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Contentid:
4630
Content Type: 1
Title: Summer Institute on the Teaching of Languages K-8
Body: Forwarded: A summer institute on the teaching of languages K-8 Santa Fe Community College, Santa Fe, NM Institute Director: Mari Haas, Ed.D. K-8 Educators of World Language, ESL, Bilingual, and Dual Education July 19-29, 2006 9:00-3:00 Learn techniques for using thematic units that integrate language, culture and content, ways to incorporate drama, and storytelling, as well as creative writing strategies using artifacts from museums. Visit museums and archeological sites, learn about the history and culture of Northern New Mexico, attend Spanish Market, and enjoy the beautiful southwest! Faculty: Mari Haas [teaching methods/thematic units], Liliana Attar [Storytelling,drama, music,movemnet, fantasy trips], Jorge Luján [creative writing], Nicole Montague [ESL/Bilingual/Bilingual Special Education methods, culture, language difference, special ability challenges and gender issues] Tuition: $120 per graduate credit for 3 credits from New Mexico Highlands University Institute Fee: $500 Lodging for out-of-towners: $25 single, $30 double dorm rooms at the College of Santa Fe For more information please email Dr. Mari Haas [marihaas@mac.com] [505-988-2521/505-660-8991-cell] For registration information contact: Dr. Nicole Montague: [nmontague@nmhu.edu] [Phone: 505- 454-3396, Fax: 505 454-3066] Fortune, T. [LIM-A] A summer institute on the teaching of languages K-8. Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (1 June 2006).
Source: LIM-A
Inputdate: 2006-06-01 15:58:00
Lastmodifieddate: 2006-06-01 15:58:00
Expdate: 2006-07-30 00:00:00
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Title: Summer Institute on the Teaching of Languages K-8
Body: Forwarded: A summer institute on the teaching of languages K-8 Santa Fe Community College, Santa Fe, NM Institute Director: Mari Haas, Ed.D. K-8 Educators of World Language, ESL, Bilingual, and Dual Education July 19-29, 2006 9:00-3:00 Learn techniques for using thematic units that integrate language, culture and content, ways to incorporate drama, and storytelling, as well as creative writing strategies using artifacts from museums. Visit museums and archeological sites, learn about the history and culture of Northern New Mexico, attend Spanish Market, and enjoy the beautiful southwest! Faculty: Mari Haas [teaching methods/thematic units], Liliana Attar [Storytelling,drama, music,movemnet, fantasy trips], Jorge Luján [creative writing], Nicole Montague [ESL/Bilingual/Bilingual Special Education methods, culture, language difference, special ability challenges and gender issues] Tuition: $120 per graduate credit for 3 credits from New Mexico Highlands University Institute Fee: $500 Lodging for out-of-towners: $25 single, $30 double dorm rooms at the College of Santa Fe For more information please email Dr. Mari Haas [marihaas@mac.com] [505-988-2521/505-660-8991-cell] For registration information contact: Dr. Nicole Montague: [nmontague@nmhu.edu] [Phone: 505- 454-3396, Fax: 505 454-3066] Fortune, T. [LIM-A] A summer institute on the teaching of languages K-8. Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (1 June 2006).
Source: LIM-A
Inputdate: 2006-06-01 15:58:00
Lastmodifieddate: 2006-06-01 15:58:00
Expdate: 2006-07-30 00:00:00
Publishdate: 2006-06-05 00:00:00
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Contentid:
4631
Content Type: 1
Title: Recommended Site for Speakers of Spanish and Portuguese
Body: http://www.cumbresiberoamericanas.com/principal.php?m=8 This is a good website for links across Latin America, Spain and Portugal (in Spanish and Portuguese). Click on links for governments, organizations or media, then click on the country you wish! For example, my husband who is an avid reader of three or four newspapers from Santiago, suddenly can choose from about 20 from all over Chile! Radio and TV too. Moraga, C. [LIM-A] Spanish language website recommendation. Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (2 June 2006).
