Year 3 Number 77 August 30th 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,
You will be surprised to find this
issue of SHARE in your mailbox on a Friday rather than on Saturday or Sunday.
Reasons: just because and also (on a more serious note) because I am on a leave
of absence from work fighting to control my blood pressure.
Now that I have regained control of
my computer : I was barred from it for almost a week. Doctor´s orders? No,
Marina´s orders. They all wanted me to rest and up to a certain extent I did
(this did not prevent me from re-reading a pair of books I always keep coming
back too). Well, now back to my computer I surfed and surfed and surfed. Here´s
a little jewel I found. Do you remember the old serial “Zorro” by Disney Studios and Guy
Williams racing into our old black and white TV screens to the music of “En su
corcel cuando sale la luna…”? You
know what I found on the Web? The lyrics of that opening song!
Nothing to write home about? Maybe, but I´m a always a bit nostalgic … or maybe
it´s the effects of my high blood pressure. Who knows?
Out of the night
When the full moon is
bright,
Comes a horseman known as Zorro.
This bold renegade
Carves a 'Z' with his
blade
A 'Z' that stands for Zorro
Zorro --
The Fox so cunning and
free
Zorro --
Who makes the sign of the 'Z'
Love
Omar and Marina
In SHARE 77
1.- To be, and
to be not.
2.- A Message
from the Herald Education News.
3.- Icebreakers
: Facilitating Introductions.
4.- Seminar in
Lanús.
5.- Book Review
: Discourse Intonation in L2.
6.- Good News
from Longman.
7.-
Interpersonalities.
8.- "Aim high
and stay focused”.
9.- E- teaching
on line !
10- Using
“Friends” for Register Analysis.
11.- CUP
Seminars for Primary Teachers.
12.- Butterflies are
free.
13.- Seminar at Universidad
Tecnológica.
14.- From TESOL Greece
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1.- TO BE, AND TO BE
NOT
The following is a reproduction of
an article published in the Gacetilla del Círculo de
Traductores Públicos de Zona Norte – Agosto 2002 that our dear friend and SHARER
Alejandra Cacciabue has forwarded us. It was written by T.P. Pablo Sosa, Asistente de
Lengua II en el Traductorado y Lengua III en el Profesorado
UCA..
To Be, and to
be not.
The verb To Be, which is of most common use is the least common in all other senses. Semantically, it seems to overlap with many other verbs; syntactically, it is not a modal verb, it is not accompanied by empty carriers (though it may be in the imperative); morphologically, it is the only verb with three forms in the simple present and two forms in the simple past tense; and in translation, it often poses great difficulty. The scope of this article is brief and the reader will surely excuse the omission of several interesting cases which have been left out.
What is peculiar about To Be when it appears in a language other than the reader’s native language is that it is usually quite simple to recognize, but the production is not always so. For instance; for those who have ever studied Latin, you may recall the headaches that the possessive dative use of Sum would cause, although it seemed very easy to identify. In such sentences as: Cerva sacra Dianae est, the verb Sum was easy to spot, but the translation was: “Diana has a sacred deer”, and in Spanish: “Diana tiene una cierva sagrada”. Another sentence of this type is: Timor Greacis est; the English translation of which would be: “The Greeks are afraid”, and in Spanish: “Los Griegos tienen miedo”. The reader will of course identify the various problems that these sentences possess; in both Spanish versions there is a change in the verb used and, in the second case, “The Greeks are afraid”, although the English translation maintains the verb To Be, the number is changed.
Another interesting case that Latin provides is: Inter eas arbor scientiae boni et mali, which translated means, “The tree of knowledge of good and bad was among them.” Or, what would be an even better translation: “Among them, the tree of knowledge of good and evil.” We notice that in the Latin version there is a complete omission of the verb To Be. In the second translation we may hope to establish a similar structure, but the comma must be inserted. The rule in Latin is that where there is no verb we must place the verb To Be; for example: Ave Maria gratia plena. Dominus tecum. Benedicta tu in mulieribus. There is an ellipsis of the verbs es, est, and es, respectively. What’s even more curious is that the verb To Be is usually omitted. There may be in Spanish some cases of ellipsis of the verb Ser as for example in: “Cansado el caballo.” Where “Cansado” is a non-verbal predicate. But said ellipsis is usually marked: “El caballo, cansado.” Thank goodness most of us don’t usually translate from the Latin very often, at least not to make a living, anyway. Most of us are, however, concerned with language. Let us go then some of the difficulties we may encounter when translating form English into Spanish or vice-versa.
