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Content Type: 3
Title: InterCom: December 13, 2021
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This week we begin a new 2-week series on creative and fun strategies for utilizing vocabulary words. Today we focus on using vocabulary words to write stories in the target language.
Thank you to Madi Collins, CASLS Student Worker, for her role in the creation of this week’s video.
There are a few ways to get connected with us this week:
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Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
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Check out the Activity of the Week. This activity guides learners through the steps needed to write a story, from choosing vocabulary words, to deciding on the structure of the story, to writing it all down!
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Check out this previous InterCom Activity about creative writing and how to write a short story.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 1
Title: In Banca – At the Bank
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From: https://blogs.transparent.com/italian/in-banca-at-the-bank/
This blog post contains vocabulary and phrases related to banking in Italian. Sections are written in Italian and English, allowing readers to translate as needed. There is also a list of vocabulary words related to money and banking. The vocabulary and phrases are given in an easy-to-understand way, making this resource accessible to all learners of Italian. This blog post may be more useful to intermediate- or advanced learners who want to try using the language in more grounded, realistic contexts, and it may also be useful to instructors as a class banking activity or conversation practice.
Visit: https://blogs.transparent.com/italian/in-banca-at-the-bank/
Source: Italian Language Blog, Bridgette
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Content Type: 1
Title: Russian Verb Conjugation Made Simple
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From: https://iwillteachyoualanguage.com/learn/russian/russian-tips/russian-verb-conjugation
This blog post discusses the basics of verb conjugation and why it is important. It also discusses the specifics of Russian verb conjugation in a concise and easy-to-understand way. Richards also provides examples of each type of conjugation and describes irregularities within certain conjugations. This resource would be useful to all levels of Russian learners, but would be especially useful to beginner learners who are starting to learn about Russian verbs and conjugations. This resource would also be useful to instructors looking to create lesson plans for verb conjugations, and the blog has other helpful resources for instructors as well.
Visit: https://iwillteachyoualanguage.com/learn/russian/russian-tips/russian-verb-conjugation
Source: Olly Richards
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Content Type: 1
Title: Yes or No - Tag Questions
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From: https://blogs.transparent.com/japanese/yes-or-no-tag-questions/
This blog post discusses how to answer yes/no questions in Japanese, and discusses the differences between a typical Japanese answer and how this differs from yes/no questions in English. The author discusses the differences between how the languages deal with yes/no questions, and what is considered a grammatical and acceptable answer in each. This blog post would be useful to all levels of learners, but particularly beginner and intermediate learners of Japanese who are just learning about yes/no questions and answers. This post would be especially useful to English speakers who are learning Japanese as this post makes comparisons between the two languages.
Visit: https://blogs.transparent.com/japanese/yes-or-no-tag-questions/
Source: Japanese Language Blog
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Content Type: 1
Title: Ichishkíin Legends and Narratives
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From: https://nilirc.uoregon.edu/collection/ichishki%cc%81in-legends-and-narratives
This webpage is a collection of legends and stories in the Ichishkíin language. These legends have all been digitized so they are easily accessible to many. They are recorded in both Ichishkíin and English in a line-by-line format which allows readers to directly translate as needed. This resource would be useful to both instructors and learners of the Ichishkíin language, and is a very valuable cultural resource as well. These legends and stories would be useful to any level of learner as English translations are provided as well, and these legends also allow higher-level learners to see how the language is used in context and in storytelling.
Visit: https://nilirc.uoregon.edu/collection/ichishki%cc%81in-legends-and-narratives
Source: University of Oregon
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Content Type: 1
Title: Spanish Club Online: An Extracurricular Experience for Building a Community of Thriving Language Learners
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From: https://fltmag.com/spanish-club-online/
This article discusses the implementation of an online Spanish club at the University of Cincinnati Blue Ash College. Ortiz discusses the growing success of the online Spanish club, and how they were able to reach more speakers through the online format. She also provides sample activities that they used in the club to provide examples of what sorts of activities one could do in an online language club. This resource would be useful to instructors and educators, and would especially be useful to Spanish instructors as the article has Spanish examples. This resource demonstrates how an instructor could implement an online language club, and shows how it could be successful and helpful to learners.
Visit: https://fltmag.com/spanish-club-online/
Source: María I. Ortiz
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Content Type: 4
Title: Creating a Story Using Key Vocabulary Words
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This activity was created to guide learners through writing a story using key vocabulary words of their own choosing. It was designed to be adapted for learners at any proficiency level, and learners should be encouraged to write their stories with as much complexity and detail as is appropriate for their level.
Learning outcomes:
Learners will be able to:
- Choose at least 4-5 key vocabulary words relevant to their own language learning journey
- Identify the protagonist and order the main events of a story
- Choose one vocabulary word to associate with the protagonist and with each of the main events
- Write a minimum of one sentence for each vocabulary word.
Mode(s): Presentational
Materials:
Creating a Story Using Key Vocabulary Words Video, Creating a Story Using Key Vocabulary Words Handout, blank index cards or paper
Procedure:
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Ask learners to think about the elements that make up a story. As a class, brainstorm what these elements are. Some possible answers may include having a setting, a main character, one or more events that happen or experiences of the main character.This brainstorming can be done in the target language or the learners’ L1, depending on proficiency levels and/or the instructional context.
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Next, show learners Creating a Story Using Key Vocabulary Words Video. After watching the video, ask learners to work with a partner to add more details or make changes to the brainstorm completed in Step 1.
