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Contentid:
6445
Content Type: 1
Title: Der Spiegel Online in English and German
Body: From http://german.about.com/od/newsnachrichten/a/englSpiegel.htm?nl=1 Selected articles from the German newsmagazine are available for free online in English and German. For English, go to http://www.spiegel.de/international . For German, go to http://www.spiegel.de .
Source: About.com
Inputdate: 2007-07-08 06:42:09
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Publishdate: 2007-07-09 00:00:00
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Title: Der Spiegel Online in English and German
Body: From http://german.about.com/od/newsnachrichten/a/englSpiegel.htm?nl=1 Selected articles from the German newsmagazine are available for free online in English and German. For English, go to http://www.spiegel.de/international . For German, go to http://www.spiegel.de .
Source: About.com
Inputdate: 2007-07-08 06:42:09
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6446
Content Type: 1
Title: Elementary Lesson Plans on Classical Alphabet Origins
Body: The Alphabet is Historic The youngest and newest writers often have a deep interest in the origin of writing itself. The lessons in this curriculum unit will introduce young students to the history of our alphabet. First, students will learn about the Phoenicians, the great trading people of the eastern Mediterranean who invented many of our letters. We'll follow as the Phoenicians taught their alphabet to the ancient Greeks, and follow again as the Greeks taught their alphabet to the Romans. Finally, we'll learn that the Romans left their alphabet to us, and that we use the Roman alphabet to write in English. By following this path through history we can establish a connection between these ancient civilizations and the youngest writers. We can show them that they are using the alphabet that was developed so long ago. The three lessons in this curriculum unit include short historical introductions to the Phoenicians, Greeks, and Romans, hyper-links to selected illustrations, and suggestions for activities. This lesson plan is available at http://edsitement.neh.gov/view_lesson_plan.asp?id=517 .
Source: EdSiteMent
Inputdate: 2007-07-08 06:42:50
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Title: Elementary Lesson Plans on Classical Alphabet Origins
Body: The Alphabet is Historic The youngest and newest writers often have a deep interest in the origin of writing itself. The lessons in this curriculum unit will introduce young students to the history of our alphabet. First, students will learn about the Phoenicians, the great trading people of the eastern Mediterranean who invented many of our letters. We'll follow as the Phoenicians taught their alphabet to the ancient Greeks, and follow again as the Greeks taught their alphabet to the Romans. Finally, we'll learn that the Romans left their alphabet to us, and that we use the Roman alphabet to write in English. By following this path through history we can establish a connection between these ancient civilizations and the youngest writers. We can show them that they are using the alphabet that was developed so long ago. The three lessons in this curriculum unit include short historical introductions to the Phoenicians, Greeks, and Romans, hyper-links to selected illustrations, and suggestions for activities. This lesson plan is available at http://edsitement.neh.gov/view_lesson_plan.asp?id=517 .
Source: EdSiteMent
Inputdate: 2007-07-08 06:42:50
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6447
Content Type: 1
Title: Article: Tourism in Acadian Country
Body: From http://travel.nytimes.com/2007/06/29/travel/escapes/29american.html An interesting article about Acadians and French heritage in Maine was published in the New York Times on June 29, 2007. The online version is available at http://travel.nytimes.com/2007/06/29/travel/escapes/29american.html .
Source: New York Times
Inputdate: 2007-07-08 06:43:22
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Title: Article: Tourism in Acadian Country
Body: From http://travel.nytimes.com/2007/06/29/travel/escapes/29american.html An interesting article about Acadians and French heritage in Maine was published in the New York Times on June 29, 2007. The online version is available at http://travel.nytimes.com/2007/06/29/travel/escapes/29american.html .
Source: New York Times
Inputdate: 2007-07-08 06:43:22
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Contentid:
6448
Content Type: 1
Title: Te Amo or Te Quiero?
Body: A discussion of when to use “Te amo” and when to use “Te quiero” to mean “I love you” is available at http://spanish.about.com/od/usingparticularverbs/a/verbsforlove.htm?nl=1 .
Source: About.com
Inputdate: 2007-07-08 06:44:04
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Title: Te Amo or Te Quiero?
Body: A discussion of when to use “Te amo” and when to use “Te quiero” to mean “I love you” is available at http://spanish.about.com/od/usingparticularverbs/a/verbsforlove.htm?nl=1 .
Source: About.com
Inputdate: 2007-07-08 06:44:04
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Contentid:
6449
Content Type: 1
Title: Lesson Plan: Five Artists of the Mexican Revolution
Body: From http://www.artsedge.kennedy-center.org/content/2253 Lesson Overview: Much of Mexican art at the beginning of the 20th century was influenced by or created in response to historical events. In this lesson, students will research the major events and personalities of the Mexican War of Independence and the Mexican Revolution, and explore how these people and events influenced the art that was created in early 20th century Mexico. Using the guided directives, students will learn about the relationship between art and history. Students may complete this lesson in English or in Spanish, depending on the level of the students' fluency. Length of Lesson: Eight 45-minute class periods View the entire lesson plan, which includes links to resources and an assessment rubric, at http://www.artsedge.kennedy-center.org/content/2253 .
