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Contentid:
4346
Content Type: 1
Title: Immersion Language Program Directory
Body: We need your help! The Center for Applied Linguistics (CAL) is currently updating their online Total and Partial Immersion Language Program Directory. If you are affiliated with an immersion program and haven't updated your entry in the last four months (or don't know if it has been updated), please search for it in the directory at http://www.cal.org/resources/immersion/ImmersionSearch.jsp and then complete an online update form (linked at that page). Also, please let us know if you know of any other immersion programs that aren't included -- we want to make this directory as complete as possible. Deadline for updates is April 14, 2006. If you have any questions, please contact Ashley Lenker at 202-355-1583, ashley@cal.org. We really appreciate any assistance you can provide. Thank you! Lenker, A. [LIM-A] Immersion Directory update! Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (24 Mar. 2006).
Source: LIM-A
Inputdate: 2006-03-24 19:08:00
Lastmodifieddate: 2006-03-24 19:08:00
Expdate: 2006-04-15 00:00:00
Publishdate: 2006-03-27 00:00:00
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Title: Immersion Language Program Directory
Body: We need your help! The Center for Applied Linguistics (CAL) is currently updating their online Total and Partial Immersion Language Program Directory. If you are affiliated with an immersion program and haven't updated your entry in the last four months (or don't know if it has been updated), please search for it in the directory at http://www.cal.org/resources/immersion/ImmersionSearch.jsp and then complete an online update form (linked at that page). Also, please let us know if you know of any other immersion programs that aren't included -- we want to make this directory as complete as possible. Deadline for updates is April 14, 2006. If you have any questions, please contact Ashley Lenker at 202-355-1583, ashley@cal.org. We really appreciate any assistance you can provide. Thank you! Lenker, A. [LIM-A] Immersion Directory update! Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (24 Mar. 2006).
Source: LIM-A
Inputdate: 2006-03-24 19:08:00
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Expdate: 2006-04-15 00:00:00
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4347
Content Type: 1
Title: GOLDEN Opportunities for German Teachers
Body: From http://www.aatg.org/programs/profdev/golden.html GOLDEN (German On-Line Distance Education Network) Looking for a convenient way to update your instructional skills and knowledge about the teaching and learning of German? The GOLDEN program allows to you to learn the latest instructional strategies and to integrate them directly into your German classroom via online professional development workshops. The Goethe-Institut Washington, the University of Nebraska/Lincoln, and the AATG have developed an online continuing education opportunity for teachers of German based on the GOLDEN project with which many of you are already familiar. Four-week long online workshops will enable teachers to concentrate on DaF-subjects at their own pace. The innovative features of this project include: - media-driven, interactive professional development opportunities - incorporation of the goals and standards for students of German: communication, cultures, connections, comparisons, and communities - development of teachers' technological skills and their integration of the internet into classroom instruction - the building of a community/network of German teachers who reflect on their practice grounded in language learning theories and research The workshops planned for 2006 are: 4/5 - 5/2, 2006 Speaking I 5/1 - 5/29, 2006 Reading II 6/1 - 6/29, 2006 Writing III 7/3 - 7/31, 2006 IP I 8/1 - 8/29, 2006 Speaking II 9/1 - 9/29, 2006 IP II 10/2-10/31, 2006 Writing IV For more information, visit http://www.aatg.org/programs/profdev/golden.html .
Source: AATG
Inputdate: 2006-03-24 19:13:00
Lastmodifieddate: 2006-03-24 19:13:00
Expdate: 2006-10-02 00:00:00
Publishdate: 2006-03-27 00:00:00
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Title: GOLDEN Opportunities for German Teachers
Body: From http://www.aatg.org/programs/profdev/golden.html GOLDEN (German On-Line Distance Education Network) Looking for a convenient way to update your instructional skills and knowledge about the teaching and learning of German? The GOLDEN program allows to you to learn the latest instructional strategies and to integrate them directly into your German classroom via online professional development workshops. The Goethe-Institut Washington, the University of Nebraska/Lincoln, and the AATG have developed an online continuing education opportunity for teachers of German based on the GOLDEN project with which many of you are already familiar. Four-week long online workshops will enable teachers to concentrate on DaF-subjects at their own pace. The innovative features of this project include: - media-driven, interactive professional development opportunities - incorporation of the goals and standards for students of German: communication, cultures, connections, comparisons, and communities - development of teachers' technological skills and their integration of the internet into classroom instruction - the building of a community/network of German teachers who reflect on their practice grounded in language learning theories and research The workshops planned for 2006 are: 4/5 - 5/2, 2006 Speaking I 5/1 - 5/29, 2006 Reading II 6/1 - 6/29, 2006 Writing III 7/3 - 7/31, 2006 IP I 8/1 - 8/29, 2006 Speaking II 9/1 - 9/29, 2006 IP II 10/2-10/31, 2006 Writing IV For more information, visit http://www.aatg.org/programs/profdev/golden.html .
