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Answer: "Like many immigrant groups, German people brought with them foods, such as 'wurst' and pretzels, drinks, and many words such as zig-zag, rucksack and cookbook, to name a few contributions. To learn more, try one of these teaching units. (From North Carolina) Our German Roots in the USA" is a secondary Webquest. http://wneo.org/WebQuests/TeacherWebQuests/German/germanroots.htm I think this second teaching unit should more than
answer your question,and will provide some good material to use to
enlighten students about German/American heritage. What I liked was the
fact that one could use this with students of German or non-students of
German. Suzanne Monk-Cohen German content editor, World Language Channel
Answer:
Average retention
rates: Lecture =
5%; Reading 10%; Using
Media = 20%; Demonstration =
30%; Discussion group =
50%; Practice by doing =
75%; Teach others
and immediate use
of learning 90%
Source: National Training Laboratories,
Bethel, Maine
Answer:
Most experts agree that the earlier
a child is introduced to a second language, the greater the chances are
that the child will become truly proficient in the language. A February
1996 Newsweek article made the claim that "A child taught a second
language after the age of 10 or so is unlikely ever to speak it like a
native." This statement is supported by linguists and has been proven in
extensive research studies.
Answer:
Go to Language
by Language and click on the language that you teach. Then at the
list of sections at the top, click on the Language Learning and Activities
section, or the Lesson Plans and WebQuests. Within that section are an
abundance of activities, many
which provide the real world context that can help to develop proficiency.
You are the expert too, since you know the proficiency levels
selected by your state or district, and can pick activities to match.
Check the Curriculum Matrix on the Main Edgate Page for your state’s
standards if you need to. Another hint: Look at our pages often as we are updating and eliminating sites regularly. Add some activities you’ve found successful by clicking on Contact Us. S Hayden, Portland State University and Beaverton School District
Answer:
We both know that as the numbers go
up, the chance for students to speak goes down. But we can make the most
of the chances we have.
Put that many students in two groups, then two
lines facing each other. Look at the XXs: A
XXXXXXXXXXX A XXXXXXXXXXXX B
XXXXXXXXXXX B XXXXXXXXXXXX You
give the task, such as ‘Ask each partner s/he lives, how many people in
their family, how many brothers, sisters, and what pets and how many.
On the students’ recording grid, they
check off how many people, and write in numbers of siblings and pets to
make it faster to record. Each
student speaks with the student opposite, asking and answering. Then,
you announce in the language “ Line A, move X people to the right
so you are facing a different partner and ask the same questions. Repeat
until seven or eight students have switched.
Follow
up: Raise your hand if you
talked someone with 2 in their family, 5 in their family, who had two
brothers, who had many cats? You
control the amount of time, so it never lags, they talk to seven or eight
people by the end of six minutes, and you can use the activity with any
topic or function. Inability
to ask a variety of questions frequently prevents students from moving
from Novice to Intermediate level. There’s so much more to say. Watch this space! S Hayden, Portland State University
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by Language
English as
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Question:
