity to learn about the performance practice and social significance of Roman Comedy from leading experts in the field and to practice scholarship through performance, producing their own performances of scenes from the plays of Plautus and Terence. The NEH Summer Scholars for this Institute will include non-classicists as well as classicists. Applications are due by March 1, 2012. For more information, consult http://nehsummer2012romancomedy.web.unc.edu or write to either co-director: sljames at email dot unc dot edu or timmoore at mail dot utexas dot edu.
Source: APA
Inputdate: 2011-11-20 11:39:55
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Expdate: 2012-07-20 00:00:00
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Contentid:
13610
Content Type: 1
Title: Jigsaw Puzzles with Spanish Art
Body: From http://zachary-jones.com Zachary Jones has been busy adding more jigsaw puzzles of Spanish and Latin American pieces of art to his Zambombazo website. See what’s there at http://zachary-jones.com/spanish/art-puzzles
Source: Zambombazo
Inputdate: 2011-11-20 11:40:40
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Title: Jigsaw Puzzles with Spanish Art
Body: From http://zachary-jones.com Zachary Jones has been busy adding more jigsaw puzzles of Spanish and Latin American pieces of art to his Zambombazo website. See what’s there at http://zachary-jones.com/spanish/art-puzzles
Source: Zambombazo
Inputdate: 2011-11-20 11:40:40
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Contentid:
13611
Content Type: 1
Title: Project Explores Spanish as It Is Spoken in Texas
Body: From http://sites.la.utexas.edu/spanishtx/about-the-project The purpose of “Spanish in Texas” is to make available authentic knowledge about the diversity of Spanish and speakers of the Spanish language in Texas for the improvement of educational programs in the state of Texas and beyond. The Center for Open Educational Resources and Language Learning (COERLL)’s team of Spanish-English bilingual undergraduates from UT have recorded more than 45 interviews and conversations with Spanish speakers throughout the state. Click on the “Videos” link to see closed captioned [CC] extracts from some of these interviews. The project directors are working with bilingual specialists and educators to develop instructional materials based on the video corpus for use by student, educators, researchers and the general public. Materials already available include links to videos of Spanish speakers from Texas with comments about the language you’ll hear and why it takes the form that it does; links to the “Linguistic Landscape” of Texas with images of signs that reflect the unique nature of a bilingual Texas; and facts about Spanish speakers in the United States that may help people to reconsider many of the myths people tell about Spanish speakers in the United States. The project website is available at http://sites.la.utexas.edu/spanishtx
Source: COERLL
Inputdate: 2011-11-20 11:41:55
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Title: Project Explores Spanish as It Is Spoken in Texas
Body: From http://sites.la.utexas.edu/spanishtx/about-the-project The purpose of “Spanish in Texas” is to make available authentic knowledge about the diversity of Spanish and speakers of the Spanish language in Texas for the improvement of educational programs in the state of Texas and beyond. The Center for Open Educational Resources and Language Learning (COERLL)’s team of Spanish-English bilingual undergraduates from UT have recorded more than 45 interviews and conversations with Spanish speakers throughout the state. Click on the “Videos” link to see closed captioned [CC] extracts from some of these interviews. The project directors are working with bilingual specialists and educators to develop instructional materials based on the video corpus for use by student, educators, researchers and the general public. Materials already available include links to videos of Spanish speakers from Texas with comments about the language you’ll hear and why it takes the form that it does; links to the “Linguistic Landscape” of Texas with images of signs that reflect the unique nature of a bilingual Texas; and facts about Spanish speakers in the United States that may help people to reconsider many of the myths people tell about Spanish speakers in the United States. The project website is available at http://sites.la.utexas.edu/spanishtx
Source: COERLL
Inputdate: 2011-11-20 11:41:55
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Contentid:
13612
Content Type: 1
Title: El Museo Latino in Omaha
Body: From http://www.elmuseolatino.org Nebraska Spanish teachers, are you looking for more cultural resources or a great idea for a field trip? El Museo Latino in Omaha is one of only eleven Latino museums in the United States. In conjunction to its exhibits, El Museo Latino develops educational programs that include lectures, slide presentations, films, art classes, workshops, demonstrations, art history classes, gallery talks, guided visits, and dance classes. Some of the programs are age specific for K-12, some for post secondary students, and others are for an adult audience. In addition, El Museo Latino is a resource and a center for Latino studies in the Midwest. Visit the museum’s website at http://www.elmuseolatino.org