Firstly, we find that Spanish offers two verbs which may be translated into To Be, namely, “Ser” and “Estar”, whether we wish to speak of permanent or temporary qualities. We know the examples of the sentence: I am happy, which may be translated, according to context as, “Soy feliz” or “Estoy feliz”. Other examples in English make this distinction by using different forms of the adjective so that I am bored and I am boring would be translated as: “Estoy aburrido” and “Soy aburrido”, respectively. In other cases the complement may take the form of an adverb or an adjective to show this difference, for example: I am good and I am well, would be translated as “Soy bueno” and “Estoy bien”. In English, however, a native speaker would be unaware of the subtle changes in the meaning of To Be. That is he would not feel the need to explain the differences in these sentences, because to him the verb To Be is simply the verb To Be.
Secondly, we can all relate to the obvious examples of: I am 36 years old, and I am cold; which translated into Spanish are “Tengo 36 años” and “Tengo frío”, respectively. The funny thing here is that the Spanish-speaking learner of English identifies both structures with great ease and might not even find that an explanation is needed. In spite of that, when that same student has to produce the sentence in transfer activities, he will almost always say “*I have 36 years old” or “*I have cold”.
Thirdly, in expressions such as: “She was gone” the Spanish-speaking student of English will hesitate when he is asked to interpret, but he will usually get the meaning. If he is asked to produce a similar utterance, it will be nearly impossible. Likewise, if we provide the Spanish: “Se había ido”, and request a translation, the student will say “She had left” or “She had gone”. There are many other examples of phrases with To Be that can be understood within a context, but are unlikely to be produced spontaneously by learners of English as a second language. Shakespeare’s famous phrase “To be, or not to be,…” sheds even more light on this subject: The verb here represents the character’s hesitation whether to act or not to act, which would synthesise in one phrase those verbs which denote action and those which express a state of being. What’s more, if we examine the phrase a bit further, we’ll see that it brings together both active and passive meaning as regards the semantic role of the subject (Whether to suffer the slings… or to take arms against…).The main point is that the verb to be may substitute other verbs when the meaning may be misunderstood, or, better yet, that other verbs or structures substitute the verb To Be when there is a possibility of misinterpretation. The question is, why? Martin Heidegger speaks of the verb To Be in his book “Fundamental Concepts.” He says that “To Be is what is most said and at the same time it means being silent… that in every verb of the language we name Being.” In the same way, “wherever we lack the word, it is precisely there, that we say To Be”, and finally, “that Being would be the very origin of language itself.” The whole purpose of this article is to provide some examples where this becomes a bit clearer. In short, the verb To Be seems to stand for many things which we often regard as opposites, it brings together meanings of several different other verbs, it is present where no other verb can be placed, it is absent where its presence is understood. It implies both action and rest, it contains both passive and active implications, and, in one word, it seems to represent every known category of language just as Heidegger has pointed out. Might it be that we are always trying to communicate Being, or different aspects of Being and that we struggle to find ways to express these aspects with greater precision. Language, that is, the whole group of either utterances or propositions, as I see it, begins with our Being trying to expand while struggling through the limitations of speech.
References:
Heidegger, Martin: “Conceptos Fundamentales. Curso de semestre de verano, Friburgo, 1941.” Ediciones Altaya,S.A., 1994. Pgs 101-103
Shakespeare, William: “Hamlet – III. i. 64-67.” Simon & Schuster, 1959
Note: *marks ungrammatical structures
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2.- A MESSAGE FROM THE HERALD
EDUCATION NEWS
Our dear SHARER Fernanda Page sends
us all this message:
Hello everyone,
I would like to make an open
invitation to all the teachers in Argentina to subscribe free of charge, to the
Herald Education News: the Buenos Aires Herald monthly newspaper for
teachers.
The Herald Education News is a
printed newspaper which offers feature articles, inside the news, the newspaper
in education, activities, lesson plans, debates, current events and much more.
We welcome your letters, queries,
suggestions, stories, jokes, and anything that may contribute to
teaching.
