Contents
Displaying 5711-5720 of 28843 results.
Contentid:
5928
Content Type: 1
Title: Videos for Japanese Language Education
Body: From http://www.jflalc.org/index.php?act=tpt&id=331 Videos such as movies, dramas and TVCMs are optimal resources for language learners in Japan and overseas to learn modern Japanese as well as Japanese culture. This site introduces how to use video teaching materials and videos for the general Japanese public (available online or in VHS or DVD format) in Japanese language education. http://www.jflalc.org/dogasupport
Source: Japan Foundation
Inputdate: 2007-03-15 11:53:48
Lastmodifieddate: 2007-03-15 11:53:48
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Videos for Japanese Language Education
Body: From http://www.jflalc.org/index.php?act=tpt&id=331 Videos such as movies, dramas and TVCMs are optimal resources for language learners in Japan and overseas to learn modern Japanese as well as Japanese culture. This site introduces how to use video teaching materials and videos for the general Japanese public (available online or in VHS or DVD format) in Japanese language education. http://www.jflalc.org/dogasupport
Source: Japan Foundation
Inputdate: 2007-03-15 11:53:48
Lastmodifieddate: 2007-03-15 11:53:48
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5929
Content Type: 1
Title: Ideas for Practicing the Passive Voice
Body: Here are some ideas for practicing the passive voice submitted by an American Association of Teachers of German listserv user: 1. At this time of year, you can create an exercise about winners of recent music and movie awards and bowl games, as well as singers and other famous people. A colleague gave the students three columns: agent, verb, and object, and had students match those three elements to create sentences in both active and passive voice. Z. B. Die Superbowl-meisterschaft wurde von dem Team X gewonnen. Das Team X gewann die Superbowl-meisterschaft. Agents could include: sports teams, der Dichter Shakespeare, die Sängerin (somebody recent), der Physiker Albert Einstein, der Schauspieler (whoever), Beethoven, Columbus, Bill Gates, Lee Harvey Oswald. Students then match these people to their deeds. Or you could give students just the agents and have them say what those people did; I find it's easier to give students the vocabulary, though, if your goal is to practice forming the passive. Including a few recent pop stars makes it interesting for students, and keeping some of your examples perennial means less work for you in redoing the exercise every year. 2. Another idea from the same colleague is to have students describe some stereotypical product from another country using passive; the other students have to listen and then say what the thing is. You provide each student with a thing to be described. Z.B. Diese Schuhe werden oft im Sommer getragen. (other students guess: Sandalen) Dieses Getraenk wird oft in England getrunken. (Tee) Other things to guess could include Ford, BMW, Volvo, cowboy boots, rice, beer, cheese, chocolate, Birkenstocks, sombrero, spaghetti, capuccino, toga, burrito. 3. You can have the students write rules for the classroom, e.g., hier wird nur Deutsch gesprochen. Hier wird nicht gegessen. 4. Have students make resolutions for the new year (or new semester): ab jetzt wird mehr gearbeitet! 5. Have students imagine that they had a wild party and the police were called. What was written in the official report about the part? Give students the verbs and have them write the report. Beispiel: Moebel wurden geworfen. Laute Musik wurde gespielt. Seidlitz, L. [AATG-L] Passive Voice. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 25 Jan 2007).
Source: AATG-L
Inputdate: 2007-03-15 11:54:40
Lastmodifieddate: 2007-03-15 11:54:40
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Ideas for Practicing the Passive Voice
Body: Here are some ideas for practicing the passive voice submitted by an American Association of Teachers of German listserv user: 1. At this time of year, you can create an exercise about winners of recent music and movie awards and bowl games, as well as singers and other famous people. A colleague gave the students three columns: agent, verb, and object, and had students match those three elements to create sentences in both active and passive voice. Z. B. Die Superbowl-meisterschaft wurde von dem Team X gewonnen. Das Team X gewann die Superbowl-meisterschaft. Agents could include: sports teams, der Dichter Shakespeare, die Sängerin (somebody recent), der Physiker Albert Einstein, der Schauspieler (whoever), Beethoven, Columbus, Bill Gates, Lee Harvey Oswald. Students then match these people to their deeds. Or you could give students just the agents and have them say what those people did; I find it's easier to give students the vocabulary, though, if your goal is to practice forming the passive. Including a few recent pop stars makes it interesting for students, and keeping some of your examples perennial means less work for you in redoing the exercise every year. 2. Another idea from the same colleague is to have students describe some stereotypical product from another country using passive; the other students have to listen and then say what the thing is. You provide each student with a thing to be described. Z.B. Diese Schuhe werden oft im Sommer getragen. (other students guess: Sandalen) Dieses Getraenk wird oft in England getrunken. (Tee) Other things to guess could include Ford, BMW, Volvo, cowboy boots, rice, beer, cheese, chocolate, Birkenstocks, sombrero, spaghetti, capuccino, toga, burrito. 3. You can have the students write rules for the classroom, e.g., hier wird nur Deutsch gesprochen. Hier wird nicht gegessen. 4. Have students make resolutions for the new year (or new semester): ab jetzt wird mehr gearbeitet! 5. Have students imagine that they had a wild party and the police were called. What was written in the official report about the part? Give students the verbs and have them write the report. Beispiel: Moebel wurden geworfen. Laute Musik wurde gespielt. Seidlitz, L. [AATG-L] Passive Voice. American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 25 Jan 2007).
