Year
4
Number 106
4900 SHARERS are reading this issue of SHARE this
week
__________________________________________________________
Thousands of candles can be lighted from a single
candle, and the life of the candle will not be shortened. Happiness never
decreases by being SHARED
__________________________________________________________
Dear SHARERS,
Saturday and
almost the end of a long week. By now you must have read the message that
We were always
sure that the Congress was going to be a great event and we are proud that we
have been able to put together an academic programme with five top-notch
plenarists and more than 25 workshops (the final figure will be 40 workshops)
led by some of the biggest names in the ELT scene in our country PLUS an amazing
social programme, and in this sense we believe that this Congress will be
unique: 2 plays, one cocktail, an empanada party, and what promises to be an
unforgettable Congress disco to the music of the 70´s and the 80´s with dear old
Pierre Stapley as a most exclusive disc jockey. Something we are also very happy
about is that we have managed to keep the price very low (only 40 pesos which
include the academic and the social programme) so that everybody can join us in
this celebration of knowledge and comradeship. And last but not least, the fact
that all the activities are going to be held in
only one place:
Universidad CAECE – Tte Gral Perón 2933 in
Love
Omar
and Marina
In SHARE 106
1.- Minimal Pairs: Some funny
stories and an invitation to further research.
2.- Harper Lee or the art of
keeping quiet after “To Kill a Mockingbird”.
3.- E-mail and the acquisition of
English (Part Two).
4.- The British Council:
Translating from
5.- Lecture on Introduction to
Corpus Linguistics at UTN.
6- Talleres de Narración
Oral: Stories that sound.
7.- Position Vacant in
8.- The Thinking
Approach.
9.- News from “On the Road”.
10.- Diseño Didáctico para la
Web.
11.- New English
Website.
12.- Workshops at the
---------------------------------------------------------------------------------------
1.- MINIMAL PAIRS: SOME FUNNY STORIES
AND AN INVITATION TO FURTHER RESEARCH.
Our
dear SHARER Ignacio Quiñones from
Minimal
pairs for English RP
by
John Higgins
Minimal
pairs are pairs of words whose pronunciation differs at only one segment, such
as sheep and ship or lice and rice. They are often used in listening tests and
pronunciation exercises. Theoretically it is the existence of minimal pairs
which enables linguists to build up the phoneme inventory for a language or
dialect, though the process is not without difficulty.
Although
the normal definition of a minimal pair specifies that the words differ in one
segment, it allows that segment to be widely different in terms of articulation.
Another tighter definition of a minimal pair might be words which differ by only
one feature. In that case the ideal minimal pair might be cheer versus jeer
which differ only in voicing. These two words also belong to the same part of
speech and so have the same inflections. Moreover they belong in the same domain
of discourse, and are therefore highly confusable. If you were to overhear a
fragment of conversation which included:
You
should have heard them ??eering at the end of the game.
You
would have to perceive the voicing in order to know exactly what was meant. Most
minimal pairs are considerably more distinct than that one, and in many cases
would cause no difficulty to any speaker. However there is a kind of delight in
recognising some of the pairs, which I feel may be related to the enjoyment we
feel when we come across an outrageous rhyme in a song or piece of verse.
They
can also be the source of genuine confusions and disputes. A story which
appeared in newspapers in April 1998 suggested that the urn known as The Ashes
and presented to the winning team in the England versus Australia cricket series
contains not the remains of a bail, as the traditional account stated, but of a
veil. Another story, involving not strictly a minimal pair but a highly
confusable pair of words, appeared in January 1997. It told how a Japanese
tourist with a ticket for Turkey had gone to Paddington station in London and
asked for directions. She was put on the train to Torquay (a seaside town in
South
There
are all sorts of confusable sentences which can easily lead to 'slips of the
ear' among English speakers, such as "the Dutch are suspicious" being misheard
as "the Duchess is vicious". The only siginificant difference in the sound of
those two sentences is /p/ versus /v/ and this is one which is notoriously
difficult for foreign learners and can lead to unexpected problems. On a recent
trip to Spain I heard a Spanish guide leading a party of British tourists asking
them to rendezvous at what they thought was "St Martin's Village" when he meant
to say "St Martin's Bridge". The /b/ versus /v/ contrast is not made in Spanish,
and his strong articulation of the /r/ made it easily confused with an /l/.
Another slip of the ear I encountered recently was postcard for coastguard;
although the initial /p versus /k/ distinction is a fairly strong one, the /k/
versus /g/ distinction in the middle of the word is neutralised by the presence
of the /s/. (A contributory factor is that coastguards are often located in
picturesque seaside towns, from which it would be reasonable to send a
postcard.) A similar misunderstanding arose in a recent conversation between
raingear and reindeer.
