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Contentid:
4407
Content Type: 1
Title: Ideas for Teaching Animals
Body: A recent request on the FLTEACH listserv for activities for teaching about animals received the following suggestions. These ideas should be useful for teachers of any language, and some of them could be applied to many themes as well. ---- This reminds me of a game that can be played with many topics. Each child has a picture (or vocab flashcard) on his/her back but doesn't know what it is. They are all walking around the classroom and giving each other clues about what is on their backs, and they have to guess. I learned this in a methods class for science! Clark, V. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006). ---- I purchased an inexpensive set of small plastic animals from a local store. You can put them on the overhead one at a time and ask questions in the target language....what is it, where does it live, what does it eat, etc. The shadow puppet aspect seems to keep them interested. You can also pass out the plastic animals and have them take turns describing their animals and guessing which animal the other students have. Smith, B. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006). ---- When I read your message, I posted on my website a German unit of work about pets I wrote a few years ago and which may give you some ideas even if you're teaching a different language. The unit includes items on colour, description, costs, names, sentence building, likes/dislikes as well as a wordsearch and a revision sheet: http://www.specialeducationalneeds.com/mfl/year8german/pets . Hope it helps. Let me know if it does. Wilson, D. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-07 15:28:00
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Title: Ideas for Teaching Animals
Body: A recent request on the FLTEACH listserv for activities for teaching about animals received the following suggestions. These ideas should be useful for teachers of any language, and some of them could be applied to many themes as well. ---- This reminds me of a game that can be played with many topics. Each child has a picture (or vocab flashcard) on his/her back but doesn't know what it is. They are all walking around the classroom and giving each other clues about what is on their backs, and they have to guess. I learned this in a methods class for science! Clark, V. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006). ---- I purchased an inexpensive set of small plastic animals from a local store. You can put them on the overhead one at a time and ask questions in the target language....what is it, where does it live, what does it eat, etc. The shadow puppet aspect seems to keep them interested. You can also pass out the plastic animals and have them take turns describing their animals and guessing which animal the other students have. Smith, B. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006). ---- When I read your message, I posted on my website a German unit of work about pets I wrote a few years ago and which may give you some ideas even if you're teaching a different language. The unit includes items on colour, description, costs, names, sentence building, likes/dislikes as well as a wordsearch and a revision sheet: http://www.specialeducationalneeds.com/mfl/year8german/pets . Hope it helps. Let me know if it does. Wilson, D. Re: Teaching animals... Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (3 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-07 15:28:00
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Contentid:
4408
Content Type: 1
Title: Setting Up for Substitutes
Body: Are you looking for better activities to leave with substitute teachers who may have no experience with the language you teach? A recent discussion of this problem on the FLTEACH listserv generated several interesting ideas. ---- My colleague has the cure to the sub issue. She makes her lesson plans out to the students. She addresses them, makes enough copies for each student, and signs it. She explains what she wants done and how. This puts the responsibility in the hands of the students. If the sub is competent, then that's icing on the cake; if they're not, it doesn't really matter. This eliminates that, "She/He never told us to do...". Pento, A. Re: subs in class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Mar. 2006). ---- I know this may not work for everyone but I set up all my students in my email group (one group for each class). That way, when I am going to be out, I email their instructions to them and have them respond by emailing their work back to me. The sub has a hard copy to make sure all students stay on task and students are held accountable because I know before I return if there was a problem. Our Spanish I class meets in a computer lab so each student has their own computer and it works out very well. The kids love the technology and they are still engaged in content while I am away. Another fun thing is to have them IM to each other in Spanish during class. The only noise I hear besides the clicking of the keyboards is the occasional, "oh, how do I say that?" they mumble out loud. Heidenrech, M. Re: subs in class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-04-07 18:02:00
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Content Type: 1
Title: Setting Up for Substitutes
Body: Are you looking for better activities to leave with substitute teachers who may have no experience with the language you teach? A recent discussion of this problem on the FLTEACH listserv generated several interesting ideas. ---- My colleague has the cure to the sub issue. She makes her lesson plans out to the students. She addresses them, makes enough copies for each student, and signs it. She explains what she wants done and how. This puts the responsibility in the hands of the students. If the sub is competent, then that's icing on the cake; if they're not, it doesn't really matter. This eliminates that, "She/He never told us to do...". Pento, A. Re: subs in class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Mar. 2006). ---- I know this may not work for everyone but I set up all my students in my email group (one group for each class). That way, when I am going to be out, I email their instructions to them and have them respond by emailing their work back to me. The sub has a hard copy to make sure all students stay on task and students are held accountable because I know before I return if there was a problem. Our Spanish I class meets in a computer lab so each student has their own computer and it works out very well. The kids love the technology and they are still engaged in content while I am away. Another fun thing is to have them IM to each other in Spanish during class. The only noise I hear besides the clicking of the keyboards is the occasional, "oh, how do I say that?" they mumble out loud. Heidenrech, M. Re: subs in class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 Mar. 2006).
