Comment célébrer ce grand moment avec nous? Ne

OMLTA/AOPLV
Volume 1, Issue 3
Happy birthday OMLTA! Joyeux anniversaire AOPLV!
2011 annonce une grande célébration pour nous tous
comme association. C'est une très importante année,
on célèbre notre 125e anniversaire de l'association
ontarienne des professeurs de langues vivantes, la
première association de langues en Amérique du
Nord, qui a été fondée en 1886 pour servir les professeurs de langues en Ontario.
Comment célébrer ce grand moment avec nous? Ne manquez pas le congrès
du printemps et de l'automne, qui auront lieu aux mois de mars et d‟octobre
2011. Vivez une expérience inoubliable en vous joignant aux célébrations du
centenaires . Pendant les congrès, les trésors historiques et récentes de l'association seront hôtes d'activités spéciales, pour souligner cet important anniversaire. Pendant les trois jours du congrès du printemps, le programme et les
évènements auront plus d'ampleur et seront plus inoubliables que jamais. Ne
le manquez pas!
Special points of interest:
 COMMON EUROPEAN FRAME-
WORK OF REFERENCE
 BRANCHEZ-VOUS!
 ITALIAN LANGUAGE ACTIVITY
 SPANISH SUMMER CAMP
 MODERN LANGUAGES CON-
TESTS
This summer we have great opportunities for modern language teachers, our
«Projet à Québec», has been approved. Thanks must go out to the Ministry of
Education and the Government of Canada for their financial support of this
unique professional development opportunity. Visitez la Belle Province, la
ville de Québec du 18 au 29 juillet 2011! Amusez-vous! Parlez français!
Assistez à des ateliers! Découvrez le patrimoine culturel du Québec! This
program will be delivered by OMLTA in conjunction with Perspectives.
Furthermore, the Italian Cultural Institute is offering one scholarship to an
OMLTA member who is a teacher of Italian. This scholarship is for a 4-week
training course in Siena in the month of August. As well, the Embassy of
Spain offers to a Canadian Spanish teacher who is also a member of OMLTA,
the opportunity to take a 3-week course at a prestigious Spanish university
during the month of July. Please check our website for more details about the
scholarships.
continued on page 2
Inside this issue:
President’s message cont’d
125th Anniversary
2
6
CEFR
15
Prrojet a Quebec
19
Spanish Embassy Award
20
Fall Conference
21
Who’s Who at the OMLTA
32
There is more! Look for us at the OTF summer program, three-day workshops in ideal locations
across Ontario. These professional learning events will provide time to learn, reflect on your classroom practices, collaborate with colleagues, and share best practices.
Please consider participating as a judge in the upcoming language contests in your area, or in Toronto at Glendon Le Festival/Concours d'art oratoire, Ontario High School German Contest, North
Toronto, Ontario Secondary Schools Spanish Contest - UFT, St. George Campus, Ontario Secondary
Schools Portuguese Contest, at York University, and plan to attend or present a workshop at the
2011 Fall Conference in London, Ontario.
Best wishes to all of you!
Faten Hanna
Interim President, OMLTA-AOPLV
Volume 1, Issue 3
page 2
COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR)
Many teachers who are involved in second (third, fourth, etc.) language teaching have probably been hearing
the acronym CEFR being thrown around. It is one of the foundations of the French Immersion, Extended
French, Core French and International Languages curriculum revisions. Below is a brief overview about the
CEFR which is a continuum for second language learners no matter what the language.
A three day summer institute is being offered by the Ontario Teachers‟ Federation (OTF) so if you are interested in learning more, you will want to attend! Specific times and details will be posted when available at
http://www.otffeo.on.ca.
Why the Common European Framework (CEFR)
Taken from New Canadian Perspectives: Proposal for a Common Framework of Reference for Languages
for Canada, May 2006 by Dr. Laurens Vandergrift (pp.8-9).