Homophones
engender many spelling mistakes; probably the commonest of all is to write there
instead of their or vice versa. Sometimes a set of near homophones leads to a
spelling error, as in a notice seen recently:
Apology
Readers
will have been surprised yesterday to see the famous Cold War phrase "mutually
assured destruction" (MAD) rendered as "neutrally assured destruction" (NAD).
What began as a copytaking error somehow survived into this column. To anyone
who was confused as well as to those who were not, we offer our apologies.
When
this project (collecting and editing minimal pair lists for all the 510
theoretically possible contrasts) is complete, I hope to be in a position to
measure the functional load of a pronunciation error, ie how much potential for
confusion is created by a particular vowel or consonant error and therefore how
important it is. Naturally this is not just a matter of counting the number of
pairs, but also depends on the part of speech of the words and therefore their
potential for appearing in the same contexts. For this reason the edited lists
draw a distinction between the number of pairs and number of semantic contrasts
realised by the pairs, and calculate a "semantic loading" figure. As a rough
rule of thumb, the lower this is, the more confusable pairs exist for that
contrast, since a large number of inflected forms signals a large number of
words in the open classes: noun, verb or adjective.
There
are a number of problems waiting to be resolved:
*
Can there be a minimal pair contrast between a vowel and a consonant? Theory
would suggest not, since vowels and consonants have different functions in
syllable structure. However, one can find pairs such as screen/serene which
appear to contrast /k/ and /?/, but then the syllable count and stress pattern
seem to make such pairs differ by more than one sound. The dictionary has now
been searched for such pairs, and the results are included in the "cons" column
in the vowel tables and the "vowel" column in the consonant tables below.
*
Related to the previous question is the problem of syllabic versus non-syllabic
consonants. Is the contrast beween name and same of the same type as the
contrast between button and butts?
*
Can we admit minimal pairs where a sound is paired with a null? For example,
could back and bank be a minimal pair? If so, the inventory of pairs would
become much larger. I have begun to list these pairs, and they are shown in the
"null" column below.
One
extension of the project is to see how the distribution of minimal pairs relates
to the overall phoneme frequencies in the same dictionary. For each contrast I
am in the process of calculating a figure to indicate the density of minimal
pairs in the vocabulary as a whole, i.e. what the proportion of actual minimal
pairs is to the number there might have been if every possible word in the
dictionary was matched. This figure is normally no greater than 5%, and is often
less than 2%.
My
personal interest in this topic may be due partly to the fact that I once lived
in a flat in the
©
2002 by John Higgins
---------------------------------------------------------------------------------------
2.- HARPER LEE OR THE ART OF KEEPING
QUIET AFTER “TO KILL A MOCKINGBIRD”
Harper
Lee at home
Harper
Lee was born in
In interviews conducted in
the mid-60s Lee certainly talked as if she planned to continue writing, and to
take such ordinariness as her theme:
I
want to chronicle something that seems to be very quickly going down the drain.
This is small-town middle-class life, as opposed to the Gothic, as opposed to
Tobacco Road, as opposed to
plantation life.... There is something universal in this little world, something
decent to be said for it, and something to lament in its passing. In other
words, all I want to be is the Jane Austen of south
Lee
did work on another big book, but it was as researcher for In Cold Blood,
by childhood friend (and model for Dill), Truman Capote. Perhaps such a very
different book took away Lee's ambition to chronicle the decent life; perhaps
she thought that, in comparison, few would care to read about it. Perhaps there
is a clue to her silence in "When Children Discover
I
would like to show children my own town, my own street, my own neighbors. I live
on the corner. My next-door neighbor is a barber, and his wife owns a dress
shop. My down-the-street neighbor has a grocery store, and my neighbor down the
hill is a teacher. My neighbor to the rear is a doctor; behind him is a
druggist. If children were visiting--from abroad or from other parts of the
country--they would have cookies and ice cream for them, and take them to the
park with the lake and the swimming pool, and my cook, Mary, would make them an
enormous cake covered with caramel frosting, and for dinner give them fresh
vegetables from the garden and Southern chicken cooked right.
And then we
would let them alone….
