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Contentid:
6219
Content Type: 1
Title: Classical Association of New England Video Lending Library
Body: From http://www.caneweb.org/tands/videolibrary.asp The following titles are presently available from the CANE Video Lending Library: * Alexander the Great (history, 135 minutes) * Athena (sculpture, 50 minutes) * Ben Hur (history, 222 minutes) * Cleopatra (history, 246 minutes) * Jason Voyage: Quest for the Golden Fleece (mythology, 54 minutes) * Julius Caesar (Shakespeare's tragedy: history, 122 minutes) * Let's Wrap: Ars Vestiendi (clothing, 60 minutes) * Pompeii Destroyed (history, 14 minutes) * Pompeii Revealed (history, 30 minutes) * Quo Vadis (history, 171 minutes) * Roman City (by David Macaulay: history/architecture, 60 minutes) * Seven Wonders of the Ancient World (history, 60 minutes) * Spartacus (history, 196 minutes) Terms: CANE pays the postage to the borrower; borrower pays the return postage. Videos may be borrowed for up to two weeks. Ordering information and the most up-to-date list of available videos available at http://www.caneweb.org/tands/videolibrary.asp .
Source: Classical Association of New England
Inputdate: 2007-05-21 12:08:22
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Title: Classical Association of New England Video Lending Library
Body: From http://www.caneweb.org/tands/videolibrary.asp The following titles are presently available from the CANE Video Lending Library: * Alexander the Great (history, 135 minutes) * Athena (sculpture, 50 minutes) * Ben Hur (history, 222 minutes) * Cleopatra (history, 246 minutes) * Jason Voyage: Quest for the Golden Fleece (mythology, 54 minutes) * Julius Caesar (Shakespeare's tragedy: history, 122 minutes) * Let's Wrap: Ars Vestiendi (clothing, 60 minutes) * Pompeii Destroyed (history, 14 minutes) * Pompeii Revealed (history, 30 minutes) * Quo Vadis (history, 171 minutes) * Roman City (by David Macaulay: history/architecture, 60 minutes) * Seven Wonders of the Ancient World (history, 60 minutes) * Spartacus (history, 196 minutes) Terms: CANE pays the postage to the borrower; borrower pays the return postage. Videos may be borrowed for up to two weeks. Ordering information and the most up-to-date list of available videos available at http://www.caneweb.org/tands/videolibrary.asp .
Source: Classical Association of New England
Inputdate: 2007-05-21 12:08:22
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6220
Content Type: 1
Title: Article: Texas German
Body: From http://www.azstarnet.com/news/182776 Professor working to save 'Texas German' By Elizabeth White, the Associated Press Tucson, Arizona | Published: 05.13.2007 NEW BRAUNFELS, Texas — When Hans Boas came to the University of Texas from California in 2001 to teach German, he stopped in the Hill Country town of Fredericksburg, which embraces its German roots with a robust Oktoberfest and German-themed restaurants and shops. While eating der Hamburger at lunch, Boas overheard an "interesting sounding German" — one that sounded a bit odd to him as a native speaker of the language. It was sprinkled with English words and phrases pronounced with a German accent, and some phrases that sounded German but weren't quite right. What he heard was "Texas German," a unique dialect that developed as German settlers came to central Texas in the 1840s. But the people who speak it are dying, so Boas is working to document the dialect before it's too late. Read the entire article at http://www.azstarnet.com/news/182776 .
Source: Arizona Daily Star
Inputdate: 2007-05-21 12:09:07
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Title: Article: Texas German
Body: From http://www.azstarnet.com/news/182776 Professor working to save 'Texas German' By Elizabeth White, the Associated Press Tucson, Arizona | Published: 05.13.2007 NEW BRAUNFELS, Texas — When Hans Boas came to the University of Texas from California in 2001 to teach German, he stopped in the Hill Country town of Fredericksburg, which embraces its German roots with a robust Oktoberfest and German-themed restaurants and shops. While eating der Hamburger at lunch, Boas overheard an "interesting sounding German" — one that sounded a bit odd to him as a native speaker of the language. It was sprinkled with English words and phrases pronounced with a German accent, and some phrases that sounded German but weren't quite right. What he heard was "Texas German," a unique dialect that developed as German settlers came to central Texas in the 1840s. But the people who speak it are dying, so Boas is working to document the dialect before it's too late. Read the entire article at http://www.azstarnet.com/news/182776 .
