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Japan— View from the West P 12 Voxpop from Germany P 28 Two Crisis in Japan P 13 German Teacher Wants to Be P 32 the Spirit of Volunteering a Volunteer

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Japan— View from the West P 12 Voxpop from Germany P 28 Two Crisis in Japan P 13 German Teacher Wants to Be P 32 the Spirit of Volunteering a Volunteer A peace pedagogical newsletter since 1982 Edited by an international board ISSN 13968580 No. 2 June2011 In this ITA Post: P 14 The Ribbon—an art project P 4 Invitation to annual meeting P 18 Social activities for indigant in Kyrgyzstan children P 5 Teaching English intensively P 22 The Mermaid— vise a versa P 8 School festival of natural science P 26 Japan— view from the west P 12 Voxpop from Germany P 28 Two crisis in Japan P 13 German teacher wants to be P 32 The spirit of volunteering a volunteer www.International-Teacher.dk “INTERNATIONAL TEACHER-Post” INTERNATIONAL TEACHER-post Teglgården 8, DK - 4220 Korsør might be free of charge for colleagues in Eastern Europe, Phone (+45) 5837 7891 Asia and the developing countries, Email: [email protected] - please mail a letter and your name and address ISSN 1396-8580 to Oksana Khomutenko Jørgensen (Look please at page 3) Publisher: International Teacher Association, Denmark. Responsible editor: Jytte Svendsen Happy to let you know, Subscription/4 issues: DKR 200 (Denmark) that our magazine EURO 40/US$ 25 (outsides Denmark) is supported by the Danish Ministry of Education Account: Den Danske Bank, Lemvig , Denmark (“Receips of the state football and lotto pools”) Reg. 1551 acount 16454494 INTERNATIONAL ITA-EXECUTIVE COMMITTEE President Principal Policy Advisor Teacher Raisa Pochevalova, Sue Howard Moscow, Russia. Brisbane, Australia [email protected] (+617) 323 41473 [email protected] Vice-president, teacher Headmaster Victor Ingilevich Bunyatova Fatma Jalal Pskov, Russia Baku, Azerbajdjan (+7)(8112) 57-50-97 [email protected] [email protected] (+994) 124532642 Teacher Teacher Hanne Smidth, Natasha Nechaeva Stenloese, Denmark. Tashkent, (+45) 29 93 42 47 Uzbekistan [email protected] [email protected] Financial manager/Denmark Teacher Oksana Khomutenko Brigitte Müller, Jørgensen, Neu-Ulm, Germany Bredsten, Denmark. (+49) 731719835 (+45) 75 88 24 07 [email protected] [email protected] Lecturer Apointed member: teacher Lyudmila Sergeenkova Guljamal D. Esenalieva, Oktyabrskaya 77 Bishkek, Kyrgyzstan. Lebedinovka, Kyrgyzstan (+996 312) 541 379 (+331) 2 44 17 72 [email protected] [email protected] 2 Kontingent 200 kr. (Studerende 50 kr.) Husk at indbetale kontingent senest den 1. juli Indbetal på girokort eller på flg. konto 1551 16454494 Årsmøde lørdag den 12. november 2011 Vi mødes kl. 13 på Helms Skole i Korsør Kom og hør ITA-rejsen til Nepal Udsendelse af volontører til Nepal Årsmøde i Kirgistan Programmet er endnu ikke fastlagt, så flere spændende indlæg er velkomne. Nepal Har du lyst til at støtte arbejdet i Nepal er bidrag meget velkomne. Vi betaler 2½ lærerlønning og har doneret penge til indkøb af un- dervisningsmaterialer. Læs mere på hjemmesiden www.International-Teacher.dk The purpose of THE EDITORIAL BOARD is open to all INTERNATIONAL TEACHER - Post interested and active colleagues who want to support international understanding is to be the international quarterly maga- through educational work. zine for ―International Teacher Associa- tion‖, - a network of teachers and peda- We are looking forward receiving your let- gogues in order to promote a culture of ter to the editor, an interesting article, pic- peace and non-violence, which UN has tures, students’ work, pedagogical pro- defined as “respect for human rights, de- jects, information of common interest, mocracy and tolerance, the promotion of “advertisements”, poems etc.! development, education for peace, the free flow of information and the wider participation of women as an integral Notice please: Our English language approach to preventing violence [and might not always be perfectly correct, but creating] conditions for peace and its we hope that the sincere intentions consolidation.” (UN Resolution will be clear! A/58/11) Also notice please: Opinions expressed in the articles don’t need to reflect the views Information/contact: of ITA or the editorial board! www.international-teacher.dk or Oksana Khomutenko Jørgensen, Bredsten, Denmark. (+45) 75 88 24 07 [email protected] 3 We, the International Teacher Association (ITA), will be very happy to invite you to take part in the Annual International Teacher Association conference in Bishkek, the Kyrgyz Republic, scheduled for July 25 - August 5, 2011. As an independent non-governmental scholarly association, ITA does not have the resources to assist colleagues coming from their countries and to cover other expenses during the stay in Kyrgyzstan. Nevertheless, we are hopeful that you might find the necessary means to join us in Bishkek and contribute your opinion, knowledge, and experience to the discussions among international educators. You can find some details in the Conference information letter or on the ITA web-site. We look forward to seeing you with us in the Kyrgyz Republic in July-August. Yours sincerely, Guldzhamal