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Contentid:
6415
Content Type: 1
Title: Spanish Stories Online
Body: An MFL Resources listserv user suggests the following resources for stories in Spanish: http://www.storyplace.org/sp/preschool/other.asp (Animated children's stories that reinforce simple concepts like numbers and colors) http://pwidergren.net/PPT/cuentos/cuentos.htm (stories in ppt form) http://www.miscositas.com/ (Illustrated tales from Latin America) [mflresources] Re: Spanish stories. MFL Resources listserv (mflresources@yahoogroups.com, 17 Jun 2007).
Source: MFL Resources
Inputdate: 2007-07-01 07:54:26
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Publishdate: 2007-07-02 00:00:00
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Title: Spanish Stories Online
Body: An MFL Resources listserv user suggests the following resources for stories in Spanish: http://www.storyplace.org/sp/preschool/other.asp (Animated children's stories that reinforce simple concepts like numbers and colors) http://pwidergren.net/PPT/cuentos/cuentos.htm (stories in ppt form) http://www.miscositas.com/ (Illustrated tales from Latin America) [mflresources] Re: Spanish stories. MFL Resources listserv (mflresources@yahoogroups.com, 17 Jun 2007).
Source: MFL Resources
Inputdate: 2007-07-01 07:54:26
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Publishdate: 2007-07-02 00:00:00
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Contentid:
6416
Content Type: 1
Title: Elementary School Spanish Lesson Plans
Body: From http://www.tesd.k12.pa.us/fles/teacher_resources.html Here is a collection of lesson plans for elementary school Spanish. Topics include animals, food, colors, classroom objects, songs, weather and calendar, numbers, body parts, clothing, expressions, family, games and activities, culture, storytelling, and the beach. The lesson plans are available at http://www.tesd.k12.pa.us/fles/teacher_resources.html .
Source: Tredyffrin/Easttown School District
Inputdate: 2007-07-01 07:55:06
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Title: Elementary School Spanish Lesson Plans
Body: From http://www.tesd.k12.pa.us/fles/teacher_resources.html Here is a collection of lesson plans for elementary school Spanish. Topics include animals, food, colors, classroom objects, songs, weather and calendar, numbers, body parts, clothing, expressions, family, games and activities, culture, storytelling, and the beach. The lesson plans are available at http://www.tesd.k12.pa.us/fles/teacher_resources.html .
Source: Tredyffrin/Easttown School District
Inputdate: 2007-07-01 07:55:06
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Contentid:
6417
Content Type: 1
Title: Ideas for Building Fluency
Body: A TESL listserv user suggests the following activity for building fluency: The activity called "Just a Minute" is, in my opinion the best fluency-building activity every developed. It consists of a series of cards with words listed in categories, e.g. Things that are Hot, Things that Are Green, Things in a City, Words that Begin with B, etc. The student who holds the card (which the other student cannot see) is given a minute to say clues to the words. EXAMPLE -- "Things that Are Green" -- Clue Word is "GRASS" POSSIBLE CLUES: It grows in parks, Cows eat it, Good for picnics, etc. "Just a Minute" is available for less than USD $20 from Elizabeth Claire Publications in New Jersey. You can also prepare the activity on 3X5 cards. Just write down a category and list six or eight words under that category, as follows" THINGS IN A CITY buildings taxis traffic restaurants theaters museums buses airport Some other possible categories: Things that Are Small, Things that Are Fast, Things that Are Big, Red Things, Animals, Professions, Words that Begin with Ch, Th, V, R, U, O, etc., Blue Things, Noisy Things, Food, Famous People, Famous Places in the World, etc. Just list 8 items under each category. Sutherland, K. Re: [TESL-L] fluency. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 25 Jun 2007).
Source: TESL-L
Inputdate: 2007-07-01 07:55:43
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Publishdate: 2007-07-02 00:00:00
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Content Type: 1
Title: Ideas for Building Fluency
Body: A TESL listserv user suggests the following activity for building fluency: The activity called "Just a Minute" is, in my opinion the best fluency-building activity every developed. It consists of a series of cards with words listed in categories, e.g. Things that are Hot, Things that Are Green, Things in a City, Words that Begin with B, etc. The student who holds the card (which the other student cannot see) is given a minute to say clues to the words. EXAMPLE -- "Things that Are Green" -- Clue Word is "GRASS" POSSIBLE CLUES: It grows in parks, Cows eat it, Good for picnics, etc. "Just a Minute" is available for less than USD $20 from Elizabeth Claire Publications in New Jersey. You can also prepare the activity on 3X5 cards. Just write down a category and list six or eight words under that category, as follows" THINGS IN A CITY buildings taxis traffic restaurants theaters museums buses airport Some other possible categories: Things that Are Small, Things that Are Fast, Things that Are Big, Red Things, Animals, Professions, Words that Begin with Ch, Th, V, R, U, O, etc., Blue Things, Noisy Things, Food, Famous People, Famous Places in the World, etc. Just list 8 items under each category. Sutherland, K. Re: [TESL-L] fluency. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 25 Jun 2007).
