Year 3 Number 69 May 25th 2002
______________________________________________________________
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,
Dark and cold morning. Now as we
finish putting this issue together cold afternoon. But it is warm inside. And we
can assure you much warmer in our hearts.
We come back to you once again with
renewed faith and enthusiasm. We know you will read us the same way. And “that”
makes our hearts even warmer.
Not a word about the terribly hard
times we have been having? Yes. Two. Move on. Go ahead. No matter what and count
your blessings. Always count your blessings. We do. We tire in the midst of the
count. We include each one you, our 5,145 SHARERS in the
count!
Let us begin with a beautiful and
quite befitting Irish prayer that our dear SHARER, Edith Zas, edithzas@ciudad.com.ar, sent us:
Always remember to
forget
The things that made you
sad.
But never forget to
remember
The things that made you glad.
Always remember to
forget
The friends that proved
untrue.
But never forget to
remember
Those that have stuck by you.
Always remember to
forget
The troubles that passed
away.
But never forget to
remember
The blessings that come each day.
Love.
Omar and
Marina.
PS: Oops! We were almost forgetting to tell you that we have moved house. Our Website is now : www.shareeducation.com.ar . Do pay us a visit!
In SHARE 69
1.- Multiple
Intelligences and ESP.
2.- When
children learn…
3.- FAAPI 2002
: Latest News.
4.-
On the Sex of Nouns.
5.- Vocabulary
Wise: Fashion from the 80´s.
6.- Course on
Legal English.
7.- Workshops
in Bahía Blanca.
8.- Tips for Storytelling.
9.- London
Exams and OUP Competition.
10- ALL for Young Learners.
11- APIBA´S SIGs .
12- English & Fun
Seminar
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1.-
MULTIPLE
INTELLIGENCES AND ESP
Our very dear friend and SHARER
Professor Douglas Andrew Town sends us this contribution which we are honoured
to share with all of you. Douglas has a BSc in Psychology and an MA in English
Language Teaching as well as a postgraduate Diploma in English and Spanish
translation. He has worked for many years as an academic consultant and ESP
teacher in Spain. He has also taught English for Academic Purposes at Manchester
University and is currently living in Buenos Aires where he was recently invited
to give seminars on Academic Writing and Contrastive Linguistics at the
University of Belgrano. He has done research in adult learning strategies,
second language acquisition and needs analysis.
Douglas Town
In recent years, the idea that
Gardner's (1983,1993) theory of Multiple Intelligences (MI) might contribute
something valuable to English Language Teaching in general and ESP in particular
by providing a more learner-centered approach to materials design and
methodology has become fashionable among teachers and course directors, who are
nevertheless at a loss as to how to implement it.
Here is just one enquiry that was
published recently in an ELT journal on the Internet:
"What is the difference between MI
theory and the other componential theories of intelligence? After all, they are
also multiple.
When we want to apply MI in
language teaching, we are neglecting the innatist theories of language, aren't
we?
I am currently doing research on
the application of MI and CBI, together, to our local ELT syllabus. I try to
include all the first 7 intelligences in each unit lesson. But, it is hard to
integrate all of them in an experimental setting. Therefore, I try to take care
of them one by one. How much do you think this detracts from the validity of my
work?"
This enquiry is perhaps typical of
those from teachers who succumb to "psychobabble" and fashion, of which MI is
one of the most recent, without understanding the implications of what is being
put forward.
Firstly, MI is not a theory of
first or second language acquisition although it is "innatist" (i.e. nativist)
in the sense that it attempts to explain how learning in different areas is
facilitated or hindered by (supposedly) innate individual differences (ID's) in
brain physiology. Nor is MI a theory of learning style. It does not state that
different learners acquire the same skills in different ways, simply that
different people learn the same things at different rates.
Secondly, not all componential
theories of intelligence are nativist. For example, Sternberg's (1984) model of
analogical reasoning, which explains ID's in IQ scores in terms of the different
amounts of time that individuals spent on encoding analogies, makes no such
claim. On the contrary, Sternberg and his associates have shown that people's
scores on IQ tests improve with training (Richardson, 1994).