If you wish to subscribe to the
Herald Education News please contact :
Fernanda
Gonzalez at fgonzalez@buenosairesherald.com
Thank
you
Fernanda
Page -Fernypage@yahoo.com.ar
- Azopardo 455
C1107 ADE - Buenos Aires
Tel: 54-11-4342-8476
15-4564-9712
Fax:
54-11-4334-7917
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3.-
ICEBREAKERS : FACILITATING INTRODUCTIONS
Our dear SHARER Romina Sainz
from Chubut sends us these tips for
those opening meetings in which participants need to relax and get to know each other
When participants are meeting for the first
time, start with an icebreaker that helps everyone to learn names and
personal/professional information. If you are facilitating more than one
session, choose a few icebreakers -- you can use one to get people chatting and
exchanging personal information, another to help memorize or review names, and
another at a stretch break.
The icebreakers "Everyone´s a Liar” and "What´s
the Question” are fun games for exchanging personal information. Both can
be used even if participants already know each other. "Alliterative
Introductions” and "Name Chain " help participants to memorize names.
"Seating Plan” requires movement and can be used to enliven a tired group. I
hope you find them useful and enjoyable.
1. Facilitator writes three statements on the board. Two statements are true, and one is a lie. Example:
I have been
teaching for 10 years.
I have a pet newt called, "Isaac Newt."
I lived
in Switzerland for a year.
2. Participants ask "lie detector" questions to get further information, in order to determine which statement is false.
Teaching - Where have you taught? What have you taught? What year did you start?
Pet - How old is Isaac Newt? What does
Isaac eat? Where do you keep Isaac?
Switzerland - Where did you live in
Switzerland? What language was spoken in that part of
Switzerland?
3. Participants vote on which statement is a lie. Reveal which are truths and which are lies.
4. Place participants in small groups (3
or 4 works well).Small groups repeat steps 1-3
5. Have participants introduce each other
to the large group.
1. Facilitator writes some facts on the board. Example:
purple
16
months
Japan
2. Participants try to find the question that matches each fact.
purple - What's your favourite colour? What colour is your car? What colour are your toenails?
16 months - How long have you lived in this
city? How old is your child? How long have you been married?
Japan - Where were you born? Where have
you worked? Where are you going on vacation?
3. When participants have discovered all of the questions, place them in small groups (3 - 4). Repeat 1 and 2.
4. Have participants introduce each other
to the large group.
1. Introduce yourself to the group with an alliterative sentence based upon the first letter of your name. Example:
"I'm kooky
Katherine. I like kissing kittens."
(Pattern: I'm ADJECTIVE
NAME. I like ACTION-ing NOUN)
2. Participants introduce themselves to the group with alliterative sentences.
"I'm vivacious
Vesna. I like volunteering vodka."
"I'm generous George. I like
giving gifts."
You can play "Name Chain" as a follow-up to "Alliterative Introductions."
1. Introduce yourself, and the person to
your right.
I'm kooky Katherine. This is vivacious Vesna.
2. The person to your right repeats previous introductions, and introduces the person to their right.
She's kooky Katherine. I'm vivacious Vesna. He's generous George.
3. Continue with the next person to the right, until all names have been repeated.
4. Challenge volunteers to rhyme off all
names quickly!
This game can be repeated for a few days,
moving around the group to the left, or in random order, until participants have
memorized each other's names.
1. Ask
participants to arrange their seats:
alphabetically, according to first name, or sequentially, in order of birthday month and date
This icebreaker
encourages participants to circulate and share knowledge about each
other. .
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4.-
SEMINAR IN LANUS
Our dear SHARER Christian Kunz sends us this announcement:
Anglia Examination Syndicate,
English and Fun and Universidad Nacional de Lanús announce the following seminar
for ELT professionals:
"ELT
Recipeland"
Saturday, September
7th - 1.45 - 6.00 p.m
Fancy joining an afternoon session
for EFL teachers ? Don't miss any of the following lectures, then
!!!
1.45 - 2.00 p.m.- Registration
2.00 - 3.30 p.m.
-
Preparing Teenage
Students for moves towards Learner Autonomy
One of the most important spin-offs
of more communicatively oriented language learning and teaching has been the
premium placed on the role of the learner in the language learning process. In this session, we will take a closer
look at the key concepts of learner autonomy as a goal for learners, and learner training, or the teacher's
encouragement of their efforts towards that goal.
By Paula Coudannes
Landa
Paula is a teacher
of English and has taught in private bilingual
schools.
In 1998, she
joined Oxford University Press as
an Educational Consultant.
She was also
Marketing Assistant with OUP and is now responsible for coordinating the ELT
team.
3.30 - 4.00 p.m. -
Break
4.00 - 5.30 p.m.
