SHARE

The Internet as a resource can enrich and expand language instruction. There are numerous reasons in favor of integrating the Internet into a language curriculum.

Chun and Plass (2000, p. 161) mention general capabilities of features of the WWW that have the potential to enhance language learning. These are a) the universal availability of authentic materials, b) the communication capabilities through networking, c) the multimedia capabilities, and d) the nonlinear (hypermedia) structure of the information. The most compelling reason is definitely the convenience in accessing and obtaining an endless supply of authentic materials in target languages. The WWW has brought the world to the fingertips of each learner. Applying the WWW to foreign language teaching also provides the opportunity to meet the Standards in several ways (Walz, 1998): "Competence in more than one language and culture enables people to gain access to additional bodies of knowledge; … all students learn in a variety of ways and settings; … language and culture education incorporate effective technologies; and using the Web is consistent with learning theories about learning to read authentic materials" (p. 104).

As pointed out by the rationale above, there are numerous convincing arguments in favor of integrating Internet-based materials into a foreign language curriculum. At the same time, several arguments can be made that ask for a more cautious approach when using the Internet.

The Internet is not an ideal way of delivering instruction, and there are numerous challenges to overcome.

First, there are still many limitations on interactivity and bandwidth. Second, the hyper-linked structure and presentation of information on the Internet may easily cause students to get lost. Third, we have no control over the quality and accuracy of the contents of the information. In other words, the use of the Internet resources completely depends on reader judgment, which presupposes solid language proficiency and critical reading skills. Fourth, little theoretical and empirical research actually exists that demonstrates how to make use of Internet-based materials or how to design tasks that allow the learners to explore these materials and yield expected learning outcomes. In the same vein, little is known about students' attitudes towards the integration of Web-based readings in the foreign language curriculum.

From teacher to student-centered approaches

An important principle of communicative language teaching is the use of authentic materials. A great deal of research has been conducted on how to integrate such materials along with pedagogically well-designed reading tasks into the foreign language curriculum (for a review of selected readings on design of reading lessons see Grellet, 1981; Lee & VanPatten, 1995; Omaggio-Hadley, 2001). As Omaggio-Hadley points out, the design of appropriate comprehension tasks for written discourse becomes a function of text type, the purpose for which the comprehender is reading, and the background information and language proficiency skills the reader brings to the text. In general, instructional strategies that have been suggested constitute a combination of bottom-up, top-down, and interactive approaches that guide the learner to approach the processing and decoding of a text from different perspectives (for a review see Omaggio-Hadley, 2001; Grellet, 1981). Such instructional practices by-and-large can be applied most successfully in a text-specific approach, in which the instructor guides the learners through a text, matching text and reading tasks with the proficiency level and needs of the students. Undoubtedly, there are many pedagogical justifications for this approach.

In principal, the approach to task and lesson design of Internet-based reading materials should follow the same guidelines suggested in the literature on reading methodology. Needless to say, the open-ended structure of the Internet limits the possibility of a text-specific and interactive teacher-student approach. Furthermore, the use of the Internet as a learning environment requires some technological skills and knowledge. This raises the question on how to take full advantage of the vast amount of Internet resources. In particular, what technological skills are necessary and how can learning tasks be designed that make Internet-based resources accessible to the learners.

By-and-large, little empirical Internet-based research exists that provides us with clear guidelines. Furstenberg (1997) suggests student tasks should "exploit the associative nature of hypertext or hypermedia so that students can collaboratively discover and construct new connections, which they combine in a coherent whole" (p. 24). She sees the role of the instructor or Web designer as that of designing "tasks that enable students to tell us what they have seen, learned, or understood and that enable students to work collaboratively to create valid arguments, contexts, and stories that they can support, illustrate, and justify" (p. 24). An effective way to engage foreign language (FL) students in an active-interactive reading process is also to have them write about what they read. Writing about one's reading experience seems to facilitate reading comprehension and leads to the discovery of the different factors that intervene in the reading process (Martínez-Lage, 1995; Zamel, 1992). Warshauer (1997) recommends that computer-mediated communication activities be experiential and goal-oriented, and that tasks be consistent with principles of situated learning (i.e., that learners engage in meaningful tasks and solve meaningful problems that are of interest to the learners and can also be applied in multiple contexts). Such principles in activity design also need to apply to the use and exploration of Internet-based resources.