Thirdly, this teacher, who claims
to be "doing research on the
application of MI and CBI, together (...) in an experimental setting", obviously
does not understand even the basic principles of experimentation and evidence,
which would require a researcher to test for the influence of MI and CBI
separately in order to establish a baseline before testing them in combination
(otherwise, how could he or she know whether learning is enhanced by a
combination of the two?).
As I shall show, the whole idea of
applying MI theory to ELT is misguided and is based on a misunderstanding of
Gardner's theory. Moreover, Gardner's theory is, itself, contentious in the
claims it makes about giftedness. But before considering Gardner's theory in
more detail, it is worth clarifying the notion of "learning style".
The emphasis on adapting teaching
materials and methods to the preferred learning styles of different learners
has, of course, been around for a long time. Learning style is a broad concept
that attempts to encompass the totality of psychological functioning as this
affects learning (Willing 1988) and can be seen as the interaction of
personality - i.e. a person's
motivations and habitual cognitive, emotional and behavioural responses to the
environment - with cognitive
style, which refers typically to a person's preferred modality of information
processing (kinaesthetic, visual or auditory).
However, problems arise when we
attempt to define personality or cognitive style in terms of fixed, inherited
traits or characteristics., or to classify people into types. There is a large
body of research that shows that at, any given time in their lives, people
sometimes react quite differently in different situations (the Person-Situation
Debate) while the whole question of
personality continuity and change over time is fraught with difficulties.
Similarly, concepts of cognitive
style based on perception take no account of the role of social and
metacognitive strategies, which can be learnt (see Brown and Palincsar, 1982).
What, then, does Gardner's theory
actually say?
Although avoiding the mechanistic
nature of componential theories such as those of Fodor (1993), Gardner's (1983,
1993) theory of MI suggests quite clearly that there are discrete information
processing operations within the cognitive/neurobiological system that deal with
specific kinds of information. Thus, there are separate intelligences or
"modules" that deal with musical, mathematical, kinesthetic or interpersonal
information independently of one another.
Among these different "modules"
Gardner includes verbal / linguistic intelligence, which does not, by
definition, interact with other modules, although it passes on the products of
linguistic processing to a central processor.
Within such a theory there is no
way in which different activities can directly influence language acquisition.
Now, the irony is that those who
defend the idea of a separate linguistic intelligence and hence - by default
- the notion that language
acquisition is radically different from other types of skill acquisition, forget
that this theory originated with Chomsky, who also claimed that the brain is
"hard-wired" for learning language (remember Chomsky's LAD - Language
Acquisition Device?). However, Chomsky (1965) also claimed that, as a result,
the type of input a learner received was almost irrelevant.
Consequently, if we accept any
"strong" form of Gardner's theory, then MI approaches to language learning are
nonsense. We might just as well claim that ballet enthusiasts will solve algebra
equations more efficiently if they are encouraged to dance around the blackboard
or that keen linguists will develop a better sense of pitch if given songs to
sing in their favourite foreign language. Indeed, proponents of task-based
approaches to language learning point out that while easier tasks tend to lead
to more fluent speech, more complex tasks result in less fluent but more complex
and accurate production, which would seem to imply that students do not have to
be good at a particular activity to benefit from it
linguistically.
Of course, most ESP teachers
already know this from personal experience.
How many times does a teacher find
that CFO's, who deal with figures in English on a daily basis and who obviously
have a high degree of mathematical intelligence in Gardner's sense of the term,
continue to come out with mistakes such as * "fifteen millions of pesos /
dollars" even at intermediate level, while Human Resources Managers, accustomed
to dealing with people in their own language, find it more difficult to make small talk
than to discuss more technical matters such as downsizing, out-sourcing and
other aspects of company policy.
On the other hand, if we merely
wish to say that people develop - or fail to develop - different talents for
reasons that may or may not have anything to do with the distinctiveness of
their genetic make-up (and the whole issue of inherited talent is an extremely
contentious one) and that most people enjoy doing what they are good at, then it
seems fairly obvious that by encouraging students to do in the foreign language
what they enjoy and are good at (singing, solving logic problems or whatever)
teachers will motivate students more and get more mileage out of language
learning activities.
