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Contentid:
5647
Content Type: 1
Title: Resources for Teaching Greek
Body: To encourage more Latin teachers to invest some effort in acquainting their students with the basics of Greek and to offer a resource for teachers of Greek in schools, the Texas Classical Association has set up a this mini-site in conjunction with the TCA web site specifically to promote Greek at the school level. Resources include relevant articles, pedagogical resources, reviews, announcements, and links to other resources. Available at http://www.txclassics.org/greek.htm .
Source: Texas Classical Association
Inputdate: 2007-01-27 11:10:23
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Publishdate: 2007-01-29 00:00:00
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Title: Resources for Teaching Greek
Body: To encourage more Latin teachers to invest some effort in acquainting their students with the basics of Greek and to offer a resource for teachers of Greek in schools, the Texas Classical Association has set up a this mini-site in conjunction with the TCA web site specifically to promote Greek at the school level. Resources include relevant articles, pedagogical resources, reviews, announcements, and links to other resources. Available at http://www.txclassics.org/greek.htm .
Source: Texas Classical Association
Inputdate: 2007-01-27 11:10:23
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5648
Content Type: 1
Title: Latin ExCET Preparation for Texas Latin Teachers
Body: From http://www.txclassics.org/excet.htm To teach in the state of Texas, individuals are required to pass the Examination for the Certification of Educators in Texas. The Latin ExCET is reported to be a difficult, challenging test requiring an ability to manage your time well plus mastery of your material. The Texas Classical Association has a web site with study guides, practice exams, and information about test dates and registration deadlines. Visit the site at http://www.txclassics.org/excet.htm .
Source: Texas Classical Association
Inputdate: 2007-01-27 11:11:42
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Title: Latin ExCET Preparation for Texas Latin Teachers
Body: From http://www.txclassics.org/excet.htm To teach in the state of Texas, individuals are required to pass the Examination for the Certification of Educators in Texas. The Latin ExCET is reported to be a difficult, challenging test requiring an ability to manage your time well plus mastery of your material. The Texas Classical Association has a web site with study guides, practice exams, and information about test dates and registration deadlines. Visit the site at http://www.txclassics.org/excet.htm .
Source: Texas Classical Association
Inputdate: 2007-01-27 11:11:42
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Contentid:
5649
Content Type: 1
Title: Online Turkish-German-English Dictionary
Body: This online dictionary translates German words into English and Turkish, with full definitions including etymology and pronunciation. Available at http://www.seslisozluk.com .
Source: Seslisozluk
Inputdate: 2007-01-27 11:13:46
Lastmodifieddate: 2007-01-27 11:13:46
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Title: Online Turkish-German-English Dictionary
Body: This online dictionary translates German words into English and Turkish, with full definitions including etymology and pronunciation. Available at http://www.seslisozluk.com .
Source: Seslisozluk
Inputdate: 2007-01-27 11:13:46
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Contentid:
5650
Content Type: 1
Title: Guide to About.com German Resources
Body: From http://german.about.com/library/weekly/aa012400a.htm?nl=1 About.com has set up a Wegweiser—a guide or directory to finding what you need on the many pages at the German Language site. In addition to a link to an A-Z index, topics include articles, books and reading, computers and German, dictionaries and vocabulary, digital postcards, DVDs and films in German, FAQs, forums, genealogy, grammar, listening, literature, music/songs, newsletters, reading, schools and universities, software, translation, and vocabulary. Available at http://german.about.com/library/weekly/aa012400a.htm?nl=1 .
Source: About.com
Inputdate: 2007-01-27 11:14:43
Lastmodifieddate: 2007-01-27 11:14:43
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Title: Guide to About.com German Resources
Body: From http://german.about.com/library/weekly/aa012400a.htm?nl=1 About.com has set up a Wegweiser—a guide or directory to finding what you need on the many pages at the German Language site. In addition to a link to an A-Z index, topics include articles, books and reading, computers and German, dictionaries and vocabulary, digital postcards, DVDs and films in German, FAQs, forums, genealogy, grammar, listening, literature, music/songs, newsletters, reading, schools and universities, software, translation, and vocabulary. Available at http://german.about.com/library/weekly/aa012400a.htm?nl=1 .
