An Electronic Magazine by Omar Villarreal and Marina Kirac ©


Year 4                    Number 110           July 31st 2003
   5400 SHARERS are reading this issue of SHARE this week
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




Here we are again. Happy to be writing SHARE for all of you and for both of us too. How we enjoy these weekly meetings and how we miss them, when under the pressure of work or family commitments, we miss out on one weekend. And as many of you might probably know we had one big commitment which kept us busy over the last few weeks.


A week away from the Ninth National Congress of Teachers and Students of English, there are only two words that we can say ( well-worn but quite befitting): THANK YOU to all the people that made this Congress come true: participants and collaborators.
As members of the Organizing Committee we are proud to have been a part of the biggest of these Teachers and Students´Congresses so far. Of course, one cannot judge the quality of a Congress by the number of people who attended it but a turnout of 917 teachers and students is a clear signal of the impact that this yearly meeting has had on the ELT community in Argentina.


Numbers apart, the participation of six national universities and especially of  lecturers from those universities, the prospect of more universities joining the Congress in the years to come and the consolidation of the projects for the next three years are some of the fruits of this 2003 Congress. Following a tradition established in Necochea in 2000, the next seat for the Congress was ratified and two new seats were chosen for the following years. In 2004 and 2005 two Teachers´Associations together with other national and regional institutions will have the responsibility of organizing this Congress, as was the case in 1995 (San Juan), 1997 (Salta) and 1998 (Santa Fé), and in 2005 the presidency of the Congress will go to one of the universities that shared the organization of this year´s Congress:


2004 Bahía Blanca   Asociación de Profesores de Inglés de Bahía Blanca
President (pro tempore) Prof. Ana María Pettinari
2005 Rosario   Asociación de Profesores de Inglés de Rosario
President (pro tempore) Prof. Nora Séculi
2006 Buenos Aires  Universidad CAECE
President Lic. Ana María Rozzi de Bergel.


The Congress is in very good hands and we are happy to have taken an active role in the process of consolidation of this event. Who could ask for more?
What else has this academic year got in store for the SHARERS in Argentina? There´s FAAPI, the biggest Conference of the year to which we will devote our next issue of SHARE. We are both going to FAAPI in Salta this year. We hope you are too! 


Omar and Marina


In SHARE 110


1.-    An Introduction to NLP - Part 2.
2.-    Habit Formation: A Tribute to L.G. Alexander.
3.-    What is a question?
4.-    FAAPI 2003 : A letter. 
5.-    Curso ALPHA: Español como Lengua Extranjera.
6.-    Witches!
7.-    Jornada para Traductores: Capital Markets.
8.-    Bernieh´s Tip for Better Classroom Management.
9.-    APIBA Subsidies.
10.-   Hope.  
11.-   Course on Value-Based Literature.
12.-   Story-Telling Workshop.






Today we are publishing the second part of the article that our dear SHARER Juan Pablo Rovira from Resistencia, Chaco sent us. If you missed part one, you can always find in issue 109 in the SHARE Archives of our Website:  

Representational Systems & Submodalities

The representational systems in NLP are simply enough the five senses. We represent the world using the visual (images), auditory (sounds), kinesthetic (touch and internal feelings), gustatory (tastes) and olfactory (smells) senses. We picture ourselves lying on a sunny beach, hear the voice of the lifeguard yelling, feel the sensation only sand in your bathing suit can produce, taste the soggy egg salad sandwiches we brought for lunch and smell the aroma of the surf wafting into our nostrils. Our thinking consists of these images, sounds, feelings and usually to a lesser extent, tastes and smells. The entirety of our experiences have been recreated through these senses in our memories and govern our capabilities and beliefs.

Curiously enough, our predominant representational system in a given context often shows up in our language, for example: Responding to the statement: I think the Jensen project is going well.
Visual: Yep, looks good to me.
Auditory: I been hearing good things about it.
Kinesthetic: I feel good about the whole project.
Olfactory: Smells like a winner to me.
Gustatory: I can taste the victory.

It's no wonder smells and tastes are less commonly used considering how hard they are to work into conversation.
The qualities or attributes of the representations you make using your five senses are submodalities. For example, make a picture of someone you love in your mind. Now, make the colors more intense and notice how it affects you response to it. Now make it black and white and notice your response. Return it to its original shades and hue and bring the image closer. Now move it farther out. Return the picture to its original state, noticing how each of those experiments affected your response. Submodalities are the fine tuning to your representations and can be used to create powerful changes.
The interesting thing to note here is that once you understand that you create your internal world, you realize you can change it.