Source: AATG-L
Inputdate: 2007-03-15 11:54:40
Lastmodifieddate: 2007-03-15 11:54:40
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5930
Content Type: 1
Title: German Website about Everyday Life
Body: From http://www.kaleidos.de/alltag/menue_e.htm KALEIDOSKOP wants to talk about the things in everyday life that people take for granted. Topics include Everyday life in brief, Rituals and festivals, What youngsters like, Places, People, Getting around, Opinions, First impressions, and Webcams and City-Infos. Available at http://www.kaleidos.de/alltag/menue_e.htm .
Source: Kaleidoskop
Inputdate: 2007-03-15 11:55:23
Lastmodifieddate: 2007-03-15 11:55:23
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: German Website about Everyday Life
Body: From http://www.kaleidos.de/alltag/menue_e.htm KALEIDOSKOP wants to talk about the things in everyday life that people take for granted. Topics include Everyday life in brief, Rituals and festivals, What youngsters like, Places, People, Getting around, Opinions, First impressions, and Webcams and City-Infos. Available at http://www.kaleidos.de/alltag/menue_e.htm .
Source: Kaleidoskop
Inputdate: 2007-03-15 11:55:23
Lastmodifieddate: 2007-03-15 11:55:23
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5931
Content Type: 1
Title: French Riddles
Body: A More TPRS listserv user contributed the following brain teasers and riddles in French: "Il y a trois ereurs dans ce phrase." (erreurs, cette, il n'y en a que deux.) « Cette phrase est fausse. » Il faut y réfléchir! Tous les matins, Jean, qui habite au 26e étage prend l'ascenseur pour descendre au rez-de chaussée. Lorsqu'il remonte chez lui, il va jusqu'au 21e étage et monte le reste par l'escalier. Pourquoi? (Il est très petit et donc n'arrive pas à appuyer sur le bouton pour le 26e étage.) Un train électrique à grande vitesse se déplace vers le sud-ouest à 100 Km/h. Le vent souffle en direction de l'est à 30 km/h. Dans quelle direction la fumée du train souffle t-elle? (C'est un train électrique) Qu'est-ce qui peut faire le tour du monde en restant dans un coin? (Un timbre) Il existe une vieille invention dont on se sert encore dans certaines régions du monde, et qui permet aux gens de voir à travers les murs. Laquelle? (Une fenêtre.) Here are some more fun things. I am putting all the answers by number at the bottom for those of you who have never seen them and would like to try to figure them out for yourselves. 1. Histoire de la belle Hélène LNNEOPY; LIATT; LIAETLV; LIAVQ; LIAME; LIAETMEEAI; LIAETHT; LIAVGT; LIARITELIEDCDAGEACKC In the following, the / should be written horizontally in the fashion of the rebus-like puzzles such as "stand / I" = I understand. Request: 2. p/venez à ci/100 3. nez, nez, nez, nez, nez, nez, nez, nez, nez, nez avec moi à 6/100 Response: 4. G a 5. pir/un vent/naît venir/d'un 6. venance/g france/d fer/k Hitler/la France Charades are a French word game where you give syllables or parts of words with clues and then a clue for the whole word. 7. Quand mon premier est mon dernier, Alors on croque mon entier. Here is a link to some more charades: http://banska.alliance.free.fr/CHARADE.HTM#R%E9ponses Riddles/Jokes/Bilingual 8. Les Italiens, vivent-ils vieux? 9. Why don't they have floods in Paris? 10. How many eggs do the French eat per day? 1. (Hélène est née au pays grec. Elle y a tété. Elle y a été élevée. Elle y a vécu. Elle y a aimé. Elle y a été aimée et haïe. Elle y a été achetée. Elle y a végété. Elle y a hérité et elle y est décédée âgée et assez cassée.) 2. (Venez souper à Sans Souci) 3. (Dîner avec moi à Sans Souci) 4. (j'ai grand appetit) 5. (un soupir naît souvent d'un souvenir) 6. (J'ai souvenance des souffrances qu'a souffertes la France sous Hitler) 7. Bonbon 8. Oui, ils vont facilement à mille ans/Milan. 