The
same sort of idea – that children most need a home, and the confidence to make
their way to and from it -- is expressed in the last pages of To Kill a
Mockingbird when Scout returns from walking Boo Radley to his
porch:
The
street lights were fuzzy from the fine rain that was falling. As I made my way
home, I felt very old, but when I looked at the tip of my nose I could see fine
misty beads, but looking cross-eyed made me dizzy so I quit. As I made my way
home, I thought what a thing to tell Jem tomorrow. He'd be so mad he missed it
he wouldn't speak to me for days. As I made my way home, I thought Jem and I
would get grown but there wasn't much else left for us to learn, except possibly
algebra.
I ran up the steps and into the house….
©
Today in Literature 2003
---------------------------------------------------------------------------------------
3.- E-MAIL AND THE ACQUISITION OF
ENGLISH (PART TWO)
Today
we publish the second and last part of the paper on the use of e-mail in the
English Classroom that our dear SHARER Vera Lúcia Menezes de Oliveira e Paiva
from Universidade Federal de Minas Gerais sent us.
Netiquette
Before
implementing an e-mail project, teachers should make the students aware of some
guidelines and netiquette. A large number of students still have little
experience with the e-mail management and sometimes disregard some simple rules
that can disturb communication.
Rinaldi
(1998) claims that "the content and maintenance of a user's electronic mailbox
is the user's responsibility". She presents the following guidelines
which, I believe, can prevent unwanted interaction
problems:
Check
E-mail daily and remain within your limited disk
quota.
Delete
unwanted messages immediately since they take up disk
storage.
Keep
messages remaining in your electronic mailbox to a
minimum.
Mail
messages can be downloaded or extracted to files then to disks for future
reference.
Never
assume that your E-mail can be read by no one except yourself; others may be
able to read or access your mail. Never send or keep anything that you would
mind seeing on the evening news.
Keep
files to a minimum. Files should be downloaded to your personal computer's hard
drive or to diskettes.
Routinely
and frequently virus-scan your system, especially when receiving or downloading
files from other systems to prevent the spread of a
virus.
Your
files may be accessible by persons with system privileges, so do not maintain
anything private in your disk storage area.
I
have been observing that the main problems faced by my students are related to
viruses and the unnecessary storage of a large number of messages in their
mailboxes. Having an updated anti-virus installed is not a common habit among
some of them and that causes the spread of viruses among the virtual communities
to which they belong. Besides that, students usually complain that they are not
receiving messages and it is usually a consequence of overloaded
mailboxes.
As
far as netiquette is concerned, Rinaldi suggests the following
rules:
Keep
paragraphs and messages short and to the point.
When
quoting another person, edit out whatever isn't directly applicable to your
reply. Don't let your mailing or Usenet software automatically quote the entire
body of messages you are replying to when it's not necessary. Take the time to
edit any quotations down to the minimum necessary to provide context for your
reply. Nobody likes reading a long message in quotes for the third or fourth
time, only to be followed by a one line response: "Yeah, me
too."
Focus
on one subject per message and always include a pertinent subject title for the
message, that way the user can locate the message
quickly.
Don't
use the academic networks for commercial or proprietary
work.
Include
your signature at the bottom of E-mail messages when communicating with
people who may not know you personally or broadcasting to a dynamic group of
subscribers. Your signature footer should include your name, position,
affiliation and Internet and/or BITNET addresses and should not exceed more than
4 lines. Optional information could include your address and phone
number.
Capitalize
words only to highlight an important point or to distinguish a title or heading.
Capitalizing whole words that are not titles is generally termed as
SHOUTING!
*Asterisks*
surrounding a word can be used to make a stronger
point.
Use
the underscore symbol before and after the title of a book, i.e. _The Wizard of
Oz_
Limit
line length to approximately 65-70 characters and avoid control
characters.
Never
send chain letters through the Internet. Sending them can cause the loss of your
Internet Access.
Because
of the International nature of the Internet and the fact that most of the world
uses the following format for listing dates, i.e. MM DD YY, please be
considerate and avoid misinterpretation of dates by listing dates including the
spelled out month: Example: 24 JUN
96 or JUN 24
96
Follow
chain of command procedures for corresponding with superiors. For example, don't
send a complaint via E-mail directly to the "top" just because you
can.
Be
professional and careful about what you say about others. E-mail is easily
forwarded.
Cite
all quotes, references and sources and respect copyright and license
agreements.
It
is considered extremely rude to forward personal e-mail to mailing lists or
Usenet without the original author's permission.
Attaching
return receipts to a message may be considered an invasion of privacy. Be
careful when using sarcasm and humor. Without face-to-face communication your
joke may be viewed as criticism. When being humorous, use emoticons to
express humor. (tilt your head to the left to see the emoticon smile) :-) =
happy face for humor
Acronyms
can be used to abbreviate when possible, however messages that are filled with
acronyms can be confusing and annoying to the reader.
