ine world ear eee te: eat lel) mh ] ee DA or ut 353 : WN etek (0000 i “io hansbeege breeWASHINGTON | LK on EET URL) SANTIAGO CAYENNE LT SIETN GEORGETOWN PYSU Calle) RY Lo TN BRIDGETOWN GUATEMALA ain LET eit tw 13.) KINGSTON MEXICO CITY LA PAZ - SUCRE MONTEVIDEO MANAGUA PANAMA cain PARAMARIBO ee PRINCE SAN JOSE eT SAN SALVADOR TEGUCIGALPA SANTO DOMINGOear colleague, In this edition you will find plenty of lesson plans and activities to work with different levels and age groups. Poster 1 shows a farm where spring and autumn changes are present, while poster 2 presents bingo cards to work on American countries and their capital cities, which will give way to engage studenis actively in learning about the continent. In addition, Fingerprint Trees will appeal to kindergarten children who will work with the colours of the spring and autumn and Edward Lear's ‘The Duck and the Kangaroo, a poem primary students will love to work on. Last, but not least, you will find an article on using pictures in the classroom. We hope you make the most of this issue! The Teacher's Magazine tearn Rrrowe nc tue cara ate Co cot ce ore Worere he oat Ra be Cammarata to a iain cs ao ees cena ans as ep ‘eve apn osname Cen ps lc escun moon ea Nan ane es soap CNN a . © a ll cae) Eaanansicnncs aon aeertnciereree GEA Gummemnonoomen Ox metaeer tagne — fpminin nt nridonenniny i herring np en conc ee es Poland — [email protected] / www.ediba.com Spain Tel.: +22 566 77 87 By e-mail: [email protected] By Phone: 91 352 09 18 By Fax: 91 715 58 75, Czech Republic Contact: worw.send.cz All information in our website; www.ediba.com >Fal ¥s Jf scone ctmany ermine nat soe countries use, not only to identify themselves, but also to create a feeling 4 of belonging among its citizens. Many flags have been modified throughout history driven by political changes, but others have remained intact ior hundreds of years In this lesson plan, students will follow instructions to draw flags from different countries of the world Objectives: © To introduce students to the world of flags # To revise some basic vocabulary. ‘To give and follow instructions. © To have fun drawing, ‘To show appreciation and respect for different peoples and their cultures. Before entering into the world of flags, itis 2 a good idea to revise some basic vocabulary First of all, colours, including the notions of light and dark, then teach or review certain positions, such as le, right, centre, top, bottom, and in the middle, Finally, focus on some shapes, ike stripes, stars, circles, triangles, rectangles, crosses, crescents, You may find page 6, activity A useful. To introduce the topic, you can start by describing your country’s flag, in this way you also revise or introduce new vocabuilarys then you can use flags from different countries £0 Introduce or review the lexis needed for the task. Here are some suggestions; * Triangles: Jamaica * Horizontal stripes: Germany ® Vertical stripes: Ireland © Crescent: Algeria ® Stars: China = Cross: England Le Once you have finished with the revision, itis time to draw. If you tell your students to follow the steps, at the end of the process they will have drawn ten different national flags. Tip: The first flag could be drawn on the board, al together. The teacher gives the instructions, asking for a volunteer to come to the board to draw what s/he will dictate. The rest of the students may work on their individual worksheets. x The flag description could be done in different ways: according to the level of the students: © The teacher gives the instructions, while a volunteer draws the flag on the board. Then s/he gives the students 2 written description of each flag to match with the one they have drawn (page 6, activity B). * The teacher starts working orally, but then s/he gives students the texts to follovr the instructions. + The teacher makes copies of the texts below, so that the students can work on their own, FLAG 1 Step 1: Place the pencil tip in the centre of the flag. Step 2: Draw a Straight line that finishes on the top let vertex. Draw another line, but this time from the centre to the bottom left vertex. You have drawn a triangle, Paint it blue, Step 3: From the centre of the flag, draw a straight horizontal line that finishes on the right side of the flag, The top half ust he left white, and the bottom hal must be painted red You have drawn the flag of the Czech Republic. FLAG 2 Step 1: Draw a vertical stripe that divides the flag in two equal halves. Paint i red Step2: On each half of the flag, draw four equal horizontal sttipes. Focus your attention on the left side of the flag. On the centre of the top stripe draw a slat. Step 