9. The water is always low/l'eau. 10. One, because one egg is enough/un oeuf. A couple more: 1. Vous 3,14 C 100 ABC votre Q lotte, C A C Q rieux. 2. marin/le fait/face 3. Mademoselle, comment va vore? The answers: 1. Vous pissez sans abaisser votre culotte, c'est assez curieux! 2. Le sousmarin fait surface. 3. Mademoiselle Sophie, comment va votre santé? (sauf i, sans t) Jadlocki, M. [moretprs] Re: French Riddles. More TPRS listserv (moretprs@yahoogroups.com, 9 Mar 2007).
Source: More TPRS
Inputdate: 2007-03-15 11:56:10
Lastmodifieddate: 2007-03-15 11:56:10
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: French Riddles
Body: A More TPRS listserv user contributed the following brain teasers and riddles in French: "Il y a trois ereurs dans ce phrase." (erreurs, cette, il n'y en a que deux.) « Cette phrase est fausse. » Il faut y réfléchir! Tous les matins, Jean, qui habite au 26e étage prend l'ascenseur pour descendre au rez-de chaussée. Lorsqu'il remonte chez lui, il va jusqu'au 21e étage et monte le reste par l'escalier. Pourquoi? (Il est très petit et donc n'arrive pas à appuyer sur le bouton pour le 26e étage.) Un train électrique à grande vitesse se déplace vers le sud-ouest à 100 Km/h. Le vent souffle en direction de l'est à 30 km/h. Dans quelle direction la fumée du train souffle t-elle? (C'est un train électrique) Qu'est-ce qui peut faire le tour du monde en restant dans un coin? (Un timbre) Il existe une vieille invention dont on se sert encore dans certaines régions du monde, et qui permet aux gens de voir à travers les murs. Laquelle? (Une fenêtre.) Here are some more fun things. I am putting all the answers by number at the bottom for those of you who have never seen them and would like to try to figure them out for yourselves. 1. Histoire de la belle Hélène LNNEOPY; LIATT; LIAETLV; LIAVQ; LIAME; LIAETMEEAI; LIAETHT; LIAVGT; LIARITELIEDCDAGEACKC In the following, the / should be written horizontally in the fashion of the rebus-like puzzles such as "stand / I" = I understand. Request: 2. p/venez à ci/100 3. nez, nez, nez, nez, nez, nez, nez, nez, nez, nez avec moi à 6/100 Response: 4. G a 5. pir/un vent/naît venir/d'un 6. venance/g france/d fer/k Hitler/la France Charades are a French word game where you give syllables or parts of words with clues and then a clue for the whole word. 7. Quand mon premier est mon dernier, Alors on croque mon entier. Here is a link to some more charades: http://banska.alliance.free.fr/CHARADE.HTM#R%E9ponses Riddles/Jokes/Bilingual 8. Les Italiens, vivent-ils vieux? 9. Why don't they have floods in Paris? 10. How many eggs do the French eat per day? 1. (Hélène est née au pays grec. Elle y a tété. Elle y a été élevée. Elle y a vécu. Elle y a aimé. Elle y a été aimée et haïe. Elle y a été achetée. Elle y a végété. Elle y a hérité et elle y est décédée âgée et assez cassée.) 2. (Venez souper à Sans Souci) 3. (Dîner avec moi à Sans Souci) 4. (j'ai grand appetit) 5. (un soupir naît souvent d'un souvenir) 6. (J'ai souvenance des souffrances qu'a souffertes la France sous Hitler) 7. Bonbon 8. Oui, ils vont facilement à mille ans/Milan. 9. The water is always low/l'eau. 10. One, because one egg is enough/un oeuf. A couple more: 1. Vous 3,14 C 100 ABC votre Q lotte, C A C Q rieux. 2. marin/le fait/face 3. Mademoselle, comment va vore? The answers: 1. Vous pissez sans abaisser votre culotte, c'est assez curieux! 2. Le sousmarin fait surface. 3. Mademoiselle Sophie, comment va votre santé? (sauf i, sans t) Jadlocki, M. [moretprs] Re: French Riddles. More TPRS listserv (moretprs@yahoogroups.com, 9 Mar 2007).