-
Educating Robustiana
- An Unauthorized Story of ELT in Argentina
Is the Teaching of English in our
country over the last 30 years a story of failure, faded glory and broken
dreams? Have we teachers learnt
anything from the lessons of the past? Are the illusions and promises of the
present just another mirage?
Can anyone predict what the future
might have in store for us... and our students?
By Omar
Villarreal
Omar has taught
English at all levels : Kindergarten through University for 29 years. He was Secondary School Head for
more than 10 years. He was also Head of the School of English at Universidad
Austral and Principal of Instituto Superior del Profesorado
Modelo.
At present he is a
University Lecturer in the area of Applied Linguistics at INSPT of Universidad
Tecnológica Nacional and Head of Department at Instituto Superior de Formación
Docente Nro 41- Adrogué.
His post-graduate
studies include: Applied Linguistics (INSPLV), Educational Research (UN
Córdoba). and two Licenciaturas:
Ciencias de la Educación (UCALP) and Educational Technology (FRA-
UTN).
He was the
Project-Director and co-author of the best-seller series "POLIMODAL ENGLISH" (Macmillan
Heinemann). He is also the author of "GRAMMAR EXPLORER", "TOURISM" and "HOTEL
AND CATERING SERVICES" (Macmillan Publishers) and of a number of other books,
papers and articles in the field of Pedagogy and ELT. He has lectured
extensively in all Argentine provinces as well as in Uruguay, Paraguay, Chile
and Peru.
5.30 - 6.00 p.m -
Raffles / Certificates of
Attendance
Venue:
Universidad Nacional de Lanús - 29
de Septiembre 3901, Remedios de Escalada - Aula Nro 3 - Nave: Scalabrini
Ortiz
Fee : - Anglia Members $ 3 (handouts) - Others $ 6 (including
handouts)
Registration:
Kensington School of English: 4243-3589 kensangliarep@infovia.com.ar
English and Fun:
4957-5285 info@welcometoenglishandfun.com
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5.- BOOK REVIEW: DISCOURSE
INTONATION IN L2
Our dear SHARER Federico Ripol
sends us this book review which was originally published in the LINGUIST
List: Vol-13-2167. ISSN:
1068-4875.
Chun, Dorothy M. (2002)
Discourse Intonation in L2: From Theory and Research to Practice. John
Benjamins Publishing Company, xii+285 pp, hardback ISBN
1-58811-1687
Chun's monograph aims at presenting
the language teacher with research in the field of phonology, specifically with
theories of intonation. Chun discusses the development of the field from an
initial focus on segmental phonology to the current emphasis on prosody, or
intonation that goes beyond word and sentence boundaries to larger pieces of
discourse. This work on discourse intonation is organized into three parts.
First, Chun presents linguistic theory related to intonation in a detailed
review of the literature. The second part outlines applied linguistic research
in the field, spanning the past sixty years and details areas for future
research. One of the main focuses in this section is what technology can bring
to both the research and teaching of discourse intonation. The third part takes
the ideas developed in parts one and two and presents practical solutions for
the implementation of theory. The book comes with a CD-ROM, also created by
Chun, which includes the sound bits as well as their graphical representations
as presented in part three of the book.
Part I: Linguistic Theory:
Intonation in L1
Chapter 1: Intonation,
Suprasegmentals, Prosody
In this chapter, Chun provides a
definition of basic terms -- intonation, segmentals, suprasegmentals and prosody
-- associated with phonology and intonation research. At the end she includes a
discussion of perception, an essential, yet often neglected, part of
intonation. Perception of
fundamental frequency and pitch, she concludes, should be systematically studied
in order to find out "which properties of the acoustic signal are relevant for
our perception of speech melody." Chun goes on to provide exercises for the
development of intonation perception in part three of the
book.
Chapter 2: Phonological
Organization of Prosody: Theories of Intonation
This chapter provides a detailed
review of the literature on intonation theory. Included are discussions of
contours, Bolinger's theory of pitch accent, phonemic and levels approaches,
generative approaches and discourse intonation. She concludes the chapter with a
synthesis of the theories that will form the framework for
the
discussions to follow in the rest
of the monograph.
Chapter 3: Meaning and Function of
Intonation
After presenting the various
theories of intonation, Chun turns to the various functions of intonation.
Introduced in this chapter and revisited throughout the book as the fundamental
functions of intonation are the grammatical, attitudinal/ emotional, discourse
and sociolinguistic functions. Each is detailed according to its structure and
according to the way in which it is perceived by the
learner.
