Contents
Displaying 6331-6340 of 28843 results.
Contentid:
6555
Content Type: 1
Title: French Songs by Topic
Body: An FLTEACH user provides the following list of French songs organized by grammar point or topic: French teaching songs - grammar • Quelquepart, quelqu’un - jean Jacques Goldman (numbers 1-100) • Besoin pour vivre - Claude Dubois (verb infinitives) • Laisser l'été avoir quinze ans - Claude Dubois (infinitives vs. familiar commands) • Les femmes (from the CD for the spectacle Don Juan) – Mario Pelchat (comparatives, colors and seasons; PLUS this one has a chorus in Spanish and offers an opportunity for an interdepartmental teaming with your Spanish-teaching colleagues) • Je veux que tu saches - Matt Laurent (if clauses, the imparfait) • La machine est mon amie - Luc Dela Rochellière (the world’s best song on technology and gadgets) • Pour un instant – Harmonium (infinitives and the passé compose) • Les dinosaures - Michel Rivard (question words) • Qui est cet homme? – Laurence Jalbert (passé compose and preceding direct object pronouns • Jamais la plus belle – Mes Aieux (passé composé/imparfait use) • Les étoiles filantes – Les Cowboys Fringants – (imparfait) • Je ne veux pas vieillir - Boom Desjardins - (vouloir + infinitives) • Embarque ma belle - Kaïn (aller + infinitives) • Savoir aimer – Florent Pagny (infinitives) French teaching songs – topics Animals • L’amour animal - Marc Drouin (animals and nationality) • Le début des temps - Jean Leloup (the other Jean Leloup, québécois singer), (animals) Child abuse • La Blessure – La Chicane • Libérer le trésor - Michel Rivard • Terre de caïn – Richard Séguin Death • Si fragile – Luc dela Rochellière Diet • Des Kilos - Manau Divorce • Le papa de fin de semaine – Richard Séguin Education • Hey le bum – Longue Distance • Les bouts de papier – Richard Séguin Environment, Pollution • La raffinerie – Richard Séguin • J’appelle - Paul Piché Family • La famille rock - Marc Drouin (members of the family) • Famille – Jean Jacques Goldman French Language • Le Coeur de ma vie – Michel Rivard • Jours de plaine – Daniel Lavoie • Language-toi – Loco Locass Geography • La belle province - Gilles Valiquette (geography of Québec) Household Tasks • L’homme de la maison - Gaston Mandeville (household tasks, family roles) Human Rights • Par delà l’océan – Richard Séguin • Amère América – Luc dela Rochellière Land • Jours de plaine – Daniel Lavoie Love • Savoir aimer – Florent Pagny • Aimer- Bruno Pelletier • Drapeau blanc – Mitsou • Seul - Garou Nationality • L’amour animal - Marc Drouin (animals and nationality) On the road, “Wanderlust” • Sur la route – Pierre Flynn • L’ange vagabond – Richard Séguin (Jack Kerouac song) • Terre promise – Eric Lapointe • Gitan - Garou • Je roule - Gildor Roy Peace • Je voudrais voir la mer – Michel Rivard Political songs • Protest Song - Richard Séguin • Made in USA – Noir Silence • Les Américains - Richard Desjardins Québec songs • Mon pays – Gilles Vigneault • Les gens de mon pays - Gilles Vigneault • Le plus beau voyage – Claude Gauthier Seasons • Les femmes – Mario Pelchat (comparatives, colors and seasons) Technology • La machine est mon amie - Luc Dela Rochellière (the world’s best song on technology and gadgets) Youth • Mes 18 ans – Longue Distance • Lassier l’été avoir 15 ans – Claude Dubois • Je voudrais voir la mer – Michel Rivard • A dix-sept ans – Marie-Denise Pelletier Graham, D. Re: AP work and French songs. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-05 11:30:11
Lastmodifieddate: 2007-08-05 11:30:11
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: French Songs by Topic