Source: AATG
Inputdate: 2006-03-24 19:13:00
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Expdate: 2006-10-02 00:00:00
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4348
Content Type: 1
Title: Funding Opportunity: Scholarships for Spanish Speakers Studying Health Care
Body: Seventy-five $2,000 scholarships are available for Spanish-speaking, bicultural high-school students who want to pursue careers in the health care industry. The scholarships, funded by the PacifiCare Foundation, are offered on behalf of the UnitedHealthcare Latino Health Scholars program, which helps educate and encourage Hispanic and Latino students to pursue career opportunities in health care. High-school seniors with a minimum grade-point average of 3.0 and who are fluent in Spanish and English are eligible. Applicants must show proof of acceptance into a university, community college or accredited technical college and must be enrolled in an approved health care program at the time they receive the scholarship. Applications are due May 29 and are available online at www.pacificarelatino.com . McEwen, R. $2K Scholarships for H.S. seniors pursuing health care careers. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-03-25 15:37:00
Lastmodifieddate: 2006-03-25 15:37:00
Expdate: 2006-05-30 00:00:00
Publishdate: 2006-03-27 00:00:00
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Title: Funding Opportunity: Scholarships for Spanish Speakers Studying Health Care
Body: Seventy-five $2,000 scholarships are available for Spanish-speaking, bicultural high-school students who want to pursue careers in the health care industry. The scholarships, funded by the PacifiCare Foundation, are offered on behalf of the UnitedHealthcare Latino Health Scholars program, which helps educate and encourage Hispanic and Latino students to pursue career opportunities in health care. High-school seniors with a minimum grade-point average of 3.0 and who are fluent in Spanish and English are eligible. Applicants must show proof of acceptance into a university, community college or accredited technical college and must be enrolled in an approved health care program at the time they receive the scholarship. Applications are due May 29 and are available online at www.pacificarelatino.com . McEwen, R. $2K Scholarships for H.S. seniors pursuing health care careers. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-03-25 15:37:00
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Expdate: 2006-05-30 00:00:00
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Contentid:
4349
Content Type: 1
Title: Online Discussion: Teacher Education in CALL
Body: From http://www.iateflcompsig.org.uk/onlineevent-apr06.htm Online Discussion: Teacher Education in CALL - Trends and Issues 3rd April 8th April 2006 IATEFL Learning Technologies (LTechs-SIG) TESOL CALL-IS Teachers are increasingly expected to be computer literate and proficient in effectively employing technology in the teaching and learning of foreign languages. Achieving this aim is the goal of many in-service and pre-service courses. Phil Hubbard and Mike Levy are emphasizing this need and reflect on how it is addressed. They pose the following issues, which have emerged from a volume on CALL teacher education they are co-editing: - the need for both technical and pedagogical training in CALL, ideally integrated with one another; - the recognition of the limits of formal teaching because the technology changes so rapidly; - the need to connect CALL education to authentic teaching settings, especially ones where software, hardware, and technical support differ from the ideal; - the idea of using CALL to learn about CALL-¬experiencing educational applications of technology firsthand as a student to learn how to use technology as a teacher; - the value of having CALL permeate the language teacher education curriculum rather than appear solely in a standalone course. Join the IATEFL LTechs-SIG and the TESOL CALL-IS in discussing thoughts, opinions and experiences on Teacher Training and CALL. This online discussion will take place on the electronic list of IATEFL LTechs-SIG and will be fielded by Phil Hubbard (Stanford University, USA) and Mike Levy (Griffith University, Australia). For more information, visit http://www.iateflcompsig.org.uk/onlineevent-apr06.htm .