3: On both sides, the top stripe must be painted blue, the second must be left white, the third one, should be light green and the bottom one painted yellow. Paint the star in yellow. You have drawn the flag of the Central African Republic. FLAG 3 Step 1: Divide the flag into three equal vertical pars Step 2: Draw a star in the middle ofthe central part Step 3: Paint the left part in dark green, the star in yellow, the central part in red and the right part in yellow. You have drawn the flag of Cameroon,FEAG 4 Step 1: Draw a cross in the middle of the flag. It should go from top to-bottom and from left to right. Paint it re. Step 2:If you look at the flag now, you can see four equal squares. In the middle of each one, you should draw a small cross Step 3:Paint the four small crosses in red. You have drawn the flag of Georgia FLAG 5 Step 1: Divide the flag in three equal horizontal stripes. Step 2: In the middle of the central stripe, raw a small star. Paint it black. ‘Step 3: Paint the top stripe in red, the middle stripe in yellow. and the bottom one in dark green. You have drawn the flag of Chana. FLAG 6 Step 1: Place the pencil tip in the middle of the top horizontal side, Starting from there, draw a vertical line that finishes in the ‘middle of the bottom horizontal side. Do the same, but this time draw a horizontal line from the middle of the left vertical side that finishes in the middle of the right vertical side. Both lines have formed four rectangles. Step 2: Paint the bottom left rectangle in blue and the top ri rectangle in ted. The other two rectangles must be left white. Step 3: In the middle of each white rectangle, draw one stall star. The one in the top left rectangle must be painted blue and the other one red. You have drawn the flag of Panama FLAG 7 Step 1: Divide the flag in three equal horizontal stripes. Step 2: Divide the top stripe in two equal horizontal stripes. Do the same with the bottom stripe. You have now four equal stripes and a wider one in the middle Step 3:Paint the middle stripe in dark blue. The top one and the bottom one should be painted red. The other two must be left white. You have drawn the flag of Theiland. FLAGS Step 1: Divide the flag in three equal horizontal stripes. Step 2: In the middle of the central stripe draw a small circle. Step 3: Paint the top stripe and the circle in orange, Paint the bottom stripe in light green. The centre stripe must be left white You have drawn the flog of Niger SH Hl t FLAG 9 Step 1: Place the pencil tip in the centre of the flag. Draw a straight line that finishes on the top left vertex. Draw another line, but this time from the centre to the botiom left vertex. You have drawn a triangle. Divide the rest of the flag in four equal horizontal stripes. Step 2: In the middle of the triangle draw a crescent with both ends facing to the right. Between both ends you must draw four little stars one below the other. Step 3: The top stripe must be painted in yellow; the second must be left white. The third stripe must be painted red and the bottom one in light blue, Paint the triangle in green and leave the crescent and the stars white. You have painted the flag of the Comoros. FLAG 10 Step 1: Draw a big circle in the centre of the flag, Step 2: Paint the ciscle in red. Step 3: Leave the rest of the flag white, You have drawn the flag of Japan, Follow-up activities * Ask students to choose a flag, write down the instructions to draw it and read them to a classmate so that they draw the flag they have thought of. It can be either an invented flag or ‘one that they already know or one they have looked up. Once they have finished, they check if the designs have been drawn correctly. ® Students choose a flag and look for information about the ‘country the flag belongs to: continent, capital city, neighbouring countries, etc. They can also locate the country ‘ona map. # Students do the crossword puzzle on page 8 to revise the Vocabulary presented in this lesson plan. © THE WORLD OF FLAGS in the classroom. Assign each student a country. They should draw the flag and bring basic information about that country, Display all the drawings on. the walls of younclasstoom to bring the flags of the world in, your class,Levelt Beginner /Hementary ‘Aget Children THE WORLD OF FLAGS ‘A) Match the following words with their corresponding horizontal stripes : [> vertical stripes 7 \ ite a crescent star cross circle square ————— triangle Ls B) Follow your teacher's instructions to draw the flags (on the next page). ‘Then, match these descriptions to the flags you have drawn. a) This flag has got a green triangle with a white crescent and four small white stars init. There are also four horizontal stripes coloured yellow, white, red and light blue. 1b) This flag has gota big red cross in the middle and four small red crosses on each of the squares. {This flag has got three horizontal stripes, wth a small orange circle in the one in the middle. The top stripe is orange, the bottom one is ight green and the central one is white. 