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Contentid:
1924
Content Type: 1
Title: Low tech random name generator
Body: Here's an idea similar to one that someone already suggested where she uses index cards. It may be useful for people who cannot rely on a computer for the random name generator. I keep mine in a pocket in the organizer that is attached to the overhead projector. I learned this from observing it in a classroom where I substitute taught a long time ago. (I can't remember the teacher's name to give her credit for the idea.) You need to buy several inexpensive identical sets of playing cards. I remove the jokers, then shuffle them so they come up randomly. Then I use a permanent ink felt pen to write a student's French name & any other info I choose (lately just their name & class hour). I keep them bundled in rubberbands, sorted by class hour. Often, when I use them I ask a student to shuffle them & a different different student to choose the. Usually each will then choose the
one to follow.
These are useful when no one will volunteer or when so many people
volunteer that you can't choose one person w/ out hurting the feelings of
several others. You could either keep the cards from the people who've
already been called on separate or you could add them back to the stack so
you keep them on their toes wondering if they'll be called again.
When I ask for volunteers and no one comes through, I reach for les cartes de
victimes & tell them, Pas de volontaire? Alors, ce sera des vicitimes.
Editor's Translation: "No volonteers? Well, then, it will be victims."
Here's an idea for using the leftover cards in the following years: I reuse the
old cartes de victimes to play Loto des cartes, which I learned from Gloria
TIBBETTS. It is an easy game to play & useful for motivating the students to
pay attention to numbers from 2 - 10 & to listen discriminately for other French
words for the card suits & values. Plus, if they win a loto, they have to use the
target language to tell what they (think) they have.
First, I use the overhead to review numbers & to teach them the French words
for the card suits & for the Ace (they love that one !) & the face cards, plus how
to put them together, trois de trefle, as de pique, etc. They also learn to say
loto for bingo. (Now that we can so easily make color transparencies, I'm
thinking of making transparencies of the cards for teaching this part in the
beginning.)
Student volunteers distribute the cards to everyone in the class. Each person
is given 5 cards. It does not matter if they have duplicates, because if they
have 2 or 3 identical cards, they just pull them all if they are called. The object
is to have all 5 cards called & they call out LOTO when that is the case. Then
they have to read back what they have, en francais, to be sure that they truly
do have a bingo.
Rose Bleue. Re: random name generator - non-electronic version AKA Cartes
de Victimes + loto des cartes. Foreign Language Teaching Forum listserv.
FLTEACH@LISTSERV.BUFFALO.EDU (10 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-13 10:05:00
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Title: Low tech random name generator
Body: Here's an idea similar to one that someone already suggested where she uses index cards. It may be useful for people who cannot rely on a computer for the random name generator. I keep mine in a pocket in the organizer that is attached to the overhead projector. I learned this from observing it in a classroom where I substitute taught a long time ago. (I can't remember the teacher's name to give her credit for the idea.) You need to buy several inexpensive identical sets of playing cards. I remove the jokers, then shuffle them so they come up randomly. Then I use a permanent ink felt pen to write a student's French name & any other info I choose (lately just their name & class hour). I keep them bundled in rubberbands, sorted by class hour. Often, when I use them I ask a student to shuffle them & a different different student to choose the
Source: FLTEACH
Inputdate: 2004-08-13 10:05:00
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Contentid:
1925
Content Type: 1
Title: Ideas for using only target language in class
Body: In my perfect world, I would never speak a word of English during any class period from the first day of German 1 to the last day of A.P. German 4. Being the imperfect person that I am, however, I am in constant movement toward that goal. Last year I hit upon the alliterative phrase for a step in the desired direction: "Deutsch am Donnerstag" (German on Thursday). The activity of that name was that the students and I would speak nothing but German on Thursday - from bell-to-bell. (We do usually switch to English in the last 3-5 minutes to clear up misunderstandings, check for general comprehension, etc.) There were often times when we had to schedule "Deutsch am Donnerstag" on a different day - the kids cracked up when I assigned "Deutsch am Donnerstag" on Wednesday! The idea and activity were a resounding success, and I would like to share some thoughts and modifications for this year. In German 1, by the second grading period, we were able to have a successful "DamD" almost every week. Most kids loved it; there are always some, as you know, who are very insecure. I usually try to have a couple of topics if the current lesson does not lend itself to a very limited discussion. We will continue "DamD" in German 1 this year. In German 2, we were often able to discuss the regularly-scheduled lesson for "DamD". If not, but always just in case, I had another topic ready. As soon as this year's second-year students recover from the annual German 2 Shock Fright Syndrome (they know they should know something, but they are afraid they have forgotten it all!), we will be having "DDD" (Deutsch am Dienstag und Donnerstag - German on Tuesday and Thursday). In German 3, we spoke a great deal of the time in German anyway; we usually used DamD as a way to discuss a specific topic (they were a great discussion group with lots of ideas). Our goal for this year will be "3xDeutsch": German bell-to-bell at least three days a week. The goal in German 4 is to speak no English. One of my favorite activities with my students is to talk with them, letting the conversation lead where it may. This activity - DamD / DDD / 3xD - lets me and the students do that regularly and in a rather organized manner. By the way, I base most of my daily participation/oral practice grades on how active the students are during each class period. If the student is listening, he she automatically receives 2/5 daily points; speaking adds the other 3 points. Each seating chart is in a plastic protector, and I use a dry erase marker to keep track. On DamD, I use the same method of recording participation. Scott, S. Use of FL in Classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-13 10:09:00
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Title: Ideas for using only target language in class
Body: In my perfect world, I would never speak a word of English during any class period from the first day of German 1 to the last day of A.P. German 4. Being the imperfect person that I am, however, I am in constant movement toward that goal. Last year I hit upon the alliterative phrase for a step in the desired direction: "Deutsch am Donnerstag" (German on Thursday). The activity of that name was that the students and I would speak nothing but German on Thursday - from bell-to-bell. (We do usually switch to English in the last 3-5 minutes to clear up misunderstandings, check for general comprehension, etc.) There were often times when we had to schedule "Deutsch am Donnerstag" on a different day - the kids cracked up when I assigned "Deutsch am Donnerstag" on Wednesday! The idea and activity were a resounding success, and I would like to share some thoughts and modifications for this year. In German 1, by the second grading period, we were able to have a successful "DamD" almost every week. Most kids loved it; there are always some, as you know, who are very insecure. I usually try to have a couple of topics if the current lesson does not lend itself to a very limited discussion. We will continue "DamD" in German 1 this year. In German 2, we were often able to discuss the regularly-scheduled lesson for "DamD". If not, but always just in case, I had another topic ready. As soon as this year's second-year students recover from the annual German 2 Shock Fright Syndrome (they know they should know something, but they are afraid they have forgotten it all!), we will be having "DDD" (Deutsch am Dienstag und Donnerstag - German on Tuesday and Thursday). In German 3, we spoke a great deal of the time in German anyway; we usually used DamD as a way to discuss a specific topic (they were a great discussion group with lots of ideas). Our goal for this year will be "3xDeutsch": German bell-to-bell at least three days a week. The goal in German 4 is to speak no English. One of my favorite activities with my students is to talk with them, letting the conversation lead where it may. This activity - DamD / DDD / 3xD - lets me and the students do that regularly and in a rather organized manner. By the way, I base most of my daily participation/oral practice grades on how active the students are during each class period. If the student is listening, he she automatically receives 2/5 daily points; speaking adds the other 3 points. Each seating chart is in a plastic protector, and I use a dry erase marker to keep track. On DamD, I use the same method of recording participation. Scott, S. Use of FL in Classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-13 10:09:00
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Contentid:
1926
Content Type: 1
Title: Website: Spanish books on CD
Body: I came across FonoLibro.com and saw that they are a relatively new company offering a small (and growing, according to the site) selection of Spanish books on CD. Briggs, L. Spanish books on CD -- website. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-13 10:12:00
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Title: Website: Spanish books on CD
Body: I came across FonoLibro.com and saw that they are a relatively new company offering a small (and growing, according to the site) selection of Spanish books on CD. Briggs, L. Spanish books on CD -- website. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (10 Aug. 2004).
Source: FLTEACH
Inputdate: 2004-08-13 10:12:00
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Contentid:
1927
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Title: Multicultural event: Salsa en la calle, Portland
Body: I wanted to share with you about an upcoming free event that you may or may not have heard of. It is Salsa En La Calle this event will be bringing great food venders as well as great Salsa Bands who will be playing through out the day. The event will be held August 29th from 11am to 8pm. Our students from the Summer Dance clinic will be performing Samba and Salsa (Casino Rueda) between 12:30pm and 1:00pm so come and support our OCHA and Programa Hispano students. I hope to you all there ready dance and have a great time. The event will be held in Portland at the Eastbak Festival Plaza (under the Hawthorn Bridge by the Water Front. SE Main Street at the Esplanade. There will be 6 salsa bands, Authentic Lantin American food, dance performances, and dance lessons. This is a family event so there will also be a childrens arts tent. August 29th from 11:00am to 8:00pm. Thanks for sharing this information. Alonso, T. Salsa en La Calle. (10 Aug. 2004).
