From: FLTEACH automatic digest system <LISTSERV@LISTSERV.BUFFALO.EDU>
Subject: FLTEACH Digest - 11 Mar 2007 to 12 Mar 2007 (#2007-72)
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University at Buffalo / The State University of New York
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FLTEACH Digest - 11 Mar 2007 to 12 Mar 2007 (#2007-72)

Table of contents:

  1. DUH!
    • Re: DUH! (03/11)
      From: Feliz Cordova <cordovafb@GMAIL.COM>
    • Re: DUH! (03/11)
      From: Pat Barrett <pbarrett@COX.NET>
    • Re: DUH! (03/11)
      From: Pat Barrett <pbarrett@COX.NET>
    • Re: DUH! (03/11)
      From: Pat Barrett <pbarrett@COX.NET>
    • Re: DUH! (03/12)
      From: Carolyn Rubenstein <crubenstein@CBHS.ORG>
    • Re: DUH! (03/12)
      From: Carolyn Rubenstein <crubenstein@CBHS.ORG>
    • Re: DUH! (03/12)
      From: "Paul R. Widergren" <pwgren@YOURNET.COM>
    • Re: DUH! (03/12)
      From: Bob Ponterio <PonterioR@CORTLAND.EDU>
  2. Dream classroom
  3. Les Deschiens type skits .....
  4. Dream Classroom
  5. possessive adjectives
  6. request for help
  7. Carnet de correspondance
  8. SNL sketch
  9. Eddie Izzard's French sketch
  10. Choosing a TeXt Book
  11. FLTEACH biography database formatting
  12. Gerundio/Gerund -was DUH!
  13. Different Strategies for Practicing Writing
  14. ACTFL Survey
  15. Monty Python French skit
  16. Québécois (French) music on You Tube
  17. Conjugation foldable or study tool
  18. College level French I textbook
  19. And here's a quiz: French in movies
  20. ACTFL/NRCCUA Survey
  21. Gerundio/Gerund Ooops!
  22. FLTEACH Digest - 10 Mar 2007 to 11 Mar 2007 (#2007-71)
  23. Department Budget Spent?
  24. BBC Blog Competition chooses Spanish teacher
  25. FULLTIME SPANISH TEACHING POSITION
  26. Obesity in France
  27. Feeling Disheartened
  28. FW: Rejected posting to FLTEACH@LISTSERV.BUFFALO.EDU
  29. Dream Classroom (long)
  30. Poetry Project
  31. M.S. Spanish Textbook Recommendation
  32. Infinitive

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Date: Sun, 11 Mar 2007 20:29:51 -0500
From: Feliz Cordova <cordovafb@GMAIL.COM>
Subject: Re: DUH!
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Yeah, that's what i get for writing in a hurry...sorry i was not more clear.

Yes, I do know the verbs in the infinitive form have endings -ar, -er, -ir.
I take a great deal of time to explain verbs and the -ar, -er, -ir
infinitive forms, their endings, and how they change when conjugated.

When I explain the infinitive form of verbs to my students I refer to them
as the verbs in their  Infinitive form , and use the infinity sign (sideways
figure 8) as a reminder that it means "to...", for example Bailar = to
dance. For some, it helps remind them of the term "infinitive."

We do lots of drills and exercises where we go from the infinitive form to
the conjugated forms.  When I begin teaching the AR verb conjugations, I
show the verb endings in their conjugated form, and explain how the -AR
ending is dropped, the conjugated ending is tacked on.  I explain that the
verb, when conjugated for "yo" (yo bailo) no longer means "to dance" but
rather, I dance.  When I refer back to the "infinitive" form, I explain that
it does not have a CONJUGATED ending, but rather, goes back to its
infinitive "to..." form.

The hard thing for some kids is that in English the verb "to dance" does not
change in form except for the 3rd person singular, so kids don't notice that
in English there is conjugation.  Later, when we get to putting two verbs
together, I stress that we cannot have two conjugated verbs together, and to
say "I am going to dance" is voy a bailar, with bailar still meaning "to
dance."  It makes sense to them.

I am probably still not explaining this as clearly as I could, but I hope
this makes more sense to you.

What threw me was Bunny's use of "who is the baby's daddy" when referring
back to the infinitive...that part confused me, till my teenager explained
it to me...

hope this helps.

Feliz


On 3/11/07, Elvira Rebate <mslsts@hotmail.com> wrote:

Feliz,

I am confused by that. In Spanish infinitives do have an ending,
<-ar/-er/-ir>, which is added as a suffix to the root; I also think of
them
as <indefinite> rather than as <infinite>.  I am probably missing the
whole
point of what you mean... (!)

How about telling them that an infinitive is an invariable non-personal
form. It doesn't change and it has no person.  We don't say <I to dance,
you
to dance, s/he to dance...>

(With well, a few exceptions in English, such as: <can>. Easier to think
of
it as <to be able to>)

Elvira Rebate


>From: Feliz Cordova <cordovafb@GMAIL.COM>
>Subject: Re: [FLTEACH] DUH!
>Date: Sat, 10 Mar 2007 22:20:40 -0500
>
>OKAY, SO COLOR ME S-T-U-P-I-D because I totally did not even come close
to
>understanding this reference at all.
>
>I had to ask my 15 year old daughter to have her explain it to me.  She
had
>to think about it for a minute, but she finally explained it to me...
>
>wow.
>
>But, I do spend a lot of time explaining to my students that infinitive
has
>no ending...i even put the infinity sign on the board, and show how the
>infinitive has no ending.  I also take great pains that bailar means "to
>dance" and not just "dance."  It requires a change in thinking because in
>English, they never realize that there is an infinitive form of the
verbs.
>
>But, this goes back to the reason students have a hard time remembering
>that
>they can put the infinitive after a conjugated verb, if they don't
>understand that it means "to..." they won't know how to add the
infinitive.
>
>Another reason I am happy to be teaching 6th and 7th grade English
grammar
>and Spanish -- I can be sure they understand the concepts in English
before
>we get to them in Spanish.
>
>Feliz

_________________________________________________________________
Mortgage rates as low as 4.625% - Refinance $150,000 loan for $579 a
month.
Intro*Terms


For all FLTEACH information see: http://web.cortland.edu/flteach/




--
Feliz Cordova

"Ancora imparo."  (I am still learning)  --Michelangelo Buonarroti

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Sun, 11 Mar 2007 23:03:43 -0700
From: Madeline Bishop <madeline@EASYSTREET.COM>
Subject: Dream classroom
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Just to add my ideas.... (which cost more than two cents)

1) a moveable partition so that if you have a split class, like a 4/5 
split, you can give one group some quieter privacy... or, if you are 
really lucky, have a portion of a large classroom sectioned off into 
a separate room, with a window, of course.  That way, students could 
even listen to tapes or do listening tests.  I made my own "little 
room" with a big stand-alone, wide and stable bookcase that went 
almost to the ceiling, and a smaller, three foot high book case. That 
way the French 5's could have some work privacy.

2) a really wide and deep counter with drawers so you can store 
posters and flat poster paper and larger visuals.

3) A closet with some room for costumes.  (I am a dreamer, I know, 
but she said "dream classroom."

-Madeline Bishop
Who used to teach high school

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Sun, 11 Mar 2007 19:50:00 -0700
From: Pat Barrett <pbarrett@COX.NET>
Subject: Re: DUH!
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But again, Kathryn, the kids learning dinosaur terminology, as my grandson has, has been 'brought along' by his mom & dad and grandparents watching dinosaur videos with him and so on. That's what's usually missing in teaching grammar terminology.
PBarrett@cox.net  Pat Barrett
----- Original Message ----- From: "Bartholomew, Kathryn" <kbarthol@SPU.EDU>
To: <FLTEACH@LISTSERV.BUFFALO.EDU>
Sent: Saturday, March 10, 2007 6:07 PM
Subject: Re: DUH!


How will people get the background in the grammatical terms that
fascinate us so, or find out whether or not they may be interested in
such things, if teachers who do know how to use such terms don't ever
mention them?

I have known any number of preschoolers who could explain proudly and at
great length (!) the differences between the triceratops, the
stegosaurus, the apatosaurus and the pterodactyl, pronouncing the names
and attributes of each and all correctly.  People are able to handle
jargon about things not in their immediate experience and love it,
starting at an early age.

How about introducing the intriguing and strangely juicy word LEXEME
(aka 'dictionary form') as a cover term for the basic form of words that
change according to tense, gender, whatnot, and then going on from
there?

Kathryn

Kathryn Bartholomew
Seattle Pacific University
kbarthol@spu.edu

-----Original Message-----
From: Foreign Language Teaching Forum
[mailto:FLTEACH@LISTSERV.BUFFALO.EDU] On Behalf Of Pat Barrett
Sent: Saturday, March 10, 2007 11:33 AM
To: FLTEACH@LISTSERV.BUFFALO.EDU
Subject: Re: DUH!

To get serious for a moment, I think special ad hoc terminology may help

some people understand, but if they have not been brough along to the
point
where it connects with what they already know, that won't do much good.

There are colleagues that I cannot throw a grammar concept at b/c they
do
not have the background. Just yesterday, I was talking with a student
who
gets just about any grammar I mention and she said it had to do with her

grandfather and writing that he did; she would try to correct his
malapropisms and he would object.

Some such experience with grammar and its use is necessary before such a

metalanguage concept connects with most people. John DeMado has said
that
grammar ensures communication but most of the time it is not essential.
Most
people, incl. many teachers, have not had to struggle with grammatical
issues. Neither have most of our students, so if you want them to be
able to
discuss infinitives and modal verbs and the middle voice as expressed by
the
reflexive in Spanish, you need to bring them along, get them thinking
about
grammar and how they use it. That usually has to be done at first in L1;
it
is very confusing for people.
Eventually you can move over into L2. But that takes time and I doubt if

anyone would care to take several months out of a 2 semester L2 course
to do
all this. That's why I like the tprs 'pop-ups'; as many teachers on this

List have said, they keep it short and simple, just enough to give the
questioner the feeling that his question has been answered, even though
we
know there's a lot more to it.