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Provide learners with Creating a Story Using Key Vocabulary Words Handout and blank index cards or paper for creating vocabulary flashcards. Depending on learners’ preferences, they can work individually on this handout, or work in pairs or small groups. Alternatively, the whole class can complete the handout and write a short story together as a model.
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Walk learners through the writing instructions provided in the handout. To complete the handout and write their story they will: (1) choose their vocabulary words, (2) define the protagonist and main events of the story, (3) assign vocabulary words to the protagonist and events, and (4) write full sentences using each of the vocabulary words.
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Next, have learners brainstorm at least 4-5 vocabulary words they want to use as the basis for their story and write these down on the handout. They can use words directly from the textbook or recent lessons, choose words they know that are related by a theme or subject, or pick words randomly. Have learners write each vocabulary word on an index card or piece of paper.
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Then, ask learners to define the protagonist and main events or experiences in the story. Have them decide on the order of events in the story and write them down on the handout.
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Ask learners to assign vocabulary words to each of these elements, one vocabulary word (or more) to name or describe the protagonist, and one (or more) for each event. Remind learners that these pairings can be humorous, especially when using randomly chosen words.
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Next, have learners write down one full sentence for each element/vocabulary word pairing on the handout. Remind learners to focus on incorporating the chosen vocabulary into each sentence. For novice learners, these will be short sentences with minimal detail, where intermediate and advanced learners should be encouraged to add detail as they are able.
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Once they have completed their sentences, have individuals or groups exchange their stories and index cards with their classmates.
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Have learners break into groups of four to share their stories. Readers should display the corresponding vocabulary word flashcard as they read each sentence. As an extension, learners can then pool their index cards and use them to complete a Mad Lib style story.
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As learners listen to the stories, have them identify which story they found the most humorous, the most believable or realistic, and the most unbelievable or unrealistic and why. Ask learners how the choice of vocabulary used affects how one interprets a story.
Notes:
-Modifications (technology) – Learners may adapt their story into visual or audio formats once written. This could be a comic, storybook, video or audio recording, depending on learner interests and course objectives.
-Modifications (scaffolding) – Learners at any proficiency level could be provided with preselected lists of vocabulary words to make vocabulary selection more straightforward. Learners at high proficiency levels can be encouraged to write more than one sentence for each element/vocabulary word pairing.
Source: CASLS
Inputdate: 2021-12-10 04:55:05
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Content Type: 3
Title: InterCom: December 20, 2021
Body:
This week we continue our series on creative strategies for utilizing vocabulary words. Today, we focus on acting out vocabulary words through games like charades, making connections between words and concepts, and most importantly, having fun! All are great ways to learn and/or reinforce vocabulary for learners.
Thank you to CASLS Graduate Intern, Nadège Lejeune, for her role in the creation of this week’s video.
There are a few ways to get connected with us this week:
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Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
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Check out the Activity of the Week. This activity guides learners through acting out self-selected vocabulary terms that they want to practice using or remembering. Post-activity, learners complete an exit ticket reflecting on the words that they remember and the conceptual connections they made during the activity.
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Check out this blog post from FluentU for more vocabulary game ideas.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Act it Out!
Body:
This activity was created for language learners of all levels. It is a perfect warm up or review activity for the learning environment.
Learning outcomes:
Learners will be able to:
- Create robust mental connections to target vocabulary words
- Demonstrate knowledge of target vocabulary words
Mode(s): Interpretive
Material(s): Target vocabulary terms on individual slips of paper, Act It Out! Video, Act it Out! exit ticket
Procedure:
- Ask learners to write down one target vocabulary term they are struggling to remember in the target language. They should write it on a small slip of paper, fold the paper, and put the paper in a basket or bowl in the classroom.
- Divide learners into two teams.
- Call on learners to select one piece of paper and to act out the term. Set a timer for one minute. If their team can guess the term within the minute, they earn a point. If the team is unable to guess the term, the other team gets the chance to steal.
- Keep score throughout gameplay. The game can last until all of the terms have been performed, or it can be repeated in small increments of time (5-10 minutes) over a variety of class periods.
- When gameplay ends, show learners the Act It Out! video.
- Ask learners to reflect on gameplay and the extent to which it helped them learn vocabulary using this exit ticket.
Notes:
- In online teaching contexts, have learners message you their target terms privately in Step 1. Then. provide the target terms to learners in Step 3 through private messaging.
- The video in Step 5 only needs to be shown to learners one time. If you split up the list and play the game over multiple days, you may wish to only show it the first day or the last day. No matter what, however, have the learners complete the exit ticket every time they play so that they can monitor if the strategy becomes more or less useful over time.
Source: CASLS
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Content Type: 3
Title: Intercom: January 3, 2022
Body:
Happy 2022! Join us throughout January as we kick off the new calendar year with a series of activities to jumpstart language learning through making connections, setting goals, and engaging with the target language both in and outside the classroom. This week we focus on making mental images of new target language words.
Thank you to CASLS Graduate Intern, Aleya Elkins, for her role in the creation of this week’s video.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week! This activity helps learners develop robust schemata for target language vocabulary words by creating and discussing visual images of new vocabulary words.
- Check out this blog post from Education Week to learn more about helping learners build schemata.
Happy exploring! We are excited to continue engaging with you as we jumpstart a new year.
Source: CASLS
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