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Contentid:
6355
Content Type: 1
Title: Classical Greek and Latin Discussion Group
Body: From http://lsv.uky.edu/scripts/wa.exe?A0=CLASSICS-L This listserv is for people who want to discuss classical Latin and Greek. To subscribe, go to http://lsv.uky.edu/scripts/wa.exe?A0=CLASSICS-L and click on “Join or leave the list.”
Source: Classics-L
Inputdate: 2007-06-17 10:52:04
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Publishdate: 2007-06-18 00:00:00
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Title: Classical Greek and Latin Discussion Group
Body: From http://lsv.uky.edu/scripts/wa.exe?A0=CLASSICS-L This listserv is for people who want to discuss classical Latin and Greek. To subscribe, go to http://lsv.uky.edu/scripts/wa.exe?A0=CLASSICS-L and click on “Join or leave the list.”
Source: Classics-L
Inputdate: 2007-06-17 10:52:04
Lastmodifieddate: 2007-06-17 10:52:04
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Publishdate: 2007-06-18 00:00:00
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Contentid:
6356
Content Type: 1
Title: Greek Resources
Body: From http://www.artsci.lsu.edu/classics Here are numerous resources for teaching and learning Greek: information about the National Greek Exam, printable Greek alphabet for your classroom, core vocabulary lists, and grammar charts. Visit the site at http://www.artsci.lsu.edu/classics/greek .
Source: Louisiana State University
Inputdate: 2007-06-17 10:53:12
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Publishdate: 2007-06-18 00:00:00
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Title: Greek Resources
Body: From http://www.artsci.lsu.edu/classics Here are numerous resources for teaching and learning Greek: information about the National Greek Exam, printable Greek alphabet for your classroom, core vocabulary lists, and grammar charts. Visit the site at http://www.artsci.lsu.edu/classics/greek .
Source: Louisiana State University
Inputdate: 2007-06-17 10:53:12
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6357
Content Type: 1
Title: Online Opinions Site in French
Body: An FLTEACH user found a French language website where users can generate petitions: http://www.mesopinions.com . She gives the following suggestions for how to use it in class: One could develop wonderful lessons from this site, because it is so immediate. Students could look at the list to do a survey of concerns of the petitioners, i.e. environmental petitions, political petitions, media concerns, human rights violations, etc. Students could also click on the petitions to read specific ones the teacher assigns, and answer teacher-generated questions about the situation the petitioners are protesting. They could click on the comments link to see what others think of the petition topic. Really, there is a wealth of possibilities here. There seem to be items from Belgium, Québec, and Switzerland, so there's even a francophone element. Bishop, M. online resource formidable! Foreign Language Teaching Forum (FLTEACH@LISTSERV.BUFFALO.EDU, 31 May 2007).
Source: FLTEACH
Inputdate: 2007-06-17 10:54:21
Lastmodifieddate: 2007-06-17 10:54:21
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Publishdate: 2007-06-18 00:00:00
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Content Type: 1
Title: Online Opinions Site in French
Body: An FLTEACH user found a French language website where users can generate petitions: http://www.mesopinions.com . She gives the following suggestions for how to use it in class: One could develop wonderful lessons from this site, because it is so immediate. Students could look at the list to do a survey of concerns of the petitioners, i.e. environmental petitions, political petitions, media concerns, human rights violations, etc. Students could also click on the petitions to read specific ones the teacher assigns, and answer teacher-generated questions about the situation the petitioners are protesting. They could click on the comments link to see what others think of the petition topic. Really, there is a wealth of possibilities here. There seem to be items from Belgium, Québec, and Switzerland, so there's even a francophone element. Bishop, M. online resource formidable! Foreign Language Teaching Forum (FLTEACH@LISTSERV.BUFFALO.EDU, 31 May 2007).
Source: FLTEACH
Inputdate: 2007-06-17 10:54:21
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Publishdate: 2007-06-18 00:00:00
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Contentid:
6358
Content Type: 1
Title: La Voix du Savoir: Online Texts with Audio
Body: From http://www.lavoixdusavoir.com This website’s aim is for people to record audio to accompany French Wikipedia articles. Available texts with amateur recordings are sorted into categories such as literature, fables, philosophy, earth science, and technology. Visit the site at http://www.lavoixdusavoir.com .
Source: La Voix du Savoir
Inputdate: 2007-06-17 10:55:36
Lastmodifieddate: 2007-06-17 10:55:36
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Publishdate: 2007-06-18 00:00:00
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Title: La Voix du Savoir: Online Texts with Audio
Body: From http://www.lavoixdusavoir.com This website’s aim is for people to record audio to accompany French Wikipedia articles. Available texts with amateur recordings are sorted into categories such as literature, fables, philosophy, earth science, and technology. Visit the site at http://www.lavoixdusavoir.com .