Very simply, the meta-model is set of questions designed to find the explicit meaning in a person's communication.
For example:
He hurt me.
Meta-Modeler: Who hurt you?
Bob hurt me.
Meta-Modeler: How did he hurt you?
He wouldn't take out the trash like I asked him to.
Another example:
I can't believe he's like that!
Meta-Modeler: Who?
Mel Gibson.
Meta-Modeler: What's he like?
He's so amazingly gorgeous!
Meta-Modeler: Hey, what about me?! (oops, that not Meta-model)
Many of us would have assumed we knew what was meant by "He hurt me." or "I can't believe he's like that", based on our own experiences. By having the ability to find other people's meaning in their communication, we can be more capable in communicating with them.

Sensory Acuity

A person's thought process is very closely tied with their physiology. A dog senses your fear: how did he know if you didn't tell him. If a friend is depressed, most of us can tell without even talking with them. We pick up clues from their body: slumped shoulders, eyes downcast, head down, lack of animation (and in extreme cases, a loaded pistol held to the head). Sensory acuity takes these observations beyond the more obviously recognizable clues and uses the physical feedback in addition to someone's words to gain as much from communication as possible.


A set of linguistic patterns derived from Milton Erickson, the father of modern hypnotherapy. These language patterns are used to help guide someone without interfering with how they are experiencing it in their minds. For example, "Think of time you were laughing." It doesn't define when or how hard you were laughing so it applies to everyone (I hope). The Milton-model helps with maintaining rapport and is often used in hypnotic or trance state sessions.


Metaprograms are filters through which we perceive the world. The old maxim, is the glass half full or half empty (or just fluidically challenged) is an example.
Another example would be how two different people might approach an argument. A person with what we would call an "away from" strategy would be likely to be finding any way to get away from the conflict. Someone using a "toward" strategy would be more likely to be heading toward a specific goal, perhaps of finding an amicable solution to the conflict. The primary difference between the two being, when you're moving away from something, you never know what you may back into.
When you change these filters, it can dramatically change how we approach situations and how we perceive the world.

Excerpted from Persuasion Engineering™, by Richard Bandler and John La Valle
© Meta Publications






Last 17th of June marked the first anniversary of the death of a towering figure in ELT, L G.
Alexander. Professor Alexander died after having fought a long battle against a cruel illness.
Louis Alexander´s long and distinguished career as a textbook writer started in 1962, with the publication of his very first book - Sixty Steps to Précis. This was published by Longman and the importance the Longman imprint now holds in English Language Teaching around the world owes a great deal to the prolific and highly professional output of L. G. Alexander. His   amazing corpus of published works includes some all time favourites like "First Things First", "Practice and Progress" , "Developing Skills" and "Fluency in English" in his " New Concept English" Series, the series "Look, Listen and Learn", "Target" and "Mainline", Follow Me, Longman English Grammar and The Essential English Grammar. He also contributed to the development of the Longman Dictionary of Contemporary English. The secret of L.G.Alexander´s incredible astounding success as a textbook writer could possibly be best explained in Tim Rix´s words: "Alexander never forgot, even in the later days of his fame and success, that the purpose of a textbook is its use in the classroom and its help and guidance to the teacher, but not only to the teacher; Alexander also had the student in the front of his mind as he wrote"


On a more personal note even when the first book I ever taught English with was "Essential English for foreign Students" by Eckersley, L.G. Alexander´s books signaled my coming of age as a teacher and in those days´standards, they were absolutely revolutionary. Most of all what I probably admired more in Alexander´s production was his very likeable and true-to-life characters, the transparency of the presentation and practice of the teaching points in his textbooks and his unparalleled methodological common sense. In this latter sense, probably the following excerpt of review of the 32nd IATEFL (International Association of Teachers of English as a Foreign Language) conference held in Manchester in April 1998. speaks for itself: "The great surprise was the applause for L.G. Alexander (long snubbed by communicative approach pundits) - it went on and on! He said all the 'wrong' things like drilling is essential, and that syllabuses in course books now are simply the same structural syllabuses in different 'clothes'. But much more of what he said was such good plain sense that he got everyone on his side. He particularly advocated the chance for single authors to write textbooks according to an innovative idea rather than publishing house committees, since with all the publishing mergers and migration from house to house, there will eventually be nothing to choose from between course books".
As a very small tribute to his long and prolific life, today we are publishing this article* which he wrote to highlight one of the features of "Direct English", the last editorial project he worked for:


