I wonder how cool it would be to go over a script as a random reading exercise, as per the script (link below) about the little girl and the animal story, and do R & D with that first, before the students have any idea it’s on YouTube. It would just be so neat for […]

Sabrina also sent this third YouTube clip for French teachers: http://www.youtube.com/watch?v=UR4mlLiyjYo She shares: If anyone needs ideas on what or how to circle with this ipad versus paper clip: here is what I did today and it worked beautifully. I first watched the clip thinking about what I’d want to circle with the kids  (same

Sabrina recently sent us this second YouTube link to the little French girl making up a story about animals: http://www.youtube.com/watch?v=381bv0_Gpo8 Both Sabrina and I have decided to spend a few days (at least!) on this. Sabrina was nice enough to provide the script bc other French teachers here will want it. Note that Sabrina left

For French teachers from Sabrina. Show them to your classes tomorrow: This is a very short clip ( 33 seconds) showing how texting and driving can be deadly in Canadian French (good to have them hear different accents of French). http://www.youtube.com/watch?v=yoGw5lDAYdQ&feature=youtu.be (Publicité télévisée de la SAAQ sur les textos au volant. Ce message publicitaire vise

I’m sure few will agree with me, but any focus in a language class on a scope and sequence, or pacing guide, or curriculum map, whatever it is called, is bad. Increasingly, I see that the necessity for maximum repetitions as the key to what we do. We can’t talk about the importance of repetitions anymore.

I got this from a PLC member. It’s a repeat post from a few weeks ago. It’s about the bios. If you are new to the group, you missed what we went through in terms of safety issues about a year and a half ago here. There is the need for everyone to identify who

From Robert: Whenever colleagues question the “rigor” of your class and try to say that TPRS/CI is “too easy”, discuss with them the concept of academic rigor. I really like what the Department of State has to say about rigor:  An academic program is rigorous when there is: depth and integrity of inquiry  sustained focus

Mary Beth shares: My cousin (school librarian) just posted this to Facebook – hahaha….written by Dr. Krashen! http://languagemagazine.com/?page_id=5627#.UVmsKH5JMOY.facebook  

The two articles that follow this one are from previous years. Some may remember this thread, which I made into a category because I thought it was so important. I want to republish it here now for a very specific and important reason: I am having much more success this year reaching my students in the real way

Sabrina sent this and keep them coming Sabrina. The kids eat ’em up. Great way to start off a class. We probably need a category. I’ll make one called YouTube French Clips. I’ll make them for four language groups. The Latinists will have to make their own, costumes and all, and publish them on YouTube and tell

This is from Mary Beth: Hey Ben – I am working on a paper right now about Standards for my Masters class.  I was poking around the NC Dept of Public Instruction site (NCDPI) because we were going to move there a few years ago and are still planning to retire there.  So, I started

Q. I’ve been trying your dictée idea with all four levels of French and see lots of benefits. I’m curious, though, about why you insist on no English during the process. Is it just a general desire to stay in French or is there more to it than that? Dictée certainly improves listening and writing