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Contentid:
1853
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Title: Colorado 2004 Fall Conference
Body: Join us for Christine Wells handson workshop: Hands-on Learning: Practical Strategies to Improve Teaching and Student Learning Colorado Congress of Foreign Language Teachers Fall Conference at . The Penrose House 10 Lake Circle, Colorado Springs 80906 719-633-7733 Saturday, October 23, 2004 8:00 am 4:30 pm Language Immersion Luncheon is included. For more on this conference, visit: http://www.ccflt.org/Fallconf2004kw.htm
Source: CCFLT
Inputdate: 2004-07-27 20:50:00
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Title: Colorado 2004 Fall Conference
Body: Join us for Christine Wells handson workshop: Hands-on Learning: Practical Strategies to Improve Teaching and Student Learning Colorado Congress of Foreign Language Teachers Fall Conference at . The Penrose House 10 Lake Circle, Colorado Springs 80906 719-633-7733 Saturday, October 23, 2004 8:00 am 4:30 pm Language Immersion Luncheon is included. For more on this conference, visit: http://www.ccflt.org/Fallconf2004kw.htm
Source: CCFLT
Inputdate: 2004-07-27 20:50:00
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1854
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Title: Projects with Photos: Sample Lessons
Body: Editor's Note: The following message came up in the context of using photos in the classroom. Another person suggested a good site for finding photos: http://www.worth1000.com/ I find working with photos very motivating, and so do my students (I hope so). I guess I have already shared with this group two projects I worked on. Caption Project 2002 (http://www.english4all.pro.br/ongoingproject.htm) Ad Project 2003 (http://www.english4all.pro.br/ongoingproject2003.htm) This one is new for the group: In honor of the 100th anniversary of Portinari's birth teachers of many subjects such as Art, Portuguese, History, Geography among others worked on projects about him and his work. The English Project was based on his paintings and possible titles for them. In this project students were invited to create titles in English they thought might be suitable for Portinari s paintings and glue them next to the painting . (They were not asked to try to guess the real title, though.) They had fun and learned some new words such as slingshot, cage, seesaw, scarecrow and cane.To finish the activity the real titles in Portuguese were added to each painting. Some students were really pleased by the 'closeness' they got from the real titles, others by their creativity. With this project, students could 'work' on their vocabulary as well as learn a bit more on Portinari s work. http://www.english4all.pro.br/portinari.htm Martins Pereira, K. Re: Photos for the classroom. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (28 Jul. 2004).
Source: TESL-L listserv
Inputdate: 2004-07-29 18:02:00
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Title: Projects with Photos: Sample Lessons
Body: Editor's Note: The following message came up in the context of using photos in the classroom. Another person suggested a good site for finding photos: http://www.worth1000.com/ I find working with photos very motivating, and so do my students (I hope so). I guess I have already shared with this group two projects I worked on. Caption Project 2002 (http://www.english4all.pro.br/ongoingproject.htm) Ad Project 2003 (http://www.english4all.pro.br/ongoingproject2003.htm) This one is new for the group: In honor of the 100th anniversary of Portinari's birth teachers of many subjects such as Art, Portuguese, History, Geography among others worked on projects about him and his work. The English Project was based on his paintings and possible titles for them. In this project students were invited to create titles in English they thought might be suitable for Portinari s paintings and glue them next to the painting . (They were not asked to try to guess the real title, though.) They had fun and learned some new words such as slingshot, cage, seesaw, scarecrow and cane.To finish the activity the real titles in Portuguese were added to each painting. Some students were really pleased by the 'closeness' they got from the real titles, others by their creativity. With this project, students could 'work' on their vocabulary as well as learn a bit more on Portinari s work. http://www.english4all.pro.br/portinari.htm Martins Pereira, K. Re: Photos for the classroom. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (28 Jul. 2004).
Source: TESL-L listserv
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1855
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Title: ESL Lesson plans
Body: We have a collection of free lesson plans at: http://www.teachingenglish.org.uk/try/plans.shtml and loads of activities at: http://www.teachingenglish.org.uk/try/activities.shtml All the materials on the site are free and non commercial. Hope these are of some use. Peachey, N. (26 Jul. 2004). Re: Sample Lesson? Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (29 Jul. 2004).
Source: TESL-L listserv
Inputdate: 2004-07-29 18:08:00
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Title: ESL Lesson plans
Body: We have a collection of free lesson plans at: http://www.teachingenglish.org.uk/try/plans.shtml and loads of activities at: http://www.teachingenglish.org.uk/try/activities.shtml All the materials on the site are free and non commercial. Hope these are of some use. Peachey, N. (26 Jul. 2004). Re: Sample Lesson? Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (29 Jul. 2004).