Did you know that forming good habits plays an important part in learning English?
by Louis Alexander


Back in the 70s, the term 'habit formation' was in common use. In those days, 'habit formation' was associated with language drills which were designed to develop good habits in the use of English. Today, anything associated with 'drilling' is seriously out of favor because drills are regarded as mechanical and meaningless. We can try to brush the idea of drilling under the carpet, but the problem of habit formation will not go away without a struggle. The fact remains that there are good and bad language habits and the aim of good pedagogy is to prevent bad habits from ever establishing themselves. If students are not carefully monitored to prevent bad habits, they will be saying things like 'Why he go?' 'What he like?' in no time at all. While broken English like this may still 'communicate', it is hardly the kind of communication which is acceptable to most learners.


The modern dismissal of the idea of habit formation and drilling is naive. Learning a language is a performance skill and to this extent it is like playing a musical instrument. Where musical performance is concerned, no one doubts that you would be mad to tackle a Mozart sonata if you hadn't thoroughly practiced scales. Scales are a necessary preparation for the performance of real music. They are 'mechanical' and 'meaningless' but they train musicians to be accurate and competent before they can take on the performance of actual pieces. Scales are to music what drills are to language-learning. Take the example of the third person simple present in English. Once the habit of adding 's' to the third person has been acquired (he goes, he likes, he carries, etc.) learners wouldn't dream of the sloppy and incorrect alternative (he go, he like, he carry). Learners want to be correct because they may feel they are being exposed to ridicule if they use wrong forms and therefore sound illiterate.


Direct English does not go in for habit-forming drills on the scale of courses written in the 70s, but there is a fair amount of drill work throughout the course. The purpose of the drilling is to establish accuracy in the learner's use of English. The good habits acquired in this way can then be carried over into the numerous communicative and interactive exercises which are the basis of language practice in the course.


One of the areas which is practiced intensively is the question form. Without habit-forming drills, learners are tempted to use the same question forms in English as they use in their own language. They quickly learn that questions-by-inversion (*Like you ice-cream?) are completely unacceptable, but they also learn they can get away with statement-questions (You like ice-cream?). However, proper mastery of the question forms in English requires the use of 'do', 'does' and 'did' (Do you like ice-cream?) and a command of the forms of regular and irregular verbs. Learners are therefore trained to ask two questions at a time as part of their 'habit formation'. If we take a statement like 'I met John yesterday', we can see how this form of drilling works to train learners to ask correct questions:


Prompt: Ask me if I met John yesterday?
Learner: Did you meet John yesterday.
[Not 'You met John yesterday?' Note how the learner is obliged to replace 'met' with 'meet', and is therefore constantly practicing the forms of regular and irregular verbs.]
Prompt: Ask me When ...
Learner: When did you meet John?
[This prevents *When you met John?]


With constant practice of this kind, Direct English ensures that the learner is trained to be accurate before embarking on open-ended and unpredictable 'communication'.


* The article is © 2003 by Pearson Education.






The following is a reproduction of three mails about the topic "What is a question?" published in the LINGUIST List :          


Date:  Mon, 2 Dec 2002 23:18:33 -0800 (PST)
From:  "Ahmad R. Lotfi" <>
Subject:  Disc. New: What is a question?


Dear linguists,


Following Hamblin (1958), Hagstrom (1998) defines a question as as a set of propositions. Then--as I understand this--when one asks the yes/no question "Did Homer break the toaster?" one provides the interlocuter with a set of two propositions, namely P="Homer broke the toaster" and ~P (="Homer did not break the toaster"). The hearer is required to determine the truth value of these two as the answer. For a wh-question, the set of propositions drastically increase in number, I believe.
This reduces a question to a speech act of requesting information on the truth value of the sets of propositions. It raises two questions, however: firstly, the definition is pragmatic rather than syntactic while questions are the centre of focal attention in syntax,too.
Defining a question in mere formal terms (e.g. as the sentential word order AUX SUBJ VERB ..., or a sentence with the feature Q), on the other hand, is either too language-specific or redundant. Secondly (and more importantly), it is still possible to require the hearer to
evaluate the truth conditions of the same propositions without asking a question, e.g. "You are required to pass judgements on the truth value of P and ~P, and let me know your judgements" which is semantico-pragmatically equivalent to "Did Homer break the toaster?" without asking a question. Moreover, from a pragmatic point of view, it is also possible to use a question to fulfil some other speech act than requiring information of this sort, e.g. "Would you close the door, please?" Apparently, what universally distinguishes a question from a non-question is neither semantico-pragmatic nor syntactic but purely phonological (high pitch accompanying a question). But even this phonological criterion fails in indirect questions like "John asked me whether Homer broke the toaster." In this sense, questions fail to have any pragmatic, semantic, syntactic, and phonological properties universally in common. Languages merely show a (strong) tendency to use high-pitch utterances as requests for information.