In the case of ESP students, many
activities may not be appropriate - for example, it is unlikely that many
corporate managers would feel comfortable singing "Money makes the world go
round" in their offices within earshot of their subordinates. However, many ESP
learners are motivated by materials that offer intellectual stimulation and the
possibility of professional advancement even though the latter is unlikely to
materialize in the near future. For example, Hutchinson and Waters (1987)
mention an ESP course for nurses that came to life when the focus was changed
from nursing to medicine. The reason was that many of the students secretly
wanted to become doctors. Thus, teachers would do better to concentrate on
getting to know their students as individuals with subjective as well as
objective needs instead of trying to fit students into
"types"
Here is the crux of the matter: the
problem with nativist theories of intelligence is that they lead to stereotyping
and self-fulfilling prophesies- weaker students are expected to learn less than
stronger students because of their "genetic make-up" rather than because they
simply lack the prior knowledge and range of strategies that stronger students
have, and so, of course, they learn less.
A further danger is that such
theories may serve as a justification for an unbalanced approach to teaching and
learning, encouraging fossilization in so-called "social" or "communicative"
learners, while so-called "analytical" learners are not challenged enough to get
involved in social situations, to take risks, etc.
As mentioned earlier, even
Gardner's claim that the rate of learning is mainly determined by genetic
factors is contentious. As evidence for his theory, Gardner leans heavily on the
selective achievements shown by child prodigies and "idiots savants" (mentally
handicapped people with remarkable musical, artistic or mathematical gifts).
However, Gardner's theory remains underspecified and there is equally good
evidence for the role of environmental factors - and in particular quality
instruction - in the development of
giftedness, with the current consensus among psychologists being that giftedness
is more about nurture than about nature (Lee 1995).
In conclusion, the main attraction
of MI is that it seems to offer teachers a simple framework for understanding
differences in language ability and learning style, and a commercial catchphrase
or gimmick that can be readily understood (or rather misunderstood) by large
sections of the general public. However, the mistake is to assume that simple,
ready-made recipes can be "lifted" from psychology and applied in the
classroom.
Bibliography
Brown, A.L. and Palincsar A.S.
(1982) "Inducing strategic learning
from texts by means of informed self-control", Topics in Learning and Learning
Disabilities. Vol. 2, 1 - 17.
Chomsky, N. (1965) Aspects of a theory of Syntax Cambridge
(Ma.): MIT Press
Fodor, J.A. (1983) The Modularity of Mind. Cambridge (Ma.):
MIT Press
Gardner, H. (1983) Frames of mind: The theory of multiple
intelligences. New York: Basic Books.
Gardner, H. (1993) Multiple intelligences: The theory in
practice. New York: Basic Books.
Hutchinson, T. and Waters, A.
(1987) English for Specific Purposes. Cambridge: CUP.
Lee, V. (1996) ED209 Child Development: Giftedness. The
Open University
Richardson, K. (1994) "The
Development of Intelligence" in Children's Cognitive and Language Development,
(eds.) Lee, V. and Das Gupta, P. The Open University.
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2.-
WHEN CHILDREN LEARN
Our dear
SHARER Marcela Santa Fé y Soriano
from Olivos sent us an encouraging letter and this message, an excellent “reminder” for both teachers and
parents.
Thank
you, Marcela for your kind words and keep on sharing.