Source: TESL-L
Inputdate: 2007-07-01 07:55:43
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Publishdate: 2007-07-02 00:00:00
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Contentid:
6418
Content Type: 1
Title: English Safari: Taking Your Students Out of the Classroom
Body: Here are some ideas for taking your English students out of your classroom and going on an “English safari”: After finishing a unit on furniture in a coursebook with a one-on-one student we met in a big European furniture store and talked about the furniture, colors, design, material and prices. I have taken my students to a shopping mall, restaurant and even an American Chamber of Commerce Meeting. Kees, D. [TESL-L] English safari. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 15 May 2007). --- When I was teaching overseas (several countries), I would ask my students to prepare a "tour" of the city we were in. I divided the class into sections to cover different aspects of the town/city (buildings, parks, shops, "surprise me" places, etc.). I used small groups/pairs for more advanced levels and larger groups for lower levels. Some of them made maps, drawings, explanations of historical facts, best places to eat (and those to avoid). Woodward, L. Re: [TESL-L] English safari. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 15 May 2007). --- How about a factory tour, a hospital, a museum/gallery, a large sports event, a power or water facility, an airport/train station, a busy port, or sitting and observing people in a park or city center? One of the best places I ever took a private student was an art museum. Not only did we have the larger themes of history and art styles to discuss, but we had the subject matter of each painting (so varied!) and the crowd to talk about also. Spelleri, M. Re: [TESL-L] English safari. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 15 May 2007). --- I just got back from an English Safari to the mall this morning with 10 of my students. Some shoppers realized there was something special about us and some stood near to hear what we were talking about. The training center sent along a minder in anticipation of this. She gave out flyers about the school. Kees, D. Re: [TESL-L] English Safari - 10 students at the mall. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 25 Jun 2007). For more ideas for an English safari visit http://davekees.blogspot.com .
Source: TESL-L
Inputdate: 2007-07-01 07:56:26
Lastmodifieddate: 2007-07-01 07:56:26
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Publishdate: 2007-07-02 00:00:00
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Active: 1
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Content Type: 1
Title: English Safari: Taking Your Students Out of the Classroom
Body: Here are some ideas for taking your English students out of your classroom and going on an “English safari”: After finishing a unit on furniture in a coursebook with a one-on-one student we met in a big European furniture store and talked about the furniture, colors, design, material and prices. I have taken my students to a shopping mall, restaurant and even an American Chamber of Commerce Meeting. Kees, D. [TESL-L] English safari. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 15 May 2007). --- When I was teaching overseas (several countries), I would ask my students to prepare a "tour" of the city we were in. I divided the class into sections to cover different aspects of the town/city (buildings, parks, shops, "surprise me" places, etc.). I used small groups/pairs for more advanced levels and larger groups for lower levels. Some of them made maps, drawings, explanations of historical facts, best places to eat (and those to avoid). Woodward, L. Re: [TESL-L] English safari. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 15 May 2007). --- How about a factory tour, a hospital, a museum/gallery, a large sports event, a power or water facility, an airport/train station, a busy port, or sitting and observing people in a park or city center? One of the best places I ever took a private student was an art museum. Not only did we have the larger themes of history and art styles to discuss, but we had the subject matter of each painting (so varied!) and the crowd to talk about also. Spelleri, M. Re: [TESL-L] English safari. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 15 May 2007). --- I just got back from an English Safari to the mall this morning with 10 of my students. Some shoppers realized there was something special about us and some stood near to hear what we were talking about. The training center sent along a minder in anticipation of this. She gave out flyers about the school. Kees, D. Re: [TESL-L] English Safari - 10 students at the mall. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 25 Jun 2007). For more ideas for an English safari visit http://davekees.blogspot.com .
Source: TESL-L
Inputdate: 2007-07-01 07:56:26
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Publishdate: 2007-07-02 00:00:00
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Contentid:
6419
Content Type: 1
Title: Sudoku for Reviewing Numbers
Body: An FLTEACH user suggests the following way to make number dictations more interesting for students: I took a sudoku page and highlighted some of the numbers. I told the students to draw a 3x3 grid and I dictated the numbers to go in the squares -- but leaving one square blank. For that square I said "Je ne sais pas" (I don’t know). Then they were to go back and fill in the blank with the missing number. That made checking very easy. When that got too easy, I started stacking the 3x3's until we had a whole column, took out more strategic numbers (ones I thought they could figure out) and let them solve. I did one column at a time, building across the page, so that they could solve the whole puzzle. I spread it out over a few days at first, but they got pretty good and wanted to keep going. Young, M. Sudoku for number review. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Jun 2007).
