SHARE
An
Electronic Magazine by Omar Villarreal and Marina Kirac (c)
Year
2
Number 35
September 1st
2000
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,
Another
special week. Probably all weeks are special when you are busy doing exciting
things. We certainly are ! And we are very happy about what we are doing. it´s
less than a week now that the news about the Necochea Congress were made public
and we already have some “very” early bird enrolments and plenty of requests for
more information about hotels and transportation. Omar is traveling to Necochea
on Saturday 2nd , as he says, “to see for himself” and by
mid-week, we will be able to offer you a list with hotels and restaurants ( Omar
says he will try them all over the weekend”) and …more importantly, prices for
these services. The organizers in
Necochea are simply working wonders and they have a number of surprises in store
for all the teachers and students that will be visiting their
city.
So
now enjoy your SHARE of this week !
We will be getting back to you during the week with more information about the
Congress.. We would like to start with a note and a poem that two dear friends
from Neuquén sent us. They are Maria
Elena Cabral and Susana Nogueira from Centro Cambridge de Idioma Inglés :
Dear
Omar and Marina
Thanks
a lot for all the nice things you SHARE with us . We didn't know what
to
share with you and .... suddenly we
remembered this wonderful poem.
You
Deserve the Best
This
life is yours
Take
the power
to
choose what you want to do
and
do it well
Take
the power
to
love what you want in life
and
love it honestly
Take
the power
to
walk in the forest
and
be a part of nature
Take
the power
to
control your own life
No
one else can do it for you
Nothing
is too good for you
You
deserve the best
Take
the power
to
make your life
healthy
exciting
worthwhile
and
very happy
Take
the power
to
reach for your dreams.
Poem
by Susan Polis Schutz
In
SHARE 35
1.-
Omar keeps on Rocking the Country
2.-
Message from Brazil
3.- Seminar
on First Certificate Paper 2
4.- Bernieh´s
Corner : Broken Telephones and Language Change
5.-
Cards you´ll never see in Hallmark.
6.-
Tomato or To/mei/to ?
7.-
Macmillan Heinemann moves house
8.-
The SHARE Documents.
9.-
Estrategias de Lectura : Primera Lengua y Segunda Lengua.
10-
APIBA SIG´s : An Update
11-
Overcoming Fear.
12-
Dunn and Stapley announce.
13-
Your opinion requested
14-
Who´s afraid of Doctors ? Linguists.
15-
A Lesson for Life
16-
A SHARER and a Story-teller.
17-
Silvia´s Corner : The Spice of Life.
18-
Coming Events at Interaction
19.-Laura
Renart in San Pedro
(1)
OMAR KEEPS ON ROCKING THE COUNTRY
Just
a quick notice to say that Omar will be visiting several cities in Provincia de
Buenos Aires and La Pampa in the next few weeks with his celebrated
THE
NEW ROCK ´N POP 2000 IN THE CLASSROOM
CHACABUCO
:
Saturday
9th September from 9:30 to 13:00 hours
Venue
: Brighton Bookshop - Primera Junta 73 - Chacabuco
Registration
: at Brighton Bookshop- cell phone : 02352- 15502976 OR
CHIVILCOY
Tuesday
12th September 18:30 to 21:30 hours
Registration
and Additional Information : whole day by phone
TRENQUE
LAUQUEN
Friday
19th September 18:30 to 21:30 hours
Registration
and Additional Information : e-mail
Cecilia Lahite : lahitren@teletel.com.ar or phone at 011-4244-2798 or 011-4243-1972
GRAL
PICO, LA PAMPA
Saturday
16th September from 9:00 to 12:30 hours
Registration
: Escuela_Cultura@ciudad.com.ar Calle
15 Nro 744-
02302-
431444
SANTA
ROSA: LA PAMPA
Saturday
16th September from 15:00 to
18:30 hours
9
DE JULIO
Tuesday
19th September 18:30 to 21:30 hours
Registration
and Additional Information : personally or by phone at ISFD
Nro
4 TE: 02317-422222 from 18.30 a 22.00 hours or whole day by
phone
at
011-4244-2798 or 011-4243-1972 or e-mail to : spbooks@pinos.com or Analía
Poratti analiapo@infovia.com.ar
OMAR IN
FAAPI , COMODORO RIVADAVIA
On
Friday 22nd
of September Omar will deliver a presentation called
“Teaching
40 in 40 Minutes” and on Saturday 23rd of September he
will
lecture
on “The Match of the Century : The
Applied Linguist VS The
Classroom
Teacher : Applied Linguistics and VERY Applied Linguistics” .