Source: About.com
Inputdate: 2007-01-27 11:14:43
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Contentid:
5651
Content Type: 1
Title: Lesson Plan: Creating Podcasts to Explore Study Abroad
Body: From http://nclrc.org/cultureclub/teachers_lounge.html#creating Lesson Plan: Creating Podcasts to Explore Study Abroad Target Culture: France/Francophone Countries Language Level: Intermediate to Advanced Time involved: One semester Objectives: This activity is designed to help students explore a potential study abroad site in a French-speaking country. Students also have opportunities to practice speaking and presenting their ideas to others. They work on listening skills (listening to other podcasts) and writing (text based blog entry(ies)). View the entire lesson plan, complete with description for students and scoring rubrics, at http://nclrc.org/cultureclub/teachers_lounge.html#creating .
Source: ACTFL
Inputdate: 2007-01-27 11:16:22
Lastmodifieddate: 2007-01-27 11:16:22
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Title: Lesson Plan: Creating Podcasts to Explore Study Abroad
Body: From http://nclrc.org/cultureclub/teachers_lounge.html#creating Lesson Plan: Creating Podcasts to Explore Study Abroad Target Culture: France/Francophone Countries Language Level: Intermediate to Advanced Time involved: One semester Objectives: This activity is designed to help students explore a potential study abroad site in a French-speaking country. Students also have opportunities to practice speaking and presenting their ideas to others. They work on listening skills (listening to other podcasts) and writing (text based blog entry(ies)). View the entire lesson plan, complete with description for students and scoring rubrics, at http://nclrc.org/cultureclub/teachers_lounge.html#creating .
Source: ACTFL
Inputdate: 2007-01-27 11:16:22
Lastmodifieddate: 2007-01-27 11:16:22
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Contentid:
5652
Content Type: 1
Title: Today in Francophone History
Body: From http://french.about.com/library/bl-today.htm Learn about important dates in French and francophone history: famous birthdays, holidays and celebrations, and other milestones. The site is updated daily and available at http://french.about.com/library/bl-today.htm .
Source: About.com
Inputdate: 2007-01-27 11:17:12
Lastmodifieddate: 2007-01-27 11:17:12
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Title: Today in Francophone History
Body: From http://french.about.com/library/bl-today.htm Learn about important dates in French and francophone history: famous birthdays, holidays and celebrations, and other milestones. The site is updated daily and available at http://french.about.com/library/bl-today.htm .
Source: About.com
Inputdate: 2007-01-27 11:17:12
Lastmodifieddate: 2007-01-27 11:17:12
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Publishdate: 2007-01-29 00:00:00
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Contentid:
5653
Content Type: 1
Title: Online Numbers Practice 1-100
Body: This simple web site has numbers 1-100. When a user passes the cursor over a number, it is pronounced. There are also practice activities and a practice test. Available at http://www.jvlnet.com/~liliana .
Source: http://www.jvlnet.com/~liliana
Inputdate: 2007-01-27 11:20:52
Lastmodifieddate: 2007-01-27 11:20:52
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Publishdate: 2007-01-29 00:00:00
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Title: Online Numbers Practice 1-100
Body: This simple web site has numbers 1-100. When a user passes the cursor over a number, it is pronounced. There are also practice activities and a practice test. Available at http://www.jvlnet.com/~liliana .
Source: http://www.jvlnet.com/~liliana
Inputdate: 2007-01-27 11:20:52
Lastmodifieddate: 2007-01-27 11:20:52
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Contentid:
5654
Content Type: 1
Title: Real Academia Española Dictionary Online
Body: From http://www.rae.es The Real Academia Española web site includes a searchbar that will look of the definition or search for the closest matching definition for a Spanish word entered. Visit the site at http://www.rae.es , click on Diccionario de la lengua española at the upper left, and then enter the word in question in the search bar at the top of the screen.