Source: FLTEACH
Inputdate: 2007-07-01 07:57:06
Lastmodifieddate: 2007-07-01 07:57:06
Expdate:
Publishdate: 2007-07-02 00:00:00
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Active: 1
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Content Type: 1
Title: Sudoku for Reviewing Numbers
Body: An FLTEACH user suggests the following way to make number dictations more interesting for students: I took a sudoku page and highlighted some of the numbers. I told the students to draw a 3x3 grid and I dictated the numbers to go in the squares -- but leaving one square blank. For that square I said "Je ne sais pas" (I don’t know). Then they were to go back and fill in the blank with the missing number. That made checking very easy. When that got too easy, I started stacking the 3x3's until we had a whole column, took out more strategic numbers (ones I thought they could figure out) and let them solve. I did one column at a time, building across the page, so that they could solve the whole puzzle. I spread it out over a few days at first, but they got pretty good and wanted to keep going. Young, M. Sudoku for number review. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 27 Jun 2007).
Source: FLTEACH
Inputdate: 2007-07-01 07:57:06
Lastmodifieddate: 2007-07-01 07:57:06
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Publishdate: 2007-07-02 00:00:00
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Active: 1
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Contentid:
6420
Content Type: 1
Title: MaxAuthor: a Free Multimedia Authoring System for Language Instruction
Body: From http://nclrc.org/teachers_corner/tech_for_teachers/feature.html The University of Arizona Computer Aided Language Instruction Group (UACALI) has produced a free for non-commercial use multimedia CALL authoring system. Without any programming, MaxAuthor lets you create language instruction courseware for Chinese, Japanese, Korean, and 44 other languages. Completed courseware can utilize audio, video, footnotes, and graphics. For more information about MaxAuthor, go to http://nclrc.org/teachers_corner/tech_for_teachers/feature.html . The application can be downloaded at http://cali.arizona.edu/docs/wmaxa .
Source: NCLRC
Inputdate: 2007-07-01 07:57:54
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Publishdate: 2007-07-02 00:00:00
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Active: 1
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Content Type: 1
Title: MaxAuthor: a Free Multimedia Authoring System for Language Instruction
Body: From http://nclrc.org/teachers_corner/tech_for_teachers/feature.html The University of Arizona Computer Aided Language Instruction Group (UACALI) has produced a free for non-commercial use multimedia CALL authoring system. Without any programming, MaxAuthor lets you create language instruction courseware for Chinese, Japanese, Korean, and 44 other languages. Completed courseware can utilize audio, video, footnotes, and graphics. For more information about MaxAuthor, go to http://nclrc.org/teachers_corner/tech_for_teachers/feature.html . The application can be downloaded at http://cali.arizona.edu/docs/wmaxa .
Source: NCLRC
Inputdate: 2007-07-01 07:57:54
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Publishdate: 2007-07-02 00:00:00
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Active: 1
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Contentid:
6421
Content Type: 1
Title: Language Impact: Resource for Language Teachers and Learners
Body: From http://www.languageimpact.com At Language Impact, where you'll find language learning articles, product recommendations, MP3 files, and internet resources, as well as Language Learning for Language Learners, a free bi- weekly e-mail newsletter helping language learners learn language, and Language Learning Talk, a new e-mail discussion group. Visit the site at http://www.languageimpact.com .
Source: Language Impact
Inputdate: 2007-07-01 07:58:43
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Publishdate: 2007-07-02 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Language Impact: Resource for Language Teachers and Learners
Body: From http://www.languageimpact.com At Language Impact, where you'll find language learning articles, product recommendations, MP3 files, and internet resources, as well as Language Learning for Language Learners, a free bi- weekly e-mail newsletter helping language learners learn language, and Language Learning Talk, a new e-mail discussion group. Visit the site at http://www.languageimpact.com .
Source: Language Impact
Inputdate: 2007-07-01 07:58:43
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Publishdate: 2007-07-02 00:00:00
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Active: 1
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Contentid:
6422
Content Type: 1
Title: New Smithsonian Education Website
Body: From http://smithsonianeducation.org/educators/index.html Educators can search among 1300 Smithsonian educational resources, which are aligned with all 50 states’ standards. Subjects include African Culture, American Indian Culture, Ancient Culture, Asian Culture, Latino Culture, Multiculturalism, Spanish Language, and World History/Culture. To search for resources and lesson plans, go to http://smithsonianeducation.org/educators/index.html .