Source: FLTEACH
Inputdate: 2006-04-07 18:02:00
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Contentid:
4409
Content Type: 1
Title: China Recruiting CFL Teachers
Body: Last week, China began its annual recruitment of Chinese teachers for state-sponsored positions overseas. Worldwide demand for Chinese teachers is rising dramatically -- 120 volunteers will be sent to the US this year, versus 9 last year -- and there are more positions than candidates. Read the complete article from People's Daily Online at http://english.people.com.cn/200604/07/eng20060407_256691.html .
Source: People's Daily Online
Inputdate: 2006-04-07 18:15:00
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Title: China Recruiting CFL Teachers
Body: Last week, China began its annual recruitment of Chinese teachers for state-sponsored positions overseas. Worldwide demand for Chinese teachers is rising dramatically -- 120 volunteers will be sent to the US this year, versus 9 last year -- and there are more positions than candidates. Read the complete article from People's Daily Online at http://english.people.com.cn/200604/07/eng20060407_256691.html .
Source: People's Daily Online
Inputdate: 2006-04-07 18:15:00
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Publishdate: 2006-04-10 00:00:00
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Contentid:
4410
Content Type: 1
Title: Japanese Materials by Japanese Teachers
Body: From http://www.japaneseteaching.org/projects/JLTNQ/index.html The Japanese Language Teachers Network (JLTN) Quarterly began as a regional newsletter serving high school teachers of Japanese in Illinois and the Midwest. After attaining national distribution in the 1990s, the Quarterly began to include with each issue printed classroom materials authored and contributed by classroom teachers. These materials, focusing not only on language learning but on aspects of Japanese culture and society, were offered as an early version of "freeware," which could be freely copied and used by teachers in their own classes. Although they were designed for high school classrooms, many of the published units were also adapted by individual users for college-level class use. Recent contributions have also come from elementary school teachers. Because of the cost of printing and mailing, the Quarterly ceased printed publication with the April 2002 issue. However, materials from back issues that are available in electronic form will be posted on this site, with the permission of the authors. Other materials from back issues are still available in printed form on request from the Alliance of Associations of Teachers of Japanese. New materials will be added to the page several times a year, beginning in September 2002. Download or request materials at http://www.japaneseteaching.org/projects/JLTNQ/index.html .
Source: JLTN
Inputdate: 2006-04-07 18:25:00
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Publishdate: 2006-04-10 00:00:00
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Content Type: 1
Title: Japanese Materials by Japanese Teachers
Body: From http://www.japaneseteaching.org/projects/JLTNQ/index.html The Japanese Language Teachers Network (JLTN) Quarterly began as a regional newsletter serving high school teachers of Japanese in Illinois and the Midwest. After attaining national distribution in the 1990s, the Quarterly began to include with each issue printed classroom materials authored and contributed by classroom teachers. These materials, focusing not only on language learning but on aspects of Japanese culture and society, were offered as an early version of "freeware," which could be freely copied and used by teachers in their own classes. Although they were designed for high school classrooms, many of the published units were also adapted by individual users for college-level class use. Recent contributions have also come from elementary school teachers. Because of the cost of printing and mailing, the Quarterly ceased printed publication with the April 2002 issue. However, materials from back issues that are available in electronic form will be posted on this site, with the permission of the authors. Other materials from back issues are still available in printed form on request from the Alliance of Associations of Teachers of Japanese. New materials will be added to the page several times a year, beginning in September 2002. Download or request materials at http://www.japaneseteaching.org/projects/JLTNQ/index.html .