Both
Presentations within FAAPI 2000 in
Comodoro Rivadavia, Chubut.
(2)
A MESSAGE FROM BRAZIL
A
dear SHARER from Brazil, Maria Nilce Martinelli Pontes,
mnil@mednet.com.br sends us all this
invitation :
Dear
Omar and Mariana,
I´d
like to ask you to announce an event that will be hosted by my school
:
Cultura
Inglesa - one of over 40 schools in Brazil, which have the
UCLES
exams
in common, and also we have our association for 10 years, now.
It´s
called
ABCI - Associação Brasileira de Culturas Inglesas.
We
have annual meetings with the directors, and every two years we have
a
National
Conference - a congress for Teachers of Culturas.Also annually,
we
have
a seminar for the Secretaries who work in our schools´offices. This
is
the
event that will happen in my school:
From
7 - 10 September, 2000 here in Uberaba, at The Tamaeiras Hotel,
and
we expect there will be about 80 participants from all over Brasil.
There
will
be 4 speakers, from the Cultura Inglesa São Paulo, and the subject will
be
about
the Clientele - and Management of office work, and reception of clients, etc.
This
is the first time we host the event in the interland of
Brasil,
because
Uberaba is in Minas Gerais, very central in the country, 500
km
from
both são Paulo and Brasília, our capital city.
I
am looking forward to receiving the Brazilian secretaries, not
only
because
it will be a wonderful event, but
also because it´s an
opportunity
to meet those people who make the school run. The name of
the
event
is very appealing: VIII Cha Cha Cha das/os
Secretárias/os.
So
if you could display this
information in SHARE we will be
sharing
news
around the globe.
Yours,
truly
Maria
Nilce Martinelli Pontes, MA
Superintendent
of education - Cultura
Inglesa
Uberaba
MG – Brasil
(3)
SEMINAR ON FIRST CERTIFICATE PAPER 2
Our
dear friend and SHARER,
Litty Mora , UCLES Support Officer for Argentina info@uclesrep.com.ar writes to us :
Dear
Omar and Marina
I
would like to share that there are still a few places for those teachers wishing
to attend the FCE Paper 2 seminar by Annie Broadhead (Cambridge-EFL) at the
ESSARP centre on Tuesday, September 5 from 17.00-20.00.
Enrolment
is free of charge but registration is needed by phone, fax or
e-mail.
Many
thanks!
Litty
Mora , UCLES
Support Officer for Argentina
Registration
: ESSARP
Centre – Esmeralda 672 Piso 7 - 1007 Capital
tel:
4322-2480 - fax: 4322 9203 - centre@essarp.org.ar
(4)
BERNIEH´S CORNER : BROKEN TELEPHONES AND
LANGUAGE
CHANGE
Our
Internet advisor, Bernieh Banega
buck@mail.pccp.com.ar sends us some interesting
material for reflection on Language :
“
Have you stopped to think WHY language changes? I mean,
besides
incorporating
new words, a language evolves and changes by itself:
sounds
are
pronounced in different ways and words are written in different ways
as
time
goes by. Read below an interesting excerpt on this, from a book
by
Steven
Pinker (excerpt that, by the way, I have "stolen" from
today's
NewsScan):
Author
Steven Pinker writes:
"In
the game known as Broken Telephone (or Chinese Whispers)
a
child
whispers a phrase into the ear of a second child, who whispers
it
into
the ear of a third child, and so one.
Distortions accumulate, and
when
the last child announces the phrase, it is comically different
from
the
original. The game works because each child does not merely degrade
the
phrase,
which would culminate in a mumble, but reanalyzes it, making a
best
guess
about the words the preceding child had in mind."
"All languages change through the centuries. We do not speak
like
Shakespeare
(1564-1616), who did not speak like Chaucer (1343-1400),
who
did
not speak like the author of Beowulf (around 750-800). As the changes
take
place, people feel the ground eroding under their feet and in
every
era
have predicted the imminent demise of the language. Yet the twelve
hundred
years of changes since Beowulf have not left us grunting
like
Tarzan,
and that is because language change is a game of Broken
Telephone."
