This open-access textbook helps students learn to read New Testament Greek at …
This open-access textbook helps students learn to read New Testament Greek at the elementary level. It includes clear, concise explanations of grammar and syntax, helpful examples, and essential vocabulary, with no assumption of previous language study, and it does not require accents for most forms. At the end of each of its twenty chapters, students will find short Greek-language episodes from the life of a fictional early Christian family of Jewish ancestry, short readings from the Greek New Testament and Septuagint, and review/homework exercises that can help reinforce new concepts and vocabulary. This book can help students prepare to read Nijay Gupta and Jonah Sandford’s Intermediate Greek Reader: Galatians and Related Texts, also available as an open-access textbook.
Technology Enhanced Elementary Spanish Program - TEESP World Language Program Introductory Course …
Technology Enhanced Elementary Spanish Program - TEESP World Language Program Introductory Course for Grades 1 – 6 2007 – 2010 Artwork for lessons created by Evelyn Schluckebier 2008, 2009. All drawings are copyrighted 2008 with Creative Commons License. Drawings may be shared but not sold, as long as any derivative works are also shared under a similar license. Project evaluation: Lisa Knoche, UNL Research Center
Project funded by Foreign Language Assistance Grant, 2007 - 2010 Program Information The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a FLAP (Foreign Language Assistance Program) grant. Project Information
The project design was developed by a team of high school Spanish teachers. Known as the WLLC team (World Language Learning Community) team these teachers have worked together for several years to improve the teaching strategies in language education for area schools. They have all participated in various professional development opportunities, including Teaching Proficiency through Reading and Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska Department of Education, World Languages Department.
Technology Enhanced Elementary Spanish Program - TEESP World Language Program Introductory Course …
Technology Enhanced Elementary Spanish Program - TEESP World Language Program Introductory Course for Grades 1 – 6 2007 – 2010 Artwork for lessons created by Evelyn Schluckebier 2008, 2009. All drawings are copyrighted 2008 with Creative Commons License. Drawings may be shared but not sold, as long as any derivative works are also shared under a similar license. Project evaluation: Lisa Knoche, UNL Research Center
Project funded by Foreign Language Assistance Grant, 2007 - 2010 Program Information The Technology Enhanced Elementary Spanish Program (TEESP) was a three-year collaborative effort by ESU #16, ESU #15 and area schools. The program is funded by a FLAP (Foreign Language Assistance Program) grant. Project Information
The project design was developed by a team of high school Spanish teachers. Known as the WLLC team (World Language Learning Community) team these teachers have worked together for several years to improve the teaching strategies in language education for area schools. They have all participated in various professional development opportunities, including Teaching Proficiency through Reading and Storytelling (TPRS) with Susan Gross and Karen Rowan, Comprehensible Input Reading Strategies with Jason Fritze and Literacy Strategies delivered by staff from Nebraska Department of Education, World Languages Department.
The increasing study of Spanish in high schools and colleges has made …
The increasing study of Spanish in high schools and colleges has made necessary the preparation of a text of a simpler character than those now in common use.
In the present text, especially in the first selections, the language has been simplified so that reading may be begun at a very early stage in the pupil's work. It has not been considered necessary to supply notes, as the matter is simple and the vocabulary furnishes all necessary information. All verb forms occurring in the text, whether regular or irregular, are given in the vocabulary.
There is constant repetition of common words and expressions, so that comparatively long lessons may be assigned and the pupil may be enabled to acquire an extensive knowledge of useful every-day Spanish and become familiar with the structure of the Spanish sentence at an earlier period than has been possible heretofore.
Selection XII is taken from "Tradiciones y leyendas españolas" by Don Luciano García de Real (Barcelona, 1898). Selections IV, VI, IX, X, XIII, are taken from the "Biblioteca de las tradiciones populares españolas" (Madrid, 1886). The remaining selections are taken from various sources or adapted from English or German.
Many changes have been made in all the selections, except in the fables of Iriarte and the story by Fernán Caballero, in order to render the material suitable for beginners.
