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Title: The Best Sites to Teach and Learn about Ramadan
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From http://larryferlazzo.edublogs.org
Larry Ferlazzo has compiled a collection of annotated links to resources dealing with Ramadan, the month-long Muslim holiday that begins this year on May 26: http://larryferlazzo.edublogs.org/2009/08/01/the-best-sites-to-teach-learn-about-ramadan/
Source: Larry Ferlazzo’s Websites of the Day…
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Title: ELL Ideas: Learning About the Environment
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Here is a collection of articles, websites, and books dealing with the environment and appropriate for English learners, curated by ¡Colorín Colorado!: http://www.colorincolorado.org/article/ell-ideas-learning-about-environment
Source: ¡Colorín Colorado!
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Title: Research Summary: Explicit vs. Implicit Grammar Instruction
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From http://www.eltresearchbites.com
Anthony Schmidt summarizes a 2010 meta-analysis by Nin Spada and Yasuyo Tomita of studies investigating the efficacy of implicit and explicit grammar instruction. His summary: “The results indicated that explicit instruction was more effective for both simple and complex language features. In addition, explicit instruction led to both greater explicit and implicit knowledge. Finally, explicit instruction was also more effective in the long-term (as measured by delayed post tests). One result that surprised the authors: the largest effect size in this study was of explicit instruction of complex language features on implicit knowledge (measured by ‘free constructed response’ tasks). Implicit instruction only showed a medium effect size (some effectiveness) for simple language features on free tasks.”
Read the full research summary at http://www.eltresearchbites.com/201705-what-is-more-effective-explicit-or-implicit-grammar-instruction/
Source: ELT Research Bites
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Title: Reflection Questions for Teachers and Students: A School Year Like No Other
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To help you reflect on the 2016-2017 year, Lydia Breiseth, Manager of Colorín Colorado, has put together some reflection questions with the input of a group of veteran educators and teacher leaders, as well as a list of questions and writing prompts for students. The questions are available at http://www.colorincolorado.org/article/reflection-questions-teachers-and-students-school-year-no-other
Source: ¡Colorín Colorado!
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Title: Class Routines: Suggestions for New Teachers
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From http://minutebyminutespanish.com
Ellen at Minute by Minute Spanish offers suggestions for new teachers struggling with classroom management, including specific advice for managing transitions between activities, in this blog post: http://minutebyminutespanish.com/first-year-teacher-wants-to-get-off-the-struggle-bus-to-classroom-policies-and-procedures/
Source: Minute by Minute Spanish
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Title: Summer Activities for Your Students
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Here is an infographic with suggestions for things that your students can do over the summer to keep their target language proficiency up; example include following celebrities on social media, watching tutorials on YouTube, creating a playlist of favorite target language songs, and pen pals and language exchanges. The infographic is followed by a collection of links to different online resources
Access the infographic and collection of links at https://spanishplans.org/2017/05/08/summer-acquisition/
Source: SpanishPlans.org
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Title: Preparation for the AAPPL Test
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Do your students take the AAPPL test? Laura K. Sexton describes how she prepared practice tests for her students that follow a format similar to the test, so that they feel better prepared (as happens when instruction matches assessment) in this blog post: http://www.pblinthetl.com/2017/05/diy-reading-practice-for-aappl-test.html
Source: PBL in the TL
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Title: Speaking Activities
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From https://scottthornbury.wordpress.com
Here are few low-prep activities that get your students speaking, some focusing more on the interpersonal mode and some on the presentational mode: https://scottthornbury.wordpress.com/2017/05/07/s-is-for-speaking-2/
Source: An A-Z of ELT
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Title: Tech Tools for Student-Centered Learning
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From http://www.path2proficiency.com
Maris Hawkins describes several tech tools that your students can use take the lead in their language learning in this recent blog post: http://www.path2proficiency.com/let-your-students-lead-the-way/
Source: path to proficiency
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Content Type: 4
Title: Raising Awareness of Advertising Techniques
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Overview: In this activity students will pretend they are marketing students and watch a video about different techniques advertisers use to get people to buy their products. Then students will find an ad online that’s directed toward either men or women and post it to class discussion board. Then students will select two of the ads in the discussion board and find examples of the techniques they just learned about. Then they will pretend to be parents and explain to their children why they chose a certain product for them. As an extension, can create their own advertisement.
Learning objectives: Students will be able to select advertisements directed towards a specific population of people. Students will be able to identify, highlight and give an example of the advertising techniques they learned in a video. Students will be able to explain why they chose a particular product over another.
Modes: Interpretive Listening, Interpersonal Communication
Materials needed: Handout
Procedure:
1.)Set the stage for students; they are marketing interns tasked with making a successful advertisement. They need to learn as much as they can about it.
2.)Have students watch the video “The Secret Science of Advertising.” They will take notes and make a list of the different techniques mentioned in the video.
3.)Have students research and select an advertisement that is clearly targeted towards men or women that uses at least three techniques mentioned in the video. They must upload this advertisement to the class discussion board where other students can see it.
4.)Next students find two advertisements posted on the class discussion board. They watch them and take notes on the techniques present, using the handout as guidance.
5.)Now students pretend that they are a mother or father who is at the store trying to buy the product featured in the ads for your teenage kids (one boy and one girl), and they have to share it. Explain to your children which product you chose and why. (This can be recorded and uploaded or done in class)
6.)Extension: Students create their own advertisement.
Notes: This activity focuses on video advertisements, but you can also do this same process for print ads as well.
Source: CASLS Activity of the Week
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