Below is the flyer information from Skip providing the information about my upcoming visit to Maine. And don’t forget that Susan Gross will be in Japan on the 18th and 19th of this month: The World Language Department at Poland Regional High School will host Ben Slavic, author of TPRS in a Year! and PQA in a […]
There is currently a great Big Picture presentation on diving that syncs great with a lot of year-beginning vocabulary. It’s called “Diving In” and can be found at: http://www.boston.com/bigpicture/2010/09/diving_in.html In Circling with Balls, we are using the verb “jump” an awful lot, and this picture set takes that and drills it wonderfully. I used the terms
Susan Gross is coming to Japan for the first time, giving a three day workshop September, 18-19th and 20th, 2010. If you are in Japan or nearby, don’t miss this rare chance for TPRS training. The workshop will benefit teachers who teach any language and any level. For more information and to register contact Martha
Laurie said in a recent blog comment: “…I have long wondered about the irony of measuring language acquisition using NUMERICAL data…”. I replied, as a comment, and make it a blog entry here because then it is more searchable: Laurie I think it’s time for an investigation. I’m not wondering anymore. The manner in which
They will feed us if we let them. What does that mean? To me, it means that if we give up worrying about controlling the direction of the discussion in the target language, and listen to them more, then the discussion will be more interesting, because it will include, not exclude, their point of view. But
The Circling with Balls activity (this site/resources/workshop handouts), is an excellent way to begin the year in first year classes because it addresses both the personalization piece and the establishment of the rules piece (see this site/posters for the most current version of the rules that I have developed over the years). By getting to know the
More from K: Bonjour M. Slavic, J’ai une question pour vous. Je fais mes devoirs d’ete pour PIB French 2 et J’ai un problème. Je dois lire une histoire et puis écrire un résumé. Nous sommes censés utiliser l’imparfait. Mais, je tiens à dire “Il a dit que Jean-Pierre ne pouvait pas avoir un chien”
I got this recently from K, who makes an interesting observation about the value of classes in which vocabulary acquisition is valued over language acquisition: Hey Mr. Slavic, Knowing a bunch of words without use won’t help. I have a neighbor who took 5 years of French (including AP) and only knows a bunch of
Heather has very kindly clarified some things about ways to use this site: Bonjour to all of Ben’s readers! I recently fixed an issue with the RSS feed from the blog – if you tried to use it, it would not download the posts. As I have an iPad and am using the Blogshelf app
[Ed. note: I’ve been up in the mountains if you’re wondering why it’s been quiet here lately. Things will slowly crank up as we get back into August, when we can talk about ways to reach the kids with personalized comprehensible input in those first all-important weeks of the year. The week of July 26
Jennfer sent me this interesting email: Ben, I have always been a 4%er, and now I may know why. I’m wondering how this can impact my classroom… I picked up my Russian copy of Bednaya Anya (Poor Ana) and have been happily reading through it as my bedtime reading. As such, I have been re-reading