Source: El Museo Latino
Inputdate: 2011-11-20 11:42:53
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Title: El Museo Latino in Omaha
Body: From http://www.elmuseolatino.org Nebraska Spanish teachers, are you looking for more cultural resources or a great idea for a field trip? El Museo Latino in Omaha is one of only eleven Latino museums in the United States. In conjunction to its exhibits, El Museo Latino develops educational programs that include lectures, slide presentations, films, art classes, workshops, demonstrations, art history classes, gallery talks, guided visits, and dance classes. Some of the programs are age specific for K-12, some for post secondary students, and others are for an adult audience. In addition, El Museo Latino is a resource and a center for Latino studies in the Midwest. Visit the museum’s website at http://www.elmuseolatino.org
Source: El Museo Latino
Inputdate: 2011-11-20 11:42:53
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Publishdate: 2011-11-21 00:00:00
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Contentid:
13613
Content Type: 1
Title: A British Perspective: How to succeed with EAL students in the classroom
Body: From http://www.guardian.co.uk/teacher-network/2011/nov/07/eal-students-classroom-teaching-resources?newsfeed=true How to succeed with EAL students in the classroom Fantastic top tips and practical ideas on communicating with students for whom English is an additional language by Mike Gershon November 7, 2011 Good teaching of students for whom English is an additional language (EAL) is simply good teaching; the communication of ideas and information still relies on thoughtful and effective pedagogy. The cornerstone of this ought to be a consideration of the student's point of view. By making the imaginative leap into the position of linguistic stranger, we can start to envisage some of the difficulties one new to a language might come up against. Read some of Mr. Gershon’s tips for teaching English language learners at http://www.guardian.co.uk/teacher-network/2011/nov/07/eal-students-classroom-teaching-resources?newsfeed=true
Source: The Guardian
Inputdate: 2011-11-20 11:43:47
Lastmodifieddate: 2011-11-20 11:43:47
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Publishdate: 2011-11-21 00:00:00
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Active: 1
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Content Type: 1
Title: A British Perspective: How to succeed with EAL students in the classroom
Body: From http://www.guardian.co.uk/teacher-network/2011/nov/07/eal-students-classroom-teaching-resources?newsfeed=true How to succeed with EAL students in the classroom Fantastic top tips and practical ideas on communicating with students for whom English is an additional language by Mike Gershon November 7, 2011 Good teaching of students for whom English is an additional language (EAL) is simply good teaching; the communication of ideas and information still relies on thoughtful and effective pedagogy. The cornerstone of this ought to be a consideration of the student's point of view. By making the imaginative leap into the position of linguistic stranger, we can start to envisage some of the difficulties one new to a language might come up against. Read some of Mr. Gershon’s tips for teaching English language learners at http://www.guardian.co.uk/teacher-network/2011/nov/07/eal-students-classroom-teaching-resources?newsfeed=true
Source: The Guardian
Inputdate: 2011-11-20 11:43:47
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Contentid:
13614
Content Type: 1
Title: Nation's Report Card: How ELLs Fared in 2011
Body: From http://blogs.edweek.org/edweek/learning-the-language/2011/11/nations_report_card_how_ells_f.html Nation's Report Card: How ELLs Fared in 2011 By Lesli Maxwell November 2, 2011 The 2011 NAEP results are out and the news is somewhat promising in math and disappointing in reading. Let's take a look at how English-language learners fared on this year's exam. In 4th-grade reading, 70 percent of ELLs scored below basic and 7 percent were at or above proficient, an ever so slight uptick from 2009 when those percentages were 71 and 6, respectively. In 8th grade reading, 71 percent of ELLs were below basic and just 3 percent scored at or above proficient. In 2009, 75 percent of 8th grade ELLs were below basic, with 3 percent scoring at or above proficient. In 4th grade math, 42 percent of ELLs were below basic (compared to 43 percent in 2009) while 14 percent were at or above proficient (compared to 12 percent in 2009). In 8th grade, 72 percent scored below basic and 5 percent were at or above proficient, which represents no change from 2009. But just how reflective of the overall ELL population were NAEP test takers in 2011? Read on at http://blogs.edweek.org/edweek/learning-the-language/2011/11/nations_report_card_how_ells_f.html
Source: Education Week
Inputdate: 2011-11-20 11:44:40
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Publishdate: 2011-11-21 00:00:00