WHEN
CHILDREN LEARN
When
children learn that happiness is not found in what a person
has
but in who that person
is,
When they
learn that giving and forgiving are more rewarding
than
taking and avenging,
When they
learn that suffering is not eased by self-pity
but
overcome by inner resolve and spiritual strength,
When they
learn that they can't control the world around them,
but they
are the masters of their own souls,
When they
learn that relationships will prosper
if they value friendship over
ego
compromise
over pride,
and
listening over advising,
When they
learn not to hate a person whose difference they fear,
but to
fear that kind of hate,
When they
learn that there is pleasure in the power of lifting others
up,
not in
the pseudo-power of pushing them down,
When they
learn that praise from others is flattering
but
meaningless if it is not matched by self-respect,
When they
learn that the value of life is best measured
not by
the years accumulating possessions,
but by
the moments spent giving of one's self- sharing wisdom,
inspiring
hope,
wiping
tears
and
touching hearts,
When they
learn that a person's beauty
is not
seen with the eyes
but with
the heart,
And that
even though time and hardships may ravage one's outer
shell,
they can
enhance one's character and perspective,
When they
learn to withhold judgment of people,
knowing
everyone is blessed with good and bad qualities,
and that
the emergence of either
often
depends on the help given or on the hurt inflicted by
others,
When they
learn that very person has been given the gift of a unique
self,
and the
purpose of life is to share the very best of that gift with the
world,
When
children learn these ideals and
how to
practise them in the art of good living,
they will
no longer be children.
They will
be blessings to those who know them,
and
worthy models for all the world.
David L.
Weatherford.
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3.-
FAAPI 2002 : LATEST NEWS.
Our dear SHARER Dr. Liliana Anglada from the FAAPI 2002
Organizing Committee has sent us the registration form and the call for papers
for the Federation Congress. Both these documents can be obtained at: http://www.faapi.com.ar/Congresos.htm.
or in the Newsboard Section of our
Website : www.shareeducation.com.ar
Federación
Argentina de Asociaciones de Profesores de Inglés
2002 FAAPI Conference - 19 - 21
September 2002 - Córdoba
The 2002 FAAPI Conference aims to
provide a forum for comparing experiences and sharing ideas of interest in the
fields of EFL methodology, curriculum development and technology applied to EFL
instruction.. Specifically, this year's conference will provide an opportunity
to consider what has been achieved and what new directions are available on
issues such as:
* EFL
Methodology
* Schools curricula at the EGB and
Polimodal levels
* Teacher Education
curricula
* ESP
curricula
* International examinations
curricula
* Bilingual education
curricula
* Literature and culture in the EFL
curriculum
* The place of technology in
the EFL
curriculum
This three-day event will promote
the discussion of theoretical and practical issues related to the development of
curricula favouring an integrated, interdisciplinary
model.
It is important for us ELT
professionals to avail ourselves of this forum for the reflection upon the
multiplicity of aspects involved in curriculum design and the discussion of the diversity of available models
in order to critically select the best
possible options for our regional
needs.
Renowned specialists in ELT will be
giving plenary talks, leading workshops and delivering papers at this most
important event.
For further information, please
contact the Conference Office:Telefax
0351 - 427 0022 - faapi2002@hotmail.com
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4.- ON THE SEX OF
NOUNS
Our dear SHARER Gerardo Lafferiere
from Comodoro Rivadavia sent us this most interesting tongue-in-cheek
contribution. He writes:
“From the
Washington Post Style Invitation, in which it was postulated that
English
should have male and female nouns, and readers were asked to assign
a gender
to nouns of their choice and explain their reason.
The best
submissions:
Swiss Army
Knife -- male, because even though it appears useful for
a wide
variety of work, it spends most of its time just opening bottles.
Kidneys-- female, because they
always go to the bathroom in pairs.
tire-- male, because it goes bald
and often is over-inflated.
Hot air baloon-- male, because to
get it to go anywhere you have to light a
fire under it... and of course,
there's the hot air part.
Sponges -- female, because they are
soft and squeezable and retain water.
Web Page -- female, because it is
always getting hit on.
Shoe -- male, because it is usually
unpolished, with its tongue hanging out.
Ziploc Bags -- male, because they
hold everything in, but you can always see
right through
them.
Subway -- male, because it uses the same old lines to pick people
up.
Hourglass -- female, because over time, the weight shifts to the
bottom.
Hammer -- male, because it hasn't evolved much over the last 5,000
years,
but it's handy to have around.
Remote Control --
female...Ha!...you thought I'd say male. But consider, it
gives a man
pleasure, he'd be lost without it, and while he doesn't always
know the right
buttons to push, he keeps trying.”
