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4886
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Title: More Ideas for Redecorating Your Lab or Classroom (Part 4)
Body: Our last installment in this series features more traditional decorations, such as maps, posters, and flags, which are simpler to carry out than painting murals or holding photo contests. Below is a list of recommended sources of materials; read on for ideas on making your own decorations (or enlisting your students help) and integrating these hands-on activities into your curriculum. For a new perspective on things, consider a "South up" or upside down map, or another less traditional projection, available from the following sites. - The Upsidedown Map Page: http://www.flourish.org/upsidedownmap - South Up Maps: http://www.odt.org/southupmaps.htm - Omni Resources: ODT Upside-Down World Map sample: http://www.omnimap.com/cgi/graphic.pl?images/worldmap/upside.jpg - The Savvy Traveler: The World Upside Down Map: http://www.thesavvytraveller.com/world_views/maps/odt/upside_down.htm - Maps - New Ways to See the World: http://odt.org/mcart/index.cgi?code=3&cat=1 For flags, try Southwest Imports at http://www.swimport.com . For posters, contact an embassy or consulate near you, use images from old calendars, or visit the following sites. - Teachers Discovery: http://teachersdiscovery.com - Stumps: http://www.shindigz.com ---- A HUGE butcher paper French flag made of 3 vertical stripes: bleu, blanc et rouge. Then, superimposed on the top in large black letters, the words liberté, égalité, fraternité, 1 word for each color. Another wall which the students loved was a simple background, about 5' by 7', showing the city limits of the city of Paris and how the Seine goes through it. I assigned monuments and places to groups of 3. Each group had to research the monument, find out the name of the subway station, and draw a clear picture of the monument for the map. (I gave them a kit with a postcard or other picture of the monument and a piece of white paper.) All groups had to outline the monument in a wide black marker, so there was uniformity in the style of the drawings. After giving a short oral report, the student(s) had to put the monument in the right location and tell what arrondissement it was in. The title of the poster was "Paris Touristique". Bishop, M. Wall decor. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- I put all kinds of 'realia' on classroom walls. Since we live near Canada, many products come with packaging in French as well as English. I had a wall collage of candy wrappers, cereal boxes, fast food placemats, Lego boxes, newspaper and Internet cartoons with French words or cultural allusions, etc. My students considered it a sort of treasure hunt to find French words and connections on items that they could then put on our wall. We also had a shelf for things that wouldn't mount on the wall: ketchup bottles, yogurt cups, aspirin bottles, deodorant dispensers, toothpaste tubes, etc. When students and/or I went to Canada or France, we left space in our suitcases to bring home cookie boxes, snack bags, empty pop cans, etc. Made for some interesting comments at customs. St. John, M. Decorating my classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- I bought some cafe scene posters, had them backed with foam, and hung them in a corner where I set up a bistro table and chairs for atmosphere. Andrews, B.S. Re: Decorating my classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 June 2006). ---- I created a board with lots of French words that everybody already knows. My main title in the center was "Look how much French you already know!". I used words like cuisine, ballet, faux pas, foyer, omelette, à la carte, rouge, encore, à la mode, etc. Print the words colorfully. Patterson, M. RE : Decorating 2 very large bulletin boards: Ideas?. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006).