Source: La Voix du Savoir
Inputdate: 2007-06-17 10:55:36
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Publishdate: 2007-06-18 00:00:00
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Contentid:
6359
Content Type: 1
Title: Resources for Teaching About Bullfighting
Body: Here are some website suggested by FLTEACH users that deal with bullfighting: http://toroslidia.com -Click on “Ganaderias” and it lists all of the fincas of Spain where bulls are raised along with information and brands of each farm. http://www.portaltaurino.com/matadores/cordobes.htm -Information on bullfighters http://las-ventas.com -Bullring in Madrid http://andalucia.com/bullfight/home.htm -Great Web site about bullfighting http://www.fredrenk.com/bullfightingschool.html -You can learn how to bullfight in deep south Texas.
Source: FLTEACH
Inputdate: 2007-06-17 10:56:52
Lastmodifieddate: 2007-06-17 10:56:52
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Publishdate: 2007-06-18 00:00:00
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Title: Resources for Teaching About Bullfighting
Body: Here are some website suggested by FLTEACH users that deal with bullfighting: http://toroslidia.com -Click on “Ganaderias” and it lists all of the fincas of Spain where bulls are raised along with information and brands of each farm. http://www.portaltaurino.com/matadores/cordobes.htm -Information on bullfighters http://las-ventas.com -Bullring in Madrid http://andalucia.com/bullfight/home.htm -Great Web site about bullfighting http://www.fredrenk.com/bullfightingschool.html -You can learn how to bullfight in deep south Texas.
Source: FLTEACH
Inputdate: 2007-06-17 10:56:52
Lastmodifieddate: 2007-06-17 10:56:52
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Publishdate: 2007-06-18 00:00:00
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Contentid:
6360
Content Type: 1
Title: Ideas for Teaching and Practicing Reflexives Verbs in Spanish
Body: Here are two suggestions from FLTEACH users for introducing and practicing reflexive verbs: The best way that I have found to teach them is through TPR(S). I start off with the verbs in the he/she/you formal form of the present tense and give a sign for each (example in Spanish se cansa would have a yawn with the hand going to the mouth). The actions are followed by a somewhat silly story that the kids can follow that incorporates the new vocab supported by the TPR actions. After they can act out and, as a group, retell the story in Spanish, I change up the subjects. I tell about myself (making sure to stress the yo and the 'me') with the actions and using the story as a guide for what I tell them. Then, I ask them questions and model an answer. (Ex: Me despierto a las seis. A qué hora te despiertas?) I don't even mention reflexive verbs until they have heard these and used them. I show them a conjugation, then they use it in writing and orally. It is only after they have seen all forms and they get how it works that I show them what the infinitive form of these verbs look like. It takes a while to get it across this way but it is MUCH easier than starting with the infinitive and freaking them out with it. Cheek, H. Re: Reflexive verbs. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 9 Feb 2007). --- A colleague of mine had pairs of students who knew each other fairly well put on a little "show" for the class. The two students stood one in front of the other, and a black garbage bag was put over the student in front (hole cut out for the neck) and the student behind got under the garbage bag too and put her arms through the garbage bag (two holes cut out, one for each arm). A bunch of items were placed on the table in front of the students, like a clean toothbrush, a hairbrush, some of the first student's own makeup, etc. Then the first student started talking about her daily routine, and when she mentioned doing something (like brushing her teeth), the second student hidden behind her (would grope around on the table for the item needed, in this case the toothbrush and toothpaste, and put the toothpaste on the brush and brush the first student's teeth. Of course, since the second student couldn't see anything, the toothpaste would end up on the first girl's cheek, nose, etc. The class thought this was hilarious and I think it really helped them to remember the vocabulary. Morales, K. Re: Reflexive verbs. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 12 Feb 2007).