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Content Type: 1
Title: Nation's Report Card: How ELLs Fared in 2011
Body: From http://blogs.edweek.org/edweek/learning-the-language/2011/11/nations_report_card_how_ells_f.html Nation's Report Card: How ELLs Fared in 2011 By Lesli Maxwell November 2, 2011 The 2011 NAEP results are out and the news is somewhat promising in math and disappointing in reading. Let's take a look at how English-language learners fared on this year's exam. In 4th-grade reading, 70 percent of ELLs scored below basic and 7 percent were at or above proficient, an ever so slight uptick from 2009 when those percentages were 71 and 6, respectively. In 8th grade reading, 71 percent of ELLs were below basic and just 3 percent scored at or above proficient. In 2009, 75 percent of 8th grade ELLs were below basic, with 3 percent scoring at or above proficient. In 4th grade math, 42 percent of ELLs were below basic (compared to 43 percent in 2009) while 14 percent were at or above proficient (compared to 12 percent in 2009). In 8th grade, 72 percent scored below basic and 5 percent were at or above proficient, which represents no change from 2009. But just how reflective of the overall ELL population were NAEP test takers in 2011? Read on at http://blogs.edweek.org/edweek/learning-the-language/2011/11/nations_report_card_how_ells_f.html
Source: Education Week
Inputdate: 2011-11-20 11:44:40
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Contentid:
13615
Content Type: 1
Title: Radio Archive: Source of English Spoken Word Radio Broadcasts Online
Body: Radio Archive is a website where members can upload free-to-air broadcasts so that others can access them. English teachers who are looking for more listening material will find a wide variety of spoken word sound files. The site is available at http://radioarchive.cc/index.php
Source: Radio Archive
Inputdate: 2011-11-20 11:45:26
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Active: 1
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Content Type: 1
Title: Radio Archive: Source of English Spoken Word Radio Broadcasts Online
Body: Radio Archive is a website where members can upload free-to-air broadcasts so that others can access them. English teachers who are looking for more listening material will find a wide variety of spoken word sound files. The site is available at http://radioarchive.cc/index.php
Source: Radio Archive
Inputdate: 2011-11-20 11:45:26
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Expdate:
Publishdate: 2011-11-21 00:00:00
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Contentid:
13616
Content Type: 1
Title: 2011 High School Essay Contest: The United States and the European Union
Body: From http://www.euc.illinois.edu/essaycontest2011 The European Union Center (EUC) at the University of Illinois, in cooperation with Illinois State University’s EU Week, announces its eighth annual high school essay contest. The topic is “The United States and the European Union: Seeking Sustainable and Secure Connections in Food, Energy & Governance.” The contest is open to high school students in the United States. First place winner will receive a $500 cash price, and the student’s teacher will win a place on a 6-day study tour to Europe in Summer 2012 with state legislators, journalists and other teachers, organized by the EUC. The student's teacher must be a high school teacher in the state of Illinois to be eligible to participate in the study tour in 2012. If a non-Illinois student is selected for the first-place award, the student's teacher will win a place on a study tour to Europe in Summer 2013. Second place winner will a $250 cash prize Third place winner will win a $150 cash prize Student finalists and teachers will be recognized at the EUC’s annual EU-Day in early March 2012, which includes a luncheon with ambassadors and consular officials from European Union Member States. The contest deadline is December 16, 2011. For full details go to http://www.euc.illinois.edu/essaycontest2011
Source: European Union Center
Inputdate: 2011-11-20 11:47:24
Lastmodifieddate: 2011-11-20 11:47:24
Expdate: 2011-12-16 00:00:00
Publishdate: 2011-11-21 00:00:00
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Content Type: 1
Title: 2011 High School Essay Contest: The United States and the European Union
Body: From http://www.euc.illinois.edu/essaycontest2011 The European Union Center (EUC) at the University of Illinois, in cooperation with Illinois State University’s EU Week, announces its eighth annual high school essay contest. The topic is “The United States and the European Union: Seeking Sustainable and Secure Connections in Food, Energy & Governance.” The contest is open to high school students in the United States. First place winner will receive a $500 cash price, and the student’s teacher will win a place on a 6-day study tour to Europe in Summer 2012 with state legislators, journalists and other teachers, organized by the EUC. The student's teacher must be a high school teacher in the state of Illinois to be eligible to participate in the study tour in 2012. If a non-Illinois student is selected for the first-place award, the student's teacher will win a place on a study tour to Europe in Summer 2013. Second place winner will a $250 cash prize Third place winner will win a $150 cash prize Student finalists and teachers will be recognized at the EUC’s annual EU-Day in early March 2012, which includes a luncheon with ambassadors and consular officials from European Union Member States. The contest deadline is December 16, 2011. For full details go to http://www.euc.illinois.edu/essaycontest2011