The CEFR [Common European Framework of reference for languages] has been developed from
more than thirty years of work on language teaching, learning, and assessment by the Council of Europe; it has international currency and is available for use in other countries. It defines levels of language proficiency along three broad levels of language performance: Basic, Independent and Proficient. These broad bands are further broken down into six global levels of performance against
which progress in language learning can be measured. Each global level can be further „branched‟
into sublevels in order to suit local needs and yet still relate back to a common system.
The Common European Framework of reference for languages (CEFR) emerged as the framework
that meets the criteria for validity and is best suited to meet the needs of the Canadian context for
the following reasons:
 Grounded in the most widely-accepted theory of language competence and language use, the
CEFR would provide the provinces and territories with a common understanding of and terminology to describe communication in another language.
 The CEFR scales have been empirically defined and ranked for a number of different languages, making them useful for all languages taught in the provinces and territories.
 The CEFR has a high degree of face validity with teachers since the descriptors of language
proficiency are congruent with teachers‟ perceptions and experiences with language learners.
 The CEFR descriptors are transparent, user-friendly, and meaningful to teachers and to learners. This is an important criterion for students, in particular, if the framework is to be used for selfassessment purposes.
 The CEFR level descriptors are context-free but context relevant, providing greater flexibility
to accommodate the different curricula of the provinces and territories
 Given that it was able to accommodate the needs of the 46 member states of the Council of Europe, the CEFR is sufficiently comprehensive for the provinces and territories to relate their descriptors and frameworks to it.
 The CEFR is open and flexible. It is not tied to a particular teaching methodology or a particular curriculum, making it an attractive option to accommodate the different needs and pedagogic
cultures of the provinces and territories.
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COMMON EUROPEAN FRAMEWORK OF REFERENCE continued from page 3
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examination, textbooks, etc. across Europe. It describes what language learners have to learn to
do in order to use a language for communication and what knowledge and skills they have to develop
to be able to act and interact effectively. It also defines levels of proficiency which allow learners'
progress to be measured at each stage of learning and on a life-long basis.
Philosophy of Language Usage
The overriding philosophy of the CEFR and second language use is the ability to communicate. The
clarity and precision of that communication increases throughout the levels A1, A2, B1, B2, C1, C2
and descriptors of that clarity and precision build in complexity throughout the levels. The Global
Scale is available in the purple book called New Canadian Perspectives: Proposal for a Common
Framework of Reference for Languages for Canada, May 2006 by Dr. Laurens Vandergrift on page
25.
For example, in A1, a student will make mistakes and will need language support from the teacher.
The Global Scale helps to delineate these differences in proficiency. The following are examples of
the A1 and B1 descriptors from the Global Scale:
Basic User
A1 – Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others. Can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared
to help.
Independent User
B1 – Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst traveling in an
area where the language is spoken. Can produce simple connected text on topics which are familiar
or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
OMLTA/AOPLV
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125th
ANNIVERSARY
The Road We've Travelled...
The Road Ahead
On a fait du chemin... la route continue
.
SPRING 2011 OMLTA/AOPLV CONFERENCE
DOUBLETREE BY HILTON – TORONTO AIRPORT HOTEL
MARCH 24, 25, 26, 2011
OMLTA/AOPLV
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Celebrating 125 years in 2011
The 125th is upon us. Yes the OMLTA-AOPLV is 125 years old… news to you??
Read below to get involved.
In an effort to collect as much data as we can about the last 125 years and to highlight and celebrate this illustrious event, we are asking you to be part of our anniversary. You can do so in many
ways.
Here are your options…
Write up and post your „favorite‟ OMLTA-AOPLV memory in the omlta.org
Website „memories‟ section
Partake in the anniversary celebration on Thursday March 24th at the New York room of the Double Tree International Hotel in Mississauga during the OMLTA-AOPLV Spring Conference
(contact Heidi Locher at [email protected])
Come to the The Road we’ve traveled, the road continues, On a fait du chemin, la route continue
Spring Conference which will be held from March 24-26 2011, with its many instructional
sessions, special prizes, and events (see our program and registration procedure at omlta.org)
Participate in the 2011 AGM on Friday March 25th from 16 h 30 to 18 h in the Solarium room
during the 2011 OMLTA-AOPLV Spring Conference
Come to the ‘Through the decades‟ dance on March 25th Friday evening event starting at 20 h
which will feature through the decades costumes, a signature 125th drink and door prizes
galore
Finally don‟t forget the Saturday morning breakfast, which will highlight our accomplishments, will
present some awards and will give you a last chance at a great prize.
Don‟t miss it, because 125 years only comes once in an association‟s life. You want to be there and
be part of it to brag about it in ten years when OMLTA will look to its next group of pioneers to see to
the road ahead… la route continue. Venez célébrer avec nous. Be part of our celebration in 2011!!
Colette Fraser
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Did you know?
As we look over the long history of OMLTA/AOPLV, it is great
to note some of the facts retained in the A Century of Dialogue, On s’entend depuis cent ans’ book. One noteworthy
fact is that in 1947-46, the association was under the presidency of Mr. Leduc, the first French-Canadian to hold this position’ (p. 91).
It’s obvious we’ve come a long way as an association when
you read the following treasurer’s report from 1947. Note
that the OMLTA/AOPLV now works with a budget of over
$100,000 and advocates for almost 1000 members originating from the province and the entire country.
Winter 1947
125 YEARS
Celebrating 125 years in 2011
OMLTA Executive Meeting. May 3. I947
The Treasurer's report disclosed receipts to date of $I46.12,
and with the anticipated receipt of fees from the O.E.A.
(Ontario Educational Association) of about $110.50, a total
of $256.62. Expenses since the convention, including those of
the executive meeting, were $77.37. Bills outstanding -- the
honoraria for the Editor and Business Manager of the Review
and promotion copies -- were $176.63, making a total of
$254.00 in expenses. It was obvious, therefore, that the Association would need to draw on the $200 loan by the Review. A motion to this effect was made and passed. The
membership of the Association at time of writing is 332, an
increase of 32 over last year.
p. 116 exemple de travail des élèves
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Join us on Saturday,
May 7th for a fantastic
PD experience!
Concours et Festival d'art oratoire is an annual French public-speaking event for students
from grades four through 12 studying French
as a Second Language in Ontario schools. It
is organized by the OMLTA and Canadian Parents for French (Ontario). There are four categories - Core, Extended, Immersion and FSL
Plus. Students in grades 4 through 8 participate
in the non-competitive festival event in the
morning and students in grades 9 though 12
participate in the competitive concours format in
the afternoon for cash prizes.
The OMLTA is currently recruiting judges for this year’s
Provincial Concours d’art oratoire on May 7th at York University’s Glendon Campus in Toronto.
Please consider joining us for this incredible opportunity
to meet other FSL teachers and see some of the province’s best students compete.
Judge’s registration is available on our web site at
www.omlta.org – sign up today!
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The 2011 Language Contests are coming soon!
Participez ! ¡Participen! Machen Sie mit! Participem! Partecipate!
The OMLTA is supporting eight different language contests in 2011.
Join us as we celebrate our best and brightest students from across the province!
Event
Date
Location
Contact
Ontario H.S. German
Contest
Saturday,
April 9, 2011
North Toronto C.I.
[email protected]
http://www.oatg.org
Concours de français McMaster
French Contest
Saturday,
April 28, 2011
McMaster
University
[email protected]
Brock-Niagara Region French Contest
Wednesday,
May 4, 2011
Brock University
[email protected]
Ontario S.S. Spanish
Contest
Thursday,
May 5, 2011
University of
Toronto
[email protected]
http://www.spanishcontest.ca
OMLTA Concours/Festival
oratoire
Saturday,
May 7, 2011
Glendon
College
[email protected]
Concours de français de l‟Univ. Laurentienne et de
l‟Assoc. des professeurs de langues
vivantes de Sudbury
et Manitoulin
Friday,
May 13, 2011
(to be confirmed)
Laurentian
University
[email protected]
Ontario S.S.
Portuguese Contest
Saturday,
May 14, 2011
York University
[email protected]
http://www.portuguesecontest.co
m
OATI Italian Contest
TBA
U of TMississauga
[email protected]
Feel free to contact the organizers for more details.
Hope to see you involved!
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Celebrating 125 years in 2011
Did you know… from A Century of Dialogue/ On s’entend depuis cent ans (p. 14)
A new Act was passed in the House and received royal assent on September 18, 1865. In the matter of the distribution of the legislative grant the alternative proposed by Ryerson was adopted. The grant was to be payable
"upon the basis of the daily average attendance ... of pupils in the programme of studies prescribed according
to law." The revised programme of studies and the regulations that were issued shortly after the passage of the
new Act left no doubt as to the interpretation of the clause. Ryerson's was a master stroke; he had won by a
strategic manoeuvre. The priority of the classics in the grammar schools of Upper Canada was assured, for the
legislative grant was now to be used largely for the encouragement of the
study of Greek and Latin by the boys in these schools.
Girls were not to undertake the study of classics nor were they to be recognized as grammar school pupils for
the purpose of the grant. The grammar schools, it was maintained, were primarily intended for boys. An important concession was, however, made to girls desiring to pursue a course in French, who, if the trustees so
chose, might be admitted to the schools for the purpose of taking up that study.
The notion was widely current that girls were not adapted for learning classics and that the study of French as
peculiarly suited to the feminine intellect. The old conception of French as a polite accomplishment still persisted. Latin was sternly disciplinary. French was ennobling by its grace and elegance. This view was held by
the grammar school inspectors as well as by the Teachers' Educational Association.
The latter carried the following resolution at the annual meeting in 1865, when the new regulations were under
discussion:
'That the grammar schools as they are to be organized under the new regulations are not suited to the wants of
the higher education of girls, and we therefore recommend that they be so modified as to render Greek and
Latin optional studies with girls, after they have gone through the first and second forms, and that they continue to be considered grammar school pupils so long as they pursue the remaining subjects of the curriculum."
(A Century of Dialogue, On s’entend depuis cent ans)
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Projet à Québec 2011
Aimeriez-vous...
parler et vivre en français pendant 12 jours cet été?
participer à des ateliers de formation professionnelle?
vous amuser en découvrant le patrimoine culturel du Québec en 2011?
The Ontario Modern Language Teachers' Association/L'association ontarienne des professeurs de langues vivantes is pleased
to provide a professional development opportunity to 40 Core FSL Teachers from Catholic and public Englishlanguage district school boards across Ontario. This 12 day immersion experience includes workshops and excursions. The
cost of the session, accommodation and some meals are fully funded.
c
riteria
The successful applicants
are current teachers of Core FSL;

possess at least three (3) years experience teaching Core FSL in an Ontario
publicly-funded English-language school board;

will be able to demonstrate benefits to students after participation;

express a need to practice French language outside the classroom;
demonstrate a desire to understand Quebecois culture and “la francophonie” within Canada and to incorporate this into course materials; and

demonstrate a desire to connect with and develop a network of colleagues
throughout Ontario.
Québec City
July 18 to 29th, 2011
Costs to participants: Transportation to and from the
location and most meals
Interested candidates are required to submit to OMLTA/AOPLV via email ( [email protected] ) by
April 15, 2011 at 5:00 pm


a completed application form [application form may be found at www.omlta.org];
a copy of a valid Ontario Teacher's certificate;
a reference letter from your current principal or school board language coordinator outlining the benefits to
students of your participation in this experience.
Successful applicants will be notified by the end of May 2011;
A $ 250.00 deposit will be requested from successful applicants immediately upon notification to confirm participation. The deposit will be returned upon the successful completion of the session, which includes full attendance and participation in all activities.
We acknowledge the financial support of the Ontario Ministry of Education and the Government of Canada
through
the Department of Canadian Heritage
Winner of the OMLTA/Embassy of Spain Scholarship
Having won the OMLTA grant to go to school in Spain was by far one of the best things to happen to me.
This grant allowed me to learn first hand the cultural aspects within Spain. Being able to travel with other
teachers and seeing the actual palaces and cathedrals where this rich history actually happened was exhilarating. The intricate understanding of grammar was not only a refresher, but a reminder of how the
language is difficult and intriguing always leaving room to learn more.
Salamanca was the perfect place to learn, as the University began in 1218 and has been one of the cornerstones of European Universities. The mix of old and new in one city is very uplifting and energizing for
the soul. I would recommend this trip to any Spanish teacher or student who wants to learn more about
Spain and its culture. Thank you for this opportunity
Sincerely,
Clementina Iampietro
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2010 OMLTA/APLOV Conference
By Jayne Evans, Niagara Catholic DSB
Over 275 Ontario French and International Languages teachers travelled to Niagara Falls to take part in the
annual OMLTA/APLOV fall conference which was held at the Sheraton on the Falls Hotel and Conference
Centre on Friday, Oct. 22 and Saturday, Oct. 23, 2011. This event was co-hosted by the Niagara Catholic DSB
and the District School Board of Niagara and was co-chaired by Jayne Evans and Lorraine Gower.
Pre-service student teachers from Brock University along with OMLTA Board members assisted in a variety
of ways throughout the conference and their efforts were greatly appreciated. They were identified by special
conference t-shirts which included the OMLTA official logo.
The Hard Rock Club was the place to be for the Friday evening Boîte à chansons! Conference delegates took
the time to network and enjoy a variety of appetizers and beverages. Greetings were made by the Conference
co-chairs, Michael Salvatori from the Ontario College of Teachers as well as Superintendents from both district school boards. Interim OMLTA President, Faten Hanna also welcomed the delegation.
After a delicious continental breakfast on Saturday the delegates had a choice of 12 workshops located
throughout the conference centre during 4 blocks of time. The workshop rooms offered an ideal learning environment and some of them also provided a magnificent view of the Falls! A wonderful buffet lunch was served
in Great Room C. It was evident that the food was enjoyed by all and the teachers appreciated having time to
sit and visit with their colleagues. The exhibitors were generous with their door prize offerings and these were
distributed during the lunch hour.
The Sheraton on the Falls Hotel and Conference Centre, Niagara Falls, was the ideal venue for both the conference delegates and their families. It was a wonderful place to learn and to play and most definitely celebrate –
Les Langues: une merveille mondiale!
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OMLTA/OTF 2010 SPANISH SUMMER CAMP: A Cultural Celebration
The second edition of the OMLTA/OTF Spanish Summer Camp took place at OISE/U Toronto, on August 9-11, 2010, and proved once
again to be a very invigorating and refreshing three-day Spanish immersion experience for the almost thirty teacher participants. This year
the camp was moved from the Scarborough campus of the University of Toronto to the downtown location at OISE/University of Toronto, at
252 Bloor St. W., which included accommodation at the graduate residence across the street. Being centrally located seems to have made
access much easier for both the participants from the GTA and the out of town participants.
The participants came from across the province and from different parts of the Greater Toronto Area. Altogether, they represented a wide
diversity, not only geographically, but also with respect to years of experience teaching Spanish and of professional experience and background. There were teachers from both the elementary panel and the secondary panel, and there were both native speakers and university
trained teachers of Spanish as a Second Language. All this produced a highly stimulating dynamic in the group.
On site registration was performed efficiently by OTF personnel, who were on hand for the three days. They distributed packages/bags with
course related handouts, made it easy to obtain parking permits, and assisted out-of-towners with checking in at the residence. Again this
year, hospitality was highly praised as we were provided with an ample variety of food, which always made its timely appearance for breakfast, coffee breaks, and lunches.
First day activities included icebreakers and language games with colourful prizes, all of which provided laughs and helped to create a happy and productive group. The content focus was on methodology: teaching /learning vocabulary, structural grammar forms, cultural content
units, present relevant issues, and assessment and evaluation using the Common European Framework of Reference for Languages. Activities were presented as well as studies and units on the topics. In the evening some participants went to a nearby theatre to see the 2010
Argentinean film, “The Secret in their Eyes”.
The second day was a true celebration of cultural diversity. We were very lucky to count on the presence of Eva Neisser Echenbeg, an experienced CPEG teacher from Peru who has published several hundreds of cultural units in Spanish and in French . Born in Peru and a resident
of Montreal, Eva stands out among authors of Spanish language teaching materials for her practical, well researched and balanced approach to historical and contemporary issues. Valuable activity books and resources were distributed to the participants. The afternoon was
devoted to additional cultural issues, with a focus on the 200th anniversary of the declaration of independence of nine countries. Contemporary issues affecting the Hispanic countries were also discussed.
The third day focused on the use of the Internet and new technologies in the teaching of Spanish. These technologies were used for information on arts and crafts, natural wonders, Hispanic cities, movies, songs and literature. A detailed list of resources available in all domains was distributed. There were enthusiastic debates about the merits of arts, architectural and natural wonders, songs and movies; even
dance was incorporated, and students attending other workshops at OISE joined us for the dances. When we left, as usual later than the
stipulated time, there was a sense of elation and a consensus that these workshops were very fulfilling for teachers and certainly impact
positively on their on-going classroom practices.
Using Special Event/Alternative Evaluation Weeks to Promote International Languages
Jimmy Steele, Toronto DSB
This February, my school held a special Event Week, where students had the opportunity to attend several
workshops and seminars, in addition to their regular classes. The staff at my school worked extremely hard to
provide phenomenal learning opportunities for our nearly 1100 students across many subject areas. The final
result: special guests and staff led a variety of successful activities, all relating back to the secondary school
curriculum. Many areas of interest and virtually all curriculum areas were represented, including International
Languages!
I had the pleasure of coordinating two beginner German workshops, simply titled Deutsch ist cool! For seventy-five minutes, students learned the alphabet, practiced some practical expressions (and some silly phrases),
learned to count to 20, over one hundred cognate words, and much more. By the end of the workshops, you
could hear “Guten Tag! Wie geht’s?” echoing through my school‟s hallways. Perhaps most importantly, my
students‟ eyes were opened to the beauty of the German language, its many links to English (and vice versa!),
the uses of German (and other International Languages) in post-secondary contexts and the benefits of studying a third language in school. Many students whom I do not teach this year heard my motto – “Why pay to
learn a language as an adult when you can start to learn it for free in high school?”
The end result? Ninety students (!) and a few teachers (!) enjoyed one of two fun sessions, left with a small
token relating to German (a button, pen or sticker), received a snazzy certificate and a booklet of vocabulary
and phrases to keep. Perhaps most importantly, these students now have an increased understanding of the
many practical uses of International Languages, many have shared with their friends how fun learning a new
language can be, and some have a desire to begin their studies in German next year.
The workshops took little time to prepare, as I utilized resources that I use annual in my Beginner classes. The
success of these events surprised and thrilled me and was a “boost” for my department. I look forward to doing
similar workshops again in future years. I hope that this little story serves as a catalyst for you all, especially
those of us who are the only subject teacher in our school, that the work we do to promote our courses really
can pay off! The “Event Week Workshop” is another strategy for our bag of tricks; if your school has similar
opportunities for experiential or alternative learning, consider giving your students a taste of your language
programs through a special workshop!
Jimmy Steele is teaches Core, Extended and Immersion French and Spanish with the Toronto DSB, is a Director for the OMLTA, Chair of the provincial German and Spanish Contests, and Co-Chair of the Ontario S.S.
Portuguese Contest.
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Some Tips for an “Event Week”-style workshop:
 Look for Alternative Evaluation Week, Course Selection Week or other “special” school periods.
Propose the idea to the A&E Committee, administration or other organizer early.
 Compile a few simple resources from your Beginner course material.
 If your school photocopier has a “Magazine” setting, you can make a stylish handbook to give to
your attendees that they may be more interested in keeping. It is much nicer looking than a few
handouts!
 Try to arrange giveaways of promotional material: pins, buttons, pencils, pens, stickers, etc.,
made in-house (does your school have a button machine or a colour printer?), or obtained through
your community connections or educational supply companies.
 Add to the fun factor by adding some silly, non-offensive phrases they would make a Native
Speaker giggle.
Students (and a few teachers!) from the Deutsch ist cool! workshops show off their Zeugnisse (certificates).
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BRAVO!
BRAVO! is a quick and easy game to play with students in class. It can be used to review, reinforce, and enrich vocabulary while practicing oral pronunciation.
BRAVO! is played like BINGO. First, I present students with a blank game board containing a list of words or expressions. Second, I ask students to complete the game
board, writing a different word/expression in each game board square. Third, I start the
game by drawing a word/expression from a hat and calling it out. If a student has the
word on his/her game board, he/she crosses it out. Fourth, I ask for a volunteer to draw
and call out a word/expression. Fifth, I ask another student to draw and call out a
word/expression, and so forth. The game ends when a student has a row crossed off
and yells “BRAVO!”
There are many variations. Instead of calling out the word/expression, the teacher/students can draw a word and then: call out a synonym; call out an antonym; act out
the word/expression; draw the word/expression; give the translation; give a definition.
Please find below an example of a game board, in Italian. It can be modified for any
language!
Many thanks to Stephanie Pickering, a French teacher at Pickering College in Newmarket, for sharing this game with me.
***************************************************************************************************
BRAVO!
Complete the game card choosing from the following expressions:
Avere _____ anni
Avere Bisogno di Avere Caldo
Avere Coraggio
Avere Fame
Avere Fiducia
Avere Freddo
Avere Fretta
Avere Paura
Avere Pazienza
Avere Ragione
Avere Sete
Avere Sonno
Avere Torto
Avere Voglia di
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BRAVO
BRAVO VOCABULARY CARDS
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Avere _____ anni
Avere Bisogno di
Avere Caldo
Avere Coraggio
Avere Fame
Avere Fiducia
Avere Freddo
Avere Fretta
Avere Paura
Avere Pazienza
Avere Ragione
Avere Sete
Avere Sonno
Avere Torto
Avere Voglia di
TEACHER WILL CUT OUT EXPRESSIONS PRIOR TO THE GAME
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Branchez-vous
Par Helen Griffin
AU FIL DES ANNÉES
Vancouver 125 http://www.cbc.ca/bc/features/vancouver125/index.html
This is an interactive video timeline of some of Vancouver’s most notable events from 1886 to 2010 Olympics.
Fashion Era http://www.fashion-era.com/
Check out the changes in styles over the decades.
Histoire de la mode http://www.elle.fr/elle/Mode/Histoire
Retrouvez l'histoire de la mode, les grandes tendances de la mode par décennie sur elle.fr.
Timelines http://timelines.com/
Type in any year and find out significant events that happened. Then try some of their trivia quizzes.
Sports History http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=a1ARTA0007624
Find out about sports in Canada for which we are indebted to the Aboriginal Peoples as they shared these activities with us.
Henry Ford http://inventors.about.com/od/fstartinventors/a/HenryFord.htm
1886 Henry Ford builds his first automobile in Michigan. His legacy continues today in the car industry.
125 Years of the Automobile http://www.thestar.com/article/933262
Read the newspaper article in the Star to find out about the history of the car.
Remarkable Cars http://www.remarkablecars.com/
Ever wondered what cars looked like before 2000? Just click on a year and see what was around back then. Some are even for sale!
Famous Historical Events http://www.famoushistoricalevents.net/
Events of Love, Historical, World History Events, Local Events and Major Events are all here. Click and learn.
History of Languages http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ab13
Read about Origin of languages, Linguistic groups, Language and race, Enclaves of language, Latin and German, Linguistic evolution,
Imperial tongues, and New languages from old.
History of Music http://library.thinkquest.org/15413/history/music-history.htm
Need to know more about Music History? Here you will find the history of music from the Medieval times to the 20th Century. Test
your knowledge with a music history game.
History of Art http://www.all-art.org/
From pre-history to present day, cave paintings to computer art, classical music, photography, illustration, posters and many more,
History of Art brings together art from every age and from every corner of the world.
History of Science and Technology: Timeline http://www.crimsonbird.com/science/timeline.htm
Chronological Summary of Inventions and Scientific Theories & Discoveries.
http://www.readwritethink.org/files/resources/interactives/timeline/
Create your own timelines at ReadWriteThink. The site prompts you for the necessary information.
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Worldwide Holidays, Festivals and Celebrations
http://www.topics-mag.com/internatl/holidays/festivals.htm
See a list of countries from around the world in alphabetically order. Click on the name of the celebration to find out more
about it.
Spanish Festivals and Celebrations
http://www.tolland.k12.ct.us/tms/tmslibrary/spanish%20celebrations%20&%20Festivals.html
Find out more about a few of the celebrations in Mexico and Spain.
French Festivals and Celebrations http://www.bellaonline.com/subjects/3333.asp
Travel around French-speaking areas of the world and learn more about their culture.
German Celebrations, Festivals and Holidays http://www.german-way.com/german-celebrations-holidays.html
A calendar and guide to holidays and celebrations in German-speaking Europe.
Italian Festivals/Holidays http://italian.about.com/od/festivalsholidays/Festivals_Holidays.htm
There is always a reason to celebrate in Italy, whether it's an historical event, religious holiday, or festival.
OMLTA/AOPLV
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Contact Us:
Heidi Locher, Administrative
Assistant
17A –218 Silvercreek Parkway
Guelph, On
N1H 8E8
(519) 822-2082
WHO’S WHO AT THE OMLTA
Meet : Pina Viscomi, Director, Editor, International Languages
[email protected]
Pina has been on the Board of Directors since March of 2009. She sits on
the Advocacy Committee, assisting with letter writing on behalf of the OMLTA
and its‟ delegates. She regularly contributes articles to Communication and
was appointed Editor, International Languages this past September.
During conferences, Pina can be found in the Monitor Room helping schedule, organize, debrief, prepare, and mentor pre-service students volunteering
from universities across Ontario. If she is not in the Monitor Room, she is
presenting workshops at the conference.
Editor: K. Lundquist
Editor, International Languages: P. Viscomi
Photographer, H. Henke
Pina earned her Hon.B.A. and her B.Ed in French and Italian from the University of Toronto. She received her Masters degree in Linguistics from Middlebury College, Vermont. Additionally, she has studied in Quebec, Costa Rica,
and in Spain. She has taught in the United States and in Italy. She is currently a Senior School Language Teacher at Pickering College, Newmarket.
Pina is a busy mother of two young daughters. When she is not chauffeuring
them to their various activities, she enjoys playing the viola, hot yoga, pilates, skating, skiing, cycling, and going to the theatre. She shares her passion for languages and travel with her husband and hopes to one day write a
book about their many adventures.
London, Ontario
October 2011
Stay tuned for specific dates and location!
Special thanks to photographer, Heather Henke for the photos in this issue and to Pina Viscomi
for her assistance in editing.
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