Source: Smithsonian Education
Inputdate: 2007-07-01 07:59:29
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Publishdate: 2007-07-02 00:00:00
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Active: 1
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Content Type: 1
Title: New Smithsonian Education Website
Body: From http://smithsonianeducation.org/educators/index.html Educators can search among 1300 Smithsonian educational resources, which are aligned with all 50 states’ standards. Subjects include African Culture, American Indian Culture, Ancient Culture, Asian Culture, Latino Culture, Multiculturalism, Spanish Language, and World History/Culture. To search for resources and lesson plans, go to http://smithsonianeducation.org/educators/index.html .
Source: Smithsonian Education
Inputdate: 2007-07-01 07:59:29
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Publishdate: 2007-07-02 00:00:00
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Contentid:
6423
Content Type: 1
Title: Resources from the Linguistic Society of America
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/05/resources_from.html The Linguistic Society of America (LSA), founded in 1924 to further the scientific study of language, has a series of Frequently Asked Questions (FAQs) available via the LSA Web site. These FAQs provide information on a variety of language and linguistics related questions, intended for both a lay audience and for other professionals. The FAQs are viewable online and can be downloaded as PDFs. They include such questions and topics as: * How many languages are there in the world? * What is an endangered language? * Does the language I speak influence the way I think? * Is English changing? * language acquisition * bilingualism * linguistics and National Security * raising bilingual children (...For the full list of all FAQs, visit http://www.lsadc.org/info/ling-faqs.cfm ).
Source: OELA
Inputdate: 2007-07-01 08:00:20
Lastmodifieddate: 2007-07-01 08:00:20
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Publishdate: 2007-07-02 00:00:00
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Active: 1
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Content Type: 1
Title: Resources from the Linguistic Society of America
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/05/resources_from.html The Linguistic Society of America (LSA), founded in 1924 to further the scientific study of language, has a series of Frequently Asked Questions (FAQs) available via the LSA Web site. These FAQs provide information on a variety of language and linguistics related questions, intended for both a lay audience and for other professionals. The FAQs are viewable online and can be downloaded as PDFs. They include such questions and topics as: * How many languages are there in the world? * What is an endangered language? * Does the language I speak influence the way I think? * Is English changing? * language acquisition * bilingualism * linguistics and National Security * raising bilingual children (...For the full list of all FAQs, visit http://www.lsadc.org/info/ling-faqs.cfm ).
Source: OELA
Inputdate: 2007-07-01 08:00:20
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Publishdate: 2007-07-02 00:00:00
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Contentid:
6424
Content Type: 1
Title: New Book: Second Language Processing
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Subjects/default.aspx&CountryID=1&ImprintID=2&BookID=130378 Second Language Processing: An Analysis of Theory, Problems and Possible Solutions Authors: James F. Lee and Alessandro G Benati Publisher: Continuum Second Language Processing examines the problems facing learners in the second language classroom from the theoretical perspectives of Processing Instruction (structured input) and Enhanced Input. These two theories are brought to bear on a variety of processing problems, such as the difficulty of connecting second language grammatical forms encoding tense and mood as well as noun-adjective agreement with their meaning. Empirical studies examine a range of languages including Japanese, Italian and Spanish, through which the authors suggest practical solutions to these processing problems. This monograph will be of interest to postgraduates and academics researching second language acquisition and applied linguistics. Visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Subjects/default.aspx&CountryID=1&ImprintID=2&BookID=130378 .
Source: Continuum
Inputdate: 2007-07-08 06:17:09
Lastmodifieddate: 2007-07-08 06:17:09
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Publishdate: 2007-07-09 00:00:00
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Active: 1
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Content Type: 1
Title: New Book: Second Language Processing
Body: From http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Subjects/default.aspx&CountryID=1&ImprintID=2&BookID=130378 Second Language Processing: An Analysis of Theory, Problems and Possible Solutions Authors: James F. Lee and Alessandro G Benati Publisher: Continuum Second Language Processing examines the problems facing learners in the second language classroom from the theoretical perspectives of Processing Instruction (structured input) and Enhanced Input. These two theories are brought to bear on a variety of processing problems, such as the difficulty of connecting second language grammatical forms encoding tense and mood as well as noun-adjective agreement with their meaning. Empirical studies examine a range of languages including Japanese, Italian and Spanish, through which the authors suggest practical solutions to these processing problems. This monograph will be of interest to postgraduates and academics researching second language acquisition and applied linguistics. Visit the publisher’s website at http://www.continuumbooks.com/Books/detail.aspx?ReturnURL=/Subjects/default.aspx&CountryID=1&ImprintID=2&BookID=130378 .
Source: Continuum
Inputdate: 2007-07-08 06:17:09
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Publishdate: 2007-07-09 00:00:00
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