Source: European Union Center
Inputdate: 2011-11-20 11:47:24
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Expdate: 2011-12-16 00:00:00
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Contentid:
13617
Content Type: 1
Title: Revised 2012 ACTFL Proficiency Guidelines
Body: Download the ACTFL Proficiency Guidelines - Speaking, Writing, Listening, and Reading, revised for 2012, at http://www.actfl.org/i4a/pages/index.cfm?pageid=5305
Source: ACTFL
Inputdate: 2011-11-20 11:48:10
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Title: Revised 2012 ACTFL Proficiency Guidelines
Body: Download the ACTFL Proficiency Guidelines - Speaking, Writing, Listening, and Reading, revised for 2012, at http://www.actfl.org/i4a/pages/index.cfm?pageid=5305
Source: ACTFL
Inputdate: 2011-11-20 11:48:10
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Contentid:
13618
Content Type: 1
Title: More Ideas for Teaching and Practicing Numbers
Body: Last week we shared several teachers’ ideas for practicing numbers. Here are more: --- An oral activity my students like is guessing a number. I select a number and give them the range (0 to 20, 0 to 100 or whatever you decide). I call on a student to guess a number and I say "plus" or "moins.” For example if the range is 0 to 20 and I selected 14, if the first student says "8", I reply "plus.” It's higher than 8. The next student should select a number between 8 and 20 and so on. Whoever guesses the number comes to the front of the class. I have the student write the number he chose on a piece of paper so I can make sure no mistake is being made. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011). --- In groups of 2, I use dice. The students take turns rolling one die and saying the number. Then they add both dice to say the number. Then they make a double digit with the two dice. Stegeman, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011). --- Make them say and write down their phone numbers. Make them stand up and say the numbers from 1 to 100. Each student says a number (in a row). Whenever a number can be divided by 7 or the number includes a 7 (17, 37 etc.) the student has to say "BEEP". If one does not pay attention he has to sit down and so on. It’s funny when you come to 70. Let them speak one after another. Each student adds e.g. 3 to the number mentioned before: 1,4,7,10,13 etc. Make a tandem worksheet: One student has the number on his side, the other has the word and so they check themselves: A: 11 B: once A: cincuenta y siete B: 57 etc. Bohrer, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Oct 2011). --- I use playing cards and divide the students into fours. They turn over the cards (10 each) and add their values (face cards are 10s). I also teach them subtraction. The next student takes the sum and subtracts each card until they get to zero. I have them take the sum and divide it by the number of cards. I also have them multiply 4 cards. I also make PowerPoint's with the NFL/NBA/NHL players from our local team (and other superstars). We go up and down the row and say the number of the player's jerseys. Sometimes I play Yahtzee however they need to speak only German. Snyder, John. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011). --- Doing a version of Bingo with French letters and numbers is a great way to get students to memorize their numbers. You can set it up 0 - 100, and they can maybe have a cheat sheet with all the numbers and French words for them on it for the first few times but then have to do it without the cheat sheet. Remember to make the students call out their numbers in French if they think they have won! You could have the students calling out the numbers if you want to make it more involved. Re: [FLTEACH] Teaching Numbers en francais. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Nov 2011). --- One activity is to put students in pairs, threes, or fours with a deck of cards (take out the face cards.) One person lays down the card, go around the circle saying the value. Pass the deck to the next person, now put down two cards. If there is a 2 and a 5; it's 25. I even do this with 3 or 4 cards or more for the advanced levels. Another activity is to make A/B sheets of math problems. Top row is addition, next subtraction, multiplication and division - 4 rows. The student READS the problem to the partner (without showing them the paper), the listener writes it down, makes the calculation, and shows the written answer to the speaker and says it in the target language (no English!) Rensi, Dana. Re: [FLTEACH] FLTEACH Digest - 25 Oct 2011 to 26 Oct 2011 (#2011-300). FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Oct 2011).
