| About the Author |
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iii | |
| Acknowledgments |
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iv | |
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Incorporating Research on a Daily Basis |
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1 | (22) |
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2 | (15) |
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Criteria for Long-Term Storage |
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4 | (1) |
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Successful Teaching Practices |
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5 | (1) |
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5 | (3) |
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8 | (2) |
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10 | (1) |
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11 | (1) |
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12 | (1) |
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13 | (1) |
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Appealing to Upper-Level Thinking Skills |
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14 | (1) |
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Right-Brain/Left-Brain Learning |
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14 | (2) |
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16 | (1) |
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17 | (6) |
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20 | (1) |
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21 | (1) |
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22 | (1) |
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22 | (1) |
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Activities That Appeal to Multiple Intelligences |
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23 | (68) |
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Using Multiple Intelligences in the Foreign Language Classroom |
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23 | (1) |
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Gardner's Eight Intelligences and Their Applications |
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24 | (27) |
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24 | (1) |
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25 | (1) |
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25 | (2) |
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27 | (1) |
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28 | (1) |
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29 | (1) |
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30 | (1) |
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31 | (1) |
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32 | (1) |
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Circumlocution Activities |
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32 | (1) |
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33 | (1) |
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33 | (2) |
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35 | (2) |
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37 | (1) |
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38 | (1) |
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39 | (2) |
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41 | (1) |
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Step One: Prereading/Prediction |
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41 | (1) |
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Step Two: Skimming/Scanning |
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42 | (1) |
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Step Three: Careful Reading |
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43 | (1) |
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Step Four: Applying What Is Read |
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43 | (1) |
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Using Newspapers and Magazines |
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44 | (1) |
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Role-Playing and Dramatization |
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45 | (1) |
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Fairy Tales, Folk Tales, and Children's Books |
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46 | (1) |
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46 | (1) |
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Small-Group Discussions about Reading |
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46 | (1) |
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47 | (1) |
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48 | (1) |
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49 | (1) |
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49 | (2) |
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Games for Linguistic Intelligence |
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51 | (1) |
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Logical-Mathematical Intelligence |
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51 | (8) |
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52 | (1) |
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52 | (1) |
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53 | (1) |
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54 | (1) |
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55 | (1) |
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56 | (1) |
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57 | (1) |
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Patterning and Sequencing Activities |
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57 | (2) |
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Games for Logical-Mathematical Intelligence |
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59 | (1) |
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Visual-Spatial Intelligence |
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59 | (7) |
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59 | (1) |
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59 | (1) |
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59 | (1) |
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60 | (1) |
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61 | (1) |
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62 | (1) |
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63 | (1) |
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63 | (1) |
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64 | (1) |
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64 | (1) |
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65 | (1) |
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Games for Visual-Spatial Intelligence |
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65 | (1) |
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66 | (3) |
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66 | (1) |
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67 | (1) |
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Songs that Teach Curriculum |
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67 | (1) |
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68 | (1) |
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69 | (1) |
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Making Musical Instruments |
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69 | (1) |
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Bodily Kinesthetic Intelligence |
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69 | (8) |
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69 | (1) |
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70 | (1) |
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70 | (4) |
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74 | (1) |
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75 | (1) |
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75 | (2) |
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77 | (1) |
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Interpersonal Intelligence |
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77 | (6) |
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Communication and Empathy |
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77 | (1) |
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Interpersonal Communication Projects |
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78 | (1) |
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Listening Interpersonally |
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79 | (1) |
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79 | (1) |
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Collaborative Learning/Cooperative Learning |
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80 | (1) |
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81 | (1) |
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Determining Values of the Class |
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81 | (1) |
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Role-Playing from Diverse or Global Perspectives |
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82 | (1) |
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82 | (1) |
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Volunteering/Service Projects |
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83 | (1) |
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Intrapersonal Intelligence |
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83 | (4) |
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83 | (1) |
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84 | (1) |
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84 | (1) |
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85 | (1) |
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85 | (1) |
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Assignment Planning and Reflecting |
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86 | (1) |
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86 | (1) |
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87 | (4) |
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91 | (34) |
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91 | (1) |
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92 | (3) |
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95 | (2) |
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97 | (3) |
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100 | (1) |
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101 | (1) |
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102 | (1) |
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103 | (2) |