"A generation of speakers uses their lexicon and grammar
to
produce
sentences. The younger generation
listens to the sentences and
tries
to infer the lexicon and grammar, the remarkable feat we
call
language
acquisition. The transmission of a
lexicon and grammar in
language
acquisition is fairly high in fidelity -- you probably
can
communicate
well with your parents and your children -- but it is
never
perfect. Words rise and fall in popularity, as
the needs of daily life
change,
and also as the hip try to sound different from the dweebs
and
graybeards. Speakers swallow or warp some sounds to
save effort, and
enunciate
or shift others to make themselves understood. Immigrants or
conquerors
with regional or foreign accents may swamp the locals and
change
the
pool of speech available to children."
"Children,
for their part, do not mimic sentences like parrots but try
to
make
sense of them in terms of underlying words and rules. They may hear
a
mumbled
consonant as no consonant at all, or a drawn-out or
mispronounced
vowel
as a different vowel. They may fail to discern the rationale for
a
rule
and simply memorize its outputs as a list. Or they may latch on
to
some
habitual way of ordering words and hypothesize a new rule to
make
sense
of it. The language of their
generation will have changed, though it
need
not have deteriorated. Then the
process is repeated with their
children. Each change may be small, but as changes
accumulate over
centuries
they reshape the language just as erosion and
sedimentation
imperceptibly
sculpt the earth."
See
http://www.amazon.com/exec/obidos/ASIN/0465072690/newsscancom/ for Steven Pinker's "Words and Rules: The
Ingredients of Language."
Cheers!,
Bernieh.
(5)
CARDS
YOU'LL NEVER SEE IN HALLMARK:
A
dear friend and SHARER from Montevideo, Uruguay, Alfredo Muñoz sends
us
this list of cards for different purposes. Thank you Freddie for
your
sense
of humour.
"Looking
back over the years that we've been together,
I
can't help but wonder:.............
What was I thinking?"
"Congratulations
on your wedding day!.............
Too
bad no one likes your wife."
"How
could two people as beautiful you............
have
such an ugly baby?"
"I've
always wanted to have someone to hold,
someone
to love......... After having met you, I've changed my mind."
"I
must admit, you brought Religion in my life...........
I
never believed in Hell until I met you."
"As
the days go by, I think of how lucky I am.......
that
you're not here to ruin it for me."
"As
you grow older, Mum, I think of all the gifts you've given me.
Like
the need for therapy..."
"Thanks
for being a part of my life!!!..........
I
never knew what evil was before this!"
"Before
you go,......... I would like you to take this knife out of my back.
You'll
probably need it again."
"Someday
I hope to get married............
but
not to you."
"You
look great for your age.......
Almost
Lifelike!"
"When
we were together, you always said you'd die for
me.........
Now
that we've broken up, I think it's time you kept your promise."
"I
knew the day would come when you would leave me for my best
friend.......
So
here's his leash, water bowl and chew toys."
"We
have been friends for a very long time...........
What
do you say we call it quits?"
"I'm
so miserable without you..................
It's
almost like you're here."
"Congratulations
on your new bundle of joy...............
Did
you ever find out who the father was ?"
"You
are such a good friend that if we were on a sinking ship
and
there was only one life jacket....
I'd
miss you heaps and think of you often."
(6)
TOMATO OR TO/ MEI/TO ?
Our
dear friend and Sharer from Salto, Provincia de Buenos Aires
writes
to
us to invite all SHARERS to two superb seminars to be held in
Salto
on Saturday
September l6th- from 9:00 to l7:30 hours .
Morning
Session : Tomato
or To/mei/to ?
An
analysis of Bitish and American Pronunciation
by
Ms. Patricia Salvador with two native speakers,
British and American.
Afternon
Session : Creative
Techniques for short texts
by Marta Crespo & Cristina Speranza
There
will be a presentation of the magazine TOP ENGLISH by its
editor.