Ahmad R. Lotfi, Ph. D
Department of English Language
Graduate School, Azad University, Esfahan, Iran.


Date:  Wed, 04 Dec 2002 08:59:55 -0700
From:  "Bruce Despain" <>
Subject:  Re:Disc: What is a question?


Dear Ahmad et al.,
The English paradigm seems to require classification of questions proper into the yes-no interrogative and the wh-interrogative.  The  speaker's intent in using the yes-no interrogative is to request the hearer to supply the truth value of the sentence queried as you say.
This sentence has the rising question intonation. The wh-interrogative, as you say, makes myriad replies possible. The request is to supply additional information.  The intonation is that of a normal statement. It is the "wh-word" that specifies the expected form of the reply.  It is not asking for a truth value.  The yes-no interrogative does that.
The interrogative is related to the imperative, in that most requests are in the imperative mode and a question is a request for information.  It is also possible to use the syntactic form of the
interrogative to make an emphatic statement: the rhetorical question. Usually the yes-no interrogative will assert the negative alternative. The intonation is not that of a question. "Did Homer break the  toaster!" has an unusual stress on "break" and "toaster."  The similar kind of emphatic statement that begins like a wh-interrogative has a different word order, question: "What did Homer break?"  exclamative: "What Homer did break!"
The yes-no interrogative, as in "Will you shut the door?" is often used for making a polite request.  The wh-interrogative, as in "How are you?" is normally a greeting, not requiring an answer, just a response; it is an invitation to make conversation.  The uses of the various forms derive only generally from their syntactic form.  It appears that idiom blurrs the line between the pragmatic "question" and the syntactic "interrogative" It also appears that, beyond what
may be relayed by intonation and context, there are probably no hard-and-fast rules to determine the pragmatic force of a particular syntactic form.  Better questions might be, "If I need to request a certain kind of information, what are the forms available?" and "How
might the form of my request fit this particular situation?"
Bruce D. Despain
arm-chair grammarian


Date:  Thu, 5 Dec 2002 08:04:31 -0800 (PST)
From:  "Ahmad R. Lotfi" <
Subject:  Disc. What is a question?
Bruce wrote:
This sentence (yes/no interrogative) has the rising question intonation. The wh-interrogative, as you say, makes myriad replies possible. The request is to supply additional information.  The intonation is that of a normal statement. It is the "wh-word" that specifies the expected form of the reply.  It is not asking for a truth value.  The yes-no interrogative does that.
Although a wh-question is not characterised with a rising intonation but a falling one like a declarative, the wh-word itself is still distinctly marked with high pitch. In my original posting I'd characterised questions with high pitch rather than rising intonation, which applies to the whole sentence.
It also appears that, beyond what may be relayed by intonation and context, there are probably no hard-and-fast rules to determine the pragmatic force of a particular syntactic form.
And possibly no critical properties defining some sort of digital membership for the catgory of questions either!
Following Rosch (1975)in her characterisation of membership in a category NOT as an all-or-none phenomenon (digital membership) but an analog one with a prototype as "clearest cases, best examples of the category", one may also characterise-perhaps reluctantly for a formalist syntactician like me practicing binarism in most of his formal representations of language--a
question with a prototypical high-pitch request for information concerning the truth values of a set of propositions.
Ahmad R. Lotfi, Ph. D
Department of English Language
Graduate School, Azad University, Esfahan, Iran.


4.- FAAPI 2003: A LETTER


Our dear SHARER and friend Oriel Villagarcía sent us this letter and announcement about the biggest event in the ELT academic year: the FAAPI Conference.




Dear Omar,


Many thanks to you and the organizing committee of the recently held and highly successful 9th National Congress of Teachers and Students of English for allowing me to address a large number of the participants apropos of the forthcoming FAAPI CONFERENCE 2003 to be held in Salta, September 18 to 20. It was good to see so many happy, radiant faces beaming with enthusiasm and enjoying themselves as they continued to expand their intellectual horizons. Still, for the benefit of those who could not make it to the auditorium and particularly for the thousands of readers of SHARE, I would like to report on the latest developments of the said FAAPI CONFERENCE 2003.


