NCSSFL -ACTFL Can-Do Statements:I can introduce myself to the group. I can exchange information about my hometown. I can ask my lab mates about themselves and their hometown.
In this activity, students will practice discussing their work and what they do while they are working. Students will also discuss the jobs they want in the future. NCSSFL-ACTFL Can-Do Statements:I can describe where I work and what I do. 私は働く場所と仕事のために何をするか写せるI can tell an employer why I want to work for them.私は 雇い主に働きたい理由を教えてあげられるI can arrange a meeting time that works for me.私は集まりのいい時間を決められる
In this activity, students will practice talking about their childhood- toys they played with, activities they did. In the main activity, students will recall a story from their childhood and retell the story to the group. They will also discuss this story with their peers. NCSSFL-ACTFL Can-Do Statements: I can tell a story about my life using complete, connected sentences. 私は完全なつないだ文を使って自分の生活について話ができることI can understand and ask questions about my peers’ childhood experiences.私のクラスメートの子供の話について質問が答えて理解できることI can contribute to a conversation about a story by identifying who, what, when, and where.誰、何を、いつ、どこで特定することで話について会話にこうけんできること
This idea of this lab would be to ask “grab-bag” style questions regarding a number of topics. These will be loose questions that are meant to help spark conversation. So it is okay if you don’t get through all of them or if you change them a bit to better fit what students want to talk about! NCSSFL-ACTFL Can Do Statements: I can ask and answer questions about things I am doing in my free time暇の時間について質問を聞いて答えられます。I can exchange with others some ideas about ways to stay healthy.他の人と健康を維持する方法について話せます。I can exchange recommendations with my peers regarding things I do in my daily life.クラスメートと生活のお勧めことについて話せます。
NCSSFL-ACTFL Can-Do Statements: I can use drawing and clues to help lab mates guess a wordI can ask questions to a lab mate to help me guess a wordI can answer simple questions on a variety of familiar topics
NCSSFL-ACTFL Can-Do Statements:I can talk about how I like to celebrate the holidays.I can talk about my family’s traditions with holidays.I can describe the places near where I live.
NCSSFL -ACTFL Can-Do Statements:I can exchange preferences about which gifts I like or dislike.I can share my opinion on a good gift to give for certain occasions.When given a limited quantity of items, I can decide who to give them to and explain why.
NCSSFL-ACTFL Can-Do Statements:I can present personal information about my life, activities, and events using simple sentences.I can express my preferences on familiar and everyday topics of interest using simple sentences most of the time.
NCSSFL-ACTFL Can-Do Statements:Based on a series of choices, I can decide what I would buy and share why I would buy it.Given an activity, I can say what I would do beforehand to prepare and why.
NCSSFL-ACTFL Can-Do Statements:I can compare and contrast graduation in the U.S. and in Japan.I can explain what I want to do before a specific time.I can talk about my plans for the future.
NCSSFL-ACTFL Can-Do Statements:Given a situation, I can share how I would ask someone for a favor.Given a situation, I can share the favor I would offer someone. Given a situation, I can give advice on how I would approach the situation.
NCSSFL-ACTFL Can-Do Statements:Given a time frame, I can express my hopes and desires for the future. Given a specific event, I can express my hopes and desires for the outcome.
![Japanese 201 - Lab 13 (日本語201ラボ第[番号])](https://img.oercommons.org/160x134/oercommons/media/courseware/lesson/screenshot/courseware-lesson-75230.png)
NCSSFL-ACTFL Can-Do Statements:I can interact with others to meet my basic needs related to routine everyday activities, using simple sentences and questions most of the time.I can express, ask about, and react to preferences, feelings, or opinions on familiar topics, using simple sentences most of the time and asking questions to keep the conversation on topic.I can present personal information about my life and activities, using simple sentences most of the time.
The Relationship between the Culture and Cuisine
This essay provides context for the Japanese Tea Ceremony. The Way of Tea is composed of a series of acts such as building a fire in the hearth, boiling the water, whisking the green tea powder in a tea bowl, and serving it along with some sweets. Simply put, it is an act in which the host invites the guest to share a bowl of tea together. Indeed, it began as a simple act of making and drinking tea. Over the centuries, however, it was influenced by Zen Buddhism philosophy and became a highly stylized form of art.
