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.


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
and very happy
Take the power
to reach for your dreams.
Poem by Susan Polis Schutz


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


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



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
02352- 431235 OR e-mail to  
Tuesday 12th September  18:30 to 21:30 hours
Registration and Additional Information : whole day by phone
at 011-4244-2798 or 011-4243-1972 or e-mail to :
Friday 19th September  18:30 to 21:30 hours
Registration and Additional Information : e-mail Cecilia Lahite :  or  phone at 011-4244-2798 or 011-4243-1972
or e-mail to :
Saturday 16th September from 9:00 to 12:30 hours
Registration :  Calle 15 Nro 744-
02302- 431444 
Saturday 16th September from 15:00  to 18:30 hours
Registration : e-mail
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 : or Analía Poratti
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.
A dear SHARER from Brazil, Maria Nilce Martinelli Pontes, 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 


Our dear friend and SHARER, Litty Mora , UCLES Support Officer for Argentina 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 -
Our Internet advisor, Bernieh Banega 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
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 for  Steven Pinker's "Words and Rules: The Ingredients of Language."
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
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
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."
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
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 
We wish our friends the very best in their new home.
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


 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:

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.



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.
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?
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)
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
Sobre estrategias de aprendizaje de vocabulario
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
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
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
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
Venue: IES LV "J.R.Fernandez", Av. Carlos Pellegrini 1515, Room 17
1.-Review of teaching materials / resources for the History classroom.
2. Literature as a source for teaching history.
Methodology SIG
Co-ordinators: Silvia Luppi - Roxana Viñes
Date: Friday, September 15 -- Time: 18.30 - 21
Venue: Language Two School of English, Av Gaona 1846, Buenos Aires
1. How does management vs. leadership relate to different teaching/learning situations?
2. How do teachers cope with change?
Business SIG
Co-ordinators: Virginia López Grisolía - Alicia Perera
Date: Tuesday, October 3 Time: 10.30 - 12.30
Venue: Interaction Language Studio, Av. L.N. Alem 424 - P.B., Buenos Aires 
1. Definition of key economic terms: "taxation" by Ramiro Cortiñas
2. Discussion of a macro-economic report on Argentina.
3. Mackenzie, Ian. Financial English LTP Business (chapter 6). Revision.
Members of APIBA  or FAAPI Associations, and teacher trainees can participate free of charge. All others: $10 contribution per session.
Pre-enrolment is not essential, but it is desirable. If at all possible, those interested in participating in SIG meetings please e-mail to confirm their attendance. Those who can't confirm, please come anyway.
For information on APIBA SIGs, please contact Analía Kandel, APIBA SIGs Liaison Officer, at
Our dear friend Bethina Viale, has sent us this literary passage for reflection and discussion on the theme of “Fear” :
Facing Fear
 It wouldn't be accurate to say that heights make Kathie nervous.
Terrified would be more accurate.  So would apoplectic.  Or just plain
"scared to death."  But nervous?  No way.
 Nervous doesn't begin to tell the story.  But if that is true -- and
it is -- what was she doing on top of a 50-foot rappelling tower not too
long ago?  I mean, besides screaming.
The answer isn't easy, but it is surprisingly simple.  What it comes
down to is this: Kathie was part of a team, and she refused to let them
down.  With their support she was able to conquer fear.  She climbed the
ladder step-by-agonizing-step (maybe the toughest part of the ordeal, in
retrospect), hitched herself to the rappelling ropes, gingerly backed over
the edge and descended.  It wasn't pretty, what with all of the screaming
and flailing (and that was just from the rappelling instructors).
But she did it.  And that was the important thing.
The next day I asked Kathie if the experience helped her to overcome
her fear of heights. “Define 'overcome,'" she said.
"Well, are you less afraid of heights now?" I asked.  "Is bungee jumping up next for you?"
"You've got to be kidding," Kathie said, laughing.  "I'm just as afraid as I ever was."
"So basically, this experience didn't really do anything for you," I
"Sure it did," she said.  "But not in the sense that it eliminated
fear.  It just helped me prove to myself that I could do something despite
my fear."
"Even though you are still afraid?"
"Exactly," she said.  "It turns out that the height of the tower wasn't really the issue.  Fear was the issue.  And my team gave me the courage I needed to handle the fear."
"And that's something you'll remember next time you're up on a
rappelling tower?"
She shuddered. "Hopefully," she said confidentially, "there will never
be a next time."
OK, so maybe she isn't exactly a profile in courage.  Or is she?  Most
of us would probably define "courage" using synonyms like "bold,"
"fearless" and "unafraid."  But as I consider Kathie's experience, it seems
to me that those traits don't really have a lot to do with courage.
The fearless person needs no courage.  Same with the person who is
boldly unafraid.  Real courage is the ability to overcome fear in order to
do what needs to be done.  For some people, such courage comes quite
naturally, while others have it thrust upon them by time and circumstance.
Some, like Kathie, are motivated to courageous action by friends and
family.  Others take courage from their faith and from cherished values.
Different people are inspired by different things in different situations.
The important thing, it seems to me, is finding the right foundation
upon which to build a courageous response -- and then responding.
With or without the screaming.  No matter how nervous, terrified,
apoplectic or just plain scared we may be.
Joseph B Walker   