Part II: Applied Linguistic
Research: Intonation in L2
Chapter 4: Research Agenda of the
Past: Structuralism and the First Attempts to Teach
Intonation
Chapter four focuses on the history
of pronunciation teaching, on both how it was taught and what the goals for such
teaching were. Included is a discussion of the factors involved in L2
phonological acquisition, such as transfer from L1, critical age, and issues of
perception and feedback. Aids designed to help students acquire correct
intonation, such as language laboratories equipped with tape recorders that
allow a student to compare their output with utterances taped by a native
speaker, are addressed. Chun concurs with Leather (1983), who contends that
exercises of that type require students to self-monitor, which is, ironically,
the skill that the exercise is designed to develop, which can leave students
feeling frustrated.
Chapter 5: Research Agenda for the
Present and Future: Communicative
Proficiency and Discourse
Intonation
This chapter begins with a thorough
review of current research in second language acquisition and applied
linguistics. The fields of English as a foreign language (EFL) and English as a
second language (ESL) have been leading the way in the revival of pronunciation
teaching, due in part to the more immediate needs of their learners
as
compared to learners of foreign
languages. Chun then turns to a discussion of the various proficiency models and
national proficiency guidelines, and examines the emphasis in the models on
pronunciation and intonation. Such an emphasis is found to be quite lacking
overall, but it is hoped that this important feature of second language
acquisition will soon be better represented in the literature surrounding each
model and in the guidelines. Finally, in this chapter, Chun outlines the
potential uses of technology as an aid in the acquisition of intonation, citing
studies that have found positive results from the use of software that includes
graphic waveforms and
frequency curves. Certain
technological advances have the potential to gather data as they are used by the
student, which is another advantage of their
implementation.
Part III: From Theory to Practice:
Teaching Discourse Intonation
Part III begins with a discussion
of the teaching of intonation, including a look at the representation of
intonation in teaching materials, the challenges inherent in teaching intonation
and ideas about how to structure intonation teaching in the classroom. The focus
of the book then turns from one of theory to one of
practice.
Chapter 6: Teaching Stress and
Rhythm
In chapters six and seven, Chun
takes the theory presented in the first five chapters and applies it to
classroom teaching, providing ideas for practical and concrete activities that
the language teacher can implement directly into her syllabus. Chapter six
begins with a definition of terms and ideas of how to incorporate listening and
speaking practice. A progression of stress and rhythm exercises are provided
that take the learner from intonation practice at the word
level to the sentence level and on
to the discourse level. The accompanying CD-ROM provides acoustic and graphic
representations of the examples given in the chapter.
Chapter 7: Teaching Discourse
Intonation
Chapter seven, like chapter six,
has a pragmatic focus. Examples of exercises that focus the learner's attention
on the four functions of discourse intonation -- grammatical,
attitudinal/emotional, discourse, and sociolinguistic -- are provided, again
with acoustic and graphical representations of the examples on the CD-ROM. In
addition to the wealth of activities that is provided is a section on the
adaptation
of existing materials. Suggestions
for adaptation are given for each of the four intonation functions. The chapter
ends with ideas for the development of software to aid the teaching of
intonation as well as calls for additional research.
This is a very impressive monograph
for several reasons. First, it is a highly readable text. The challenging
material is presented in a manner that is easy to digest, and concepts are
clarified with good examples. The
readability of this text has both pros and cons; the excellent transitions from
section to section and from chapter to
chapter may seem to the reader who
is reading straight through to be redundant. However, for the researcher who chooses
to use the book in chunks, it can be seen as an advantage. By repeating
important concepts in the various chapters, Chun leaves the monograph open to be
used either in its entirety or sectioned off in somewhat independent
chapters.
The book is very thorough, covering
the topic of intonation from a variety of disciplines. Chun synthesizes the
literature well, and the reader is left with a comprehensive idea of the state
of the field. The monograph follows a logical progression from theory to
practice. Ideas presented in the first two parts of the book are not forgotten,
but woven into the practical application section of the text. It is clear not
only that theory is the basis for the proposed exercises, but also how that
theory is used as the driving force for each exercise.
The book is well written for its
intended audience. While some prior knowledge of the basics of language learning
and teaching is assumed, no detailed knowledge of phonology or intonation
studies is necessary to begin this book. The practical application of theory and
the clear transition from theory to practice is appropriate. The CD-ROM is a
nice bonus, as it provides examples of how the software that
Chun
advocates looks and
sounds.