Source: Arizona Daily Star
Inputdate: 2007-05-21 12:09:07
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Contentid:
6221
Content Type: 1
Title: Some Ideas for Writing Practice
Body: Here are some ideas that users of the American Association of Teachers of German listserv suggest for long-term writing practice: My upper level students (3rd and 4th year) write ‘Tagebuch’, two entries per week, at least 10-12 sentences each. They get a set amount of points and I just mark their mistakes. In 3rd year they get a list of topics they can write about, the next year they can write about anything. Zimmermann, B. [AATG-L] improving upper level writing skills?? American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2 May 2007). --- Having heard from an OPI trainer (a native speaker) that to a German, the "unforgivable" mistakes are 1) failure to make subject and verb agree, and 2) failure to put the finite verb in second position, I made these the essential criteria for a successful sentence, and proceeded to calculate the students' writing grade based on the percentage of successful sentences of all those attempted. I've since added vocabulary as the third Unforgivable, and as the semester progresses (in an accelerated intermediate course, equivalent to 3rd and 4th semester combined) I add to the "Unforgivables," making control of tense, mood, and voice formation, and verb-last word order prerequisite to a successful sentence. Major case errors, as well as plural errors are deducted from the initial percentage. Pustejovsky, J. Re: [AATG-L] improving upper level writing skills?? Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2 May 2007). --- When I introduce vocabulary students have to write the word in German, draw a picture of it, then use it in a sentence. I require that they keep the sentences simple, stick to vocabulary they know, and vary the subjects (so they don't just write "I play" "I go to school" "I eat", etc.) These sentences are graded with 2 pts. off for EVERY error, but I don't make corrections. The mistakes are underlined and coded. I return the sentences, and then students have to correct their errors, for which they receive full points back on a second grade that is weighted twice as much. I also write students notes who lose a lot of points as that is usually because of the same error, further pointing out things like "If you just pay attention to capitalization, this grade would be...". I make the notes encouraging. As I've done this a long time, it takes almost nothing to scan through for errors, especially as I make them keep the sentences simple. They write the sentences triple spaced so there is room for my notes and their corrections. I started my level 1's writing before the end of first semester, earlier than I ever have before, but now at the end of this year I see almost no problems with the basics - capitalization, verb conjugation and word order. They are even inflecting with increasing proficiency. Flynn, A. Re: [AATG-L] improving upper level writing skills?? Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 3 May 2007). --- I set up a Klingelarbeit task before the bell rings. Most often, this task involves independent writing. After 6-8 mins. I record their word count, which they give “auf Deutsch" (or if they have not finished counting yet, they respond, “Moment mal"). I glance at their writing to eliminate obvious repetitions and to spot glaring errors for review/correction. Students all shoot for a triple digit number of words written. Often, several will be called on (or volunteer) to write one of their sentences on the board (often it's their longest; sometimes its a sentence they worked hard on but don't think they nailed; sometime it's something I noticed and then request). Klingelarbeit is 5-10 percent of their quarter grade and rewards prompt, steady attendance. Baker, R. Re: [AATG-L] improving upper level writing skills?? Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2 May 2007).