Examples: IMHO= in my
humble/honest opinion
FYI = for your information
BTW = by the
way
The
Internet "Twelve Commandments"
[http://www.isocnz.org.nz/help/12-commandments.html] summarizes the netiquette
in six points: be aware of your audience; be courteous; be concise; do not
defame; be aware of cultural differences and sensitivities; and do not
spam.
The
three main problems I have been observing in my students’ e-mailing interactions
are related to the context. Some students answer the messages without any
quotation or reference to the previous one, making it difficult for the
receivers to understand what the sender is talking about. Sometimes they
reproduce the whole message without editing the previous message that is
automatically quoted in totum by the software when the reply button is
pressed. The last problem is using the reply mode without editing the subject
line when a new topic is introduced.
Another
common problem is the lack of signature, but that is a minor difficulty because
looking at the address line one can usually identify the sender. Even though, I
think we should always remind students of the importance of signing their e-mail
messages.
Emoticons
and acronyms are hardly used by my students. In fact, e-mail users in general
use just a few emoticons and acronyms because their natural habitat seems to be
the chat environment due to its main characteristics: brevity and
speed.
Discussion
lists
Discussion
lists are composed of e-mail users who get together in order to exchange ideas
on specific topics. When e-mail is sent to a discussion list, it is
automatically distributed to all the other subscribers. One can either join a
discussion list or create a personal one. The lists may be moderated or
unmoderated and the rates of message traffic in the former is usually lower
because all the messages are read by the moderator who decides if a message is
adequate or not to that group. The subscribers have at least two choices when
they join a group: receiving individual e-mails or a daily digest, that is, all
the messages saved in just one e-mail. A third option, reading the messages on
the web, is provided by software such as http://groups.yahoo.com, where you can
create your own group free of charge.
Some
discussion lists have members from many different countries, and interacting
with members from those virtual communities is a unique intercultural experience
for our students. Students can actively engage in a group or just lurk, that is,
"just read other people’s contributions without e-mailing, or posting, a message
to the list themselves" (Windeatt et al., 2000, p.
112).
Discussion
lists are useful tools for classroom communication as the teacher can interact
with many students at the same time. Anyone can create an e-mail discussion list
at web sites such as Yahoogroups (http://www.yahoogroups.com) or the Brazilian
Grupos (http://grupos.com.br) without paying for it.
Netiquette
in discussion lists requires that when you post a question to a discussion
group, you should request that responses be directed only to you personally. You
are expected to send a summary of the answers to the group afterwards. On doing
that students will be practicing reading and writing in a very meaningful
way.
Forum
Forums,
also called, Web boards, Web Discussion Boards, or Web Bulletin Boards, store
all the messages on a Web page where the user can read and post messages.
According to Warschauer et al. (2000), "Web boards can be a good alternative
when students do not have individual e-mail addresses or when student’s
opportunities to download, save, and read e-mail are limited" (p. 36). Sperling
(1998) lists some Web Boards for language students and teachers. They are ESL
Chat Line http://www.ritslab.ubc.ca/cgi/esl/esl.html; ESL Discussion Center
http://eslcafe.com.discussion; WebChat CALICO
http://fln.vcu.edu/SLAT/WebChat.html and Yuki’s EFL/ESL Bulletin Board
(p.36).
Anyone
can easily create a forum free of charge. Some free services are Ezboard
http://www.ezboard.com, "an online community service on the Net, consisting of
over 800,000 communities and over 6 MILLION registered users; Beseen
Bulletin Boards" (http://www.beseen.com/board/itw_beseen.html); and the
Brazilian Inforum (http://inforum.insite.com.br).
E-mail
projects
Students
can participate in countless projects by using e-mail. A classroom can meet
other classrooms on the other side of the world; students can be involved in
collaborative writing; languages can be learned in tandem; and intercultural
projects can be developed. A list of interesting collaborative projects can be
found at The Global Schoolhouse http://www.gsh.org. Global Schoolhouse claims to
be the leader in collaborative learning. They "provide opportunities for
teachers to collaborate, communicate, and celebrate shared learning
experiences".
