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Contentid:
4640
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Title: New Book: Studies in Chinese Language
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=116226 Studies in Chinese Language Volume 8 M.A.K. Halliday Edited by Jonathan J. Webster Pub Date: 10 Apr 2006 Description Studies in Chinese Language, the eighth volume in the collected works of Professor M.A.K. Halliday, approaches the Chinese language from several interesting vantage points, ranging from studies of medieval to modern grammar, and also covering topics related to Chinese phonology, grammar and discourse. Professor Hallidays PhD thesis provided the basis for the first paper in this volume, The Language of the Chinese Secret History of the Mongols (with examples from the book on CD-ROM). The final section on Grammar and discourse includes papers looking at grammatical metaphor and scientific discourse in both Chinese and English. Professor M. A. K. Halliday (b. 1925) was Foundation Professor of Linguistics at the University of Sydney, Australia, until his retirement and has taught as a Visiting Professor around the world. As a self-styled generalist he has published in many branches of linguistics. Jonathan J. Webster is Head of the Department of Chinese, Translation and Linguistics at the City University of Hong Kong. For more information about the book, visit http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=116226 .
Source: Continuum
Inputdate: 2006-06-03 12:29:00
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Title: New Book: Studies in Chinese Language
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=116226 Studies in Chinese Language Volume 8 M.A.K. Halliday Edited by Jonathan J. Webster Pub Date: 10 Apr 2006 Description Studies in Chinese Language, the eighth volume in the collected works of Professor M.A.K. Halliday, approaches the Chinese language from several interesting vantage points, ranging from studies of medieval to modern grammar, and also covering topics related to Chinese phonology, grammar and discourse. Professor Hallidays PhD thesis provided the basis for the first paper in this volume, The Language of the Chinese Secret History of the Mongols (with examples from the book on CD-ROM). The final section on Grammar and discourse includes papers looking at grammatical metaphor and scientific discourse in both Chinese and English. Professor M. A. K. Halliday (b. 1925) was Foundation Professor of Linguistics at the University of Sydney, Australia, until his retirement and has taught as a Visiting Professor around the world. As a self-styled generalist he has published in many branches of linguistics. Jonathan J. Webster is Head of the Department of Chinese, Translation and Linguistics at the City University of Hong Kong. For more information about the book, visit http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Search/default.aspx&CountryID=1&ImprintID=2&BookID=116226 .
Source: Continuum
Inputdate: 2006-06-03 12:29:00
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4641
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Title: WebQuests and Quizzes for French, Spanish, and German Learners
Body: Whether or not you teach from these McDougal Littel textbooks, you may find the web-based activities on this site useful in facilitating your students' exploration of French-, Spanish-, and German-speaking cultures. The quizzes and flashcards might be useful as review exercises. http://www.classzone.com/disc_worldlanguages.cfm
Source: Class Zone
Inputdate: 2006-06-03 12:42:00
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Title: WebQuests and Quizzes for French, Spanish, and German Learners
Body: Whether or not you teach from these McDougal Littel textbooks, you may find the web-based activities on this site useful in facilitating your students' exploration of French-, Spanish-, and German-speaking cultures. The quizzes and flashcards might be useful as review exercises. http://www.classzone.com/disc_worldlanguages.cfm
Source: Class Zone
Inputdate: 2006-06-03 12:42:00
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4642
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Title: Paris for First-Third Grade
Body: I'd like my 1st -3rd graders to learn something about the city of Paris, which so interests them. We meet twice a week for 40 minutes. Any ideas for active learning so it's not just me the talking head, but to get them more involved? I've started out with 4 corners on famous landmarks, and am working into a little TPRS story about searching for a lost suitcase around Paris, with some new transportation words, and reviewing other terms learned this year. I'd like to make it culturally relevant to them and relate to their age. Any ideas? Books, resources you like? Activities? Kohler, M. 1st-3rd graders learning about Paris. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Apr. 2006). ---- How about a storybook (or two) to read? Have them make one (each do a page?) Suggestions: (these first three are REALLY cute!) Betty and Rita Go to Paris, by Judith Hughes and Michael Malyszko Crepes by Suzette, by Monica Wellington A Spree in Paris, by Catherine Stock (I read about those last two in this article: http://query.nytimes.com/gst/fullpage.html?res=9507E1D71F3DF935A25756C0A9629C8B63) And there are always the classics: This is Paris, by Miroslav Sasek Madeleine, by Ludwig Bemelmans (It's available in French, too.) Blaz, D. 1st-3rd graders learning about Paris. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-03 12:50:00
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Title: Paris for First-Third Grade
Body: I'd like my 1st -3rd graders to learn something about the city of Paris, which so interests them. We meet twice a week for 40 minutes. Any ideas for active learning so it's not just me the talking head, but to get them more involved? I've started out with 4 corners on famous landmarks, and am working into a little TPRS story about searching for a lost suitcase around Paris, with some new transportation words, and reviewing other terms learned this year. I'd like to make it culturally relevant to them and relate to their age. Any ideas? Books, resources you like? Activities? Kohler, M. 1st-3rd graders learning about Paris. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (24 Apr. 2006). ---- How about a storybook (or two) to read? Have them make one (each do a page?) Suggestions: (these first three are REALLY cute!) Betty and Rita Go to Paris, by Judith Hughes and Michael Malyszko Crepes by Suzette, by Monica Wellington A Spree in Paris, by Catherine Stock (I read about those last two in this article: http://query.nytimes.com/gst/fullpage.html?res=9507E1D71F3DF935A25756C0A9629C8B63) And there are always the classics: This is Paris, by Miroslav Sasek Madeleine, by Ludwig Bemelmans (It's available in French, too.) Blaz, D. 1st-3rd graders learning about Paris. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (25 Apr. 2006).
