Students will ask each other about their hobbies and what they enjoy doing during their free time. They will need to be paying attention so that they can present each other's answers.

Pite Saami is a highly endangered Western Saami language in the Uralic language family currently spoken by a few individuals in Swedish Lapland. This grammar is the first extensive book-length treatment of a Saami language written in English. While focussing on the morphophonology of the main word classes nouns, adjectives and verbs, it also deals with other linguistic structures such as prosody, phonology, phrase types and clauses. Furthermore, it provides an introduction to the language and its speakers, and an outline of a preliminary Pite Saami orthography. An extensive annotated spoken-language corpus collected over the course of five years forms the empirical foundation for this description, and each example includes a specific reference to the corpus in order to facilitate verification of claims made on the data. Descriptions are presented for a general linguistics audience and without attempting to support a specific theoretical approach, but this book should be equally useful for scholars of Uralic linguistics, typologists, and even learners of Pite Saami.

Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field’s immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science.

This Remote Learning Plan was created by Rosa Zimmerman in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.  The attached Remote Learning Plan is designed for a grade 9-12 World Languages student.  Students will:  learn the difference between the preterite tense and the imperfect tense 

This activity is based on a discussion in pairs or groups. It can be a pre-activity or a post activity. The main purpose of this activity is to make learners  start with a brainstorming and then discuss their  ideas in relation to entrepreneurship and fund raising.  One important objective is to use the linguistic devices and transition tools to properly use the language for professional purposes or for academic purposes ( communication course). It can be a speaking activity and then developed in a written activity. 

This Remote Learning Plan was created by Christina Schroeder in collaboration with Nick Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 9th-12th grade Spanish students. Students will greet others and talk about the weather in Spanish. This Remote Learning Plan addresses the following NDE Standards: 1.2 and 5.1 It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1pI2YluBnaTzeQzy3O6BgBJT91aqYsAgLzpHTImsP9lM/edit?slide=id.p2#slide=id.p2

A unit of study of how ICT can offer a quality supplement to classroom teaching. The Objective is to learn how integrating ICT into daily learning activities can assist students learning individually or in groups.

Objectives: CA ECSE TPEs1.5 Communicate effectively & in a culturally & linguistically appropriate manner with families & other service providers to facilitate & strengthen ongoing partnerships & collaborations that can support young children’s learning goals & outcomes.2.2 Promote children’s access, learning & participation in a variety of environments using models of support​ ​that​ ​are​ ​strengths-​ ​based, ​​family-centered, ​ ​and​ ​culturally & linguistically​ ​responsive.6.7 Effectively​ ​articulate​ ​the​ ​rationale​ ​for​ ​instruction​ ​and​ ​intervention​ ​plans​ ​through culturally & linguistically appropriate verbal​ ​& ​written​ ​communications​ ​to and with​ ​family​ ​members, ​ ​other​ ​service​ ​providers, administration, ​ ​&​ ​other​ ​stakeholders.

A PPT for graduate-level applied linguistics courseUsed for leading review of topics such as student repertoires, three-part interaction sequences, and conversational affordancesIntended for class of experienced teachers who are in grad school

This interpretive listening and presentational writing task aligns with a novice-level unit about sports. This task is tiered by complexity of product (how students show what they know).

Short Description:
Basic Hindi is an online, interactive, theme-based textbook for the true beginner of Hindi language. It promotes communicative, linguistic, and cultural competence. It has mixture of pedagogical approaches to fit all types of learning and teaching philosophies/styles to achieve intermediate low to mid ACTFL proficiency level within a semester.

Long Description:
Basic Hindi is an online, interactive, and tech-enhanced textbook that promotes speaking, listening, reading, writing, and cultural skills. Each Chapter in this book has clear stated learning outcomes, a review of previous chapters, reading/listening sections, study abroad section, relevant grammatical items, and cultural notes. The pedagogical approach in the book is mixed and informed by the socio-cultural approaches and the generative approaches of the Second Language Acquisition theory. The mixed theoretical backgrounds match diverse learning and teaching philosophies and styles. Following the learning outcomes guided by American Council of Teaching Foreign Language (ACTFL), this textbook aims for the novice learners to attain intermediate low to mid-level proficiency level. The textbook incorporates pictures, audio-visual materials, and activities developed on the H5P platform to keep learners engaged.

Word Count: 40301

ISBN: 978-1-62610-105-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Preparing for a trip can be a very exciting time! You may be traveling for a mission trip, a job requirement, or a social traveling trip with friends or family.  Regardless of why you are traveling there are important words to know when traveling to a Spanish speaking country and being able to navigate through an airport, an airplane, and at a travel agency.  Learn these words in this seminar so you can convince your school administrators on taking a trip abroad. There are many school districts who are oppose traveling abroad due to security and insurance liability so you will need to convince them the value of safety of traveling to a Spanish speaking country!  ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationCommunities: School and Global Communities, Lifelong LearningConnections: Making ConnectionsLearning TargetI can present reasons for or against a position on a political or social issue.Habits of MindThinking and communicating with clarity and precisionCritical Thinking SkillAnalyzing Perspectives