Enrolment
at : Highway
English Institute - Telefax : 02474 - 422604
(7)
MACMILLAN HEINEMANN MOVES HOUSE
Our
dear friend and SHARER , Mary Anne Warburton, informs us that
as
from Friday 1st of September Macmillan
Heinemann´s new address will be
Díaz
Vélez 1546 – (B1636EED )- Olivos - Buenos Aires
Their
new telephone number will be Tel.: +54 11-
4711-5111.
Their
e- mail address remains info@machelt.com.ar
We
wish our friends the very best in their new home.
(8)
THE SHARE DOCUMENTS
We
would like to remind our dear SHARERS that Issue 1 of “The
SHARE
Documents”
is available upon request. Issue 1 on the “Nuevo Pacto Federal Educativo II” includes the complete text of proposal by the Minister
of
Education José Llach , together with an article by Inés Aguerondo
and
interviews
to Daniel Filmus.
This
new Pact that is supposed to be signed next September 11th would
bring a number of major changes to the Educational policy of our
country.
This
Issue of “The SHARE Documents” is distributed via e-mail absolutely
free
of charge.
Our
dear friend and SHARER from Universidad de Misiones, Ms Cristina
Mayol
received our documents and writes :
“As
to “the Share documents”, I don´t know what to say. I found
Aguerrondo´s
article quite reasonable. Don´t teachers stick to the Estatuto del Docente more
than they should ?
I
find teachers (some at least ) act as civil servants, and as to that the Pacto
is
OK. But where is the money for teacher development? If there isn´t any,
how
could education standards be optimised ?
Wouldn´t
it be reasonable for secondary teachers to have "cargos" as at the
University? How could that be
implemented “fairly” ?
How
to avoid teachers being threatened by changes?
What
is the future of our profession? My plight is to consider ours as a profession,
am I right?
Do
authorities consider us as professionals? Are conditions given for us to act as
professionals? God knows!
Whenever
I tackle these issues, I end with more questions than
answers!
All
the very best,
Cristina
Emilia Mayol
Universidad
Nacional de Misiones
cmayol@arnet.com.ar
cmayol@fceqyn.unam.edu.ar
(9)
ESTRATEGIAS DE LECTURA : PRIMERA Y SEGUNDA LENGUA
Me
llamo Ana Robles y soy profesora de educación secundaria. Enseño Inglés en un
instituto público en la provincia de Lugo, Galicia. Si quieres ver mi pueblo,
esta es la dirección: http://nosnet.com/guia/foz.
Enseño
Inglés como lengua extranjera desde hace 15 años
Me
apasiona ayudar a otros a aprender y aprender yo a ayudarles mejor. Eso supone
entender mejor que es lo que hace que unos alumnos aprendan más rápido y con más
facilidad que otros. Uno de los resultados de ese interés es esta página web.
http://www.galeon.com/aprenderaaprender/index.html
ESTRATEGIAS
DE LECTURA EN LENGUA MATERNA Y LENGUA EXTRANJERA
LECTURA
EN LENGUA MATERNA
Lee
este texto
El
viejo monje estaba sentado junto al camino, con su escudilla al lado. El viejo
monje de la cara arrugada meditaba con los ojos cerrados. De pronto, la voz
áspera e imperiosa de un guerrero samurai interrumpió su serena meditación.
"Viejo, enséñame ahora mismo qué es el cielo y qué es el infierno".
En
un primer momento pareció que el viejo monje no había oído la orden del
guerrero, pero poco a poco, abrió los ojos, con la sombra de una sonrisa irónica
en las comisuras de los labios.
"¿Quieres
saber que es el cielo y que es el infierno? ¿Tú? Tan sucio, tan descuidado,
despeinado, con mal aliento ¿Tú? Vestido con ropa manchada y con una espada
oxidada y vieja ¿Tu? ¿Te atreves a preguntarme a mi qué es el cielo y qué es el
infierno?"
El
samurai enfurecido lanzó una maldición y, con la cara roja de furia y rabia,
levantó su espada para matar al viejo.
"Eso
es el infierno", le dijo el viejo monje suavemente al tiempo que la espada
empezaba a descender hacia él.
El
samurai bajó la espada y le miró lleno de admiración y agradecimiento por aquel
viejo monje que había arriesgado su vida para contestar su pregunta.
"Y
eso es el cielo", terminó el monje.
Contesta
ahora estas preguntas. Si no sabes como contestar, vuélvelo a leer fijándote en
cómo lo haces para poder contestarlas.