Body: An FLTEACH user provides the following list of French songs organized by grammar point or topic: French teaching songs - grammar • Quelquepart, quelqu’un - jean Jacques Goldman (numbers 1-100) • Besoin pour vivre - Claude Dubois (verb infinitives) • Laisser l'été avoir quinze ans - Claude Dubois (infinitives vs. familiar commands) • Les femmes (from the CD for the spectacle Don Juan) – Mario Pelchat (comparatives, colors and seasons; PLUS this one has a chorus in Spanish and offers an opportunity for an interdepartmental teaming with your Spanish-teaching colleagues) • Je veux que tu saches - Matt Laurent (if clauses, the imparfait) • La machine est mon amie - Luc Dela Rochellière (the world’s best song on technology and gadgets) • Pour un instant – Harmonium (infinitives and the passé compose) • Les dinosaures - Michel Rivard (question words) • Qui est cet homme? – Laurence Jalbert (passé compose and preceding direct object pronouns • Jamais la plus belle – Mes Aieux (passé composé/imparfait use) • Les étoiles filantes – Les Cowboys Fringants – (imparfait) • Je ne veux pas vieillir - Boom Desjardins - (vouloir + infinitives) • Embarque ma belle - Kaïn (aller + infinitives) • Savoir aimer – Florent Pagny (infinitives) French teaching songs – topics Animals • L’amour animal - Marc Drouin (animals and nationality) • Le début des temps - Jean Leloup (the other Jean Leloup, québécois singer), (animals) Child abuse • La Blessure – La Chicane • Libérer le trésor - Michel Rivard • Terre de caïn – Richard Séguin Death • Si fragile – Luc dela Rochellière Diet • Des Kilos - Manau Divorce • Le papa de fin de semaine – Richard Séguin Education • Hey le bum – Longue Distance • Les bouts de papier – Richard Séguin Environment, Pollution • La raffinerie – Richard Séguin • J’appelle - Paul Piché Family • La famille rock - Marc Drouin (members of the family) • Famille – Jean Jacques Goldman French Language • Le Coeur de ma vie – Michel Rivard • Jours de plaine – Daniel Lavoie • Language-toi – Loco Locass Geography • La belle province - Gilles Valiquette (geography of Québec) Household Tasks • L’homme de la maison - Gaston Mandeville (household tasks, family roles) Human Rights • Par delà l’océan – Richard Séguin • Amère América – Luc dela Rochellière Land • Jours de plaine – Daniel Lavoie Love • Savoir aimer – Florent Pagny • Aimer- Bruno Pelletier • Drapeau blanc – Mitsou • Seul - Garou Nationality • L’amour animal - Marc Drouin (animals and nationality) On the road, “Wanderlust” • Sur la route – Pierre Flynn • L’ange vagabond – Richard Séguin (Jack Kerouac song) • Terre promise – Eric Lapointe • Gitan - Garou • Je roule - Gildor Roy Peace • Je voudrais voir la mer – Michel Rivard Political songs • Protest Song - Richard Séguin • Made in USA – Noir Silence • Les Américains - Richard Desjardins Québec songs • Mon pays – Gilles Vigneault • Les gens de mon pays - Gilles Vigneault • Le plus beau voyage – Claude Gauthier Seasons • Les femmes – Mario Pelchat (comparatives, colors and seasons) Technology • La machine est mon amie - Luc Dela Rochellière (the world’s best song on technology and gadgets) Youth • Mes 18 ans – Longue Distance • Lassier l’été avoir 15 ans – Claude Dubois • Je voudrais voir la mer – Michel Rivard • A dix-sept ans – Marie-Denise Pelletier Graham, D. Re: AP work and French songs. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 30 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-05 11:30:11
Lastmodifieddate: 2007-08-05 11:30:11
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6556
Content Type: 1
Title: Spanish Resources for Students and Teachers
Body: From http://www.myspanishteacher.org This Spanish teacher describes her website as follows: Students, visit our Spanish I Class page which has vocabulary lists in English and Spanish, grammar notes and various vocabulary and grammar activities to help you practice Spanish. Teachers, you will find links on the Resources page that you may find helpful when planning activities for your classes. You will also find web activities and PowerPoints that you may want to use when creating your lesson plans. ¡En español! Level 1 textbook users will find vocabulary and grammar activities that correlate with each unit of the textbook. If your students are using the Level I textbook Paso a Paso, visit my Paso a Paso Activities section. Visit this website at http://www.myspanishteacher.org .