Elementary Swahili: Lugha na Utamaduni is intended for both heritage and non-heritage …
Elementary Swahili: Lugha na Utamaduni is intended for both heritage and non-heritage elementary Swahili learners. It introduces the learners to aspects of Standard Swahili language and culture with the view of enhancing their intercultural competence in Swahili. The topics are well-integrated to enable the learners to easily apply what they learn in each topic into their daily interactions in Swahili about themselves, family, friends, immediate world, and East Africa. Thus, at the end of Elementary Swahili, learners should be able to carry out basic conversations in Swahili about themselves, their world, and East Africa. Further, the coursebook will incorporate common Swahili cultural practices in all the topics with the view of enhancing the learners’ intercultural competence.
This OER Lesson plan was created by Anita Saalfeld and reviewed by …
This OER Lesson plan was created by Anita Saalfeld and reviewed by Chrystal Liu as part of the 2023 World Language OER Summer work and training. Educators worked with NDE staff to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language teachers for students at Novice Mid to Intermediate Mid proficiency level in Spanish. Students will listen to a presentation on huipiles, answer questions embedded in the presentation, and then use what they learned to create their own weaving project. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.2, NE WL 2.1, NE WL 3.1, and NE WL 4.2.It is expected that this lesson plan will take students 1-3 days to complete.
This online interface processes MSA using four different modes. The 'Resolve' mode …
This online interface processes MSA using four different modes. The 'Resolve' mode provides tokenization and morphological analysis of the inserted text while the 'Inflect' mode lets users inflect words into the forms required by context. The 'Derive' mode allows users to derive words of similar meaning but different grammatical category. The 'Lookup' mode can lookup lexical entries by the citation form and nests of entries by the root; it also allows users to search in the English translations.
In this activity, students will get to know each other by asking …
In this activity, students will get to know each other by asking different questions in relation to their hobbies and their lives. This way they will learn each other's preferences.
In this activity, students will get to know each other by asking …
In this activity, students will get to know each other by asking different questions in relation to their hobbies and their lives. This way they will learn each other's preferences.
Students will discuss the environment and their favorite ways to get around …
Students will discuss the environment and their favorite ways to get around and things to do outside. Students will also be able to compare and contrast between transportation options in both their hometown and Spanish speaking countries.
Students will practice discussing their preferences, how to defend and support their …
Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others. Students will use technology to communicate with peers about their preferences on a variety of topics.
Students will review the signs for emotions and play a game to …
Students will review the signs for emotions and play a game to better understand how to use the emotions in conversation. Students will have the opportunity to communicate with peers to defend and explain their choices.
Students will get the chance to learn some new emotion vocabulary. Students …
Students will get the chance to learn some new emotion vocabulary. Students will tell stories about different emotions they have. They will learn to identify and express different emotions.
Short Description: Our goal in writing this book is to empower our …
Short Description: Our goal in writing this book is to empower our graduate-level ESL students to be confident and successful in their fields no matter whether they speak and write English "with an accent" or not.
Long Description: This book covers five parts: Starting Out in an American Classroom Plagiarism at the ESL Composition Program Reading as an Active Process Writing at the Graduate Level Communication in American Classrooms
Each chapter focuses on different cultural, social, and linguistic concerns that graduate-level ESL students might struggle with.
Word Count: 24124
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Students in my Spanish 2 class learn banking terms. However, for many …
Students in my Spanish 2 class learn banking terms. However, for many students, it helps to strengthen working knowledge of banking before transferring the terms to our target language. This project aims to strengthen both background knowledge and Spanish vocabulary, so that students will engage more fully and learn the content with depth. For the project, divide students into 3 groups: Bank, Checking vs. Savings, and Loans. If class sizes are large, you can have multiple groups research the same topic. Each group will become the experts on their specific topic and will share a Spanish presentation to the other groups. Each group only watches the English version of one video on one topic, but is expected to have a basic understanding of all three topics in Spanish by the end of the project. To check this understanding, all students will need to complete a quiz in Spanish based on all three presentations.
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