Source: FLTEACH
Inputdate: 2006-06-03 12:50:00
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4643
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Title: More Finals Review Activities
Body: For beginning Spanish classes, I put together some "Who wants to be a Millionaire" Power Points. The questions range from vocabulary to basic expressions and some cultural questions as well. We played one game to begin each of the final six class sessions, and each game took 5-10 minutes. You can have one student be the contestant or play in teams or as a whole class. I always ask students to tell me the monetary values of each question to review numbers from 100 to 1.000.000. The URL with the Power Points is http://campus.northpark.edu/spanish/PowerPoints.cfm . Bricault, D. Re: finals review. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 May 2006). ---- I like the 'category match' activity. Ahead of time, I make up lists of 10 words in various categories such as: - Clothing: jacket, skirt, t-shirt, etc. - Family members: mother, uncle, boy cousin, girl cousin, etc. - Outdoor activities: to hike, to ride a bike, to sail, to go horseback riding, etc. I divide the class up into 3 or 4 teams and divide the board up into 3 or 4 sections so that each team has a section (wide enough to write 10 items in). Two members from each team go to the board. Only one may write words on the board but they confer with each other. I say a category and the teams have to write any 10 words that they can think of for that category. I have cut up my categories into little cards. I give a time limit of 2 minutes or so, then call stop. The person who was writing sits down. The other team member reads off the 10 words on the board. I let each team read their words, then I hand the 'card' with my 10 words to a student who is seated and she reads off the 10 words on my list. The students at the board put an 'x' in front of every word on their list that matches a word on my list. The team with the most 'x's wins and we start again with two new team members from each team and a new category. The kids really get into this and it's a wonderful vocabulary review. Haring, C. Finals review - category match. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (18 May 2006).
Source: FLTEACH
Inputdate: 2006-06-03 13:02:00
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Title: More Finals Review Activities
Body: For beginning Spanish classes, I put together some "Who wants to be a Millionaire" Power Points. The questions range from vocabulary to basic expressions and some cultural questions as well. We played one game to begin each of the final six class sessions, and each game took 5-10 minutes. You can have one student be the contestant or play in teams or as a whole class. I always ask students to tell me the monetary values of each question to review numbers from 100 to 1.000.000. The URL with the Power Points is http://campus.northpark.edu/spanish/PowerPoints.cfm . Bricault, D. Re: finals review. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (17 May 2006). ---- I like the 'category match' activity. Ahead of time, I make up lists of 10 words in various categories such as: - Clothing: jacket, skirt, t-shirt, etc. - Family members: mother, uncle, boy cousin, girl cousin, etc. - Outdoor activities: to hike, to ride a bike, to sail, to go horseback riding, etc. I divide the class up into 3 or 4 teams and divide the board up into 3 or 4 sections so that each team has a section (wide enough to write 10 items in). Two members from each team go to the board. Only one may write words on the board but they confer with each other. I say a category and the teams have to write any 10 words that they can think of for that category. I have cut up my categories into little cards. I give a time limit of 2 minutes or so, then call stop. The person who was writing sits down. The other team member reads off the 10 words on the board. I let each team read their words, then I hand the 'card' with my 10 words to a student who is seated and she reads off the 10 words on my list. The students at the board put an 'x' in front of every word on their list that matches a word on my list. The team with the most 'x's wins and we start again with two new team members from each team and a new category. The kids really get into this and it's a wonderful vocabulary review. Haring, C. Finals review - category match. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (18 May 2006).
