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Title: Test Your Arabic Knowledge!
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From: https://blogs.transparent.com/arabic/test-your-knowledge-with-fun-arabic-exercises-4/
This resource is an exercise in Arabic that directs learners to come up with a list of vocabulary items and to create sentences using these items. The activity is set up in a format that is easy to understand to make learners feel at ease. Yasmine uses Arabic words within the post itself to expose learners to more of the language. There are also examples at the end of the exercise to guide learners as needed. This exercise would be useful to any level of learner of Arabic, and instructors can modify the vocabulary categories and the length of the exercise to fit the needs or proficieny level(s) of the learners.
Visit: https://blogs.transparent.com/arabic/test-your-knowledge-with-fun-arabic-exercises-4/
Source: Arabic Language Blog – Yasmine
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Title: Language, Culture, and Community: Fostering Learning through an Interinstitutional Online Game
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From: https://fltmag.com/interinstitutional-online-game/
Kino and Russian Rock is a multi-institutional learning experience that was created through collaboration by universities across the US. It gives Russian Flagship students the opportunity to experience Russian culture and to develop a sense of communit. Learners of various proficiency levels played an online game that was based on a Russian movie. Teams of learners competed against each other and the experience was overall rewarding and increased engagement and a sense of community. This resource would be useful to instructors that wish to implement a similar experience, and gives information about how to collaborate on or create this kind of game activity.
Visit: https://fltmag.com/interinstitutional-online-game/
Source: FLT Magazine
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Title: Learn by Doing! Vocab to Jumpstart Your Japanese Yoga Journey
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From: https://www.tofugu.com/series/japanese-yoga-vocabulary/
This article discusses how practicing yoga in Japanese can be an effective vocabulary learning strategy. The authors discuss their own challenges in using this method and how they moved past them as well as how to select resources and what strategies were particularly helpful in making this an engaging, useful activity. This resource would be useful to instructors who wish to use the “learning-by-doing” teaching method and can use this article as a guide by selecting from the recommended online videos and using the vocabulary word list to help prepare their students with the practice. This resource would be useful to all learners of Japanese as it focuses mainly on increasing and adding new vocabulary to existing knowledge.
Visit: https://www.tofugu.com/series/japanese-yoga-vocabulary/
Source: Tofugu
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Content Type: 4
Title: Make a Vision Board
Body:
by Madi Collins, CASLS Student Employee
This activity was designed for learners of all levels, and asks students to direct their own learning by choosing a personal interest and creating a vision board in the target language about that interest.
Learning outcomes:
Learners will be able to:
- Identify a personal interest, activity, or hobby they would like to speak or write about in the target language.
- Identify new vocabulary to use related to the identified interest.
- Create a visual representation of that interest in the target language.
- Produce utterances in the target language about the interest.
Mode(s): Interpersonal, Presentational
Materials: Make a Vision Board video, materials for vision board creation (e.g., computer, printer, magazines and print media, paper or poster board, markers, colored pencils), space to display completed vision boards
Procedure:
- Ask learners to think about an interest, activity, or hobby that they want to speak or write about about in the target language. Learners may be asked to think about this outside of class as homework, or can use a few minutes of class time to do so.
- Ask learners to reflect on how well they are currently able to speak about their interest. Have learners, first, write down a list of target language words or phrases they already know about the related topic. Once they have written what they know, ask them to brainstorm what information they still need to learn to be able to engage. This brainstorm can be in the L1, depending on the proficiency of the learners.
- Show learners the Make a Vision Board video.
- Direct learners to search for images, words, and other resources that they can use to build their own vision boards about their chosen interest. Ask them to keep their reflection about what they need to talk about this interest in mind. What kinds of resources will they need to support what they want to learn how to say?
- Give learners paper or poster board to use as the base for their vision boards. Have learners gather resources for their vision boards. They can print out online resources, make their own resources, or cut out images or words from magazines or other print media. Once learners have gathered their resources, have them arrange the resources on their board however they wish. Remind learners to organize the resources in a way that helps them make connections between already known and newly learned words, phrases and concepts.
- Ask learners to pair up and share a sentence or two about their interest in the target language. Beginner learners can focus on producing short phrases with the new vocabulary, while more advanced learners can focus on creating more complex sentences or on stringing multiple sentences together.
- Hang the vision boards up in the classroom or lay them out so everyone can see. Invite learners to walk around the room and look at all of the boards.
- As a group, ask learners to volunteer either something they learned from making their own vision board or something they learned from someone else’s board. Were there similarities or differences in content between the boards they saw? Were there similarities or differences in how the boards were arranged?
- Encourage learners to continue to add to their vision board as they learn or discover new vocabulary or information about their interest. Classroom time can be dedicated for this, or learners can take the boards with them and make additions outside of class time if preferred.
Notes:
Modifications (technology) - for an online or hybrid class, learners can gather digital resources for their vision boards, or digitize analog resources. They can create their boards as digital documents and share them with each other using online platforms (e.g., screen sharing on Zoom, shared Google Jamboards or Google Docs).
Source: CASLS
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Content Type: 4
Title: Make a Word of the Day Calendar
Body:
by Madi Collins, CASLS Student Worker
This activity was designed for learners of all levels, and uses the Frayer Model framework to help learners learn and retain vocabulary items. This activity should happen in the target language as much as learner proficiency allows.
Learning outcomes:
Learners will be able to:
- Define the four quadrants of the Frayer model.
- Create Frayer models for chosen target language vocabulary.
- Evaluate which part(s) of the Frayer model they find useful for learning new vocabulary.