Source: TESL-L listserv
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1856
Content Type: 1
Title: French Culture ideas
Body: Editor's Note: Though originally directed at elementary French teachers, this message could have a wider appeal. For my units on Monet and Degas, I use the videos made for HBO. You can find them at Teachers' Discovery. They're really very good and include the interaction with the artist with a young person, and my elementary school students can relate. Each lasts about 60 minutes or so. I have prints that I've collected from years and years of calendars and set up 6 stations around my room. The students take a "field trip" around the room, stopping at each station. I chose six stations because that's how many tables of students I have. To finish the unit, we have a Paideia seminar where I ask the questions but don't enter the conversations. (Our school is a national Paideia demonstration school.) A couple of questions about Monet that I remember I have used are: How did Monet change from the beginning to the end of the video? and If M. Monet were alive today, what would to like to ask him? and Since M. Monet was so poor that he had to steal eggs to feed his family, why didn't he just get a "regular" job? I just ordered an Impressionism activity workbook that I have not yet pick up. I'm hoping to add a hands-on activity. I found a marvelous interactive activity concerning Henri Matisse on the Net last week. It looks great: http://www.artbma.org/education/matisse_kids_frame.html Kids love castles and knights and the like. I start with the Rick Steve's video concerning the Loire, and then I use lots of videos I have taken myself, including the chateau at Murol where the audience takes an active part in wearing armor for example. I have an activity book that shows how to make paper helmets and castles. I also have a step-by-step book that leads the students to draw knights and damsels. I have an elementary version of the Book of Hours from which I read a few months. Three years ago, the students made a huge mural on a paper backdrop. They wrote script (in English with some French interjected) of typical medieval people being interviewed by a person from the 20th century. It was a riot!! My fifth graders loved it, and the third and fourth graders couldn't wait to do it too since they had been looking at the mural for a month. I hope I've given you a couple of ideas. The interactive Matisse won't cost you a penny, but your students must have access to computers; one computer per kid. It might work with two students on a computer. Moyer, C. (23 Jul. 2004). Elementary School Cultural Topics. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (29 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-07-30 01:59:00
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Title: French Culture ideas
Body: Editor's Note: Though originally directed at elementary French teachers, this message could have a wider appeal. For my units on Monet and Degas, I use the videos made for HBO. You can find them at Teachers' Discovery. They're really very good and include the interaction with the artist with a young person, and my elementary school students can relate. Each lasts about 60 minutes or so. I have prints that I've collected from years and years of calendars and set up 6 stations around my room. The students take a "field trip" around the room, stopping at each station. I chose six stations because that's how many tables of students I have. To finish the unit, we have a Paideia seminar where I ask the questions but don't enter the conversations. (Our school is a national Paideia demonstration school.) A couple of questions about Monet that I remember I have used are: How did Monet change from the beginning to the end of the video? and If M. Monet were alive today, what would to like to ask him? and Since M. Monet was so poor that he had to steal eggs to feed his family, why didn't he just get a "regular" job? I just ordered an Impressionism activity workbook that I have not yet pick up. I'm hoping to add a hands-on activity. I found a marvelous interactive activity concerning Henri Matisse on the Net last week. It looks great: http://www.artbma.org/education/matisse_kids_frame.html Kids love castles and knights and the like. I start with the Rick Steve's video concerning the Loire, and then I use lots of videos I have taken myself, including the chateau at Murol where the audience takes an active part in wearing armor for example. I have an activity book that shows how to make paper helmets and castles. I also have a step-by-step book that leads the students to draw knights and damsels. I have an elementary version of the Book of Hours from which I read a few months. Three years ago, the students made a huge mural on a paper backdrop. They wrote script (in English with some French interjected) of typical medieval people being interviewed by a person from the 20th century. It was a riot!! My fifth graders loved it, and the third and fourth graders couldn't wait to do it too since they had been looking at the mural for a month. I hope I've given you a couple of ideas. The interactive Matisse won't cost you a penny, but your students must have access to computers; one computer per kid. It might work with two students on a computer. Moyer, C. (23 Jul. 2004). Elementary School Cultural Topics. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (29 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-07-30 01:59:00
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1857
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Title: Call for Papers: 20th Conference on Spanish in the US
Body: From: http://spaninus.uic.edu/callForPapers.html 20th Conference on Spanish in the United States & 5th International Conference on Spanish in Contact XX Congreso sobre el español en los Estados Unidos y V Congreso internacional sobre el español en contacto con otras lenguas http://spaninus.uic.edu Date: March 24-26, 2005 The University of Illinois at Chicago, USA Contact: Kim Potowski, kimpotow@uic.edu Deadline for submissions: October 11, 2004 Submissions are invited for 20-minute presentations in any area related to Spanish in the United States or Spanish in contact with other languages, including language maintenance and shift, language variation, language policy and planning, discourse analysis, language attitudes, language acquisition, development, and attrition, heritage language education, language in public life, the psycholinguistics of bilingualism, and other relevant topics. Presentations may be given in Spanish or English. Papers about Spanish use in less commonly studied areas of the United States are especially encouraged.