Our dear friend Pierre Stapley writes to us to announce a Dunn & Stapley Seminar to be held in La Plata, on Saturday, 16th September 2000.
"Ways" and "Bridge" Schools of English together with Dunn and Stapley take pleasure in inviting you to two seminars by Denis Dunn and Pierre Stapley,
which will be given on Saturday 16th September 2000
in La Plata, Buenos Aires.
"Not Only, But Also..."
A language seminar on catchphrases and clichés: Traps for the unwary in a second language with lots of examples! Here Dunn & Stapley look at these phrases which appear daily and yet often trap non-native speakers of English.
"Songs and Stories My Mother Never Taught Me"
A methodology seminar about using songs in the ELT Classroom. But it's not just on how to apply exercises to songs. Here Dunn and Stapley also deal with story telling through songs and using them to help reading, listening, speaking, pronunciation and other skills.
Date:    Saturday 16th September 2000
Time:    9:00 - 12:00 "Not Only, But Also..." and
             14:00 - 16:30 "Songs and Stories My Mother Never Taught Me"
Venue: Colegio Sagrado Corazon de Jesus, Calle 57/ 8 y 9 No 674 , LA PLATA
Registration: BEST Bookstore, 48 No. 630, 7 y 8, Local 13 Galeria Mayo  -
Tel: 0221- 424-7226
Fee: $15 for each seminar or $25 for both   Students: $10 each seminar Certificates will be issed .There will be a raffle at the end.
More information about Dunn and Stapley at:
Dear Omar and Marina:
Would it be possible for you to post this message so that teachers may help
me with some research I'm carrying out? This is part of my work towards an MA in Education and Professional Development at the UIniversity of East Anglia, UK.
Thank you very much for your invaluable help, and congratulations on this list, which allows colleagues to get in touch with each other and learn, as well as  achieve indispensable catharsis!
A big hug!
Graciela Castelli
Message: Complete and send to
Dear Colleague,
I would be grateful if you agreed to help me carry out some research into students' ability to monitor their performance in English. Could you kindly spend a few minutes of your precious time answering some questions? If you teach more than one group please concentrate on the one that best allows you to analyse their performance.
Thank you in advance!
Graciela Castelli
Age group you teach: _____                   Number of periods a week:______
Type of class: Language institute? ____  School? _____ Bilingual School? _____
Language level: elementary - intermediate - advanced
EFL or ESL? ______
1. What is more important for the purpose of oral communication? Award a percentage to each.
fluency ____  accuracy____
2. What percentage of the following would you expect your best students to use in oral communication?
fluency  ____ accuracy ____ complexity(risk-taking)____
3. As derived from your systematic observation, how often do your average students monitor their oral performance and avoid making mistakes or correct their own mistakes by rephrasing?
always____     very often____   sometimes____  seldom____     never____
4. What kind of activities do you usually carry out in your classes to focus on
Accuracy                        Fluency
.....................................         ....................................
.....................................         ....................................
.....................................         ....................................
5. Have you ever devised activities to focus both on accuracy and fluency? If so, which?
6. What degree of relationship do you find between fluent performance and:
oral work                       1         2         3         4         5  higher is greater
written work                  1         2         3         4         5
language awareness         1         2         3         4         5
error analysis                1         2         3         4         5
and between accurate performance and
oral work                      1         2         3         4         5       higher is greater
written work                  1         2         3         4         5
language awareness         1         2         3         4         5
error analysis                1         2         3         4         5
A dear SHARER from San Juan, Laura Rollán, sends us this amazing collection of linguistic bloopers. Thank you for your contribution, Laura !
Dear Omar and Marina,
I've been a Sharer for several months now and I really enjoy your magazine and find it very useful. I would like to share with you something I read in the Kuala Lumpur New Straits Times newspaper last June 20.
A collection from medical interview records written by various paramedics, emergency room receptionists and doctors at major hospitals.
The  baby was delivered, the cord clamped and cut and handed to the paediatrician, who breathed and cried immediately.
Exam of genitalia reveals that he is circus-sized.