The findings of a recent study by Osuna and Meskill (1998) provide support for Warshauer's recommendations. Their research involved the piloting of five Spanish language activities for which they used the Internet. The activities consisted of planning a family trip to Madrid, describing photos from Argentina, comparing the Universidad Autónoma de México to the students' own college, finding places for leisure activities in Chile, and creating an authentic Mexican meal. They assessed 13 learners' perceptions of their experiences in terms of both language and cultural learning, as well as their attitudes towards the medium. Based on the results, their subjects enjoyed theses activities and believed that their language and cultural knowledge increased quite a bit. An interpretation of their data suggests that the subjects assessed those tasks that engaged them in real-world activities highest, as it was in particular the case with the creation of an authentic Mexican meal, and least so with the description of photos from Argentina.

Considering the variety of factors (e.g., curricular goals, pedagogical issues, learner needs, student proficiency levels, the hypertext-based structure of the Internet, technological and design issues) that influence the decision whether and how to use the Internet, I propose three different types of lesson designs that lend themselves well to integrate Internet-based resources into a foreign language learning curriculum. The three lesson designs are based on the degree of teacher and student involvement in determining the content (choice and selection of topics and Internet-based materials), the scope of the learning environment (number of different sources: sites or links), and the learning processes and tasks (ways of exploring the reading materials). In other words, the design of such lessons may distinguish themselves ranging from being very teacher-centered, where teachers take a central role in controlling content and learning tasks (see Appendix A), to being very student-centered. In the latter, the teacher' roles vary from being a facilitator, designer, and guide (see Appendix B) to a resource person (see Appendix C). Moving from a teacher-centered to a student-centered approach assigns the learners an increasing role in taking charge of their own learning. It promotes the development of learner independence and autonomy, and thus follows principles of communicative language learning (Omaggio, 2001).

When shifting from teacher-centered to student-centered designs, the students' levels of proficiency play an increasing pivotal role that also need to be taken into account. The learners need to have a minimal functional proficiency that allows them to explore an open-ended environment as the Internet without the intervention of an instructor. Nevertheless, the degree of teacher and student involvement in making decisions regarding the choice of resources, the scope of learning environment, and comprehension tasks closely correspond to the learner's level of language expertise.

In the following section, I will present three different approaches to lesson design, two of which are teacher-centered, and the third taking a student-centered approach. I will demonstrate how lessons can be configured varying in their degree of teacher guidance and involvement, learner autonomy, and authentic exploration of Internet-based materials. For each approach, I will discuss its strengths and challenges from a pedagogical, designer, and technological point of view.

(to be continued in our next issue)

About the Author

Klaus Brandl, PhD, University of Texas, Austin, is Senior Lecturer in the Department of Scandinavian Studies at the University of Washington where he teaches courses in language teaching methodology. His main research areas are second language acquisition, language teaching methods, teacher training, and computer-assisted language learning.

E-mail: brandl@u.washington.edu

(c) Copyright Klaus Brandl

Language Learning & Technology
Vol. 6, No.3, September 2002, pp. 87-107

---------------------------------------------------------------------------------------

2.-   HOW THE BRAIN WORKS: ONE INTELLIGENCE OR MORE?

Our dear SHARER Mariana Graciano from Tucumán, Argentina sent us this article about one of the latest developments in the study of the brain.

Brain Scans Reflect Problem-Solving Skill
By Erica Goode
New York Times February 17, 2003

Scientists have spent decades arguing over whether intelligence is best conceived as a generalized ability or as the capacity to excel in particular areas of mental, social or emotional functioning. The debate encompasses a variety of incendiary issues, including whether I.Q. tests have any value, and it is likely to continue.

Meanwhile, a new brain imaging study offers the first glimpse of how differences in the ability to reason and solve problems might translate into differences in the firing of neurons in the brain.
 
People who scored high on Raven's Advanced Progressive Matrices, an intelligence test, also showed more neural activity in specific brain regions while performing an exacting memory task, the researchers found. The matrices tap what experts call "general fluid intelligence," which studies suggest is strongly influenced by heredity. Raven's test scores correlate highly with scores on I.Q. tests and other standardized measures of intelligence.
 
