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Content Type: 1
Title: Low-Prep Speaking Activity
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From https://www.teachingenglish.org.uk/
Here is a well-scaffolded but simple activity that involves students asking each other questions, then guessing which descriptions match different students in the class: https://www.teachingenglish.org.uk/blogs/rachael-roberts/rachael-roberts-a-favourite-speaking-activity
Source: British Council
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Title: Olympic Games Resources
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The 2016 Olympic Games will start in less than four weeks. Your InterCom editor is excited as always to watch people from all over the world, each bringing their own language and culture, competing in a spirit of peace. As a resident of Tracktown USA (Eugene, Oregon), she is also looking forward to watching competitors on the TV that she has watch competing in person on our own University of Oregon campus. In this and coming weeks we’ll be sharing Olympics-related resources that you can use in your classroom.
A great place to start for content is the Rio 2016 website itself, which is available in Portuguese, English, Spanish and French. The site covers both the Olympic and Paralympic games. If you teach one of these languages, head to the main website at https://www.rio2016.com. You can start by having your students learn about the different Olympic sports with these spectator guides: https://www.rio2016.com/esportes (you can toggle among the four languages at the top of the page). What are the dominant countries in each sport? Who in your classroom follows or participates in the different sports? Is there a particular athlete from a country that speaks your target language that you can follow?
From tes, here is a reading comprehension lesson for French learners, again based on an article from the Rio 2016 website: https://www.tes.com/teaching-resource/reading-comprehension-rio-olympics-11314886
From our sister LRC, the Center for Open Educational Resources and Language Learning, comes a special series about the Olympics on their Brazilpod site. Access this series at http://linguadagente.coerll.utexas.edu/
Source: Various
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Title: Ideas for Using Cell Phones in Class
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Robert Sheppard shares five different ways that you can have students use their cell phones in class for language learning in this blog post: http://blog.tesol.org/5-ways-to-incorporate-digital-literacy-in-elt-class-take-out-your-cell-phones/
Source: TESOL Blog
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Title: Blog Post: ADHD and How My Son Made Me a Better Teacher
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From http://www.pblinthetl.com
If you have ever spent time around a person with ADD or ADHD, and especially if you have taught one, this blog post by Laura Sexton will strike a chord with you. You’ll not only learn to empathize with people who have ADHD, you will get some ideas for being a better teacher for all of your students.
Read the blog post at http://www.pblinthetl.com/2016/07/adhd-and-how-my-son-made-me-better.html
Source: PBL in the TL
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Title: Using a Die for Reading Comprehension Checks
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From https://sradentlinger.wordpress.com/
If you’re looking for a diverse set of tools to use for checking student comprehension, here is a new one to add to your toolbox: a die with question words on it. Read how Spanish teacher Elizabeth Dentlinger adapts its use in her different levels of classes in this blog post: https://sradentlinger.wordpress.com/2016/07/01/reading-comprehension-questions-a-la-dice/
Speaking of dice, here is a handy source of printable dice templates: http://www.toolsforeducators.com/dice/
Source: La Clase de la Señora Dentlinger
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Content Type: 4
Title: 2010 Earthquake in Haiti
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Emily Minelli is an International Bacclaureate French teacher.
This activity was created for intermediate to advanced high students enrolled in an IB language course. It is an interdisciplinary project-based activity with clear connections to history, cultural geography, art, science, and Theory of Knowledge courses. It studies the effects of natural disasters on poverty, globalization, and sustainability by studying the 2010 earthquake in Haiti.
Learning Objectives: Learners will be able to:
- Watch and understand a televised news program relating to a current event
- Read an authentic text relating to a current event
- Participate in online forum discussion with native speakers of the language
- Demonstrate understanding of persuasive language
Modes: Interpretive Reading, Interpersonal Speaking, Writing
Materials Needed: Vocabulary, access to technology to watch news program (computer, smart phone, class projector, etc.) and participate in UNICEF chat, accompanying news article, materials to create a newspaper, Frayer model handout.
Procedure:
- Students begin by receiving vocabulary relating to natural disasters, poverty, globalization, and sustainability. After completing a “stop-light” sorting activity, they watch the film The History of Stuff by Annie Leonard (available in French http://www.dailymotion.com/video/xkg9ds_l-histoire-des-choses-the-story-of-stuff-par-annie-leonard_news ). This film demonstrates the effects of industrialization on globalization, with some explanation of economics and sustainability.
- The next day in class, students will create subgroups of 3 relating to natural disasters, poverty, globalization, and sustainability. They will create a Frayer model of a word on their vocabulary list and complete it through the lens of The Story of Stuff. They will present this in class and their Frayer models will be displayed throughout the PBL.
- For homework students will participate in an online discussion forum. Students can choose one of the sub topics to which they were not assigned and must participate in that topic's discussion forum on teachunicef.org with a young person in Haiti in order to gather further information and insight. The forum is similar to a chat room; UNICEF has people from the country and topic of focus post about their experiences and answer questions posed by people posting in the forum.
