NOTE: This is from a unit that teaches the subjunctive with a story-based approach and compelling comprehensible input. You can get the entire unit here. The example in from a Spanish 3 class, but the principles apply to any language and any level. FOCUS STRUCTURE: quiere que vaya [...]
Here is an observation of the learning lab at iFLT by Carol Hill (perhaps better known to many blog readers as "Chill") a French teacher from New Jersey, who attended the sessions for two days. I recently attended the iFLT conference in Breckenridge, Colorado where I was able to watch teachers [...]
This was posted on Michele Whaley's blog, http://mjtprs.wordpress.com/. Michele came to observe one of my learning lab sessions at iFLT a couple of weeks ago and posted her observations about it yesterday. Bryce Hedstrom’s 2012 iFLT by MJ I’m finally going to follow through on my promise to tell about Bryce’s [...]
NOTE: This is part #13 of an ongoing series of posts about a way to focus on difficult grammar with a story-based approach. The examples are from a Spanish 3 class, but the principles apply to any language and any level. RILEY AND THE GIRLS This is an [...]
NOTE: This is part 12 of an ongoing series that shows the process and the product of a story-based approach to teaching the subjunctive in a Spanish 3 class. The process applies to all levels and all languages. This process is explained along with the English translation of the first resulting [...]
NOTE: This is part 11 of an ongoing series describing how to focus on the subjunctive with a story-based approach and compelling comprehensible input. The example in from a Spanish 3 class, but the principles apply to any language and any level. PRESENT SUBJUNCTIVE LONG-TERM UNIT PLAN The first story scenario [...]