"To our knowledge, this is the first large-sample imaging study to probe individual differences in general fluid intelligence, an important cognitive ability and major dimension of human individual
difference," wrote the researchers, led by Dr. Jeremy R. Gray, a research scientist in the department of psychology at Washington University in St. Louis. The paper, in the March issue of the journal Nature Neurosciences, will be published tomorrow on the journal's Web site. The other researchers were Christopher F. Chabris of Harvard and Todd S. Braver of Washington University.
 
Dr. Gray said the findings indicated that the variations in test performances were mirrored by differences in brain activity in the lateral prefrontal cortex, a brain region involved in working memory, planning and goal-directed activity. The subjects who did well on the intelligence tests also showed greater activity in several other brain areas, including the anterior cingulate cortex and the cerebellum. The brain activity was measured with functional magnetic resonance imaging.
 
Dr. John Duncan, the deputy director of the Medical Research Council's Brain Sciences Unit in Cambridge, England, and the author of a commentary with the journal article, called the study "a significant step" toward understanding the specific brain mechanisms that were recruited into action by the kinds of problems found on intelligence tests.
"The fact remains," Dr. Duncan wrote, "that standard intelligence tests do measure something important." But he added that it might  take "50 years of research or more" for scientists to really understand what was happening and how different brain systems worked together.
 
 
In a study published in 2000, Dr. Duncan demonstrated that on positron emission tomography scans, the lateral prefrontal cortex lights up, indicating increased activity, when people solve problems like those on I.Q. tests. But he noted that some other studies, using other types of mental tasks, had found reduced brain activity in the lateral prefrontal cortex in people who did well on the tasks.
"This, too, is plausible if you think that people who are having trouble are spinning their wheels to solve the problem and don't achieve as much," he said.
The new study, however, supports Dr. Duncan's findings of increased activity and extends that work.
 
The findings, Dr. Gray said, suggest that fluid intelligence involves the ability to stay focused and keep new information in mind in the face of distraction.
In the memory task, the subjects were presented with a series of words or pictures of faces on a computer screen and asked to quickly identify whether each was the same as that presented three screens before. In some cases, the subjects were shown words or faces that had appeared two, four or five screens before, complicating the assignment.
 
It was in these more difficult cases that the subjects with high scores on the intelligence test performed more accurately and showed greater brain activity than those with lower scores.
Dr. Gray likened the task to trying to remember a 10-digit phone number while listening to an interesting conversation. "Presumably, people of higher intelligence should be able to resist that
distraction and to retain the phone number in what psychologists call working memory."
 
 
But the increased brain activity in people who performed well could also represent other mental activities, like inhibiting incorrect responses and reducing or monitoring conflicting perceptions.
Dr. Gray said he and his colleagues were still debating whether intelligence was best thought of as an innate general ability or as the ability to succeed in different domains. "You could spin it both ways."

Several researchers, including Dr. Robert Sternberg at Yale and Dr. Howard Gardner at Harvard, have argued that the notion of general intelligence has little value and that it makes more sense to measure people's strength or "intelligence" in different types of activities.
But Dr. Earl Miller, a professor of neuroscience at the Picower Center for Learning and Memory at the Massachusetts Institute of Technology, said, "The idea that performance on a task that's supposed to tap into general intelligence can predict real differences in activity in the brain lends support for the idea that there is a general intelligence."

© Copyright 2003, New York Times.

View the whole article at: http://www.edu-cyberpg.com/Teachers/standards.html

----------------------------------------------------------------------------------------

3.-   GOOD NEWS FROM APRIR 

Our very dear friend and SHARER, Nora Séculi, president of APRIR (Asociación de Profesores de Inglés de Rosario) sends us these announcements.

APrIR  SIGs 2003 : GENERAL MEETING

All teachers who would like to share in these active sessions are invited to come to this General Meeting: What for?

* To talk about the different SIGs: those already at work and those to be newly organized.

* To discuss the type of work to be done.

* To agree about the timetable.

Date:          Saturday, March  15th  -  Time:  9 to 11 a.m.

Venue:         APrIR, Buenos Aires 1127  P.B."A"

APrIR SIGs starting their sessions in the month of April:

Date & Time: to be decided at the March 15th General Meeting except in the case of the Teacher Development SIG.

Venue for all SIGS : APrIR, Buenos Aires 1127  P.B."A" except for the C.A.L.L. SIG

CAMBRIDGE ESOL EXAMS SIG:    

Coordinator:  Magdalena P. de Botto.

