Use the Audiobook for practical classroom listening activities (e.g. dictations, listen & draw, listen & discuss, etc.), for exposure to a different Latin speaker (which also means a break for YOU), and of course, pure entertainment! In addition, Tracks 10 to 16 feature 20% faster speaking in order to build fluency, or to challenge older students you *think* are way beyond Rūfus.
This is not just audio. There are pauses and sound effects to aid comprehension, drum sounds during page turns, and intro/outro music for ambiance. The sound effects were free online. I composed the music, and recorded the voices (with special guest, Marina Papaiakovou, as Rufus).
Here are excerpts from each chapter:
- Intro music, and first page of Chapter 1
- Piso, page turn, and Rufus in Chapter 2
- Narration, sound effects, page turn in Chapter 3
- Romans cheering, Oenobatiatus, narration, and outro music of Chapter 4
- Page turn, narration, Rufus, and outro music of Chapter 5
- Narration, sound effects, Oenobatiatus, “male olet” scene w/ Rufus, gladiators, and Oenobatiatus, and a page turn from Chapter 6
- Narration, and sound effects from Chapter 7
Lance Albury just left a comment on my post, “Can’t Read Greek—Unsurprised but Angry.” I must say that I get a Highlander kind of feeling whenever I cross paths with another Lance—which is quite rare—so I’m not surprised that Lance and I hold opposing views. We have different definitions and assumptions about the nature of language, language teaching, and education, more generally. This post highlights those differences.
Not meaning to be insulting, but I believe your position on reading ancient Greek is simply naive.
Lance is not off to a great start. He thinks that I have a lack of experience, or poor judgment, which means any response I give is likely to be dismissed. This is the reality of supporting your practices when someone already believes you have no idea what you’re talking about—one of the greatest obstacles against mainstream acknowledgement of CI.
Adriana Ramirez shared videos of her and her students doing Picture Talk on Facebook. I apologize if you can’t see them, but the reality is that most of my professional groups have now migrated to FB, which is becoming THE way to remain current in the field, apparently.
Adriana used old family photos for Picture Talk topics of conversation (keeping in mind “conversations” with Novice language learners are interactive, yet require just a few words from students. The teacher—to the dismay of clueless evaluators—SHOULD be doing most of the talking, here). Once her students developed a higher proficiency level by the end of the second year, she had them bring in their own pictures to talk about. I find it amazing that Adriana continued to provide input, and encourage interaction all throughout the “presentation” of the main student by engaging the class with questions, and checking back in with the main student—basically using Storyasking actor questioning techniques. In a more conventional rule-based language classroom, the teacher would be hands-off, and other students likely bored after 5 or 6 presentations. Not in Adriana’s class.
I instantly thought of how this could follow up Discipulus Illustris (one of 7 language versions of La Persona Especial). Although Adriana had second year students do the presenting, you could do this early on with students of lower proficiency—just be the one providing input and encouraging interaction. To do this, a student emails you a pic to use as a prop. Yes, students are great props, but something novel to look at should grab the attention of others just because it’s different, and fools the mind into thinking the activity is completely different while you could be asking the very same Discipulus Illustris questions about the picture!
I love how it’s no-prep. Actually, it’s can’t-prep, which is exciting on its own. Sure, you could preview the pic (especially if you have students engaging in tomfoolery often), but part of the fun is keeping it lively with unexpected, compelling diversions from what is likely a boring school day. Teachers need to feel energized as well, so try something new.
Whether it’s the first Timed Write (e.g. Free Write, or Story Retell) in September, or the final one during the last few weeks of school, you can turn any writing prompt into a game that everyone can participate in, with…
“Who can write the fewest words, but say the most…about X?”
What is X? Anything; describing oneself, TV show, sports match, or expressing thoughts on first days of high school, summer off, or graduating. The best part? This is a Personalized Questions & Answers (PQA) springboard.
BINGO is pretty much a waste of time, however fun it might be, which we all know can’t be that much or last long because…well…it’s BINGO.
Jim Tripp has just breathed new life into this classic game, however, by providing massive amounts of input via circumlocution. It’s a brilliant idea, really, and quite simple to pull off!
This would also be a convenient time to implement Kuhner’s 9 Vocabulary Strategies. While the strategies aren’t appropriate for establishing meaning, and likely require output beyond most students’ capabilities (or just add too much time to whatever you’re doing), they fit really, really well here with Jim’s BINGO reboot.