Infonews n°279 from 10/09/2006
Improve their Spoken Interaction through Interactive Stories
September 11th (from [LII New This Week] September 7)
- Objects from September 11: Bearing Witness to History
- Cartoons about 9/11
- Newspaper Frontpages from Newseum
September 26th 2006 : The European Day of Languages
Nursery School : Little Explorers (from eTwinning newsletter n°15)
Learn a Song
Roald Dahl
Dictionary of English Idioms & Idiomatic Expressions
Scenes of American Life ( from Riverdeep's Classroom Flyer, Thursday, September
7th)
Urban Environment: Challenges to Sustainability (from The Scout Report -- September
8)
Gathering the Jewels/Casglu'r Tlysau : The Website for Welsh Cultural History
( from [LII New This Week] September 7)
Small Business Administration: Managing (from The Scout Report -- September
8)
Slave Narratives (from The Scout Report -- September 8)
Stories on Stage (from The Scout Report -- September 8)
Interview with Matt
Breaking News English
Language Lab
Listen to English, Learn English!
Classroom Blogging: A Comparative Review
Pinwheel for Peace
Learning with eTwinning
Bac STG
Indicateur européen des compétences linguistiques ( APLV-Langues Modernes)
Improve their Spoken Interaction through Interactive Stories
Spoken Interaction is this 'new' fifth skill which splits the skill of oral
production into speaking ( presentation, reading, etc.) and interacting ( discussing,
debating, co-operating etc.). It is presented in the "Common European
Framework of Reference for Languages" (CECRL in French : they advise teachers
to read it in their native language) :
http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf (in
English p73)
http://www.coe.int/t/dg4/Linguistic/Source/Framework_FR.pdf (in
French p60)
http://www.langenscheidt.de/deutsch/lehrwerke/daf/profile-deutsch/home_profiledeutsch.html (in
German)
and you can find links to the document in other languages at:
http://www.coe.int/T/DG4/Portfolio/?L=E&M=/documents_intro/common_framework.html
So we should train our students in this skill as well as the others. Oral Interaction
with a native, face to face, is easy to organise...when you have a native available
;) , but since there is only one assistant for the school (if you're lucky),
teachers have to encourage students to interact with each other. Organising
debate is an opportunity that you all know which allows students to train to
interact / discuss in a group. But here is an activity which allows two learners
to interact together and learn.
"Interactive Stories or Guided Stories is the name of a teaching technique
developed by Mark White, a Kyoto based language teacher/writer. The technique
consists of a story, which includes both sentences and questions so that as
one student reads it to the other, the listener can respond to the questions
and interact with the storyteller and the story itself by making it up as they
go along. " (extract from the site)
http://e-poche.net/conversations/?page_id=7
you can read an example of production
http://e-poche.net/conversations/?page_id=11
or listen to the first episode of an interactive story (the big dream)
http://e-poche.net/conversations/?page_id=13
http://www.e-poche.net/conversations/audio/BigDream1.mp3
and read the script, including the objectives of production
http://www.e-poche.net/conversations/files/TheBigDream.doc
As you can see and hear, this example is for adult beginners, but you can adapt
the objectives to those of each students. Through this activity, they will
improve their capacity to communicate and develop strategies corresponding
to 4.4.3.1 : conversation p62, information exchange/échange d'information p67,
goal oriented co-operation/coopération à visée fonctionnelle p65, but also
acquire vocabulary and practice structures that have been learnt in class.
First, you can train them as a class, so that they understand what is expected
from them, and use stories from this website or from any other source, or that
you have written yourself, and then they can make their own stories and later
share them with the class.