TEACHER DEVELOPMENT SIG :    

Coordinators: Graciela Castelli & Giselle Carné.

Date: April 12th, Saturday  (10 to 12 am).

ERROR  CORRECTION SIG:

Coordinator:  Beatriz Lilia Solina.

BUSINESS ENGLISH SIG:

Coordinator:  Elina Tobler.

C.A.L.L. (Computer Assisted Language Learning)  SIG:

Coordinator: Rita Zeinstejer  -

Venue: To be informed at the March 15^th  General Meeting.         

To join the group of your choice, please  contact  APrIR.

Tel-Fax: (O341) 447-5636  -  E-mail : aprir@hotmail.com  

Fees:                  Participation in the APrIR SIGs  is FREE for paid-up APrIR members.

                        The fee for non-members is  $4  (four pesos) per session.

Expense fund:        Everybody attending a session will be expected to contribute 2 pesos.

MORE ACTIVITIES ORGANIZED BY APrIR

Drama Workshop                              Coordinator: Patricia  Zorio -

* Would you like to "play" with drama techniques? * How can drama techniques be applied in the classroom and in everyday life? Are teachers born actors/actresses ? What do you think?

Join the group and display (or discover ?!) your inborn abilities !!

Timetable to be confirmed – (contact APrIR to find out )

Fee:  $ 4 (per session). Enrol by phone, fax or e-mail –

Chatting Teas                                 Coordinator:  Martha Puiggari de Gaspar  -

A fine opportunity to chat – in English of course ! – with a small group of your peers while having tea in a friendly, informal atmosphere.

First Meeting:  April 24th, Thursday - Time:  at 4 pm -

From May onwards, meetings on the third Thursday of the month. Contribution:  $ 4. When you decide to come, please, let us know!

Workshop:  "Books & Films”                 Coordinator:    Nora Lilián Séculi  -

Monthly meetings, and in every one of them a film and the corresponding book (novel or play) presented and then commented, discussed, compared and/or contrasted (as the case may be) -- all in an informal, thoroughly relaxed manner.

First Meeting:  May 30th, Friday  -  from 5 to 7 pm  -

Subsequent meetings: last Friday of the month.

Fee:  $ 4.- (per session) - Enrol by phone, fax or e-mail –

* Contact APrIR to find out about  the book & film to be discussed next.

Workshop: “Reading for Pleasure”           Coordinator:    Nora Lilián Séculi  -

Monthly meetings, in which to read, analyze and discuss short stories, poems or plays, according to the preferences of the group.

First Meeting:  April 2nd, Wednesday - Time: 10 to 12 a.m.

Subsequent meetings:  on the first Wednesday of the month  - 

Fee:  $ 4.- (per session) - Enrol by phone, fax or e-mail –

* Contact APrIR to find out about the reading material to be discussed.

Venue for all the activities above: APrIR - Buenos Aires  1127  P.B. "A" -  Tel/Fax: (0341) 447-5636  - E-mail: aprir@hotmail.com

Office Timetable:  Mondays & Wednesdays  from 5 to 7 pm - Fridays from 3 to 5 pm -

------------------------------------------------------------------------

4.-   AN INVITATION TO WRITE ON!

Our dear SHARER Pablo Toledo has sent us this message to SHARE with all of you.

Dear teacher,

As a new school year starts, we are very pleased to get in touch with you again in order to let you know the latest news about Write On!

This message is also to introduce myself, Pablo Toledo, as Write On!´s new editor. I was Write On!´s Creative Writing Consultant, writing the Workshop columns, and am also the editor of the Education section which comes out every Tuesday with the Herald. Elina Marino will continue as Managing Editor. We hope to keep up the great work the magazine has been doing so far, and also look forward to working with (and for) you and your students.

Write On! will continue to come out during 2003,  in a more "classroom-friendly" format. The number of words in our submission contest articles will be reduced so as to allow for students with an upper-intermediate level upwards to participate. There are more opportunities for submitting material in our Random section, which we are including on this email, and we will feature a new "extension" section where your students will find glossaries, activities and recommended material for further reading (websites, books, etc).

Our first issue of this year will be Write On!  War & Peace, and it will come out on Tuesday, April 15th. The deadline for submissions is APRIL 1.