Source: FLTEACH
Inputdate: 2006-06-03 13:02:00
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Title: German Scavenger Hunt
Body: A recent discussion on the AATG listserv of activities for groups of students traveling abroad brought up the idea of a scavenger hunt. Even if you're not traveling this summer, these lists of suggested items for such a hunt might be applied in the classroom, perhaps with paper catalogs or as a WebQuest. ---- Here are two that I use, adaptable to any city: eine Briefmarke für eine Postkarte in die USA, eine Fanta, Kaugummi, eine Postkarte vom Ort, eine Tafel Rittersport Schokolade, 10 Gummibärchen, eine Brezel, eine Zeitung, eine Aufkleber vom Ort, ein Überraschungsei Wieviel Kostet Das? Auf dem Markt: Ein Blumenstrauß, 1 Kilo Erdbeeren, Eine Wurst, 1 Kilo Spargel, 1 Kilo Kirschen Beim Bäcker: Eine Brezel, Ein Brötchen, Ein Stück Torte Im Eiscafe: Ein Kugel Eis, Spaghetti Eis Bei McDonalds: Ein Big Mac, Pommes, Ketchup Beim Metzger: 100 Gramm Hackfleisch, Schweineschnitzel, 100 Gramm Kalbszunge, 100 Gramm Wurstsalat, 100 Gramm Emmentaler Im Kaufhaus: Jeans, Ein T-Shirt, Ein Fußball Im Restaurant: Wienerschnitzel, Spezi Im Kino: Eine Eintrittskarte, Eine Cola, Popcorn Havas, L. Schnitzeljagd ideas. American Association of Teachers of German listserv. AATG@listserv.iupui.edu[AATG-L] (29 May 2006).
Source: AATG-L
Inputdate: 2006-06-03 13:15:00
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Title: German Scavenger Hunt
Body: A recent discussion on the AATG listserv of activities for groups of students traveling abroad brought up the idea of a scavenger hunt. Even if you're not traveling this summer, these lists of suggested items for such a hunt might be applied in the classroom, perhaps with paper catalogs or as a WebQuest. ---- Here are two that I use, adaptable to any city: eine Briefmarke für eine Postkarte in die USA, eine Fanta, Kaugummi, eine Postkarte vom Ort, eine Tafel Rittersport Schokolade, 10 Gummibärchen, eine Brezel, eine Zeitung, eine Aufkleber vom Ort, ein Überraschungsei Wieviel Kostet Das? Auf dem Markt: Ein Blumenstrauß, 1 Kilo Erdbeeren, Eine Wurst, 1 Kilo Spargel, 1 Kilo Kirschen Beim Bäcker: Eine Brezel, Ein Brötchen, Ein Stück Torte Im Eiscafe: Ein Kugel Eis, Spaghetti Eis Bei McDonalds: Ein Big Mac, Pommes, Ketchup Beim Metzger: 100 Gramm Hackfleisch, Schweineschnitzel, 100 Gramm Kalbszunge, 100 Gramm Wurstsalat, 100 Gramm Emmentaler Im Kaufhaus: Jeans, Ein T-Shirt, Ein Fußball Im Restaurant: Wienerschnitzel, Spezi Im Kino: Eine Eintrittskarte, Eine Cola, Popcorn Havas, L. Schnitzeljagd ideas. American Association of Teachers of German listserv. AATG@listserv.iupui.edu[AATG-L] (29 May 2006).
Source: AATG-L
Inputdate: 2006-06-03 13:15:00
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4645
Content Type: 1
Title: Spanish-Language Children's Program
Body: This bilingual program for children airs on Georgia Public Television, but episodes, transcripts, and videos (RealPlayer required) are available online. From http://www.gpb.org/public/education/salsa SALSA is a comprehensive Spanish program for young children featuring puppets, state-of-the-art graphics, animation and a good dose of humor. Instructors do not need to be certified to teach a foreign language or be familiar with Spanish. Each video lesson is preceded by a staff development component that familiarizes the instructor with the content and objectives of the lesson, reviews all vocabulary words, and demonstrates the correct pronunciation of all Spanish words used in the lesson There are 42 video lessons in the SALSA series, supported by a print Student Activity Guide. When to Watch SALSA airs on GPB Education's satellite channels and on GPB Television. Go to GPB Education's broadcast schedule to find out which SALSA episodes are currently scheduled to air on GPB Education's satellite channels and on GPB Television. For more information, visit http://www.gpb.org/public/education/salsa .
Source: GPB
Inputdate: 2006-06-03 16:58:00
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Title: Spanish-Language Children's Program
Body: This bilingual program for children airs on Georgia Public Television, but episodes, transcripts, and videos (RealPlayer required) are available online. From http://www.gpb.org/public/education/salsa SALSA is a comprehensive Spanish program for young children featuring puppets, state-of-the-art graphics, animation and a good dose of humor. Instructors do not need to be certified to teach a foreign language or be familiar with Spanish. Each video lesson is preceded by a staff development component that familiarizes the instructor with the content and objectives of the lesson, reviews all vocabulary words, and demonstrates the correct pronunciation of all Spanish words used in the lesson There are 42 video lessons in the SALSA series, supported by a print Student Activity Guide. When to Watch SALSA airs on GPB Education's satellite channels and on GPB Television. Go to GPB Education's broadcast schedule to find out which SALSA episodes are currently scheduled to air on GPB Education's satellite channels and on GPB Television. For more information, visit http://www.gpb.org/public/education/salsa .