September 11th
- Objects from September 11: Bearing Witness to History
(from [LII New This Week] September 7)
This companion website for an exhibit from the Smithsonian National Museum
of American History
"represents a work in progress. It embodies the best efforts of staff
... to document and preserve a wide range of stories about September 11." The
site features clear, well-organized images of objects representing "the
material record of this important event in American history." Includes
personal narratives by the curators.
http://americanhistory.si.edu/september11/
[ this collection of objects is fascinating. Any of those can make our students
talk : you can choose the Blackberry communicator used outside the WTC and
the transcript of the messages
http://americanhistory.si.edu/september11/collection/record.asp?ID=57
I chose this page about the rescuers because of the K9 rescue team : It took
me a moment to realise that "K9" stands for "canine" !!!!!
http://americanhistory.si.edu/september11/collection/record.asp?ID=52
image of a : http://americanhistory.si.edu/september11/images/large/52_18.jpg
audio interview of the curator : http://americanhistory.si.edu/september11/collection/audio.asp?ID=55
transcript : http://americanhistory.si.edu/september11/collection/transcript.asp?ID=55
- Cartoons about 9/11
you will find lots of cartoons on Cagle,September 26th 2006 : The European Day of Languages
Françoise Varillon on Interlangues advises us to download those documents
and/or play those interactive games for the The European Day of Languages on
September 26th.
Documents
http://europa.eu.int/comm/publications
You will find many booklets on various subjects to order or downloads, interactive
maps and maps to download or order, and several free illustrated books for
all level that you can download or order:
Europe in 12 lessons, for beginners
Panorama of the European Union for intermediates
Key facts and figures for all levels, including charts and figures, but illustrated
for children
How the European Union Works for advanced students
Travelling in Europe for upper intermediate and advanced
Games
Europa Go (for the youngest)
http://europa.eu.int/europago/welcome.jsp
various interactive games, including a flag memory game which allows young
students to memorise the flags.
Let's explore Europe (from lower intermediate upwards)
http://europa.eu.int/europago/explore/welcome.jsp
a quiz with questions on various topics and three choices each time : the questions
are also the opportunity to discover many facts about Europe and the European
Union.
Nursery School : Little Explorers (from eTwinning newsletter n°15)
In this project, nursery school children from Poland, Spain, Malta, Czech
Republic and Scotland, supervised by teachers, perform a series of unusual
activities such as research games and experiments. Children and teachers analyse
the results of the activities, describe, exchange and publish them using ICT.
To know more, go to their multi-media weblog:at:
http://mediablog.mail2web.com/littleexplorers/portal/
Learn a Song
this site offers online songs, with music and lyrics. It is easy to use in
class if you have a computer. You can learn "ba-ba black sheep" or
"row, row your boat", and there are many other songs.
http://www.manythings.org/songs/
Roald Dahl
Catherine Serreau reminds us on eteachNet that Roald Dahl would have been
90 on September 13th. You can find a very useful page of links on her site:
http://englishacademy.site.voila.fr/roalddahl.htm
You can also find resources about Roald Dahl' short story "Lamb to the
Slaughter" in le Café Pédagogique
http://www.cafepedagogique.net/disci/anglais/59.php
Dictionary of English Idioms & Idiomatic Expressions
On eteachNet, Sophie Osmont recommends this dictionary to invite students
to learn and use idiomatic expressions. I discovered there that Monika was
an albatros round the neck of Bill Clinton....or did I get the expression wrong?
;)
http://www.usingenglish.com/reference/idioms/
Scenes of American Life ( from Riverdeep's Classroom
Flyer, Thursday, September 7th)
This Smithsonian online exhibit features American paintings that highlight
the history and story of American life. Each entry is annotated; click on each
slide to enlarge it. Consider having your students select one slide or one
artist, writing up either an artist's biography or a presentation on the elements
of art in their chosen slide.
http://americanart.si.edu/collections/exhibits/t2go/1sa/image-frame.html
[ nice modern paintings, most of the hyperealist, to make the students describe
a picture and find some implicit meaning hidden in it. Also excellent documents
for art students.]
Urban Environment: Challenges to Sustainability (from The Scout Report -- September 8)
Ever since the Development Gateway resource was created a few years ago, they
and their partner organizations have never shied away from taking on some of
the thorniest issues facing human populations around the globe. Recently, they
assembled their own set of top-notch experts to talk about the future of urban
environments from a variety of informed perspectives. The subjects they were
primarily concerned with included air pollution, the lack of clean water, and
other issues that concern large urban areas, particularly in the developing
world. Divided into four primary sections, the homepage brings together perspectives
from Gateway members that answer
questions such as “What are the biggest challenges to cities?” Other sections
are also offered that provide effective networking suggestions for professionals
and civic officials who might be intimately involved with such policy solutions.