Source: JLTN
Inputdate: 2006-04-07 18:25:00
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Publishdate: 2006-04-10 00:00:00
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Contentid:
4411
Content Type: 1
Title: Online Health Quiz in French
Body: On this site, students may play a game of soccer which involves answering questions about health in French. http://www.atantot.com/shootsante.swf
Source: E. Mercier
Inputdate: 2006-04-07 18:33:00
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Publishdate: 2006-04-10 00:00:00
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Content Type: 1
Title: Online Health Quiz in French
Body: On this site, students may play a game of soccer which involves answering questions about health in French. http://www.atantot.com/shootsante.swf
Source: E. Mercier
Inputdate: 2006-04-07 18:33:00
Lastmodifieddate: 2006-04-07 18:33:00
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Publishdate: 2006-04-10 00:00:00
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Contentid:
4412
Content Type: 1
Title: Arab Literature Seminar
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/04/using_literatur.html Seminar: Using Literature to Teach about the Arab World Center for Contemporary Arab Studies Georgetown University Washington, DC Saturday, May 6, 2006 8:30 AM - 3:30 PM The Center for Contemporary Arab Studies at Georgetown University will offer a seminar, "Using Literature to Teach about the Arab World," on Saturday, May 6 from 8:30 AM to 3:30 PM. The seminar seeks to offer educators ideas on how to integrate the themes and topics of Arabic literature into their curriculum. The seminar will provide attendees with lesson plans that include discussion and essay questions, background information, and critical thinking activities, as well as complimentary copies of several titles that they can take back to their schools. Ninth through twelfth grade English/literature teachers, high school level world studies and world literature teachers, librarians and media specialists, and others who work in the 9th-12th grade levels are welcome to attend. To register, contact: Zeina Seikaly Outreach Coordinator Center for Contemporary Arab Studies Georgetown University E-mail: seikalyz@georgetown.edu Phone: (202) 687-6176
Source: OELA Newsline
Inputdate: 2006-04-08 01:57:00
Lastmodifieddate: 2006-04-08 01:57:00
Expdate: 2006-05-07 00:00:00
Publishdate: 2006-04-10 00:00:00
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Content Type: 1
Title: Arab Literature Seminar
Body: From http://www.ncela.gwu.edu/newsline/archives/2006/04/using_literatur.html Seminar: Using Literature to Teach about the Arab World Center for Contemporary Arab Studies Georgetown University Washington, DC Saturday, May 6, 2006 8:30 AM - 3:30 PM The Center for Contemporary Arab Studies at Georgetown University will offer a seminar, "Using Literature to Teach about the Arab World," on Saturday, May 6 from 8:30 AM to 3:30 PM. The seminar seeks to offer educators ideas on how to integrate the themes and topics of Arabic literature into their curriculum. The seminar will provide attendees with lesson plans that include discussion and essay questions, background information, and critical thinking activities, as well as complimentary copies of several titles that they can take back to their schools. Ninth through twelfth grade English/literature teachers, high school level world studies and world literature teachers, librarians and media specialists, and others who work in the 9th-12th grade levels are welcome to attend. To register, contact: Zeina Seikaly Outreach Coordinator Center for Contemporary Arab Studies Georgetown University E-mail: seikalyz@georgetown.edu Phone: (202) 687-6176
Source: OELA Newsline
Inputdate: 2006-04-08 01:57:00
Lastmodifieddate: 2006-04-08 01:57:00
Expdate: 2006-05-07 00:00:00
Publishdate: 2006-04-10 00:00:00
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Contentid:
4413
Content Type: 1
Title: Mentoring, Leadership, and Change Institute
Body: From http://nflrc.iastate.edu/inst/homepage.html Mentoring, Leadership, and Change: Designing Compelling Experiences for 21st Century Learners Iowa State University July 19-26, 2006 Institute Purpose To empower participants to initiate, implement, and sustain change on multiple levels (individual, departmental, program, district, university, local community, state, regional, or national) regarding a facet of foreign language education that is personally meaningful to them (such as curriculum development, classroom instruction and assessment, program advocacy and articulation, professional development, or policy issues). Institute Objectives - To develop, refine, and synthesize professional