by Kara Parker | Oct 1, 2015 | Videos, What's New
Showing a good video in a language class can immensely improve a typical lesson but the search can take a ton of time. This is where I spend the majority of my planning time because once I find a good one, it is the foundation for the entire lesson. I have 5 video... 
by Megan Smith | Sep 29, 2015 | 2 Authentic Resources, Listening, Listening Resources, Technology, Videos, What's New
True language proficiency is what your students can do on the spot. Making a prediction in the middle of a YouTube video is a fun way to practice this unrehearsed language. Now, novices may not be able to create on their own but you can help them learn how to do it.... by Kara Parker | Sep 25, 2015 | 2 Authentic Resources, Videos, What's New
No wrong answers here! Just lots of thinking required. Open-ended questions are great for these reasons: natural follow-up to closed-ended questions students produce answers at their proficiency level encourages debating and justifying their opinions/beliefs students... 
by Megan Smith | Sep 23, 2015 | Videos, What's New
One simple way to hold students accountable while watching a video is to ask closed-ended questions. Now, let me be clear. In all other cases, I prefer open-ended questions because they allow the student to explain and expand their answers, which pushes them toward... 
by Megan Smith | Sep 21, 2015 | 2 Authentic Resources, Culture, Technology, Videos
2021 Eng, Gr, Fr, Sp, It Downloads / PDF French (PowerPoint) Spanish (PowerPoint) Italian (PDF) Download Aspects of Culture for Arabic, Chinese, English, French, German, Italian & Spanish (PowerPoint) Blank (Word) Culture: it’s one of ACTFL’s 5... 
by Megan Smith | Sep 20, 2015 | 1 Planning, 2 Authentic Resources, Technology, Videos
It’s no secret… I love using YouTube videos in class! Many of my past posts talk about this love. I recently read an article about a teacher who decided it was time to retire because it was getting too hard to compete with technology and social media. My...