The site is rounded out by the
“Communities” area, which allows users to view information on the role of technology
and urban development and cities which have adopted certain sustainable technologies.
[KMG]
http://topics.developmentgateway.org/special/urbanenvironment
[ for advanced students. You can use the people's reactions on this page:
http://topics.developmentgateway.org/special/urbanenvironment/template35.do
to launch a debate on the topic of : What are the biggest challenges to cities?
]
Gathering the Jewels/Casglu'r Tlysau : The Website for Welsh Cultural History ( from [LII New This Week] September 7)
This website about Welsh history provides "over 20,000 images of objects,
books, letters, aerial photographs and other items from museums, libraries
and record offices in Wales."
Searchable; or browse by county in Wales or by subjects such as agriculture,
industry, arts, religion, politics, education, transportation, domestic life,
and war. In English and Welsh. From the National Library of Wales.
http://www.gtj.org.uk/index.php?lang=en
[ a very nice site, with loads of information about Wales, including films.]
Small Business Administration: Managing (from The Scout Report -- September 8)
The world of business can be a difficult one, particularly for those entering
the business world as owners or managers of a small business.
Fortunately, there are a number of resources online that can ease this transition.
The United States Small Business Administration has created this resource that
is designed to give business owners a basic overview of how to manage, market,
and lead their business. The site is divided into several discrete sections,
including “Management for Growth”, “Leadership” and “Marketing &
Sales”. Within each section, visitors can read essays that address such topics
as the management of employees, buying a franchise, equity financing, and strategic
planning. One of the highlights here is a free online growth strategies course.
The site is rounded out by an area that provides information about some of
the Administration’s special initiatives designed to help women, minorities,
and veterans. [KMG]
http://www.sba.gov/managing/index.html
[ idea for business and management students.]
Slave Narratives (from The Scout Report -- September 8)
With a powerful narration by Dr. Maya Angelou, the opening frames of the Slave
Narratives website pique even the most casual visitors’
interest immediately. Created by the Museum of the African Diaspora (based
in San Francisco), the site features an innovative interface that allows users
to roll over a series of multicolored dots to learn about the first-hand perspectives
of slaves such as Francis Bok, Mary Prince, Fountain Hughes, Harriet Jacobs,
and Juan Francisco Manzano. As Dr. Angelou’s voice intones an introduction
to each individual’s narrative, visitors can read a transcript of their story,
or just listen along. Visitors who wish to learn more will want to consult
the “Resources” area which includes bibliographic information for related works
that tell of such experiences. [KMG]
http://moadsf.org/salon/exhibits/slave_narratives/flash.php
[ long narratives but said slowly, and the full transcript, to train advanced
students to understand this accent and sum up a long text. Note the flash animation
takes time to download.]
Stories on Stage (from The Scout Report -- September 8)
Dramatic readings on the radio were a mainstay of this Marconi-infused mode
of communication for decades, and in recent years, more and more public radio
station have been creating their own live dramatic reading series. One such
vehicle is the Stories on Stage series, which was started in 1993 on Chicago
Public Radio. Essentially, each program finds a single actor reading three
or four stories that share a common theme. Visitors who are seeking literary
and dramatic nourishment will appreciate the fact that this site contains both
current and past performances of the series for their listening pleasure. Over
the years, readings have featured the works of Raymond Carver, Edith Wharton,
and a special episode dedicated to the works of Tobias Wolff. Certainly, one
can see that this site might be put to good use in a theater arts classroom
or one dedicated to the practice of elocution or performance arts. [KMG]
http://www.chicagopublicradio.org/programs/specials/sos/stories.asp
[ excellent pronunciation but no scripts. interesting stories for advanced
students.]
Interview with Matt
Many teachers are looking for short audio recordings to train their students
to oral comprehension. There is a lot of material available online. On eTeachNet,
our colleague Annie Gwynn, a teacher for STG classes, recommends this interview
of a marine who doesn't like war. It is short, easy and clear : a good starting
point for students who feel they can't understand anything English.