The only thing that I feel would
improve this monograph is a more detailed description of what is represented by
each of the computer images, i.e., what properties are contained in the
waveforms as opposed to the fundamental frequency curves, and what information
can be gleaned from each.
Reviewer: Lisa DeWaard Dykstra,
University of Iowa
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6.- GOOD NEWS FROM
LONGMAN
Our dear friends and SHARER Augusto Di Marco
from Pearson Education wants to SHARE these news with all of
us:
8th
Longman Annual Conference
Buenos Aires, September 14th,
2002
Longman celebrates Teacher´s Day
with Jeremy Harmer
Saturday, 14th September 8:30 to
16:00
Venue :
Facultad de Derecho - Universidad de Buenos Aires
Av. Figueroa
Alcorta 2263, Capital Federal
Fee: $ 8 individual - $ 6
party
Humanistic Approaches to
Teaching
Sociological and Psychological
Perspectives in Language Learning
Latest developments in Language
Teaching Theory and Methodology
Practical Teaching Ideas on Lesson
Planning
Jeremy Harmer
Jeremy Harmer is a
teacher, teacher trainer and author. Among his many books are the classics, “The
Practice of English Language Teaching” (now in its third edition) and “How to
Teach English”, both published by Longman.
He is the general
editor of the Longman methodology series and hosts the popular teacher
development site www.eltforum.com
Registración:
12 de Agosto al 6 de Septiembre (o hasta agotar vacantes)
Informes e
inscripción únicamente en:
NCS Pearson
- Callao 316 - Buenos Aires
Tel: (011)
4124-1099 / Fax: (011) 4124-1072 - E-Mail: longman@ncs.com
No hay
inscripción ni reserva telefónica. Para obtener el formulario de inscripción,
contáctese con NCS Pearson.
Jeremy Harmer Tour in
Argentina
Jeremy will be visiting numerous
cities in Argentina, presenting:
"What language is really for".
All presentations are admission
free
Tue 17th September 18:00hs to
20:30hs.
Venue: Hotel
"Carlos V" 25 de Mayo 330 S.M. de Tucumán
Registration
at:
La Feria del
Libro - (0381) 421-7600/0381 - feriadellibro@arnet.com.ar
Librería San
Francisco - (0381) 422-8822 - sanfrancisco_tuc@arnet.com.ar
Wed 18th September 18:00hs to
20:30hs.
Registration
at: Librería Ameghino - (0341) 447-1147 - bookshop@ameghino.com.ar
Librería
Ross - (0341) 440-4820 / 421-7639 - rosslibreria@arnet.com.ar
SBS - (0341) 426-1276 -
rosario@sbs.com.ar
Mendoza
Thu 19th
September - 18:00hs to 20:30hs.
Venue:
Centro Universitario (frente a Facultad de Ciencias
Económicas)
Registration:
Centro Int, del Libro - (0261) 4201266/5049 - cilventas@ciudad.com.ar
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7.-
INTERPERSONALITIES.
Our dear SHARER Ximena Faralla
sends us this invitation:
The Suburban Players presents
Interpersonalities, an interactive comedy written and directed by Mara Santucci.
The play has been produced with an
original technique in which the actor works on the character and his
relationship with the outside world before the script is created. A series of
improvisations and specific exercises give shape to the script which will be
rehearsed with an innovative system.
Violet is a strong and sensual
actress who works at the Lava Bar with her friends Olivia and Iago. She has one
weakness which disturbs her motley circle of friends who find her loft their
perfect reunion centre, until several events shake their everyday routine.
The play features a sitcom style
that blends humour and drama while the characters and situations subtly develop.
Fridays & Saturdays : 9:00 p.m.
– Sundays 7:00 p.m.
Closing: Sunday 8th of
September
Tickets $ 10
Reservations : 4747-4470 thesuburbanplayers@unete.com
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8.- “AIM HIGH AND STAY
FOCUSED”
Our dear SHARER Lidia Schliesinger
<schliesingerl@ciudad.com.ar> sends us a story to SHARE:
Shotgun & 3 bullets
There once was a man who had
nothing for his family to eat. He had an old shotgun and three bullets. So, he
decided that he would go out and kill something for dinner.
As he went down the road, he
saw a rabbit and he shot at the rabbit and missed it. Then he saw a squirrel and
fired a shot at the squirrel and missed it. As he went further, he saw a wild
turkey in the tree and he had only one bullet, but a voice came to him and said
"pray first, aim high and stay focused."
However, at the same time, he
saw deer which was a better kill. He brought the gun down and aimed at the deer.