Source: My Spanish Teacher
Inputdate: 2007-08-05 11:31:08
Lastmodifieddate: 2007-08-05 11:31:08
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Spanish Resources for Students and Teachers
Body: From http://www.myspanishteacher.org This Spanish teacher describes her website as follows: Students, visit our Spanish I Class page which has vocabulary lists in English and Spanish, grammar notes and various vocabulary and grammar activities to help you practice Spanish. Teachers, you will find links on the Resources page that you may find helpful when planning activities for your classes. You will also find web activities and PowerPoints that you may want to use when creating your lesson plans. ¡En español! Level 1 textbook users will find vocabulary and grammar activities that correlate with each unit of the textbook. If your students are using the Level I textbook Paso a Paso, visit my Paso a Paso Activities section. Visit this website at http://www.myspanishteacher.org .
Source: My Spanish Teacher
Inputdate: 2007-08-05 11:31:08
Lastmodifieddate: 2007-08-05 11:31:08
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6557
Content Type: 1
Title: Beginning of School Year Activity Idea
Body: Here is an idea for a beginning of the year activity for Spanish 3 students submitted by an FLTEACH user: I hung large sheets of paper around the room with the letter on them. I gave each student a marker and divided students into equal groups and sent them to a letter. I told them to think of as many words as they could that start with that letter. After 4 minutes I had them move to the next letter as a group. If needed I would give hints such as - think of animals, days of weeks, actions, family members, descriptions. I moved students around until they all had opportunity to work on the letters that I picked for that class. Next I had student write their names, and find words to describe themselves, using preferably the first letter. For example, for Elizabeth: Estudiante, Leal, Interesante, Zebra, Algebra, Beisbol, Energía, Tejana, Hoteles Then the students introduce themselves, explaining who they are with the words - Yo soy un estudiante. Soy leal a mis amigos y soy interestante. Me gustan las zebras y mi clase favorita es el algebra. Me encanta el beisbol. Siempre tengo mucha energia. Soy de Texas, pues soy tejana. Viajo mucho con mi familia y nos quedamos en hoteles en mas de 10 paises. Achorn, E. Re: Alphabet & Numbers reproducibles for Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-05 11:31:49
Lastmodifieddate: 2007-08-05 11:31:49
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Beginning of School Year Activity Idea
Body: Here is an idea for a beginning of the year activity for Spanish 3 students submitted by an FLTEACH user: I hung large sheets of paper around the room with the letter on them. I gave each student a marker and divided students into equal groups and sent them to a letter. I told them to think of as many words as they could that start with that letter. After 4 minutes I had them move to the next letter as a group. If needed I would give hints such as - think of animals, days of weeks, actions, family members, descriptions. I moved students around until they all had opportunity to work on the letters that I picked for that class. Next I had student write their names, and find words to describe themselves, using preferably the first letter. For example, for Elizabeth: Estudiante, Leal, Interesante, Zebra, Algebra, Beisbol, Energía, Tejana, Hoteles Then the students introduce themselves, explaining who they are with the words - Yo soy un estudiante. Soy leal a mis amigos y soy interestante. Me gustan las zebras y mi clase favorita es el algebra. Me encanta el beisbol. Siempre tengo mucha energia. Soy de Texas, pues soy tejana. Viajo mucho con mi familia y nos quedamos en hoteles en mas de 10 paises. Achorn, E. Re: Alphabet & Numbers reproducibles for Spanish. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 17 Jul 2007).