4) There are four squares inthis flag. The white ones have got a star in the middle, one is red, the ‘other is blue. The top left square is white, the bottom left one is blue, the top right one is red and the bottom right one is white, €) This flag has gota triangle on the left and two horizontal stripes. The triangle is blue, the stripe on ‘the top is white and the one on the bottom is red 4) This lag is white with a big red circle in the middle, 4) In this fag there are three equal vertical stripes, with a star in the middle. The stripes, from left to right, are coloured in dark green, red and yellow, and the stars yellow, too. bY This flag has got three equal horizontal stripes. In the middle there is @ small black star. The top stripe is red, the middle one is yellow and the bottom one is green. |) This flag has got four horizontal stripes and a vertical one. On the centre of the top stripe there is a yellow star. The horizontal stripes are blue, white, light green and yellow. The vertical stripe is red, SS S2e2uB =e = J) This flag has got five horizontal stripes, the middle one is wider and painted in dark blue. The top and bottom stripes are red and the other two are white. eyeB) a] Flag 8:b Flag 4) Flag: dl Fag 6:¢) Flag 1) Flag 10; Flag 3h) Fag Si) Flag 2) Flag 7. \aevel: Beginner / Elementary THE WORLD OF FLAGS Follow your teacher's instructions and draw and colour the different flags. Then write the name of the country they belong to. Cameroon - Central African Republic Comoros - Czech Republic - Georgia - Ghana Japan - Niger - Panama - Thailand Key:1) Czech Republic; 2) Cental Atican Republic 3) Cameroon: 4) Georgia: 5)Ghana;6) Panama; 7)Thaland:8) Niger: 9) Comores 10} Japan. = S=E22e 8—6¢ = = iyLevel: Beginner / Elementary ‘Age: Children THE WORLD OF FLAGS Look at the flags of the countries you have drawn and complete the following crossword puzzle. a. uVarreamLear, Edward. (1889) Nonsense Drolleres. “The Duck and the Kangaroo" Objetives To read and understand a poem. * To find rhymes, Linguistic features * Tish | were a * Can you do it? * Parts of the body. * Possessive 's (genitive) we * Prosodic features: intonation, stress and rhythm, |A) Read the clues on the photocopiable page so that the students guess the animals. Then, ask them to think about features of other animals in orderto keep on guessing, e.g. It is very big, Its colour is grey. It has a long trunk (An elephant) Introduce words/phrases like pond, hop, be still (not moving), cloak, wet, a ride. For the actions you may play “Simon Says". For example, Simon says hop/ g0 for a ride/ stay still. Ask the children to Fepeat new words and phrases such as angrily, happily, as a secret, laughing, and so on inorder to consolidate vocabulary. 8) First read the ttle of the poem and elicit some ideas about what may happen between these two animals. Then read the poem as expressively as you can as the students follow along silently focusing on prosodic features such as stress, intonation, pauses and rhythm, Finally, ask the kids to do task B on the worksheet (matching stanzas, with pictures) Ask the children why the kangaroo didn’t want to take the duck for a ride (task ©). They should find the problem and its solution in the poem. 10) Ask the students to recognise rhyming words in the poem. With small children, you may read it aloud and have them clap when they hear a thyming word. Older students may underline or circle the words in the poem. E.g. Kangaroo/too; hop/stop; ete. E] The students cut out the parts of the body of different animals and combine them to create a crazy animal, Then, they describe its physical features and abi Playing games + Play the game Can you do it? Show students some useless skill you may have like moving your ears without touching them and ask them Can you do it? Then, students go about the classroom asking their friends if you can do some crazy (though not dangerous) thing. ® Play this memory game ina circle. Each child says: I wish I were a/an, (animal). Every child repeats all the previously mentioned animals and adds his/her own.= S-+E2827 3B 6¢= == Level: Elementary THE DUCK AND THE KANGAROO ‘A) Guess the animal. 