Source: Various
Inputdate: 2006-06-01 16:04:00
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Publishdate: 2006-06-05 00:00:00
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Title: Recommended Site for Speakers of Spanish and Portuguese
Body: http://www.cumbresiberoamericanas.com/principal.php?m=8 This is a good website for links across Latin America, Spain and Portugal (in Spanish and Portuguese). Click on links for governments, organizations or media, then click on the country you wish! For example, my husband who is an avid reader of three or four newspapers from Santiago, suddenly can choose from about 20 from all over Chile! Radio and TV too. Moraga, C. [LIM-A] Spanish language website recommendation. Language Immersion in the Americas Discussion listserv. LIM-A@LISTS.UMN.EDU (2 June 2006).
Source: Various
Inputdate: 2006-06-01 16:04:00
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Contentid:
4632
Content Type: 1
Title: New Research on Bilingualism in Hearing, Native Signers of American Sign Language
Body: From http://linguistlist.org/issues/17/17-1639.html Institution: Gallaudet University Program: Department of Linguistics and Translation Author: Michele Bishop Dissertation Title: Bimodal Bilingualism in Hearing, Native Signers of American Sign Language Dissertation Abstract: This dissertation describes the features of bimodal bilingualism in naturalistic discourse among hearing, native users of American Sign Language (ASL) and addresses three main questions: 1. What are the features of code-blending in bimodal communication? 2. What are the sociolinguistic/pragmatic features of bimodal communication? 3. Which model for determining a base language in mixed utterances is best able to account for code-blends? This study aims to provide a thorough description of the bimodal linguistic phenomenon known as code-blending or simultaneous signed and spoken utterances by analyzing naturalistic discourse among hearing, native signers of ASL, specifically discussing topics about childhood, language and identity. Adult, native bimodal bilinguals represent the only group of bilinguals with the potential to produce two typologically distinct, native languages simultaneously. Linguistic research on spoken language bilinguals has been driven by the attempt to determine a base or matrix language in sequential mixed utterances. However, the unique feature of mixed simultaneous utterances has not figured into the discussion to any great degree. The issue of which theoretical model (i.e. Myers-Scotton's Matrix Language Frame 1993a, Bogaerde and Baker, in press) is best able to account for code-blending is explored using data from both a pilot project done with Italian bimodal bilinguals (Bishop & Hicks forthcoming) and the current data analyzed in this study. Read the complete abstract at http://linguistlist.org/issues/17/17-1639.html .
Source: LINGUIST List
Inputdate: 2006-06-01 16:10:00
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Title: New Research on Bilingualism in Hearing, Native Signers of American Sign Language
Body: From http://linguistlist.org/issues/17/17-1639.html Institution: Gallaudet University Program: Department of Linguistics and Translation Author: Michele Bishop Dissertation Title: Bimodal Bilingualism in Hearing, Native Signers of American Sign Language Dissertation Abstract: This dissertation describes the features of bimodal bilingualism in naturalistic discourse among hearing, native users of American Sign Language (ASL) and addresses three main questions: 1. What are the features of code-blending in bimodal communication? 2. What are the sociolinguistic/pragmatic features of bimodal communication? 3. Which model for determining a base language in mixed utterances is best able to account for code-blends? This study aims to provide a thorough description of the bimodal linguistic phenomenon known as code-blending or simultaneous signed and spoken utterances by analyzing naturalistic discourse among hearing, native signers of ASL, specifically discussing topics about childhood, language and identity. Adult, native bimodal bilinguals represent the only group of bilinguals with the potential to produce two typologically distinct, native languages simultaneously. Linguistic research on spoken language bilinguals has been driven by the attempt to determine a base or matrix language in sequential mixed utterances. However, the unique feature of mixed simultaneous utterances has not figured into the discussion to any great degree. The issue of which theoretical model (i.e. Myers-Scotton's Matrix Language Frame 1993a, Bogaerde and Baker, in press) is best able to account for code-blending is explored using data from both a pilot project done with Italian bimodal bilinguals (Bishop & Hicks forthcoming) and the current data analyzed in this study. Read the complete abstract at http://linguistlist.org/issues/17/17-1639.html .