And let me add something else in case this post is too short: it is my
feeling that a lot of fl teachers have a minimal grasp of grammar - it
often
boils down to some 300 level course in college and that's about it. So
the
best thing is to work on using L2 in class as much as possible; that's
hard
enough, at least for me. Don't sweat the grammar. For every explanation
of
the infinitive, you could be giving the students comprehensible input
about
something they are interested in.
PBarrett@cox.net  Pat Barrett

----- Original Message ----- From: "Henri de Vastey" <hdevastey@GMAIL.COM>
To: <FLTEACH@LISTSERV.BUFFALO.EDU>
Sent: Saturday, March 10, 2007 9:59 AM
Subject: Re: DUH!


 
Bunny,

You are too funny....  On Monday "Who's the baby's daddy is going my
new *
 
infinitive*"! That makes so much sense to me!!

Following the same line...What term do use for "tenses", "past
participles",
"helping verbs"?

In the meantime, to the question "who is the baby's daddy?" The answer
is
 
"
Why? Howard K. Stern, of course!"

Take care,

De Vastey

For all FLTEACH information see: http://web.cortland.edu/flteach/

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Sun, 11 Mar 2007 20:22:44 -0700
From: Pat Barrett <pbarrett@COX.NET>
Subject: Re: DUH!
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Just to illustrate how complex grammar is, Elvira, your examples of 'non-English' could actually qualify as straight forward English, if we pause between the pronoun and the 'to', as in:

"What best serves us? I to go and you to stay."
That is, admittedly, rather formal but quite grammatical and even idiomatic (any demurals?).

Your point is, of course, well taken. I am only using it to make a point myself: that the grammar of any language is far too complex to be reduced to a set of rules people can learn.
PBarrett@cox.net  Pat Barrett
----- Original Message ----- From: "Elvira Rebate" <mslsts@HOTMAIL.COM>
To: <FLTEACH@LISTSERV.BUFFALO.EDU>
Sent: Sunday, March 11, 2007 6:48 AM
Subject: Re: DUH!


 
Feliz,

I am confused by that. In Spanish infinitives do have an ending, <-ar/-er/-ir>, which is added as a suffix to the root; I also think of them as <indefinite> rather than as <infinite>.  I am probably missing the whole point of what you mean... (!)

How about telling them that an infinitive is an invariable non-personal form. It doesn't change and it has no person.  We don't say <I to dance, you to dance, s/he to dance...>

(With well, a few exceptions in English, such as: <can>. Easier to think of it as <to be able to>)

Elvira Rebate


 
From: Feliz Cordova <cordovafb@GMAIL.COM>
Subject: Re: [FLTEACH] DUH!
Date: Sat, 10 Mar 2007 22:20:40 -0500

OKAY, SO COLOR ME S-T-U-P-I-D because I totally did not even come close to
understanding this reference at all.

I had to ask my 15 year old daughter to have her explain it to me.  She had
to think about it for a minute, but she finally explained it to me...

wow.

But, I do spend a lot of time explaining to my students that infinitive has
no ending...i even put the infinity sign on the board, and show how the
infinitive has no ending.  I also take great pains that bailar means "to
dance" and not just "dance."  It requires a change in thinking because in
English, they never realize that there is an infinitive form of the verbs.

But, this goes back to the reason students have a hard time remembering that
they can put the infinitive after a conjugated verb, if they don't
understand that it means "to..." they won't know how to add the infinitive.

Another reason I am happy to be teaching 6th and 7th grade English grammar
and Spanish -- I can be sure they understand the concepts in English before
we get to them in Spanish.

Feliz

_________________________________________________________________

For all FLTEACH information see: http://web.cortland.edu/flteach/


For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Sun, 11 Mar 2007 19:30:19 -0400
From: "Paul R. Widergren" <pwgren@YOURNET.COM>
Subject: Les Deschiens type skits .....
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On Sun, 11 Mar 2007 13:11:18 -0400, Bob Ponterio <PonterioR@CORTLAND.EDU>
wrote:

>French teachers might remember the Les Deschiens language skits for
>teaching British English, American English, and Spanish. They always
>leave me rolling on the floor.
>
>

I looked at several of these on YouTube but with the exception of the
Spanish lesson one (which I found very funny, but left me thankful they
were not trying to teach Dutch), I did not understand the French very well
and so most of the humor was lost on me.  However, it did occur to me that
it would be relatively easy to create short movies like this.  Static
camera.  Two talking heads sitting directly next to each other.  No fancy
background.  Something to talk about. 

A:  ¿Por qué usas gafas de sol?
B:  ¿Por qué no?
A:  Porque estamos dentro de la casa.
B:  Es que ...  soy una persona muy famosa y necesito proteger mi
identidad.
A:  ¿Qué? ¿De quién? Tampoco yo te conozco.
B:  ¿De verdad?
A:  No. No te conozco.
B:  Entonces, tal vez necesitas mis gafas de sol más que yo.
   
Tomalas.
A:  Gracias. ¿Cómo me quedan?

A:  Warum trägst du jetzt eine Sonnenbrille?
B:  Warum denn nicht?
A:  Wir sind doch nicht draußen und es ist ziemlich dunkel hier im Haus.
B:  Na ja ... Ich bin also eine berühmte Person und muß meine Identität
schutzen.
A:  Wieso denn?  Von wem?  Nicht einmal ich kenne sie.
B:  Wirklich?
A:  Nein.  Ich kenne dich überhaupt nicht.
B:  Dann brauchst du die Sonnenbrille also mehr als ich.  Nimm sie!
A:  Danke.  Wie steht sie mir denn?

A:  Why are you wearing sunglasses?
B:  Why not?
A:  We are inside a house and it's pretty dark.
B:  Well, you see, I am a very famous person and I have to protect my
identity.
A:  What?  From whom?  I do not even know you.
B:  Really.
A:  No, I do not know you at all.
B:  Well, then maybe you need my sunglasses more than I do.
   
Take them.
A:  Thank you.  How do I look?

Paul Widergren
pwgren@ritternet.com

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Sun, 11 Mar 2007 17:01:50 -0700
From: Amy Pento <amypento@YAHOO.COM>
Subject: Re: Dream Classroom
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I'd ask for lights that can either be dimmed or multiple switches so some lights can be on while others are off.

I don't want to rain on your parade but if I had a nickel for every time I was asked for my wish list and didn't get anything, I'd have a nice amount of change in my pocket.

Here's hoping your district is more realistic than mine was! :-)

Amy Pento
Liverpool, NY

Hollie Linville <hollie7@VERIZON.NET> wrote: I agree about the LCD projector.  But something that is usually overlooked -- having enough electric outlets.  Put the outlets in groups of 4 instead of 2, every 8 feet.  Makes life easier.


>On Mar 10, 2007, at 10:24 PM, Marcia Peterson wrote:
>
>> Our school is adding classrooms for next fall. I will receive one 
>> of those new classrooms!! I have been invited, along with the other 
>> affected teachers, to meet with the contractors to talk about our 
>> desires/wishes for the interior of each of our respective 
>> classrooms. Can you believe this? So I would appreciate hearing 
>> ideas from any of you about what I should ask for.
>>
>>   Any ideas?
>>   Marcia
>
>For all FLTEACH information see: http://web.cortland.edu/flteach/

For all FLTEACH information see: http://web.cortland.edu/flteach/


 
---------------------------------
Food fight? Enjoy some healthy debate
in the Yahoo! Answers Food & Drink Q&A.

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Sun, 11 Mar 2007 22:48:41 -0700
From: Madeline Bishop <madeline@EASYSTREET.COM>
Subject: possessive adjectives
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I agree with Mary Ann...This creates motivation to start using these 
adjectives.  I, perhaps, am a little more brutal.  I will walk around 
the room, pick up an object off a desk, give it to another student 
and say,  "C'est ton cahier?  And the real owner has to say "Non, 
c'est mon cahier!"  then I ask the new owner, "C'est son cahier?, 
pointing to the real owner, and the new owner says, "D'accord, c'est 
son cahier."

On Mar 11, 2007, at 8:00 PM, FLTEACH automatic digest system wrote:

 
Date:    Sun, 11 Mar 2007 02:46:03 +0000
From:    Mary Ann Freeman <madfree@HOTMAIL.COM>
Subject: possessive adjectives

I am currently student teaching French I, both middle school and high
school,
and I am in need of some good activities to teach possessive 
adjectives
(mon, ma, mes, ton, ta, tes, etc).  Does anyone have any ideas they 
use that
you are willing to share?

Alicia Holtzman


My favorite way to introduce these is to get a pencil from each 
student in
the class and put all the pencils into a basket.  Once I have 
everyone's
pencil, I show the basket to the class and announce:   'Ce sont _mes_
crayons."  Then I take one out, admire it and announce:  C'est mon 
crayon."
holding it close to my chest and looking very pleased with myself.  
Then I
drop it back in the basket and take out another one and repeat 
"C'est mon
crayon".  The student who wants his/her pencil back has to 
contradict me
with "Non!, c'est mon crayon!" in order to get the pencil 
returned.  I also
ask "C'est _ton_ crayon?"  My kids love this "game".

Peace,

Mary Ann Freeman
madfree@hotmail.com
near Quincy, Illinois

Taxes are the dues you pay to be an American, to live in a 
civilized society
that is democratic and offers opportunity. . . George Lakoff


Madeline Bishop
madeline@easystreet.com




For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Sun, 11 Mar 2007 19:46:48 -0400
From: D & M Blaz <blazm@YAHOO.COM>
Subject: request for help
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Do any of your schools use differentiation school wide??

 

I'm looking for names/contacts with people in grades 6 - 12

in other areas (math, English, science, etc.)

who might differentiate their methods of assessing students,

 
and I'm having a heck of a time finding any!!

 

I know a lot of us differentiate, but I need to "pick the brains"

 
of some people in other subject areas,

and I can't find any wonderful groups like FLTEACH for other subject areas.