Source: IATEFL Learning Technologies SIG
Inputdate: 2006-03-25 15:42:00
Lastmodifieddate: 2006-03-25 15:42:00
Expdate: 2006-04-09 00:00:00
Publishdate: 2006-03-27 00:00:00
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Active: 1
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Content Type: 1
Title: Online Discussion: Teacher Education in CALL
Body: From http://www.iateflcompsig.org.uk/onlineevent-apr06.htm Online Discussion: Teacher Education in CALL - Trends and Issues 3rd April 8th April 2006 IATEFL Learning Technologies (LTechs-SIG) TESOL CALL-IS Teachers are increasingly expected to be computer literate and proficient in effectively employing technology in the teaching and learning of foreign languages. Achieving this aim is the goal of many in-service and pre-service courses. Phil Hubbard and Mike Levy are emphasizing this need and reflect on how it is addressed. They pose the following issues, which have emerged from a volume on CALL teacher education they are co-editing: - the need for both technical and pedagogical training in CALL, ideally integrated with one another; - the recognition of the limits of formal teaching because the technology changes so rapidly; - the need to connect CALL education to authentic teaching settings, especially ones where software, hardware, and technical support differ from the ideal; - the idea of using CALL to learn about CALL-¬experiencing educational applications of technology firsthand as a student to learn how to use technology as a teacher; - the value of having CALL permeate the language teacher education curriculum rather than appear solely in a standalone course. Join the IATEFL LTechs-SIG and the TESOL CALL-IS in discussing thoughts, opinions and experiences on Teacher Training and CALL. This online discussion will take place on the electronic list of IATEFL LTechs-SIG and will be fielded by Phil Hubbard (Stanford University, USA) and Mike Levy (Griffith University, Australia). For more information, visit http://www.iateflcompsig.org.uk/onlineevent-apr06.htm .
Source: IATEFL Learning Technologies SIG
Inputdate: 2006-03-25 15:42:00
Lastmodifieddate: 2006-03-25 15:42:00
Expdate: 2006-04-09 00:00:00
Publishdate: 2006-03-27 00:00:00
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Contentid:
4350
Content Type: 1
Title: Le Poisson d'Avril
Body: This Canadian Parents for French page features a list of links to online resources for April Fool's Day ("le poisson d'avril"). These materials include poems, stories, songs, visual activities, and the history of the day, as well as descriptions of similar celebrations in other countries. http://members.shaw.ca/cpf99/CPF-FIAL-0040-16-Culture-Rel-Fr-April-Fool.html
Source: CPF
Inputdate: 2006-03-25 15:50:00
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Content Type: 1
Title: Le Poisson d'Avril
Body: This Canadian Parents for French page features a list of links to online resources for April Fool's Day ("le poisson d'avril"). These materials include poems, stories, songs, visual activities, and the history of the day, as well as descriptions of similar celebrations in other countries. http://members.shaw.ca/cpf99/CPF-FIAL-0040-16-Culture-Rel-Fr-April-Fool.html
Source: CPF
Inputdate: 2006-03-25 15:50:00
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Publishdate: 2006-03-27 00:00:00
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Contentid:
4351
Content Type: 1
Title: Resources for Spanish-Speaking Families
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/03/colorn_colorado.html Colorín Colorado Announces New Resource for Spanish-Speaking Parents Colorín Colorado, a national multimedia project of public broadcasting station WETA in Washington, D.C., has launched a new parent newsletter in Spanish. The electronic newsletter provides Spanish-speaking parents of children from birth through age nine with practical information on literacy that is designed to cultivate student success. Newsletter content will draw upon Spanish-language materials developed by the U.S. Department of Education and the National Clearinghouse on English Language Acquisition and Language Instruction Educational Programs (NCELA). In addition, the National Dissemination Center for Children with Disabilities (NICHCY) will help provide Spanish-language content on learning disabilities. The newsletter, in its entirety, will be written and edited in Spanish by Spanish-speakers. Read the first issue at http://www.colorincolorado.org/boletin .