Source: FLTEACH
Inputdate: 2007-06-17 10:58:00
Lastmodifieddate: 2007-06-17 10:58:00
Expdate:
Publishdate: 2007-06-18 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Ideas for Teaching and Practicing Reflexives Verbs in Spanish
Body: Here are two suggestions from FLTEACH users for introducing and practicing reflexive verbs: The best way that I have found to teach them is through TPR(S). I start off with the verbs in the he/she/you formal form of the present tense and give a sign for each (example in Spanish se cansa would have a yawn with the hand going to the mouth). The actions are followed by a somewhat silly story that the kids can follow that incorporates the new vocab supported by the TPR actions. After they can act out and, as a group, retell the story in Spanish, I change up the subjects. I tell about myself (making sure to stress the yo and the 'me') with the actions and using the story as a guide for what I tell them. Then, I ask them questions and model an answer. (Ex: Me despierto a las seis. A qué hora te despiertas?) I don't even mention reflexive verbs until they have heard these and used them. I show them a conjugation, then they use it in writing and orally. It is only after they have seen all forms and they get how it works that I show them what the infinitive form of these verbs look like. It takes a while to get it across this way but it is MUCH easier than starting with the infinitive and freaking them out with it. Cheek, H. Re: Reflexive verbs. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 9 Feb 2007). --- A colleague of mine had pairs of students who knew each other fairly well put on a little "show" for the class. The two students stood one in front of the other, and a black garbage bag was put over the student in front (hole cut out for the neck) and the student behind got under the garbage bag too and put her arms through the garbage bag (two holes cut out, one for each arm). A bunch of items were placed on the table in front of the students, like a clean toothbrush, a hairbrush, some of the first student's own makeup, etc. Then the first student started talking about her daily routine, and when she mentioned doing something (like brushing her teeth), the second student hidden behind her (would grope around on the table for the item needed, in this case the toothbrush and toothpaste, and put the toothpaste on the brush and brush the first student's teeth. Of course, since the second student couldn't see anything, the toothpaste would end up on the first girl's cheek, nose, etc. The class thought this was hilarious and I think it really helped them to remember the vocabulary. Morales, K. Re: Reflexive verbs. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 12 Feb 2007).
Source: FLTEACH
Inputdate: 2007-06-17 10:58:00
Lastmodifieddate: 2007-06-17 10:58:00
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Publishdate: 2007-06-18 00:00:00
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Contentid:
6361
Content Type: 1
Title: News Article: English Language Learners Take Reading Tests in Virginia
Body: From http://www.washingtonpost.com/wp-dyn/content/article/2007/05/28/AR2007052801297.html?hpid=sec-education As Tests Begin, English Learners Have Troubles but Few Tears By Maria Glod Tuesday, May 29, 2007 Under a federal mandate enforced this spring in Virginia for the first time, thousands of beginners in English are taking the same reading tests as peers who are native speakers. Fears that the tests would traumatize some students, even drive them to tears, haven't been realized. But educators said many have struggled to comprehend some parts of the exam. They also have been determined to finish. Read the entire article at http://tinyurl.com/ypxscg .
Source: Washington Post
Inputdate: 2007-06-17 10:59:36
Lastmodifieddate: 2007-06-17 10:59:36
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Publishdate: 2007-06-18 00:00:00
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Title: News Article: English Language Learners Take Reading Tests in Virginia
Body: From http://www.washingtonpost.com/wp-dyn/content/article/2007/05/28/AR2007052801297.html?hpid=sec-education As Tests Begin, English Learners Have Troubles but Few Tears By Maria Glod Tuesday, May 29, 2007 Under a federal mandate enforced this spring in Virginia for the first time, thousands of beginners in English are taking the same reading tests as peers who are native speakers. Fears that the tests would traumatize some students, even drive them to tears, haven't been realized. But educators said many have struggled to comprehend some parts of the exam. They also have been determined to finish. Read the entire article at http://tinyurl.com/ypxscg .
Source: Washington Post
Inputdate: 2007-06-17 10:59:36
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Publishdate: 2007-06-18 00:00:00
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Contentid:
6362
Content Type: 1
Title: Requests for Recommendations: Framework for Developing High-Quality English Language Proficiency Standards and Assessments
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/06/a_framework_for.html The Secretary of Education seeks recommendations on developing a Framework for States to consider in examining the quality of their standards and assessments for English language proficiency (ELP) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). The Framework, once developed, will be provided to States for their use in evaluating their ELP standards and assessments. The Framework also will help States identify their technical assistance needs related to ELP standards and assessments and, therefore, help the U.S. Department of Education (Department) provide States with the assistance they need to implement the Title III standards and assessment requirements effectively. Recommendations must be submitted by 5:00 p.m. on August 1, 2007. For more information on submission of recommendations go to http://www.ncela.gwu.edu/newsline/archives/2007/06/a_framework_for.html .