Source: More TPRS
Inputdate: 2007-03-15 11:56:10
Lastmodifieddate: 2007-03-15 11:56:10
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5932
Content Type: 1
Title: French Election Blog for Kids
Body: This blog about the French elections is on the Cle Junior site. It appears abordable for our high school students. http://milanweb.typepad.com/presidentielles2007 Howard, S. French election blog for kids. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Mar 2007).
Source: FLTEACH
Inputdate: 2007-03-15 11:57:07
Lastmodifieddate: 2007-03-15 11:57:07
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: French Election Blog for Kids
Body: This blog about the French elections is on the Cle Junior site. It appears abordable for our high school students. http://milanweb.typepad.com/presidentielles2007 Howard, S. French election blog for kids. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 7 Mar 2007).
Source: FLTEACH
Inputdate: 2007-03-15 11:57:07
Lastmodifieddate: 2007-03-15 11:57:07
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5933
Content Type: 1
Title: Ideas for Teaching Clothes in Spanish
Body: An FLTEACH user requested recommendations for fun activities to teach clothing/body vocabulary. Here are some of the ideas submitted: Have a fashion show! A group of three would prepare a presentation (using whatever vocabulary and grammar structures you are teaching) and each would have to take a turn at modeling an outfit, and describing an outfit. We made a "runway" in the middle of the class, and used a big spotlight on the model. Otlewski, A. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 20 Jan 2007). --- On the first day of teaching this unit, I brought in old (clean) clothes either of my own or cheap things I'd bought at goodwill. At the door I passed out an article (or two) of clothing but didn't tell them what it was for. As I introduced each new word I would ask "Quien tiene la corbata?" and then as our unit included fabrics I later would ask "Quien tiene el chandal flojo (a rayas, florado etc.)?" Bastanfar, C. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Jan 2007). --- I have a box of clothing articles-clean, of course. I have a student put on all the clothing. Then this student takes off an article and s/he calls on a student to identify the article. Another activity can be to remove the piece of clothing, call on a student and have that student use the article in a sentence. Houlihan, A. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 Jan 2007). --- When I learned clothing in high school, my teacher came in dressed like a clown (wig, crazy shoes, red nose, and all), and described everything by pointing to the different things she was wearing in Spanish. She spoke in Spanish the whole time but in such a way that we could all understand everything she was saying. Fischerkeller, E. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 Jan 2007).
Source: FLTEACH
Inputdate: 2007-03-15 01:49:28
Lastmodifieddate: 2007-03-15 01:49:28
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Ideas for Teaching Clothes in Spanish
Body: An FLTEACH user requested recommendations for fun activities to teach clothing/body vocabulary. Here are some of the ideas submitted: Have a fashion show! A group of three would prepare a presentation (using whatever vocabulary and grammar structures you are teaching) and each would have to take a turn at modeling an outfit, and describing an outfit. We made a "runway" in the middle of the class, and used a big spotlight on the model. Otlewski, A. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 20 Jan 2007). --- On the first day of teaching this unit, I brought in old (clean) clothes either of my own or cheap things I'd bought at goodwill. At the door I passed out an article (or two) of clothing but didn't tell them what it was for. As I introduced each new word I would ask "Quien tiene la corbata?" and then as our unit included fabrics I later would ask "Quien tiene el chandal flojo (a rayas, florado etc.)?" Bastanfar, C. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 21 Jan 2007). --- I have a box of clothing articles-clean, of course. I have a student put on all the clothing. Then this student takes off an article and s/he calls on a student to identify the article. Another activity can be to remove the piece of clothing, call on a student and have that student use the article in a sentence. Houlihan, A. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 Jan 2007). --- When I learned clothing in high school, my teacher came in dressed like a clown (wig, crazy shoes, red nose, and all), and described everything by pointing to the different things she was wearing in Spanish. She spoke in Spanish the whole time but in such a way that we could all understand everything she was saying. Fischerkeller, E. Re: Teaching Clothing, HS Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 22 Jan 2007).