- The next day, students will watch TV5Monde clip about the 2010 earthquake in Haiti and read the article: « Trois ans après le séisme, Haïti entre camps de toile et bidonvilles » (both portray work camps and slums three years post-earthquake) and respond by writing a letter from the perspective of a teenager who is still living in the camps today.
- Finally, students work together to create a newspaper presenting life in Haiti today, in the years since the 2010 earthquake. They should include articles on how the natural disaster has affected the country in terms of poverty, globalization, and sustainability.
Notes: This activity is interdisciplinary and can complement activities occurring in multiple classes. For example, it is well-suited for science (environmental studies), history, art, geography, and more. It is designed for advanced students with a strong understanding of basic and some complex grammatical structures, including the subjunctive. However, it could easily be adapted for intermediate or even novice learners, particularly in relation to writing activities. The class newspaper could be replaced by a recorded news program or class presentation.
Source: CASLS Activity of the Week
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Content Type: 2
Title: New LinguaFolio Online
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The new LinguaFolio Online is here! New features include simpler navigation, quicker ways for students to capture and upload evidence, ability to provide feedback on student work, and improved teacher report screens. Want to help your students take charge of their own language learning and understand what they'll learn in your class all while aligning your classroom with the NCSSFL-ACTFL Can-Do Statements? Join us on Facebook, Twitter, or Instagram to win access for your students this coming academic year.
Source: CASLS
Inputdate: 2016-07-11 10:26:33
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Content Type: 5
Title: Watch Your Students’ Language Skills Grow with LinguaFolio Online
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CASLS recently launched the newly redesigned LinguaFolio Online. The e-portfolio now has simpler navigation, quicker ways for students to capture and upload evidence, the ability for teachers to provide feedback on student work, and improved teacher report screens.
The redesign includes accompanying mobile applications for both Android and iOS devices. Using the app, students can capture their use of the target language as it happens, both in and outside of the classroom.
LinguaFolio Online is organized around the NCSSFL-ACTFL Can-Do Statements, which encourage communicative proficiency. Teachers can assign Can-Do Statements to their classes, so that students understand what they will be able to accomplish at the end of each unit. Teachers can watch students grow, quickly and easily reviewing students’ work and providing individualized feedback. Students have the option of reviewing comments and proposing revisions.
As students’ confidence in using the language grows, teachers can showcase students’ language abilities to parents and administrators – putting to rest the common misconception that students can’t communicate in a foreign language even after taking a class.
LinguaFolio Online, based on the successful paper-and-pencil version, began as a cooperative project with the National Council of State Supervisors of Languages (NCSSFL). The U.S. Department of Education Title VI, under grant #P229A140004, supports development of LinguaFolio Online. Contents do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
Source: CASLS Spotlight
Inputdate: 2016-07-13 11:38:39
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Content Type: 1
Title: July Issue of KinoKultura
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The July issue of KinoKultura - including coverage of Kinotavr and Moscow IFF - is now available at http://www.kinokultura.com/2016/issue53.shtml
ARTICLES
Tarkovsky—Thirty Years after his Death
Alan Wright: The Rotten Sea: Andrei Tarkovsky in the Soviet Archive
FESTIVAL REPORTS
Daria Ezerova: The Cinematic Discomfort of Kinotavr 2016
Alyssa DeBlasio: New Russian Features at the 38th Moscow International Film Festival 2016
REVIEWS
Oleg Asadulin: The Green Carriage by Alexandar Mihailovic
Emir Baigazin: The Wounded Angel by Birgit Beumers
Egor Baranov: Locust by Frederick H. White
Vladimir Bek: Little Bird by Rita Safariants
Petr Buslov: Motherland by Seth Graham
Indar Djendubaev: He’s a Dragon by Beach Gray
Fedor Dmitriev: The Fortress: With Shield and Sword (anim.) by Natalie Kononenko
Iurii Feting: Celestial Camel by Elena Prokhorova
Dmitrii Grachev: The Calculator by Alexander Prokhorov
Maria Guskova: The Return of Erkin (short, RUS-KYR) by Gulbara Tolomushova
Alisher Khamdamov: A Fatal Step by Peter Rollberg
Aleksandr Kott: Insight by José Alaniz
Vitalii Manskii: Under the Sun (doc.) by Jeremy Hicks
Andrei Proshkin: Orleans by Olga Mesropova and Thomas Waldemer
Sergei Puskepalis: Clinch by Anthony Anemone
Darina Shmidt: Ivan Tsarevich and the Grey Wolf 3 (anim.) by Lora Mjolsness
Aleksandr Sokurov: Francofonia by Birgit Beumers
Beumers, B. [SEELANGS] KinoKultura53. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 14 Jul 2016).
Source: SEELANGS
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Title: Book: Language-Learner Computer Interactions
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From https://benjamins.com/#catalog/books/lsse.2/main
Language-Learner Computer Interactions: Theory, methodology and CALL applications
Edited by Catherine Caws and Marie-Josée Hamel
Published by John Benjamins Publishing Company
This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners’ digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others’ theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments.
Visit the publisher’s website at https://benjamins.com/#catalog/books/lsse.2/main
Source: John Benjamins Publishing Company
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