Source: OELA
Inputdate: 2007-06-17 11:01:24
Lastmodifieddate: 2007-06-17 11:01:24
Expdate: 2007-08-06 00:00:00
Publishdate: 2007-06-18 00:00:00
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Title: Requests for Recommendations: Framework for Developing High-Quality English Language Proficiency Standards and Assessments
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/06/a_framework_for.html The Secretary of Education seeks recommendations on developing a Framework for States to consider in examining the quality of their standards and assessments for English language proficiency (ELP) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). The Framework, once developed, will be provided to States for their use in evaluating their ELP standards and assessments. The Framework also will help States identify their technical assistance needs related to ELP standards and assessments and, therefore, help the U.S. Department of Education (Department) provide States with the assistance they need to implement the Title III standards and assessment requirements effectively. Recommendations must be submitted by 5:00 p.m. on August 1, 2007. For more information on submission of recommendations go to http://www.ncela.gwu.edu/newsline/archives/2007/06/a_framework_for.html .
Source: OELA
Inputdate: 2007-06-17 11:01:24
Lastmodifieddate: 2007-06-17 11:01:24
Expdate: 2007-08-06 00:00:00
Publishdate: 2007-06-18 00:00:00
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Contentid:
6363
Content Type: 1
Title: New Resources for Spanish-speaking Families from the Family Involvement Network of Educators
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/06/new_resources_f.html New Resources from the Family Involvement Network of Educators (FINE) To help educators address the needs of the large and growing school population of Spanish-speaking students, this month the Family Involvement Network of Educators (FINE) showcases new resources for engaging English Language Learner (ELL) families in their children's education. Resources include a bilingual storybook about family involvement, Tomasito's Mother Comes to School/La Mamá de Tomasito Visita la Escuela, additional resources on the Family Involvement Storybook Corner about engaging Latino families in their children's learning, and a new Research Digest that uses data from a national study to investigate the importance of family involvement in Latino infants' development. To access FINE’s resources, visit http://www.gse.harvard.edu/hfrp/projects/fine/announcements/07jun.html .
Source: OELA
Inputdate: 2007-06-17 11:02:56
Lastmodifieddate: 2007-06-17 11:02:56
Expdate:
Publishdate: 2007-06-18 00:00:00
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Title: New Resources for Spanish-speaking Families from the Family Involvement Network of Educators
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/06/new_resources_f.html New Resources from the Family Involvement Network of Educators (FINE) To help educators address the needs of the large and growing school population of Spanish-speaking students, this month the Family Involvement Network of Educators (FINE) showcases new resources for engaging English Language Learner (ELL) families in their children's education. Resources include a bilingual storybook about family involvement, Tomasito's Mother Comes to School/La Mamá de Tomasito Visita la Escuela, additional resources on the Family Involvement Storybook Corner about engaging Latino families in their children's learning, and a new Research Digest that uses data from a national study to investigate the importance of family involvement in Latino infants' development. To access FINE’s resources, visit http://www.gse.harvard.edu/hfrp/projects/fine/announcements/07jun.html .
Source: OELA
Inputdate: 2007-06-17 11:02:56
Lastmodifieddate: 2007-06-17 11:02:56
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Publishdate: 2007-06-18 00:00:00
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Contentid:
6364
Content Type: 1
Title: Reviews of Language Teaching Materials
Body: From http://alpha.dickinson.edu/prorg/nectfl/reviews.html Wondering if it’s a good idea to purchase a particular new textbook series? Each issue of the Northeast Conference on the Teaching of Foreign Languages Review includes several written evaluations of classroom materials such as texts, video/film, software, ancillary texts, interactive programs, workbooks etc. Reviews printed since 1997 are available in a database. To search the reviews by word (language, publisher, title), use the "find" function under "edit" on your menu bar. The database is available at http://alpha.dickinson.edu/prorg/nectfl/reviews.html .
Source: NECTFL
Inputdate: 2007-06-17 11:04:26
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Publishdate: 2007-06-18 00:00:00
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Active: 1
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Content Type: 1
Title: Reviews of Language Teaching Materials
Body: From http://alpha.dickinson.edu/prorg/nectfl/reviews.html Wondering if it’s a good idea to purchase a particular new textbook series? Each issue of the Northeast Conference on the Teaching of Foreign Languages Review includes several written evaluations of classroom materials such as texts, video/film, software, ancillary texts, interactive programs, workbooks etc. Reviews printed since 1997 are available in a database. To search the reviews by word (language, publisher, title), use the "find" function under "edit" on your menu bar. The database is available at http://alpha.dickinson.edu/prorg/nectfl/reviews.html .
Source: NECTFL
Inputdate: 2007-06-17 11:04:26
Lastmodifieddate: 2007-06-17 11:04:26
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Publishdate: 2007-06-18 00:00:00
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