Source: FLTEACH
Inputdate: 2007-08-05 11:31:49
Lastmodifieddate: 2007-08-05 11:31:49
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6558
Content Type: 1
Title: Suggestions for American Immigrant Literature
Body: Here are some suggestions from TESL-L users for good literature about immigration to America or by immigrants: For general collections of immigrant stories, good sources are: 1. American Mosaic: The Immigrant Experience in the Words of Those Who Lived It, J. Morrison and C.F. Zabusky. E.P. Dutton, 1980. 2. The Life Stories of {Undistinguished} Americans as Told by Themselves, Hamilton Holt, ed., first published in 1906, reprinted in 1990 by Routledge, NY. 3. New Americans: An Oral History, Al Santoli, Viking Penguin, 1988. This book has a wonderful oral history about a man (father of the author) who was born in a poverty-stricken village in Italy, came to the U.S. with his family, fought in WWII, earned a degree on the GI Bill, and eventually worked as an engineer on the NASA program that landed Americans on the moon. For collections of immigrants stories and oral histories specific to a particular immigrant/ethic group, search under the name of the ethnic group. Examples are: 1. Mexican: Between the Lines: Letters Between Undocumented Mexican and Central American Immigrants and Their Families and Friends, Larry Siems (ed., transl), Ecco Press, 1992. 2. Mexican. Mexican Voices/American Dreams: An Oral History of Mexican Immigration to the United States. Marily P. Davis, ed., Henry Holt, 1990. 3. Italian. The Immigrants Speak: Italian Americans Tell Their Story, Salvatore j. LaGumina, ed., Center for Migration Studies, 1979. Memoirs are a good source of readings. Here are some examples. 1. Mexican: Living Up the Street. Gary Soto. Dell, 1985. 2. Italian: Crossing Ocean Parkway: Readings by an Italian American Daughter, Marianna De Marco Torgovnick, University of Chicago Press, 1994. 3. Chinese. China Men and Woman Warrior both by Maxine Hong Kingston. A poetic recounting of her immigrant parents and grandparents. 4. Chinese: Paper Son: One Man's Story. Tung Pok China with Winifred C. Chin, Temple University Press, 2000. 5. Chinese. Tea That Burns: A Family Memoir of Chinatown, Bruce Edward Hall, The Free Press, 1998. 6. Chinese. Fifth Chinese Daughter. Jade Snow Wong, University of Washington Press, 1945. 7. Chinese. The Rice Room: Growing Up Chinese-American - from Number Two Son to Rock'n'Roll. Ben Fong-Torres, Hyperion, 1994. Finally, there are some great interviews that are accessible via your public library's on-line database of magazine and newsletter articles. Examples: 1. Mexican. interview of Mario Molina, Nobel-prize winning scientist interviewed in www.teacher.scholastic.com, October 6, 1998. Molina and Sherwood Rowland won the Nobel for discovering the effects of CFCs on the protective ozone layer surrounding the Earth. 2. Mexican. interview with musician Carlos Santana, in which he discusses his life on the streets in Mexico, discovering music, his humanitarian work, Steve Heilig, Whole Earth Summer 2000, p. 72 3. Italian. Interview with film director Martin Scorsese in Martin Scorsese: A Journey. Mary Pat Kelly, Thunder's Mouth Press, 1991. He discusses his boyhood struggle to decide if he become a priest or a filmmaker. 4. Chinese. Yo-Yo Ma, cellist, from David Blum's Quintet:Five Journeys Toward Musical Fulfillment. Cornell University Press, 1988. Ma describes being caught between two cultures. There are also some unusual sources of readings for ESL students. For example, most of the Chinese immigrants to the U.S. in the late 19th and early 20th century were interned at Angel Island off the coast of San Francisco (similar to Ellis Island). Many of the immigrants wrote poetry on the wall which thankfully has been preserved. Liudi, X. Re: [TESL-L] American Immigrant Literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 12 May 2007). More suggestions to come in next week's InterCom.