Source: ArtsEdge
Inputdate: 2007-07-08 06:44:36
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Title: Lesson Plan: Five Artists of the Mexican Revolution
Body: From http://www.artsedge.kennedy-center.org/content/2253 Lesson Overview: Much of Mexican art at the beginning of the 20th century was influenced by or created in response to historical events. In this lesson, students will research the major events and personalities of the Mexican War of Independence and the Mexican Revolution, and explore how these people and events influenced the art that was created in early 20th century Mexico. Using the guided directives, students will learn about the relationship between art and history. Students may complete this lesson in English or in Spanish, depending on the level of the students' fluency. Length of Lesson: Eight 45-minute class periods View the entire lesson plan, which includes links to resources and an assessment rubric, at http://www.artsedge.kennedy-center.org/content/2253 .
Source: ArtsEdge
Inputdate: 2007-07-08 06:44:36
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6450
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Title: June/July Issue of T·ELL·E-GRAM Available
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/07/latest_issue_of_12.html The June/July 2007 issue of Colorín Colorado's T·ELL·E-GRAM is available. Articles in this issue include: *Featured Articles: Developing lesson plans that include ELLs; Creating a Welcoming Classroom Environment *Achieving Success: Para los Niños: Reading all summer long! *Research and Reports: Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth *Bright Ideas that Work: Summer Reading at the Library Read this issue at http://www.colorincolorado.org/newsletters/tellegram/current .
Source: OELA
Inputdate: 2007-07-08 06:45:17
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Publishdate: 2007-07-09 00:00:00
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Title: June/July Issue of T·ELL·E-GRAM Available
Body: From http://www.ncela.gwu.edu/newsline/archives/2007/07/latest_issue_of_12.html The June/July 2007 issue of Colorín Colorado's T·ELL·E-GRAM is available. Articles in this issue include: *Featured Articles: Developing lesson plans that include ELLs; Creating a Welcoming Classroom Environment *Achieving Success: Para los Niños: Reading all summer long! *Research and Reports: Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth *Bright Ideas that Work: Summer Reading at the Library Read this issue at http://www.colorincolorado.org/newsletters/tellegram/current .
Source: OELA
Inputdate: 2007-07-08 06:45:17
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Contentid:
6451
Content Type: 1
Title: News Article: So Much Paperwork, So Little Time to Teach
Body: From http://www.nytimes.com/2007/07/04/education/04Education.html?_r=1&oref=slogin So Much Paperwork, So Little Time to Teach By SAMUEL G. FREEDMAN July 4, 2007 Allison Rabenau celebrated an inauspicious milestone on the otherwise unremarkable day of Oct. 18, 2004. Six weeks into her first year as a teacher, she finally taught a class. Ms. Rabenau had left a long career as a stage manager in the commercial theater to learn how to teach English as a second language to immigrant children in New York’s public schools. The only problem, she quickly discovered, was that the avalanche of paperwork and other assignments meant she actually got to teach only sporadically. In a perfect, if dispiriting bit of symmetry, her initial year at Public School 123 in Harlem ended the same way it began. Ms. Rabenau lost the last six weeks of the spring term to prepare, administer, then score a standardized test for English fluency. Essentially, her teaching year, and her students’ learning year, had run only from mid-October to mid-April, with numerous interruptions even then. During the time when the students were entitled to instruction in English, they were sitting in other courses that they may or may not have understood. Read the entire article at http://www.nytimes.com/2007/07/04/education/04Education.html?_r=1&oref=slogin .
Source: New York Times
Inputdate: 2007-07-08 06:46:05
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Publishdate: 2007-07-09 00:00:00
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Title: News Article: So Much Paperwork, So Little Time to Teach
Body: From http://www.nytimes.com/2007/07/04/education/04Education.html?_r=1&oref=slogin So Much Paperwork, So Little Time to Teach By SAMUEL G. FREEDMAN July 4, 2007 Allison Rabenau celebrated an inauspicious milestone on the otherwise unremarkable day of Oct. 18, 2004. Six weeks into her first year as a teacher, she finally taught a class. Ms. Rabenau had left a long career as a stage manager in the commercial theater to learn how to teach English as a second language to immigrant children in New York’s public schools. The only problem, she quickly discovered, was that the avalanche of paperwork and other assignments meant she actually got to teach only sporadically. In a perfect, if dispiriting bit of symmetry, her initial year at Public School 123 in Harlem ended the same way it began. Ms. Rabenau lost the last six weeks of the spring term to prepare, administer, then score a standardized test for English fluency. Essentially, her teaching year, and her students’ learning year, had run only from mid-October to mid-April, with numerous interruptions even then. During the time when the students were entitled to instruction in English, they were sitting in other courses that they may or may not have understood. Read the entire article at http://www.nytimes.com/2007/07/04/education/04Education.html?_r=1&oref=slogin .
Source: New York Times
Inputdate: 2007-07-08 06:46:05
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Contentid:
6452
Content Type: 1
Title: LanguageGuide: Online Language Learning Resources
Body: From http://languageguide.org LanguageGuide.org offers free sound integrated resources for learning languages. Current languages are English, Spanish, French, German, Japanese, Chinese, Hebrew, Arabic, Italian, Portuguese, and Russian. Visit the site at http://languageguide.org .