Source: AATG-L
Inputdate: 2007-05-21 12:09:54
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Title: Some Ideas for Writing Practice
Body: Here are some ideas that users of the American Association of Teachers of German listserv suggest for long-term writing practice: My upper level students (3rd and 4th year) write ‘Tagebuch’, two entries per week, at least 10-12 sentences each. They get a set amount of points and I just mark their mistakes. In 3rd year they get a list of topics they can write about, the next year they can write about anything. Zimmermann, B. [AATG-L] improving upper level writing skills?? American Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2 May 2007). --- Having heard from an OPI trainer (a native speaker) that to a German, the "unforgivable" mistakes are 1) failure to make subject and verb agree, and 2) failure to put the finite verb in second position, I made these the essential criteria for a successful sentence, and proceeded to calculate the students' writing grade based on the percentage of successful sentences of all those attempted. I've since added vocabulary as the third Unforgivable, and as the semester progresses (in an accelerated intermediate course, equivalent to 3rd and 4th semester combined) I add to the "Unforgivables," making control of tense, mood, and voice formation, and verb-last word order prerequisite to a successful sentence. Major case errors, as well as plural errors are deducted from the initial percentage. Pustejovsky, J. Re: [AATG-L] improving upper level writing skills?? Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2 May 2007). --- When I introduce vocabulary students have to write the word in German, draw a picture of it, then use it in a sentence. I require that they keep the sentences simple, stick to vocabulary they know, and vary the subjects (so they don't just write "I play" "I go to school" "I eat", etc.) These sentences are graded with 2 pts. off for EVERY error, but I don't make corrections. The mistakes are underlined and coded. I return the sentences, and then students have to correct their errors, for which they receive full points back on a second grade that is weighted twice as much. I also write students notes who lose a lot of points as that is usually because of the same error, further pointing out things like "If you just pay attention to capitalization, this grade would be...". I make the notes encouraging. As I've done this a long time, it takes almost nothing to scan through for errors, especially as I make them keep the sentences simple. They write the sentences triple spaced so there is room for my notes and their corrections. I started my level 1's writing before the end of first semester, earlier than I ever have before, but now at the end of this year I see almost no problems with the basics - capitalization, verb conjugation and word order. They are even inflecting with increasing proficiency. Flynn, A. Re: [AATG-L] improving upper level writing skills?? Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 3 May 2007). --- I set up a Klingelarbeit task before the bell rings. Most often, this task involves independent writing. After 6-8 mins. I record their word count, which they give “auf Deutsch" (or if they have not finished counting yet, they respond, “Moment mal"). I glance at their writing to eliminate obvious repetitions and to spot glaring errors for review/correction. Students all shoot for a triple digit number of words written. Often, several will be called on (or volunteer) to write one of their sentences on the board (often it's their longest; sometimes its a sentence they worked hard on but don't think they nailed; sometime it's something I noticed and then request). Klingelarbeit is 5-10 percent of their quarter grade and rewards prompt, steady attendance. Baker, R. Re: [AATG-L] improving upper level writing skills?? Association of Teachers of German listserv (AATG@LISTSERV.IUPUI.EDU, 2 May 2007).
Source: AATG-L
Inputdate: 2007-05-21 12:09:54
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Contentid:
6222
Content Type: 1
Title: Winners of Step into German Video Contest
Body: From http://www.stepintogerman.org/index.php?catID=851&navID=801&GOTO=1 The winners of the Step into German video contest have been chosen, and the top three student-made German language videos are available at http://www.stepintogerman.org/index.php?catID=851&navID=801&GOTO=1 .
Source: Step into German
Inputdate: 2007-05-21 12:10:51
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Title: Winners of Step into German Video Contest
Body: From http://www.stepintogerman.org/index.php?catID=851&navID=801&GOTO=1 The winners of the Step into German video contest have been chosen, and the top three student-made German language videos are available at http://www.stepintogerman.org/index.php?catID=851&navID=801&GOTO=1 .
Source: Step into German
Inputdate: 2007-05-21 12:10:51
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Contentid:
6223
Content Type: 1
Title: Online Italian Exercises
Body: From http://www.utm.utoronto.ca/~jcampana/dig-ital Looking for exercises to supplement your beginning or intermediate Italian course? The University of Toronto’s website has exercises, to practice nouns, verbs, general review, and some general lessons. The lessons, available in a test version, are available at http://www.utm.utoronto.ca/~jcampana/dig-ital .
Source: University of Toronto at Mississauga
Inputdate: 2007-05-21 12:11:47
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Title: Online Italian Exercises
Body: From http://www.utm.utoronto.ca/~jcampana/dig-ital Looking for exercises to supplement your beginning or intermediate Italian course? The University of Toronto’s website has exercises, to practice nouns, verbs, general review, and some general lessons. The lessons, available in a test version, are available at http://www.utm.utoronto.ca/~jcampana/dig-ital .
Source: University of Toronto at Mississauga
Inputdate: 2007-05-21 12:11:47
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Contentid:
6224
Content Type: 1
Title: Most Common French Words
Body: This series of pages lists the 50 most common French words, along with an English translation and links to relevant articles about grammar. Available at http://french.about.com/od/vocabulary/ss/mostcommonwords.htm .