Source: LINGUIST List
Inputdate: 2006-06-01 16:10:00
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Publishdate: 2006-06-05 00:00:00
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Contentid:
4633
Content Type: 1
Title: First Newcastle Postgraduate Conference in Theoretical and Applied Linguistics
Body: From http://pglinguistics2006.ncl.ac.uk WELCOME TO THE FIRST NEWCASTLE POSTGRADUATE CONFERENCE IN THEORETICAL AND APPLIED LINGUISTICS Friday, 23rd June We are pleased to announce the First Newcastle Postgraduate Conference in Theoretical and Applied Linguistics in association with the University of Durham, sponsored by the AHRC. The success of the Durham Postgraduate Linguistics Conference over the past decade, and the recent amalgamation of Durham's linguistics department with Newcastle University's School of English, has led to the creation of a new conference based in Newcastle. This one-day conference is designed to give linguistics postgraduates an opportunity to present and discuss their research in an informal and intellectually stimulating setting. For more information about the conference, visit http://pglinguistics2006.ncl.ac.uk .
Source: University of Newcastle upon Tyne
Inputdate: 2006-06-01 16:23:00
Lastmodifieddate: 2006-06-01 16:23:00
Expdate: 2006-06-24 00:00:00
Publishdate: 2006-06-05 00:00:00
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Content Type: 1
Title: First Newcastle Postgraduate Conference in Theoretical and Applied Linguistics
Body: From http://pglinguistics2006.ncl.ac.uk WELCOME TO THE FIRST NEWCASTLE POSTGRADUATE CONFERENCE IN THEORETICAL AND APPLIED LINGUISTICS Friday, 23rd June We are pleased to announce the First Newcastle Postgraduate Conference in Theoretical and Applied Linguistics in association with the University of Durham, sponsored by the AHRC. The success of the Durham Postgraduate Linguistics Conference over the past decade, and the recent amalgamation of Durham's linguistics department with Newcastle University's School of English, has led to the creation of a new conference based in Newcastle. This one-day conference is designed to give linguistics postgraduates an opportunity to present and discuss their research in an informal and intellectually stimulating setting. For more information about the conference, visit http://pglinguistics2006.ncl.ac.uk .
Source: University of Newcastle upon Tyne
Inputdate: 2006-06-01 16:23:00
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Expdate: 2006-06-24 00:00:00
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Contentid:
4634
Content Type: 1
Title: New Book: Proceedings of the 2005 Dene Languages Conference
Body: From http://linguistlist.org/issues/17/17-1335.html Title: Proceedings of the 2005 Dene Languages Conference Published: 2006 Publisher: Alaska Native Language Center http://www.uaf.edu/anlc Editor: Susanne Gessner Abstract: The Alaska Native Language Center is pleased to announce the publication of the Proceedings of the 2005 Dene (Athabaskan) Languages Conference, edited by Susanne Gessner. The following papers are included: - The Slave particle gha: A case of grammaticalization, by Allison Benner - Deg Xinag third person pronouns and pronominal prefixes, by Sharon Hargus - Stress in polysyllabic morphemes: Sekani and Deg Xinag, by Sharon Hargus - Inflection versus derivation and the template for Athabaskan verb morphology, by Andrej A. Kibrik - Template-induced prefix deletion, accommodation, and shunting in Western Apache, by Willem J. de Reuse - A Tsilhqut'in narrative: Scenes from Lindesch'osh across disciplines, by Linda Smith - Phonology and phonetics in Ahtna syllable codas, by Siri G. Tuttle - Roles of auxiliary verbs in Kaska and their interaction with the aspectual and modal systems, by Nicholas Welch CONTACT INFORMATION: Copies are available from ANLC for $10.00 plus shipping. Alaska Native Language Center University of Alaska Fairbanks Box 757680 Fairbanks, AK 99775 (907) 474-7874 [voice] (907) 474-6586 [fax] fyanlpuaf.edu For more information, visit http://www.uaf.edu/anlc/pubs/wp.html .