Source: Various
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Title: More Ideas for Redecorating Your Lab or Classroom (Part 4)
Body: Our last installment in this series features more traditional decorations, such as maps, posters, and flags, which are simpler to carry out than painting murals or holding photo contests. Below is a list of recommended sources of materials; read on for ideas on making your own decorations (or enlisting your students help) and integrating these hands-on activities into your curriculum. For a new perspective on things, consider a "South up" or upside down map, or another less traditional projection, available from the following sites. - The Upsidedown Map Page: http://www.flourish.org/upsidedownmap - South Up Maps: http://www.odt.org/southupmaps.htm - Omni Resources: ODT Upside-Down World Map sample: http://www.omnimap.com/cgi/graphic.pl?images/worldmap/upside.jpg - The Savvy Traveler: The World Upside Down Map: http://www.thesavvytraveller.com/world_views/maps/odt/upside_down.htm - Maps - New Ways to See the World: http://odt.org/mcart/index.cgi?code=3&cat=1 For flags, try Southwest Imports at http://www.swimport.com . For posters, contact an embassy or consulate near you, use images from old calendars, or visit the following sites. - Teachers Discovery: http://teachersdiscovery.com - Stumps: http://www.shindigz.com ---- A HUGE butcher paper French flag made of 3 vertical stripes: bleu, blanc et rouge. Then, superimposed on the top in large black letters, the words liberté, égalité, fraternité, 1 word for each color. Another wall which the students loved was a simple background, about 5' by 7', showing the city limits of the city of Paris and how the Seine goes through it. I assigned monuments and places to groups of 3. Each group had to research the monument, find out the name of the subway station, and draw a clear picture of the monument for the map. (I gave them a kit with a postcard or other picture of the monument and a piece of white paper.) All groups had to outline the monument in a wide black marker, so there was uniformity in the style of the drawings. After giving a short oral report, the student(s) had to put the monument in the right location and tell what arrondissement it was in. The title of the poster was "Paris Touristique". Bishop, M. Wall decor. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- I put all kinds of 'realia' on classroom walls. Since we live near Canada, many products come with packaging in French as well as English. I had a wall collage of candy wrappers, cereal boxes, fast food placemats, Lego boxes, newspaper and Internet cartoons with French words or cultural allusions, etc. My students considered it a sort of treasure hunt to find French words and connections on items that they could then put on our wall. We also had a shelf for things that wouldn't mount on the wall: ketchup bottles, yogurt cups, aspirin bottles, deodorant dispensers, toothpaste tubes, etc. When students and/or I went to Canada or France, we left space in our suitcases to bring home cookie boxes, snack bags, empty pop cans, etc. Made for some interesting comments at customs. St. John, M. Decorating my classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (19 June 2006). ---- I bought some cafe scene posters, had them backed with foam, and hung them in a corner where I set up a bistro table and chairs for atmosphere. Andrews, B.S. Re: Decorating my classroom. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (20 June 2006). ---- I created a board with lots of French words that everybody already knows. My main title in the center was "Look how much French you already know!". I used words like cuisine, ballet, faux pas, foyer, omelette, à la carte, rouge, encore, à la mode, etc. Print the words colorfully. Patterson, M. RE : Decorating 2 very large bulletin boards: Ideas?. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (21 June 2006).
Source: Various
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Title: More Oral Practice and Assessment Ideas (Part 4)
Body: In our last installment in this series, a German teacher shares her technique for monitoring students oral participation in class. ---- To encourage students' speaking in the target language, I use a 3" x 3" square printed icon of a large mouth. Each student receives 4 "bouches" (I teach French) at the start of the semester. They write their names on the back. Every time someone raises his/her hand and speaks in the TL, she hands me a "bouche." Everyone starts out with a speaking grade of 70. I tell them it is because I will make them speak every day by having them repeat after me or by my calling on them directly. In order to add to that grade they MUST voluntarily raise their hands and speak. After the first semester of level I, I require them to speak in complete sentences. (New York State regents criteria). Sometimes in my AP class I will designate a certain pattern, i.e. subjunctive or if-clauses, that must be used for that day/week. Each day I count the "bouches" and add to the students' speaking grade. I then return the icons to a designated box in the classroom where they are retrieved by the students at the beginning of each class and ready to use again. If a student is absent, I deduct a point. They obviously did not speak that day. There is, of course, ample opportunity to make up that point. At the end of the marking period I tally all the points and add to the initial grade of 70 for a test grade based on 100. I actually allow them to pass the 100 mark, and have averaged in grades of 118, for example. I tell them if they speak that much I am happy to give them credit for it. It also gives me, and the students, a tangible, concrete indication of how much they are actually speaking. I have witnessed teachers "fooled" by students who participate often by asking questions,volunteering one-word answers or writing on the board, but who almost never initiate original thoughts or speak in complete thoughts. This is an eye-opener for teachers and students alike. Rowe, B. Re: [AATG-L] URGENT: SHARE INNOVATIVE TEACHING IDEAS. American Association of Teachers of German listserv. AATG@listserv.iupui.edu 916 July 2006)