 

Thanks for your help,

 

Deb Blaz


For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Sun, 11 Mar 2007 20:25:38 -0700
From: Pat Barrett <pbarrett@COX.NET>
Subject: Re: DUH!
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Latin has infinitives for various tenses (so does English, too, but they are periphrastic and some people think that doesn't count).
PBarrett@cox.net  Pat Barrett
----- Original Message ----- From: "Paul R. Widergren" <pwgren@YOURNET.COM>
To: <FLTEACH@LISTSERV.BUFFALO.EDU>
Sent: Sunday, March 11, 2007 8:28 AM
Subject: Re: DUH!


On Sun, 11 Mar 2007 07:59:47 -0400, Bob Ponterio <PonterioR@CORTLAND.EDU>
wrote:

 
On the other hand, the fact that a form is the one selected as the
dictionary entry doesn't really make it the basic or raw or pure form
in any way. The infinitive does have an ending. It's the infinitive
ending. The dictionary form is arbitrary. There's nothing more basic
about the masculine form of the adj. over the feminine form (in
French, the fem. form contains more pronunciation information and
would be a better place to start). The argument may be a harder sell
for singular and plural. The present infinitive form of a verb is
probably selected as the dictionary representation because is doesn't
vary by person. We only think about it as more basic because that is
the way it was presented to us. It's just convention.

Bob


A German etymological dictionary (Kluge Etymologisches Wörterbuch) that I
have indicates this as well.  The term infinitive comes from modus
infinitivus which comes from in (not) and finitere (limited).  The
infinitive is not limited to certain persons or numbers as other forms
are.  Off hand, I do not see that the infinitive is ever limited to
certain tenses either.

On a side note, what makes grammar difficult at times is that convention
sometimes assigns completely different categories in two different
languages... ie. English gerund vs. Spanish gerundio.

Paul Widergren
pwgren@ritternet.com

For all FLTEACH information see: http://web.cortland.edu/flteach/

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 02:25:17 -0400
From: Mme RIVARD <MmeRIVARD@COMCAST.NET>
Subject: Carnet de correspondance
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Is there anyone who has found a way to copy and use the idea of the French
"carnet de correspondance" ?  

For the longest time, I've admired the idea and thought it could be useful
with my high school level classes. I'm thinking of creating a new section
for the students to keep in their "classeurs". They would have to record
their absences, their quiz grades, their "I didn't do my homework excuses",
their tardies, any extraordinary incidents. 

Parents could be informed that the students have that section in their
notebooks & they should be able to ask to see it. When a special situation
merits it, a parent could be requested to sign & date it.

Does anyone have any other ideas for it ? I'm especially interested in
knowing if someone out there is already implementing this idea ?

Merci d'avance

Jeanne

MmeRIVARD@comcast.net
Flint Northern Academy

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Date: Sun, 11 Mar 2007 19:43:32 -0400
From: D & M Blaz <blazm@YAHOO.COM>
Subject: Re: SNL sketch
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I have the Alec Baldwin one, but would give my eye teeth for the
"French Camp" on Devil's Island one, complete with attack poodles.....also
SNL, from long, long ago!

I also have a really funny old episode of Café Americain (short-lived
series) where Valerie Bertinelli is trying to learn French with disastrous
effect ("Le fromage dans mon pantalon me rend heureuse") and finally catches
on....

Deb Blaz

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 11:29:51 +0100
From: Eric Dawson <eidolon503@GMAIL.COM>
Subject: Re: Eddie Izzard's French sketch
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If you buy the DVD for "Dressed to Kill" it also has the show he did
in Paris, entirely in French.


On 3/11/07, Hollie Linville <hollie7@verizon.net> wrote:
 
There are a bunch of Eddie Izzard's sketches on Youtube.  Here's the link
for the "Learning French" sketch.  If that doesn't work, just go to youtube
and put in your search Eddie Izzard french and you should get the video.


>Eddie Izzard does an entire sketch as a set up for these kinds of phrases
>which are hilarious!  Many useless phrases tied together.  Anyone else
catch
>that performance?  I can't recall the name of the show.  Tammy
>
>
>I _LOVE_ that sketch!  I wish I had a copy. I'd love to show it to my
>students, although I think there may have been some "bad words" in it.  The
>name of the show is "Dressed to Kill".  I recall it had my husband and I
>practically rolling on the floor laughing.   We're not alone in thinking it
>is one of the funniest sketches _ever_.  I googled the phrase and found it
>mentioned in many sites.
>
>
>I remember the line:  "Le chat est sur la table, le souris est sous la
table
>et le singe est sur la branche."  And his gestures!
>
>BTW he is going to be in a new series called "The Riches" on FX.
>
>Looking forward to that one!
>
>Ever see the Pythons doing French sketches?  They're very good as well.
But
>the Izzard piece is superb comedy.
>
>Peace,
>
>Mary Ann Freeman
>madfree@hotmail.com
>near Quincy, Illinois
>
>Taxes are the dues you pay to be an American, to live in a civilized
society
>that is democratic and offers opportunity. . . George Lakoff
>
>_________________________________________________________________
>Find what you need at prices you'll love. Compare products and save at MSN(r)
>Shopping.
>
>For all FLTEACH information see: http://web.cortland.edu/flteach/

For all FLTEACH information see: http://web.cortland.edu/flteach/



--
Eric Dawson

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Sun, 11 Mar 2007 19:45:57 -0400
From: Karen Sanchez <salachic@YAHOO.COM>
Subject: Re: SNL sketch
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That's the same one.  John Candy is in that sketch, along with Adam Sandler....!  I bought it not too long ago, it 's on a CD of the Best of Alec Baldwin SNL.

Karen

----- Original Message ----- From: "Gary Schubert" <schubertg_99@YAHOO.COM>
Newsgroups: flteach.list
Sent: Sunday, March 11, 2007 7:10 PM
Subject: Re: SNL sketch


 
I don't remember the John Candy one, but did get a kick out of the Alec Baldwin one where he's the French teacher and a stickler for pronunciation. He's always having the kids repeat or improve how they pronounce.  Then they go on a trip to Paris I guess and he even corrects some French guys on their French.  It's not long before they start beating him up in retaliation!
 
gary

Mary Ann Freeman <madfree@HOTMAIL.COM> wrote:
 
What about the hilarious Saturday Night Live sketch where everyone is in
French class just butchering the language? I htink John Candy was in it.
Another really funny one.

-Madeline Bishop

Yes, and I still have it, amazingly. My kids get a big kick out of it.

Peace,

Mary Ann Freeman
madfree@hotmail.com
near Quincy, Illinois

Taxes are the dues you pay to be an American, to live in a civilized society
that is democratic and offers opportunity. . . George Lakoff

_________________________________________________________________
Play Flexicon: the crossword game that feeds your brain. PLAY now for FREE.

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---------------------------------
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Go to the Yahoo! Mail Q&A for great tips from Yahoo! Answers users.

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Date: Sun, 11 Mar 2007 16:46:26 -0700
From: Amy Pento <amypento@YAHOO.COM>
Subject: Re: Choosing a TeXt Book
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I concur; it's my major complaint.  But, it is easier for me to create the additional practice than either a bell or a whistle.

Amy Pento
Liverpool, NY

Susan Jones <jones746@HUGHES.NET> wrote: Someone recently asked about choosing a text.  I will sound off like I
always do about today's textbooks.
I just checked over my file for Spanish II Chapter 2 of Expresate.  I have
created (last year was my first year with this book)
1) a worksheet for ser/estar
2) a worksheet for I-DOPs
3) a worksheet for saber and conocer
4) a worksheet for nationalities and agreement
5) a worksheet for Usted/Usteded commands

I find that any of today's textbooks come with lots of bells and whistles:
workbooks/activity books/CDs/DVDs/Communication whatevers, etc.
But when the "rubber meets the road" so to speak there is NEVER (shouting)
enough practice of grammar.  At the end of five years (the amount of time we
have a text), I have created hundreds of practices/games/conversations in
the round, etc.  to fill a small storage  cabinet.  Susan J.

For all FLTEACH information see: http://web.cortland.edu/flteach/


 
---------------------------------
Don't pick lemons.
See all the new 2007 cars at Yahoo! Autos.

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Date: Sun, 11 Mar 2007 22:21:48 -0500
From: "Miss Pamela J. Nielson" <nielsonp@MAC.COM>
Subject: Re: Dream Classroom
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Marcia Peterson said:

"Our school is adding classrooms for next fall. I will receive one of 
those new classrooms!! I have been invited, along with the other 
affected teachers, to meet with the contractors to talk about our 
desires/wishes for the interior of each of our respective classrooms. 
Can you believe this? So I would appreciate hearing ideas from any of 
you about what I should ask for. Any ideas?"

Marcia,

Everyone's responses have been quite thorough, but I would add/ clarify one thing. Be sure to have electrical outlets and internet 
ports in the center of your room in the floor. Having these in my 
room has allowed me to put my computer, LCD, and overhead projector 
in the center of the room and not have any wires laying around that 
students could trip over. Good luck on securing the room of your 
dreams! What an awesome opportunity!

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 11:13:16 -0400
From: Bob Ponterio <PonterioR@CORTLAND.EDU>
Subject: FLTEACH biography database formatting
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I thought I would give a sample of the sorts of things that can be done with text and a few simple HTML codes in the FLTEACH biography database.

http://web.cortland.edu/flteach/bios/bios.asp?id=1429

Jean and I do not begin to have the time to do any of these tricks for people or help set them up, but IF YOU KNOW WHAT YOU ARE DOING, you are free to use such formatting tricks ON YOUR OWN. Please also remember that misused formatting codes will most definitely interfere with searching or display.  IOW  If you have questions, you don't know enough to do this.  Caveat emptor.... or caveat Flteachor ;-)

Bob

_____
 
Robert Ponterio : PonterioR@cortland.edu
 
Co-Owner & Moderator FLTEACH : FLTEACH@cortland.edu
 
Foreign Language Teaching Forum  http://web.cortland.edu/flteach/
 
State Univ. of New York Cortland 

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 10:17:13 -0600
From: Erin Gibbons <egibbons@RBCHS.COM>
Subject: Re: Eddie Izzard's French sketch
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Ever see the Pythons doing French sketches?  They're very good as well. But
the Izzard piece is superb comedy.