Source: LINGUIST List
Inputdate: 2006-06-01 16:37:00
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Publishdate: 2006-06-05 00:00:00
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Title: New Book: Proceedings of the 2005 Dene Languages Conference
Body: From http://linguistlist.org/issues/17/17-1335.html Title: Proceedings of the 2005 Dene Languages Conference Published: 2006 Publisher: Alaska Native Language Center http://www.uaf.edu/anlc Editor: Susanne Gessner Abstract: The Alaska Native Language Center is pleased to announce the publication of the Proceedings of the 2005 Dene (Athabaskan) Languages Conference, edited by Susanne Gessner. The following papers are included: - The Slave particle gha: A case of grammaticalization, by Allison Benner - Deg Xinag third person pronouns and pronominal prefixes, by Sharon Hargus - Stress in polysyllabic morphemes: Sekani and Deg Xinag, by Sharon Hargus - Inflection versus derivation and the template for Athabaskan verb morphology, by Andrej A. Kibrik - Template-induced prefix deletion, accommodation, and shunting in Western Apache, by Willem J. de Reuse - A Tsilhqut'in narrative: Scenes from Lindesch'osh across disciplines, by Linda Smith - Phonology and phonetics in Ahtna syllable codas, by Siri G. Tuttle - Roles of auxiliary verbs in Kaska and their interaction with the aspectual and modal systems, by Nicholas Welch CONTACT INFORMATION: Copies are available from ANLC for $10.00 plus shipping. Alaska Native Language Center University of Alaska Fairbanks Box 757680 Fairbanks, AK 99775 (907) 474-7874 [voice] (907) 474-6586 [fax] fyanlpuaf.edu For more information, visit http://www.uaf.edu/anlc/pubs/wp.html .
Source: LINGUIST List
Inputdate: 2006-06-01 16:37:00
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Publishdate: 2006-06-05 00:00:00
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Contentid:
4635
Content Type: 1
Title: EFL in the News
Body: These articles about issues related to English as a foreign language (EFL) appear in recent editions of online newspapers around the world. chosun.com (Korea): Lawmakers Want Cheaper English-Language Tuition http://english.chosun.com/w21data/html/news/200605/200605070011.html Malaysian National News Agency: Enhance The Effectiveness Of English Language Teaching http://www.bernama.com.my/bernama/v3/news.php?id=195959 VOA News: South Korea Puts a Theme Park Twist on Teaching Children English http://www.voanews.com/english/2006-05-08-voa15.cfm?renderforprint=1&textonly=1&&TEXTMODE=1&CFID=8868420&CFTOKEN=95860266 Times News Network (India): Education Department Officials Counter ZP Resolution to Introduce English in Schools http://www.daijiworld.com/news/news_disp.asp?n_id=21022&n_tit=Udupi%3A+ZP+Vs+Govt%3A+Battle+for+English+Begins Sun Star (Philippines): English Proficiency Decline Threatens Economy http://www.sunstar.com.ph/static/ceb/2006/05/23/bus/english.proficiency.decline.threatens.economy.html Globe and Mail (Canada, free registration): Bold Strokes on Language http://www.theglobeandmail.com/servlet/Page/document/v4/sub/MarketingPage?user_URL=http://www.theglobeandmail.com%2Fservlet%2Fstory%2FRTGAM.20060519.wxmandarin20%2FBNStory%2FNational%2Fhome&ord=1149206800871&brand=theglobeandmail&force_login=true
Source: Various
Inputdate: 2006-06-01 20:07:00
Lastmodifieddate: 2006-06-01 20:07:00
Expdate: 2006-09-01 00:00:00
Publishdate: 2006-06-05 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: EFL in the News
Body: These articles about issues related to English as a foreign language (EFL) appear in recent editions of online newspapers around the world. chosun.com (Korea): Lawmakers Want Cheaper English-Language Tuition http://english.chosun.com/w21data/html/news/200605/200605070011.html Malaysian National News Agency: Enhance The Effectiveness Of English Language Teaching http://www.bernama.com.my/bernama/v3/news.php?id=195959 VOA News: South Korea Puts a Theme Park Twist on Teaching Children English http://www.voanews.com/english/2006-05-08-voa15.cfm?renderforprint=1&textonly=1&&TEXTMODE=1&CFID=8868420&CFTOKEN=95860266 Times News Network (India): Education Department Officials Counter ZP Resolution to Introduce English in Schools http://www.daijiworld.com/news/news_disp.asp?n_id=21022&n_tit=Udupi%3A+ZP+Vs+Govt%3A+Battle+for+English+Begins Sun Star (Philippines): English Proficiency Decline Threatens Economy http://www.sunstar.com.ph/static/ceb/2006/05/23/bus/english.proficiency.decline.threatens.economy.html Globe and Mail (Canada, free registration): Bold Strokes on Language http://www.theglobeandmail.com/servlet/Page/document/v4/sub/MarketingPage?user_URL=http://www.theglobeandmail.com%2Fservlet%2Fstory%2FRTGAM.20060519.wxmandarin20%2FBNStory%2FNational%2Fhome&ord=1149206800871&brand=theglobeandmail&force_login=true
Source: Various
Inputdate: 2006-06-01 20:07:00
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Expdate: 2006-09-01 00:00:00
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Contentid:
4636
Content Type: 1
Title: Uwe Kind in Indiana
Body: We just scheduled an Uwe Kind concert for Tuesday, September 12, in LaGrange, IN. Anyone in the area (northern Indiana, southern MI or western OH) is welcome to attend. The cost will be $3.50 per student. If there is enough interest, we may schedule a teacher workshop for the evening before or after. If we have the workshop, the cost would probably by $12.50 per teacher. If you want more details, email me at this address: echapman@lakeland.k12.in.us I know most of you are out of school or close to it, but keep this in mind for next fall. Our auditorium seats about 700. Elma Chapman Lakeland High School LaGrange, IN chapmane@edcen.ehhs.cmich.edu Chapman, E. [AATG-L] Uwe Kind scheduled in September. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (30 May 2006).