OVER NINETY PAPERS HAVE NOW BEEN RECEIVED  from teachers in places in Argentina  such as Salta, Buenos Aires, Córdoba, Chubut, Entre Rios, Jujuy, Mar del Plata, Neuquén, Rio Cuarto, Rio Negro, San juan, Santa Fe, Tucumán, and other  countries such as Brazil, India, Spain, the United Kingdom and the USA.


As the reader will most likely remember, the main subject of this conference is HUMANIZING OUR TEACHING PRACTICE: MINDING THE WHOLE PERSON and the plenary speakers are Claudia Ferradas Moi (Meeting the Other-Learning about ourselves), Clarice Lamb (Humanistic Psychology in Adult Learning), Judith Lloyd Yero (You can't get here from there),  Peter Stockwell (Paying Attention: Cognition, the Mind and EFLit), and Adrian Underhill (Leading as Learning, Learning as Leading) while semi-plenary speakers are Ana Maria Bergel, Clarice Lamb, Judith Lloyd Yero,  Laura Renart, Daniel Reznik, Adrian Underhill, Viviana Valenti, and Oriel E. Villagarcía.


Here is an extremely partial list of some of the papers at the XXIX FAAPI ANNUAL CONFERENCE to whet the appetite of the prospective attendee: Humanizing our Treatment of Language Errors (Ana Maria Bergel), The Reflective Approach: A Tool for Professional Growth or just a Cloud of Hot Air? (Daniel Reznik), The Bumpy Road to Personal and Professional Growth (Oriel E. Villagarcia), Affective Factors: A Close Look at Language Anxiety (María C. Barbeito), Speakers Emotions as a Key to Pronunciation Work (Lidia Cieri), Attending to Student Teachers' Hidden Agendas and Belief Systems to reduce Low-impact in Teacher Education (Mónica Gandolfo and Beatriz Damiani), A Humanistic View of Technology in the EFL Classroom (Alba Loyo, Mabel Rivero, Mariela Blasón, and Romina Picchio) The Humanistic Approach to the Teaching and Learning of Pronunciation (Fabian Negrelli), A Step towards Humanizing Reading Aloud (Lidia Soler and Griselda Bombelli), Humanizing Business English Teaching ( Susana Liruso and Patricia Lauría), The Context and Content for Emotional Intelligence in the Classroom (Mallika Mani, INDIA), Self Development through Peer Observation (Mabel Quiroga), Cooperative Communication in the Classroom (Edita Saluzzo), Cooperative Learning in the the Language Classroom (Jeff Williams, Valentina Bergallo and Diana Gonzalez del Pino), Building Trust and Co-operation in Groups (Maria Marta Suárez) and Humanizing our Teacher-Training Practice (Linda Yael).


OF PARTICULAR INTEREST AND RELEVANCE IS THE PARTICIPATION OF THE BRITISH COUNCIL IN FAAPI 2003 offering its WORDS ON WORDS workshops and lectures with renowned speakers such as Alan Pulverness (Englit to Britflicks: from Page to Screen in the UK, and Using Films in the Classroom), and Jane Rogers (The Process of Adaptation, and Faction: Turning History into Fiction).


AND THERE IS MORE: Two pre-conference events will make FAAPI 2003 unique. There is the VIII LATIN AMERICAN ESP COLLOQUIUM on September 16 and 17, organized by a team of lecturers in ESP and EAP from the National University of Salta (for further information contact or visit ) and the FOCUS ON TEACHERS: TEACHERS BELIEFS workshop on September 17 conducted by Judith Lloyd Yero, M.A. in Curriculum Development, DePaul University, USA, and research at post-graduate level in the areas of biopsychology, neuroscience, cognitive psychology and education at the University of Illinois. Judith Lloyd Llero is the co-author of an impressive number of books on science for secondary schools in the U.S., an award winning personality, and the author of TEACHING IN MIND: How Teacher Thinking Shapes Education.