I also love the grammar/graffiti scene in "Life of Brian"! I feel like that Roman sometimes...

Erin Gibbons

French Teacher
Richmond-Burton Community High School District #157
Richmond, IL
Email: egibbons@rbchs.com
For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 09:35:30 -0500
From: Elvira Rebate <mslsts@HOTMAIL.COM>
Subject: Re: Gerundio/Gerund -was DUH!
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Thanks Paul,

This is an interesting (and fun to think about) subject and now I know what you mean.  Something tricky happened in the way from Latin to Spanish: the <present participle (as a verb)> was lost.  I know that American books about Spanish use the term <gerundio> and <participio de presente/participio activo> as synonyms.  But this is quite inaccurate (in my view.)  The Spanish <gerundio> is not a participle, it has no gender and/or number mark; and as you noticed, it doesn't function as a noun nor as an adjective. 
[This lack of gender/number marks would be normal in English, but not in Spanish.]

I am still not sure I would say that <gerundio> and <gerund> are two completely different categories: they are both invariable non-personal forms of the verb and both, the simple and compound <gerund/ios>, are formed in very similar ways; <eating>/<comiendo>, <having eaten>/<habiendo comido>. 
Some of their uses coincide (progressive tenses), but they don't function exactly the same all the time.  That is because unlike the Spanish <gerundio>, the English <gerund> can also act as a <present participle>. 
And so it unfolds into another category, but the <gerund/gerundio> part coincide pretty neatly.

The Spanish <participios de presente/participios activos> are derived from the latin ones, but are not verbs any more, they are adjectives, nouns, (ayudante, espeluznante, calmante, amante, principiante, absorbente...) and even prepositions and adverbs.

To clarify, I am quoting from the <Diccionario Panhispánico de Dudas>:

["participio. 1. Forma no personal del verbo, susceptible de recibir marcas de género y número, que se asimila en su funcionamiento gramatical al adjetivo. En español termina en -do (fem. -da) en los verbos regulares, y con él se forman los tiempos compuestos de la conjugación (he llegado, has comido, había dicho) y las formas de la pasiva perifrástica (soy amada, eran temidos, fueron arrestadas). También se denomina participio pasivo, de pasado o de pretérito, en oposición al participio activo o de presente (&#8594; 3 y 4).

2. participio absoluto. El que aparece en una cláusula absoluta (&#8594; absoluto, 1 y 2).

3. participio activo. Derivado verbal que en español acaba en -nte y denota capacidad de realizar la acción que expresa el verbo del que deriva. Muchos proceden de participios de presente latinos (&#8594; 4) y hoy se integran, en su mayor parte, en la clase de los adjetivos (alarmante, permanente, balbuciente) o de los sustantivos (cantante, estudiante, presidente); algunos se han convertido en preposiciones (durante, mediante) o en adverbios (bastante, no obstante).

4. participio de presente. Equivale a participio activo (&#8594; 3). Se llama así porque en latín se forma sobre el tema de presente de los verbos, al que se añaden las desinencias correspondientes a los distintos casos. Los participios de presente latinos se enuncian con las terminaciones -ns, -ntis: amans, amantis."]

In Spanish the <infinitivo> accomplishes that verbal noun function.
<Reading is fun.>    <Leer es divertido>
<Swimming is good for you.>  <Nadar es bueno (para la salud).>

Now, while <To read is fun.> doesn't sound completely odd to me, <To swim is good for you.> does.  Wouldn't the <gerund> be preferred here?

[Spanish does have some sentences that use the <gerundio> "alone," not acting as an auxiliary to other verb: <Cerrando la puerta, se fue./Habiendo cerrado la puerta, se fue.>.  This, acting as a <complemento directo> is called <gerundio absoluto>]

Elvira Rebate


 
From: "Paul R. Widergren" <pwgren@YOURNET.COM>
Subject: Re: [FLTEACH] Gerundio/Gerund -was DUH!
Date: Sun, 11 Mar 2007 15:31:55 -0400

On Sun, 11 Mar 2007 13:05:07 -0500, Elvira Rebate <mslsts@HOTMAIL.COM>
wrote:

>Paul,
>
>How is it that <gerundio> and <gerund> are completely different
categories?
>Could you elaborate on that?
>
>Thanks,
>
>Elvira Rebate
>
>
OK, but this is just off the top of my head.

An English gerund is a verbal noun:

Reading is fun.
Swimming is good for you.

Spanish uses the infinitive for of verbs to signify gerunds.

A Spanish gerundio is the "participle" of present progressive forms.

Estoy leyendo.
Estamos nadando.

In American textbooks of Spanish , the gerundio is often called a present
participle.  Regardless, it is not a verbal noun like the English gerund,
is it?

Paul Widergren
pwgren@ritternet.com

_________________________________________________________________
Find a local pizza place, movie theater, and more….then map the best route! http://maps.live.com/?icid=hmtag1&FORM=MGAC01

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 08:24:56 -0500
From: Carolyn Rubenstein <crubenstein@CBHS.ORG>
Subject: Re: DUH!
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Howard K. Stern indeed!!!  My elderly neighbor and I have been following the Anna Nicole ménage  à je ne sais pas combien affair since the beginning!!!  I don't know why I am so interested in this....at any rate, I made up a soap opera about ne + pas.  NE is the man.  PAS is the woman.  They love each other and live in the forest.  They hold hands all the time.  The only time they leave the forest is to go to work.  They work as VERB PROTECTORS.  NE stands on the left side of the verb.  PAS is on the right side of the verb.  They are never parted except for those nasty little direct and indirect object pronouns.  I also tell the students that when they have progressed a little in French and can handle the scandal of it all, I will explain how NE plays around on PAS.  With lots of other ladies like JAMAIS, QUE, RIEN, PLUS, etc.  There is no end to this affair....needless to say, the students love the soap opera and learn quickly.

Past participles I call by their real names (surprise!) as well as tenses, etc.  I thought up the ne + pas story because students kept leaving off one or the other.  And then the "who the baby daddy?" just popped out of my mouth one day when the students were confused about "infinitives."   What a hoot!!

Bunny Rubenstein
French
Christian Brothers High School
Memphis



-----Original Message-----
From: Foreign Language Teaching Forum on behalf of Henri de Vastey
Sent: Sat 3/10/2007 10:59 AM
To: FLTEACH@LISTSERV.BUFFALO.EDU
Subject: Re: DUH!
 
Bunny,

You are too funny....  On Monday "Who's the baby's daddy is going my new *
infinitive*"! That makes so much sense to me!!

Following the same line...What term do use for "tenses", "past participles",
"helping verbs"?

In the meantime, to the question "who is the baby's daddy?" The answer is "
Why? Howard K. Stern, of course!"

Take care,

De Vastey


On 3/10/07, Carolyn Rubenstein <crubenstein@cbhs.org> wrote:
>
> It sounds as though they are not paying attention, or perhaps they are not
> studying the concept.  Do you give them a lot of practice?  Sometimes the
> students just don't understand the jargon.  Infinitive?  Conjugated
> Verb?  And perhaps you are correct in thinking that this year's crop might
> not be quite as good in grammatical concepts as others you've taught before.
>
> Sometimes, when I ask "what is the infinitive of this verb?" and am met
> with blank stares, I rephrase my request:  "Who's the baby's daddy?" They
> all know what I mean and answer appropriately. Let them come up to the board
> and practice.  Let them cut out squares of paper and put the "puzzle"
> together, one word/verb on each piece.  It might help.
>
> Bunny Rubenstein
> French
> Christian Brothers High School
> Memphis
>
>
>
> -----Original Message-----
> From: Foreign Language Teaching Forum on behalf of Susan Jones
> Sent: Fri 3/9/2007 5:26 PM
> To: FLTEACH@LISTSERV.BUFFALO.EDU
> Subject: DUH!
>
> I am experiencing a problem with my students this year (worse than usual).
> I have noticed that no matter how many times I review a concept (al, del,
> conjugated verb followed by an infinitive, etc.) they almost all never do
> remember it when they are writing it down.  What gives?  I think this
> group
> might be a lower group than I normally have (college prep), but I am
> totally
> stumped how to make them think and write at the same time.  Ideas?  Susan
> J.
>
> For all FLTEACH information see: http://web.cortland.edu/flteach/
>
>
> For all FLTEACH information see: http://web.cortland.edu/flteach/
>

For all FLTEACH information see: http://web.cortland.edu/flteach/


For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 08:25:53 -0500
From: Carolyn Rubenstein <crubenstein@CBHS.ORG>
Subject: Re: DUH!
MIME-version: 1.0
Content-type: text/plain; charset=iso-8859-1
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Ha! Ha! Hee! Hee!  I liked that girl's response!!!  That reminds me of the time I taught in a public school.  The lunch bell rang.  A male student said to the girl in front of him, "Get your Jenny Craig Reject Arse out of my way!  I'm hungry!!!"

Bunny Rubenstein
French
Christian Brothers High School
Memphis



-----Original Message-----
From: Foreign Language Teaching Forum on behalf of Richard E. Daugherty
Sent: Sat 3/10/2007 11:52 AM
To: FLTEACH@LISTSERV.BUFFALO.EDU
Subject: Re: DUH!
 
I once had a Black kid turn to a very pregnant girl and ask. "Who yo
baby daddy?"

Her response was, "You go to hell."

They did not know I was listening.