REGOLA N.1HO - HA - HA - HANNO SONO VOCI DEL VERBO AVERE.Si scrivono con la lettera H per distinguerle:dalla congiunzione o,dalla preposizione articolata ai,dalla preposizione semplice a,dal nome annoESERCIZICOMPLETAcon o (=congiunzione=oppure) e un nomeamore o odiopace ................................bellezzza...................................bontà...........................................giustizia............................................con o (=congiunzione=oppure) e un aggettivogrande................................................alto.....................................................magro.................................................vero....................................................generoso.............................................con o (=congiunzione=oppure) e una fraseSolo Marco e io abbiamo la macchina: o vieni con me ........................................................................Il mio compagno di banco è dispettoso: o mi nasconde le cose .............................................................Faccio solo due ipotesi sulla scomparsa del tuo braccialetto: o l'hai perso .............................................2 - O/HO - COMPLETA CON HO (AVERE) O CON O (=CONGIUNZIONE=OPPURE).VITA DIFFICILE.............dei compagni che mi costringono a stare attento.............a lavorare anche quando non............voglia di far niente. Loro hanno interesse per la cultura, ............ci tengono ai bei voti, .............vogliono far contenti i genitori! Ma perchè far lavorare anche me  .............. i tipi come me? A causa loro, io non ......... momento di pace. I professori mi dicono: "Fa' i compiti con i tuoi compagni, con Alessio ............ con Giuseppe che sono così bravi. Va' a casa loro .............invitali a casa tua". E io che ........la passione per il calcio e .......... tutti i giorni l'allenamento, che posso rispondere? Che ..........una madre che non vuole gente tra i piedi? ............che ..........una casa piccola? ............che ..............una paura matta di attraversare la strada? 3 AI - COMPLETA CON LA PREPOSIZIONE ARTICOLATA AI + NOME APPROPRIATOLo zucchero fa venire la carie ai dentiIl calcio piace più -------------------------------------------------------------------------che alle femmineDobbiamo passare dalle parole ........................................................................................................................................................è proibito entrare negli stadi con i bastoni delle bandiere.I generali sono dei militari arrivati ...................................................................più alti della carriera.Non bisogna dar da mangiare...........................................................le carni con ossicini.Nelle gallerie col soffitto basso è proibito il transito ....................................................................... 4 HA/AI - COMPLETA CON HAI (AVERE) O CON AI (PREPOSIZIONE)L'UOVO SBATTUTOQuando .........voglia di fare merenda, e ...........qualche minuto per prepararla, sbatti due cucchiai di zucchero insiema ............tuorli di due uova. Poi aggiungi alla crema che ........... ottenuto un po' di caffè freddo. Questa prelibatezza è consigliabile a tutti: ............golosi e agli inappetenti, ............vecchi e ........... bambini, ............sani e ............. convalescenti. Non ........... mai sentito raccontare che ............. tempi dei nostri nonni, si usava l'uovo sbattuto come ricostituente, per dare energie ............. giovani e restituire le forze ..........deboli? 5 - COMPLETA CON HA (AVERE) O CON A (PREPOSIZIONE)DUE VECCHI AMICIConosco un tale che abita ....... Venezia e ....... un amico  .......... Caltanissetta.Due volte l'anno si incontrano ........... Napoli, circa ......... metà strada, per giocare un po' ........ carte. Giocano  ..... scopa e giocano ......... più non posso per un giorno, poi sciascuno torna ..... casa sua.Quello di Venezia vuol vincere ......... tutti i costi ........ una fortuna sfacciata e vince quasi sempre, anche se ........ poca memoria. Il poveretto ricorda ...... stento il proprio nome e dimentica subito le carte che, ...... turno, si buttano.Quello di Caltanissetta, invece, ....... il destino avverso e perde sempre, anche se ricorda ..... memoria tutte le carte e tutti i punteggi.Comunque vada, si divertono un mondo e talvolta fan durare una partita anche molte ore, perchè passano il tempo ....... ridere. Ridono ...... crepapelle e diventano tristi solo quando si lasciano dicendosi: " ....... presto! . 6 ANNO - Ricopia le seguenti esspressioni.Quest'anno- L'anno scorso - Un anno fa - L'anno prossimo - Fra un anno - L'anno scolastico - L'anno solare - L'anno bisestile - Un anno fortunato - L'anno 2000 - Nell'anno 300 d.C................................................................................................................................................ ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ 7 HANNO/ANNO - COMPLETA CON HANNO (AVERE) O ANNO (NOME).BARZELLETTAQuesta è capitata l'..................... scorso, nei boschi della Sila. Quattro boscaioli ....................... il compito di tagliare cento alberi malati. Sono degli specialisti che ....................... una grande esperienza e lavorano dove ....................................bisogno di boscaioli particolarmente esperti: l'altr' ........................ lavoravano in Svezia, quest' ................. sono in Italia e l'.................. saranno in Canada................................. un'abilità straordinaria e in quattro e quattr'otto tagliano tutti e cento alberi. Due contadini del luogo, che ................... tempo da perdere, li osservano e commmentano: "Quest'............ abbiamo dei cammpioni dell'accetta! Guarda che precisione ..........................................nel loro lavoro! E che sveltezza! Forse ...................... premura!"." Dove avete imparato?" chiedono."Nel Sahara" ."Ma ci ..........................detto che nel Sahara c'è il deserto!"."Eh, si, adesso!".

This Remote Learning Plan was created by Kelly Garcia in collaboration with Nick Ziegler as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.  The attached Remote Learning Plan is designed for a grade 9-12 World Languages student.  Students will: use prepositions to give details about where they live.

Grimm Grammar is an online German grammar reference from the University of Texas at Austin. It is an irreverent revival and shameless exploitation of 19th-century Grimm Fairy Tales for honorable pedagogical purposes.

This OER Lesson plan/unit was created by Trinia Perigo. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for student learning of Mid Novice Learners of German. Students will practice speaking about clothing, exchanging information through interaction and negotiation of meaning. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.1, NE WL 1.2It is expected that this Lesson Plan will take students 5-10 minutes to complete.

The aim of this unit is that upon completion, teachers will be able to integrate ICT into the learning environment and manage the use of supplementary ICT resources with individuals and small groups.