Source: AATG-L
Inputdate: 2006-06-01 20:15:00
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Expdate: 2006-09-13 00:00:00
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Title: Uwe Kind in Indiana
Body: We just scheduled an Uwe Kind concert for Tuesday, September 12, in LaGrange, IN. Anyone in the area (northern Indiana, southern MI or western OH) is welcome to attend. The cost will be $3.50 per student. If there is enough interest, we may schedule a teacher workshop for the evening before or after. If we have the workshop, the cost would probably by $12.50 per teacher. If you want more details, email me at this address: echapman@lakeland.k12.in.us I know most of you are out of school or close to it, but keep this in mind for next fall. Our auditorium seats about 700. Elma Chapman Lakeland High School LaGrange, IN chapmane@edcen.ehhs.cmich.edu Chapman, E. [AATG-L] Uwe Kind scheduled in September. American Association of Teachers of German listserv. AATG@listserv.iupui.edu (30 May 2006).
Source: AATG-L
Inputdate: 2006-06-01 20:15:00
Lastmodifieddate: 2006-06-01 20:15:00
Expdate: 2006-09-13 00:00:00
Publishdate: 2006-06-05 00:00:00
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Active: 1
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Contentid:
4637
Content Type: 1
Title: Deadline Extension: Heritage Language Journal Special Issue on Korean
Body: Dear colleagues, Please note that the deadline for submission for HLJ special issue on Korean has been extended to June 15, 2006. Call for Papers, HLJ Special Issue on Korean The Heritage Language Journal announces a special issue on Korean Heritage Language Development. This issue seeks papers that address linguistic, affective, social, and educational issues surrounding Korean language development in families, heritage language (HL) schools, university language programs, and communities. We invite submissions that analyze theories, attitudes, practices, and challenges that shape HL learning in Korean immigrant communities worldwide. Submission Procedures Manuscripts should be submitted by June 15, 2006, for anticipated publication in the Spring of 2007. All articles must be original work that has not been published elsewhere. The manuscript should follow APA guidelines and should not exceed 7,000 words including references. The title page should include the primary authors contact information, a 200-word abstract, and the total number of words of the article. All manuscripts considered for publication will be submitted to blind peer review. Please send all inquiries and manuscripts in an electronic Word file to the guest editors: Jin Sook Lee University of California, Santa Barbara 2215 Phelps Hall Gevirtz Graduate School of Education Santa Barbara, CA 93106-9490, USA jslee@education.ucsb.edu Sarah J. Shin University of Maryland, Baltimore County Department of Education 1000 Hilltop Circle Baltimore, MD 21250, USA shin@umbc.edu McGinnis, S. [HERITAGE-LIST] CFP: Special issue of HERITAGE LANGUAGE JOURNAL on Korean - DEADLINE EXTENDED TO 15 JUNE. Heritage List. heritage-list@Majordomo.umd.edu (28 May 2006).