1) It can swim and fly. There's a famous ugly one. 2) It lives in Australia. t loves mummy's bag. It hops. B) Listen and read the poem. The Duck and the Kangaroo i Said the Duck to the Kangaroo, ‘Good gracious! how You hop! Over the Sields and the water too, As if you never woudd stop! ‘My life is a hore in this nasty pond, And I Jong to go out in the world beyond) T wish I coudd hop like yout Said the duck to the Kangarea I ‘Please give me a tide on your hackt Said the Duck to the Kangaroo, ‘Lwoudd sit quite sti. and say nothing but “Quack” ‘The whole of the Jong dey through! And weld go to the Dee, and the Jely Bo Lee, Over the Jand and over the sea— ‘Please take me a vide! 0 dot Said the Duck to the Kangaroo. 0 Said the Kangaroo to the Duck, ‘This requites some little reflection: ‘Perhaps on the whole st might bring me luck. And there seems but one objection, Which is, if youl let me speak so bold, ‘Your feet are wnpleasantly wet and cold, And woud probably give me the roo- Matiz! said the Kangaroo. v Said the Duck. ‘As I sat on the rocks, have thought over that completely, Aad I bought Sour pais of worsted soaks Which £3 my web-feet neatly. Andi to keep out the cold Ive bought a cloak, And every day a cigar Ill smoke, All to follow my own dear true Love of a Kangaroo! v Said the Kangaroo, Im ready! Allin the moonlight pale: But to balance me well. dear Duck, sit steady! And date at the end of my tail So away they went with a hop and a bound, And they hopped the whole world three times round: And wih so hagpy-0 who, As the duck and the Kangaroo? Lear, Edward, 1889. Nonsense Drolleies.THE DUCK AND THE KANGAROO | C) Listen to the poem and match the stanzas (IV) with the pictures (1-4). CL Your Peet are wet and cold. | D) Why doesn't the kangaroo want to take the duck for a ride at first? How do they solve the problem? PROBLEM SOLUTION Key) 1)a duck 2) kangaroo; €) Stanza yt picture ‘ands cl Solution: The duck wears Sock ana clk, and smokes a cigar to Keep out the cold nz i plete 3; Stanza picture: Stanza picture 1;D) Problem: The duck has wet feet Ea G2u B= eo = = (Py 2I it aaa aa a ee Pe uP, Gi eves Elementary ‘Age: Children THE DUCK AND THE KANGAROO fee | E) Cut out these parts of the body. Draw any missing part. Put them together to make a crazy animal and describeit. | if i : yy Set eangresa = uz5 wt Te world around us changes with each season. tt t sorte) nt to help children understand the changes providing them with hands-on ac to explore the aspects of the two equinoxes we have every year. Poster 1 will introduce this subject and wherever you are, either in the northern or southern hemisphere, you will have the possibility of presenting those activities corresponding to the season of the year you are going through or both at the same time, Stick the poster on the notice board or a wall and et the children describe it. What is going on? What aspects of the poster represent spring /autumen? Explain to your students that they are going to learn about, spring and autumn equinoxes and the changes they bring, about First things first What is an Equinox? ‘An Equinox occurs when the sun is positioned directly over the equator so the night is equal in length to the day. It is, believed that in this time of the year the world is in perfect balance since day length is exactly the same at all p the earth’s surface except at each pole el HoWsmany Equinoxes are therevin'@ year? Only twoythe spring equinox, which falls around March 20th and the autumn equinox which falls around September 22nd in the northern hemisphere and the other way round in the southern hemisphere. Where does the name Equinox come from? It comes from Latin aequus that means equal and nox meaning night. It is when the night and day are almost equally long. The Spring Equinox 1t occurs when the stn passes the equator moving from the southern to the northem hemisphere and the North Pole begins to lean towards the sun agein. Welcome spring! Ask the students to look at the poster and point out the signals they can associate with what happens in spring. For example: the rainbow, the bees buzzing around, the birds in their nests, children running outdoors, mother duck with her ‘ducklings, the hen with her chicks, the frog jumping stones, ants working to take food to their nest, mother rabbit with her bunny, etc. What about flowers? Ask the children what happens after the long winter. ‘Talk about how a seed grows, Make sure they understand that we have to plant it underground, then we have to water it, and then it turns into a plant or a tree. Photocopiable on page 25 will provide practice on this subject. Have them think about what flower they would like to be. They should say: Iff were a flower, Lwould be arose. More advanced students may add a