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Content Type: 1
Title: Test de cultura general sobre España
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From: http://www.profedeele.es/
Here’s a test on general knowledge about Spain. It can be taken online or adapted to use in class if needed. There’s also a link to an easier test in case this one is too hard for your students.
Access it at http://www.profedeele.es/2015/05/test-cultura-spain-2.html
Source: ProfeDeELE.es
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Content Type: 1
Title: Latin American Art - El arte latinoamericano
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From: https://senorab1972.wordpress.com/2015/06/25/el-arte-latinoamericano-wifredo-lam/
A recent post from the blog Señora B provides a lesson sequence in Spanish combining art and literature. Students examine and discuss artwork from Cuban artists, watch a video, and read a poem from a Cuban poet.
For the complete lesson visit https://senorab1972.wordpress.com/2015/06/25/el-arte-latinoamericano-wifredo-lam/
Source: Señora B
Inputdate: 2015-06-27 15:54:26
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Content Type: 1
Title: The Inca – Day 3: TPRS Story of the Creation Myth
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From: https://sradentlinger.wordpress.com/2015/06/25/the-inca-day-3-tprs-story-of-the-creation-myth/
Sra Dentlinger, a middle and high school Spanish Teacher, shares in this post her Spanish lesson sequence focused on the Incas. This post is number 3 in the sequence. It started with a documentary viewing and KWL sheet and progressed to a TPRS story of an Incan creation myth. She provides guidelines for the lessons and also reflects on what she would have done differently.
To see the lesson visit https://sradentlinger.wordpress.com/2015/06/25/the-inca-day-3-tprs-story-of-the-creation-myth/
Source: Sra Dentlinger
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Content Type: 1
Title: Audience Awareness: An Interactive Group Activity
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From: http://blog.tesol.org/audience-awareness-an-interactive-group-activity/
Elena Shvidko, an instructor of first-year composition courses in the English department at Purdue University, posted this great interactive activity for discussing and practicing audience awareness in the language classroom.
For the full activity visit http://blog.tesol.org/audience-awareness-an-interactive-group-activity/
Source: TESOL International Association
Inputdate: 2015-06-27 15:56:03
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Content Type: 1
Title: How India Changed the English Language
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From: http://www.bbc.com/culture/story/20150619-how-india-changed-english
This article from the BBC, written by Rahul Verma, discusses ways in which the languages of India influenced the English language. It also touches on other instances of language exchange and explores the concept of language as an always changing process. This could be a great piece to read in order to prompt discussion on the permeability and changeability of language.
To read the full article visit http://www.bbc.com/culture/story/20150619-how-india-changed-english
Source: BBC
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Content Type: 1
Title: Eight Must Do’s of Project-Based Learning
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From: https://gianfrancoconti.wordpress.com/2015/06/26/eight-must-dos-of-project-based-learning/
This recent post from Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL) on The Language Gym blog discusses the 8 most important steps to take in the implementation of Project-Based Learning in order to enhance its learning impact on L2 learner proficiency. Dr. Conti focuses on pedagogical recommendations in this post that relate to the specifics of target language acquisition.
To read the post visit https://gianfrancoconti.wordpress.com/2015/06/26/eight-must-dos-of-project-based-learning/
Source: The Language Gym
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Title: World Newspapers Listed by Country
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From: http://www.thepaperboy.com/newspapers-by-country.cfm
thepaperboy.com has 12040 online newspapers from 185 countries to choose from on their website. It is organized by country and you can sort by language once you have chosen a country.
To access this resource visit http://www.thepaperboy.com/newspapers-by-country.cfm
Source: thepaperboy.com
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Content Type: 1
Title: Musings on Assessing Interpretive Listening
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From: http://madameshepard.com/?p=653
This blog post from a National Board Certified French teacher examines the often difficult task of assessing interpretive listening. She highlights the different ways in which we listen and the different skills we need to develop in order to be a successful listener.
To read more visit http://madameshepard.com/?p=653
Source: Madame’s Musings
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Title: Instructional and Authentic Resources
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Teachers can find an extensive list of authentic audio, video, print and instructional resources, suggested by world language educators throughout Ohio. Resources for these languages:
- Arabic
- American Sign Language
- Chinese
- French
- German
- Italian
- Japanese
- Latin / Greek
- Russian
- Spanish
Access this resource http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework/Instructional-Authentic-Resources
Source: Ohio Department of Education
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Content Type: 4
Title: Advertising: Who Is Your Audience?
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Stephanie Knight is the Language Technology Specialist for CASLS at the University of Oregon. This activity was developed in order to meet the various needs of the students in her International Baccalaureate Diploma Programme Spanish course at Hillsboro High School, an urban high school in Nashville, Tennessee. It can be adapted to fit other languages and levels.
This activity aims at developing speaking and critical thinking skills among intermediate-high and advanced-low students. Insofar as students are led to consider varying levels of acculturation in differing generations of heritage learners, this activity is appropriate for classes of heritage learners and for classes with students studying Spanish as a foreign language. In completing the activity, students are engaged in reading, listening, and speaking skills.
Mode(s): Presentational Speaking, Interpretive Listening, Interpretive Reading
Objectives:
- Students will understand the importance of cultural awareness when designing effective advertising campaigns.
- Students will understand that translation is an ineffective means of targeting an existing advertising campaign to a Spanish-speaking audience.
- Students will be able to create their own commercials tailored to first generation immigrants and third or fourth generation immigrants.
- Students will develop their persuasive and narrative speaking skills.
Resources- Advertising PowerPoint, Handout 1, Handout 2 (English versions available here: PowerPoint, Handout 1, Handout 2)
Procedure:
- Through the use of a PowerPoint presentation, students are introduced to the concept of advertisers targeting a specific subset of the general population. In this overview, the power of persuasion inherent in advertisements and the economic impact of Latino spenders in the United States are discussed. In addition, students are drawn to consider general characteristics of the Latino population that advertisers must keep in mind, and students are introduced to advertisements that have failed given the misguided hope that simple translation into Spanish would be a sufficient vehicle to tailor ads to the United States’ Spanish-speaking population.
- The next step is to give students Handout 1 that they use to analyze State Farm advertisements. Two commercials are directed toward Spanish speakers in the United States, while the other is tailored to English speakers.
- Next, students are put into teams of 3-4 in which they prepare (by outlining in lieu of script writing) two commercials for the same product or service--one commercial targets first-generation immigrants, and one targets immigrants who are more acculturated into the United States’ mainstream culture (third or fourth generation). Handout 2
- Students present their commercials. While the teams are presenting, the rest of the class must guess the desired audience of each advertisement. In addition, each student should pick one student presenting to evaluate with regards to language output and language control.
It is recommended that students record their commercials and do a self-evaluation and reflection in which they focus on three strengths that they discovered in listening to the recording. Remind them to cite proof of the strengths and to use them as part of an improvement plan. The students may wish to also work on 1-2 weaknesses in their improvement plans.
Adaptations: While students originally completed this activity by presenting each commercial live in the classroom, the commercials could be pre-recorded. This activity could be easily adapted to lower-level students by allowing them to write a script instead of an outline of the commercials. Such an adaptation would allow students to rely less upon spontaneous output than they would in the activity as presently created.
Source: CASLS Activity of the Week
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