1.¿Lees
palabra por palabra o lees frases enteras?
2.-.Cuándo
lees ¿cómo haces para entender lo que lees?
*
te oyes a ti mismo repetir las palabras
*
vas "viendo" imágenes
*
formas impresiones del texto
*
varias de esas cosas a la vez (dime cuales y en que orden):
3.
Cuándo te encuentras palabras que no entiendes ¿qué haces?
*
te las saltas y sigues leyendo sin prestarles más atención
*
te paras y no sigues leyendo porque no te enteras bien si no entiendes todas las
palabras, preguntas, buscas en un diccionario, etc.
*
te paras a pensar y deduces más o menos el significado utilizando lo que
entendiste del texto
*
cualquier otra cosa ¿cual?
4.
¿Te vas imaginando lo que estás leyendo a la vez que lees o paras de vez en
cuando y entonces piensas en lo que has leído?
5. Cuándo te pones a imaginar lo que estás
leyendo, ¿cómo te lo imaginas? (subraya la respuesta)
*
¿en colores o en blanco y negro?
*
¿imágenes quietas o con movimiento?
*
¿con sonido o como cine mudo?
*
¿te lo imaginas de forma vaga y general o con muchos detalles?
*
¿te imaginas cosas que no están escritas, como por ejemplo, la cara de Edison,
el fuego, el ruido de las llamas, etc.
*
no ves imagines sino que oyes a los personajes hablar y contarse la historia
unos a otros, o una única voz que la cuenta.
*
¿te emocionas con lo que lees y sientes lo que sienten los personajes?
6.
Subraya lo que prefieres: libros con mucho dialogo, libros de acción, cualquier
cosa, te encanta leer.
ESTRATEGIAS
DE LECTURA EN LENGUA EXTRANJERA
Ahora
vamos a repetir el experimento con un texto en Inglés. Léelo las veces que te
haga falta, prestándole atención a tu manera de pensar para entender el texto.
My
name is Peter, and I am 15 years old. I'm a Scorpio and my birthday is in
November. I have got brown, long, curly hair, and green eyes. I am very tall for
my age and I've also got huge feet. My mother says I'll have to walk barefooted
soon if I don't stop growing.
My
parents are divorced and I live in a small cottage with my mother and sisters.
The garden is quite small, but I like it because it is full of flowers and I
like the colours and their smell.
Mum
works in a bank, she likes her job, but sometimes she gets home very late and
then, I have to prepare dinner for my sisters. I don't particularly like
cooking, it is boring.
I
love sport and I am in the school basket team, because I am so tall. When we
play for the school we always wear a blue and orange t-shirt with blue shorts.
Contesta
ahora estas preguntas. Si no sabes como contestar, vuélvelo a leer fijándote en
cómo lo haces para poder contestarlas.
1.¿lees
palabra por palabra o lees frases enteras?
2.
Cuándo lees ¿cómo haces para entender lo que lees?
*
te oyes a ti mismo repetir las palabras en inglés y después en castellano o
gallego
*
repites las palabras oralmente y vas "viendo" imágenes
*
ves imagines directamente, sin repetir las palabras
*
formas impresiones del texto, pero sin ver ni oír nada.
*
arias de esas cosas a la vez (dime cuales y en que orden)
3.
Cuándo te encuentras palabras que no entiendes, ¿qué haces? :
*
te las saltas y sigues leyendo sin prestarles más atención
*
te paras y no sigues leyendo porque no te enteras bien si no entiendes todas las
palabras, preguntas, buscas en un diccionario, etc.
*
te paras a pensar y deduces más o menos el significado utilizando lo que
entendiste del texto
*
cualquier otra cosa ¿cual?
4.
¿te vas imaginando lo que estás leyendo a la vez que lees? ¿O paras de vez en
cuando y entonces piensas en lo que has leído?
5.
Cuándo te pones a imaginar lo que estás leyendo, ¿cómo te lo imaginas? (subraya
la respuesta)
*
¿en colores o en blanco y negro?
*
¿imágenes quietas o con movimiento?
*
¿con sonido o como cine mudo?
*
¿te lo imaginas de forma vaga y general o con muchos detalles?
*
¿te imaginas cosas que no están escritas, como por ejemplo, la cara de Brad
Pitt?.