THE GOOD NEWS is that the deadline for early bird registration for participants in  the NINTH NATIONAL CONGRESS OF TEACHERS AND STUDENTS held this past weekend and readers of SHARE has now been extended until August 11. This is not all, however. Payment of 50% by August 11, freezes the early bird registration so long as complete payment is made by September 10 (please note that full payment MUST REACH ASPI BY SEPTEMBER 10). Registration fees are $80 pesos for students' at teacher training colleges and members of associations throughout the country, and $135 for all others. Payments are to be made through a a bank deposit in pesos at Banco Macro, Cta. Corriente: Asociación Salteña de Profesores de Inglés, Cuenta en pesos Nro 3100000-80069869, or through a postal order payable to Maria Silvana de la Arena or Martha F. de Finkelstein. A registration form can be downloaded from the ASPI web page and must be mailed  to the ASPI office in Salta, Alvarado 537, Primer Piso, Oficina 7 or faxed to  (54) 387-439 2274. Readers of SHARE from abroad can pay upon arrival in Argentina but MUST SEND THEIR REGISTRATION FORM IN ADVANCE.


PLEASE NOTE THAT THERE ARE DISCOUNTS ON GROUP REGISTRATIONS and for further information on this matter contact Every effort is being made to make admission fees affordable to those wishing to attend what is the event of the year.


FULL INFORMATION ON ACCOMMODATION is available from the ASPI web page at and the complete list of speakers and subject matter will be released in the days to come.


JUST PICTURE YOURSELF IN SALTA LA LINDA finding delight in intellectual pursuits, sharing your knowledge, learning from one another and having lots and lots of fun in the process. Come and enjoy yourself, meet old friends and make new ones. Salta is irresistible and you'll never be the same after your visit.  






Our dear SHARERS from Centro Alpha have got an announcement to make:


Curso Alpha de Iniciación a la Enseñanza de ELE
CAI-ELE agosto-septiembre 2003 de un mes de duración
a cargo de la Lic. María José Bravo
Días: Lunes y jueves
Horario: de 18:30 a 21:00 hs.
Lugar: Centro Alpha, Av. Córdoba 991 2º "A" (esquina Carlos Pellegrini)
Fechas: Lunes 11 y jueves 14 de agosto
Jueves 21 de agosto
Lunes 25 de agosto
Lunes 1º  y jueves 4 de septiembre
Lunes 8 y jueves 11 de septiembre
Arancel del curso: $ 250.- Se puede pagar en dos cuotas: $ 150 en el momento de la inscripción, y $ 100 al comienzo de la segunda semana del curso.
Requisitos para la inscripción: Para poder inscribirse, no necesita contar con formación ni experiencia previas. La inscripción cierra el día viernes 8 de agosto. El primer pago ($ 150) debe efectivizarse hasta ese día como último plazo, en Centro Alpha, Av. Córdoba 991 2º"A", los días lunes, miércoles y jueves desde las 14:30 hasta las 19:30 hs.


¿Qué es el CAI-ELE?
ELE es el nombre internacional de Español Lengua Extranjera.
Usted está pensando en enseñar español para extranjeros en el país o en el exterior o ya ha dado algunas clases. Es hablante nativo del español, tal vez es profesor de otras lenguas extranjeras, traductor, periodista, o se ha dedicado hasta el momento a otra profesión.
Enseñar una lengua no es tarea simple: hay que saber sobre ella, sobre su cultura, hay que saber acercar esos conocimientos a un hablante de otra lengua, que irá aprendiendo, a la vez, la gramática, las pautas culturales y los códigos de una nueva comunidad.
Alpha ha pensado un curso para usted. CAI-ELE es un curso intensivo, de un mes de duración, de 8 encuentros de dos horas y media, 20 horas en total.
CAI-ELE está pensado para aquellos que no pueden hacer una carrera, pero que están interesados en formarse en el área y que creen en esa formación como base para empezar a hacer. No se requiere formación o experiencia previas.
CAI-ELE tiene 3 módulos:
Módulo de lengua: ¿Qué tengo que saber sobre el español para enseñarlo?
Módulo de cultura: ¿Qué tengo que saber sobre nuestra cultura y nuestras pautas socio-culturales?
Módulo de didáctica: ¿Cómo llevo esto al aula? ¿Con qué materiales? ¿Con qué estrategias?