Source: Heritage List
Inputdate: 2006-06-02 13:57:00
Lastmodifieddate: 2006-06-02 13:57:00
Expdate: 2006-06-16 00:00:00
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Content Type: 1
Title: Deadline Extension: Heritage Language Journal Special Issue on Korean
Body: Dear colleagues, Please note that the deadline for submission for HLJ special issue on Korean has been extended to June 15, 2006. Call for Papers, HLJ Special Issue on Korean The Heritage Language Journal announces a special issue on Korean Heritage Language Development. This issue seeks papers that address linguistic, affective, social, and educational issues surrounding Korean language development in families, heritage language (HL) schools, university language programs, and communities. We invite submissions that analyze theories, attitudes, practices, and challenges that shape HL learning in Korean immigrant communities worldwide. Submission Procedures Manuscripts should be submitted by June 15, 2006, for anticipated publication in the Spring of 2007. All articles must be original work that has not been published elsewhere. The manuscript should follow APA guidelines and should not exceed 7,000 words including references. The title page should include the primary authors contact information, a 200-word abstract, and the total number of words of the article. All manuscripts considered for publication will be submitted to blind peer review. Please send all inquiries and manuscripts in an electronic Word file to the guest editors: Jin Sook Lee University of California, Santa Barbara 2215 Phelps Hall Gevirtz Graduate School of Education Santa Barbara, CA 93106-9490, USA jslee@education.ucsb.edu Sarah J. Shin University of Maryland, Baltimore County Department of Education 1000 Hilltop Circle Baltimore, MD 21250, USA shin@umbc.edu McGinnis, S. [HERITAGE-LIST] CFP: Special issue of HERITAGE LANGUAGE JOURNAL on Korean - DEADLINE EXTENDED TO 15 JUNE. Heritage List. heritage-list@Majordomo.umd.edu (28 May 2006).
Source: Heritage List
Inputdate: 2006-06-02 13:57:00
Lastmodifieddate: 2006-06-02 13:57:00
Expdate: 2006-06-16 00:00:00
Publishdate: 2006-06-05 00:00:00
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Active: 1
Emailed: 1
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Contentid:
4638
Content Type: 1
Title: English News Listening & Reading Activity
Body: Here is a flexible, step-by-step, news-based lesson for intermediate to advanced learners of English who want to practice on their own. This kind of activity could be particularly useful for distance education students. ---- These are the instructions I send to my students on how to use the VOA special English podcasts: 3-2-1 Special English Approach Here is a great way to learn English that is very interesting. I call it the 3-2-1 approach. THREE Visit www.unsv.com. There are thousands of interesting stories there on all kinds of subjects. You can choose something that interests you. All of the stories are in "special English" which is a little slower and simpler English that is much easier to understand. Find a story there. DO NOT READ THE STORY! Listen to the MP3 THREE times until you think you have a pretty good idea of what the story is about. TWO Read the story TWO times. Read it while listening to the MP3 and try to understand it. Do not use a dictionary. Guess the words you don't know. After you think you have a better understanding of the story then read it again and use a dictionary to see if your guesses about the words you did not know were correct. ONE Talk about the story in at least ONE practice session with someone. Choose some new words you have learned and make sentences with them. Call your teacher to practice using these new words plus talk about the story you chose. What did you learn? Is China also like that? Do you agree with the story? Why? Kees, D. Re: How do you use VOA's Special English with your students? THREE-TWO-ONE! [b]. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (27 May 2006).
Source: TESL-L
Inputdate: 2006-06-02 17:02:00
Lastmodifieddate: 2006-06-02 17:02:00
Expdate:
Publishdate: 2006-06-05 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: English News Listening & Reading Activity
Body: Here is a flexible, step-by-step, news-based lesson for intermediate to advanced learners of English who want to practice on their own. This kind of activity could be particularly useful for distance education students. ---- These are the instructions I send to my students on how to use the VOA special English podcasts: 3-2-1 Special English Approach Here is a great way to learn English that is very interesting. I call it the 3-2-1 approach. THREE Visit www.unsv.com. There are thousands of interesting stories there on all kinds of subjects. You can choose something that interests you. All of the stories are in "special English" which is a little slower and simpler English that is much easier to understand. Find a story there. DO NOT READ THE STORY! Listen to the MP3 THREE times until you think you have a pretty good idea of what the story is about. TWO Read the story TWO times. Read it while listening to the MP3 and try to understand it. Do not use a dictionary. Guess the words you don't know. After you think you have a better understanding of the story then read it again and use a dictionary to see if your guesses about the words you did not know were correct. ONE Talk about the story in at least ONE practice session with someone. Choose some new words you have learned and make sentences with them. Call your teacher to practice using these new words plus talk about the story you chose. What did you learn? Is China also like that? Do you agree with the story? Why? Kees, D. Re: How do you use VOA's Special English with your students? THREE-TWO-ONE! [b]. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (27 May 2006).