Remember to prepare different worksheets for people of different level, so
that the weakest can spend time trying to understand the basics while more
advanced students can prepare a comment/analysis on how he feels and why.
http://e-poche.net/conversations/?p=27
Breaking News English
Sean Banville offers you regularly short texts, audio recording and lesson
plans about the news. The lessons are ready to use, with ready to print worksheets
and lots of ideas to introduce the topic interactively or organise follow up
activities.
http://www.breakingnewsenglish.com/index.html
Language Lab
Our colleague Robert Tuffigo's site offers several interactive lessons to
train the students to oral comprehension. Choose the theme and level you like
on this page:
http://www.language-lab.org/learning/lessons_fr.html
and for each lesson you find the recording, the keywords, the choice between
listening without script, with an script with words missing or the full text,
and then exercises inviting the students to various exercises to unable them
to show they have understood the text, train their ear and learn phrases.
A perfect tool for the computer lab or to learn autonomously, for intermediate
and upper intermediate students.
Listen to English, Learn English!
On e-teach, Isabelle Barry recommends this site which Peter Carter from Birmingham,
England, produces as a podcast. It is something similar to Breaking News, but
without the lesson plan. You have a short text said by an English speaker and
the transcript, and even one exercise for the last news item. There are nice
color pictures, but it is not easy to navigate through the pages and find something
interesting for our students. The site seems to be recent, so lets come back
later to see how it goes...
http://carterandrigby.mypodcasts.net/?cat=podcasts
Classroom Blogging: A Comparative Review
Aaron Campbell, an ESL teacher in Japan, has written this article : "
Weblog Applications for EFL/ESL Classroom Blogging: A Comparative Review",
which reviews several blogs, describes and compares then, and stresses the
things a language teacher should look for when choosing a blog and insists
on the opportunity for social networking.
http://www-writing.berkeley.edu/TESL-EJ/ej35/m1.pdf
Technique pour utiliser l'audio en classe
Le site "CAPDIDACAUDIO" propose de faire le point sur les possibilités
d’acquisition et de manipulation offertes par un micro-ordinateur en ce qui
concerne les documents audio. Il s’adresse
à un public éveillé mais pas nécessairement averti, et plus particulièrement à des
*enseignants de langue vivante désireux de pouvoir réaliser facilement des
supports audio intégrés à leurs progressions*. Réalisé par un collègue d'anglais
du LPA de Rivesaltes, ce site répondra à beaucoup de vos questions sur comment
récupérer du son sur internet.
http://capdidacaudio.free.fr/index.htm
Pinwheel for Peace
Pinwheels for Peace is an art and literacy installation project started in
2005, as a way for students to express their feelings about what's going on
in the world and in their lives. The project was quickly embraced by art educators,
teachers, scout groups, churches, and entire cities, becoming a meaningful
and powerful peace advocacy agent.
Many schools used the Pinwheels for Peace project as a springboard to a much
larger celebration of peace and diversity, with musical performances, dedications,
and proclamations to make the day unique and special. On September 21st, 2005,
people in over 1,375 locations throughout the world 'planted' approximately
half a million pinwheels in public places in their communities! This was the
first
year of the Pinwheels for Peace project. Now, we're preparing for September
21st, 2006, year two, and this time we're aiming for over a million pinwheels!
Peace doesn't necessarily have to be associated with the conflict of war; it
can be related to violence/intolerance in our daily lives, to peace of mind.
This is not political. To each of us, peace can take on a different meaning,
but in the end, it all comes down to a simple definition: a state of calm and
serenity, with no anxiety, the absence of violence, freedom from conflict or
disagreement among people or groups of people. A pinwheel is a childhood symbol:
it reminds us of a time when things were simple, joyful, peaceful. A
pinwheel is easily made using just about any type of material, from copy paper,
to thin plastic, to lightweight metal. The stick of the pinwheel can be as
simple as a pencil or as intricate as a carved stick or metal rod. Pinwheels
can be made as small as one inch in diameter, or as large as desired, limited
only by the creator's materials and motivation. Pinwheels can be minimal or
very complex; imagination, creativity (and a mild breeze) are the only variables
needed.