Source: OELA Newsline - March 3, 2006 edition
Inputdate: 2006-03-25 16:02:00
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Expdate:
Publishdate: 2006-03-27 00:00:00
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Content Type: 1
Title: Resources for Spanish-Speaking Families
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/03/colorn_colorado.html Colorín Colorado Announces New Resource for Spanish-Speaking Parents Colorín Colorado, a national multimedia project of public broadcasting station WETA in Washington, D.C., has launched a new parent newsletter in Spanish. The electronic newsletter provides Spanish-speaking parents of children from birth through age nine with practical information on literacy that is designed to cultivate student success. Newsletter content will draw upon Spanish-language materials developed by the U.S. Department of Education and the National Clearinghouse on English Language Acquisition and Language Instruction Educational Programs (NCELA). In addition, the National Dissemination Center for Children with Disabilities (NICHCY) will help provide Spanish-language content on learning disabilities. The newsletter, in its entirety, will be written and edited in Spanish by Spanish-speakers. Read the first issue at http://www.colorincolorado.org/boletin .
Source: OELA Newsline - March 3, 2006 edition
Inputdate: 2006-03-25 16:02:00
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Contentid:
4352
Content Type: 1
Title: German Program Promotion
Body: If students at your school are starting to talk about what classes to take next year, then you might want to take a look at these program promoting ideas. ---- Goethe-Institut New York has produced a number of advertising materials that are geared towards secondary school students. In fact, we have a poster "Top ten ways to learn German" that can be purchaised from the AATG webstore (www.aatg.org) -- with quite a few other materials -- for not so much money. For instance, the broshure Why German Is 4U can be bought for $14 for 100 copies, there is also a really nice video that goes with it, good for high school students (only $5). Simply go to Advocacy section of the store and scroll all the way down -- there are many more things there! Probably most importantly for your purposes: Goethe-Institut New York has just finished revising the first edition of the advocacy binder "Pro-Deutsch! Promoting your German program" that is a large collection of various materials that can be used to communicate to students, parents, and school administrators the importance of learning German and keeping a German program alive. The old edition is available as a binder from AATG Web-store ($10, I believe; the new one is coming soon); the NEW edition is, however, downloadable free of charge from the GI website: http://www.goethe.de/ins/us/prj/pdt/enindex.htm Liamkina, O. Re: [AATG-L] Program promotion ideas. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (14 Mar. 2006). ---- The thing that has helped my German program the most is TPRS. There is a week-long TPRS workshop sponsored by the AATG this coming summer at Sweet Briar College in Virginia. The camaraderie is wonderful and it's very affordable. Year after year teachers have attested that TPRS has really revitalized their German program and helped it grow. http://www.aatg.org/programs/profdev/AATGsumsem.html#TPRS Williams, B. Re: [AATG-L] Program promotion ideas. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (14 Mar. 2006). ---- Here is an idea I just did for Information Night. I made a poster of 6 questions titled "Test your German". The questions asked things like "Which of the following is NOT German: Levi Strauss, Albert Einstein, Pope Benedict XVI, or none as they are all German", "When did Germany re-unite?", What percentage of Americans claim to have German heritage?" and a picture/word matching. All questions were multiple choice with the answers hidden on the side. I heard from my department chair that it was the hit of the evening and it sparked a lot of questions and interest in German. I think I would like to expand it for next fall's Open House. Shopinski, J. Program promotion. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (16 Mar. 2006).
Source: AATG-L
Inputdate: 2006-03-25 19:27:00
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Title: German Program Promotion
Body: If students at your school are starting to talk about what classes to take next year, then you might want to take a look at these program promoting ideas. ---- Goethe-Institut New York has produced a number of advertising materials that are geared towards secondary school students. In fact, we have a poster "Top ten ways to learn German" that can be purchaised from the AATG webstore (www.aatg.org) -- with quite a few other materials -- for not so much money. For instance, the broshure Why German Is 4U can be bought for $14 for 100 copies, there is also a really nice video that goes with it, good for high school students (only $5). Simply go to Advocacy section of the store and scroll all the way down -- there are many more things there! Probably most importantly for your purposes: Goethe-Institut New York has just finished revising the first edition of the advocacy binder "Pro-Deutsch! Promoting your German program" that is a large collection of various materials that can be used to communicate to students, parents, and school administrators the importance of learning German and keeping a German program alive. The old edition is available as a binder from AATG Web-store ($10, I believe; the new one is coming soon); the NEW edition is, however, downloadable free of charge from the GI website: http://www.goethe.de/ins/us/prj/pdt/enindex.htm Liamkina, O. Re: [AATG-L] Program promotion ideas. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (14 Mar. 2006). ---- The thing that has helped my German program the most is TPRS. There is a week-long TPRS workshop sponsored by the AATG this coming summer at Sweet Briar College in Virginia. The camaraderie is wonderful and it's very affordable. Year after year teachers have attested that TPRS has really revitalized their German program and helped it grow. http://www.aatg.org/programs/profdev/AATGsumsem.html#TPRS Williams, B. Re: [AATG-L] Program promotion ideas. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (14 Mar. 2006). ---- Here is an idea I just did for Information Night. I made a poster of 6 questions titled "Test your German". The questions asked things like "Which of the following is NOT German: Levi Strauss, Albert Einstein, Pope Benedict XVI, or none as they are all German", "When did Germany re-unite?", What percentage of Americans claim to have German heritage?" and a picture/word matching. All questions were multiple choice with the answers hidden on the side. I heard from my department chair that it was the hit of the evening and it sparked a lot of questions and interest in German. I think I would like to expand it for next fall's Open House. Shopinski, J. Program promotion. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (16 Mar. 2006).