E-mail
Projects Homepage is another outstanding example. If you go to
http://www.otan.dni.us/webfarm/emailproject/e-mail.htm, you will find the
following explanation:
This
site was developed by Susan Gaer in 1994 as a means for people to collaborate
worldwide. Based on the premise that non-native speakers have as much to offer
as native speakers of English, Susan created the site to help both interact with
each other. Projects are either initiated by classes or individual teachers. The
word "E-mail Projects" was developed in 1994 before the popularity of the World
Wide Web. At that time (1994) most of the projects were conducted via e-mail.
With the advent to the World Wide Web, most of the projects are now "web
projects".
Ruth
Vilmi, at Helsinki University of Technology, is responsible for one of the most
important and popular e-mail projects in the world
International Writing Exchange (IWE) – http://www.ruthvilmi.net/hut/Project. Her
goal is to motivate her students to communicate with students abroad. Vilmi
says, in her homepage, that
[T]he
main aims were to increase the global awareness of my students and to improve
their writing skills. In the Autumn 93 Project, they corresponded with students
at eight universities abroad. They regularly exchanged informal letters and
eventually a research paper, thus gaining knowledge and intercultural
sensitivity, as well as acquiring writing skills.
(http://www.ruthvilmi.net/hut/autumn93/global.html)
The
project has 5 main phases and a full description of the phases can be read at
Ruth Vilmi’s site.
Conclusion
When
learning a language in a foreign context, one is always faced with the paradox
of being in a class where students share the same mother tongue, but are
supposed to communicate with classmates in a language they do not know well. In
such a context, no matter how strong motivation is, no matter what the learners
needs are, all of a sudden students find themselves using their native language.
The struggle to negotiate meaning turns out to be artificial when the speakers
share the same language.
Electronic
interaction seems to provide more natural contexts and students do not feel they
are using the language to learn it, but that they are equipped with linguistic
skills that enable them to communicate with people all over the world. The more
they interact, the more they learn the language and more confident they
become.
To
sum up, I believe that the arguments and examples presented in this article are
enough to show that electronic interaction is an efficient tool to promote
language acquisition. I think activities developed via computers can be more
effective than some traditional classroom activities in foreign language
contexts because computers can bring "individuals together so that they may
communicate across cultural and linguistic boundaries", which is our major
objective in second language education as claimed by Kelm (1996, p.
19).
References
Bosswood,
T. (Ed.). (1997). New ways of using computers in language teaching.
Alexandria:
TESOL.
Chapelle,
C. A. (2001). Computer applications in second language acquisition.
Debski,
R. & Levy, M. (Eds.). (1999). WorldCALL: global perspectives on
computer-assisted language learning. Lisse: Swets &
Zeitlinger.
Egbert,
J. & Hanson-Smith, E. (Eds.). (1999). Call environments: research,
practice and critical issue.
Ellis,
R. (1997). Second language acquisition.
Hatch,
E. (1978). Discourse analysis and second language acquisition. In: Hatch, E. M.
(Ed.). Second language acquisition. (pp.401-435).
Kitao,
K. & Kitao, S. K. (1996). "Keypal Opportunities for Students" on WWW.
Available:
http://www.ling.lancs.ac.uk/staff/visitors/kenji/kitao/int-keyp.htm
Krashen,
S. (1985). The input hypothesis: issues and implications.
Larsen-Freeman,
D. & Long, M. L. (1990) An introduction to second language acquisition
research.
McLaughlin,
B. Theories of second-language learning.
Paiva,
V. L. M. O.(Org.) Interação
e aprendizagem em ambiente virtual.
Belo Horizonte: Faculdade de Letras, UFMG, 2001 (Estudos Lingüísticos,
1)
Rinaldi,
A. (1998). The
Net: User Guidelines and Netiquette.
Available at
http://www.fau.edu/netiquette/net/user.html
Souza,
R. A. The English-Portuguese Tandem Learning Project. (2001) Retrieved
Sperling,
D. (1998). Dave Sperling’s Internet Guide. 2nd edition.
Warschauer,
M. (1995). E-mail for English teaching.
_________________
(Ed.).(1996). Telecollaboration in foreign language learning.Honolulu:
Second Language Teaching & Curricuum Center,
_________________.
(1999). Electronic literacies.
_________________
et al. (2000). Internet for English teaching.
_________________.
& KERN, R. (Eds.). (2000). Network-based language teaching: concepts and
practice.
WINDEATT
et all. (2000). The internet.
©
2003 by Vera Lúcia Menezes de Oliveira e Paiva.