Students will create pinwheels of all shapes and sizes. As part of the creation
process, the students will write their thoughts about war and peace, tolerance,
and living in harmony with others on one side. The writing can be poetry, prose,
haiku, or essay-style, whatever writing form is appropriate as the children
express themselves. On the other side, the students will draw, paint, collage,
etc., to visually express their feelings. They will assemble these pinwheels
and on International World Peace Day, Sept. 21st, 2006, everyone will 'plant'
their pinwheels outside (at the schools, museum, public places, etc.) as a
public statement and art exhibit/installation. The spinning of the pinwheels
in the wind will spread thoughts and feelings about peace throughout the country,
and the world! Although the project was conceived as a way for students to
express their feelings, we are hoping that artists, non-artists, young people
and not-so-young people,
EVERYONE, participates. Peace is something that we all yearn for.
In today's world, peace needs to become more than just a word.
Please visit our website: http://www.pinwheelsforpeace.com for
more information, pinwheel directions, and templates. We are hoping that you'll
help us spread the word about this project.
If you have any questions, please contact us. In advance, we thank you!
Ann Ayers & Ellen McMillan
Art Teachers
Monarch High School
5050 Wiles Road
Coconut Creek, FL
754-322-1425
info@pinwheelsforpeace.com
Learning with eTwinning
A booklet about "learning with eTwinning" is available online for
free. You will find there examples of projects and tips to work with etwinning.
http://www.etwinning.net/shared/data/etwinning/booklet/booklet_final_en.pdf
Bac STG
Tous les enseignants en STG se demandent ce que va être le nouveau bac STG.
Il concernera les LV1 et LV2, et il n'y a pas encore d'épreuve 0 à
consulter ou utiliser comme base pour une préparation. Vous trouverez les infos
officielles et les textes dans le Guide Rentrée du Café Pédagogique en langues
vivantes:
http://www.cafepedagogique.net/dossiers/r2006/lang.php
et voici ce qui se dit sur la liste de discussion eteach:
"L'épreuve classique de Compréhension écrite + Expression écrite est maintenue
et elle est notée sur 10 points
La Compréhension Orale sera notée dans le courant du 2ème trimestre (ou au
3ème?) dans l'établissement de l'élève, il s'agira d'un sujet national avec
grille d'évaluation nationale noté sur 5 points.
Le document support sera authentique et il durera entre 1’30 et 2’.
L’épreuve durera environ 20’ :
* distribution du questionnaire
avec 2 minutes pour le découvrir
* première écoute en continu avec
2’ de pause pour prendre des notes
* 2^ème écoute en continu suivie
de 3’ de pause
* 3^ème écoute en continu et 5’ pour
finir de compléter la fiche.
Pour l'expression orale, Il y aura aussi une
épreuve d’expression orale sur 5 points avec une banque de sujets nationaux
et une grille d'évaluation. Il s'agira de sujets type documents iconographiques
ou très courts textes
"déclencheurs de parole", l'élève devra présenter le document (préparation
10 minutes), puis il y aura des questions posées par l'examinateur. Une série
de questions pour guider la discussion sera proposée aussi au niveau national.
(Durée : 10mn).
Le professeur interrogateur ne devra pas être le professeur de l’élève."
Indicateur européen des compétences linguistiques ( APLV-Langues Modernes)
À lire sur le site de l'APLV-Langues Modernes, www.aplv-LanguesModernes.org,
la réaction (violente!) de Christian Puren aux récentes Conclusions du Conseil
européen sur l'indicateur européen des compétences linguistiques : il semble
que la certification selon le CECRL qui va se mettre en place risque finalement
de se réduire à des QCM linguistiques, style TOEFL.
le texte : http://www.aplv-languesmodernes.org/IMG/pdf/Conclusion_du_Conseil_de_l_Europe-2.pdf
la réaction : http://www.aplv-languesmodernes.org/article.php3?id_article=437
[ Note : le texte faire référence à la "CITE"
qui désigne la "classification internationale type de l'éducation".
Il s'agit d'un instrument permettant de compiler les statistiques sur l'éducation à l'échelle
internationale.
Pour plus d'informations sur la CITE 97 (la dernière version de la CITE), voir
le site:
http://www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm ]
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