Source: AATG-L
Inputdate: 2006-08-01 21:20:00
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Title: More Oral Practice and Assessment Ideas (Part 4)
Body: In our last installment in this series, a German teacher shares her technique for monitoring students oral participation in class. ---- To encourage students' speaking in the target language, I use a 3" x 3" square printed icon of a large mouth. Each student receives 4 "bouches" (I teach French) at the start of the semester. They write their names on the back. Every time someone raises his/her hand and speaks in the TL, she hands me a "bouche." Everyone starts out with a speaking grade of 70. I tell them it is because I will make them speak every day by having them repeat after me or by my calling on them directly. In order to add to that grade they MUST voluntarily raise their hands and speak. After the first semester of level I, I require them to speak in complete sentences. (New York State regents criteria). Sometimes in my AP class I will designate a certain pattern, i.e. subjunctive or if-clauses, that must be used for that day/week. Each day I count the "bouches" and add to the students' speaking grade. I then return the icons to a designated box in the classroom where they are retrieved by the students at the beginning of each class and ready to use again. If a student is absent, I deduct a point. They obviously did not speak that day. There is, of course, ample opportunity to make up that point. At the end of the marking period I tally all the points and add to the initial grade of 70 for a test grade based on 100. I actually allow them to pass the 100 mark, and have averaged in grades of 118, for example. I tell them if they speak that much I am happy to give them credit for it. It also gives me, and the students, a tangible, concrete indication of how much they are actually speaking. I have witnessed teachers "fooled" by students who participate often by asking questions,volunteering one-word answers or writing on the board, but who almost never initiate original thoughts or speak in complete thoughts. This is an eye-opener for teachers and students alike. Rowe, B. Re: [AATG-L] URGENT: SHARE INNOVATIVE TEACHING IDEAS. American Association of Teachers of German listserv. AATG@listserv.iupui.edu 916 July 2006)
Source: AATG-L
Inputdate: 2006-08-01 21:20:00
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4888
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Title: Make a Giant Scrabble Game
Body: I teach at a school that was designed during the open space craze. Outside of our rooms there is a big cluster area where we do foreign language activities. I got the idea to make a giant scrabble game to use in the cluster. I printed out one letter per 8-1/2 by 11 inch piece of paper (with the point value in the lower right hand corner), glued it to cardboard and then had them laminated. I used the regular Spanish Scrabble game to count how many A´s or Ñ´s etc. that I needed to make. The students are divided into teams of 4 or 5. I start the game off by laying down a Spanish word that is around 7 or 8 letters long vertically on the floor (for example ESPAÑOL or CUADERNO). The team captain goes to the pile and picks 7 letters. Even though there is no "board", and therefore no double or triple word score, the game plays very well anywhere there is a large floor space. The students love to play this game! The team that comes in first gets 5 points, second place 4 points, etc. Extra points are awarded for making any word from our current unit of study. Driskill, D. Re: Foreign language word games. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 July 2006).
Source: FLTEACH
Inputdate: 2006-08-01 21:26:00
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Title: Make a Giant Scrabble Game
Body: I teach at a school that was designed during the open space craze. Outside of our rooms there is a big cluster area where we do foreign language activities. I got the idea to make a giant scrabble game to use in the cluster. I printed out one letter per 8-1/2 by 11 inch piece of paper (with the point value in the lower right hand corner), glued it to cardboard and then had them laminated. I used the regular Spanish Scrabble game to count how many A´s or Ñ´s etc. that I needed to make. The students are divided into teams of 4 or 5. I start the game off by laying down a Spanish word that is around 7 or 8 letters long vertically on the floor (for example ESPAÑOL or CUADERNO). The team captain goes to the pile and picks 7 letters. Even though there is no "board", and therefore no double or triple word score, the game plays very well anywhere there is a large floor space. The students love to play this game! The team that comes in first gets 5 points, second place 4 points, etc. Extra points are awarded for making any word from our current unit of study. Driskill, D. Re: Foreign language word games. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (30 July 2006).