The topics and rules for submissions are as follows:

WRITE ON!  WAR & PEACE 

Subjects for articles:

• The nuclear deterrent:  Discuss whether developing and stockpiling nuclear weapons is a collateral for peace or a recipe for disaster.

Guiding questions: 

 If all countries had enough nuclear weapons to destroy the world, would everybody refrain from attacking each other for fear of a counterstrike (think of India and Pakistan)? Should countries be made to disarm? Or should they be allowed to arm themselves to protect their territory and citizens? Was the arms race during the Cold War an effective way of maintaining peace? Is fear of a powerful enemy the only effective deterrent to armed conflicts? Should all nuclear weapons be banned? Is it fair that some countries are allowed to have them whereas others are not?

• Antiwar movements: Discuss antiwar movements and pacifism.

Guiding questions: 

   Millions of individuals worldwide are marching for peace. What is the meaning of peace in today's world? Is it the absence of war? Or does it envolve some deeper change? Is it feasible or just a utopia? How can you balance pacifism with self-defense, and still uphold your values? What is the role of youths in antiwar movements?  

Rules:

-Student contributors must be between 14 and 20 years old. -Every article must include the following information: (i) the student's name, DNI and age (ii) the name of the school or English institute the student attends (iii) a contact e-mail address or phone number.

-Contributions should be individual: only one student per piece.
-Only one submission per student is accepted.
-Only submissions about one of the two topics suggested above will be considered for our Submissions Contest.
-Contributions must be written in prose and be within the 250-300 word limit.
-We suggest that articles are proof-read by an English teacher before submission.
-Contributions must be sent to:
By mail:       (on a diskette, with a printed copy)

Write On!  War & Peace Issue
        The Buenos Aires Herald
        Azopardo 455 – (1107) Capital Federal

By e-mail: (contributions should be sent as a Word file attachment)
writeon@buenosairesherald.com

-All contributions, no exception, should arrive at the Herald offices by April 1.
-The Buenos Aires Herald reserves the right to edit the articles received through this contest.

Only those submissions which comply with all the rules explained in this section will be considered for this contest.  

Send in your submissions for Random's "In Your Write"  and "Travel" section! 

• My summer romance : Tell us about your most sizzling summer fling in 150 passionate words and get published in our Random section.

• It happened to me : Tell us your best and weirdest travel stories (in 200 words or less) and get published in our Random section.

Send us your submission before April 1 to: writeon@buenosairesherald.com . Any further questions or comments, don't hesitate to contact us at writeon@buenosairesherald.com

Warm regards,

Pablo Toledo 

Write On! Editor

---------------------------------------------------------------

5-    AN ARGENTINIAN AT THE HORNBY SUMMER SCHOOL

Our dear SHARER Mabel Quiroga has sent us this report about her participation in the Third

Hornby Latin American School. Mabel leads the events Committee of SEA, an Association for Foreign Language Schools in Argentina with more than 120 affiliate centres.

“Last November the British Council offered a grant for one school director member of SEA to attend the third edition of the Hornby Latin American summer school. I applied, I was finally selected and I am now ready to tell you about this wonderful experience.

The 15 day course  on MANAGING INNOVATION IN ELT took place at the Bogotá Royal Hotel, Bogotá, Colombia. The course attracted 21 participants from: Argentina (1), Colombia ( 9), Cuba (1), Ecuador (6), Perú (2), and Venezuela (2). The course was delivered by George Pickering and a team of six tutors: Magali de Moraes Menti (Brazil), Raul Marchena (Cuba), Rita Ponce (Ecuador), Laura Renart  (Argentina), Deborah Singh (Colombia)   and Nelly Esperanza Torres (Colombia)

This year´s course had a stronger focus on professional and organizational development. It was aimed at professionals who are responsible for designing, implementing and monitoring institutional projects in Latin American countries and bring about innovation for their organizations. Fourteen very interesting projects saw the light during the summer school.