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5.-
VOCABULARY WISE: FASHION OF THE 80´S
Our dear SHARER and friend Angeles Durante wants to share this list
of clothes and accessories from the 80´s with all of us. Many of our SHARERS
might have first-hand experience of these words. Others might have been tiny
little babies at the time but might have heard about them anyway. Is twenty
years all that much? Does fashion change so rapidly and abruptly?
Women's Hair:
* Feathered Hair
* Rave, tons of it
* Stick-up bangs (the Claw)
* Multicolored
* Crimped
* Side Ponytails
* Ultra-Teased
* Platinum Blonde
* Glitter
* Multiple Scrunchies
* Ribbon Barettes
* Banana Clips
Men's Hair:
* Rainbow Mohawks
* Long & Layered
* Slightly Teased
* Long
* Frizzy w/Bangs
* Don Johnson
* Curly
* Mullets
* Spikey Hair
* "Bowl" Cut
* Pompadour
* Gerry-Curl
Women's Face:
* Vivid Makeup
* Light Pink Lips
* Glitter
* Colored Mascara
* Blue Eyeshadow
* Beauty Moles
* Lots of Eyeliner
* Bushy Eyebrows
Men's Face:
* Punk Piercings
* Ray-Bans
* Elton John Glasses
* Boy George Makeup
Women's
Shirts/Jackets:
* Off-Shoulder Shirts w/ Tanktops
* 3/4 Sleeves
* Crop Tops
* Primary Colors
* Pink Sweater
* Sweater on Waist
* Neon
* Matching Socks
* Thick Belts
* Shoulder Pads
* Long T-Shirts
* Shirts with T-Shirt clips on the
side
* Stonewashed Jean Jackets with
Safety Pins
Men's
Shirts/Jackets:
* Rock Band Shirts
* Frankie Goes to Hollywood
* Black & Neon
* Leather Jackets
* Chains on Leather
* Rolled Sleeves
* Pastel Polos
* Panama Jack T-Shirts
* Members Only Jackets
* Muscle Shirts
* Hypercolor T-Shirts
* Two Shirts
* A Shirt around the Waist
Women's Legs:
* Tight Stonewashed Jeans
* Zippered Legs
* 3/4 Length Leggings
* Legwarmers
* Exercise Gear
* Super Tight Minis
* Colored Hose w/Rips
* Spandex
* Stirrup Pants
* Cowboy Boots
* Pinning Pant Cuffs
* Layered Ruffle Skirts over
Leggings
* Layers of Multicolored Socks
Men's Legs:
* Tight Leather Pants
* Bright Colors
* Spandex
* Tight Stonewashed Jeans
* Jammers
* Parachute Pants
* Hightops with Crazy Laces
* Pegged Pants
* White Socks with Stripes at the
Top
* Jeans with Big Holes
* Pump-up
Hightops
Women's
Accessories:
* Clock Necklaces
* Friendship Stuff
* Many Swatches
* Swatch Protectors
* Plastic Charms
* Hoop Earrings
* Slouch Socks
* High Tops
* Puff Paint
* Safety Pins Beads
* Slap Bracelets
* Rubber Bracelets
* Jellies
* Big Hair Bows
* Elastic Belt w/ Clip Buttons
* Snake Arm Band
* Black Scrunchy Boots
* Belts, Belts, Belts - The Thicker
the Better
* Twisty Bead Necklaces
Men's
Accessories:
* Braces With Color Rubberbands
* Croc Dundee Hats
* Rhinestone Glove
* Brimmed Hats
* Neon Book Covers
* Trapper Keepers
* Wall Watches
* Spiked Wristbands
* Bandannas
* Suspenders
* Shades
* Waist Zipper Pack
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6.-
COURSE ON LEGAL ENGLISH
Our dear SHARERS from T.S. Eliot
Institute in Banfield send us this information on a course on Legal English
which incorporates segments that can be taken in a Distance Mode.