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4.- THE BRITISH COUNCIL: TRANSLATING
FROM
Mary
Godward, Manager Knowledge and Learning of The British Council, has an
announcement to make:
Translating
from
Wednesday
4 June 2003, 7:00 pm
Universidad del Museo Social Argentino, Corrientes
1723, Buenos Aires
Amanda
Hopkinson
works across the field of popular culture. As a literary translator, AH has
published poetry and prose anthologies, novels and short stories from many Latin
American and
As
a photo-curator she has worked on exhibitions from
Daniela
de Groote
is Arcadia's publishing Director and originally from Santiago,
the
Fantastic in the Short Fiction of Julio Cortázar: A
Reassessment'. She has contributed to El Mercurio
(
Further
Information: Marcelo T de Alvear 590 - 4to - Buenos Aires
T +54 (0)11 43119814/7519 / F +54 (0)11 4311 7747
mary.godward@britishcouncil.org.ar
------------------------------------------------------------
5.- LECTURE ON INTRODUCTION TO CORPUS
LINGUISTICS AT UTN
Instituto
Nacional
Dr
Cortes will lecture on:
An Introduction to Corpus Linguistics: Lexical Bundles in Academic
Writing in History and Biology.
Dr Viviana Cortes
PhD.
Ph.D.
Applied Linguistics, English Department, Northern
M.A.
TESL, California State University, Los Angeles.
B.A.,
Universidad Tecnologica Nacional, Intituto Nacional Superior del Profesorado
Técnico.
ProfessorTESOL/Applied
Linguistic Program,
Date and Tme:
Monday 9th of June from
Place: Auditorium of INSPT- UTN Avda Triunvirato 3174 – second floor.
Admission free – Limited
vacancies – Certificates of Attendance will be issued.
Enrolment by e-mail to: Chair
of Methods III omarvillarreal@netizen.com.ar
-------------------------------------------------------------------------------
6-
TALLERES DE NARRACIÓN ORAL:
STORIES THAT SOUND
Stories
that Sound
Ma.
Cristina Thomson & Graciela Clelia Moyano ofrecen talleres de
narración oral en inglés destinados a profesores, maestros y
estudiantes de inglés, para:
* desarrollar
técnicas básicas de narración de inmediata aplicación en el aula
*
seleccionar material acorde con las necesidades individuales
*
perfeccionar la dicción y entonación del "decir" en la lengua
extranjera.
Los
talleres se dictan en Capital Federal, barrio de
Palermo. También nos trasladamos al interior de acuerdo con las
necesidades de colegios o grupos de interesados.
Próximos
talleres:
Taller
1
Junio
21 / Agosto 23 / Septiembre 13 / Octubre 18
Taller
2
(para quienes hayan realizado el Taller 1)
Junio
7 / Agosto 9 / Septiembre 6 / Octubre 4
Informes
e inscripción:
gmoyano@netizen.com.ar - Tel. 4541-8323
mcthom@satlink.com - Tel. 4784-8791
Vacantes
limitadas.
------------------------------------------------------------
7-
POSITION VACANT IN
Our
dear SHARER Leticia Edel Yulita from
Dear
TEFL Professional,
This
Sunday Helen Keller Institute will be advertising a newly created post in
La Nueva Provincia for the position of Assistant Director / Senior Teacher
at its
A webpage
has been created to provide additional information for those interested in
applying. The webpage summarises employment conditions, job responsibilities,
how to apply and so on. As Jem and I want to attract the best candidates
possible, we are sending you advanced notification.
If
you are interested or know of any suitable colleagues who might be interested,
may we ask that you apply or pass on the details of the webpage. The closing
date is
The
webpage address is www.geocities.com/hkingles/jobvacancy
Kindest
regards,
Prof.
Leticia
Yulita
MA
(Ed),
Owner-Director
Jeremy
Goodchild
PG
Cert TEFL, Leeds Metropolitan Univ.,
Co-Director
-------------------------------------------------------------
8.- THE THINKING
APPROACH
I
am writing to inform you about a new ELT website
www.thinking-approach.org
This
is a website of the Thinking Approach Project supported by the British Council
One of the aims of the project is preparation of
language teaching materials which allow for a simultaneous development of
language and thinking skills. We currently have a team of teachers working for
the project in
If you think you are the one, please take a look at the
website and let us know about yourself by email or on the forum.
Looking
forward to further collaboration,
Alexander Sokol
The Thinking
Approach Project
sokol@triz.riga.lv
http://www.thinking-approach.org
The
organiser and leader of the project, Alexander Sokol, produces an
electronic newsletter updating on the new materials available from their
website, among other things.
The
following is an extract of that newsletter where you will find the addresses to
download the indicated materials for free. This extract was produced by Cesar
Klauer for his own ELT list.