Mode(s): Presentational, Interpersonal
Materials: Make a Word of the Day Calendar video, Week of Words handout, paper or digital dictionary and thesaurus in the target language
Procedure:
- As homework before class, ask learners to think of 7 words that they want to learn or want to remember more easily.
- During class, show learners the Make a Word of the Day Calendar video.
- Draw a Frayer model on the board or on a shared digital document (for online settings). Go over the Frayer model structure as a group. Ask learners to define what goes in each square of the model. Play the section of the video about the Frayer model again as needed to help learners understand what goes in each square.
- Ask learners to brainstorm the kind of things they would put in each square. What is the definition of a word? A characteristic? An example? A non-example? What kind of information do each of these things tell us about a word?
- Give learners the Week of Words handout. Ask learners to brainstorm seven words they want to learn or work on remembering, and have them write these words on the handout, one for each day. They can look new words up in the dictionary as needed.
- Over the next seven days, learners complete the handout by filling in the four quadrants of the Frayer model (definition, characteristics, examples, non-examples) for each word they wrote down. They can consult a dictionary or thesaurus as needed to fill it out, and can work on it during class time or as homework, as time and preference allow.
- Once learners have completed their week, ask them to bring the completed handout to class. Divide learners into small groups and have them share one of their entries and all related definitions, examples, non-examples and characteristics with their peers. Ask those listening to suggest any additions they can think of for the model.
- As a class, debrief learners’ experiences completing the Frayer model for their seven words over the week. Ask learners to say which of the four categories they found the most helpful or least helpful for understanding and remembering a new vocabulary item. Ask them to specify why it was helpful or not helpful.
Notes: The process of filling out the Week of Words handout can be repeated as many times as needed or as the instructor sees fit. Learners should pick out new words each time they complete the handout.
Source: CASLS
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Content Type: 1
Title: Resources to Learn Animals in Spanish
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From: https://www.spanishplayground.net/learn-animals-in-spanish/
This webpage is a collection of materials that support learning about animals in Spanish. The page provides printable flashcards, activities, links to jokes and books as well as resources that are specific to certain kinds of animals. These activities and sources are more aimed at younger learners, but the books and other resources may also be enjoyed by older, beginner learners. Overall, this resource would be useful to beginner and intermediate Spanish language learners, and provides instructors with many resources to support learning about animals.
Visit: https://www.spanishplayground.net/learn-animals-in-spanish/
Source: Spanish Playground
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Title: Learning Mandarin Pronunciation
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From: https://www.hackingchinese.com/a-guide-to-pinyin-traps-and-pitfalls/
This blog post describes both the importance of learning Mandarin pronunciation as well as being able to read tones for further learning and it also discusses common difficulties and solutions to certain sounds and tones. The post is organized into sections by sounds and provides learners with the pinyin spellings, Chinese spellings and the IPA for each sound as well as sound clips for learners to listen and practice with. This blog post would be very useful to all learners of Chinese and would help learners to attain a high level of Chinese pronunciation proficiency and it may also help instructors to identify and help learners with pronunciation difficulties.
Visit: http://https://www.hackingchinese.com/a-guide-to-pinyin-traps-and-pitfalls/
Source: Hacking Chinese
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Title: German Cooking Vocabulary
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From: https://blogs.transparent.com/german/cooking-vocabulary-in-german/
This blog post highlights some helpful cooking terms and vocabulary in German. Larissa also provides several links to German recipes in German so that learners can practice their reading comprehension skills with these recipes and the new vocabulary. The information is provided in a list format that is separated by cooking verbs, tools, measurements and more. This activity would be useful to any level of German learner, and the vocabulary and phrase items would be helpful to an instructor wanting to create a cooking activity or lesson.
Visit: https://blogs.transparent.com/german/cooking-vocabulary-in-german/
Source: German Language Blog, Larissa
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Title: Are MA TESOL courses failing teachers?
Body:
This podcast describes the struggles that TEFL instructors are facing and how sometimes MA TESOL programs do not set up these instructors for success. Thomas Farrell describes these challenges and how TESOL programs sometimes do not place enough focus on the learners and will focus instead on the theory and academics of language teaching. While Farrell describes these challenges, he also describes how instructors can reflect on their teaching practices and think about language and instruction in the real world context to create a more engaging and useful curriculum for learners. Farrell also discusses how administrators need to restructure TESOL programs to be more instructor/learner-focused and how they need to provide more services and support for graduate students. Overall, Farrell focuses on how TESOL programs need to place more importance on training teachers than teaching academics. This resource would be useful to any TESOL program board or instructors who are having difficulty in their own teaching experience, and it may provide them with solutions and next-steps.
Source: TEFL Training Institute, Thomas Farrell
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Title: How to Buy Fruit and Vegetables at the Souq
Body:
From: https://www.talkinarabic.com/egyptian/phrases/fruit-and-vegetable-market/
This resource highlights the importance of buying food at the souq in Arabic speaking countries, and provides learners with helpful market phrases and vocabulary. The page is set up so that the phrases and vocabulary are given in English, a transliteration, and the arabic spelling. This makes it an easy-to-follow source and it provides learners with all of the information that they need. Enany also discusses the phrases and exactly how to use them, and discusses the complexities of the phrases as well. Overall, this resource highlights the cultural importance of buying items at the souq and helps orient learners towards this. For this reason, this resource would be useful to any level of Arabic learner and instructors could also use this source to create a fun and engaging lesson plan or activity.
Visit: https://www.talkinarabic.com/egyptian/phrases/fruit-and-vegetable-market/
Source: Mariam Enany
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