Pat Barrett wrote:

> You are truly multi-lingual, Bunny. "Who da baby daddy" indeed!
> PBarrett@cox.net  Pat Barrett
> ----- Original Message ----- From: "Carolyn Rubenstein"
> <crubenstein@CBHS.ORG>
> To: <FLTEACH@LISTSERV.BUFFALO.EDU>
> Sent: Saturday, March 10, 2007 8:02 AM
> Subject: Re: DUH!
>
>
> It sounds as though they are not paying attention, or perhaps they are
> not studying the concept.  Do you give them a lot of practice? 
> Sometimes the students just don't understand the jargon.  Infinitive? 
> Conjugated Verb? And perhaps you are correct in thinking that this
> year's crop might not be quite as good in grammatical concepts as
> others you've taught before.
>
> Sometimes, when I ask "what is the infinitive of this verb?" and am
> met with blank stares, I rephrase my request:  "Who's the baby's
> daddy?" They all know what I mean and answer appropriately. Let them
> come up to the board and practice.  Let them cut out squares of paper
> and put the "puzzle" together, one word/verb on each piece.  It might
> help.
>
> Bunny Rubenstein
> French
> Christian Brothers High School
> Memphis
>
>
>
> -----Original Message-----
> From: Foreign Language Teaching Forum on behalf of Susan Jones
> Sent: Fri 3/9/2007 5:26 PM
> To: FLTEACH@LISTSERV.BUFFALO.EDU
> Subject: DUH!
>
> I am experiencing a problem with my students this year (worse than
> usual).
> I have noticed that no matter how many times I review a concept (al, del,
> conjugated verb followed by an infinitive, etc.) they almost all never do
> remember it when they are writing it down.  What gives?  I think this
> group
> might be a lower group than I normally have (college prep), but I am
> totally
> stumped how to make them think and write at the same time.  Ideas? 
> Susan J.
>
> For all FLTEACH information see: http://web.cortland.edu/flteach/
>
>
> For all FLTEACH information see: http://web.cortland.edu/flteach/
>
> For all FLTEACH information see: http://web.cortland.edu/flteach/
>
>

For all FLTEACH information see: http://web.cortland.edu/flteach/


For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 08:53:31 -0400
From: "Paul R. Widergren" <pwgren@YOURNET.COM>
Subject: Re: DUH!
MIME-version: 1.0
Content-type: text/plain; charset=iso-8859-1
Content-transfer-encoding: 8BIT

I realized that there is at least a past infinitive as well as a present
infinitive in Latin. Does Latin have more than present and past
infinitives?  I do not remember off hand.

Paul Widergren
pwgren@ritternet.com

On Sun, 11 Mar 2007 20:25:38 -0700, Pat Barrett <pbarrett@COX.NET> wrote:

>Latin has infinitives for various tenses (so does English, too, but they
are
>periphrastic and some people think that doesn't count).
>PBarrett@cox.net  Pat Barrett
>----- Original Message -----
>From: "Paul R. Widergren" <pwgren@YOURNET.COM>
>To: <FLTEACH@LISTSERV.BUFFALO.EDU>
>Sent: Sunday, March 11, 2007 8:28 AM
>Subject: Re: DUH!
>
>A German etymological dictionary (Kluge Etymologisches Wörterbuch) that I
>have indicates this as well.  The term infinitive comes from modus
>infinitivus which comes from in (not) and finitere (limited).  The
>infinitive is not limited to certain persons or numbers as other forms
>are.  Off hand, I do not see that the infinitive is ever limited to
>certain tenses either.
>
>On a side note, what makes grammar difficult at times is that convention
>sometimes assigns completely different categories in two different
>languages... ie. English gerund vs. Spanish gerundio.
>
>Paul Widergren
>pwgren@ritternet.com
>
>For all FLTEACH information see: http://web.cortland.edu/flteach/
>
>For all FLTEACH information see: http://web.cortland.edu/flteach/
>=========================================================================

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 09:11:26 -0500
From: Janet Pickles <Pickles@DERUYTER.K12.NY.US>
Subject: Re: Different Strategies for Practicing Writing
MIME-version: 1.0
Content-type: text/plain
Content-transfer-encoding: 7BIT

:)
I have the same problem with the Regent's exam in NY ... they have the
second half of their English exam for 3 hours in the morning and then have
to do their second language when they are tired!

Some activities that my students have enjoyed:
a. Alien Planet: Pretend that an Alien has spent a month with you here on
Earth and he/she invites you to visit his/her planet. (Talk about how you
got there, what they wear, what they eat, where they live, what they do in
their free time) This essay can be organized like a regular essay so that
they have a beginning, middle and end....
b. Create a new hotel, resort, or fun center for DeRuyter (or another town).
You must include: a drawing of the inside, a drawing of the outside, a
personal ad looking for employees, describe their hours, dress code,
personal skills needed, educational requirements, pay...        make up a
proposal to "sell" you idea to the county commissioners and the city
planners, explain how you will pay for your new place and where it will be
and how it will affect the area
b. My kids enjoy writing essays based on a single cell of a cartoon... I
have a couple of books with nice ones... for example, one shows two kids
filling the trunk of the car with sand at the beach. If you instruct the
students to write about what happens after the scene or what happened up to
that point, then they have to use their skills to make up something that
fits the picture into the sequence of events.

Hope that helps!
j

> ----------
> From:         Howard T. and Pam Green[SMTP:tptexas@VERIZON.NET]
> Reply To:     Foreign Language Teaching Forum
> Sent:         Saturday, March 10, 2007 1:25 PM
> To:   FLTEACH@LISTSERV.BUFFALO.EDU
> Subject:      Different Strategies for Practicing Writing
>
> Dear FLTEACHers:
>
> Our IB external assessments are coming up in May, and many of my
> students will be taking multiple 90 minute exams in several
> subjects--most with lengthy essays.  The students burn out quickly, and
> the French exam is at the end of the exam period!   I find myself
> needing to provide them with fairly intense writing practice in French
> prior to the exam--I'm never satisfied with the amount of quality of
> practice I'm able to give them.  Do you have any suggestions for useful
> alternative writing activities that I can do with them in late April
> and May?  I would like for them to continue to practice correct format
> and register, essay organization, use of transition words, etc., but
> I'm looking for something that will not require each student to write
> individual 250 or 400 word essays, which is what they do on the exam. 
> Has anyone used successful group essay writing activities or other
> strategies which do not contribute to burn out?
>
> Thank you for your suggestions!
> Pam Green
> Springfield, VA
>
> For all FLTEACH information see: http://web.cortland.edu/flteach/
>

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 08:15:19 -0500
From: Carolyn Rubenstein <crubenstein@CBHS.ORG>
Subject: Re: ACTFL Survey
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I am so grateful to FL Teach for pointing this scandal out to us.  Only one of my classes actually filled out the survey.  I will trash it when I return to school after spring break.

Bunny Rubenstein
French
Christian Brothers High School
Memphis



-----Original Message-----
From: Foreign Language Teaching Forum on behalf of Maureen Sloan
Sent: Fri 3/9/2007 11:52 PM
To: FLTEACH@LISTSERV.BUFFALO.EDU
Subject: Re: ACTFL Survey
 
I think what is so very disappointing, and so very scary, about this
incident, is that ACTFL did indeed commission the survey. Yesterday (the
8th), I spoke directly with Bret Lovejoy, ACTFL's Executive Director, and he
explained to me how important and legitimate the survey is. It is nothing
more than an attempt to gain personal information about thousands of
students for commercial purposes, and puts our students at risk. (And, by
extension, our professional reputations at risk, as well.)

We, as ACTFL members, have been placed in jeopardy by the professional
organization that is supposed to look out for our interests. Our
professional organization should NEVER participate in anything so suspect
and potentially harmful to our students. I thought we could trust ACTFL, but
now I question my membership.

I am grateful that FLTEACH exists so that word has gotten out to so many
participants of this probable scam. What a pity that ACTFL didn't do a
better job of representing its members, and, by extension, our students.

Perhaps we need to communicate very forcefully with ACTFL about this and
demand an apology and retraction. I, for one, will think twice and perhaps
three or four times before I renew my membership if the organization does
not in some way admit its error.

Maureen Sloan
mmsloan@earthlink.net

For all FLTEACH information see: http://web.cortland.edu/flteach/


For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 09:48:00 -0400
From: kim thatcher <kimzinnie@GMAIL.COM>
Subject: Re: Monty Python French skit
MIME-version: 1.0
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There was a funny one with John Cleese and Michael Palin -- it is on YouTube
(of course) : http://www.youtube.com/watch?v=1gL0b1icdss -- look up Monty
Python Sheep if the link is broken

The Eddia Izzard sketch was a riot!!! Now I know where I can use the useless
ALM dialogs I memorized! :-)

--Kim Thatcher

For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 10:32:54 -0400
From: David Graham <davidg8809@AOL.COM>
Subject: Re: Québécois (French) music on You Tube
MIME-version: 1.0
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To those of you who would like an introduction to the best ion Québécois
pop music, check these out on You Tube

Mes Aieux - Ca va mal

http://www.youtube.com/watch?v=PNOgTKnk_Qk

Les Cowboys Fringants - Plus rien

http://www.youtube.com/watch?v=r2D8jOzG7NM

Les Cowboys Fringants - Québécois de souche

http://www.youtube.com/watch?v=EfFsB62U05A

Vive le Québec!

David

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 07:52:38 -0500
From: Jennifer Ferrance <jferrance@KAPAUN.ORG>
Subject: Re: Conjugation foldable or study tool
MIME-version: 1.0
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Sounds interesting. Just for clarification, each student would have 6
envelopes, or am I reading this wrong? That is, there would be a yo envelope
and a tú envelope, etc.
Thanks

-----Original Message-----
From: Foreign Language Teaching Forum [mailto:FLTEACH@LISTSERV.BUFFALO.EDU]
On Behalf Of Erin Gibbons
Sent: Wednesday, March 07, 2007 1:19 PM
To: FLTEACH@LISTSERV.BUFFALO.EDU
Subject: Conjugation foldable or study tool

Can anyone recommend something (other than a plain old verb chart) that
students can take home and practice with? I give songs when I can, already,
and use plenty of practice games in class, but I'm looking for some kind of
foldable/manipulative/??? that will work as a study tool.

Merci!
Erin Gibbons

French Teacher
Richmond-Burton Community High School District #157
Richmond, IL
Email: egibbons@rbchs.com

For all FLTEACH information see: http://web.cortland.edu/flteach/

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 10:52:19 -0400
From: David Graham <davidg8809@AOL.COM>
Subject: Re: College level French I textbook
MIME-version: 1.0
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I have used Horizons, Entre amis, Invitation au monde francophone and Deux
Mondes.  Deux mondes is the only one I have chosen to use in consecutive
years.  Invitation is a real nice book IF you have four semesters to
complete it. 