Source: FLTEACH
Inputdate: 2006-08-01 21:26:00
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4889
Content Type: 1
Title: MERLOT Site Update
Body: MERLOT (Multimedia Educational Resource for Learning and Online Teaching) has recently overhauled its Web site, which provides a wide range of resources for educators across the disciplines. Whether you're new to MERLOT or if it's just been awhile, visit the site to find out how you can access and share teaching materials, contact experts in the field, learn from teaching tips, and make professional contacts. http://portals.merlot.org/world_languages
Source: MERLOT
Inputdate: 2006-08-02 13:55:00
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Title: MERLOT Site Update
Body: MERLOT (Multimedia Educational Resource for Learning and Online Teaching) has recently overhauled its Web site, which provides a wide range of resources for educators across the disciplines. Whether you're new to MERLOT or if it's just been awhile, visit the site to find out how you can access and share teaching materials, contact experts in the field, learn from teaching tips, and make professional contacts. http://portals.merlot.org/world_languages
Source: MERLOT
Inputdate: 2006-08-02 13:55:00
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4890
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Title: BILINGLATAM 2
Body: From http://www.bilinglatam.com/english/principal.htm THE SECOND INTERNATIONAL SYMPOSIUM ON BILINGUALISM AND BILINGUALEDUCATION IN LATIN AMERICA (BILINGLATAM 2) 5, 6 and 7 October, 2006 Universidad de los Andes Universidad Centro Colombo Americano Bogotá, Colombia The Second International Symposium on Bilingualism and Bilingual Education in Latin America (Bilinglatam 2) will take place in Bogotá, Colombia, on 5, 6 and 7 October, 2006 at Universidad de los Andes and Universidad Centro Colombo Americano. Bilinglatam 2 welcomes proposals on aspects of research on bilingualism and bilingual education related to models, programmes and pedagogical practices, bilingual policies, and teacher education and professional development in bilingual contexts. For more information, visit http://www.bilinglatam.com/english/principal.htm .
Source: bilinglatam.com
Inputdate: 2006-08-02 14:00:00
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Title: BILINGLATAM 2
Body: From http://www.bilinglatam.com/english/principal.htm THE SECOND INTERNATIONAL SYMPOSIUM ON BILINGUALISM AND BILINGUALEDUCATION IN LATIN AMERICA (BILINGLATAM 2) 5, 6 and 7 October, 2006 Universidad de los Andes Universidad Centro Colombo Americano Bogotá, Colombia The Second International Symposium on Bilingualism and Bilingual Education in Latin America (Bilinglatam 2) will take place in Bogotá, Colombia, on 5, 6 and 7 October, 2006 at Universidad de los Andes and Universidad Centro Colombo Americano. Bilinglatam 2 welcomes proposals on aspects of research on bilingualism and bilingual education related to models, programmes and pedagogical practices, bilingual policies, and teacher education and professional development in bilingual contexts. For more information, visit http://www.bilinglatam.com/english/principal.htm .
Source: bilinglatam.com
Inputdate: 2006-08-02 14:00:00
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4891
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Title: Conference on Technology for Second Language Learning
Body: From http://apling.public.iastate.edu/TSLL/2006_abstracts.html Learner Stategies in CALL Friday, September 22 and Saturday, September 23, 2006 The Gallery Room, Memorial Union, Iowa State University Faculty in the applied linguistics program in the Department of English are planning an invitational conference focusing on issues associated with the strategies that learners use to direct their second language learning when using multimedia CALL, the Internet and other electronic resources. The following questions illustrate some of the themes at the intersection of TSLL and learner strategies: - How can teachers help to teach learners strategies for effective use of electronic materials for second language learning? - What does theory, research and practice tell us about effective use of resources? - How can learner strategies be assessed in on-line resources? - How can learner strategies be implemented and addressed in on-line resources? Consistent with the graduate program emphasis on technology and language teaching in the applied linguistics, this conference will bring together concepts and practices that hold promise for developing fruitful synergy between second language acquisition and computer-assisted language learning. Beyond the applied linguistics program, the conference should also be of interest to faculty and graduate students in Rhetoric & Professional Communication, Foreign Languages & Literatures, and Curriculum & Instruction. For more information, visit http://apling.public.iastate.edu/TSLL/2006_abstracts.html .