Source: Language Guide
Inputdate: 2007-07-08 06:47:20
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Title: LanguageGuide: Online Language Learning Resources
Body: From http://languageguide.org LanguageGuide.org offers free sound integrated resources for learning languages. Current languages are English, Spanish, French, German, Japanese, Chinese, Hebrew, Arabic, Italian, Portuguese, and Russian. Visit the site at http://languageguide.org .
Source: Language Guide
Inputdate: 2007-07-08 06:47:20
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Contentid:
6453
Content Type: 1
Title: The REALIA Project: Images for Language Teachers
Body: From http://www.realiaproject.org Looking for the right image to convey cultural information? The REALIA Project publishes faculty-reviewed media for the teaching and study of modern languages and cultures. The focus of the REALIA Project is realia: Materials which convey the everyday life of different cultures. REALIA publishes royalty-free, faculty-reviewed media for scholars and students, and is open to all disciplines that wish to contribute or use cultural materials appropriate for instruction at the college and secondary level. Visit the project and search the database of images at http://contentdm.nitle.org/cdm4/search.php?CISOROOT=%2Frealia .
Source: The REALIA Project
Inputdate: 2007-07-08 06:48:07
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Publishdate: 2007-07-09 00:00:00
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Title: The REALIA Project: Images for Language Teachers
Body: From http://www.realiaproject.org Looking for the right image to convey cultural information? The REALIA Project publishes faculty-reviewed media for the teaching and study of modern languages and cultures. The focus of the REALIA Project is realia: Materials which convey the everyday life of different cultures. REALIA publishes royalty-free, faculty-reviewed media for scholars and students, and is open to all disciplines that wish to contribute or use cultural materials appropriate for instruction at the college and secondary level. Visit the project and search the database of images at http://contentdm.nitle.org/cdm4/search.php?CISOROOT=%2Frealia .
Source: The REALIA Project
Inputdate: 2007-07-08 06:48:07
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6454
Content Type: 1
Title: Present Perfect Writing Ideas
Body: Here are some topics that FLTEACH users have suggested for maximizing use of the present perfect: I combined the present perfect with the environment. Students were paired and they expressed things that they and others have done to improve the environment. Another activity included using the same slogans and making mini posters as 'slogans' for Earth Day. Brown, H. Re: Present perfect writing ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 May 2007). --- I give everyone a page with various want ads from our local Spanish language newspaper. Then I have them choose one and write a cover letter to apply for the job. If you have the time, then, you can turn this into a skit by pairing up students and having them go through a job interview. A fun oral activity is to put on a quick, spoof "beauty" contest. You can make it a typical contest, or be inventive and have the El Guerrero (our mascot is the Warriors) competition to see who the best warrior is, etc. The day before, assign a few students to be the emcees and write up questions such as, Que has hecho para mejorar el mundo? (What have you done to improve the world?) Que has hecho para ayudar a un amigo? (What have you done to help a friend?), etc. Contestants are advised to think of the kinds of questions they should expect to be asked, but just like real contestants they won't actually know what will be asked of them until the actual competition. Then the day of the "contest" the contestants get to answer the questions a la beauty pageant interview. Students can be themselves or role play famous people. Other students can be the judges who have to write up their decision, justifying it with "Srta. X gano porque ha... Depending on your group, you could change the context easily to a scholarship competition, etc. Henman, B. Re: Present perfect writing ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 May 2007).
Source: FLTEACH
Inputdate: 2007-07-08 06:48:45
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Title: Present Perfect Writing Ideas
Body: Here are some topics that FLTEACH users have suggested for maximizing use of the present perfect: I combined the present perfect with the environment. Students were paired and they expressed things that they and others have done to improve the environment. Another activity included using the same slogans and making mini posters as 'slogans' for Earth Day. Brown, H. Re: Present perfect writing ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 May 2007). --- I give everyone a page with various want ads from our local Spanish language newspaper. Then I have them choose one and write a cover letter to apply for the job. If you have the time, then, you can turn this into a skit by pairing up students and having them go through a job interview. A fun oral activity is to put on a quick, spoof "beauty" contest. You can make it a typical contest, or be inventive and have the El Guerrero (our mascot is the Warriors) competition to see who the best warrior is, etc. The day before, assign a few students to be the emcees and write up questions such as, Que has hecho para mejorar el mundo? (What have you done to improve the world?) Que has hecho para ayudar a un amigo? (What have you done to help a friend?), etc. Contestants are advised to think of the kinds of questions they should expect to be asked, but just like real contestants they won't actually know what will be asked of them until the actual competition. Then the day of the "contest" the contestants get to answer the questions a la beauty pageant interview. Students can be themselves or role play famous people. Other students can be the judges who have to write up their decision, justifying it with "Srta. X gano porque ha... Depending on your group, you could change the context easily to a scholarship competition, etc. Henman, B. Re: Present perfect writing ideas. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 8 May 2007).
Source: FLTEACH
Inputdate: 2007-07-08 06:48:45
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