The skin was moist and dry.
Rectal exam revealed a normal size thyroid.
The patient had waffles for breakfast and anorexia for lunch.
She stated that she had been constipated for most of her life until 1989 when she got a divorce.
Between you and me, we ought to be able to get this lady pregnant.
The patient was in his usual state of good health until his airplane ran out of gas and crashed.
I saw your patient today, who is still under our car, for physical therapy.
The patient lives at home with his mother, father, and pet turtle, who is presently enrolled in day care three times a week.
Bleeding started in the rectal area and continued all the way to Los Angeles.
She is numb from her toes down.
While in the pregnancy room, she was examined, X-rated and sent home.
The lab test indicated abnormal lover function.
The patient was to have a bowel resection. However he took a job as a stockbroker instead.
Occasional, constant, infrequent headaches.
Coming from Detroit, this man has no children.
Examination reveals a well-developed male lying in bed with his family in distress.
Patient was alert and unresponsive.
When she fainted, her eyes rolled around the room.
A dear friend and SHARER from Natalia Carbonell sends us this moving
lesson for life :
“I had a very special teacher in high school many years ago: Her husband had been transferred to another province and consequently she was going away
with him About a week before she left, she shared  some of her insight with
all of us students in her classroom.
As the late afternoon sunlight came streaming in  through the classroom windows and the class  was nearly over, she moved a few things  aside on the edge of her desk and sat down there.
With a gentle look of reflection on her face,  she paused and said, "Before class is over,  I would like to share with all of you  a thought that is unrelated to class, but which I feel is very important.
Each of us is put here on earth to learn,  share, love, appreciate and give of ourselves.  None of us knows when this fantastic experience will end.
It can be taken away at any moment.  Perhaps this is God's way of telling us that  we must make the most out of "every single day."
Her eyes beginning to water, she went on, "So I would like you all to make me a promise. From now on, on your way to school, or on  your way home, find something beautiful to  notice. It doesn't have to be something you see
it could be a scent-perhaps of freshly baked bread wafting out of someone's house, or it  could be the sound of the breeze slightly rustling the leaves in
the trees, or the way the  morning light catches one autumn leaf as it falls
 gently to the ground.   Please look for these things, and cherish them.
For, although it may sound trite to some, these things are the "stuff" of life. The little things  we are put here on earth to enjoy.
The things we often take for granted. We must  make it important to notice them, for at any can all be taken away,"
 The class was completely quiet. We all picked  up our books and filed out of the room silently.
That afternoon, I noticed more things on my way home from school than I had that whole  semester.
Every once in a while, I think of that teacher and remember what an
impression she  made on all of us, and I try to appreciate all of those things that sometimes we all overlook.
Take notice of something special you see on  your lunch hour today. Go barefoot. Or walk on the beach at sunset.  Stop off on the way home tonight
to get  a double-dip ice cream cone.  For as we get older, it is not the things
we did that  we often regret, but the things we didn't do.
A dear SHARER ,Liliana R Martinez.,Co-Director of Gateway School of English , in B.A who´s just been awarded the M.A, in Applied Linguistics from the University of London, writes to us:
Dear Omar,
Thank you for sending us SHARE every week. It's a really efficient way of keeping in touch with the ELT world and colleagues. And of course, getting the latest academic news mingled with warm comments on every day life ( the celebration of Father's Day in your family, for example) adds the necessary human touch to our hectic  professional life . Thank you for this, Omar !
In connection with the MA , here comes my own 'bit of warmth' ,Omar ! To be honest, once I started the course, I felt really overwhelmed by the amount of high quality work it involved. However, I survived ... and now I'm very happy about my MA. But you know what helped me go ahead ,apart from the support of companions as Roxana Basso for example ? Well.... , the lines of a poet you quoted in a seminar long ago :'There are seasons in life when to dare is the highest wisdom' .I found the MA quite a challenging thing to do and these beautiful lines accompanied me all throughout ; they were a kind of 'vitamin'
to help me keep the necessary sustained  effort required to complete this
kind of study. Thanks !
Thank you, Liliana. We´re proud of you and happy because you´re happy.
