Infonews n°279 from 10/09/2006

This week, your Infonews will certainly arrive later because the server of the Académie de Rouen is down and there is nobody to repair it at the week-end. A la Une, you'll find an interesting technique to encourage students to interact orally, then some resources about September 11th and Europe, a site of songs and a project for the youngest, and for secondary school : sites about literature (Dahl, idoms); painting (about American Life); environment (sustainability) and tourism (Wales). The most advanced students will find a site about how to run businesses and two sites of long stories to listen to. At the end of the letter, discover a project, read about blogs, eTwinning, the new STG bac, and a violent article by Christian Puren on the site of "Les Langues Modernes".
bonne semaine!

Amicalement,
Christine Reymond

Sommaire

A la Une

Improve their Spoken Interaction through Interactive Stories

In the Calendar

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

Resources for Primary School

Nursery School : Little Explorers (from eTwinning newsletter n°15)
Learn a Song

Resources for Secondary School

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)

Resources for advanced students

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)

Oral Comprehension

Interview with Matt
Breaking News English
Language Lab
Listen to English, Learn English!

Internet Resources

Classroom Blogging: A Comparative Review

Projects

Pinwheel for Peace

Teaching Practice

Learning with eTwinning
Bac STG
Indicateur européen des compétences linguistiques ( APLV-Langues Modernes)


A la Une

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.

In the Calendar

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,
http://cagle.msnbc.com/news/9-11Remembered/
I am not very good at humor, but I selected two drawings:
a plane flying through the gates of paradise
http://cagle.msnbc.com/news/9-11Remembered/newgifs/MP091801.gif
a phone in the rubbles saying "I love you" ( such a picture makes me cry....let's see how the students react!)
http://cagle.msnbc.com/news/Bestof2001/bestgifs/stahler.gif

- Newspaper Frontpages from Newseum
the site Newseum gives you access everyday to over 400 frontpages of newspapers.
http://www.newseum.org
But they change each day, except for some very special days that they keep in the Cyber Newseum
http://www.newseum.com/cybernewseum/
About September 11th, you can access all the front pages of the day
http://www.newseum.org/todaysfrontpages/archive.asp?fpArchive=091201
and the video news in "Running towards Danger"
http://www.newseum.org/runningtowarddanger/

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.

Resources for Primary School

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/

Resources for Secondary School

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.]

Resources for advanced students

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.]

Oral Comprehension

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

Internet Resources

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

Projects

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

Teaching Practice

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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lycée Blaise Pascal, Rouen, France
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