Source: OCHA and Programa Hispano
Inputdate: 2004-08-13 10:18:00
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Title: Multicultural event: Salsa en la calle, Portland
Body: I wanted to share with you about an upcoming free event that you may or may not have heard of. It is Salsa En La Calle this event will be bringing great food venders as well as great Salsa Bands who will be playing through out the day. The event will be held August 29th from 11am to 8pm. Our students from the Summer Dance clinic will be performing Samba and Salsa (Casino Rueda) between 12:30pm and 1:00pm so come and support our OCHA and Programa Hispano students. I hope to you all there ready dance and have a great time. The event will be held in Portland at the Eastbak Festival Plaza (under the Hawthorn Bridge by the Water Front. SE Main Street at the Esplanade. There will be 6 salsa bands, Authentic Lantin American food, dance performances, and dance lessons. This is a family event so there will also be a childrens arts tent. August 29th from 11:00am to 8:00pm. Thanks for sharing this information. Alonso, T. Salsa en La Calle. (10 Aug. 2004).
Source: OCHA and Programa Hispano
Inputdate: 2004-08-13 10:18:00
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1928
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Title: Job Posting: 2005 Summer Japanese teachers
Body: The Japanese School at Middlebury College is developing a pool of potential instructors for the summer of 2005 and beyond. If you are interested in teaching at the Japanese School during summer months in future including next year, please send a hard copy of your CV to the address below. We are interested in having a pool of highly qualified energetic instructors (both native and non-native speakers of Japanese) who can function well in an intensive summer school environment. Teaching at the Japanese School is challenging, but very rewarding. Detailed information about the School is found at http://www.middlebury.edu/ls/japanese/ If you have any questions, please feel free to contact me. Thank you for your kind considerations. Kazumi Hatasa Director of the Japanese School, 2005 Mailing address for your CV: Kazumi Hatasa Purdue University Department of Foreign Languages and Literatures 640 Oval Drive West Lafayette, IN 47907-2017 Hatasa, K. Japanese School at Middlebury College. SenseiOnline. Senseionline@yahoogroups.com (9 Aug. 2004).
Source: The Japanese School at Middlebury College
Inputdate: 2004-08-13 10:26:00
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Title: Job Posting: 2005 Summer Japanese teachers
Body: The Japanese School at Middlebury College is developing a pool of potential instructors for the summer of 2005 and beyond. If you are interested in teaching at the Japanese School during summer months in future including next year, please send a hard copy of your CV to the address below. We are interested in having a pool of highly qualified energetic instructors (both native and non-native speakers of Japanese) who can function well in an intensive summer school environment. Teaching at the Japanese School is challenging, but very rewarding. Detailed information about the School is found at http://www.middlebury.edu/ls/japanese/ If you have any questions, please feel free to contact me. Thank you for your kind considerations. Kazumi Hatasa Director of the Japanese School, 2005 Mailing address for your CV: Kazumi Hatasa Purdue University Department of Foreign Languages and Literatures 640 Oval Drive West Lafayette, IN 47907-2017 Hatasa, K. Japanese School at Middlebury College. SenseiOnline. Senseionline@yahoogroups.com (9 Aug. 2004).
Source: The Japanese School at Middlebury College
Inputdate: 2004-08-13 10:26:00
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1929
Content Type: 1
Title: Spanish advanced reading suggestions
Body: Question: I am looking for suggestions on any ideas for a level-appropriate, engaging novel for my Spanish IV Honors class. In the past I have used all short stories and am looking for something that will lend itself to more in-depth study. Not more difficult, but just something that we could get more involved with. Responses: How about a play like Fuenteovejuna, La Vida es Sueño or La Casa de Bernarda Alba? You get the depth in an accessible manner. My kids liked "Rosaura a las diez" by Marco Denevi. It's pretty engaging as a mystery for the boys and a love story for the girls. We use the slightly abridged text which includes a few activities and glossary. I've also used "La aventura de Miguel Littín Clandestino en Chile" by García Márquez, and "Pedro Páramo" by Juan Rulfo.
Source: FLTEACH
Inputdate: 2004-08-13 10:30:00
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Title: Spanish advanced reading suggestions
Body: Question: I am looking for suggestions on any ideas for a level-appropriate, engaging novel for my Spanish IV Honors class. In the past I have used all short stories and am looking for something that will lend itself to more in-depth study. Not more difficult, but just something that we could get more involved with. Responses: How about a play like Fuenteovejuna, La Vida es Sueño or La Casa de Bernarda Alba? You get the depth in an accessible manner. My kids liked "Rosaura a las diez" by Marco Denevi. It's pretty engaging as a mystery for the boys and a love story for the girls. We use the slightly abridged text which includes a few activities and glossary. I've also used "La aventura de Miguel Littín Clandestino en Chile" by García Márquez, and "Pedro Páramo" by Juan Rulfo.
Source: FLTEACH
Inputdate: 2004-08-13 10:30:00
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1930
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Title: Homework: How to grade it?