*
no ves imágenes, sino que oyes a los personajes hablar y contarse la historia
unos a otros, o una única voz que la cuenta.
*
¿te emocionas con lo que lees y sientes lo que sienten los personajes?
RESPUESTAS
AL CUESTIONARIO SOBRE ESTRATEGIAS DE LECTURA
La
primera pregunta
o
palabra por palabra es una estrategia típica de lectores auditivos
o
frases enteras es una estrategia típica de lectores visuales
La
pregunta dos
o
Auditivo + Auditivo + significado
o
Auditivo + Visual (significado)
o
Visual (significado)
o
Kinestésico (significado)
o
La
pregunta tres
o
Visual (va formando una idea general del texto que le permite 'rellenar huecos)
o
Auditivo (trabaja el texto secuencialmente y se pierde si le falta un paso)
o
Preferentemente auditivo con capacidad de visualizar en caso necesario
La
pregunta cuatro
o
Imaginarse el texto directamente indica visualización directa, irse parando
normalmente indica lectura auditiva
La
pregunta cinco nos da información sobre la riqueza de la representación mental
del texto y, una vez más, sobre el sistema de representación preferido. Cuantos
más sistemas se utilicen más rica es la representación interna del texto.
La
pregunta seis: los alumnos más kinestésicos prefieren libros de acción, los
auditivos libros con mucho diálogo y a los visuales les gusta leer cualquier
cosa.
Un
alumno con estrategias de lectura visuales en los dos idiomas no tendrá
problemas al leer en lengua extranjera. Los alumnos con estrategias visuales en
lengua materna que tengan estrategias auditivo-kinestésicas en lengua extranjera
desarrollarán sin problemas las estrategias visuales. Los alumnos con
estrategias de lectura auditivas o kinestésicas en lengua materna necesitarán
más tiempo y atención.
Referencias:
si eres profesor de EFL tal vez te interesen alguno de estos artículos sobre
estrategias.
Sobre
estrategias de escritura
http://www.hltmag.co.uk/jun99/sart.htm
Sobre
estrategias de aprendizaje de vocabulario
http://www.hltmag.co.uk/nov99/sart.htm
(10)
APIBA SIG´S : AN UPDATE
Our
dear SHARER, Analía Kandel, Liason Officer for APIBA SIG´s
sends
us this update of the calendar of the future meetings of the
SIG´s
Grammar
/ Linguistics SIG
Co-ordinators:
Patricia Jacobs - Fernanda Velazquez
Date:
Friday, September 8 -- Time: 18.30 to 20.50
Venue:
IES LV "J.R.Fernandez", Av. Carlos Pellegrini 1515, Room 23
Agenda:
1.-
Workshop: Analysing problem sentences together.
2.
Sharing videos: "The Language Instinct", a series of three videos, will be
passed round
3.
Discussion of the following article: Hale, K. & S. Keyser (1993) Argument
Structure. In The View from Building 20. The MIT Press, pp. 52-109. Copies
available from the photocopy shop at IES LV.
Language
SIG
Co-ordinators:
Viviana Myslicki - Daniel Reznik
Date:
Saturday, September 9 -- Time: 10 - 13
Venue:
Cultural Inglesa de Buenos Aires, Viamonte 1475, Buenos Aires
Agenda:
1.
Language enrichment through authentic video By Daniel Reznik.
2.
Tolerability of grammatically deviant forms. Theoretical presentation by
Lucrecia Puppo and Mara Mussini followed by group discussion based on previous
reading of Chapter 1 (pp 1- 30) from Wright, T. (1994) Investigating English.
Edward Arnold Publications. Copies available from Secretaría in
CIBA.
Literature
SIG
Co-ordinators:
María Valeria Artigue - Alfredo Jaeger
Date:
Saturday, September 9 -- Time: 10.30 - 13
Venue:
SBS Palermo, Av. Cnel. Diaz 1745, Buenos Aires
Agenda:
1.-
"Literary Theory in Action".
2.-
Group work: SIG members will analyse a wide range of texts illustrating various
aspects of literary theory
History
/ Civilisation SIG
Co-ordinators:
Cristina Bardeci - Paula Lopez Cano
Date:
Thursday, September 14 -- Time: 19 to 21