Source: TESL-L
Inputdate: 2007-08-05 11:34:53
Lastmodifieddate: 2007-08-05 11:34:53
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Suggestions for American Immigrant Literature
Body: Here are some suggestions from TESL-L users for good literature about immigration to America or by immigrants: For general collections of immigrant stories, good sources are: 1. American Mosaic: The Immigrant Experience in the Words of Those Who Lived It, J. Morrison and C.F. Zabusky. E.P. Dutton, 1980. 2. The Life Stories of {Undistinguished} Americans as Told by Themselves, Hamilton Holt, ed., first published in 1906, reprinted in 1990 by Routledge, NY. 3. New Americans: An Oral History, Al Santoli, Viking Penguin, 1988. This book has a wonderful oral history about a man (father of the author) who was born in a poverty-stricken village in Italy, came to the U.S. with his family, fought in WWII, earned a degree on the GI Bill, and eventually worked as an engineer on the NASA program that landed Americans on the moon. For collections of immigrants stories and oral histories specific to a particular immigrant/ethic group, search under the name of the ethnic group. Examples are: 1. Mexican: Between the Lines: Letters Between Undocumented Mexican and Central American Immigrants and Their Families and Friends, Larry Siems (ed., transl), Ecco Press, 1992. 2. Mexican. Mexican Voices/American Dreams: An Oral History of Mexican Immigration to the United States. Marily P. Davis, ed., Henry Holt, 1990. 3. Italian. The Immigrants Speak: Italian Americans Tell Their Story, Salvatore j. LaGumina, ed., Center for Migration Studies, 1979. Memoirs are a good source of readings. Here are some examples. 1. Mexican: Living Up the Street. Gary Soto. Dell, 1985. 2. Italian: Crossing Ocean Parkway: Readings by an Italian American Daughter, Marianna De Marco Torgovnick, University of Chicago Press, 1994. 3. Chinese. China Men and Woman Warrior both by Maxine Hong Kingston. A poetic recounting of her immigrant parents and grandparents. 4. Chinese: Paper Son: One Man's Story. Tung Pok China with Winifred C. Chin, Temple University Press, 2000. 5. Chinese. Tea That Burns: A Family Memoir of Chinatown, Bruce Edward Hall, The Free Press, 1998. 6. Chinese. Fifth Chinese Daughter. Jade Snow Wong, University of Washington Press, 1945. 7. Chinese. The Rice Room: Growing Up Chinese-American - from Number Two Son to Rock'n'Roll. Ben Fong-Torres, Hyperion, 1994. Finally, there are some great interviews that are accessible via your public library's on-line database of magazine and newsletter articles. Examples: 1. Mexican. interview of Mario Molina, Nobel-prize winning scientist interviewed in www.teacher.scholastic.com, October 6, 1998. Molina and Sherwood Rowland won the Nobel for discovering the effects of CFCs on the protective ozone layer surrounding the Earth. 2. Mexican. interview with musician Carlos Santana, in which he discusses his life on the streets in Mexico, discovering music, his humanitarian work, Steve Heilig, Whole Earth Summer 2000, p. 72 3. Italian. Interview with film director Martin Scorsese in Martin Scorsese: A Journey. Mary Pat Kelly, Thunder's Mouth Press, 1991. He discusses his boyhood struggle to decide if he become a priest or a filmmaker. 4. Chinese. Yo-Yo Ma, cellist, from David Blum's Quintet:Five Journeys Toward Musical Fulfillment. Cornell University Press, 1988. Ma describes being caught between two cultures. There are also some unusual sources of readings for ESL students. For example, most of the Chinese immigrants to the U.S. in the late 19th and early 20th century were interned at Angel Island off the coast of San Francisco (similar to Ellis Island). Many of the immigrants wrote poetry on the wall which thankfully has been preserved. Liudi, X. Re: [TESL-L] American Immigrant Literature. Teachers of English as a Second Language List (TESL-L@LISTSERV.CUNY.EDU, 12 May 2007). More suggestions to come in next week's InterCom.
Source: TESL-L
Inputdate: 2007-08-05 11:34:53
Lastmodifieddate: 2007-08-05 11:34:53
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6559
Content Type: 1
Title: Ideas for Teaching Cleaning Vocabulary to Young Children
Body: A TESLK-12 user suggests the following activity and song for teaching cleaning vocabulary to young learners: Since this is for small children, you can have fun bringing in (from home, no need to invest in "play items" from a store) a broom, dustpan, old washcloths, new washcloth, sponge, dish soap, plastic dish, cup, plate, buckets... and have a cleaning day. Set out the supplies, and teach the words gradually. There are many ways to do this, but the most interesting for the children would be with lots of action and singing. I'd give each child a plate, cup, and dish, and a sudsy washcloth, and teach them to sing: This is the way we wash the cup, wash the cup, wash the cup This is the way we wash the cup, so early (xxx) morning. Do this for each item they wash. Continue with these, and any other actions you can think of. -rinse the plate -wipe the table -clean the chair -dust the shelf -sweep the floor -empty the dustpan Use the words each day the first week. Use the song once a week after that, and your classroom will shine! Chenoweth, C. Re: [TESLK-12] Cleaning Vocabulary. Teachers of English as a Second Language to Children listserv (TESLK-12@LISTSERV.CUNY.EDU, 8 May 2007).