knowledge, skills, and expertise in focus areas that are likely to affect the foreign language profession in profound ways over the next decade; - To equip and empower foreign language professionals (already tapped as mentors and leaders in their schools and organizations) to assume some of the roles and responsibilities of a retiring cadre of national leaders; - To strengthen professional networks of associations through collaboration; - To promote "cross fertilization" in experience and expertise through mentoring; - To explore the nature of compelling experiences, extract key concepts and principles of design from them, and apply them to educational contexts; - To experiment with the use of new technologies and their applications (such as aggregators, blogs, cyberportfolios, digital storytelling, machinima, podcasting, RSS feeds, social bookmarking, vlogging, vodcasting, and wikis) as powerful pedagogical tools; - To acquire research-based techniques for initiating, implementing, and sustaining positive change in a wide variety of contexts. Application deadline: May 1, 2006 For more information, visit http://nflrc.iastate.edu/inst/homepage.html .
Source: National K-12 Foreign Language Resource Center
Inputdate: 2006-04-08 18:36:00
Lastmodifieddate: 2006-04-08 18:36:00
Expdate: 2006-05-02 00:00:00
Publishdate: 2006-04-10 00:00:00
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Title: Mentoring, Leadership, and Change Institute
Body: From http://nflrc.iastate.edu/inst/homepage.html Mentoring, Leadership, and Change: Designing Compelling Experiences for 21st Century Learners Iowa State University July 19-26, 2006 Institute Purpose To empower participants to initiate, implement, and sustain change on multiple levels (individual, departmental, program, district, university, local community, state, regional, or national) regarding a facet of foreign language education that is personally meaningful to them (such as curriculum development, classroom instruction and assessment, program advocacy and articulation, professional development, or policy issues). Institute Objectives - To develop, refine, and synthesize professional knowledge, skills, and expertise in focus areas that are likely to affect the foreign language profession in profound ways over the next decade; - To equip and empower foreign language professionals (already tapped as mentors and leaders in their schools and organizations) to assume some of the roles and responsibilities of a retiring cadre of national leaders; - To strengthen professional networks of associations through collaboration; - To promote "cross fertilization" in experience and expertise through mentoring; - To explore the nature of compelling experiences, extract key concepts and principles of design from them, and apply them to educational contexts; - To experiment with the use of new technologies and their applications (such as aggregators, blogs, cyberportfolios, digital storytelling, machinima, podcasting, RSS feeds, social bookmarking, vlogging, vodcasting, and wikis) as powerful pedagogical tools; - To acquire research-based techniques for initiating, implementing, and sustaining positive change in a wide variety of contexts. Application deadline: May 1, 2006 For more information, visit http://nflrc.iastate.edu/inst/homepage.html .
Source: National K-12 Foreign Language Resource Center
Inputdate: 2006-04-08 18:36:00
Lastmodifieddate: 2006-04-08 18:36:00
Expdate: 2006-05-02 00:00:00
Publishdate: 2006-04-10 00:00:00
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Contentid:
4414
Content Type: 1
Title: Medical Information in Spanish
Body: Medical Spanish Teachers! Have you noticed that you can't access http://www.soyunica.gov ? The new URL is http://www.hablemos.samhsa.gov , a bilingual web site for Latino parents. From the Alzheimer's Association are several new sites: http://www.alz.org/hispanic/overview_sp.asp, http://www.alz.org/Resources/Diversity/HispanicLatino.asp, and http://www.alzheimers.org/unraveling_espanol/index.html . Phillips, J.M. Spanish*health*info*new. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-04-08 18:45:00
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Title: Medical Information in Spanish
Body: Medical Spanish Teachers! Have you noticed that you can't access http://www.soyunica.gov ? The new URL is http://www.hablemos.samhsa.gov , a bilingual web site for Latino parents. From the Alzheimer's Association are several new sites: http://www.alz.org/hispanic/overview_sp.asp, http://www.alz.org/Resources/Diversity/HispanicLatino.asp, and http://www.alzheimers.org/unraveling_espanol/index.html . Phillips, J.M. Spanish*health*info*new. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 Feb. 2006).