Source: 20th Conference on Spanish in the United States
Inputdate: 2004-07-30 02:08:00
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Title: Call for Papers: 20th Conference on Spanish in the US
Body: From: http://spaninus.uic.edu/callForPapers.html 20th Conference on Spanish in the United States & 5th International Conference on Spanish in Contact XX Congreso sobre el español en los Estados Unidos y V Congreso internacional sobre el español en contacto con otras lenguas http://spaninus.uic.edu Date: March 24-26, 2005 The University of Illinois at Chicago, USA Contact: Kim Potowski, kimpotow@uic.edu Deadline for submissions: October 11, 2004 Submissions are invited for 20-minute presentations in any area related to Spanish in the United States or Spanish in contact with other languages, including language maintenance and shift, language variation, language policy and planning, discourse analysis, language attitudes, language acquisition, development, and attrition, heritage language education, language in public life, the psycholinguistics of bilingualism, and other relevant topics. Presentations may be given in Spanish or English. Papers about Spanish use in less commonly studied areas of the United States are especially encouraged.
Source: 20th Conference on Spanish in the United States
Inputdate: 2004-07-30 02:08:00
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1858
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Title: Call for Papers: 2005 Georgetown University Round Table on Languages and Linguistics
Body: From: http://www.georgetown.edu/events/gurt/2005/callforpapers.html We invite proposals for presentations related to theory, research, practice, and policy pertinent to the conference theme, EDUCATING FOR ADVANCED FOREIGN LANGUAGE CAPACITIES: CONSTRUCTS, CURRICULUM, INSTRUCTION, ASSESSMENT. Proposal submission deadline is October 1, 2004. A prize will be awarded to the best student abstract. The submission, review, and notification process will be handled via the internet only. Notification of proposal acceptance: December 1, 2004. The conference is organized around the following major strands: * theories of language for learning and teaching a foreign language to advanced levels * curriculum construction in support of advanced foreign language acquisition * instructional approaches that foster advanced-level foreign language capacities, from the standpoint of the learner and the teacher * assessment of advanced foreign language abilities, both within a programmatic environment and outside of it.
Source: GURT 2005
Inputdate: 2004-07-30 02:14:00
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Title: Call for Papers: 2005 Georgetown University Round Table on Languages and Linguistics
Body: From: http://www.georgetown.edu/events/gurt/2005/callforpapers.html We invite proposals for presentations related to theory, research, practice, and policy pertinent to the conference theme, EDUCATING FOR ADVANCED FOREIGN LANGUAGE CAPACITIES: CONSTRUCTS, CURRICULUM, INSTRUCTION, ASSESSMENT. Proposal submission deadline is October 1, 2004. A prize will be awarded to the best student abstract. The submission, review, and notification process will be handled via the internet only. Notification of proposal acceptance: December 1, 2004. The conference is organized around the following major strands: * theories of language for learning and teaching a foreign language to advanced levels * curriculum construction in support of advanced foreign language acquisition * instructional approaches that foster advanced-level foreign language capacities, from the standpoint of the learner and the teacher * assessment of advanced foreign language abilities, both within a programmatic environment and outside of it.
Source: GURT 2005
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1859
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Title: French vocabulary: Le Tour de France & bicycles
Body: I taped part of the Tour and will be showing it to my classes. Thinking of a vocabulary list, I found quite a nice one by the BBC on their very fine site about the Tour- 2003, but still good. It includes terminology not only for the tour but also for hiring a bike, bicycle parts, accidents and repairs, as well as the history of the tour, etc. I found it at: http://www.bbc.co.uk/languages/french/tour_diary/phrasebook_1.shtml That's the first page of five. Bon voyage! Pontius, J. Le Tour de France vocabulary. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (29 Jul. 2004).
Source: FLTEACH
Inputdate: 2004-07-30 10:12:00
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Title: French vocabulary: Le Tour de France & bicycles
Body: I taped part of the Tour and will be showing it to my classes. Thinking of a vocabulary list, I found quite a nice one by the BBC on their very fine site about the Tour- 2003, but still good. It includes terminology not only for the tour but also for hiring a bike, bicycle parts, accidents and repairs, as well as the history of the tour, etc. I found it at: http://www.bbc.co.uk/languages/french/tour_diary/phrasebook_1.shtml That's the first page of five. Bon voyage! Pontius, J. Le Tour de France vocabulary. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (29 Jul. 2004).
