I am looking for a good translation of DO-NOW Do you have anything better than the following? - À faire maintenant, AFM - Faire maintenant, FM - Activité Immédiate, AI - Devoir à faire maintenant - Devoir ...
On 5/07/11, claude cassagne wrote: > A FAIRE MAINTENANT is the best one. That is what I would use. > > On 4/25/11, James in Belgium wrote: >> >> Bonjour, >> >> " à l'instant même !" >> >> Faites-le à l'instant même ! >> >> Translations are often not possible ! A (do-now activity), >> cannont be translanted. >> >> > >> James >> >> On 3/26/11, prof de Franglais wrote: >>> I am looking for a good translation of DO-NOW >>> Do you have anything better than the following? >>> - À faire maintenant, AFM >>> - Faire maintenant, FM >>> - Activité Immédiate, AI >>> - Devoir à faire maintenant >>> - Devoir ...
These have the same essence in meaning as the BRR and Do-now activity.
Bien à vous,
James
On 5/07/11, prof de Franglais wrote: > I realize that not everybody knows what a "DO-NOW" is. It is very > effective. I never have a class without a do-now. Parents know that > it is expected in the whole district. > It is also called "bell assignment". Each student who enters the > classroom must sit, and start doing the "DO-NOW" assignment written > on the board, even before the bell rings. It lasts 2-5 minutes and > may continue after the bell rings. It could be as simple as "pick up > a yellow textbook on the shelf and find in it 10 words about > volcanoes." Then you can start the class by asking the words. A > "do-now" has many benefits. It quiets down the students as they > enter, keeps them out of trouble, can be a great introduction (or a > review) and can even save time. > > > > On 5/07/11, claude cassagne wrote: >> A FAIRE MAINTENANT is the best one. That is what I would use. >> >> On 4/25/11, James in Belgium wrote: >>> >>> Bonjour, >>> >>> " à l'instant même !" >>> >>> Faites-le à l'instant même ! >>> >>> Translations are often not possible ! A (do-now activity), >>> cannont be translanted. >>> >>> >> >>> James >>> >>> On 3/26/11, prof de Franglais wrote: >>>> I am looking for a good translation of DO-NOW >>>> Do you have anything better than the following? >>>> - À faire maintenant, AFM >>>> - Faire maintenant, FM >>>> - Activité Immédiate, AI >>>> - Devoir à faire maintenant >>>> - Devoir ...
I am preparing to take the French content knowledge test and I would need some info regarding the test. Is it hard to pass? Impressions and opinions about it, please, if possible.
Costco has quite a few travel DVDs right now. Rick Steves France. Also "Burt Wolf Travels and Traditions" in a package with Rudy Maxa's "Best of Europe." It was $19.99. Videos on France in both sets. Even better price if you split up the set with your fellow Spanish and German teachers. There were other sets as well of travel DVDs.
Le grand nombre de réponses issues du phishing scam m'a bien touché. Actuellement, tout a été résolu et mon compte a été sécurisé à nouveau.
Tout le monde devrait savoir, que le propriétaire d'un compte E-mail qui est d'un hijacking est au courrant de l'affaire.
Pour vous tous aider à éviter ce sénario, je vous donne cette explication.
Normalement, j'utilise mes "bookmarks / favorits" pour accéder le site de Hotmail. Alors, j'ai récemmement commencé à utiliser une nouvelle version d'un web browser qui permet de faire une rechercher via the address bar.
En plein travail avec plusiuers fenêtre ouvertes, j'ai tapé "hotmail" dans l'adresse bar, qui a ouvert une page de liens, tous avec les mots "hotmail".
J'ai dû cliqué un faux lien ! Un lien qui a ouvert une page identique à celle de Hotmail. C'est à ce moment-là, que j'ai tapé mon code, qui évidemment n'a abouti à rien.
On m'a eu sans que je me rende compte! Alors, j'ai gagné accès à moncompte via le lien sauvegardé dans mes forvoris et sous mes yeux, j'ai commencé à voir arriver un tas de messages "undeliverable" etc.
A ce moment-là, mon compte à gelé et je n'y avais plus accès.
Le hyjacker avait déjà commencé à remplacer les données de mon profile par les siennes et il a changé le mot de passe.
J'ai tout de suite contacté Hotmail via les liens pour étabilr un dossier d'un hyjacking. On a pu établir très vite que j'étais le vrai proprio de mon compte et j'au pu refaire mon password qui a bloqué le hyjacker.
En ouvrant mon compte, j'a vu à mon horreur, que tous les mails ont été effacés et ma liste de contacts y inclus.
J'ai pu réinstaller ma liste de contacts, via des liens dans l'espace "Help" de Hotmail, mais les courriers électroniques sont perdus à jamais.
The fake login page was the trap.
L'utilisation de la photo dans le profile est un moyen par les banques et Hotmail pour nous aider à reconnaitre la vraie page de login.