Source: Iowa State University
Inputdate: 2006-08-02 14:03:00
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Title: Conference on Technology for Second Language Learning
Body: From http://apling.public.iastate.edu/TSLL/2006_abstracts.html Learner Stategies in CALL Friday, September 22 and Saturday, September 23, 2006 The Gallery Room, Memorial Union, Iowa State University Faculty in the applied linguistics program in the Department of English are planning an invitational conference focusing on issues associated with the strategies that learners use to direct their second language learning when using multimedia CALL, the Internet and other electronic resources. The following questions illustrate some of the themes at the intersection of TSLL and learner strategies: - How can teachers help to teach learners strategies for effective use of electronic materials for second language learning? - What does theory, research and practice tell us about effective use of resources? - How can learner strategies be assessed in on-line resources? - How can learner strategies be implemented and addressed in on-line resources? Consistent with the graduate program emphasis on technology and language teaching in the applied linguistics, this conference will bring together concepts and practices that hold promise for developing fruitful synergy between second language acquisition and computer-assisted language learning. Beyond the applied linguistics program, the conference should also be of interest to faculty and graduate students in Rhetoric & Professional Communication, Foreign Languages & Literatures, and Curriculum & Instruction. For more information, visit http://apling.public.iastate.edu/TSLL/2006_abstracts.html .
Source: Iowa State University
Inputdate: 2006-08-02 14:03:00
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4892
Content Type: 1
Title: Call for Papers: British Association for Slavonic and East European Studies
Body: From http://www.basees.org.uk/conference BASEES Conference 31 March-2 April 2007 Fitzwilliam College, Cambridge Call for papers No sooner does one annual conference end than planning for the next begins. At its post-conference meeting the BASEES Executive Committee established a conference organising group for next years event. Our initial feedback is that the 2006 conference was widely regarded as a great success and we hope that next years meeting will be as enjoyable. For that to happen, however, we need your input, your ideas for conference panels as well as for individual papers. Your organising team wants to hear from you, so please dont hesitate to get in touch with any of the subject organisers with your ideas for papers and panels using the appropriate form down-loadable from this website. Deadline: October 1, 2006. For more information, visit http://www.basees.org.uk/conference .
Source: BASEES
Inputdate: 2006-08-02 14:11:00
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Title: Call for Papers: British Association for Slavonic and East European Studies
Body: From http://www.basees.org.uk/conference BASEES Conference 31 March-2 April 2007 Fitzwilliam College, Cambridge Call for papers No sooner does one annual conference end than planning for the next begins. At its post-conference meeting the BASEES Executive Committee established a conference organising group for next years event. Our initial feedback is that the 2006 conference was widely regarded as a great success and we hope that next years meeting will be as enjoyable. For that to happen, however, we need your input, your ideas for conference panels as well as for individual papers. Your organising team wants to hear from you, so please dont hesitate to get in touch with any of the subject organisers with your ideas for papers and panels using the appropriate form down-loadable from this website. Deadline: October 1, 2006. For more information, visit http://www.basees.org.uk/conference .
Source: BASEES
Inputdate: 2006-08-02 14:11:00
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4893
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Title: Call for Papers: OFLA 2007 Conference
Body: From http://www.ofla-online.org/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=92&MMN_position=107:107 Our Theme: "Widening Horizons With World Languages" The Ohio Foreign Language Association cordially invites you and your FL colleagues to travel up to the North Coast to Cleveland March 22 to March 24 to attend our 2007 Conference. No matter what language you teach- no matter what level of student you reach- this conference is for you! Calling All Presenters! Do you have what it takes to be a star? Do you have the knowledge and the desire to share it with your fellow FL teachers? Yes, you do! Click on and fill out the form on or before October 15, 2006! For more information, visit http://www.ofla-online.org/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=92&MMN_position=107:107 .
Source: Ohio Foreign Language Association
Inputdate: 2006-08-02 14:16:00
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Title: Call for Papers: OFLA 2007 Conference
Body: From http://www.ofla-online.org/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=92&MMN_position=107:107 Our Theme: "Widening Horizons With World Languages" The Ohio Foreign Language Association cordially invites you and your FL colleagues to travel up to the North Coast to Cleveland March 22 to March 24 to attend our 2007 Conference. No matter what language you teach- no matter what level of student you reach- this conference is for you! Calling All Presenters! Do you have what it takes to be a star? Do you have the knowledge and the desire to share it with your fellow FL teachers? Yes, you do! Click on and fill out the form on or before October 15, 2006! For more information, visit http://www.ofla-online.org/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=92&MMN_position=107:107 .