Source: Various
Inputdate: 2011-11-20 12:01:10
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Publishdate: 2011-11-21 00:00:00
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Title: More Ideas for Teaching and Practicing Numbers
Body: Last week we shared several teachers’ ideas for practicing numbers. Here are more: --- An oral activity my students like is guessing a number. I select a number and give them the range (0 to 20, 0 to 100 or whatever you decide). I call on a student to guess a number and I say "plus" or "moins.” For example if the range is 0 to 20 and I selected 14, if the first student says "8", I reply "plus.” It's higher than 8. The next student should select a number between 8 and 20 and so on. Whoever guesses the number comes to the front of the class. I have the student write the number he chose on a piece of paper so I can make sure no mistake is being made. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011). --- In groups of 2, I use dice. The students take turns rolling one die and saying the number. Then they add both dice to say the number. Then they make a double digit with the two dice. Stegeman, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011). --- Make them say and write down their phone numbers. Make them stand up and say the numbers from 1 to 100. Each student says a number (in a row). Whenever a number can be divided by 7 or the number includes a 7 (17, 37 etc.) the student has to say "BEEP". If one does not pay attention he has to sit down and so on. It’s funny when you come to 70. Let them speak one after another. Each student adds e.g. 3 to the number mentioned before: 1,4,7,10,13 etc. Make a tandem worksheet: One student has the number on his side, the other has the word and so they check themselves: A: 11 B: once A: cincuenta y siete B: 57 etc. Bohrer, D. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 25 Oct 2011). --- I use playing cards and divide the students into fours. They turn over the cards (10 each) and add their values (face cards are 10s). I also teach them subtraction. The next student takes the sum and subtracts each card until they get to zero. I have them take the sum and divide it by the number of cards. I also have them multiply 4 cards. I also make PowerPoint's with the NFL/NBA/NHL players from our local team (and other superstars). We go up and down the row and say the number of the player's jerseys. Sometimes I play Yahtzee however they need to speak only German. Snyder, John. Re: [FLTEACH] Teaching numbers. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 26 Oct 2011). --- Doing a version of Bingo with French letters and numbers is a great way to get students to memorize their numbers. You can set it up 0 - 100, and they can maybe have a cheat sheet with all the numbers and French words for them on it for the first few times but then have to do it without the cheat sheet. Remember to make the students call out their numbers in French if they think they have won! You could have the students calling out the numbers if you want to make it more involved. Re: [FLTEACH] Teaching Numbers en francais. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 1 Nov 2011). --- One activity is to put students in pairs, threes, or fours with a deck of cards (take out the face cards.) One person lays down the card, go around the circle saying the value. Pass the deck to the next person, now put down two cards. If there is a 2 and a 5; it's 25. I even do this with 3 or 4 cards or more for the advanced levels. Another activity is to make A/B sheets of math problems. Top row is addition, next subtraction, multiplication and division - 4 rows. The student READS the problem to the partner (without showing them the paper), the listener writes it down, makes the calculation, and shows the written answer to the speaker and says it in the target language (no English!) Rensi, Dana. Re: [FLTEACH] FLTEACH Digest - 25 Oct 2011 to 26 Oct 2011 (#2011-300). FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Oct 2011).
Source: Various
Inputdate: 2011-11-20 12:01:10
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