Source: FLTEACH
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Title: 2005 Georgetown University Round Table on Languages and Linguistics
Body: From conference website: http://www.georgetown.edu/events/gurt/2005/ Dates: March 10-13, 2005 The Faculty of Languages and Linguistics at Georgetown University is pleased to announce the 2005 Georgetown University Round Table on Languages and Linguistics (GURT 2005). The theme of the conference is: EDUCATING FOR ADVANCED FOREIGN LANGUAGE CAPACITIES: CONSTRUCTS, CURRICULUM, INSTRUCTION, ASSESSMENT. It will take place on the campus of Georgetown University, Washington, DC, from Thursday evening, March 10, to Sunday, noon, March 13, 2005. (Pre conference workshops will start Thursday morning, March 10.) GURT 2005 will focus on all aspects of instructed foreign language learning to advanced levels. Recently this topic has been the focus of considerable concern in society at large. It is also beginning to attract the interest of scholars exploring use-oriented theories of language, of researchers who want to expand the horizons of the field of second/foreign language acquisition research, particularly by adult learners, and of professionals and practitioners who are concerned with effective instructional approaches toward advanced levels of use in diverse educational settings. Central strands for the conference are: * theories of language for learning and teaching a foreign language to advanced levels * curriculum construction in support of advanced foreign language acquisition * instructional approaches that foster advanced-level foreign language capacities, from the standpoint of the learner and the teacher * assessment of advanced foreign language abilities, both within a programmatic environment and outside of it.
Source: GURT 2005
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Title: 2005 Georgetown University Round Table on Languages and Linguistics
Body: From conference website: http://www.georgetown.edu/events/gurt/2005/ Dates: March 10-13, 2005 The Faculty of Languages and Linguistics at Georgetown University is pleased to announce the 2005 Georgetown University Round Table on Languages and Linguistics (GURT 2005). The theme of the conference is: EDUCATING FOR ADVANCED FOREIGN LANGUAGE CAPACITIES: CONSTRUCTS, CURRICULUM, INSTRUCTION, ASSESSMENT. It will take place on the campus of Georgetown University, Washington, DC, from Thursday evening, March 10, to Sunday, noon, March 13, 2005. (Pre conference workshops will start Thursday morning, March 10.) GURT 2005 will focus on all aspects of instructed foreign language learning to advanced levels. Recently this topic has been the focus of considerable concern in society at large. It is also beginning to attract the interest of scholars exploring use-oriented theories of language, of researchers who want to expand the horizons of the field of second/foreign language acquisition research, particularly by adult learners, and of professionals and practitioners who are concerned with effective instructional approaches toward advanced levels of use in diverse educational settings. Central strands for the conference are: * theories of language for learning and teaching a foreign language to advanced levels * curriculum construction in support of advanced foreign language acquisition * instructional approaches that foster advanced-level foreign language capacities, from the standpoint of the learner and the teacher * assessment of advanced foreign language abilities, both within a programmatic environment and outside of it.
Source: GURT 2005
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1861
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Title: Top 50 German words
Body: This is frequency in written language: http://german.about.com/library/blwfreq_t50.htm
Source: about.com
Inputdate: 2004-07-30 10:45:00
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Title: Top 50 German words
Body: This is frequency in written language: http://german.about.com/library/blwfreq_t50.htm
Source: about.com
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Title: Lessons about Ancient Greece
Body: Editor's Note: These lessons may interest teachers of advanced-level language courses for content-based classes on Greece. From: http://www.marcopolo-education.org/MarcoGrams/Aug2004.html Greece steps into the world spotlight this summer as it plays host to thousands of athletes, trainers, judges and spectators who will meet in Athens for the 2004 Summer Olympic Games. While you're cheering for your favorite athlete, take some time out to learn more about the history and culture of the ancient Greek civilization. This month, MarcoPolo features lessons and activities about the Greek influence on mythology, mathematics, geography and the modern alphabet. Use the activities below as a warm-up, then run, jump or dive right into the featured lessons and resources that follow.
Source: MarcoGram
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Title: Lessons about Ancient Greece
Body: Editor's Note: These lessons may interest teachers of advanced-level language courses for content-based classes on Greece. From: http://www.marcopolo-education.org/MarcoGrams/Aug2004.html Greece steps into the world spotlight this summer as it plays host to thousands of athletes, trainers, judges and spectators who will meet in Athens for the 2004 Summer Olympic Games. While you're cheering for your favorite athlete, take some time out to learn more about the history and culture of the ancient Greek civilization. This month, MarcoPolo features lessons and activities about the Greek influence on mythology, mathematics, geography and the modern alphabet. Use the activities below as a warm-up, then run, jump or dive right into the featured lessons and resources that follow.
Source: MarcoGram
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