Source: AATG-L
Inputdate: 2006-03-25 19:27:00
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Contentid:
4353
Content Type: 1
Title: Card Game for Practicing Subjunctive & Other Tenses
Body: The students say "Uno, dos, tres," and turn over one card each. (One student has the stack of expressions, one has the stack of verbs.) On the board, you have written what subject you want them to practice (i.e. "yo"). Let's say the students flip over "Es posible" and "ser". The first of the pair to SAY "Es posible que yo sea" wins that point, but the next round they could flip "Es cierto que" and "ir," and the sentence would change. They keep flipping the cards until they are all used up, shuffle, and flip again. Keep changing the subject on the board so they practice different ones, and they can also trade cards with other groups since not everyone wrote the same things. Be aware: this game gets really loud! It is awesome to hear your students shouting in Spanish. You can walk around and monitor that they are saying the correct thing. If you want writing practice, you could have them each have a piece of paper out and still flip the cards, but the first one to use the information to write a complete, valid sentence gets the point. I hope this makes sense. They should be pretty familiar with what requires the subjunctive before they play so they aren't reinforcing wrong ideas. This game works great with pret vs. imperfect, or ser vs. estar... anything that is determined by content! Fulcher, M. Good game for teaching subjunctive (and other tenses). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Mar. 2006). ---- I LOVE this game. I've used it for everything, but mainly for vocab. I'll either put pictures or the English word on the card, and the first person to say it in Spanish gets the card. Melissa's right - it gets loud, but it's SO much fun! Walker, A. Re: Good game for teaching subjunctive (and other tenses). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-03-26 14:51:00
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Title: Card Game for Practicing Subjunctive & Other Tenses
Body: The students say "Uno, dos, tres," and turn over one card each. (One student has the stack of expressions, one has the stack of verbs.) On the board, you have written what subject you want them to practice (i.e. "yo"). Let's say the students flip over "Es posible" and "ser". The first of the pair to SAY "Es posible que yo sea" wins that point, but the next round they could flip "Es cierto que" and "ir," and the sentence would change. They keep flipping the cards until they are all used up, shuffle, and flip again. Keep changing the subject on the board so they practice different ones, and they can also trade cards with other groups since not everyone wrote the same things. Be aware: this game gets really loud! It is awesome to hear your students shouting in Spanish. You can walk around and monitor that they are saying the correct thing. If you want writing practice, you could have them each have a piece of paper out and still flip the cards, but the first one to use the information to write a complete, valid sentence gets the point. I hope this makes sense. They should be pretty familiar with what requires the subjunctive before they play so they aren't reinforcing wrong ideas. This game works great with pret vs. imperfect, or ser vs. estar... anything that is determined by content! Fulcher, M. Good game for teaching subjunctive (and other tenses). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Mar. 2006). ---- I LOVE this game. I've used it for everything, but mainly for vocab. I'll either put pictures or the English word on the card, and the first person to say it in Spanish gets the card. Melissa's right - it gets loud, but it's SO much fun! Walker, A. Re: Good game for teaching subjunctive (and other tenses). Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-03-26 14:51:00
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4354
Content Type: 1
Title: ESL Vocabulary Site Updated
Body: I have just completed an update to my website, Learning Vocabulary Can Be Fun: http://www.vocabulary.co.il 10 new topics (2 levels each) have been added to the crossword puzzles. The new topics are: at the gym, cold, drawing, eyewear, home improvement, sewing, soft, triple i words, white, wooden. There are now 53 topics in the crossword puzzle database with 6,641 clues / words. 10 new topics have been added to the hangman and word search games. The new topics are: arts and crafts, at the mall, colors and hues, dining out, in the park, great outdoors, jobs and professions, rocks and gems, sleep, stages of life. There are now 180 topics in the hangman / word search database with 7,372 words. Your feedback and suggestions are always welcome. Please forward this message to other teachers, parents and students so they may benefit from this educational site. Richman, J. Vocabulary site update. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (20 Mar. 2006).