Taller
Intensivo de Inglés Legal
Presencial
y a distancia
Niveles:
intermedio y avanzado
Este
taller ha sido concebido a fin de brindar a los participantes las herramientas
necesarias para manejar terminología y documentos legales fundamentales en
idioma inglés. Cada mes se realizará una clase presencial de tres horas de
duración y tres clases virtuales eminentemente prácticas, con feedback y
contacto con los profesores vía e-mail. Esta modalidad le permitirá a cada
participante seguir el desarrollo de su clase independientemente del momento y
del lugar en que se encuentre, pudiendo asimismo repasar cada clase con absoluta
precisión, y profundizar cualquier tema según su interés en
particular.
Temario
Orientación.
El derecho inglés. La administración de justicia y la profesión legal en los
Estados Unidos y en Inglaterra . El proceso judicial civil en los Estados
Unidos
Derecho
penal. Derecho de familia.
Testamentos. Mandato. Contratos. Ventas
Papeles
de comercio. Negociabilidad y transferencia.
Organizaciones
comerciales en los Estados Unidos y en Inglaterra
Docentes:
Traductor
Público Carlos Pérez Aquino
Titular
de la Cátedra de Teoría y Práctica de la Traducción Jurídica y Económica en la
U.N.L.P. Socio Benemérito del Colegio de Traductores Públicos de la Ciudad de Bs
As
Traductora
Pública Nora M. Torres
Docente
de cursos de postgrado del Colegio de Traductores Públicos de la Ciudad de
Buenos Aires. Profesora de Inglés para Comercio Exterior en el Forex Club
Argentino desde 1992. Ex-docente del Instituto de Capacitación y ex-miembro del
Cuerpo de Traductores del Banco de la Nación Argentina
For further information contact :
Tel. /Fax: (011)4202-3672
e-mail:
tseliot@interserver.com.ar
página
web: www.tseliot.com.ar
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7.-
WORKSHOPS IN BAHIA BLANCA
A dear SHARER from Bahía Blanca
Leticia
Yulita is organizing a number of workshops on topics of general interest to be
held in Necochea 354, Bahia Blanca. Here is some advance information:
Back by
popular demand the Helen Keller Language and Culture Programme presented by
Jeremy Goodchild.
A series
of all new self-contained workshops on aspects of British language and culture
using a mixture of authentic materials, all in Jem's inimitable style - and a
certificate of attendance too.
Just to
give you a taste of the topics, this year is Queen Elizabeth II's Golden
Jubilee. The Royal family is the topic for June in our workshop titled "The
Firm" as the Royal Family likes to call itself.
Further
details from: Tel. 482 1468 / Fax 453 2751 hkii@arnet.com.ar
Or jeremygoodchild@hotmail.com
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8.- TIPS FOR
STORYTELLING
Our dear SHARER Susan Cantera sent
us these “tips” . We are sure all of us can profit from them. Susan runs
WAYS – Centro de Servicios en Inglés y Portugués _ in La Plata. Visit her Webpage at :
http://ar.geocities.com/waysinstitute/Home.htm
Storytelling
It´s often not the content which
makes the story, but rather the way you tell it that
matters.
Your voice is your professional
instrument . This is your medium for expressing your message. Make sure it is
well-tuned . Warm it up before you tell your story. Practise speaking with
warmth. Make your voice interesting and pleasant to listen
to.
These are the elements you have
available to you: volume, pitch, speed , timbre , stress , rhythm---and silence
.
They all contribute to the story by
communicating interest and enthusiasm- or boredom, incomprehension and no
concern for the listener.
Stop and practise using your voice
right now. Try saying the word "yes" in as many different ways as
possible.
Try saying sentences in different
ways and note what voice elements you employ and what emotions they might
communicate.
Your body is part of your
storytelling equipment too.. Personally, I divide the use of body language into
four areas :
Expressing the relationship between
teller and listener.
Different postures and different
body movements create different relationships with listeners
I find it useful to adopt a neutral
position. I usually sit with my body slightly leaning forwards ,my feet directly
beneath my knees and slightly on my toes, my hands not holding each other
.
From this position I can easily
move into and out of the other body language types: I can stand and be a
protagonist, and sit again to be the neutral narrator.
Communicating the physical
qualities and position of an object.
In the story there is a box on the
floor . Can the listeners see it and feel it by the way you move your body and
hands and by your facial expression? Practise indicating there is a small box, a
much bigger box, a door, a hand-mirror, a baby, a dog- and then anything
appropriate to the story you are going to tell.