Source: TESL-L
Inputdate: 2006-06-02 17:02:00
Lastmodifieddate: 2006-06-02 17:02:00
Expdate:
Publishdate: 2006-06-05 00:00:00
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Contentid:
4639
Content Type: 1
Title: Ideas for the Last Days of Class
Body: I give my kids a scrapbook page project. They each create a scrapbook page about themselves. They bring in various items, stickers, photos, etc. to decorate the page and there's a written component to the project as well. They love it, it keeps them busy and I hang onto the pages since I have them for 2 years and I return them to them after the following school year. They (and I!) are amazed at the growth and progress! Imbruglia, L. Re: End of year activities. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 May 2006). ---- For the last few weeks of school I have the children make a book of the French units they've learned during the year. We take about 2 days per chapter. As a class we remember vocabulary, talk about the activities, songs, etc. we did. Then the students write a short narrative in the TL. I have the students put any notes they've taken or been given into each chapter also. This is the second year I've done this and to my surprise, my 5th graders used their books from last year all year long. Another fun activity for the kids is to have them write a "Mme Harrington aime/Mme Harrington n'aime pas" letter to your students for next year. They are great to use on the first day of school and are fun to read. Tomorrow is my last day of school, so I'm living this problem first hand. In my plans for tomorrow are the following: 1. Break the student up into groups of 4. Each group will be given directions in French that take them around our building, with each group eventually ending up in the front office. I had to get permission from my admin. to do this. I also accompany the group of troublemakers that I pair up on purpose so that I can keep my eyes on them. 2. We'll sing a few of our favorite songs for the secretaries, then head outside for a quick game of I Spy and a few choruses of Aux Champs Elysees. 3. Return back to class and start vacation!! Hinds, K. Re: End of year activities. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 May 2006).
Source: FLTEACH
Inputdate: 2006-06-02 17:08:00
Lastmodifieddate: 2006-06-02 17:08:00
Expdate:
Publishdate: 2006-06-05 00:00:00
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Content Type: 1
Title: Ideas for the Last Days of Class
Body: I give my kids a scrapbook page project. They each create a scrapbook page about themselves. They bring in various items, stickers, photos, etc. to decorate the page and there's a written component to the project as well. They love it, it keeps them busy and I hang onto the pages since I have them for 2 years and I return them to them after the following school year. They (and I!) are amazed at the growth and progress! Imbruglia, L. Re: End of year activities. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 May 2006). ---- For the last few weeks of school I have the children make a book of the French units they've learned during the year. We take about 2 days per chapter. As a class we remember vocabulary, talk about the activities, songs, etc. we did. Then the students write a short narrative in the TL. I have the students put any notes they've taken or been given into each chapter also. This is the second year I've done this and to my surprise, my 5th graders used their books from last year all year long. Another fun activity for the kids is to have them write a "Mme Harrington aime/Mme Harrington n'aime pas" letter to your students for next year. They are great to use on the first day of school and are fun to read. Tomorrow is my last day of school, so I'm living this problem first hand. In my plans for tomorrow are the following: 1. Break the student up into groups of 4. Each group will be given directions in French that take them around our building, with each group eventually ending up in the front office. I had to get permission from my admin. to do this. I also accompany the group of troublemakers that I pair up on purpose so that I can keep my eyes on them. 2. We'll sing a few of our favorite songs for the secretaries, then head outside for a quick game of I Spy and a few choruses of Aux Champs Elysees. 3. Return back to class and start vacation!! Hinds, K. Re: End of year activities. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 May 2006).
Source: FLTEACH
Inputdate: 2006-06-02 17:08:00
Lastmodifieddate: 2006-06-02 17:08:00
Expdate:
Publishdate: 2006-06-05 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
