One of the activities is to prepare cards written on them a …
One of the activities is to prepare cards written on them a piece of information about a country such as: 1- students are divided into groups of 4.2 - One of the group takes a card written on it a piece of cultural information about a country.3- The group decide together rather this information is correct or wrong within a certain time.4- Teacher or somebody from another group( if possible) corrects the mistakes.5- Groups take turns in taking cards.6- The more the activity goes the more challenging the information is.The activity aims to teach students about other cultures as knowledge is provided through competing, not to mention that students do learn more from each other "discussions". I think this activity is quite entertaining and informative for both teachers and students.On the other hand, teachers have to prepare well before applying such activity as the teacher can add extra information at any stage. This activity can cover the three types of materials regarding the type of the given information.
Catalyst is a social, online portfolio based on the Teacher Effectiveness for …
Catalyst is a social, online portfolio based on the Teacher Effectiveness for Language Learning (TELL) framework. Developed out of a collaboration between the Center for Applied Second Language Studies (CASLS) and Professionals in Education Advancing Research and Language Learning (PEARLL), it allows world language educators to: 1) set professional goals, 2) identify their strengths, 3) upload work samples and reflections to document ongoing growth, 4) connect to professional learning resources, including small group peer-to-peer mentoring, 5) create and participate in a professional group, and 6) reflect on their growth over time.
This kit provides teachers and other educators with the materials and guidance …
This kit provides teachers and other educators with the materials and guidance to help fourth grade students understand the reasons that the British colonists elected to declare their independence from King George III between the years 1763-1776. As a part of these lessons students will be encouraged to consider the intent and impact of media documents from a variety of points of view including those of the colonists, King George, patriots, loyalists, slaves and Native Americans.
What types of things do you need at a party? What are …
What types of things do you need at a party? What are some decoration items? What do people eat? There is a lot that goes into planning an event and to be able to provide a clear description of your event in Spanish, you will learn these words!ACTFL StandardsCommunication: Interpretive Communication, Presentational CommunicationCultures: Relating Cultural Products to PerspectivesLearning TargetI can recognize information about when and where an event will take place.Habits of MindThinking and communicating with clarity and precisionCritical Thinking SkillClarity
What types of things do you need at a party? What are …
What types of things do you need at a party? What are some decoration items? What do people eat? There is a lot that goes into planning an event and to be able to provide a clear description of your event in Spanish, you will learn these words!ACTFL StandardsCommunication: Interpretive Communication, Presentational CommunicationCultures: Relating Cultural Products to PerspectivesLearning TargetI can recognize information about when and where an event will take place.Habits of MindThinking and communicating with clarity and precisionCritical Thinking SkillClarity
Students will practice talking about events and holidays. They will discuss the …
Students will practice talking about events and holidays. They will discuss the ways in which they celebrate events with family and friends in the past. Students will also be able to identify how other cultures celebrate local or national holidays. They will recommend places to celebrate birthdays or go on dates in their city, and practice how to talk about past friendships or relationships.
The Center for Advanced Language Proficiency Education and Research (CALPER) at the …
The Center for Advanced Language Proficiency Education and Research (CALPER) at the University of Pennsylvania is one of the fifteen Language Resource Centers established under Title VI of the U.S. Department of Education. According to the website, CALPER's particular focus is to improve the environment of advanced-level foreign language teaching and learning and assessment. The center thus far has developed innovative teaching materials, created online professional development resources, offered workshops for educators, and more.
The mission of the Center for Advanced Research on Language Aquisition (CARLA) …
The mission of the Center for Advanced Research on Language Aquisition (CARLA) is to study multilingualism and multiculturalism, to develop knowledge of second language acquisition, and to advance the quality of second language teaching, learning, and assessment. Some of the ways in which the center aims to achieve this mission is by conducting research and action projects in order to share research-based forms of knowledge.
CARLA's Social Justice in Language Education project is creating instructional materials that …
CARLA's Social Justice in Language Education project is creating instructional materials that address a wide range of social justice topics in ten languages. Grounded in multiliteracies pedagogy, these materials will improve students' language abilities, intercultural understanding, and career competencies through critical engagement with target language texts.
The Social Justice in Language Education website currently includes the following: --Social Justice Bibliography: provides a curated list of resources in three main categories--general social justice resources; social justice and language education; and language-specific resources. --Social Justice and Language Education Presentations: includes recordings of a webinar highlighting the intersection of language and social justice and another webinar that describes the process of developing research-based curricular unit and lesson plan templates that support language instructors in the teaching of social justice themes.
The goal of the Center for Applied Second Language Studies at the …
The goal of the Center for Applied Second Language Studies at the University of Oregon is to improve the teaching and learning of foreign languages. Similar to other language resource centers, CASLS creates language learning and teaching materials, offers professional development opportunities, and conducts research on foreign language learning.
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at …
The Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona is one of the 15 Language Research Centers established across the nation under Title VI of the U.S. Department of Education. CERCLL researches culture, language and literacy with less commonly taught languages. The center also strives to provide educators with teaching resources and opportunities for their professional development.
COERLL produces online language learning materials (for example language courses, reference grammars, …
COERLL produces online language learning materials (for example language courses, reference grammars, assessment tools, and corpora) for teachers to adopt, adapt, modify, and share, and also provides professional development tools for teachers. You can browse materials on the COERLL website.
Chansons françaises is the integrated music component of Français interactif. Chansons features …
Chansons françaises is the integrated music component of Français interactif. Chansons features a French or Francophone song, related to each chapter's cultural or pedagogical focus, presented via audio or video. Accompanying pdfs provide additional information, as well as comprehension exercises. Songs act as a portal to various Francophone cultures and musical genres. Aural comprehension and study of lyrics afford students practice with culturally authentic text and expression. Students discover yet another reason to be passionate about studying French!
Chapeau! is a first-year college text. Although it may appear, at first …
Chapeau! is a first-year college text. Although it may appear, at first glance, to move very fast and introduce a large amount of material early, the vocabulary and grammatical structures that we expect students to control actively by the end of the year are limited in accord with our notion of a reasonable application of the ACTFL proficiency guidelines. As a result, while some instructors may be surprised at such things as the absence of the possessive pronoun, no insistence on the use of optional subjunctives, and no active treatment of the relative dont, others may be disturbed by what we still include in a first-year text. What we do expect students to acquire (which is quantitatively less than what we present in the text for them to know about), we believe they will acquire well, providing a sound basis for further study (formal or informal) and permitting us to say to them, both during and at the end of the course, "Chapeau!"
This chapter will cover clothing, colors, adjectives to describe people and things. …
This chapter will cover clothing, colors, adjectives to describe people and things. Invariable adjectives, adjectives that come before noun.Qu'est-ce que tu portes?Presents clothing, possessive adjectives,,places in town with allerReviewing professions
This chapter will focus on the family, telling ages and phones numbers …
This chapter will focus on the family, telling ages and phones numbers covering numbers from 30 - 1.000.000; it will reintroduce the verb "avoir" to have. Making interrogatory questions will also be covered with "qui", "que, "comment", "quand" etc. It will also revisit possessive adjectives for use with family members.
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