Expressing abstract ideas and the
feelings of a protagonist
As a narrator you might say, " He
came into the kitchen slowly, very slowly" At the same time you can act out the
movements of the protagonist- possibly by moving around, but also standing on
the spot , or even while still sitting down.
At the same time , your voice can
communicate the character or age or feelings of the different characters , while
you can still sit back and speak in the voice and words of the neutral narrator
as appropriate .
Try it! You already have all the talents and
equipment you need:
You have words , you have your
voice, and you have your body. And you have your feelings about stories and your
care for other people . Ultimately it is your feelings for your story and your
listeners which must be your driving force and your guide.
Try it and you will see how well it
works.
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9.-
LONDON EXAMS AND OUP COMPETITION
Our dear
SHARER Paola Danesi from Leeds School of English writes to us to invite all our
SHARERS to take part in the Internet Competition they are organizing together
with our friends at OUP. Here are the details:
Oxford University Press and London
Examinations
announce their 1st Internet
Competition
It´s easy. It´s quick.
Just follow these three steps and
win a prize!
1- Explore
Browse through Oxford University
Press webpage www.oup.com/elt/ar
and London Examinations page
http://usuarios.interar.com.ar/leedslondonrep and find the answers to the
questions in the attachment.
2-
Participate
Send the answers to London
Examinations´ local rep leedslondonrep@interar.com.ar
All participants will be receiving
a certificate for taking part in the 1st Internet Competition. The deadline to
send your entry is 15 June 2002.
3- Win
Out of all the entries sent with
the correct answers, five will be drawn and prizes awarded. The draw will take
place at Leeds School of English, (Zabala 1686, Capital) on 20 June 2002, at 6
p.m.
Each winner will receive an Oxford
Advanced Learner´s Dictionary (New Edition - Revised for the New millennium) or
a Resource Book for Teachers (Series Editor Alan Maley) Possible Titles: Games
for Children, The Internet, Music & Songs, etc. plus a pack of London Tests
Materials including a collection of
three Cds.
Since attachments cannot be sent to
our list of SHARERS, we have posted the questions in the NEWSBOARD section of our Website:
www.shareeducation.com.ar
where you
can easily access them.
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10.- ALL FOR YOUNG LEARNERS
Our dear friend and SHARER Maria
Marta Suarez from IACA sends us an invitation for their forthcoming event:
ALL for Young Learners
A Holistic Dimension in the
Teaching of English as a Foreign Language
June 15th - 10 to 13 hrs. Venue:
IACA - Billinghurst 1741 - Cap. Fed.
We will discover the huge language
learning potential of very young learners like babies, pre-schoolers and
kids. We will be singing, playing,
acting, listening to stories, dancing and much more in a session which will
provide you with ready-to-apply activities to make your classes with the younger
ones really fun and effective. Join us in this new holistic learning adventure!.
Fee: $30 (FAAPI 2001 participants,
SEA members and students: $20)
And from 13.30 to 14.30 hrs. FREE
Commercial Presentation By Graciela Buscaglia
This presentation is meant for
those who want to upgrade their teaching and income!