Los tres módulos están pensados de manera complementaria y sus contenidos van alternando durante el curso. CAI-ELE es un curso de iniciación. Con CAI-ELE no habrá hecho todo, pero será un excelente puntapié inicial. Luego, lo ayudaremos a continuar.
Además, Alpha (un centro dedicado al estudio y difusión del español en Buenos Aires) puede contactarlo con el mundo de la enseñanza del español para extranjeros y acercarle la información que necesite. A través de Alpha, puede entrar en contacto con instituciones que se dedican a esta área e intercambiar con otros futuros colegas experiencias, dudas e inquietudes.
Escríbanos: e-mail,  o llámenos al  4393-1972 (por la tarde)
Alpha centro de comunicación y cultura
Av. Córdoba 991 2º "A" - (C1054AAI) Ciudad de Buenos Aires - Argentina
TE: (54 11) 4393-1972
Página web:






Our dear SHARER Ximena Faralla has sent us this invitation:


The Suburban Players Junior
"I´m talking about real witches! They dress like ordinary ladies, that´s why they are so hard to catch...!"


A Show for the whole family, written and directed by Ximena Faralla
Music by Julián Vidal - Songs by Marcelo Andino - Vocal Coaching Veronica Taylor
Guadalupe Gallardo - Patricia Gómez - Melanie Green - Guadalupe Halfón -
Bárbara Kesselbrenner - Karen Kesselbrenner - Miriam Manfredini - Victoria Marini - Belén Paiz 
Lucía Planchadell - Ciro Reynoso - Natalia Salerno - Thomas Wright 


August 2nd thru August 31st - Saturdays and Sundays 5 pm
"The Playhouse" - Moreno 80 - San Isidro


Tickets $6-. Discounts for groups of 10 or more - Members free!
Reservations: 4747-4470 -






Our dear SHARER Matilde L. Fabrello has sent us this announcement:


Jornada de Perfeccionamiento para Traductores de Inglés:
"Los mercados y las inversiones financieras en Argentina y E.E.U.U. "


9 de agosto de 2003 - Hotel Cambremon, Buenos Aires, Argentina


* El Sistema Financiero Argentino, a cargo del Sr. Alejandro Pirillo, operador senior de la Sociedad de Bolsa del Banco Nación, quien explicará cómo funciona el mercado bursátil argentino.


* Capital Markets Overview, a cargo de la Prof. y T.P. María del Rosario Alonso (U.C.A)(Prof. UB, Salvador, free-lance translator Bco. Mundial), quien brindará el fundamento teórico correspondiente a los mercados estadounidenses y otros, abundante terminología en inglés y español y práctica de traducción.
Vacantes limitadas
Informes e Inscripción: 4311-9988  -  and 






Our dear friend and SHARER Bernieh has a tip he wants to SHARE with us all:


Need some forms for organizing your teaching activities? If so, go to:


There you'll find a lot of FREE printable forms (pdf format, needs the FREE Adobe Acrobat viewer) for almost EVERY teaching need. The only thing they require for you to directly download the different forms, is your e-mail address.


Here's the list of (some of) the available forms:


* Classroom Supply List: Make getting ready for Back to School fun with a supply list sponsored by Purell®!
* Assignment and Attendance Record: This chart will enable you to keep track of your students' grades and attendance.
* Behavior Management Forms: Outline expectations and monitor students' behavior with charts, forms, and contracts.
* Classroom Arrangement Checklist: This checklist allows teachers to make sure that all aspects of their classrooms are ready for students. Items include furniture and equipment arrangement.
* Educators' Calendar: Fun and educational holidays, events, and celebrations.
* Group Demographic Chart: A chart that allows teachers to track student and parent names and phone numbers, as well as addresses, emergency contact information, and more.
* Hall Pass and Lavatory Pass Samples: Create passes for your classroom using these samples.
* Homework Collection Sheet and Homework Pass: This printable includes a sheet to monitor homework collection and a pass for a free homework assignment.
  * Immediate Attention Card and Get-Back-to-You-Soon Card: Use these printable cards for responding to messages.
* Lesson Planning Forms: Organize activities for your classroom with these all-subject forms.
* Multipurpose Class List: This is a blank chart ready to be filled in with students' names and information.
* New Student Information Form: Gather background information and concerns from new students.
* Strategies for Effective Document Management: Managing mounds of paper requires organization. These suggestions are successful strategies for creative and efficient document management.
* Student Contract Form: Use this form to detail a contract between student and teacher.
* Student Homework Checklist: Here's a handy homework assignment organizer for your students.
* Substitute Teacher Forms: Use these forms to inform and gather information from substitute teachers.
* Trip Itinerary Preparation Form: This form is a quick reference for class trip details, trip itinerary, and a student list.
* Weekly Grade Sheet: A weekly grade sheet allows you to see what has been completed at a glance and works well for teachers working with emotionally and behaviorally challenged students.
* Weekly Point Sheet: A chart to keep you organized if you are using a point system to track behavior.