The projects and programs are intended to develop:

1.     English for deaf children (Venezuela)

2. teacher training (Colombia)
3. English language proficiency of teachers (Ecuador)
4. peer observation scheme (Colombia)
5. a Discussion List for ELT managers/ 2 seminars: change management and teacher development (Argentina)
6. a university business English programme  (Ecuador)
7. cross-cultural competence for future EFL teachers (Colombia)
8. a writing course (Ecuador)
9. conference organization (Peru)
10. a self access centre (Cuba)
11. IT resources (Peru)
12. learner autonomy (Colombia)
13. action research among school teachers (Ecuador)
14. ELT and social responsibility in Latin America. (Colombia)

Personally, the Hornby Latin American Summer school has already become a landmark in my  personal and professional life. The course has been an incredibly enriching professional event as well as an extremely important opportunity for personal development  in as much as I had the chance  to learn about other countries’ professional and human realities, to cope with cultural differences and to leverage on other  colleagues’ expertise.

All of the presentations made by tutors and participants were underpinned by the philosophy “people first” and helped us to remember that we can achieve a lot even when resources are scarce and the contexts have turned complex, if we are willing to give assistance and share our  problems with those near us.

Many of the talks centred around ELT human resources management and teacher development topics so I’m back in my country with lots of fresh, stimulating ideas to innovate and eventually achieve best practice in our sector

The two weeks flew by, and I ended up exhausted but I haven´t had time to dwell on that as I´m thrilled to carry out my projects and try out all the frameworks I´ve been acquainted with.

After a rough year in Argentina, the summer school gave me a very nice boost. I came home full of ideas that I´m looking forward to passing on. This is my first regional networking experience and I´ve been able to enjoy every single moment thanks to the excellent blend in professionalism, human feel and generosity that course director, tutors, organizers and participants brought in to the experience. I now hope I and other colleagues from Argentina can go on participating and contributing to strengthening the human and professional bonds with many more Latin American English teachers.”

Mabel Quiroga - Contemporary Studies

SEA - Asociación Centros de idiomas - eventos@seaweb.org.ar - www.seaweb.org.ar

In related news, our dear SHARER Mónica Graciano informs us that SEA are moving house: their new address is Viamonte 371 Capital Federal. Their telephone number remains the same 4516-0427

--------------------------------------------------------------------------------

6.-   A MESSAGE FROM STEPHEN KRASHEN

Our dear SHARER and admired SLA guru Stephen Krashen sent us this message which we

are very pleased to publish:

My book Second Language Acquisition and Second Language Learning, originally published by Pergamon Press in 1981, is now available on the internet at www.skrashen.com  

It can be viewed free of charge. It can also be downloaded free of charge for all reasonable, non-commercial purposes, provided no alterations in the text are made. It can be shared with colleagues, students, put on CD, etc.

My thanks to computer guru Keith Freiheit.

--------------------------------------------------------------------------------

7.-   TO THROW IN THE TOWEL & OTHER BOXING IDIOMS.

Q. What is the derivation of the term "to throw in the towel", meaning to give up after a long struggle?

A. It's from boxing. Or rather, from prize-fighting, which preceded it. When a fighter in a "mill" (a pugilistic encounter) was doing badly and was obviously going to lose, his seconds would throw something into the ring to indicate they were conceding defeat on his behalf. At the time, the most readily available item was the sponge for wiping the blood and sweat off their man's face.

So the earliest form of the expression was "to throw up the sponge" (occasionally "to throw in the sponge"), which dates from sometime before the middle of the nineteenth century. A good example is in that Australian classic Robbery Under Arms by Rolf Boldrewood, dated 1888: "But it's no use giving in, Jim. We must stand up to our fight now, or throw up the sponge". The form you give is rather more recent, dating from just after the beginning of the twentieth

century. An early instance is in Jack London's story The Mexican,published in the collection called The Night-Born in 1913: "Danny,battered and heroic, still kept coming up. Kelly and others near to the ring began to cry out to the police to stop it, though Danny's corner refused to throw in the towel". People sometimes advise somebody to "chuck it in" or "throw it in" as shortened forms, as ways of advising that some activity should cease.

The boxing ring is rich in such metaphors. "Up to scratch" refers to the line drawn on the ground to which boxers were brought for the encounter, "to hit below the belt" is an illegal act in general life as much as in that sport, while "to throw one's hat into the ring" is to accept the challenge of a contest. Politicians (notoriously prone to "in-fighting") who are "lightweight" or

"heavyweight" acquire those descriptions from the sport, as do those who feel their country can "punch above its weight" in international affairs.