New
Materials on the Website
Creative
Grammar Technology
Passive
- Sorting Out Practice - http://www.thinking-approach.org/index.php?menu=technologies&category=cgt&which=tasks&show=16
Present
Perfect and Past Simple by Inga Ieraga - http://www.thinking-approach.org/index.php?menu=technologies&category=cgt&which=tasks&show=17
Discussion
of Inga Ieraga's exercise on the forum - http://forum.thinking-approach.org/viewtopic.php?t=42
Analysis
of an exercise on Present Simple and Present Progressive - http://forum.thinking-approach.org/viewtopic.php?t=40
Discussion
of some functions behind the tasks in the Sorting Out Practice on Passive -
http://forum.thinking-approach.org/viewtopic.php?t=41
Consideration
of some typical drawbacks in the concept question exercises - http://forum.thinking-approach.org/viewtopic.php?t=28
Text
Technology
Text
The Letter by Richard Bach - http://www.thinking-approach.org/index.php?menu=technologies&category=tt&which=texts&show=22
Notes
to J D Salinger's Seeing a Friend - http://www.thinking-approach.org/index.php?menu=technologies&category=tt&which=notes&show=2
The Point
of View Form (POV) - http://www.thinking-approach.org/index.php?menu=illustrations&category=handouts&show=5
Discussion
on the application of the POV form - http://forum.thinking-approach.org/viewtopic.php?t=47
New
texts and tasks to them - an exchange of ideas - http://forum.thinking-approach.org/viewforum.php?f=4
Students'
works uploaded by the TA seminar participants - http://forum.thinking-approach.org/viewforum.php?f=14
How
to provide a meaningful feedback on students' works - http://forum.thinking-approach.org/viewtopic.php?t=58
Other
A
handout set for the fourth session of the TA course at the
A
poll on your understanding of creativity - http://forum.thinking-approach.org/viewtopic.php?t=48
Creative
Grammar Technology
Passive
- Concept Question Exercises
http://www.thinking-approach.org/index.php?menu=technologies&category=cgt&which=tasks&show=18
Passive
- Student Handout
http://www.thinking-approach.org/index.php?menu=technologies&category=cgt&which=tasks&show=19
Discussion
of concept question exercises on the forum
http://forum.thinking-approach.org/viewtopic.php?t=40
http://forum.thinking-approach.org/viewtopic.php?t=42
Text
Technology
A
New Boyfriend by Jacqueline Wilson
http://www.thinking-approach.org/index.php?menu=technologies&category=tt&which=texts&show=23
The
Smarmiest Little Swot by Jacqueline Wilson
http://www.thinking-approach.org/index.php?menu=technologies&category=tt&which=texts&show=24
You'd
Better Not Mess With Me by Jacqueline Wilson
http://www.thinking-approach.org/index.php?menu=technologies&category=tt&which=texts&show=25
A
New Boyfriend - Tasks to the Text
http://www.thinking-approach.org/index.php?menu=technologies&category=tt&which=tasks&show=6
Discussion
of tasks to the text Train from ENJOY books
http://forum.thinking-approach.org/viewtopic.php?t=31
The
point of view task and the Humpty story
http://forum.thinking-approach.org/viewtopic.php?t=85
Discussion
of tasks to Being Free at Fourteen by Anne Frank
http://forum.thinking-approach.org/viewtopic.php?t=29
More
than 20 students' works on various TA materials
http://forum.thinking-approach.org/viewforum.php?f=14
Film
Technology
Tasks
to the film Night on Earth by Jim Jarmusch
http://www.thinking-approach.org/index.php?menu=technologies&category=ft&which=tasks&show=2
Self-Study
Technology
An
updated version of a handout on portfolio
http://www.thinking-approach.org/index.php?menu=technologies&category=sst&which=tasks&show=5
Other
26
new yes-no games
http://www.thinking-approach.org/index.php?menu=technologies&category=yn&which=tasks&from=1&to=10
A
Handout Set for the fifth session of the TA Course at the University of
Latvia
http://www.thinking-approach.org/index.php?menu=illustrations&category=handouts&show=6
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9.- NEWS FROM “ON THE ROAD”
Our dear SHARER
Ximena
Faralla has sent us this invitation:
On
the Road Theatre Company presents
The
one and only performance at a theatre of:
Beauty
and the Beast -the play-
at
"Teatro de la Capilla" - Ladislao Martinez 539 – Martínez on Thursday, June 12th
-
Ticket
: $5- Book your seats now! - info@ontheroadonline.com 4568-7125
If
you book your seats for the performance, we will send you the CD with the songs
and activities to work on the play. www.ontheroadonline.com
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10.- DISEÑO DIDÁCTICO PARA LA
WEB
Our dear friend and SHARER
Susana Trabaldo has gota n announcement to make:
Net-Learning
tiene
el agrado de anunciar su próximo curso en línea a cargo de la Lic.Norma Scagnoli
M. Ed. en Capacitación de Recursos Humanos - Universidad de Illinois. Este curso
se tutorizará desde Illionis en español.