No college text has enough material on Quebec to suit me.

David Graham

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 10:45:55 -0400
From: David Graham <davidg8809@AOL.COM>
Subject: And here's a quiz: French in movies
MIME-version: 1.0
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What song is playing in "European Vacation" when Chevy Chase and his family
go on thier ultra rapid tour of the Louvre?

David Graham

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 10:42:49 -0400
From: David Graham <davidg8809@AOL.COM>
Subject: Re: SNL sketch
MIME-version: 1.0
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And then there is "If looks could kill" wherein Richard Grieco is sent on a
school trip to France because he failed French.

and then there is "Made for each other" wherein Molly Ringwald (who
actually speaks French) and he mother have "French night" one night pre
week.

And then there's Monty Python's versions of French.

Don't get me stated.

David

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 08:26:45 -0400
From: "Regina M. Brandon" <regina.brandon@CMS.K12.NC.US>
Subject: Re: Dream Classroom
MIME-version: 1.0
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ask for a SMART Board...you can do everything with it and ask for a portable language lab.

Thank you for all you do!!!
Regina Brandon

----- Original Message -----
From: "Miss Pamela J. Nielson" <nielsonp@MAC.COM>
Date: Monday, March 12, 2007 8:15 am
Subject: Re: Dream Classroom
To: FLTEACH@LISTSERV.BUFFALO.EDU

> Marcia Peterson said:
>
> "Our school is adding classrooms for next fall. I will receive one
> of 
> those new classrooms!! I have been invited, along with the other 
> affected teachers, to meet with the contractors to talk about our 
> desires/wishes for the interior of each of our respective
> classrooms. 
> Can you believe this? So I would appreciate hearing ideas from any
> of 
> you about what I should ask for. Any ideas?"
>
> Marcia,
>
> Everyone's responses have been quite thorough, but I would add/
> clarify one thing. Be sure to have electrical outlets and internet
>
> ports in the center of your room in the floor. Having these in my 
> room has allowed me to put my computer, LCD, and overhead
> projector 
> in the center of the room and not have any wires laying around
> that 
> students could trip over. Good luck on securing the room of your 
> dreams! What an awesome opportunity!
>
> For all FLTEACH information see: http://web.cortland.edu/flteach/
>

In compliance with federal law, Charlotte-Mecklenburg Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of gender, race, color, religion, national origin, age or disability.

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 14:26:43 -0400
From: Bob Ponterio <PonterioR@CORTLAND.EDU>
Subject: Re: DUH!
MIME-version: 1.0
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But again, Kathryn, the kids learning dinosaur terminology, as my grandson has, has been 'brought along' by his mom & dad and grandparents watching dinosaur videos with him and so on. That's what's usually missing in teaching grammar terminology.

Indeed. At home my 5 year old (soon to be 6) daughter is constantly talking and asking questions about everything in sight, from grammar to science to art to cooking to physiology (what's this bone called?), you name it. We were worried that her Kindergarten teacher might have trouble getting her to conform to "classroom rules". But in school she is quiet and doesn't ask many questions at all. In fact, she clearly learns far more at home than in school, and it is the support that she gets at home that allows her to perform well in school. When she is having trouble with something in school, I teach her at home, then she does fine. I remember the realization when raising my boys that what the parents are contributing to "school" learning is SO much more important that I had ever anticipated before being a parent.

Bob

_____
 
Robert Ponterio : PonterioR@cortland.edu
 
Co-Owner & Moderator FLTEACH : FLTEACH@cortland.edu
 
Foreign Language Teaching Forum  http://web.cortland.edu/flteach/
 
State Univ. of New York Cortland
For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 14:29:36 -0400
From: Bob Ponterio <PonterioR@CORTLAND.EDU>
Subject: Re: Dream Classroom
MIME-version: 1.0
Content-type: text/plain; charset=us-ascii; format=flowed
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Definitely the ability to turn off lights around any projected display. We had our lab lights rewired to make this possible.

Bob

 
I'd ask for lights that can either be dimmed or multiple switches so some lights can be on while others are off.

I don't want to rain on your parade but if I had a nickel for every time I was asked for my wish list and didn't get anything, I'd have a nice amount of change in my pocket.

Here's hoping your district is more realistic than mine was! :-)

Amy Pento
Liverpool, NY

Hollie Linville <hollie7@VERIZON.NET> wrote: I agree about the LCD projector.  But something that is usually overlooked -- having enough electric outlets.  Put the outlets in groups of 4 instead of 2, every 8 feet.  Makes life easier.


>On Mar 10, 2007, at 10:24 PM, Marcia Peterson wrote:
>
>> Our school is adding classrooms for next fall. I will receive one
>> of those new classrooms!! I have been invited, along with the other
>> affected teachers, to meet with the contractors to talk about our
>> desires/wishes for the interior of each of our respective
>> classrooms. Can you believe this? So I would appreciate hearing
>> ideas from any of you about what I should ask for.
>>
>>   Any ideas?
>>   Marcia
>
>For all FLTEACH information see: http://web.cortland.edu/flteach/

For all FLTEACH information see: http://web.cortland.edu/flteach/



---------------------------------
Food fight? Enjoy some healthy debate
in the Yahoo! Answers Food & Drink Q&A.

For all FLTEACH information see: http://web.cortland.edu/flteach/

_____
 
Robert Ponterio : PonterioR@cortland.edu
 
Co-Owner & Moderator FLTEACH : FLTEACH@cortland.edu
 
Foreign Language Teaching Forum  http://web.cortland.edu/flteach/
 
State Univ. of New York Cortland
For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 14:39:05 -0400
From: Bob Ponterio <PonterioR@CORTLAND.EDU>
Subject: Re: College level French I textbook
MIME-version: 1.0
Content-type: text/plain; charset=us-ascii; format=flowed
Content-transfer-encoding: 7BIT

Two ways to look that this:

No book will ever have just the right mix, just the right selections. Indeed, I think that teachers need to develop their own materials packets for materials and activities that suit them. We all have our own favorites. As a general rule though, I also think there SHOULD be considerably more about Quebec than one usually finds in US French texts simply based on proximity.

Bob

 
I have used Horizons, Entre amis, Invitation au monde francophone and Deux
Mondes.  Deux mondes is the only one I have chosen to use in consecutive
years.  Invitation is a real nice book IF you have four semesters to
complete it.

No college text has enough material on Quebec to suit me.

_____
 
Robert Ponterio : PonterioR@cortland.edu
 
Co-Owner & Moderator FLTEACH : FLTEACH@cortland.edu
 
Foreign Language Teaching Forum  http://web.cortland.edu/flteach/
 
State Univ. of New York Cortland
For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 16:56:44 -0400
From: Juliet Mason <jmason@ACTFL.ORG>
Subject: ACTFL/NRCCUA Survey
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To Educators Concerned with the NRCCUA Survey:

 

I have been following your comments about the student survey ACTFL is
conducting with the National Research Center for College and University
Admissions (NRCCUA).  I want to assure everyone that we did a thorough
examination of this program before we entered into an agreement with
NRCCUA.  All of your concerns are important, and all can be addressed. 

 

I think everyone knows just how important it is for the profession to
have information regarding enrollments - any kind of information.  As a
profession, foreign language education is asked to prove its worth and
defend its existence with administrators, school boards, parents, and
education departments.  As a national voice for foreign language
education, ACTFL is called upon to provide information to the media,
government agencies and Members of Congress, but we lack the research
most often requested.  As you may know, ACTFL has done an enrollment
survey for many years.  We applied last year for a grant from the U.S.
Department of Education to do this survey again, but our funding request
was denied, even though the Department of Education itself asks us for
updated enrollment data.  While we have sought, and will continue to
seek, other sources of funding for this survey, we have been unable to
get the funding necessary to conduct the survey. The NRCCUA offered a
no-cost solution enabling us to at least gather some of the data we
would have collected through a formal enrollment survey, as well as some
additional data that could assist us in supporting funding requests at
the local, state and national level for foreign language education.  The
NRCCUA/ACTFL survey about which several of you have shared your concerns
is a legitimate way of collecting this information.  Not only does it
enable us to gather data about the attitudes of students taking foreign
languages, we also get an indication of their desire to continue to do
so in college, thus supporting additional funding at the postsecondary
level.  In addition, we distributed a teacher survey to gather your
input on why you think your students take foreign language courses and
the issues you face as a language teacher.  All of this information will
help your profession make the case for more funding for programs and
place more focus on language education.

 

I understand some have expressed concern about the personal information
that is asked in the survey.  Please consider the following points:

 

1.      As stated very clearly in the instructions, this survey is
VOLUNTARY, so if either you or any student does not want to complete the
survey, that is fine.
2.      If you want students to complete the survey, but do not want
their information shared with colleges, you can email the survey people
at actfl@nrccua.org and it will not be disclosed.
3.      If your school or district has decided to go above and beyond
what is required by federal or state law and prohibit the completion of
student surveys, then by all means do not complete the survey.  If your
school or district does not prohibit the completion of a teacher survey,
however, it would be very good for the profession for you to return the
teacher survey in the envelope provided. This in particular can help us
with funding.
4.      Many of the questions in the survey, while seemingly not
directly about languages, relate to student plans and characteristics of
language students so that we might be able to identify educational and
career choices of your students, thus enhancing our argument for more
funding.

 

As far as the legality of the survey, there is a very specific
explanation from the United States Department of Education that
references in-school surveys, and the legal standards surrounding them.
NCLB tightened restrictions on in-school surveys by requiring parental
notification for all surveys collecting personal information for
marketing purposes.  That is followed by a specific exception to
in-school surveys for educational use.  The survey we have administered
in partnership with NRCCUA falls well with in the educational use
policy.  For a more specific explanation, I have provided this excerpt
and link to the US Dept. of ED web site.