Source: About.com
Inputdate: 2007-05-21 12:12:26
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Title: Most Common French Words
Body: This series of pages lists the 50 most common French words, along with an English translation and links to relevant articles about grammar. Available at http://french.about.com/od/vocabulary/ss/mostcommonwords.htm .
Source: About.com
Inputdate: 2007-05-21 12:12:26
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Contentid:
6225
Content Type: 1
Title: Toujours Des Mots: Practice French Listening Skills with Popular Songs
Body: From http://www.toujoursdesmots.com/tdm/index.php This site helps you practice your French by listening to modern French music. This site allows you to see the words as they are being sung and also gives you pictures to help you figure out meanings of words that you might not know. You can also click on a word and the definition is given to you. There are several different levels that you can advance to and each time you write a response, you are able to verify your answer immediately. You may listen to the song segment as many times as you like. The site is a great way to listen to and understand contemporary French music and to practice French listening skills. The site is available at http://www.toujoursdesmots.com/tdm/index.php .
Source: AATF
Inputdate: 2007-05-21 12:13:15
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Title: Toujours Des Mots: Practice French Listening Skills with Popular Songs
Body: From http://www.toujoursdesmots.com/tdm/index.php This site helps you practice your French by listening to modern French music. This site allows you to see the words as they are being sung and also gives you pictures to help you figure out meanings of words that you might not know. You can also click on a word and the definition is given to you. There are several different levels that you can advance to and each time you write a response, you are able to verify your answer immediately. You may listen to the song segment as many times as you like. The site is a great way to listen to and understand contemporary French music and to practice French listening skills. The site is available at http://www.toujoursdesmots.com/tdm/index.php .
Source: AATF
Inputdate: 2007-05-21 12:13:15
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Contentid:
6226
Content Type: 1
Title: News Article: Spanish in Primary Grades
Body: From http://www.newsobserver.com/102/story/570200.html Get smart about Spanish Ruth Sheehan, Staff Writer May 3, 2007 At J.Y. Joyner Elementary School in Raleigh, every child, from kindergarten through the fifth grade, receives Spanish instruction every day, five days a week, 45 minutes per day. On Wednesday afternoon, I stopped by Joyner and sat in on Onate's kindergarten and first-grade classes after reading about the State Board of Education committee's decision to drop a proposed high school graduation requirement of two years of foreign language. It occurred to me, listening to the kids chatter away, that the State Board committee couldn't have gotten this one more upside-down or backward. In an increasingly bilingual world, the board is backing away from a basic tool every kid is going to need -- Spanish language -- when what we should be doing is pumping up foreign language instruction at all levels. But particularly in the earliest years. Read the entire article at http://www.newsobserver.com/102/story/570200.html .
Source: The News & Observer, North Carolina
Inputdate: 2007-05-21 12:14:06
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Title: News Article: Spanish in Primary Grades
Body: From http://www.newsobserver.com/102/story/570200.html Get smart about Spanish Ruth Sheehan, Staff Writer May 3, 2007 At J.Y. Joyner Elementary School in Raleigh, every child, from kindergarten through the fifth grade, receives Spanish instruction every day, five days a week, 45 minutes per day. On Wednesday afternoon, I stopped by Joyner and sat in on Onate's kindergarten and first-grade classes after reading about the State Board of Education committee's decision to drop a proposed high school graduation requirement of two years of foreign language. It occurred to me, listening to the kids chatter away, that the State Board committee couldn't have gotten this one more upside-down or backward. In an increasingly bilingual world, the board is backing away from a basic tool every kid is going to need -- Spanish language -- when what we should be doing is pumping up foreign language instruction at all levels. But particularly in the earliest years. Read the entire article at http://www.newsobserver.com/102/story/570200.html .
Source: The News & Observer, North Carolina
Inputdate: 2007-05-21 12:14:06
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Contentid:
6227
Content Type: 1
Title: Parent Guides for Popular Children’s Books in Spanish
Body: From http://www.unce.unr.edu/Western/SubWebs/FamilyStoryteller/Spanish/FunWithBooksSpanish.html This site has parent guides around several popular books for children. It includes tips for reading the books as well as fun ideas to extend your children's learning. Books include Buenas Noches, Luna (Goodnight Moon) La Oruga Muy Hambrienta (The Very Hungry Caterpillar) Oso Pardo, Oso Pardo, ¿Qué Ves Ahí? (Brown Bear, Brown Bear, What Do You See?) La Silla de Pedro (Peter's Chair) Las Ruedas del Camión (The Wheels On The Bus) ¿Has Visto a Mi Patito? (Have You Seen My Duckling?) Available at http://www.unce.unr.edu/Western/SubWebs/FamilyStoryteller/Spanish/FunWithBooksSpanish.html .
Source: Family Storyteller
Inputdate: 2007-05-21 12:15:10
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Title: Parent Guides for Popular Children’s Books in Spanish
Body: From http://www.unce.unr.edu/Western/SubWebs/FamilyStoryteller/Spanish/FunWithBooksSpanish.html This site has parent guides around several popular books for children. It includes tips for reading the books as well as fun ideas to extend your children's learning. Books include Buenas Noches, Luna (Goodnight Moon) La Oruga Muy Hambrienta (The Very Hungry Caterpillar) Oso Pardo, Oso Pardo, ¿Qué Ves Ahí? (Brown Bear, Brown Bear, What Do You See?) La Silla de Pedro (Peter's Chair) Las Ruedas del Camión (The Wheels On The Bus) ¿Has Visto a Mi Patito? (Have You Seen My Duckling?) Available at http://www.unce.unr.edu/Western/SubWebs/FamilyStoryteller/Spanish/FunWithBooksSpanish.html .
Source: Family Storyteller
Inputdate: 2007-05-21 12:15:10
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Contentid:
6228
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Title: News Article: Educators Split on Bilingual Classes
Body: From http://www.dallasnews.com/sharedcontent/dws/dn/latestnews/stories/031807dnmetbilingualirving.43eda45.html Educators split on bilingual classes Irving dilemma: English immersion or both languages at once? Sunday, March 18, 2007 By KATHERINE LEAL UNMUTH / The Dallas Morning News IRVING – In a school district with the region's highest percentage of children with limited English skills, a rift has emerged over the best way to educate them. Last fall, Irving school board president Randy Stipes proposed a pilot program in English immersion. But his idea – pitched at a board meeting – was quickly shot down. Superintendent Jack Singley told him it was against the law. The state requires bilingual education. That seemed to be the end of it. Then word of the exchange reached state Rep. Linda Harper-Brown, R-Irving. She filed a bill this legislative session that would give school districts the option to offer English immersion or ESL programs for students learning the language. The tensions in Irving illustrate the ongoing controversy over bilingual education, despite its long-standing use in the state. The state's population of students with limited English skills continues to grow rapidly. They made up nearly 16 percent of students last year. Read the entire article at http://www.dallasnews.com/sharedcontent/dws/dn/latestnews/stories/031807dnmetbilingualirving.43eda45.html .
Source: The Dallas Morning News
Inputdate: 2007-05-21 12:16:25
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Title: News Article: Educators Split on Bilingual Classes
Body: From http://www.dallasnews.com/sharedcontent/dws/dn/latestnews/stories/031807dnmetbilingualirving.43eda45.html Educators split on bilingual classes Irving dilemma: English immersion or both languages at once? Sunday, March 18, 2007 By KATHERINE LEAL UNMUTH / The Dallas Morning News IRVING – In a school district with the region's highest percentage of children with limited English skills, a rift has emerged over the best way to educate them. Last fall, Irving school board president Randy Stipes proposed a pilot program in English immersion. But his idea – pitched at a board meeting – was quickly shot down. Superintendent Jack Singley told him it was against the law. The state requires bilingual education. That seemed to be the end of it. Then word of the exchange reached state Rep. Linda Harper-Brown, R-Irving. She filed a bill this legislative session that would give school districts the option to offer English immersion or ESL programs for students learning the language. The tensions in Irving illustrate the ongoing controversy over bilingual education, despite its long-standing use in the state. The state's population of students with limited English skills continues to grow rapidly. They made up nearly 16 percent of students last year. Read the entire article at http://www.dallasnews.com/sharedcontent/dws/dn/latestnews/stories/031807dnmetbilingualirving.43eda45.html .
Source: The Dallas Morning News
Inputdate: 2007-05-21 12:16:25
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