Source: FLTEACH
Inputdate: 2007-03-15 01:49:28
Lastmodifieddate: 2007-03-15 01:49:28
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5934
Content Type: 1
Title: Computer Vocabulary in Spanish
Body: Looking for computer vocabulary in Spanish? This website gives an educational tour of computer components in Spanish: http://ciberhabitat.gob.mx/escuela/alumnos/funcionamiento.htm . Widergren, P. Computer terminology site in Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 13 Mar 2007).
Source: FLTEACH
Inputdate: 2007-03-15 01:50:16
Lastmodifieddate: 2007-03-15 01:50:16
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Computer Vocabulary in Spanish
Body: Looking for computer vocabulary in Spanish? This website gives an educational tour of computer components in Spanish: http://ciberhabitat.gob.mx/escuela/alumnos/funcionamiento.htm . Widergren, P. Computer terminology site in Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 13 Mar 2007).
Source: FLTEACH
Inputdate: 2007-03-15 01:50:16
Lastmodifieddate: 2007-03-15 01:50:16
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5935
Content Type: 1
Title: STELLA: Online European Language Learning
Body: From http://www.lmp.ucla.edu/NewsItem.aspx?menu=012&article=57 Two years ago a transnational EU project, funded with support from the European Commission, was launched under the name of STELLA (Stepping up the e-learning of languages), as part of the Socrates / Minerva programme. The Stella team are currently offering - completely free-of-charge – online language learning programmes for English, Hungarian and Danish. Learners have an option to select the language of instruction. It is hoped to add further languages in the future. Underlying the whole project is the STELLA methodology, which implements the ideas and objectives laid down in the Common European Framework of Reference for Modern Languages. The methodology is oriented towards the European Language Certificates, levels A1/A2. Supporting documents include a graded and sequenced distribution of topics, themes, language functions, lexis and syntax which authors can use as a basis to generate online language learning material. The generic system constitutes the electronic implementation of the STELLA methodology. The core material in STELLA is a language learning course (written in English), which serves as a model for authors to write courses for other languages. For those who are interested in the background of the project as well as copies of the Stella Methodology information can be found at http://www.minerva-stella.info . STELLA is available at http://www.eulanguages.net/html/home.asp .
Source: UCLA Language Materials Project
Inputdate: 2007-03-15 01:51:35
Lastmodifieddate: 2007-03-15 01:51:35
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: STELLA: Online European Language Learning
Body: From http://www.lmp.ucla.edu/NewsItem.aspx?menu=012&article=57 Two years ago a transnational EU project, funded with support from the European Commission, was launched under the name of STELLA (Stepping up the e-learning of languages), as part of the Socrates / Minerva programme. The Stella team are currently offering - completely free-of-charge – online language learning programmes for English, Hungarian and Danish. Learners have an option to select the language of instruction. It is hoped to add further languages in the future. Underlying the whole project is the STELLA methodology, which implements the ideas and objectives laid down in the Common European Framework of Reference for Modern Languages. The methodology is oriented towards the European Language Certificates, levels A1/A2. Supporting documents include a graded and sequenced distribution of topics, themes, language functions, lexis and syntax which authors can use as a basis to generate online language learning material. The generic system constitutes the electronic implementation of the STELLA methodology. The core material in STELLA is a language learning course (written in English), which serves as a model for authors to write courses for other languages. For those who are interested in the background of the project as well as copies of the Stella Methodology information can be found at http://www.minerva-stella.info . STELLA is available at http://www.eulanguages.net/html/home.asp .
Source: UCLA Language Materials Project
Inputdate: 2007-03-15 01:51:35
Lastmodifieddate: 2007-03-15 01:51:35
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5936
Content Type: 1
Title: St. Patrick’s Day Activity for Elementary Students
Body: From http://teachers.net/lessons/browse.html Here is an idea for a language-generating activity around St. Patrick’s Day from the Lesson Bank at teachers.net: The Week before St. Patrick’s Day the leprechauns begin to visit our rooms at night. The first night they completely tear the room up. When the chidden come in and see the mess I tell them that the leprechauns came about this time last year so maybe they are back. The children have the best time putting everything back where it belongs.( this unit really makes them aware of the importance of putting things up when they are finished with them.) I have made leprechaun foot prints by cutting out small feet from sponges and dipping them in green paint. I then put them on the desks and tables, even on my plan book.(be sure not to put them on something that won’t wash off). At the end of the day we write a letter to the leprechauns. I usually have to get them started but before long the children are really asking good questions about the life and activities of the leprechauns. We also ask the leprechauns not to mess up our room. They are allowed to play but must clean it up when they are finished. Each night the leprechauns make less and less mess, mainly because the children learn to be more specific with what they write to the leprechauns. This promotes good letter writing in Kindergarten. The leprechauns also praise the children for the work they are doing in school. The last day (St. Patrick’s Day) the leprechauns leave a green drink and cookies or gold in a black pot. For more details about the activities, go to http://teachers.net/lessons/posts/325.html .