Source: FLTEACH
Inputdate: 2006-04-08 18:45:00
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Contentid:
4415
Content Type: 1
Title: Solving Mysteries in Class
Body: Here are some fun ideas, recently submitted to the FLTEACH listserv, which may help alleviate symptoms of spring fever in your classes. Although these were submitted by teachers of Spanish, they may be used with other languages as well. ---- The robbery scenario Two students go outside the room and prepare an alibi for the time the robbery occurred. The rest of the class brainstorms questions that the police will ask. They divide into two groups and each questions one of the suspects. Then, the two groups compare the information gathered from the inquisitions. If there is a discrepancy, the suspects are caught in the crime. If not, they are free. The students ususally have a good time (I try to use students that are strong in the language as the suspects). Hennings, M. Re: Murder mysteries in Spanish class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (5 Apr. 2006). ---- I recently did a murder mystery game in my Spanish V AP class which the kids loved. (Each student was given the role of a character and we pretended we all were at a cocktail party where a murder occurred.) I adapted it from a text called Index Card Games in Spanish. I took it right from Index Card Games in Spanish. It is also available in French. Here is the website where you can order it online: http://www.prolinguaassociates.com/Pages/icgfrenchspanishbook.html . Watson, G. Re: Murder mysteries in Spanish class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2-3 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-08 18:56:00
Lastmodifieddate: 2006-04-08 18:56:00
Expdate:
Publishdate: 2006-04-10 00:00:00
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Active: 1
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Content Type: 1
Title: Solving Mysteries in Class
Body: Here are some fun ideas, recently submitted to the FLTEACH listserv, which may help alleviate symptoms of spring fever in your classes. Although these were submitted by teachers of Spanish, they may be used with other languages as well. ---- The robbery scenario Two students go outside the room and prepare an alibi for the time the robbery occurred. The rest of the class brainstorms questions that the police will ask. They divide into two groups and each questions one of the suspects. Then, the two groups compare the information gathered from the inquisitions. If there is a discrepancy, the suspects are caught in the crime. If not, they are free. The students ususally have a good time (I try to use students that are strong in the language as the suspects). Hennings, M. Re: Murder mysteries in Spanish class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (5 Apr. 2006). ---- I recently did a murder mystery game in my Spanish V AP class which the kids loved. (Each student was given the role of a character and we pretended we all were at a cocktail party where a murder occurred.) I adapted it from a text called Index Card Games in Spanish. I took it right from Index Card Games in Spanish. It is also available in French. Here is the website where you can order it online: http://www.prolinguaassociates.com/Pages/icgfrenchspanishbook.html . Watson, G. Re: Murder mysteries in Spanish class. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (2-3 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-04-08 18:56:00
Lastmodifieddate: 2006-04-08 18:56:00
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Publishdate: 2006-04-10 00:00:00
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Active: 1
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Contentid:
4416
Content Type: 1
Title: Spanish Numbers Web Site
Body: This site, recently recommended on the FLTEACH listserv, provides interactive practice listening to authentic pronunciation of Spanish numbers. http://www.jvlnet.com/~liliana/Spanish_Numbers.html
Source: Spanish Numbers
Inputdate: 2006-04-08 19:03:00
Lastmodifieddate: 2006-04-08 19:03:00
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Publishdate: 2006-04-10 00:00:00
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Active: 1
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Content Type: 1
Title: Spanish Numbers Web Site
Body: This site, recently recommended on the FLTEACH listserv, provides interactive practice listening to authentic pronunciation of Spanish numbers. http://www.jvlnet.com/~liliana/Spanish_Numbers.html
Source: Spanish Numbers
Inputdate: 2006-04-08 19:03:00
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