Esenalieva, Chair of the Conference 2011 organization committee Director, Educational Complex ―ILIM‖ Read more at www.International-Teacher.dk 4 An Approach in Teaching English Intensively: Reflection from Experience Pegova Valentina Vladimirovna, English language instructor, I’ve been teaching English for more than 42 having various positions: an English language years at various language programs. instructor, English language Senior instructor of I‘ve been teaching English at AUCA (American the Highest category, methodology specialist, University in Central Asia) Vice-Principal at different since August as a full time periods of time. I also had instructor of the Prepara- My approach in teach- my teaching position of tory Program to conduct ― Assistant Professor to teach TOEFL (,Test of English ing English intensively EAP and Business English as a Foreign Language) for Law, Finance and Com- EAP (English for Acade- focuses on the impor- puter Science majors at In- mic Purposes), Grammar, ternational University in Composition to the yearly tance of structuring and Kyrgyzstan. learners of the program and systematizing learners‘ My approach in teaching most of my learners usu- English intensively focuses ally pass the exams in on the importance of struc- March on the first try with turing and systematizing the score enough to enter the programs they learners‘ knowledge, especially its grammar sys- choose. tem. I am dependent on a series of tables for this I‘ve also been performing advising du- purpose. They are intended to be distributed by ties. Before teaching at AUCA I taught English the instructor for inclusion in the Grammar Ref- 5 erence Portfolios. own resources. Students begin their portfolios The article is targeted to students and from the first lesson when the initial handouts teachers of foreign languages, especially those are presented and adequate practice has been of- dealing with preparation low level English fered. The students collect the handouts and use knowledge students for the TOEFL exam. My them when they need to look up a grammar con- article as it is does not offer any innovations, but struction to support their learning. This support the focus is how to use teaching tools as stu- is used in all of their classes: TOEFL, English dents‘ portfolios in drill- for Academic Purposes, and ing the language skills, Writing. particular in grammar. The driving principle of this The goal of using ―My role of a teacher is method is to teach intensively grammar blocks and not to simply teach the is presentation of what I call charts is to provide learn- ―building grammar blocks of ers of the preparatory language but to teach the language‖. program with a number Each block is presented from of opportunities to be them how to learn, inde- the whole (uncomplicated, confident, comfortable, pendently and continu- simple) to the parts (more and skilled during their complex). The blocks are or- studies at prep program. ously with the focus on ganized in such a way as to My students always recycle the material and accu- needed to have some self-studies. mulate it as a snowball. ways to organize their knowledge in a short time frame. I was busy de- My method of teaching embraces 11 liberating and adjusting my own intensive Eng- blocks. lish language teaching course based on the use of The first block includes the phonetic al- a wide variety of tools aimed at a speedy acquisi- phabet and rules of reading to build a strong tion and practical usage of the English language. foundation for independent study when students Additionally, the standard English lan- can learn a new language without the help of the guage knowledge proficiency level of my learn- instructor. ers, who are primarily high school students, has The second block embraces Parts of the recently fallen down and keeps decreasing. How- English Sentence where students learn about ever, the overall goal of the preparatory program word order and parts of speech. The material is has remained the same: to ensure successful presented in charts and tables and further prac- passing of the TOEFL test and subsequent en- tices is accomplished through drill exercises in rollment in AUCA. The combination of these textbooks. The order of presentation is the fol- factors has inspired me to find a creative solution lowing: to this problem. Nouns, Classes of Nouns, and Parts of The solution is found in an attempt to create a Speech that define nouns: possessive pro- systematic organization of the language structure nouns, demonstratives, articles. (grammar) in the form of Grammar Reference Adjectives, Degrees of Comparison Portfolio compiled by the learners from the Pronouns, Cases of Personal Pronouns, In- handouts received during class sessions. The ra- definite Pronouns, Demonstratives tionale behind this approach is the need for stu- Numerals, Cardinal and Ordinal dents to be able to learn on their own, beyond the Articles, Indefinite, Definite, Zero classroom. My role of a teacher is not to simply Adverbs, Degrees of Comparison teach the language but to teach them how to Prepositions and Conjunctions learn, independently and continuously with the Verbs focus on self-studies.
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