Source: Real Academia Española
Inputdate: 2007-01-27 11:22:39
Lastmodifieddate: 2007-01-27 11:22:39
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Title: Real Academia Española Dictionary Online
Body: From http://www.rae.es The Real Academia Española web site includes a searchbar that will look of the definition or search for the closest matching definition for a Spanish word entered. Visit the site at http://www.rae.es , click on Diccionario de la lengua española at the upper left, and then enter the word in question in the search bar at the top of the screen.
Source: Real Academia Española
Inputdate: 2007-01-27 11:22:39
Lastmodifieddate: 2007-01-27 11:22:39
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Publishdate: 2007-01-29 00:00:00
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Contentid:
5655
Content Type: 1
Title: Pleasure Reading in College
Body: A TESL-L user wondered about encouraging reading for pleasure in her college ESL students: I’ve been very lucky to receive a collection of several dozen new fiction paperbacks to start a library for our beginner-intermediate community college program. The books are “graded” classics, beginning at low vocabulary levels. Rather than add yet more required reading to my EAP college classes, I thought I would try motivating students to make their own selections and read for pleasure. I don’t want to assign tasks like book reports or other assignments that so often suck the pleasure out of a book. But from the instructor’s point of view, how can I be sure they are reading, and how can I “reward” those who do? Spelleri, M. [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 17 Nov 2006). --- Suggestions included the following: While this may sound unbelievable, in my experience it's been as easy as 1, 2, 3 1. Explain to them how much they will likely be expected to read in college (about 70,000 words per week, with a LOT of variation, in our diploma programs) and how much they're reading now in EAP, usually less than 5,000 W/W. Graded readers, at the rate of at least 1/W, can vastly increase this count. 2. Tell them I, personally, believe in the books and have read most of them (true). 3. Show them where the books are. In fact, I've generally found there's much more reticence among teachers than among students. Of course there will be students who don't read them at all, and busy times when they may fall by the wayside, but we had to put strict limits on the number students could borrow because our shelves were bare (we're doubling our collection.) Reynolds, B. Re: [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 19 Nov 2006). --- We started an extensive reading program in our community-college-based IEP several years ago. Teachers and book reps donated books- graded readers, young adult literature, some children's books, and other language learner literature. We integrated it into our existing reading program by using our normal lab time for extensive reading. Students use this time to read their books, check out or return books to the reading center, and write very short book reports. The book reports are more of an evaluation than literary analysis. We use the results to plan for future purchases. The response from the students has been overwhelming. I have students in our Level One who have read 15 beginning readers so far this semester. Of course, others have read only 5. Students have to read a minimum of 10 books. Please remember these are often very short (16-32 pages). I ask the students to keep a log of the number of pages they have read. In addition to a high grade, the students with the largest number of books and most pages wins a small prize. Tierney, C. Re: [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 19 Nov 2006). --- We also use graded readers in our community college ESL program and recommend them for intermediate to low advanced students. For more advanced students, we recommend they choose "regular" non-graded books, anything that interests them. The general expectation of free reading is that students do brief reading journals, 1-3 paragraphs, and identify vocabulary words, 10 per journal for instance, and/or talk about their reading in reading groups or give a brief oral synopsis to the whole class. Justice, T. Re: [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 19 Nov 2006).