reason: .. because its petals are very soft/ it smells great / like tts colow.Do-as-the-seeds-do game Once you have finished the previous activity, tell the children that they will be seed planted underground Have them crouch down and pretend you water them walking around. Then tell them that the sun is shining up in the sky so they can grow. They should slowly grow up and say what plant they are. ‘Ask them to take a sheet of paper and draw the process from the seed to the full-grown plant. Hairy heads! Gather some old stockings eforehand, fill them with pot soil and tie them up. Place each stocking in a plastic container such 8 a food tray and wet the soil ‘hen the children take a handful of grass seeds and sprinkle them ‘on top of the stockings. Keep them ‘wet. In a few days, grass will begin growing out of the stocking heads. Ask the children to tell you ‘what happened with the seeds they dropped on the heads, Starting a vegetable garden A similar activity isto plant seeds in a seed tray with cells, if you do not have one, you can also use plastic egg boxes or half a grapefruit peel. As tools they may use spoons instead of trowels since the cells are small Show the children some different seeds and tell them to describe and classify them. Point out their shapes, sizes, and colours. Have them count the seeds, place the right number in each cell and write appropriate labels, You may also ask them to start a garden journal to keep record of the progress. Once the seeds have sprouted and the plants begin to grow, you may start a vegetable garden and have the harvest in the autumn equinox. The Autumn Equinox Itoccurs when the sun passes the equator moving from the northern to the southern hemisphere and the North Pole begins to tilt away from the sun. ‘Autumn js the time to gather the main harvests and keep away whiat is needed for the winter, Ask the children to have a look at the poster and say which images show that autumn has, arrived. They may make sentences like these: There are a lot of apples on the trees. The apples need harvesting. The farmer keeps the harvest in the barn/gathered the harvest and put it into the bar, etc. Welcome Autumn! “ell the children you are going to set up a monument 10 autumn and the fruits of the earth so they have to gather jtems that represent this season, such as pumpkins, corn, apples, leaves, etc. The drawing of an animal they like or a scarecrow would complete the monument. Explain that this, a g season is 4 time for gratitude towards the earth that provides us with the food we need to be healthy. Autumn crafts Children’s creativity will be stimulated and encouraged by the colours of nature and some items autumn provides. Have them make wreaths of fallen leaves of different colours, decorations with corn, leaf prints using red, yellow and brown paint or real works of art dipping the corn cobs in paint and printing them on sheets of butcher paper. They may complete the painting with leaves and pictures or drawings of pumpkins, apples, pears, tc The vegetable garden in autumn If you have prepared a vegetable garden with the children last spring, after the harvest, it will need some care to get it ready for the winter. You may help the students to draw a plan for the following weeks to prepare it for cold weather. It is also a good time to plant some crops that will produce during winter, such as leituce, radishes and cauliflower. Write down the time you should plant spring bulbs and remember to dig them inta the ground during the autumn, The stuclents will see some changes when spring arrives. ‘all the students to make cards holding the names of crops that can be planted in this season and stick them on the ‘vegetable garden in the poster. This will serve as a plan that may be taken to their vegetable gardens at school or at home: Did you know? In Japan there is a tradition to honour your ancestors visiting their graves around the autumn equinox. Thus, people reconnect with the past of their family and remember the valuable place they have in their family treesieges lO SA Ee Oe ce raaeca a aer cet tgeusap eevee { + Level: Beginner ‘get Children ae i A SEED GROWS 4 « Cut out the cards, put them into the right order and paste them on a separate sheet of paper. Colour the | 1 pictures and add a title to your task. BerTSe=BS2e SB--- aa, ildren/Adalescents_; SPRING IS IN THE AIR! : Spring isa season that appeals to your senses in many ways. Write sentences about what you see, hear, smell and touch, Level: Beginner/Elementary @ 2 S2eg2u Bas = iPAge: Children/Adolescents Level: Beginner/Elementary AUTUMN IS HERE! ‘Autumn is a season that appeals to your senses in many