Diseño
Didáctico para la Web
El
curso propone:
Analizar
el enfoque usado en el diseño de cursos en la web.
Establecer
guías para diseño pedagógico de las clases en línea
Duración: (6 semanas) 40
horas
Fecha de inicio: 18 de junio
Costo: $200 (en Argentina) U$S 130 (en otros
países) Consulte precios en Uruguay
Descuento por inscripción anticipada 10%
(hasta el 11 de junio inclusive) - Descuentos
grupales
Más
datos en: www.net-learning.com.ar
Consultas: info@net-learning.com.ar o TE: (011)
791-6009 / (011) 4654-8945 desde el exterior: +(54 11) 4791-6009-
--------------------------------------------------------------------------------
11.- NEW ENGLISH WEBSITE
Our dear SHARER
Vivian Leo writes to us with very good news. Vivian together Maximiliano
Saiz
have launched a
new Website: : www.inglesenargentina.com.ar . I have visited
the site and was very nicely surprised to find a comprehensive guide to the
teaching of English in
Vivian Leo is the Head of
St.
Alice English Teaching Service stalice@topmail.com.ar
in the Southern area of Greater
-------------------------------------------------------------
12.- WORKSHOPS AT THE
Our dear SHARER
and friend Celia Zubiri announces two workshops to be held on Saturday 21st June at
Teatro Santamaría,
Dirección Coreográfica
dictado por
Josse Muñoz -
Profesor de danzas - Coreógrafo – Director
Director Coreográfico de The Bs. As.
Players.
Objetivos:
Como
reconocer la habilidad en un alumno y ayudarlo a desarrollar su confianza para
la correcta aplicación del movimiento.
Aplicación de pasos básicos que puedan utilizarse en disferentes estilos
coreográficos.
La
composición coreográfica según el argumento
teatral.
estilos coreográficos: se trabajarán dos coreografías de distintas
comedias musicales para su representación acompañadas por sus respectivas
puestas de luz y sonido.
Este
workshop será dictado e castellano.
Aranceles : como
participante activo en el escenario: $30 - como oyente: $15
Body language in the classroom and onstage - Amateur productions with
your students
14
hs a 17 hs
dictado por Celia Zubiri - Managing Director of The Bs. As. Players -
Author and theatre director
Este
workshop será dictado en inglés – Arancel $ 30
Vacantes limitadas- -certificado de asistencia- -se recomienda traer ropa
cómoda -
Para
quienes se inscriban en ambos workshops: $50
Depósito en cualquier sucursal del Banco Río: Cuenta Única en Pesos N°:
003047/8. - Sucursal 187- Titular: Celia Zubiri. - Enviar la boleta de depósito
al tel/fax: (011) 4812-5307
para
mayor información comunicarse al (011) 4812-5307 / 4814-5455
-
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Today we want to leave you with some words of wisdom
from a child. This is part of a mail that our dear SHARER, the very active Maria
del Carmen Anzulovich sent us in Spanish. The translation is ours (we thought we
had better told you so you knew who to blame for the
mistakes!)
1) No matter how hard you
try... you cannot baptize a cat.
2) When your mommy is angry with your pop …
do not let her comb your hair.
3) If your brother or sister hits you… do not
hit him or her back. The second person always gets caught.
4) Never ask your
three year old brother or sister to hola a tomato for you.
5) Do not sneeze…
when you are having your hair cut.
6) Never hold your cat and a vacuum
cleaner at the same time.
7) When you are sad there´s no better place to go
than your ganny´s arms.
HAVE
A WONDERFUL WEEK!
Omar
and Marina.
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SHARE
is distributed free of charge. All announcements in this electronic magazine are
also absolutely free of charge. We do not endorse any of the services announced
or the views expressed by the contributors. For
more information about the characteristics and
readership
of SHARE visit:
http://www.groups.yahoo.com/group/ShareMagazine
VISIT OUR WEBSITE
: http://www.ShareEducation.com.ar
There you can read all past issues
of SHARE in the section SHARE ARCHIVES.
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