World Wide Words is copyright (c) Michael Quinion 2002.  All rights reserved. The Words Web site is at http://www.worldwidewords.org

--------------------------------------------------------------------------------

8.-   THE BS AS PLAYERS PREVIEWS

After the astounding success of her First National Conference of Applied Drama, our

dear SHARER and friend, Celia Zubiri announces the previews of the company for this

season:

PLAYS 2003 -All teachers are invited to the following performances at Teatro Santamaría -Montevideo 842-

CHEERS FOR GOOGIE!!! -A 50-minute musical comedy for children aged 4-7.

Mr Rabbit challenges Candice, the tortoise, to run a race. Googie tries to help her by playing tricks. When the exciting race starts many funny and unexpected situations lead the young audience to interact with the characters in order to help Candice win without cheating.

March, Saturday 15 -10 AM

QUASIMODO, THE HUNCHBACK  - A 60-minute musical comedy for children aged 8-11 Quasimodo, the deformed bell ringer in Notre-Dame, led by the beautiful and lively gipsy Esmeralda, finds himself outdoors for the first time in his life. Join them to discover the way to freedom and share their exciting adventures through Paris. March, Saturday 15 -12 PM

SCHOOL TIES - A 60-minute comedy for adolescents and adults (Intermediate level).

When Mr. Thomas, a brand new drama teacher, started working he never imagined he would have to deal not only with a bunch of restless students but also with a good number of controversial colleagues. School time seen through the glass of hilarious and entangled school ties. March, Saturday 22 -10 AM

DOCTOR IN SPITE OF MYSELF -Based on Molliere's "A Physician in spite

of Himself" in a free version by Celia Zubiri.  A 75-minute comedy for advanced students.

A rough and smart husband and an ill-treated wife, who looks for revenge,

build up this rapid-fire pace comedy. Aclose and profound descrption of the complexity of human nature shown through ironical humour.  March, Saturday 22 -12 PM

A MIDSUMMER NIGHT'S DREAM -Back Again following popular demand.

A 75-minute comedy for advanced students.A happy comedy embodying innocence, poetic beauty and universal love based on W. Shakespeare's play in a free version by Celia Zubiri.

Quienes lo deseen pueden colaborar junto a The Bs. As. Players con alimentos no perecederos que se donarán a comedores infantiles.

Les aclaramos que no se realizará pre-estreno de "A midsummer Night's Dream", debido a que estuvo en cartel en 2002. Recuerden comunicarse para realizar sus reservas: 4812-5307 / 4814-5455 - thebap@arnet.com.ar

--------------------------------------------------------------------------------

9.-   LONDON EXAMS

Our dear SHARER Paola Danessi from London Exams has got an announcement to make:

Now that the summer holidays are over, we - the London Examinations team at the Leeds School of English - would like to wish you all a very happy and fruitful 2003!

To welcome you back, we have important news for you and your students:

New Level

The Certificate of Attainment now offers a new level to the existing suite of 5. This level is known as A1 Foundation Level (starter level) and has been aligned to the A1 level of the Council of Europe Framework (check out this framework in our webpage).

This new level is particularly motivating for the beginner student. If you would like further details about this level, please contact us for an emailable syllabus and test format.  We can also provide you with a sample test and CD.

New Names

Many teachers have pointed out that they are using "pre-intermediate" coursebooks to prepare students for the Certificate of Attainment Tests Level 2. Edexcel Foundation has decided to call Level 2 Pre-Intermediate Communication and Level 3 Upper Intermediate Communication but the level of difficulty of both tests will remain strictly the same.

New Certs

In order to provide the best possible services, Edexcel Foundation has designed new certs for the Certificate of Attainment suite. These new certs are harder to forge and look more dynamic. They contain several special features such as built-in holograms and invisible writing! As usual the certs will be arriving in May.

New Grade

As from this year, the oral component of the Certificate of Attainment Tests will be graded at PASS and PASS WITH DISTINCTION. This will also be stated in the students´certs.

New Material

As from March, you will be able to download the 2002 December tests from our webpage www.leeds-school.com.ar/londontests

Contact us for the corresponding recorded material.

Paola Danesi  - Asesora Pedagógica - Exámenes Internacionales - LONDON EXAMINATIONS

Leeds School of English - Zabala 1686 - (1486) Cap.Fed. - Tel/Fax: 4788 5052 // 4783 4414
Email: leedslondonrep@interar.com.ar
Website: