Year 3 Number 82 September 29th 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
We are very happy. As the week began news from the FAPPI Congress started pouring into our mailbox as hundreds of fellow teachers and SHARERS returned to their provinces from Córdoba. A huge success!! Given the present circumstances probably one of the biggest FAPPI´s ever ( we know there were bigger FAAPI´s but we were __or thought __we were all much better off then).
Many SHARERS wrote asking why Marina and I had not been there. There was only one reason for that: we counted on the financial support of a research institution which finally did not materialize and as in many a home things are rather tough this year.
We have not had a holiday for three years now and we decided to save the money for a short holiday we and the boys could enjoy. This is the plain truth.
It might sound too much of a commonplace but “our hearts were there” with all our fellow teachers.
Our heartfelt congratulations to Asociación Cordobesa de Profesores de Inglés and to the Organizing Committee for having given the ELT community in Argentina a high- quality FAAPI!
Let us all make a much bigger FAAPI next year!
The following is a message that our dear SHARER the president of ACPI sent us:
Estimados Omar y
Nuevamente la Comisión Organizadora de FAAPI 2002 quiere agradecerles la difusión que le dan al Congreso. Uds. tienen una muy amplia llegada y le han dado una divulgación verdaderamente importante. En estos tiempos de crisis toda ayuda se aprecia en profundidad.
Alicia I. Pérez de Pereyra
Thank you Alicia. FAAPI is our home as it is to all the teachers of English in this country and as such it will always have our unrestrained support.
In SHARE 82
1.- Flexibility in Teacher Education.
2.- The Access Certificate in ELT.
3.- Red Marbles.
5.- Working and Studying Abroad.
6.- Our Children and the Media in a Digital Age.
7.- Research Query.
8.- Taller de Oratoria at UTN.
9.- Teaching position in China.
10- The Cambridge Primary Seminar.
11- News from APIBA.
12- To a Teenage Son.
13- Courses for Translators and Interpreters.
14- Workshop on Generating Rapport.
1.- FLEXIBILITY IN TEACHER EDUCATION
Our dear Silvina Requejo from 37 Warren Road School of English sent us this article
written by Jeremy Harmer. Jeremy Harmer is probably one of the most popular teacher trainers and authors in our field. Among his many books are “How to Teach English” and “The Practice of English Language Teaching” both published by Longman. He is the general editor of the Longman methodology series, and hosts the ELT Forum teacher development website <www.eltforum.com>.
Achieving flexibility in teacher education and development
The goal of many teacher educators is to provide training and development which is useful and accessible to as many people as possible. To this end courses are run by a large range of educational institutions in and around the world at pre-graduate, undergraduate, and post-graduate levels. Large schools and institutes also regularly offer ongoing teacher development to their staff, and in some cases the staff themselves have organised their own sessions to enable each other to think through development issues in teaching and learning.
The only real problem with any of these schemes is accessibility. However good a course is, it will have no effect on people who either can't afford it or can't get to it (because of the cost or efficiency of travelling, for example). There is no point, either, in organising development sessions if the teacher can't give up the time during the day or are otherwise prevented from attending.
What we need, therefore, are alternatives to the established training courses and formal development programmes that are offered - alternatives that cater for different candidate priorities and circumstances, and which offer previously unavailable flexibility. The following two case studies describe projects which have tried to achieve precisely these aims.
Two Case Studies
Case study 1: The Access Certificate in ELT (ACE)
When Richard West and his colleagues at the University of Manchester joined forces with Pitman Qualifications they were concerned to see if they could provide a kind of teacher training that was especially appropriate for use outside the UK, in situations where the cost of such training was a key issue. They also wished to offer candidates the greatest flexibility in how they could take the test and, just as importantly, study for it.
Teacher training is an expensive business! First there are the trainers (the trainer: trainee:ratio generally favours the trainee far more than the teacher:student ratio in a language class does), and then, crucially, the practical observers and assessors. There are classrooms to light and heat (or cool down), and the need for other groups and teachers to observe. Then there are exams to administer, and certificates to be issued. It is not surprising that the price of training courses for the individual is often high since the institutions that run them have to meet their costs somehow!
Another problem which concerned the designers of ACE is that many working teachers often find it difficult to give up large stretches of time for a training course.
What was needed, therefore, was a course which could cut down costs for both provider and user, and which would offer flexibility for teachers and would-be teachers in a number of different circumstances. The ACE qualification is designed for just such eventualities and geared towards situations where not too much is necessarily available in the way of resources. It is specifically aimed at teachers working in the outer and expanding circles of Kachru's world English map (see Kachru 1985). Like all teaching qualifications which measure teaching ability and knowledge it has a theoretical component as well as the assessment of practical teaching, but the way in which these two components are offered and assessed gives the scheme its unique characteristics.
The driving test
When looking around for other training models, the ACE developers considered the test which drivers have to take in the UK in order to get a licence. This involves a practical session (where the candidate has to demonstrate his or her skill on the streets, doing three-point turns, hill starts, emergency stops and so on - the practical equivalent, perhaps, of many teaching skills!) and, separately, a theory test. This test, for UK drivers, is taken on a computer, and can be done at a different time from the practical test. It is based on multiple choice questions randomly selected from a large question bank which the test makers have at their disposal.
What was especially attractive to the ACE test designers was the fact that learner drivers did not have to do the theory and the practical test on the same day/at the same time. On the contrary they could get the theory component of their driving exam out of the way before they faced an examiner on the road, so that once the theory test has been passed they only need to concentrate on their practical skills.
This, therefore, has become a central feature of the ACE test. At the moment (but see 'The future' below) the tests are available four times a year. Candidates can either study in their own school, at a school in their area or in self-study mode. The extensive study notes and exercises which accompany the set text (Harmer 1998) make this a very real possibility. Schools and individuals therefore have a wide range of possibilities for the manner in which they study towards the theory component of the test.
Film & video
When considering the problem of observation (both of and by trainees), the ACE scheme's designers looked at a piece of technology which has been readily available for decades and which is used already in teacher training - the video. It is always interesting to watch a film of ourselves teaching: we learn things about how we sound and look that even the most reflective among us are sometimes unaware of. Videos have been used for some time as standardization tools, too, so that assessors from many different areas can all watch the same lesson and come to general agreement about standards and grades.
The ACE designers recognised the standardization benefits of filmed lessons. Potential trainers and observers could watch lesson videos and have their suitability assessed based on their responses to what they saw. Furthermore candidates for the ACE exam could in future have their classes videoed as an alternative to face-to-face observation. That way, a visiting verifier can get a clear idea of how things are going without having to attend a large number of classes in person.
The role of the Verifier is crucial. It is his or her job to visit candidates and schools where ACE training is taking place, to ensure that standards are being upheld. These visits do not need to be protracted, but provide the necessary quality check to make sure the ACE qualification maintains its credibility in the various places where it is administered.
As this article is being written, the designers of the ACE test are working on ways of expanding and improving its flexibility - a key principle on which the test is based. And this is where technology comes into play. In the future candidates will be able to take the theory test at a computer keyboard. Each test will be randomly generated from the previously validated question bank. Such validation ensures the reliability of the test.
A major advantage of randomly selected items from an item bank is that the test can be taken at any time and so issues of security and dates which govern the lives of large public examining bodies in different circumstances no longer need apply. The test can be taken at an approved school by anyone at any time provided the school has access to suitable computer equipment. And because of the test software, a test once started will only last for a set period of time (e.g. 60 minutes), thus getting around round the danger of cheating.
The Access Certificate in ELT splits the components of the courses to prepare for it into two parts: it is the theory component that ends up with the computer-based test. And because of the software, candidates can be given their results almost immediately and, if unsuccessful, can be guided to the parts of the syllabus they need to revisit.
The ACE exam was piloted, initially, in Zimbabwe and Mozambique. Since then it has been used with success in Malaysia, Malta, Hungary, Japan and South Africa amongst other countries, and in particular is now beginning to make a big impression in Brazil.
Case study 2: ELT Forum
When I wanted to provide material for teacher development - that is for teachers with some experience who wanted to expand their knowledge and understanding - I was lucky enough to get support from Pearson Education for a project which aims to provide a solution for teachers in particular situations.
Most teachers subscribe to the idea that continual development as professionals is a desirable ideal. People who are continually learning make better educators; people who are continually learning seem to stay more alive and engaged than those who have 'shut down'!
The best ways for teachers to develop are through training courses (such as The Access Certificate), degrees of various kinds (such as those offered by the University of Manchester amongst others), attendance at conferences, the establishment of teacher development groups, and the reading of a large range of magazines, journals and methodology books.
Yet what if teacher cannot attend course for some reason? How many can afford the time or money to go to conferences? Subscribing to one magazine may be possible, but it gets less easy to keep up to date with four or five, and in many schools magazines are not available. Whilst it is fairly easy for some teachers to get together, for others it is not. Some libraries are better stocked than others.
Old technology had little to offer teachers who suffered these development 'deficits', but the modern world has solutions a-plenty. The one I opted for was the Internet, so that users who come to the ELT Forum get a new development topic each month (e.g. correction, learner autonomy, the roles of the teacher, teacher development etc). After reading a few introductory remarks to set the scene they can download 'teacher development packs' which have articles on the topic from a range of methodology books and journals. Each article or extract is preceded by pre-reading tasks, and followed by follow-up activities. In this way users get an instantly available broad view of the topic under discussion.
When they have read through the development packs they can join various guest 'speakers' for a live Internet-based forum where the month's topic is discussed. All previous topics are archived, and there are bibliographies by subject.
There is nothing special about such a package, of course. It is what happens in universities and teacher training institutions all over the world. Now, however, you can go to where such material is offered even if you can't get there physically or economically.
Both in terms of technology and test design, there is a growing awareness that solutions can and should be found to problems of expense and accessibility, not only for practising teachers but also for candidates wishing to achieve needed qualifications and improve their teaching knowledge and practical skills. The ACE scheme - and in a smaller way, the ELT Forum - both have at their core a desire to offer workable alternatives to familiar practices for exactly these reasons, so that an even greater number of trainees and teachers than before are catered for.
Harmer, J (1998) How to Teach English. Pearson Education Ltd
Kachru, B (1985) 'Standards, codification and sociolinguistic realism: the English language in the outer circle'. In Quirk & Widdowson (eds) English in the world: Teaching and Learning the Language and Literatures .Cambridge University Press in association with the British Council
2.- THE ACCESS CERTIFICATE IN ELT
The Access Certificate in ELT (ACE) is run by City & Guilds for Pitman Qualifications.
Candidates who complete ACE successfully may apply for entry to the University of Manchester, Bachelor of Arts Degree in English Language Teaching (BA ELT) or a Maters Degree (MA ELT) if they already have a first degree. ACE consists of 2 modules supported by distance learning material: a) Foundations of English Language Teaching (computer-based multiple choice examination) and b) Supervised Teaching Practice. The assessment is in two parts: 1) a portfolio of coursework produced by each candidate and 2) assessor observation of teaching practice.
Further information from:
37 Warren Road School of English
Sole Representative of Pitman Qualifications-City & Guilds, UK
Mrs. Silvina Requejo - Local Examinations Secretary
Rosario 531 Capital.Tel./Fax.: 4901-0967/3381 E-mail: firstname.lastname@example.org
3.- RED MARBLES
Our dear friend and SHARER Alicia Nasca from San Miguel de Tucumán sends us this touching story to share with all of you:
During the waning years of the depression in a small southeastern Idaho community, I used to stop by Mr. Miller's roadside stand for farm-fresh produce as the season made it available. Food and money were still extremely scarce and bartering was used, extensively.
One particular day Mr. Miller was bagging some early potatoes for me. I noticed a small boy, delicate of bone and feature, ragged but clean, hungrily apprising a basket of freshly picked green peas. I paid for my potatoes but was also drawn to the display of fresh green peas. I am a pushover for creamed peas and new potatoes.Pondering the peas, I couldn't help overhearing the conversation between
Mr. Miller and the ragged boy next to me.
"Hello Barry, how are you today?"
"H'lo, Mr. Miller. Fine, thank ya. Jus' admirin' them peas ... sure look good."
"They are good, Barry. How's your Ma?"
"Fine. Gittin' stronger alla' time."
"Good. Anything I can help you with?"
"No, Sir. Jus' admirin' them peas."
"Would you like to take some home?"
"No, Sir. Got nuthin' to pay for 'em with."
"Well, what have you to trade me for some of those peas?"
"All I got's my prize marble here."
"Is that right? Let me see it."
"Here 'tis. She's a dandy."
"I can see that. Hmmmm, only thing is this one is blue and I sort of go for red. Do you have a red one like this at home?"
"Not 'zackley .....but, almost."
"Tell you what. Take this sack of peas home with you and next trip this way let me look at that red marble."
"Sure will. Thanks, Mr. Miller."
Mrs. Miller, who had been standing nearby, came over to help me. With a smile she said: "There are two other boys like him in our community, all three are in very poor circumstances. Jim just loves to bargain with them for peas, apples, tomatoes or whatever. When they come back with their red marbles, and they always do, he decides he doesn't like red after all and he sends them home with a bag of produce for a green marble or an orange one, perhaps."
I left the stand, smiling to myself, impressed with this man. A short time later I moved to Colorado but I never forgot the story of this man, the boys and their bartering. Several years went by each more rapid than the previous one.
Just recently I had occasion to visit some old friends in that Idaho community and while I was there learned that Mr. Miller had died. They were having his viewing that evening and knowing my friends wanted to go, I agreed to accompany them.
Upon our arrival at the mortuary we fell into line to meet the relatives of the deceased and to offer whatever words of comfort we could. Ahead of us in line were three young men. One was in an army uniform and the other two wore nice haircuts, dark suits and white shirts ... very professional looking.
They approached Mrs. Miller, standing smiling and composed, by her husband's casket. Each of the young men hugged her, kissed her on the cheek, spoke briefly with her and moved on to the casket.
Her misty light blue eyes followed them as, one by one, each young man stopped briefly and placed his own warm hand over the cold pale hand in the casket. Each left the mortuary, awkwardly, wiping his eyes.
Our turn came to meet Mrs. Miller. I told her who I was and mentioned the story she had told me about the marbles. Eyes glistening she took my hand and led me to the casket.
"Those three young men, who just left, were the boys I told you about.They just told me how they appreciated the things Jim "traded" them.Now, at last, when Jim could not change his mind about color or size...they came to pay their debt. "We've never had a great deal of the wealth of this world," she confided, "but, right now, Jim would consider himself the richest man in Idaho."
With loving gentleness she lifted the lifeless fingers of her deceased husband. Resting underneath were three, magnificently shiny, red marbles.
Moral: We will not be remembered by our words, but by our kind deeds.Life is not measured by the breaths we take, but by the moments that take our breath.
Our dear SHARER Selene
Barrios from Bariloche, sends us this article. Will “cooked” be something very
roughly similar to our River Plate “estar frito”
A headline on
the back page of the Guardian last week read "Wenger denies 'cooked' Vieira
extra time off". In translation this says that Arsène Wenger, manager of the
British football team Arsenal, was denying that his French captain Patrick
Vieira was really tired enough to need a rest. I'd never encountered the word
"cooked" before, either in the sense of "exhausted" or in any other idiomatic
A small detective investigation followed, with the assistance of Nicholas Shearing at the Oxford English Dictionary and the slang lexicographer Jonathon Green, who shared the examples they had of the word. It turns out that "cooked" has been in English since the nineteenth century in the sense of being in a bad situation or in
serious trouble. It looks as though it is an elliptical form of "to cook someone's goose", meaning to spoil someone's plans or cause someone's downfall (before you ask, nobody knows where this comes from). It isn't much known any more, though it does still pop up from time to time - in 1995 the Globe and Mail in Toronto had this:
"If you began an election with an eight-point lead, you were home free. If you were eight points behind, you were cooked". Some of the examples down the years suggest that the bad situation may have come about through exhaustion. For example, in 1913 the Harrow school magazine contained: "They were utterly cooked. They had ceased to have any conscious control of their muscles".
Vieira was quoted in the Guardian as making his comments to the Paris newspaper L'Equipe, so presumably he had actually used the French idiom "Je suis cuit" that can have the same sense and which is in wide use by French sportsmen (there are much older senses in French of "cuit" meaning drunk or being done for), though it doesn't seem to have yet reached dictionaries in France. So did the Guardian translate Patrick Vieira's words with the known English sense in mind? The obvious assumption was that it did. But it turns out that L'Equipe had actually translated a comment that had appeared in English in the previous day's Evening Standard in London professional rivalry presumably explains why the Guardian hadn't quoted the Evening Standard directly). One must assume that either Patrick Vieira had mentally translated "Je suis cuit" into literal English or that somebody on the Evening Standard had done so for him. It looks as though the word "cooked" has been borrowed anew from French and isn't a new sense of the older English slang term.
The results of some online searches support this. A glossary of cyclists' slang says "cooked" means "Running out of energy while riding". There are many examples from bike racing of its being used in this way. Knowing France's influence in professional cycling, it seems possible that cyclists have likewise borrowed the phrase from French. Further evidence online suggests that it may be moving from cycling into sport in general (its appearances in the Guardian and Evening Standard may help that along).
It shows once again that language can change in ways that are often more complicated and mysterious than one might think – especially with slang - and that one can't take anything for granted.
5.- WORKING AND STUDYING ABROAD
Our dear SHARER Susan Cantera has got an invitation to make:
New Ways To Opportunity English Centre
y New Bristol Instituto Privado de Lengua Inglesa presentan a : Betty E. Wolff
Partir: Por un tiempo o Para Siempre : Vivir, Trabajar y Estudiar en el Extranjero.
Modulo 1 : Para Docentes
My students are going abroad . All what the teacher needs to know!
1. The TOEFL and IELTS exams
2. How to prepare a good Resume
3. Getting clients ready at the Embassy
Modulo 2 : Para el Público en General
1 Estados Unidos: Pasantías Pagas, Permisos de Trabajo Temporario Renovable, Trabajo Estacional de Verano y de Invierno y Visas H2B y L1 / L2 . Exámen TOEFL, Documentación a presentar.
2 Irlanda: Visas de Estudiante, Permisos de Trabajo y Situación de los Ciudadanos con Pasaporte de la Comunidad Europea.
3 Canadá: Ingreso por la Provincia de Quebec y por Canadá Federal, Pasantías pagas y no remuneradas y Visas de Estudiante. Exámen IELTS y de francés . Documentación a presentar. Entrevista consular y exámen médico.
4 Australia : Ingreso por Australia General y por los Territorios del Sur. Pasantías no pagas, Visas de Estudiante. Exámen IELTS y homologación de títulos. Exámen médico.
5 Nueva Zelanda: Condiciones de Ingreso. Visa de Estudiante, Becas. Exámen IELTS. Posibilidades de trabajo.
Lugar: COLEGIO SAGRADO CORAZÓN DE JESÚS Calle 57 e/ 8y9 Nº 674, La Plata
Fecha: Sábado 19 de Octubre
Horario: Módulo 1 de 15 a 16.30 - en Inglés
Módulo 2 de 17 a 20.30 - en Español
Módulo 1 : $ 15 - Módulo 2 : $ 15 - Módulos 1 y 2 : $ 20 (solo para docentes )
Inscripción : " New Ways" English Centre
Ave. 7 Nº 1942 e/ 512 y 513 Ringuelet CP. 1901 La Plata – Te: (0221) 484-5194
E-mail: email@example.com /
6.- OUR CHILDREN AND THE MEDIA IN A DIGITAL AGE
Our dear SHARER Jorge Pezzutti from Córdoba wants to SHARE this article with all of us:
In the current moment of change, it is vital that we integrate the study of media into all areas of the traditional K-12 curriculum. I am often asked "how do we help our children to assess the value of information that they receive on the Internet.
" I begin by saying that it is a question that we are asking about a thousand years too late. The question is phrased as if before the Internet, we could believe that everything in print were true, rather than framing it as a question that became relevant when we moved to a print culture with books that required argumentation, assessment and verification without knowledge of the reputation of the author.
As soon as books were introduced into society, we should have systematically thought about how to teach students to access, process and evaluate information. The Internet just intensifies the need for it because there is so much more information. This is only part of a larger picture. The new media environment includes everything from Video Games and portable technologies (cell phones, CD-ROM players, walkman, cam-corders and laptops) to action figures and other spin-off products. On the one hand, this changing media environment gives our children new ways to play, socialize, learn and create, but we need to catch up as educators. Let me outline some ways to integrate media education into the classroom:
STOP demonizing media as a social problem. We should rephrase the question from "what is media doing to our children" to "what are our children doing with media." How are they using it and engaging with it, and how can we lead them to have a constructive relationship with it.
LOOK at media change. The changing media environment effects every institution in our society, and we can use the idea of "media change" to look at institutions and how they change because of media.
LISTEN to children talk about their media use. I did a workshop with some middle school kids where I used some clips from Dawson's Creek in which Dawson uses a camcorder as a journal to explore aspects of his life. Every kid in the room watched the show and responded passionately. Seriously asking what the show meant to them was an important part of that exchange.
LINK media topics to traditional curriculum. Revitalize the study of the past and traditional materials with the use of media.
CREATE opportunity for media play. There is a wonderful project at the University of California at San Diego called the Super Heroes Project. They go into kindergarten classes and get kids to define their own super heroes, construct stories and put on plays based on them, and debate with the teachers about how much violence they can include in the project. The kids question media by creatively rewriting it.
EMPOWER children to debate issues. Rather than repress access and expression, allow students constructive opportunities to be creative, express themselves, and become part of a community.
JOIN a global conversation about media. For example, you want to get a perspective about American popular culture and how it is impacted by the Internet, talk to other students in places like Australia and Japan. [Some of the above ideas can be found in the article "Empowering Children in the Digital Age: Towards a Radical Media Pedagogy." Radical Teacher, Number 50. P. 30-35.]
© Diversity University Collaboratory Mailing List ISSN:1529-7861
7.- RESEARCH QUERY
Our dear SHARER Leila Kajee from South Africa sends a message to all our SHARERS:
I am a PhD candidate, exploring the effect of Internet-based activities on ESL teaching and learning in higher education.
I am trying to establish a sample of local and international higher education ESL teachers and undergrad learners who use any of the following types of activities - listservs, e-pals, e-journals, bulletin boards, web pages, etc in class. I would like to explore the effect of such activities on learning and acquisition.
I would like to administer a simple survey to the teachers and learners (if possible). If you would like to help, please contact me. Any comments, advice, etc are most welcome.
Leila Kajee - South Africa - firstname.lastname@example.org
8.- TALLER DE ORATORIA AT UTN
Our dear SHARERS from Instituto Nacional Superior del Profesorado de la UTN announce:
TALLER DE ORATORIA MODERNA
Se encuentra abierta la inscripción para el Taller de Oratoria que se desarrollará durante el mes de Octubre, en el Instituto Nacional Superior del Profesorado Técnico, dependiente de la Universidad Tecnológica Nacional.
El taller, de un mes de duración y abierto a la comunidad, tiene como objetivos dotar a los participantes con las herramientas necesarias para poder desarrollar estrategias de comunicación oral, ejercitando las distintas técnicas oratorias y de argumentación.
Los interesados podrán obtener mayor información y/o inscribirse en Triunvirato 3174 - Piso 2º (Unidad de Gestión), en el teléfono 4553-0163, o enviando un correo electrónico a: email@example.com .
Este taller, que estará a cargo del Lic. Antonio E. Di Génova, cuenta con soportes tecnológicos y de información de vanguardia, de acuerdo con las exigencias del campo laboral actual.
9.- TEACHING POSITION IN CHINA
The following is a message a dear SHARER left in the Guestbook of our Website: www.shareeducation.com.ar
site with great stuff. Don't know if it is appropriate though to put a message
as an ad:
Teaching Conversational English in Central China.
16 hours teaching per week. Benefits include free travel, free accommodation, monthly pay (not a lot though). No formal qualification is required. If interested, please contact me by email. Many thanks.
Australia, - Friday, September 27, 2002 at 03:52:31 (ART)
10.- THE CAMBRIDGE PRIMARY SEMINAR
Our dear SHARER Lucianne Krauser from Curitiba, Brazil sent us this mail. We would like to encourage our dear SHARERS to get in contact with her directly at her own e.mail address firstname.lastname@example.org or through us at email@example.com
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.
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, Senior Educational Representative, Cambridge University Press.
Saturday October 5th - from 9:00 am to 1:00 pm
Colegio Modelo Lomas - Belgrano 50/55 - Lomas de Zamora.
Free of charge
Enrolment: 4322-5040 / 4328-7648, firstname.lastname@example.org
11.- NEWS FROM APIBA
Our dear SHARER Analía Kandel , Coordinadora General de Grupos de Estudio de APIBA email@example.com sends us some news:
SIGS in October
Coordinators: Nora Lizenberg - Monica Pastorino
Date: Saturday, October 5, 2002 -- Time: 10 - 12
Venue: Liceo Cultural Britanico, Callao 362, Buenos Aires
Agenda: Following a free course on curriculum development for online programs designed by Dr. Susan Ko, each member will present their conclusions on their readings.
Coordinators: Maria Laura Fox - Gabriela Pezzi de Lozada
Date: Tuesday, October 15, 2002 -- Time: 10.30 - 12.30
Venue: Asociacion de Ex-Alumnos de Lenguas Vivas, Paraguay 1935, Buenos Aires
Coordinators: Roxana Basso - Maria Isabel Santa
Date: Saturday, October 26, 2002 -- Time: 9 - 11
Venue: Cultural Inglesa de Buenos Aires, Viamonte 1475, Buenos Aires
Coordinators: Maria Luisa Ghisalberti - Myriam Sosa Belenky
Date: Saturday, October 26, 2002 -- Time: 11.15 - 13.15
Venue: Cultural Inglesa de Buenos Aires, Viamonte 1475, Buenos Aires
Applied Linguistics SIG
Coordinators: Martha Crespo - Sandra Revale
Date: Saturday, October 26, 2002 -- Time: 11 - 13
Venue: Feedback School of English, Gu:emes 3915, Buenos Aires
Agenda: Adult Learners: The Neglected Species? Discussion of articles on adult learners / heutagogy / affect in language learning.
APIBA Annual Seminar 2002: Materials Design
Saturday, October 19, 2002 - 9:00 am – 4:00 pm
Venue: IES en Lenguas Vivas "J.R.Fernandez", Carlos Pellegrini 1515, Buenos Aires
The general subject area of this year's Seminar will be Methodology and Materials Design
Speakers include Silvia Luppi, Silvia Rettaroli, Silvia Stagnaro and Corine Arguimbau
The Seminar will also include the presentation of the successful tasks in the APIBA contest "My Favourite Classroom Task"
For further information, enrolment and updates, check www.apiba.org.ar or email APIBA at firstname.lastname@example.org
Asamblea Anual Ordinaria de APIBA
Saturday, October 19, 2002 - 4:00 pm - IES en Lenguas Vivas "J.R.Fernandez".
12.- TO A TEENAGE SON
Our dear friend and SHARER Annie Altamirano from Punta Alta sent us this message last week. We were very happy about the message and most grateful about the advice…we too have two teenage sons.
Dear Omar and Marina and the gang (doggie included)
Have a nice spring and here's something my friend and colleague Elena Chaluleu sent to me. Dedicated to all people that have teenagers or have already raised teenagers, or have children who will soon be teenagers or those who will be parents someday or anyone who'd just get a laugh ...
Lots of love,
My son came home from school one day,
with a smirk upon his face.
He decided he was smart enough,
to put me in my place.
Guess what I learned in Civics Two,
that's taught by Mr. Wright?
It's all about the laws today,
the "Children's Bill of Rights."
It says I need not clean my room,
don't have to cut my hair.
No one can tell me what to think,
or speak, or what to wear.
I have freedom from religion,
and regardless what you say,
I don't have to bow my head,
and I sure don't have to pray.
I can wear earrings if I want,
and pierce my tongue & nose.
I can read & watch just what I like,
get tattoos from head to toe.
And if you ever spank me,
I'll charge you with a crime.
I'll back up all my charges,
with the marks on my behind.
Don't you ever touch me,
my body's only for my use,
not for your hugs and kisses,
that's just more child abuse.
Don't preach about your morals,
like your Mama did to you.
That's nothing more than mind control,
and it's illegal too!
Mom, I have these children's rights,
so you can't influence me,
or I'll call Children's Services Division,
better known as C.S.D.
Of course my first instinct was
to toss him out the door.
But the chance to teach him a lesson
made me think a little more.
I mulled it over carefully,
I couldn't let this go.
A smile crept upon my face,
he's messing with a pro.
Next day I took him shopping
at the local Goodwill Store.
I told him, "Pick out all you want,
there's shirts & pants galore.
I've called and checked with C.S.D.
who said they didn't care
if I bought you K-Mart shoes
instead of those Nike Airs.
I've canceled that appointment
to take your driver 's test.
The C.S.D. is unconcerned
so I'll decide what 's best.
I said "No time to stop and eat,
or pick up stuff to munch.
And tomorrow you can start to learn
to make your own sack lunch.
Just save the raging appetite,
and wait till dinner time.
We're having liver and onions,
a favorite dish of mine.
He asked "Can I please rent a movie,
to watch on my VCR?
"Sorry, but I sold your TV,
for new tires on my car.
I also rented out your room,
you'll take! the couch instead.
The C.S.D. requires
just a roof over your head.
Your clothing won't be trendy now,
I'll choose what we eat.
That allowance that you used to get,
will buy me something neat.
I'm selling off your Jet Ski,
dirt bike & roller blades.
Check out the "Parents Bill of Rights,"
It's in effect today!
Hey hot shot, are you crying,
why are you on your knees?
Are you asking God to help you out,
instead of C.S.D..?
13.- COURSES FOR TRANSLATORS AND INTERPRETERS
Our dear SHARER Silvia Falhuck from Torre de Papel has sent us her news bulletin which can be requested from email@example.com . The following is a list of courses for translators and interpreters currently being offered which was published in her electronic bulletin.