 

*         "The requirements concerning activities involving the
collection and disclosure of personal information from students for
marketing purposes do not apply to the collection, disclosure, or use of
personal information collected from students for the exclusive purpose
of developing, evaluating, or providing educational products or services
for, or to, students or educational institutions"

 

*
http://www.ed.gov/policy/gen/guid/fpco/hottopics/ht10-28-02.html

 

While there is no legal prohibition at the national or state level on
the collection of personal information for educational use, what we can
not speak to is your individual school district policy.  We know there
may be some school districts that have banned all in-school surveys of
this type.  If you live in such a school district you will have been
informed of this and should not participate in this voluntary program.

 

The second issue of concern that was raised was that of an FTC review
that took place several years ago.  NRCCUA approached the FTC for a
review of its practices regarding student privacy and disclosure of the
use of information.  After the review, NRCCUA signed an "Assurance of
Voluntary Compliance" that maintains that NRCCUA will disclose exactly
how they use personally identifiable information, and release that
information only for educational purposes.  Along with the FTC, NRCCUA
practices were also reviewed, with the same outcome, in these states:
AK, AL, AZ, CA, CO, CT, DE, FL, HI, ID, IL, IA, KY, LA, MD, ME, MI, MN,
MO, MS, MT, NJ, NY, NV, NC, ND, NM, OH, OK, OR, PA, RI, SD, TN, TX, UT,
VA, VT, WA, WI, WV, WY. 

 

I am terribly sorry for the confusion that this has caused, but I want
to assure you that in no way has ACTFL or NRCCUA put any of your
students in danger at all.  In fact, the opposite is true.
Participating in this program has proved to be of benefit to students on
a national level.  Receiving information regarding opportunities in
higher education has opened the eyes of America's youth for decades,
especially those from low income, minority and first generation
families, which struggle to obtain this vital information.  Other
national education associations such as the National Science Teachers
Association have participated in similar surveys.

 

If you believe that your students will not benefit from information
about opportunities they may otherwise not receive, then you may choose
not to participate in this voluntary program.  You may still request
your state and national results by emailing actfl@nrccua.org.  We want
this program to be a positive value to all involved, so please consider
the information provided here, and if you have any specific questions
please contact Peggy Jansen of NRCCUA at 1-877-633-6335 and they will be
happy to speak with you and handle any issue that you may have.  Of
course, any member of ACTFL should feel free to contact me directly at
blovejoy@actfl.org with other concerns.

 

Thank you for your time, and again, I am sorry for the confusion.  I
hope you will see the value that this information will have to the
profession in seeking more funding for our programs.

 

Thank You,

 

Bret

 

Bret Lovejoy

Executive Director

American Council on the Teaching of Foreign Languages (ACTFL)

700 S. Washington St., Suite 210

Alexandria, VA 22314

Ph: (703) 894-2900     Fx: (703) 894-2905

E-Mail: blovejoy@actfl.org

Web: www.actfl.org <http://www.actfl.org/>  and
www.DiscoverLanguages.org <http://www.discoverlanguages.org/> 

<http://www.discoverlanguages.org/> <http://www.discoverlanguages.org/>
<http://www.discoverlanguages.org/> <http://www.discoverlanguages.org/>

 

For more information on ACTFL's efforts to raise public

awareness about the importance of learning languages

and understanding cultures, visit www.DiscoverLanguages.org
<http://www.discoverlanguages.org/> .

 

 

Visit www.actfl.org <http://www.actfl.org/>  for the latest news,
information and upcoming events in the language education profession and
mark your calendars for ACTFL's Convention Nov. 15-18, 2007 in San
Antonio, TX.

 

The ACTFL Language Learner Registry - All Languages - All Levels.
Register today at:  http://llr.actfltraining.org

 

 


For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 15:09:18 -0500
From: Elvira Rebate <mslsts@HOTMAIL.COM>
Subject: Re: Gerundio/Gerund Ooops!
MIME-version: 1.0
Content-type: text/plain; format=flowed
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In my previous post, at the en, where I wrote <complemento directo> I meant to write <complemento circunstancial>.

Elvira Rebate


 
From: Elvira Rebate <mslsts@HOTMAIL.COM>
Subject: Re: [FLTEACH] Gerundio/Gerund -was DUH!
Date: Mon, 12 Mar 2007 09:35:30 -0500


[Spanish does have some sentences that use the <gerundio> "alone," not acting as an auxiliary to other verb: <Cerrando la puerta, se fue./Habiendo cerrado la puerta, se fue.>.  This, acting as a <complemento directo> is called <gerundio absoluto>]

Elvira Rebate

_________________________________________________________________
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Date: Mon, 12 Mar 2007 13:54:30 -0400
From: Sondra Bromka <sbromka@EARTHLINK.NET>
Subject: Re: FLTEACH Digest - 10 Mar 2007 to 11 Mar 2007 (#2007-71)
MIME-version: 1.0
Content-type: text/plain; charset=US-ASCII; delsp=yes; format=flowed
Content-transfer-encoding: 7BIT

Here's an idea about how students can remember what an infinitive is. 
Have them memorize:

" To be, or not to be -- that is the Infinitive!"

Sondra

Bells & Motley Olden Music, Dance, and Storytelling
Sondra Bromka, John Bromka
Performing and Teaching Artists
Marcellus NY
www.bellsandmotley.com


On Mar 11, 2007, at 11:00 PM, FLTEACH automatic digest system wrote:

 
The term infinitive comes from modus infinitivus which comes from 
in (not) and finitere (limited).  The infinitive is not limited to 
certain persons or numbers as other forms




For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 10:14:17 -0700
From: lisita@DSLEXTREME.COM
Subject: Department Budget Spent?
MIME-version: 1.0
Content-type: text/plain; charset=iso-8859-1
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Hi all,
Does this happen to you?

I got a call from my department chair this morning saying that our seven
teachers had spent our $2000 for the year, so we can't buy any more
supplies.

We can still make copies, but we need to make as few as possible.

Is this an average budget? Is this a common situation?

This is the first notice that we have received about our department budget
all year and I am surprised!
-Lisa

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 18:53:04 -0400
From: "R.E.Crawford" <crowbar@RCN.COM>
Subject: BBC Blog Competition chooses Spanish teacher
MIME-version: 1.0
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Did you see where the news.bbc.com Spanish web page had a Blog competition and selected as one of its winners a Spanish teacher? Her name is Pia Prieta and she teachers in a secondary school in southern California: "su propuesta de compartir esta experiencia fue seleccionada como una de las ganadoras del concurso de blogs de BBC Mundo." Her first entry that I read was "Soy, Somos, Son". It spoke to me and may also to many of the listserv.
ruth

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 20:58:04 +0000
From: ML Kiloume <kiloume@HOTMAIL.COM>
Subject: FULLTIME SPANISH TEACHING POSITION
MIME-version: 1.0
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POSITION:  FULL TIME SPANISH LANGUAGE INSTRUCTOR

Yavapai  College, Prescott Arizona

DATE:  March 8, 2007

CLOSE DATE:  Open until filled, but review will begin March 29, 2007.

PURPOSE:  The incumbent will be responsible for course preparation and instruction of freshman and sophomore level courses in Spanish, coordinating teaching of adjunct instructors, maintenance and upgrading of curriculum; professional growth activities and service to the institution and community.  Service to our students is our highest priority.  Instructors can expect to participate in innovative methods, and assignments may be multi-campus with the possibility of interactive, online, day, evening and/or weekend classes.


MINIMUM EXPECTATIONS & REQUIREMENTS:
•&#61472; &#61472; &#61472; &#61472; Master’s degree in Spanish
•&#61472; &#61472; &#61472; &#61472; Previous teaching experience


PREFERRED SKILLS, ABILITIES & QUALIFICATIONS:
•&#61472; &#61472; &#61472; &#61472; Experience teaching at the community college level
•&#61472; &#61472; &#61472; &#61472; Certifiable to teach other modern language in addition to Spanish
•&#61472; &#61472; &#61472; &#61472; Experience with or ability to use technology to enhance student learning
•&#61472; &#61472; &#61472; &#61472; Experience in curriculum development and learning outcomes assessment


HIRING RANGE:  $36,080 - $49,559 depending on education and experience


INQUIRIES:  Interested parties will find application information by visiting our website: http://www.yc.edu or at the Yavapai College Human Resources Office, 1100 E. Sheldon Street, Building 30, Prescott, AZ 86301. EOE

Questions about the application process should be directed to:
Lucy McGuire
Human Resources
Yavapai College
Electronic Mail: human_resources@yc.edu
Phone   928-776-2216

_________________________________________________________________
Get a FREE Web site, company branded e-mail and more from Microsoft Office Live! http://clk.atdmt.com/MRT/go/mcrssaub0050001411mrt/direct/01/

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Date: Mon, 12 Mar 2007 09:33:55 -0800
From: "Sabin, Christine" <csabin@SIERRACOLLEGE.EDU>
Subject: Obesity in France
MIME-version: 1.0
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I sent a link to this interesting article about the alarming rates of obesity in France but I don't believe I sent it properly, so it goes again.  It appears that the content of this article may challenge your notion of French eating habits.
 
http://www.nytimes.com/2006/01/25/international/europe/25obese.html?ex=1295845200&en=62437468eaf6ef08&ei=5090
 
 
Christine Sabín
Sierra College

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 16:22:04 -0400
From: "Murphy, Beth" <bmurphy@BURLTWPSCH.ORG>
Subject: Feeling Disheartened
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Thanks again listeros for your kind resonses!  Especially Laurie and Dan!  They were both encouraging and motivating!  I was also surprised to find out how many other WL teachers have had similar experiences.
 
I have printed some of your messages so I can read them during some of my more challenging moments!
 
I also learned what a "mugwump" is; I love words, so I will share the definitnion I found:
 
(The word comes from the Presidential campaign of 1884 when a Republican refused to support the party nominee.)
Slang:  kingpin.  One who acts an an independent.
 
Beth

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 17:06:55 -0400
From: D & M Blaz <blazm@YAHOO.COM>
Subject: Re: Dream Classroom
MIME-version: 1.0
Content-type: text/plain; charset=US-ASCII
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NOT in the floor....we had a water main freeze and flood things, and all the
electrical stuff in the floors is inoperable, and will be until summer when
they can tear up the floors and rewire. (And my room is nowhere near
outdoors, nor at ground level)
The ones in the walls, about a foot up, still work, thank goodness!!