Source: teachers.net
Inputdate: 2007-03-15 01:54:14
Lastmodifieddate: 2007-03-15 01:54:14
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: St. Patrick’s Day Activity for Elementary Students
Body: From http://teachers.net/lessons/browse.html Here is an idea for a language-generating activity around St. Patrick’s Day from the Lesson Bank at teachers.net: The Week before St. Patrick’s Day the leprechauns begin to visit our rooms at night. The first night they completely tear the room up. When the chidden come in and see the mess I tell them that the leprechauns came about this time last year so maybe they are back. The children have the best time putting everything back where it belongs.( this unit really makes them aware of the importance of putting things up when they are finished with them.) I have made leprechaun foot prints by cutting out small feet from sponges and dipping them in green paint. I then put them on the desks and tables, even on my plan book.(be sure not to put them on something that won’t wash off). At the end of the day we write a letter to the leprechauns. I usually have to get them started but before long the children are really asking good questions about the life and activities of the leprechauns. We also ask the leprechauns not to mess up our room. They are allowed to play but must clean it up when they are finished. Each night the leprechauns make less and less mess, mainly because the children learn to be more specific with what they write to the leprechauns. This promotes good letter writing in Kindergarten. The leprechauns also praise the children for the work they are doing in school. The last day (St. Patrick’s Day) the leprechauns leave a green drink and cookies or gold in a black pot. For more details about the activities, go to http://teachers.net/lessons/posts/325.html .
Source: teachers.net
Inputdate: 2007-03-15 01:54:14
Lastmodifieddate: 2007-03-15 01:54:14
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5937
Content Type: 1
Title: ESL Assessments
Body: A Linguist list user submitted the following query: Could you please recommend an appropriate test of English proficiency for language learners that would allow me to distinguish high-intermediate from advanced learners of English, would test English grammar and would be fairly short (no longer than 30 min)? Responses include the following tests: DIALANG, FCE (First Certificate of English), CAE (Certificate of Advanced English), CPE (Certificate of Proficiency in English), TOAL (Test of Adolescent and Adult Language), BYU WebCape ESL Test, BEST test of literacy, Oxford Placement Test, Schema-based cloze multiple choice item tests developed by Ebrahim Khodadady, CELSA (Combined English Language Skills Assessment), Cruz-Ferreira’s test for non-native comprehension of intonation in English, ACTFL OPI, and MILAP. Summaries of and information about the availability of these assessment tools are listed at http://linguistlist.org/issues/18/18-689.html .
Source: LINGUIST List
Inputdate: 2007-03-15 01:55:05
Lastmodifieddate: 2007-03-15 01:55:05
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: ESL Assessments
Body: A Linguist list user submitted the following query: Could you please recommend an appropriate test of English proficiency for language learners that would allow me to distinguish high-intermediate from advanced learners of English, would test English grammar and would be fairly short (no longer than 30 min)? Responses include the following tests: DIALANG, FCE (First Certificate of English), CAE (Certificate of Advanced English), CPE (Certificate of Proficiency in English), TOAL (Test of Adolescent and Adult Language), BYU WebCape ESL Test, BEST test of literacy, Oxford Placement Test, Schema-based cloze multiple choice item tests developed by Ebrahim Khodadady, CELSA (Combined English Language Skills Assessment), Cruz-Ferreira’s test for non-native comprehension of intonation in English, ACTFL OPI, and MILAP. Summaries of and information about the availability of these assessment tools are listed at http://linguistlist.org/issues/18/18-689.html .
Source: LINGUIST List
Inputdate: 2007-03-15 01:55:05
Lastmodifieddate: 2007-03-15 01:55:05
Expdate:
Publishdate: 2007-03-19 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