Source: TESLK-12
Inputdate: 2007-08-05 11:37:56
Lastmodifieddate: 2007-08-05 11:37:56
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Ideas for Teaching Cleaning Vocabulary to Young Children
Body: A TESLK-12 user suggests the following activity and song for teaching cleaning vocabulary to young learners: Since this is for small children, you can have fun bringing in (from home, no need to invest in "play items" from a store) a broom, dustpan, old washcloths, new washcloth, sponge, dish soap, plastic dish, cup, plate, buckets... and have a cleaning day. Set out the supplies, and teach the words gradually. There are many ways to do this, but the most interesting for the children would be with lots of action and singing. I'd give each child a plate, cup, and dish, and a sudsy washcloth, and teach them to sing: This is the way we wash the cup, wash the cup, wash the cup This is the way we wash the cup, so early (xxx) morning. Do this for each item they wash. Continue with these, and any other actions you can think of. -rinse the plate -wipe the table -clean the chair -dust the shelf -sweep the floor -empty the dustpan Use the words each day the first week. Use the song once a week after that, and your classroom will shine! Chenoweth, C. Re: [TESLK-12] Cleaning Vocabulary. Teachers of English as a Second Language to Children listserv (TESLK-12@LISTSERV.CUNY.EDU, 8 May 2007).
Source: TESLK-12
Inputdate: 2007-08-05 11:37:56
Lastmodifieddate: 2007-08-05 11:37:56
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6560
Content Type: 1
Title: Ideas for Using Sentence Strips: Part 1
Body: Here are some ideas for using write-on wipe-off sentence strips by FLTEACH users: If you had a short narration (5-10 sentences long), you could put a sentence or two on each strip and have the students order them to get them looking for transitions or logical sequencing in Spanish. If you cut the strips into word-length strips, you could give verbs in the preterite and imperfect and have groups choose five (ten, fifteen, three...) and use them in a past-tense narration they will write as a group. If they have magnetic backing, and you have something that they could put them on, you could put vocab from each chapter on them and then have them sort them into categories you've selected...or, leave them blank, and have them fill the strips in with the vocab. from their list that fits each category: for instance, in a section on classrooms, you might have: "Para escribir" (to write), "Muebles" (furniture), Para hacer tareas" (for doing homework)... This is a nice first-step to circumlocution. You can also cut them into shorter and longer strips: on the longer strips you write a definition for a new vocab word from their list, and then they have to write in what word is being defined on a short strip. As a next step, you can have groups write definitions on the long strips and then other groups in the class have to read their definitions and write down what word(s) is/are being defined on the shorter strips. You can have each of them write a (very!) brief self-description on the strips and then collect them and read them out loud to see if they can identify who is being described (they aren't allowed to identify themselves). You can tape a bunch of pictures around the room and have them describe one or two of them (one per strip) and then have them pass their description to a partner who will correct grammar and then read the description to see if the class can identify the image described (it works just as well for pictures of weather phenomena as for people as for geographical features ...). It's a good number review if you number each image: choose random numbers for the pix: 13, 101, 76, 564... Waid, A. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Jul 2007). --- I use them each year to introduce verb conjugation to my beginning classes. I write out the pronouns, the infinitives and the endings and mix them up on the board. I attach them with stick-on magnets or tape. I then pull out an infinitive and ask the class what it means. I make sure they give it to me in the "to" form. Then we pick a pronoun. I want to make sure they know that it doesn't make sense to say "I to swim" but that we have to "drop" the ending. So I take a big pair of scissors and cut off the ending and let it drop to the floor. I do this almost every day for a couple of weeks and let the kids do the cutting, dropping and matching. I try not to spend more than five minutes a day on it (although you will need more time the first day you introduce it.) I understand that you may not want to use the expensive write on/wipe off sentence strip. I use the cheaper tagstock kind or sometimes just cut up construction paper. Popko, G. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Jul 2007). More ideas for using sentence strips will be in next week’s InterCom.
Source: FLTEACH
Inputdate: 2007-08-05 11:38:36
Lastmodifieddate: 2007-08-05 11:38:36
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Ideas for Using Sentence Strips: Part 1
Body: Here are some ideas for using write-on wipe-off sentence strips by FLTEACH users: If you had a short narration (5-10 sentences long), you could put a sentence or two on each strip and have the students order them to get them looking for transitions or logical sequencing in Spanish. If you cut the strips into word-length strips, you could give verbs in the preterite and imperfect and have groups choose five (ten, fifteen, three...) and use them in a past-tense narration they will write as a group. If they have magnetic backing, and you have something that they could put them on, you could put vocab from each chapter on them and then have them sort them into categories you've selected...or, leave them blank, and have them fill the strips in with the vocab. from their list that fits each category: for instance, in a section on classrooms, you might have: "Para escribir" (to write), "Muebles" (furniture), Para hacer tareas" (for doing homework)... This is a nice first-step to circumlocution. You can also cut them into shorter and longer strips: on the longer strips you write a definition for a new vocab word from their list, and then they have to write in what word is being defined on a short strip. As a next step, you can have groups write definitions on the long strips and then other groups in the class have to read their definitions and write down what word(s) is/are being defined on the shorter strips. You can have each of them write a (very!) brief self-description on the strips and then collect them and read them out loud to see if they can identify who is being described (they aren't allowed to identify themselves). You can tape a bunch of pictures around the room and have them describe one or two of them (one per strip) and then have them pass their description to a partner who will correct grammar and then read the description to see if the class can identify the image described (it works just as well for pictures of weather phenomena as for people as for geographical features ...). It's a good number review if you number each image: choose random numbers for the pix: 13, 101, 76, 564... Waid, A. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Jul 2007). --- I use them each year to introduce verb conjugation to my beginning classes. I write out the pronouns, the infinitives and the endings and mix them up on the board. I attach them with stick-on magnets or tape. I then pull out an infinitive and ask the class what it means. I make sure they give it to me in the "to" form. Then we pick a pronoun. I want to make sure they know that it doesn't make sense to say "I to swim" but that we have to "drop" the ending. So I take a big pair of scissors and cut off the ending and let it drop to the floor. I do this almost every day for a couple of weeks and let the kids do the cutting, dropping and matching. I try not to spend more than five minutes a day on it (although you will need more time the first day you introduce it.) I understand that you may not want to use the expensive write on/wipe off sentence strip. I use the cheaper tagstock kind or sometimes just cut up construction paper. Popko, G. Re: Request for creative ideas with sentence strips. Foreign Language Teaching Forum listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 6 Jul 2007). More ideas for using sentence strips will be in next week’s InterCom.
Source: FLTEACH
Inputdate: 2007-08-05 11:38:36
Lastmodifieddate: 2007-08-05 11:38:36
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6561
Content Type: 1
Title: Lesson Designer: A Tool for Digital Language Courses
Body: From http://www.lessondesigner.com/LessonDesigner Lesson Designer is a free application for teachers to use in designing distance learning language courses. New features include the ability to record student answers, send attachments, and chat. For more information, visit http://www.lessondesigner.com/LessonDesigner .
Source: LessonDesigner.com
Inputdate: 2007-08-05 11:39:27
Lastmodifieddate: 2007-08-05 11:39:27
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Lesson Designer: A Tool for Digital Language Courses
Body: From http://www.lessondesigner.com/LessonDesigner Lesson Designer is a free application for teachers to use in designing distance learning language courses. New features include the ability to record student answers, send attachments, and chat. For more information, visit http://www.lessondesigner.com/LessonDesigner .
Source: LessonDesigner.com
Inputdate: 2007-08-05 11:39:27
Lastmodifieddate: 2007-08-05 11:39:27
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6562
Content Type: 1
Title: Teaching Ideas for Foreign Languages
Body: From http://www.teachingideas.co.uk/foreignlanguages/contents.htm This is a good site for ideas and activities for teaching languages. Some are language-specific, while others are general. Users can also contribute new ideas. Available at http://www.teachingideas.co.uk/foreignlanguages/contents.htm .