Deb

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 14:47:43 -0400
From:
 
"Caugherty, Melanie (by way of \"FLTEACH Moderators: Jean & Bob\"         <FLTEACH@CORTLAND.EDU>)"
 
<caugherty_2@COB.OSU.EDU>
Subject: Re: FW: Rejected posting to FLTEACH@LISTSERV.BUFFALO.EDU
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REGISTRATION DEADLINE MARCH 15, 2007

 
Dear Colleagues,

The Fisher College of Business and the OSU Foreign Language Department are pleased to jointly present: the 2007 CIBER Business Language Conference.  The 2007 theme is "The Key to US Competitive Edge: Bridging Language and Business".

For more information, please see the conference website. <http://fisher.osu.edu/centers/international-ciber>http://fisher.osu.edu/centers/international-ciber

Thanks,

Melanie

Melanie Caugherty, Program Manager
International Programs Office, Fisher College of Business
The Ohio State University
300 Fisher Hall, 2100 Neil Avenue
Columbus, Ohio  USA 43210
Tel: 614-292-3208
Fax: 614-688-3688
E-mail: caugherty.2@osu.edu
For all FLTEACH information see: http://web.cortland.edu/flteach/


Date: Mon, 12 Mar 2007 16:22:17 -0700
From: "Morales, Kara" <Kmorales@POWAYUSD.COM>
Subject: Re: Dream Classroom (long)
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We just finished construction at our school in the fall.  I don't know if the language teacher who was here three years ago when the plans were first made gave any input, but I didn't get to give any suggestions or modify the plans for my room, and I wish I had been asked.  I set up my desk, cabinets, and the student desks facing a certain way, only to find out a few days later that the way I had set up the room was not how it was originally planned.  The original plans called for the desks to be facing a wall that has a door with a small window in it, and the classroom on the other side was set up to have the students facing that door also.  Knowing teenagers, the row in front of the window would spend the whole class period making faces at the row of students on the other side of the door!  Since we were told we couldn't cover up the window for "safety" reasons, I kept my setup.  However, that became a problem when the LCD projectors were put in the mounting, because the projection light that would have been so cool was therefore not near the right wall, and the outlet to plug the LCD projector into my computer was across the room, resulting in a big black cord going across the room anyway. 

 

Another custom detail that seemed neat but is actually kind of a pain is a built in connection in my wooden cabinet for the VCR/ DVD player.  In order to control the DVD player (rewind, pause, etc.) I have to keep the doors to the cabinet wide, which is first of all hard to do because of space issues (student desks nearby), and exposes all the stuff in my cabinet to everyone's eyes. 

 

So, I guess what I would ask for would be:

*       to have contact with the contractors again when they are close to finishing the room, to make sure things really are turning out the way you wanted them to and because teachers pay attention to those little details.  Also, that way if a teacher is no longer at that school, the one who will be using the room can also give some input on the details that aren't that difficult to change. 
*       A lot of outlets, as many people mentioned
*       Ceiling mounted LCD projector
*       Projector lights - if it is possible, in a couple of different places in the room to allow for different classroom setups
*       A lot of whiteboard space.  I've seen whiteboards that have a horizontal sliding panel system, so that you can keep information on one board for one level class and then slide the board with a clean surface over it.  The local high school even has this kind of whiteboard setup with hidden storage behind it. 
*       Speakers/ surround system as someone else mentioned.  I think it would be really helpful for listening exercises - I always feel like I'm blasting the students in front, but if I don't, the ones in back won't be able to hear as well.
*       A lot of bulletin board space also - for all those posters and other visuals language teachers have (we got the kind that looks like an extension of the wall instead of the old fashioned looking corkboards - very nice)
*       At least a couple of good cabinets that can lock (but I think ones that can be moved if you want to change the setup might be more helpful than the built-in ones that lock you in to a certain classroom setup)

 
Sorry this is so long.  I hope some of these suggestions are useful to you.  Good luck!

 
Kara Morales
Spanish teacher
Twin Peaks Middle School
kmorales@powayusd.com
 
 

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 19:17:41 -0400 (EDT)
From: Linda Tuttle <LiMaBaTu@AOL.COM>
Subject: Re: Poetry Project
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In a message dated 3/9/2007 8:56:06 AM Eastern Standard Time,
MeBarrio@ASHLAND-CITY.K12.OH.US writes:

In a few weeks I will be starting a poetry project for my level 5
Spanish students.  We typically spend two weeks talking about poetry
(rhyme, meter, appropriate vocabulary), then each student picks a poet,
researches their life, reads a few of their works and picks one poem to
analyze and present to the class.  My problem is that I have more level
5s than I have ever had and I need to expand my list of possible poets.
Does anyone have any recommendations of good poets to add to my list?

 
 
Are you familiar with the "Antología de poesia hispanoamericana" located at
_http://palabravirtual.com_ (http://palabravirtual.com)   ?  There's a lot of
material there that should be of help to you.
Linda.
<BR><BR><BR>**************************************<BR> AOL now offers free
email to everyone.  Find out more about what's free from AOL at
http://www.aol.com.

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 15:11:05 -0500
From: Sonia Morgan <smorgan@IDSYES.COM>
Subject: Re: Different Strategies for Practicing Writing
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The Kagan Cooperative Structure - Simultaneous Rally Coach allows students to cooperatively write by writing in teams.  Example:  Each student writes the first sentence and then papers are passed to the student on the write. They now read the sentence that is there and add a sentence.  The papers pass to the write, they read the two sentences on that paper and add a sentence.  This process continues until time is called.  Everyone is writing simultaneously and it makes it interesting.  At the end, the paper can be returned to the original author of the first sentence.

Hope this helps, Sonia (Tampa, FL)
----- Original Message ----- From: "Janet Pickles" <Pickles@DERUYTER.K12.NY.US>
To: <FLTEACH@LISTSERV.BUFFALO.EDU>
Sent: Monday, March 12, 2007 9:11 AM
Subject: Re: Different Strategies for Practicing Writing


 
:)
I have the same problem with the Regent's exam in NY ... they have the
second half of their English exam for 3 hours in the morning and then have
to do their second language when they are tired!

Some activities that my students have enjoyed:
a. Alien Planet: Pretend that an Alien has spent a month with you here on
Earth and he/she invites you to visit his/her planet. (Talk about how you
got there, what they wear, what they eat, where they live, what they do in
their free time) This essay can be organized like a regular essay so that
they have a beginning, middle and end....
b. Create a new hotel, resort, or fun center for DeRuyter (or another town).
You must include: a drawing of the inside, a drawing of the outside, a
personal ad looking for employees, describe their hours, dress code,
personal skills needed, educational requirements, pay... make up a
proposal to "sell" you idea to the county commissioners and the city
planners, explain how you will pay for your new place and where it will be
and how it will affect the area
b. My kids enjoy writing essays based on a single cell of a cartoon... I
have a couple of books with nice ones... for example, one shows two kids
filling the trunk of the car with sand at the beach. If you instruct the
students to write about what happens after the scene or what happened up to
that point, then they have to use their skills to make up something that
fits the picture into the sequence of events.

Hope that helps!
j

 
----------
From: Howard T. and Pam Green[SMTP:tptexas@VERIZON.NET]
Reply To: Foreign Language Teaching Forum
Sent: Saturday, March 10, 2007 1:25 PM
To: FLTEACH@LISTSERV.BUFFALO.EDU
Subject: Different Strategies for Practicing Writing

Dear FLTEACHers:

Our IB external assessments are coming up in May, and many of my
students will be taking multiple 90 minute exams in several
subjects--most with lengthy essays.  The students burn out quickly, and
the French exam is at the end of the exam period!   I find myself
needing to provide them with fairly intense writing practice in French
prior to the exam--I'm never satisfied with the amount of quality of
practice I'm able to give them.  Do you have any suggestions for useful
alternative writing activities that I can do with them in late April
and May?  I would like for them to continue to practice correct format
and register, essay organization, use of transition words, etc., but
I'm looking for something that will not require each student to write
individual 250 or 400 word essays, which is what they do on the exam.
Has anyone used successful group essay writing activities or other
strategies which do not contribute to burn out?

Thank you for your suggestions!
Pam Green
Springfield, VA

For all FLTEACH information see: http://web.cortland.edu/flteach/


For all FLTEACH information see: http://web.cortland.edu/flteach/



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Date: Mon, 12 Mar 2007 19:32:26 -0400
From: D & M Blaz <blazm@YAHOO.COM>
Subject: Re: And here's a quiz: French in movies
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I'll bite, and guess   Ca plane pour moi, by Plastic Bertrand??
I know that one was in the movie!

Deb

-----Original Message-----
What song is playing in "European Vacation" when Chevy Chase and his family
go on thier ultra rapid tour of the Louvre?

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Date: Mon, 12 Mar 2007 14:58:11 -0500
From: Sonia Morgan <smorgan@IDSYES.COM>
Subject: M.S. Spanish Textbook Recommendation
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We are looking to adopt a new textbook for our Middle School Program which includes Basic Spanish through Spanish I.   Please let us know what textbook you are currently using and the publisher.

¡GRACIAS!
Sonia
Tampa, FL

For all FLTEACH information see: http://web.cortland.edu/flteach/

Date: Mon, 12 Mar 2007 19:44:33 -0400
From: Bob Ponterio <PonterioR@CORTLAND.EDU>
Subject: Re: Infinitive
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Hahahaha!!!!!!! I love it!

Bob

 
Here's an idea about how students can remember what an infinitive is.
Have them memorize:

" To be, or not to be -- that is the Infinitive!"

Sondra

_____
 
Robert Ponterio : PonterioR@cortland.edu
 
Co-Owner & Moderator FLTEACH : FLTEACH@cortland.edu
 
Foreign Language Teaching Forum  http://web.cortland.edu/flteach/
 
State Univ. of New York Cortland
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