I got a note from our PLC member Steve and in it was this jewel: …I have tried to continue quietly about my business without being confrontational when people make statements that are uninformed and imply that language acquisition is based on output…. I wish someone had told my confrontational self that years and years […]
Typical of our group, Eric keeps coming up with new ways to do things. Everything he does is heavily based in research. The article below expands somewhat on the speed reading thread we’ve been touching on here recently. A bit lengthy but a very important read, in my view, and a chance to study Eric’s
Brigitte was kind enough to send this: “Jojo sucht das Glück” is a telenovela created specifically for German learners. It is produced by “Deutsche Welle”, which is Germany’s international broadcaster. The series is now in its third season and each season has about 11 episodes. Each episode comes complete with interactive exercises and vocabulary lists.
Hi Ben: I have 12 week trimesters tons of native speakers in my classroom. Was wondering why do you teach 3rd person first? How do you do a story and teach first person verbs? Would you teach 2 tenses in the same presentation? I ask because I’m getting different advice from different people some say
Hi Ben! I had an amazing time at NTPRS this summer and when I looked back through my notebook (yes, paper and pen) I felt like I had a collection of gems that I’d like to share with the blog. So…here are some of my takeaways from a few of the incredible sessions I attended..but
Hi Ben, I’ve been trolling the PLC with more rigor for the last few weeks since we have been back in school and I am so indebted to you and the PLC for all the ideas that I am taking and have taken from the group. This year I have 7 sections of high school
This question is somewhat directed to the German teachers and those familiar with JoJo sucht das Glueck, a telenovela. If it’s not pertinent, no worries. Anyways… I am feeling torn between staying true to the research and evidence behind CI, and introducing more vocab. than students will retain. Example: I would like to share a
This post connects to the current ROA thread: Here is a good way to encourage speech output in upper level classes without forcing it: With the story up, instead of accepting one word answers, which is largely the rule in levels 1 and 2, with third year kids or above (could be used in level
I have noticed that with the iPad the class artist sometimes gets too much into drawing and spaces out on the French. In order to fix that, I now ask my artists to not draw the drawings of the story during the creation of the story in class. Instead, they draw them at home. To
The Pure Land is a place where quietude in the classroom rules over noise, where pauses occur more often than words, where the timbre and tone of the instructor’s voice are characterized by calmness and kindness, and where the communication with the students is unusually heightened. For this, the language must be made attractive and
These are for the new ROA step 11 (Director’s Cues). Please look over the French and make corrections. This is going up on my wall. avec enthousiasme d’une façon romantique en play-back à droite à gauche en haut en bas en riant en hochant la tête avec pudeur un pied dans l’air la tête an