Source: The Downs CE Primary School
Inputdate: 2007-08-05 11:40:10
Lastmodifieddate: 2007-08-05 11:40:10
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Teaching Ideas for Foreign Languages
Body: From http://www.teachingideas.co.uk/foreignlanguages/contents.htm This is a good site for ideas and activities for teaching languages. Some are language-specific, while others are general. Users can also contribute new ideas. Available at http://www.teachingideas.co.uk/foreignlanguages/contents.htm .
Source: The Downs CE Primary School
Inputdate: 2007-08-05 11:40:10
Lastmodifieddate: 2007-08-05 11:40:10
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6563
Content Type: 1
Title: TV Stations Around the World
Body: From http://wwitv.com/portal.htm WwiTV.com is an independent guide to streaming media available on the web. The site does not provide direct access to streaming content, but it does facilitate the viewing of television programs all over the world by providing links. Visit the site at http://wwitv.com/portal.htm .
Source: World Wide Internet TV
Inputdate: 2007-08-05 11:40:48
Lastmodifieddate: 2007-08-05 11:40:48
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: TV Stations Around the World
Body: From http://wwitv.com/portal.htm WwiTV.com is an independent guide to streaming media available on the web. The site does not provide direct access to streaming content, but it does facilitate the viewing of television programs all over the world by providing links. Visit the site at http://wwitv.com/portal.htm .
Source: World Wide Internet TV
Inputdate: 2007-08-05 11:40:48
Lastmodifieddate: 2007-08-05 11:40:48
Expdate:
Publishdate: 2007-08-06 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
6564
Content Type: 1
Title: New Book: Intercultural Language Use and Language Learning
Body: From http://www.springer.com/west/home?SGWID=4-102-22-173701711-0&changeHeader=true&SHORTCUT=www.springer.com/978-1-4020-5635-2 Title: Intercultural Language Use and Language Learning Editors: Eva Alcón Soler and Maria Pilar Safont Jordà Publisher: Springer Summary: This volume attempts to address an issue that deserves further attention on the part of language acquisition researchers: that of intercultural learners in instructed language contexts. Given the fact that most speech communities where such learning takes place are at least bilingual, and the idea that English is studied for the purposes of communication among people from different cultures, the book focuses on English learners as intercultural speakers. In so doing, the volume brings together three main research areas: those of the study of English as a lingua franca, the development of communicative competence and the use and acquisition of a language beyond a second one in instructed contexts. This book is for researchers with an interest in the field of second/foreign language acquisition and use, scholars examining learner variables in instructional contexts, and scholars adopting a sociolinguistic perspective in the study of oral discourse and languages in contact. Visit the publisher’s website at http://www.springer.com/west/home?SGWID=4-102-22-173701711-0&changeHeader=true&SHORTCUT=www.springer.com/978-1-4020-5635-2 .
Source: Springer
Inputdate: 2007-08-08 05:33:30
Lastmodifieddate: 2007-08-08 05:33:30
Expdate:
Publishdate: 2007-08-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: New Book: Intercultural Language Use and Language Learning
Body: From http://www.springer.com/west/home?SGWID=4-102-22-173701711-0&changeHeader=true&SHORTCUT=www.springer.com/978-1-4020-5635-2 Title: Intercultural Language Use and Language Learning Editors: Eva Alcón Soler and Maria Pilar Safont Jordà Publisher: Springer Summary: This volume attempts to address an issue that deserves further attention on the part of language acquisition researchers: that of intercultural learners in instructed language contexts. Given the fact that most speech communities where such learning takes place are at least bilingual, and the idea that English is studied for the purposes of communication among people from different cultures, the book focuses on English learners as intercultural speakers. In so doing, the volume brings together three main research areas: those of the study of English as a lingua franca, the development of communicative competence and the use and acquisition of a language beyond a second one in instructed contexts. This book is for researchers with an interest in the field of second/foreign language acquisition and use, scholars examining learner variables in instructional contexts, and scholars adopting a sociolinguistic perspective in the study of oral discourse and languages in contact. Visit the publisher’s website at http://www.springer.com/west/home?SGWID=4-102-22-173701711-0&changeHeader=true&SHORTCUT=www.springer.com/978-1-4020-5635-2 .
Source: Springer
Inputdate: 2007-08-08 05:33:30
Lastmodifieddate: 2007-08-08 05:33:30
Expdate:
Publishdate: 2007-08-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