Bernardo Humberto Banega 
English teaching resources, see






Our dear SHARERS on APIBA´s Committee have sent us this information:


In what has now become a yearly tradition, APIBA is pleased to announce the availability of subsidies for up to 3 APIBA members travelling to FAAPI 2003.


In 2003, priority will be given to APIBA members who are presenting a paper and, among these, to first-time presenters. The subsidies will cover up to $250 towards accommodation, travel, enrolment and other expenses payable against the presentation of the corresponding receipts.


To apply for these subsidies you need to be a paid-up member of APIBA (i.e. have your dues up to date) and send a CV and letter of application (include a paragraph explaining why you consider you will benefit from attending the Conference) to before September 8th, 2003.




10.- HOPE


Our dear SHARER Bethina Viale has sent us this beautiful piece to SHARE with all of you. Says she:
With lots of love,
Bethina Viale


Hope is that single ingredient which allows us to look forward to tomorrow and the positive opportunities it will bring. Hope is the energy that arouses the mind to explore every possibility in time of challenges and adversity. Hope is that extra push that keeps us going. It gives us the ability to carry on with our plans even though we feel discouraged or doubtful. Sometimes it may seem that things have taken a turn for the worst, but the hopeful heart believes that, "Better times are just around the corner."
Hope In Action
· Hope opens doors where despair closes them.
· Hope pushes ahead when it would be easy to quit.
· Hope discovers what can be done instead of grumbling about what cannot.
· Hope "lights a candle" instead of "cursing the darkness."
· Hope draws its power from a deep trust in Your God and the basic goodness of mankind.
· Hope regards problems, small or large, as opportunities.
· Hope sets big goals and is not frustrated by repeated difficulties or setbacks.
· Hope puts up with modest gains, realizing that "the longest journey starts with one step."
· Hope accepts misunderstandings as the price for serving the greater good of others.
· Hope is a good loser, because it has the divine assurance of final victory.


R. Armstrong




Our dear SHARER Maria Teresa Manteo invites all SHARES to her latest workshop:


Support Learning Educational Consultancy
Bringing out the Best in our Kids through Value-based Literature
A workshop for teachers of all school levels providing affirmation and useful ideas to explore values such as compassion, caring, sharing, respect and appreciation of cultural differences.
* Literature as a perfect lead-in for character building
* The magical power of metaphorical language
* Engaging value-affirming activites for classroom use
* Literary motifs unveiling universal human concern
* Suitable music and stimulating texts to make this a rich and fruitful experience.


Date: Saturday, August 22nd  9:30AM-12:30AM
Venue:New England School of English - Santa Fé 5130  Capital
Registration: Essential -  Fee: 20$
Certificates of attendance  and hand-outs
Full registration details:  or contact María Teresa Manteo at (5411) 4503 0605. For more information on topic-related workshops and preview articles, - Literacy Corner           






 Our dear SHARERS Graciela Moyano and Cristina Grondona White write to us:


STORIES THAT SOUND - A Story-telling Workshop
We are happy to announce the following dates for Stories that Sound I, our story-telling workshop for English teachers and students. We have had to modify the set dates because we have received several requests from English teachers who are interested in using story-telling in their language classes. We remind you that we organise follow-up workshops on demand.
Workshop I - (Saturday, from 9 am to 12 am)
August 9, August 23, September 6 , September13, October 18 , October 25 ,November 1.
Workshop II (for those who attended Workshop I)
August 15 (Friday, 6 pm to 9 pm)
September 27 (Saturday, from 9 am to 12 am)
October 3 (Friday, 6 pm to 9 pm)
Please contact us at:   - Tel. 4541-8323 - Tel. 4784-8791


Just three lines to close this issue of SHARE. This time a reflection about attitude that our dear friend and SHARER Cristina "Chiche" Araujo has sent us:

The pessimist complains about the wind;
the optimist expects it to change;
and the realist adjusts the sails."

Omar and Marina.

SHARE is distributed free of charge. All announcements in this electronic magazine are also absolutely free of charge. We do not endorse any of the services announced or the views expressed by the contributors.  For more information about the characteristics and readership of SHARE visit:
VISIT OUR WEBSITE : There you can read all past  issues of SHARE in the section SHARE ARCHIVES.