Source: TESLK-12
Inputdate: 2006-03-26 15:02:00
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Title: ESL Vocabulary Site Updated
Body: I have just completed an update to my website, Learning Vocabulary Can Be Fun: http://www.vocabulary.co.il 10 new topics (2 levels each) have been added to the crossword puzzles. The new topics are: at the gym, cold, drawing, eyewear, home improvement, sewing, soft, triple i words, white, wooden. There are now 53 topics in the crossword puzzle database with 6,641 clues / words. 10 new topics have been added to the hangman and word search games. The new topics are: arts and crafts, at the mall, colors and hues, dining out, in the park, great outdoors, jobs and professions, rocks and gems, sleep, stages of life. There are now 180 topics in the hangman / word search database with 7,372 words. Your feedback and suggestions are always welcome. Please forward this message to other teachers, parents and students so they may benefit from this educational site. Richman, J. Vocabulary site update. Teachers of English as a Second Language (Grades K-12). TESLK-12@CUNYVM.CUNY.EDU (20 Mar. 2006).
Source: TESLK-12
Inputdate: 2006-03-26 15:02:00
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Contentid:
4355
Content Type: 1
Title: Teaching -ER Verbs
Body: I am currently teaching -er verbs to my 7th graders. I started out with a list of simple (fairly guessable) -er verbs and asked them to try to hypothesize their meaning in pairs. They were right about nearly all of them. Then we talked about the -er at the end and what it could mean. Students verbalized fairly quickly that it was the "to" form of the verb. We played charades with the verbs on cards, placed in my "boîte magique," which is a Quaker oatmeal box covered with wrapping paper. They loved trying to guess the verb from the gestures. Something I did last year was write a number of -er verbs on story strips, those colorful 24" strips they have at the teacher's store. I brought students up to arrange the subject pronouns in conjugation order on a pocket chart, then invited others to tear or cut off the -er before we used them to conjugate the verb (I had five additional strips to put up next to the subject pronouns without the -er). Students then had to place the verb endings, also on pieces of story strip, in the right places. They seemed to get a real kick out of ripping off the -er ending, and it made kinesthetic sense to them that the verb was now conjugated without it. Twedt, L. Re: Teaching -ER verbs. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Sept. 2006).
Source: FLTEACH
Inputdate: 2006-03-26 15:09:00
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Content Type: 1
Title: Teaching -ER Verbs
Body: I am currently teaching -er verbs to my 7th graders. I started out with a list of simple (fairly guessable) -er verbs and asked them to try to hypothesize their meaning in pairs. They were right about nearly all of them. Then we talked about the -er at the end and what it could mean. Students verbalized fairly quickly that it was the "to" form of the verb. We played charades with the verbs on cards, placed in my "boîte magique," which is a Quaker oatmeal box covered with wrapping paper. They loved trying to guess the verb from the gestures. Something I did last year was write a number of -er verbs on story strips, those colorful 24" strips they have at the teacher's store. I brought students up to arrange the subject pronouns in conjugation order on a pocket chart, then invited others to tear or cut off the -er before we used them to conjugate the verb (I had five additional strips to put up next to the subject pronouns without the -er). Students then had to place the verb endings, also on pieces of story strip, in the right places. They seemed to get a real kick out of ripping off the -er ending, and it made kinesthetic sense to them that the verb was now conjugated without it. Twedt, L. Re: Teaching -ER verbs. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Sept. 2006).
Source: FLTEACH
Inputdate: 2006-03-26 15:09:00
Lastmodifieddate: 2006-03-26 15:09:00
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Publishdate: 2006-03-27 00:00:00
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