But, then he saw a rattle snake between his legs about to bite him, so he
naturally brought the gun down further to shoot the rattle snake.
Still, the voice said again to
him, "I said 'pray, aim high and stay focused."
So, the man decided to listen
to the voice. He prayed, then aimed the
gun high up in the tree and shot the wild turkey. The bullet bounced off the turkey and killed the deer. The
handle fell off the gun and hit the snake in the head and killed it. And, when
the gun had gone off, it knocked him into a pond.
When he stood to look around,
he had fish in all his pockets, a dead
deer and a turkey to eat. The snake (satan) was dead simply because the
man listened to God.
Moral of the story: Pray first before you do anything, aim and shoot
high in your goals, and stay focused on God.
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9.- E-TEACHING ON LINE
!
Our dear friend and SHARER Patricia
Salvador has a very important announcement to make:
Good news for English
teachers ! We go on line!
In spite of all the currect
difficulties English Teaching in Action is bringing out E-teachingonline
.
Our mission is to help English
teachers encrease their potential.
Our aim: to reach English teachers
everywhere in the country.
In the mag on line we will be
offering the usual sections, providing hints and tips, as well as all the other
material that has made our magazine teachers' favourite. We will offer useful
links and supply updated ELT resources for classwork. Plus, we will mail our
full size posters to teachers' homes.
Have a look. Go through all the
sections, you are certain to find what meets your needs at : www.e-teachingonline.com.ar
----------------------------------------------------------------------------------------------
10.-
USING “FRIENDS” FOR REGISTER ANALYSIS.
Two
tips our dear SHARER
Maria Graciela Alvarez from Santa Fé wants to SHARE:
(1) For scripts for
the famous serial “Friends” and many other TV shows go to:
http://www.script-o-rama.com/snazzy/dircut.html
(2) A reflection on "language analysis" based on TV
tapes, that Dr Mert Bland from Virginia prefers to call “variety in
register”
” I hope you are aware that if we count from most formal to
least formal with most formal taking a 5 and least formal taking a 1 (this is
called "register"), most classroom teaching is at level 3. TV sitcoms are
usually at level 2. Now since we try to prepare our students to comprehend
English in the greatest variety of situations, it is necessary to introduce a
little level 2 (and even level 1, 4, and 5) from time to
time.
Perhaps I
can be more explicit with some examples. If you don't have an answer to
someone's question, and that person was the Queen of England (level 5), you
might answer:
I doubt if I have sufficient data to respond adequately to your
query.
If the person was your boss (level 4): I do not
know.
A peer (level 3): I don't know.
Afriend (level 2): Ah dunno.
An intimate (wife, parent,
sibling) (level 1): Ahuhoh.”
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11.- CUP SEMINARS FOR PRIMARY
TEACHERS
Our dear SHARER Paula Gelemur from
CUP sends us this invitation:
The Cambridge Primary Seminar for
Teachers and Coordinators
Laura Campagnoli, our guest
speaker, will be speaking about
The A-Z of Teaching Young Learners.
The 3 E's and the 3 M's.
There are many myths about the way
young learners acquire foreign languages. Let's debunk those myths and face
facts. Teaching doesn't always produce learning. However, a well-balanced
grammatical syllabus, which revolves round meaningful everyday situations,
together with a parallel content-based syllabus, which is both varied and
experience-rich, can do the trick. Shall we get together for about two hours and
imagine we are young children learning English through
different
strategies? We can then put on our
teacher thinking cap and weigh the pros and cons of this
approach.
Laura is a
lecturer at IES Lenguas Vivas J. R. Fernández and at St Catherine's
Teacher Training
College. She is Co-director of Studies at Leeds School of English, where she
conducts a yearly seminar on The Approach to English in the Early Stages. She
has coauthored Lift Off Books 1, 2 and 3, a course for young learners. She has
conducted courses, seminars and workshops all over the
country.
We will be presenting
...
Primary Colours: the new series for
6 to 9 year-olds based on adventure stories!
Would you like to implement story
and theme-based learning with younger learners? If so, do get acquainted with
Primary Colours, the new series by the authors of the acclaimed Cambridge
English for Schools and Worldwide. Primary Colours
encourages
younger learners to think about the
world around them through the use of stories, drama and craft activities,
puzzles, games, stickers, picture dictionaries and a clear grammatical syllabus.
Join Nick, Jess and Kip in their adventures around the world
in
a hot air
balloon!