Liliana, gateway@infovia, also announces a number of courses
1 . Storytelling in the EFL class . A Challenge for teachers
Saturday  9 September    9:30 - 12:30
2. The story-making craft
Saturday 9 September     14:30 - 17:30
3. How to help students become 'better writers'?
Saturday 7 October         9:30 - 12:30
4. Class Readers: 'The black sheep of the EFL classroom?'
Saturday  7 October       14:30 - 17:30
Venue: Gateway School of English - Av. Rivadavia 5551 , (1424 ) Capital.
each session: $ 17 for early enrolment -  4 sessions : $ 58
There are other special conditions . Please consult.
Registration : Av. Rivadavia 5551, Bs. As.
Tel 4432- 0950
Our dear SHARER and friend from Rosario, Silvia Graziani presents her
corner again t bring a smile to the faces of most harassed SHARER.
Thank you, Silvia !!
A lady was walking down the street to work and she saw a parrot on a perch in front of a pet store. The parrot said to her, "Hey lady! You're really ugly."  Furious, the lady stormed past the store to work.
On the way home she saw the same parrot and it said to her, "Hey lady, you're really ugly." She was incredibly ticked now.
The next day the same parrot again said to her, "Hey lady! You're really ugly." The lady was so ticked that she went into the store and said she would sue the store to get rid of the bird. The store manager apologized profusely and promised he would make sure the parrot didn't say it again.
When the lady walked past the store that day after work the parrot called to her, "Hey lady!"
She paused and said, "Yes?"
The bird said, "You know."
One day a truckload of fertilizer went by this farm where a young boy lived. The boy stopped the truck and asked the driver, "what are you going to use this fertilizer for?" The man said, "For my strawberries." The  boy replied, "Well at my place we put sugar and cream on our strawberries."
A secretary, a paralegal and a partner in a city law firm are walking through a park on their way to lunch when they find an antique oil lamp. They rub it and a Genie comes out in a puff of smoke. The Genie says, "I usually only grant three wishes, so I'll give each of you just one."
"Me first! Me first!" says the secretary. "I want to be in the Bahamas, driving a speedboat, without a care in the world. Poof! She's gone.
"Me next! Me next!" says the paralegal. "I want to be in Hawaii, relaxing on the beach with my personal masseuse, an endless supply of pina coladas and the love of my life."  Poof! He's gone.
"You're next," the Genie says to the partner.
The partner says, "I want those two back in the office after lunch."
Our Dear friend and SHARER, Virgina Lopez Grisolía, announces the following courses at her Interaction Language Studio :
1.-  Using Case Studies in the Business English Class
2 meetings of 4 hours each
Tuesdays September 4 & 11 from 10.30-12.30
Tutor : Prof. Silvia Ioli
Venue : Alem 424 . P.B.
Fees   : $43
2. The Lexical Approach
2 meetings of 4 hours each
Tuesdays September18 & 25         from 10.30-12.30
Tutor Prof. Silvia Ioli
Same venue and fees as above for course (1)
Enrolment is in progress  - Office hours: 8 a.m.-7.30 p.m.
For further information, call  311-7220/312-1950 or mail  to /
Our dear SHARER, Diana Castillo  from San Pedro writes to us :
On Saturday 9th, The Victoria Institute offers the help every teacher needs:
Have Fun as you Write
".. a very dynamic workshop on different techniques, a theoretical background and a reflective stage, but it´ll be mostly an active participation session..."
Assessing Spoken English..."
It comprises all aspects of oral assessment, with a practical side to it"
by Prof. Laura Renart
For further information and registration contact:
3 de febrero 140 - San Pedro – Pcia. de Buenos Aires
Wait for our supplement with the latest news on the NECOCHEA CONGRESS
(coming out mid-week) , Don´t forget us, we never forget you and
Remember that your presence is a present to the world.
Remember that you are a unique and unrepeatable creation.
Remember that your life can be what you want it to be.
Remember to take the days just one at a time.
Remember to count your blessings, not your troubles.
Remember that you'll make it through whatever comes along.
Remember that most of the answers you need are within you.
Remember those dreams waiting to be realized.
Remember that decisions are too important to leave to chance.
Remember to always reach for the best that is within you.
Remember that nothing wastes more energy than worry.
Remember that not getting what you want is sometimes a
wonderful stroke of luck.
Remember that the longer you carry a grudge, the heavier
it gets.
Remember not to take things too seriously.
Remember to laugh.
Remember that a little love goes a long way.
Remember that happiness is more often found in giving than
Remember that life's treasures are people, not things.


Omar and Marina

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