Cordialement,
James O'Donnell
On 4/15/11, Brigitte wrote: > Hi, I'm sure many of you know James O'Donnell in Belgium; > he offers supplementary work for the Discovering French > series. He and I have emailed a couple of times (2 or more > yrs. ago), and today I received an email from "him" asking > for money b/c his hotel room in London was robbed. It's the > classic money scam email that apparently is sent to anyone > he has ever contacted. Does anyone have his address so I > can let him know that he obviously has a virus on pc? If > so, please email me at [email removed]
Strategy: simulate a Block schedule : ABABA / BABAB
You will spend 75% of your time with one group and 25% is for the second group. The time may be 1/3 and 2/3 if you have a 45 minute class.
All students should have learned in level I how to use their textbook and they should have acquired autonomy for individual pair group activities. I use Discovering French and by Feb. The students nolonge wait for guided practice, they jump in and start the activities orally.
This is how I would use the time.
I would start teaching with the group that will have only 25% of my time on the paticular day. Jump to Group B below.
Group A part I 75% of the time w/ teacher 1)Review HW 2)Practice activity from previous gram / vocabulary 3)New gram / vocab intro 4)New gram / vocab practice
Group A part II 25% of the time without teacher 6)Bell ringer review / warm up activity 5)Independant gram work / pair group work / silent reading (all the pages between the lessons or chapters)/ homework start
Group B part I 25% of the time with the teacher 1) Review homewok 2) New vocabulary 3) Anwser questions as needed (Transition to autonomous work. Start work with group A) Group B part II 75% of the time without teacher 4) Independant gram work / pair group work / silent reading (all the pages between the lessons or chapters
Cordialement,
James
On 4/19/11, Prof wrote: > Due to budget cuts my administration is proposing the > following: one "pure" second year, one 2nd/3rd year combo, > and one 3rd/4th year combo for the next school year. First > year will remain "pure." Rationale is that this keeps the > program and students can continue with their French > studies. Has anybody been able to effectively teach combo > classes? This year I have a 3rd/4th year class but I feel > that the 4th year is re-doing 3rd year curriculum. > Strategies?
On 4/21/11, James O'Donnell wrote: > I propose the following stategy especially if you are in a > regaluar 180 day schedule. > > Strategy: simulate a Block schedule : ABABA / BABAB > > You will spend 75% of your time with one group and 25% is for > the second group. The time may be 1/3 and 2/3 if you have a 45 > minute class. > > All students should have learned in level I how to use their > textbook and they should have acquired autonomy for individual > pair group activities. I use Discovering French and by Feb. > The students nolonge wait for guided practice, they jump in > and start the activities orally. > > This is how I would use the time. > > I would start teaching with the group that will have only 25% > of my time on the paticular day. Jump to Group B below. > > Group A part I 75% of the time w/ teacher > 1)Review HW > 2)Practice activity from previous gram / vocabulary > 3)New gram / vocab intro > 4)New gram / vocab practice > > Group A part II 25% of the time without teacher > 6)Bell ringer review / warm up activity > 5)Independant gram work / pair group work / silent reading > (all the pages between the lessons or chapters)/ homework start > > Group B part I 25% of the time with the teacher > 1) Review homewok > 2) New vocabulary > 3) Anwser questions as needed (Transition to autonomous work. > Start work with group A) > Group B part II 75% of the time without teacher > 4) Independant gram work / pair group work / silent reading > (all the pages between the lessons or chapters > > Cordialement, > > James > > On 4/19/11, Prof wrote: >> Due to budget cuts my administration is proposing the >> following: one "pure" second year, one 2nd/3rd year combo, >> and one 3rd/4th year combo for the next school year. First >> year will remain "pure." Rationale is that this keeps the >> program and students can continue with their French >> studies. Has anybody been able to effectively teach combo >> classes? This year I have a 3rd/4th year class but I feel >> that the 4th year is re-doing 3rd year curriculum. >> Strategies?
I'd like to do a unit on French legends, folklore, myths, etc. to level 3 students. I've of course used La Fontaine in the past, but I'm getting bored with it and would like to try something new.
On 4/29/11, Stephanie wrote: > After teaching the Passé Composé, I usually use Boucle d'or. > I found a good version on line and rewrote it a bit to > eliminate the passé simple and too much imparfait. It's very > simple and repetitive. If you read it to them first, you can > have a lot of fun using different voices for the three bears, > then letting them guess which story you are reading. I have > used this story at the end of the year with good results, > especially after covering prepositions and house vocabulary. > The students enjoyed the change of pace and discovering their > ability to read *500* words in French! > > If you want a copy of the re-written story, send me an email > and I'll pass it on to you. > > Bonne chance!
I don't know where you are... I buy mine at Scholar's Choice in Canada. They have a website. Also, I got a great custom made one recently through the Vistaprint site, for which I only had to pay shipping. (It was under $3 since I opted for the slow, ground shipping option). It's a "homework not done today" kind of message that I created.
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Does anyone have a website or information to study for that terrible CST?! I have taken it 4 times. I NEED to pass this thing. I'm a great teacher! This is horrible. If we don't start getting more French teachers they're going to keep cutting French out of New Yorks schools! We can't let that happen.