IACA Holistic English
Institute(r)
Billinghurst 1741 – Cap. Fed. -
Phone: 011-4821-0281 - Fax:
011-4827-1396
Email: alltraining@iacainternational.com / Website: www.iacainternational.com
-----------------------------------------------------------------------------------------------
11.-
APIBA´S SIGS
Our dear SHARER Analía Kandel,
APIBA SIGs Liaison Officer, has sent us this update about APIBA´s SIGs:
Business SIG
Co-ordinators: María Laura Fox -
Gabriela Lozada
Date: Tuesday, May 28, 2002 --
Time: 10.30 - 12.30
Venue:
Asociacion de Ex-Alumnos de Lenguas Vivas, Paraguay 1935, Buenos
Aires
Agenda: Discussion of chapters 1 - 3 from
Managing in Turbulent Times, by Peter Drucker. SIG Members interested in getting a copy
of the reading material should e-mail apibasigs@apiba.org.ar
Phonology SIG
Co-ordinators: Roxana Basso - María
Isabel Santa
Date: Saturday, June 8, 2002 --
Time: 9 - 11
Venue:
Cultural Inglesa de Buenos Aires, Viamonte 1475, Buenos
Aires
Agenda: to be
announced
------------------------------------------------------------------------------------------------
12.-
ENGLISH & FUN SEMINAR
Our dear SHARER, Alejandra Jaime
from English & Fun writes to us:
Instituto
San Isidro Labrador
and
English
& Fun
Educational Resources for Teachers
of English
invite you to the following event
to be held at ISIL on Saturday, June 8
"A detailed analysis of the most
recent changes"
Christian
Kunz
Director of Studies at Kensington
Schools of English, Buenos Aires. He has taught ESL/EFL in the UK and Australia,
and has recently run workshops for EFL teachers in Holland. In 1997 he was
appointed Academic Representative in South America for the Anglia Examination
Syndicate Testing Services
"Surprise your students with new
activities !!!"
Patricia
Gómez
Lecturer in Language and Children's
Literature at INSPT - UTN and IES en Lenguas Vivas. Leisure Time Coordinator.
Drama Teacher. Actress. Storyteller. Former Coordinator of English at Instituto
Lange Ley. She has specialized in her field of work both in English and
Spanish.
"Tasks and Techniques that can make
a difference!"
Presenting the Macmillan English
Dictionary
Gabriel Mohr
He has over 12 years' teaching
experience. He has lectured on EFL Methodology in various Latin American
countries for the past four years. He is a Pitman Qualifications and City and
Guilds International Examiner.
date : Saturday, June 8 - 9:00 - 14:00
registration: (011) 4863 - 3648 //
(011) 4957-5285 // englishandfun@hotmail.com
Venue :
ISIL - Av. San Isidro 4640 (Saavedra) - Ciudad de Bs.As.
This event is free of charge
but vacancies are limited so please confirm your attendance in advance.
Certificates of attendance will be issued. Raffles.
www.welcometoenglishandfun.com
Time to say
goodbye again. We always say goodbye with a poem or a thought. This time we want
to share an e-mail that one of my students at INSPT Universidad Tecnológica
Nacional sent me. In its subject
line she wrote the word: SHARING and we thought this really “is” SHARING.
Dear
Omar,
My name is
Bettina Engelmann and I attend
Theories of Learning (Friday afternoons) with you. During the weekends I
work with Paola D'assuncao (She also attends Theories of learning) and my mother
at a Shelter for underprivileged people in Barracas. There we teach English and
help around with other little things too. The thing is that some of the people
that go there have no shoes or warm clothes to wear and sometimes can't go
because they haven't eaten and are sick and cold. Many have to share
one wet
mattress (their houses are made of mud !).
I completely understand that our
country's situation is terrible and that nobody has much that they don't need or
use but I strongly believe that those children out there are our future and that
they deserve at least to have a chance.
I'm not asking for much and I'm asking only to those who want to help. I
cannot give anything in return but I assure you there's no better thank you than
the one those little boys and girls give us with their faces when they receive
help.
I would really appreciate if you
could send this message to the people at the INSPT- UTN. Perhaps some of them
have a pair of shoes or some clothes they don't wear anymore and would like to
help others who really need those things.
If they do, they may contact me at
the INSPT – UTN ( Triunvirato 3174
– Capital) every Monday and Friday from 8:00 to 16:30 or at home (4799-0513) or
at my cell phone (15-5315-8585) or at my e-mail address battu@ciudad.com.ar
Thank you very much ( on behalf of
those little children), Bettina
Dear Bettina,
More than 5,000 SHARERS will now
read your mail. I am sure many will want to help. All them will know that we are
very proud of you and Paola. Keep up the good work.
You two really know how to SHARE.
HAVE
A WONDERFUL WEEK !
Omar
and Marina.
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://groups.yahoo.com/sharemagazine
VISIT OUR WEBSITE : http://www.shareeducation.com.ar
There you can read all past issues
of SHARE in the section SHARE ARCHIVES.