Would you like to build and strengthen your Spanish program? Increase student buy-in to the Spanish language and culture you teach each day? National recognition for you and your students’ achievements? Find out what having your own chapter of Sociedad Honoraria Hispánica (SHH) can do for you!In this interactive session, attendees will learn the benefits of having a chapter of SHH, as well as how to establish, maintain and grow their own chapter. Prospective and current sponsors will benefit from the idea swap, synergy of brainstorming, and list of resources to build, sustain and grow their chapter of SHH.Rachel Twist, Gretna High School, rtwist@gpsne.org Theresa Jensen, Millard North High School, tmjensen@mpsomaha.org
Like most literary geeks, I’ve read a lot of Jorge Luis Borges. If you haven’t, look into the influences of your favorite writers, and you may find the Argentine short-story craftsman appearing with Beatles-like frequency. Indeed, Borges’ body of work radiates inspiration far beyond the realm of the short story, and even beyond literature as commonly practiced. Creators from David Foster Wallace to Alex Cox to W.G. Sebald to the Firesign Theater have all, from their various places on the cultural landscape, freely admitted their Borgesian leanings. That Borges’ stories — or, in the more-encompassing term adherents prefer to use, his “fictions” — continue to provide so much fuel to so many imaginations outside his time and tradition speaks to their simultaneous intellectual richness and basic, precognitive impact. Perhaps “The Garden of Forking Paths” or “The Aleph” haven’t had that impact on you, but they’ve surely had it on an artist you enjoy.
Now, thanks to UbuWeb, you can not only read Borges, but hear him as well. They offer MP3s of Borges’ complete Norton Lectures, which the writer gave at Harvard University in the fall of 1967 and the spring of 1968:
Julia Alvarez was born in 1950 in NYC. Shortly after her birth, she and her parents returned to their home country, the Dominican Republic (Chicago Public Library, 2004). 10 years later, Julia Alvarez along with her family was forced to flee to the United States because of her father’s involvement in trying to plan to overthrow the dictator, Trujillo (Chicago Public Library, 2004).
Julia found it difficult to fit into her new life in the United States and she found it challenging to learn the English language. Julia experience alienation from her peers and prejudice because she was an immigrant (Chicago Public Library, 2004).
Julia said, “I consider this radical uprooting from my culture, my native language, my country, the reason I began writing” (Alvarez, 2020).
Alvarez earned her undergraduate degree from Middlebury College in 1971 and a master’s degree in creative writing from Syracuse University in 1975 (Chicago Public Library, 2004).
Julia Alvarez has published many books in her career as a writer; many in both English and Spanish. How the Garcia Girls Lost Their Accents was published in 1991 as Julia’s first novel. It told the story of four immigrant sisters from the Dominican Republic adjusting to life in the United States. It was the first novel written by someone from the Dominican Republic in the English language. How the Garcia Girls Lost Their Accents was the winner of the 1991 PEN Oakland/Josephine Miles Literary Award for works that present a multicultural viewpoint (Lit Lovers, 2022).
Another wonderful book, published in 1994, Time of Butterflies, told the story of the brave women who did not survive the dictatorship. It was a finalist in 1995 for the National Book Critics Circle Award, was a notable book by the American Library Association in 1994, and was chosen as one of the Best Books for Young Adults by the Young Adult Library Services Association and the American Library Association in 1995 (Chicago Public Library, 2004).
In preparing for this video, I read the book Where Do They Go? It is a book for children that explains the death of a loved one. The children want to know where did their loved ones go and through wonderful poetic words and illustrations, a soft answer is given to the children in a way they can understand (Julia Alvarez, 2016).
In addition to writing award-winning books, Julia Alvarez has earned the Pura Belpre and Americas Awards for her young adult books, the Hispanic Heritage Award, and the F. Scott Fitgerald Award. At a ceremony in 2014, Julia received the National Medal of Arts from President Obama (National Endowment for the Arts, 2013).
Julia Alvarez is a wonderful storyteller and author because she writes from her own experiences as an immigrant and embraces multicultural identity. She authors books for children, young adults, and adults. Julia Alvarez writes with poetic words and teaches tolerance of immigrants. Her stories feature characters who have had to show strength when met with alienation, prejudice, adversity, and oppression. She knows how difficult it can be to navigate between two identities; two cultures; She shows how difficult it was for her and for many others how to learn a new way of life and hang on to one’s own culture. She does all of this with poetic words in beautiful stories. Julia Alvarez’s stories are important for people of all ages to read to grow empathy for people of other cultures.
Julia Alvarez is a writer-in-residence at Middlebury College (National Endowment for the Arts, 2013).
Julia Alvarez and her husband founded an organic coffee farm promoting sustainability by using sustainable methods in the Dominican Highlands as a tribute to the women who were killed during the dictatorship. The profits from this farm go to the Alta Garcia Foundation, which promotes literacy programs for the local population (The Mariposa Dr. Foundation, 2021).
"Brain breaks energize students (and teachers) by increasing blood flow and sending oxygen to thebrain. This increases attentiveness, participation and retention of content. Give your students (andyourself) a quick break in rigor while building classroom culture, sustaining attention and buildingvocabulary. Brain breaks range from 30 seconds to 2 minutes, and can be totally in the targetlanguage.Kathy DaMoude, Hershey Public Schools, Mariah DaMoude, Brady Public Schools
This nook is all you need to know about the Insacred Republic of Kazakhstan.