ways. Write sentences about what you see, hear, smell and touch. Ree a mI7s=2528 &“A picture speaks a thousand words.” ‘Anonymous rs » fctures are an excellent resource for English language teaching, In this article, we are going to explore some of the applications and benefits > 'p of using pictures in our everyday classroom practice. In order to make them more memorable, they have been summed up in the following acrostic: Beedict Interact Greate a Dréerstend Reriect Enact \ Predict Teachers can make students look at pictures or watch a particular film segment so that they can predict what the topie of the lesson or the activity will be about. The idea is to use pictures to activate or trigger students’ background. knowledge, which is essential for the construction of new knowledge. Interact Teachers can foster students’ interaction by resorting to games like Pictionary, in which players have to guess patticular words or chunks of language based on their team members drawings. This is a fun activity that can be used with students cof ll. ages to revise, for instance, some vocabulary they have already dealt with, Anlother way of encouraging students to interact in class is to show a picture only to half 2 group and ask them to describe to the other half what they can see. This second group will then have to report what the other'students have seen, as, accurately as possible ‘Moreover, the frozen image of a film segment can be employed to make students pull out all the vocabulary they can recognise. This activity can also be set as a competition among different groups of students and the winner is the ‘group that can reirieve more vocabulary items in a given time. Create A sequence of pictures can be used as a guide for students to write or tell a story, However, in order to fire students imagination, teachers can ask them to create a story based on just a single picture. This exercise can be particularly interesting if the teacher encourages students to employ specific tenses (for example past simple and past continuous), 4 particular semantic field or certain functional language items in their story, Besides, if teachers are familiar with applications like Piston (wri piston comes) or Comic Life (px/plesa.com) among others. they can create strips for students to complete with the necessary language and expressions or students can design the comics themselves! Talk Pictures can be employed to break the ice by asking students to describe what they can see, especially to encourage beginner students to speak in class. Most teachers know that there are students who immediately may go silent when asked a question; research has shown that those students find it very hard to eope with the foreign language plus the content or ideas necessary to answer that unexpected question. Therefore, when using a picture, silent learners may feel more confident to speak as half of the difficulty is reduced Understand Itis worldly-known that a picture speaks a thousand words so whenever there is an item or object that you want to show your students and help them to remember the word for ity you can try showing them a picture Flashcards are an invaluable resource for teaching or revising vocabulary; they cai be easily downloaded or created onlines However, you should be careful about Copyright and Usage Restrictions: Ibis always advisable to check ifthe picture is copyright and if 50, you should contact the owner to ask forpermission. Acknowledging and citing the sources may also allow the students who are fascinated by the pictures to retrieve them by themselves, Reflect Images can be used to expose our students to a multisensory experience; in other words, pictures not only give you the chance to think about what you can see but also to reflect upon your other senses by considering what you can hear, smell and touch in that situation, This is a useful exercise for teachers who train students for speaking exams. In ‘most cases, speaking exams are taken in pairs and students, often worry that they may run out of words or ideas because their partner will have already said everything about the picture they have been assigned. By taking into account their other senses, your students can add new information and will be able to avoid repetition and, of course, to add variety. Enact AAs it has already been mentioned, in any class, there may usually be someone who is shy or quiet and most of the time teachers ask ourselves how we can draw them out of themselves and encourage them to speak in the foreign language. If you ask your students (regardless of how old they are) to draw a mask, put it on and pretend to be someone else, they may feel less self-conscious. Putting themselves into somebody else’s shoes can give students the chance to express themselves in a more straightforward way. However, teachers should be careful with this type of activity as the student's personality will be a determining factor for the success or failure of this suggestion. In conclusion, pictures can be exploited in several ways in the English classroom. 