Source: GPB
Inputdate: 2006-06-03 16:58:00
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4646
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Title: Online Exercises for Beginning and Intermediate Japanese
Body: This easy-to-use site provides a variety of useful tools for Japanese students, including vocabulary quizzes, videos illustrating usage, kanji dictionaries, and stroke order animation (hiragana, katakana and kanji). Beginning practice http://www.marinebat.com/nakama Advanced kanji practice http://gahoh.marinebat.com
Source: Satoru Shinagawa
Inputdate: 2006-06-03 17:29:00
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Title: Online Exercises for Beginning and Intermediate Japanese
Body: This easy-to-use site provides a variety of useful tools for Japanese students, including vocabulary quizzes, videos illustrating usage, kanji dictionaries, and stroke order animation (hiragana, katakana and kanji). Beginning practice http://www.marinebat.com/nakama Advanced kanji practice http://gahoh.marinebat.com
Source: Satoru Shinagawa
Inputdate: 2006-06-03 17:29:00
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4647
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Title: Resources for Teachers of English
Body: eslflow is an incredibly rich resource for teachers of all levels of English learners. Access free teaching materials (online or for download) on a wide range of topics for a variety of learning situations, from Brainstorming, Collocations, and Describing People to Technology, Using Pictures, and Vocabulary. http://www.eslflow.com
Source: eslflow.com
Inputdate: 2006-06-03 17:47:00
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Title: Resources for Teachers of English
Body: eslflow is an incredibly rich resource for teachers of all levels of English learners. Access free teaching materials (online or for download) on a wide range of topics for a variety of learning situations, from Brainstorming, Collocations, and Describing People to Technology, Using Pictures, and Vocabulary. http://www.eslflow.com
Source: eslflow.com
Inputdate: 2006-06-03 17:47:00
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Title: French Materials for World Cup Fans
Body: Among the materials provided online by the London Branch of the Association for Language Learning are several activities related to the World Cup, including reading and speaking exercises (Microsoft Word format). Visit the site at http://www.all-london.org.uk/shared_resources.htm .
Source: ALL London Branch
Inputdate: 2006-06-03 17:51:00
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Title: French Materials for World Cup Fans
Body: Among the materials provided online by the London Branch of the Association for Language Learning are several activities related to the World Cup, including reading and speaking exercises (Microsoft Word format). Visit the site at http://www.all-london.org.uk/shared_resources.htm .
Source: ALL London Branch
Inputdate: 2006-06-03 17:51:00
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Title: Film Highlights Heritage Arabic Speakers
Body: From http://users.rcn.com/dscalera/isa/index.php I Speak Arabic A documentary film by Diana Scalera I Speak Arabic is an opportunity to enter into the world of Arabic speakers in the United Statestheir linguistic talents, difficulties and hopes for the future. This is a film about the relationship that Arab Americans have with their language. These immigrants share the same challenges that all immigrant families facehow to balance the new with the old and come out whole. The film presents the experiences of young Arab Americans between the ages of 15 and 25, their parents and teachers. It is a dialogue about what helps and what discourages immigrant children from being successful and proficient in their heritage language. It was filmed in the homes, schools and neighborhoods of Arab Americans in the New York/New Jersey metropolitan area and features the music of the award-winning Lebanese composer Marcel Khalife. Read more about the film at http://users.rcn.com/dscalera/isa/index.php . For information about a June 10, 2006 airing of "I Speak Arabic", visit http://www.freespeech.org .
Source: Diana Scalera
Inputdate: 2006-06-04 13:22:00
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Title: Film Highlights Heritage Arabic Speakers
Body: From http://users.rcn.com/dscalera/isa/index.php I Speak Arabic A documentary film by Diana Scalera I Speak Arabic is an opportunity to enter into the world of Arabic speakers in the United Statestheir linguistic talents, difficulties and hopes for the future. This is a film about the relationship that Arab Americans have with their language. These immigrants share the same challenges that all immigrant families facehow to balance the new with the old and come out whole. The film presents the experiences of young Arab Americans between the ages of 15 and 25, their parents and teachers. It is a dialogue about what helps and what discourages immigrant children from being successful and proficient in their heritage language. It was filmed in the homes, schools and neighborhoods of Arab Americans in the New York/New Jersey metropolitan area and features the music of the award-winning Lebanese composer Marcel Khalife. Read more about the film at http://users.rcn.com/dscalera/isa/index.php . For information about a June 10, 2006 airing of "I Speak Arabic", visit http://www.freespeech.org .
Source: Diana Scalera
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