Source: TESL-L
Inputdate: 2007-01-27 11:26:31
Lastmodifieddate: 2007-01-27 11:26:31
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Publishdate: 2007-01-29 00:00:00
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Active: 1
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Content Type: 1
Title: Pleasure Reading in College
Body: A TESL-L user wondered about encouraging reading for pleasure in her college ESL students: I’ve been very lucky to receive a collection of several dozen new fiction paperbacks to start a library for our beginner-intermediate community college program. The books are “graded” classics, beginning at low vocabulary levels. Rather than add yet more required reading to my EAP college classes, I thought I would try motivating students to make their own selections and read for pleasure. I don’t want to assign tasks like book reports or other assignments that so often suck the pleasure out of a book. But from the instructor’s point of view, how can I be sure they are reading, and how can I “reward” those who do? Spelleri, M. [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 17 Nov 2006). --- Suggestions included the following: While this may sound unbelievable, in my experience it's been as easy as 1, 2, 3 1. Explain to them how much they will likely be expected to read in college (about 70,000 words per week, with a LOT of variation, in our diploma programs) and how much they're reading now in EAP, usually less than 5,000 W/W. Graded readers, at the rate of at least 1/W, can vastly increase this count. 2. Tell them I, personally, believe in the books and have read most of them (true). 3. Show them where the books are. In fact, I've generally found there's much more reticence among teachers than among students. Of course there will be students who don't read them at all, and busy times when they may fall by the wayside, but we had to put strict limits on the number students could borrow because our shelves were bare (we're doubling our collection.) Reynolds, B. Re: [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 19 Nov 2006). --- We started an extensive reading program in our community-college-based IEP several years ago. Teachers and book reps donated books- graded readers, young adult literature, some children's books, and other language learner literature. We integrated it into our existing reading program by using our normal lab time for extensive reading. Students use this time to read their books, check out or return books to the reading center, and write very short book reports. The book reports are more of an evaluation than literary analysis. We use the results to plan for future purchases. The response from the students has been overwhelming. I have students in our Level One who have read 15 beginning readers so far this semester. Of course, others have read only 5. Students have to read a minimum of 10 books. Please remember these are often very short (16-32 pages). I ask the students to keep a log of the number of pages they have read. In addition to a high grade, the students with the largest number of books and most pages wins a small prize. Tierney, C. Re: [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 19 Nov 2006). --- We also use graded readers in our community college ESL program and recommend them for intermediate to low advanced students. For more advanced students, we recommend they choose "regular" non-graded books, anything that interests them. The general expectation of free reading is that students do brief reading journals, 1-3 paragraphs, and identify vocabulary words, 10 per journal for instance, and/or talk about their reading in reading groups or give a brief oral synopsis to the whole class. Justice, T. Re: [TESL-L] "pleasure" reading in college program. Teachers of English as a Second Language List listserv (TESL-L@LISTSERV.CUNY.EDU, 19 Nov 2006).
Source: TESL-L
Inputdate: 2007-01-27 11:26:31
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Contentid:
5656
Content Type: 1
Title: Integrating Mathematics, Science and Language: An Instructional Program
Body: From http://www.sedl.org/scimath/pasopartners . Integrating Mathematics, Science and Language: An Instructional Program is a two-volume curriculum and resources guide developed by Paso Partners - a partnership of three public schools, an institution of higher education, and SEDL specialists. The resource is designed to help elementary school teachers organize their classrooms and instructional activities in order to increase achievement of Hispanic primary-grade children whose first language is not English. The guide offers a curriculum plan, instructional strategies and activities, suggested teacher and student materials, and assessment procedures. Spanish language translation: Accompanying each complete unit in English is a Spanish version of background information for the teacher, as well as a Spanish version of the formal introductory portion of the lesson cycle. HTML and PDF versions of K-3 resources are available at http://www.sedl.org/scimath/pasopartners .
Source: Southwest Educational Development Laboratory
Inputdate: 2007-01-27 11:29:26
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Title: Integrating Mathematics, Science and Language: An Instructional Program
Body: From http://www.sedl.org/scimath/pasopartners . Integrating Mathematics, Science and Language: An Instructional Program is a two-volume curriculum and resources guide developed by Paso Partners - a partnership of three public schools, an institution of higher education, and SEDL specialists. The resource is designed to help elementary school teachers organize their classrooms and instructional activities in order to increase achievement of Hispanic primary-grade children whose first language is not English. The guide offers a curriculum plan, instructional strategies and activities, suggested teacher and student materials, and assessment procedures. Spanish language translation: Accompanying each complete unit in English is a Spanish version of background information for the teacher, as well as a Spanish version of the formal introductory portion of the lesson cycle. HTML and PDF versions of K-3 resources are available at http://www.sedl.org/scimath/pasopartners .
Source: Southwest Educational Development Laboratory
Inputdate: 2007-01-27 11:29:26
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