Source: Ohio Foreign Language Association
Inputdate: 2006-08-02 14:16:00
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4894
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Title: Call for Papers: ISLS 2007 Conference
Body: From http://www.isls-inc.org/conference/conference.html 2007 ISLS Conference Honolulu, Hawaii, USA April 2-4, 2007 Hyatt Regency Waikiki Resort & Spa In cooperation with: - Hawaiian Language Center, University of Hawaii at Manoa - Kula Kaiapuni O Anuenue K-12 Hawaiian Language Immersion School - Kamehameha K-12 Schools The 2007 conference of the International Society for Language Studies will feature field experiences related to Hawaiian language and culture, in addition to a full program of international papers on language studies: - Native Hawaiian Language Studies - Discourse and Identity - Policy - Language in Professional and Workplace Contexts - Language Teaching Practices and Pedagogy - Research Methodology - Teacher Development - Conceptualizations of Language The on-line proposal submission system will open May 1, 2006 and close October 1, 2006. For more information, visit http://www.isls-inc.org/conference/conference.html .
Source: International Society for Language Studies
Inputdate: 2006-08-02 17:17:00
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Title: Call for Papers: ISLS 2007 Conference
Body: From http://www.isls-inc.org/conference/conference.html 2007 ISLS Conference Honolulu, Hawaii, USA April 2-4, 2007 Hyatt Regency Waikiki Resort & Spa In cooperation with: - Hawaiian Language Center, University of Hawaii at Manoa - Kula Kaiapuni O Anuenue K-12 Hawaiian Language Immersion School - Kamehameha K-12 Schools The 2007 conference of the International Society for Language Studies will feature field experiences related to Hawaiian language and culture, in addition to a full program of international papers on language studies: - Native Hawaiian Language Studies - Discourse and Identity - Policy - Language in Professional and Workplace Contexts - Language Teaching Practices and Pedagogy - Research Methodology - Teacher Development - Conceptualizations of Language The on-line proposal submission system will open May 1, 2006 and close October 1, 2006. For more information, visit http://www.isls-inc.org/conference/conference.html .
Source: International Society for Language Studies
Inputdate: 2006-08-02 17:17:00
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Content Type: 1
Title: Spanish Grammar Guide Online
Body: I found a fabulous verb guide online last year that I gave to all my students. It has everything, including all uses of subjunctive, passive, and commands! It really should be called a grammar guide, because it also has all the pronouns including relative, ser/estar, por/para, etc. This is wonderful for the students to keep in their notebooks all year long & particularly for final exams. I don't know who compiled this originally, but he or she must have spent an unbelievable amount of time typing this up in such a beautiful and usable form. If you're out there, thanks so much! http://www-static.cc.gatech.edu/ugrads/r/rufus/HighSchool/Spanish/Verb%20Guide.doc There is another website that has other acronyms for the use of the subjunctive in adverbial clauses with great examples. I think it's excellent, also, and my students last year really liked it. http://doncarlos123.tripod.com/subjinadverbclauses.html Gump, L. Fabulous verb & grammar site! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 June 2006).
Source: FLTEACH
Inputdate: 2006-08-02 17:29:00
Lastmodifieddate: 2006-08-02 17:29:00
Expdate:
Publishdate: 2006-08-07 00:00:00
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Emailed: 1
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Content Type: 1
Title: Spanish Grammar Guide Online
Body: I found a fabulous verb guide online last year that I gave to all my students. It has everything, including all uses of subjunctive, passive, and commands! It really should be called a grammar guide, because it also has all the pronouns including relative, ser/estar, por/para, etc. This is wonderful for the students to keep in their notebooks all year long & particularly for final exams. I don't know who compiled this originally, but he or she must have spent an unbelievable amount of time typing this up in such a beautiful and usable form. If you're out there, thanks so much! http://www-static.cc.gatech.edu/ugrads/r/rufus/HighSchool/Spanish/Verb%20Guide.doc There is another website that has other acronyms for the use of the subjunctive in adverbial clauses with great examples. I think it's excellent, also, and my students last year really liked it. http://doncarlos123.tripod.com/subjinadverbclauses.html Gump, L. Fabulous verb & grammar site! Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (28 June 2006).
Source: FLTEACH
Inputdate: 2006-08-02 17:29:00
Lastmodifieddate: 2006-08-02 17:29:00
Expdate:
Publishdate: 2006-08-07 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