Body: Editor's Note: Have you given much thought to your grading policy for homework? How teachers approach grading homework says a lot about what they believe about homework's purpose in the classroom. The following article was recommended by a FLTEACH member. It offers one view aming many of how homework can be treated. Homework: Quality vs. Quantity http://www.foothill.net/~moorek/homeworkqualityquantity.html This is one article on a larger site which has many different articles relevant to management and instruction: http://www.foothill.net/~moorek/
Source: Ken Moore
Inputdate: 2004-08-18 05:46:00
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Title: Homework: How to grade it?
Body: Editor's Note: Have you given much thought to your grading policy for homework? How teachers approach grading homework says a lot about what they believe about homework's purpose in the classroom. The following article was recommended by a FLTEACH member. It offers one view aming many of how homework can be treated. Homework: Quality vs. Quantity http://www.foothill.net/~moorek/homeworkqualityquantity.html This is one article on a larger site which has many different articles relevant to management and instruction: http://www.foothill.net/~moorek/
Source: Ken Moore
Inputdate: 2004-08-18 05:46:00
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1931
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Title: Alphabet for low-level learners
Body: For those teachers interested in a web-based display of the alphabet which is very intriguing as well as artistically beautiful visit http://www.bemboszoo.com/Bembo.swf Suitable for even the lowest level ESL and Literacy students! Bakin, B. Intriguing display of the alphabet for low level learners. Teachers of English to speakers of other languages electronic list. TESL- L@CUNYVM.CUNY.EDU (6 Aug. 2004).
Source: TESL-L listserv
Inputdate: 2004-08-18 06:17:00
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Title: Alphabet for low-level learners
Body: For those teachers interested in a web-based display of the alphabet which is very intriguing as well as artistically beautiful visit http://www.bemboszoo.com/Bembo.swf Suitable for even the lowest level ESL and Literacy students! Bakin, B. Intriguing display of the alphabet for low level learners. Teachers of English to speakers of other languages electronic list. TESL- L@CUNYVM.CUNY.EDU (6 Aug. 2004).
Source: TESL-L listserv
Inputdate: 2004-08-18 06:17:00
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1932
Content Type: 1
Title: Article: Immersion better than bilingual, study says
Body: From the article: http://www.azcentral.com/families/education/articles/0805bilingual-ON.html Students in Arizona's Structured English Immersion classes learn at a faster pace than students who take bilingual education classes, according to a study released Thursday by the Arizona Department of Education. Tom Horne, state superintendent of public instruction, said the study proves children who primarily speak a foreign language are better served by English- only instruction.
Source: Louie Villalobos, Arizona Republic
Inputdate: 2004-08-18 06:22:00
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Title: Article: Immersion better than bilingual, study says
Body: From the article: http://www.azcentral.com/families/education/articles/0805bilingual-ON.html Students in Arizona's Structured English Immersion classes learn at a faster pace than students who take bilingual education classes, according to a study released Thursday by the Arizona Department of Education. Tom Horne, state superintendent of public instruction, said the study proves children who primarily speak a foreign language are better served by English- only instruction.
Source: Louie Villalobos, Arizona Republic
Inputdate: 2004-08-18 06:22:00
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1933
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Title: 9th International Symposium on Chinese Languages and Linguistics
Body: For more information about this conference, visit the website: http://homepage.ntu.edu.tw/~f89142006/ 9th International Symposium on Chinese Languages and Linguistics (IsCLL- 9) will be held in Taipei on the campus of National Taiwan University from 19th to 21st of November 2004. The Symposium is organized by the Graduate Institute of Linguistics of National Taiwan University in conjunction with the Institute of Linguistics of Academia Sinica and the Linguistic Society of Taiwan. The registration is now ongoing. Please log on to the IsCLL-9 website and fill out the registration forms. Early registration is until October 18, 2004. Thank you. IsCLL-9 Organizing Committee
Source: Linguist List
Inputdate: 2004-08-18 06:30:00
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Title: 9th International Symposium on Chinese Languages and Linguistics
Body: For more information about this conference, visit the website: http://homepage.ntu.edu.tw/~f89142006/ 9th International Symposium on Chinese Languages and Linguistics (IsCLL- 9) will be held in Taipei on the campus of National Taiwan University from 19th to 21st of November 2004. The Symposium is organized by the Graduate Institute of Linguistics of National Taiwan University in conjunction with the Institute of Linguistics of Academia Sinica and the Linguistic Society of Taiwan. The registration is now ongoing. Please log on to the IsCLL-9 website and fill out the registration forms. Early registration is until October 18, 2004. Thank you. IsCLL-9 Organizing Committee
Source: Linguist List
Inputdate: 2004-08-18 06:30:00
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