1 hope the ideas presented above will stimulate teachers to come up with a variety of effective and enjoyable activities that can make the language more memorable for students, Lic. Maria Fernanda Rosso Sources ® Brint, Danial. 50 Activites Based on Visual Material retrieved from Bip ii2>ricbrnt blog:potcomar/ * Canning-Wtison, Christine, Using Pictures in EFL and ESL Classrooms, Retrieved from fies eced.gov/fllex/ED445529 pf = Marton, Andrea. Power ofthe image: ways to use photographs in ELT. Retrieved from htp¥/worteacher andhea blogspot.com ar/2013/10/power-oFmage-waysto-use photographshtml * Olbano, Larissa. How English Language Teachers Can Use Pictures inthe Classroom. 06 December 2013, Retrleved from Bito:/los hcouncitara/an3/12/05, J Van de Wert, Joep.“Using Pictures from Magazines’. The Internet ouinal Vol. 1X, No.7, uly 2003. Retrieved from ft/s o-a Tast accessed 15 March 2014, » Yusuf Gabur. The Advantage of Using Pictures in Teaching Genre: Namrtive, Reccunt, Procedure Descriptive, and Report Text Retrieved from Pisefeachrarative bog:patcom.a/2011/04/advantage of using pictures in Reechitotim)vwiviianimétocom This website is a fun easy way to create and share amazing videos using our own pictures, clips, words and music. Step 1: Enter your email and password to create an account. Step 2: Choose a style among the options, cose aste “a - Em 2 ‘Step 3: You can purchase a full month trial period or make a 30 second video for free. Try this! Step4: Add pictures from your computer or upload them from your Flickr, Facebook, or Instagramaccounts. You can also choose to aud text at any point of your presentation. g ‘Step 5: When you are happy with your video, stop editing and produee it, Then you can choose to copy its link, share it on Facebook or Twitter, email it, etc. SHH Scoot Hope you enjoy the App! goin © Clubepiwa and you'll get cur monthly newsletter. @ son sacebook com/ciubediba Wiis.. ‘wu twitter com/clubedliba © vornstricrstconsiveaba |September 21” World Gratitude Day ; 1 This date gives people the chance to show their Your appreciation and gratitude to everyone and for everything in their lives. Background A group within the United Nations created this celebration so that people could in different ways. express thei appreciation fr all the good things that groups and individuals do to make life better for others. The idea was to do ths globally and to acknowledge the contributions, with awards handed out to honour the sprit and good work What do people do? On this day people appreciate and return all the favours and good deeds that others have done for them We can express thanks to people in a number of simple ways ~ helping in the kitchen, making a thank you note, volunteering to do the shopping, et. Class Plan Elementary (8 year-olds +) Objectives «To learn about World Gratitude Day. «To revise the modal can for possibilty. «To learn how to make a thank you card. Activities: «The teacher will write THANKS on the board in different languages. Students will guess what is. celebrated on this date, «The teacher will ask students what things they can be grateful for. The teacher can suggest a few ideas: /am grateful for my family, my friends, my pet, etc + The teacher will describe how the date was established (see Did you kriow? above) and what people can do to show their gratitude. * The UN has its headquarters in the city of New York. It also has offices in Geneva, Vienna and Nairobi, * The UN was established on October 24, 1945, * The United Nations issues its own postage stamps. 4 * UN peacekeepers help over 150 million people across Extra reading for teachers: the world. + worwexaminercomv/artcle/september-21-world-gratitude-day + Students will work in groups to create activities they can do to, say Thanks! E.g, We can help mum in the kitchen after lunch. We can prepare breakfast on Saturday morning. + Students will make a thank you card to somebody special. Bs \ Teachess, Your ATTENTION PLease! | ‘ATTRACTIVE EXTRA-LARGE MATERIAL = IRs Book them in advance! | www.ediba.com Thanks to (®) EDIBA Player you can download this magazine and many more educational resources on your PC. OD wacaznes GH mucrveou resources yf EDIBA Player's a free application. Download from www.player.ediba.com