This presentation will be given by
Paula Gelemur
Paula is a
graduate teacher and translator from Universidad Nacional de La Plata and has
seven years' experience teaching children, adolescents and adults at private
language schools and also at Instituto Cultural Argentino Británico .She is
currently doing a two-year specialisation course in Phonetics II at ISP Joaquín
V. González. She is Senior
Educational Representative for Cambridge University
Press.
Please choose the most suitable
option for you:
Capital: Saturday September
7th - from 9 am to 1 pm
Colegio Champagnat - Montevideo
1046/50
San Isidro: Saturday September
14th - from 9 am to 1 pm
Colegio
Nuestra Señora de la Unidad - Belgrano 685
Lomas de Zamora: Saturday October
5th - from 9 am to 1 pm
Colegio
Modelo Lomas - Belgrano 50/55
Free of charge - Certificates of
attendance will be issued.
Enrolment: 4322-5040 / 4328-7648,
consultas@cambridge.org.ar
------------------------------------------------------------------------------------------------
12.-
BUTTERFLIES ARE FREE
Our dear friend and SHARER Celia
Zubiri sends us an invitation to Bs As Players´ new play:
Butterflies are
Free
BY Leonard
Gershe
Tuesdays 8:00
p.m
September 3, 10, 17, 24 - October
1, 8, 15, 22, 29
Teatro Santamaría - Montevideo 842
Ticket $10 (for groups of ten
people or more $8, for groups of 20 people or more $5) - Reservas: (011)
4812-5307 / 4814-5455
Cast
Don
Baker Rodrigo
Grabarino
Jill Tanner
Nani Ruiz
Mrs. Baker Maite
Nuñez
Ralph
Austin Marcelo
Andino
------------------------------------------------------------------------------------------------
13.- SEMINAR AT UNIVERSIDAD
TECNOLÓGICA
Our dear SHARER M. Fernanda del Rio
from Unidad de Gestión del INSPT – UTN sends us this announcement:
Using
newspapers,magazines, catalogs and dictionaries...
creatively
by Patricia
Gómez
Lecturer in
Language and Children´s Literature.Leisure Time Coordinator. Storyteller.
Actress.
How can we use a newspaper or a
dictionary in class to learn ... and have fun?
How can we use material from
magazines and catalogs to do instant activities
... and develop
skills?
Join this workshop and get a
collection of game-like activities to have fun while
learning!
Participants should bring:
Magazines and catalogs ( English
and Spanish), English newspapers, Dictionaries (different levels), scissors,
glue, markers, sheets of paper.
Saturday, September 7th
- 9:00 - 13:00
Venue: INSPT - UTN : Av.
Triunvirato 3174-2º
floor-Auditorium
Fee: $20.- (INSPT Students:
$15.-)
Registration: INSPT - UTN : Av.
Triunvirato
3174-2ºpiso- Unidad de gestión
Information: cic@inspt.utn.edu.ar - 4552-6027 /
4176
---------------------------------------------------------------------------------------------
14.- FROM TESOL
GREECE
A short notice
from Peter Beech from TESOL Greece:
We're planning to hold the 2003 TESOL Greece
convention at the Hellenic-American Union in Athens. The call for papers will be
published in the autumn. In the meantime, you can get an idea of the format by
looking at http://www.tesolgreece.com/convention2002call.html
------------------------------------------------------------------------------------------------
Today we will say goodbye with a
message that our dearest friend and SHARER from Resistencia, Chaco, Maria Silvia
Ortega sent us. It´s called “Tater People”
Tater People
Some people never seem motivated to
participate, but are just content
to watch while others do the
work.
They are called "Speck
Taters".
Some
people never do anything to help, but are gifted at finding
fault with
the way others do the work.
They
are called "Comment Taters".
Some
people are very bossy and like to tell others what to do, but
don't want to
soil their own hands.
They are called "Dick
Taters".
Some
people are always looking to cause problems by asking others to
agree with them. It is too hot or too cold, too sour or
too sweet.
They are called "Agie Taters".
There
are those who say they will help, but somehow just never get
around to actually doing the promised help.
They are
called "Hezzie Taters".
Then there are those who love others and do
what they say they will.
They are always prepared to stop whatever
they are doing and lend a helping hand. They bring real sunshine
into the lives of others.
They are called "Sweet
Taters".
HAVE A WONDERFUL WEEK
!
Omar and
Marina.
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or the views expressed by the contributors. For more information about the
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There you can read all past issues
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