Laboratorio de Interpretación de Idiomas - María Cristina de Ortúzar
Intensive Programmes For Interpreting And Translation Students
firstname.lastname@example.org - http://www.mcdeo.netfirms.com
Tel: 4832-4468 / Fax: 4775-7664
Darreguerira 2244 dto. 1 PB - Buenos Aires
Taller de Traducción de Textos Médicos de Claudia Tarazona
Tel/Fax: 4943-4377 - Cel: 15-4060-2195
Idiomas y Comunicación - Una revista exclusiva sobre lenguas
Director y Editor: Jaime Marín
Tel : 4922-3973
MF Business English - Talleres para Traductores de Inglés
Directora: Matilde Fabrello
Tel: 4311-9988 - 25 de mayo 758 4 "F" - Buenos Aires
Mc Donough - Translation Workshops
Tel/Fax: 4325-3101 - Sarmiento 983 - 11 A - Buenos Aires
Unión Latina - Simposio de Terminología
email@example.com / firstname.lastname@example.org
Tel: 4801-3231 y 4803-1636 - Azcuénaga 1517 Pº 2 "E" - Buenos Aires
C.C.I.T. Centro de Capacitación de Intérpretes y Traductores
Directoras: Diana Merchant - Alicia Merli
email@example.com - firstname.lastname@example.org
Tel.: 4342-4737 · 4243-9139
Piedras 113. 1ºPiso. Of. "4". 1070 - Buenos Aires
Northampton Institute - Talleres de Traducción
email@example.com - http://www.northampton.com.ar/
Tel: 4832 3275 - Av. Santa Fe 3711 - Piso 4 A - Buenos Aires
Círculo de Traductores Públicos de La Plata
Círculo de Traductores Públicos e Intérpretes de Zona Oeste
firstname.lastname@example.org - http://www.cirtrad.com.ar/
Tel: 4751-2418 / 4982-7665 / 4654-2077 / 4665-4435
Fundación Litterae - Cursos
email@example.com - http://www.fundlitterae.org.ar
Tel/Fax: 4786-1127 - Virrey Arredondo 2247 2°B - 1426 – Bs As
Círculo de Traductores Públicos del Sur
firstname.lastname@example.org - http://www.ctps.org.ar/
Tel: 0291-4529707 o 4523638
Asociación de Traductores e Intérpretes
email@example.com - http://www.aati.org.ar/
Tel: 4832-6385/ Fax: 4958-1473 - Carlos Pellegrini 1515 - 1011 - Buenos Aires
Torre de Papel - Publishing House & Translation Company - Tte. B. Matienzo 1831 6ºG C1426DAG - Buenos Aires - Argentina
Tel/Fax: (00-54-11) 4775-2198 - http://firstname.lastname@example.org
14.- WORKSHOP ON GENERATING RAPPORT
Our dear SHARER Iliana Graziano writes to us:
American Forum y C&C, Consultora en Comunicación y Cambio, lo invitan a participar de su taller Building Rapport I, donde se aplicarán técnicas de Programación Neurolingüística orientadas a generar rapport eficaz con alumnos y potenciar la motivación y el compromiso.
El mismo se dictará en español y estará a cargo de Adriana Méndez, Master Trainer en Programación Neurolingüística (PNL) y Técnico en PNL (título oficial de nivel terciario), y profesora de inglés egresada del Instituto Nacional Superior en Lenguas Vivas "J. F. Fernández".
Los temas a desarrollar son:
Generar Rapport "naturalmente" con alumnos
Ponerse en el lugar del alumno, averiguando cuál es su proceso de pensamiento para aprender
Flexibilizarnos para dar una clase, conociendo los tres Sistemas Representacionales que las personas usamos para comunicarnos y aprender: Visual, Kinestésico y Auditivo.
Este taller se desarrollará en octubre en 5 jornadas, los días viernes de 10 a 12 o de 15 a 17. en American Forum - C. Pellegrini 331 8º piso - Bs.As.
Para mayor información, contactarse con American Forum: dirección@american-forum.com o en los teléfonos 4326-2695 / 7955.
Today we will bid farewell with a message that our dear SHARER and very active contributor Bethina Viale, email@example.com, has sent us. We pray to God we and you remember it at all times:
No te detengas...
No te detengas en lo malo que has hecho; camina en lo bueno que puedes hacer.
No te culpes por lo que hiciste, más bien decídete a cambiar.
No te mires con tus ojos, contémplate con la mirada de Dios.
No pienses en lo largo que es el camino de tu transformación, sino en cada paso que puedes dar para ser lo que Dios quiere que seas.
No confíes en tus propias fuerzas; pon tu vida en manos de Dios.
No trates que otros cambien; sé tú el responsable de tu propia vida y trata de cambiar tú.
Vive cada día, aprovecha el pasado para bien y deja que el futuro llegue a su tiempo.
No sufras por lo que viene, recuerda que "cada día tiene su propio afán"
No te des por vencido, piensa que si Dios te ha dado la vida, es porque sabe que tú puedes con ella.
Si algún día te sientes cansado, busca el descanso en Dios que renovará tus fuerzas.
Si algún día te sientes demasiado responsable de otros, recuerda que sólo Jesús es el Mesías.
Si reaccionas ante toda provocación, ruega a Dios para que te enseñe a responder en lugar de reaccionar.
Si necesitas tener todo bajo control, entrega el control de tu vida a Dios y confía en su poder y en su amor por ti.
"Vivir Sirviendo, Vivir Amando. Que este sea el mejor día de tu vida"
HAVE A WONDERFUL WEEK !
Omar and Marina.
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