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Archive for the day “December 2, 2012”

02 Dec 2012
4 Comments

Version 2 Where (the hell) is Matt? in English

Here is the English translation of the  article that I used with my Spanish classes.  I’m offering alongside the English article because the language, and the perception is different.

Here is the English article: Matt Harding Article

Here is the original Spanish: Matt Harding Spanish

Version 1:

It’s a video that makes us envious.

We would change places with Matt.

Matt was born in Connecticut.

He’s a programmer.

He decided to see the world.

During his travels, he has been dancing.

He has left us this legacy of his lack of rhythm.

Have you see his video?

http://www.youtube.com/watch?v=zlfKdbWwruY&safety_mode=true&persist_safety_mode=1&safe=active  2006

 

 Version 2:

It’s a fun video.  I think that makes us envious and that we would change places with Matt.

Matt is an American born in Connecticut.  He’s a programmer that, one day, decided to see the world.  During his travels throughout seven continents, he has  danced in thirty nine countries.

He has left us this legacy of his lack of rhythm and his fascination with the world.  Have you seen his video?

http://www.youtube.com/watch?v=zlfKdbWwruY&safe=active   2008

 

Version 3:

It’s a very fun video.  I suppose that makes us a little envious and that we would happily change places with Matt.

Matt is a thirty-five year old American. Born in Connecticut, this programmer that, one great day, decided to abandon his work and see the world.  During his travels throughout seven continents, he has  danced  his dance in thirty nine countries.

He has left us this legacy making fun of  his lack of rhythm and his fascination with exploring the world.  Have you seen his video?
 

http://www.youtube.com/watch?v=l4quCAG4eCc&safe=active

(out takes)

Version 4

¿Where is Matt?

This is  a very fun video.  I suppose that makes us all just a little envious and that we would, with great pleasure, change places with Matt.

Matt is a thirty-five year old American born in Connecticut.   He is a videogame programmer that, one great day, decided to abandon his work and see the world.  During his travels throughout seven continents, he has  danced his own unique dance in thirty nine countries.

He has left us this unprecedented legacy making fun of  his lack of rhythm and his great fascination with exploring the world. 

Surely you’ve seen his video, haven’t you?

http://www.youtube.com/watch?v=Pwe-pA6TaZk&safe=active  2012

Adapted from this site: http://frikeando.wordpress.com/category/viajar/

 

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Posted in Examples of Embedded Reading in English, Videos for Embedded Readings
02 Dec 2012

Good news about Embedded Reading from Doug

Just wanted to tell you how thankful I am for that video/embedded reading and how successful it was.   I made a few changes in the Spanish text to fit my classes and created a few materials to go with it.    My 8th graders  were absolutely riveted by the text which is such a cliff-hanger—then watching the video was just icing on the cake.  Keeping my 8th graders (who just want to get out of middle school) engaged and in the language is quite difficult.  Alma came around at just the right time.

I have been doing embedded readings across the board with my students.  I don’t have time for elaborate preparations (like taking on something that has no text), so I am taking the stock stories I use each year and creating three or four versions.  In the end it has been a fair amount of work, but well worth it.

I make one easier version perhaps only to a certain part of the story—use TPRS with two structures in that part of the story, then make a second version which has the  next two structures and the rest of the story, but with less detail—TPRS that part/those structures—then they get the third version which is the most detailed and has the most sophisticated language—sometimes I create one more version if appropriate.

I‘ve been just using the quizzes I created for the original text and am getting good results.   It is difficult to say exactly how good those results are as I am just  getting started, and juggling so many students, I just don’t have time to reflect on my results.

What I do know is that it is giving students much richer stories in terms of language than ever before.  With my 6th graders we have actually only done two stories (the TPRS steps) in one quarter, but I have been able to give them many more reps of more structures in those stories than any class before at that level—and they can handle, in general, much more complicated readings on their own (of course there are a few who are still working with gist with the last reading, but in the end, everyone is getting way more depth of language.)   They’ve gotten much more in terms of language depth than ever before.

Sincerely,

Doug

Posted in Teachers Talk About Embedded Reading, Using Readings With Students | Leave a comment

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