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105 | (2) |
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107 | (2) |
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109 | (1) |
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110 | (1) |
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111 | (1) |
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Activities that Work for Any Subject |
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112 | (8) |
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112 | (1) |
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113 | (1) |
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113 | (1) |
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113 | (1) |
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113 | (1) |
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114 | (1) |
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Caramba!/Flute!/Verflixt!/Darn! |
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114 | (1) |
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114 | (1) |
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Fortune Tellers or Cootie Catchers |
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115 | (1) |
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Pancho Camancho/Jean Valjean/Walter der Alter |
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115 | (1) |
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116 | (1) |
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116 | (1) |
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116 | (1) |
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116 | (1) |
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117 | (1) |
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117 | (1) |
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117 | (1) |
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117 | (1) |
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118 | (1) |
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118 | (1) |
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A Final World about These Games |
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118 | (1) |
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Using Whiteboards/Markerboards |
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118 | (2) |
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120 | (2) |
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122 | (3) |
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125 | (18) |
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Activities for Any Holiday |
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125 | (1) |
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125 | (1) |
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125 | (1) |
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Vocabulary Word Search or Crossword |
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125 | (1) |
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125 | (1) |
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126 | (1) |
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126 | (1) |
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126 | (1) |
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126 | (16) |
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126 | (1) |
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127 | (1) |
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127 | (1) |
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127 | (1) |
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127 | (1) |
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128 | (1) |
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128 | (1) |
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128 | (1) |
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All Saints Day (La Toussaint/Die Allerheligen) |
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128 | (1) |
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129 | (3) |
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Independence Day in Panama |
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132 | (1) |
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Celebration of Sainte Catherine |
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132 | (1) |
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133 | (1) |
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133 | (1) |
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133 | (2) |
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135 | (1) |
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135 | (1) |
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Three Kings Day (La fete des rois) |
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135 | (1) |
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136 | (1) |
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136 | (1) |
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La Chandeleur (Candlemas) |
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136 | (1) |
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137 | (1) |
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137 | (1) |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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139 | (1) |
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National Foreign Language Week |
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139 | (1) |
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139 | (1) |
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140 | (1) |
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141 | (1) |
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141 | (1) |
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International Labor Day/Le premier mai |
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141 | (1) |
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141 | (1) |
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141 | (1) |
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Miscellaneous Celebrations |
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142 | (1) |
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142 | (1) |
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142 | (1) |
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Getting Over the Rough Spots |
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143 | (16) |
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General Verb Conjugation Activities |
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143 | (2) |
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145 | (1) |
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146 | (1) |
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146 | (3) |
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149 | (1) |
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Imperfect Versus Preterit/Passe Compose |
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149 | (3) |
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152 | (2) |
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154 | (2) |
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156 | (1) |
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Handling Mainstreamed/Special Education Students |
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157 | (2) |
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Instruction and Alternative Assessments In Literature |
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159 | (14) |
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Do a Prereading Assessment |
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159 | (1) |
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Stop Frequently to process Material |
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160 | (1) |
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161 | (8) |
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161 | (2) |
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163 | (1) |
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163 | (3) |
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Involve Students Directly in Creating Rubrics |
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166 | (2) |
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168 | (1) |
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168 | (1) |
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Give More Oral Assessments |
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169 | (1) |
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169 | (1) |
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170 | (1) |
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170 | (3) |
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173 | (22) |
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173 | (16) |
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General Sites for Teachers |
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176 | (3) |
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Starting a Keypal Program for Your Students |
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179 | (1) |
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179 | (1) |
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Keypal Sites Specifically for Spanish |
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180 | (1) |
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Keypal Sites Specifically for French |
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180 | (1) |
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Specific Target Language Sites |
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180 | (1) |
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180 | (1) |
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180 | (3) |
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183 | (1) |
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184 | (1) |
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184 | (1) |
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184 | (1) |
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185 | (1) |
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186 | (3) |
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Less Commonly Taught Languages |
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189 | (1) |
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Other Computer Applications |
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189 | (1) |
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189 | (1) |
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Using Videos in the Foreign Language Classroom |
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190 | (5) |
| References |
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195 | (1) |
| Books |
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195 | (1) |
| Articles |
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196 | |
