Mark at CU/Boulder sent this: Hi Ben, Praise to Robert Patrick for what he has started at Georgia. Last night, in speaking with my colleague from one of our language departments, I learned from him that he had students who didn’t do homework in class and still got better results than students who did. What […]
Many of us are now using Quick Quizzes to help support our comprehension based instruction. We do so because we know the value that daily formative assessment brings to our fluency programs, not the least of which is huge gains in classroom management. So below is a detail about Quick Quizzes. For more, click on the category at
Ben: This could be a fun way to review or work with high frequency, repetitive structures. Les Trois Petits Cochons à la Gaga: https://www.youtube.com/watch?v=1qxnpz0z_hg Bonne rentrée, Chill
Carol sent this for us. Whenever we want to work with a picture using L & D (Look and Discuss) as per: https://benslavic.com/blog/category/look-and-discuss-l-d/ all we have do is click here: http://www.360cities.net/ and Erin sent this note and link: Ben, Another L&D option that I can suggest is the New York Times’ learning blog. Every Monday,
Kath Burke in Thailand has a question for the group: Dear Ben – I am developing a story book for adult learners of Thai. I would like some tips from the group: 1. There are no official word frequency lists for Thai – e.g. a list of the top 200 words /500 words. I know
Here is a comment Sabrina wrote to a new member of the group, Sasha. It’s pretty cool so I made it into an article: Welcome on board. The Captain has turned on the Fasten Seat Belt sign. If you haven’t already done so, please stow your carry-on luggage (grammar books) underneath the seat in front of you
Dr. Krashen has stated that when we focus on writing we do not become better writers. Annick Chen has shown that to be true at Lincoln High School in Denver. When we write more we do not become better writers. Somewhere in Robert’s recent series on Scope and Sequence, Robert Harrell mentions that no serious
When I first started doing CWB I was teaching stories in a middle school about ten years ago. The balls had the sole purpose of neutralizing the excessive physical energy of one nervous 13 year old boy whose identity lay out on the football field – such is the way we train boys in our
Ben, I wanted to share with you how two fellow Spanish teachers of mine have greatly improved the level of interest in TPRS / CI thanks to their collaboration with members of this blog. First there is the case of a teacher named Elizabeth Oxandale who formerly taught in my district and then went to
Robert’s Scope and Sequence post #18 wandered off and I found it and published it where it should be, about four articles back. So if you are following this thread you can go back and find it now. Apologies.
I have been knocking around the idea of adding another skill to to Circling and SLOW and Staying in Bounds and vCU and repeating the key target in every single sentence we say and the others. It would be that we must train ourselves when we speak to our students to never use a word
Martin continues: We were heartily welcomed in the rooms of the Centre Culturel d’Agen on Tuesday morning, received our handouts and the schedule for the week. We dived into it and had a Dutch lesson (the first out of three) with Alike, one of the presenters. It didn’t seem very difficult to us three Germans,
