• Año XIX • Nro.

199 • Argentina $ 75,00

• Uruguay $ 160 • Paraguay Gs 30.000
• El Salvador U$S 3,10 • Costa Rica C 1.600
• Venezuela BsF 30 • Honduras HNL 59
• Ecuador U$S 3,40 • Perú Soles 15 • Bolivia $ 45
• Chile $ 1.900 I, II y XII Región $ 2.300
 Objectives:
• To teach artistic techniques.
Klimt
• To expose students to general
information about artists. painted women.
• To teach students to value art.
• To make students experiment different Activity 2: Working with textures
textures and possibilities given by Ask students to bring a copy of a picture
different materials. of them with their mom, or a picture of
•To analyse “The Three Ages Of A a mother and child. The copy should be
Woman” by Gustav Klimt. in black and white, if possible, for
•To compare paintings. students to experiment textures on it.
Divide students in groups of four. Place
Activity 1: Klimt brushes of different sizes, colour
paintings, oil paintings if possible, some
Show the videos at
thin sticks and water to alter the density
https://www.youtube.com/watch?v=CX
of the painting. Before giving
Q7n0ezr_A and
instructions, show how each material is
https://www.youtube.com/watch?v=iFz
used. Make sure that students realise
DNk1HDCU to get an idea of Gustav
that painting with a stick will provide a
Klimt’s work. Ask students to listen and
thicker texture on paper. Using brushes
watch the videos. Later on, without music,
will leave other effects, more water will
tell some information about the author’s
leave a watery colour and so on.
work and life. Point out the words texture
and yellow, yellowish, ochre – colours Ask students to develop a lineal drawing
characterizing his artwork. After watching of a mother and her child. In order to do
the videos twice, ask students to complete that, students will be instructed to use
a mind map. Check as a whole class. geometrical shapes like triangles, circles,
Choose the painting that students like the ovals, squares, rectangles, etc. In this
most and start asking questions about opportunity, they will be required to
Klimt’s techniques, predominant colours colour the drawing using mostly
and any other thing that may call the different types of yellow and ochre as
students’ attention. those are the colours characterising the
work of the artist in question.
Explain that texture is the technique
chosen by the artist. It is provided and Students share their work, opinions,
given by using different patterns and feelings. They can even open an Art Hall
colouring techniques. at school to show their works.
Ask students where they see texture in Germana Tomas
each painting: in women’s clothes, in the
sky, etc. Then, ask why they think an artist
may choose to use texture. Tell students to
brainstorm ideas. Write them on the board,
and then find similarities in students’
answers. Answers may include: to make
the painting even more beautiful, to
provoke other feelings in the observer, to
play with materials, to experiment new
things, etc.
Discuss: If the paintings were painted in
coloured pencils, would they have the
same effect as with textures? Finally, ask
students if they can see women in the
paintings. Point out that Klimt mainly

2
 ear colleagues,
Page 2:

Contents
Brushes All Around: Klimt
This month, The Teacher’s Magazine brings along lesson plans Pages 4 to 7:
included in the annual syllabuses presented in our last issue. What a Day!
For Very Young Learners and Young Learners, you will find lesson plans Pages 9 to 11:
on weather. As usual, you will find in the poster the prompts to tell a What’s the Weather Like?
story to be performed. What a Day! is a play with lots of activities including a Pages 12 & 13:
domino for students to colour and play. Around the same topic, weather, there Put on Your Clothes
is a lesson plan to present vocabulary through videos and to link weather to Pages 14 to 16:
clothes. Oh, The Seasons!
For Young Learners, there are activities on months and seasons as well as a
Pages 17:
lesson plan for students to introduce themselves and state their favourite things.
Months and Seasons
Pages 18 & 19:
We start a new section about painters, and the first one we are going to work All about Me
with is Klimt and his gorgeous paintings of women, just in case you want to Pages 21 to 23:
celebrate Women’s Day in your class. Malvinas: A Bit of History
You will also find a downloadable page with all the links available in the Page 24:
articles published in this issue. In this way, you will have the URL at a click of Working with Short Films:
the mouse, so as not to copy them on your browser. Presto
Getting ready for April, there is a lesson plan on Malvinas Islands, in which
Pages 26 & 27:
vocabulary is introduced to talk about the history of the Islands and past simple
What Do We Do With All
is practised.
These Numbers?
Pages 28 & 29:
Last but not least, there is an article on Digital Ice-breakers to use in our Digital Ice-breakers
classrooms. Page 30:
I hope you love this issue as much as we do. Global Culture Corner:
The Teacher’s Magazine Team World Theatre Day
Poster 1:
What a Day!
Numbers
Poster 2:
Clothes

Directora: Karina Uzeltinger / Diseño y diagramación: Marcela Monardez /Dirección general: Adrian Balajovsky/ Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Marcela Caimani Ferrer, Mariana
Prats, Yesica Galliano, Diana Bauducco, Juliana Tomas, Fabricio Inglese, Sabrina De Vita, Germana Tomas, Romina Botta, Graciela Leardini. / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección
general: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Mónica Gil, Natalia Sofio
/Comunicación y atención al cliente: Carlos Balajovsky, Maia Balajovsky / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Recursos humanos: Mariana Medina / Recursos multimedia: Martín
Asteasuain, Francisco Del Valle, Aldana Meineri , Pablo Yungblut, / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón
ISSN: 1514-142X
Monteoliva, Juan Meier / Recepción: Mauro De Los Santos, Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio,
AÑO XIX - Nº 199 Luciana Sabatini.
MARZO 2017
Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: Forma Color Impresores SRL, Camarones 1768, CABA, Argentina. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de
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[email protected] - Colombia: Distribuidoras Disunidas S.A., Transversal 93 No 52-03, Bogota; Tel: 00571- 486-8000, Fax: 00571- 486-8000 int. 153 - Ecuador: Distribuidora Los Andes S.A, Disandes Ciudadela "La Garzota" Mz 27ma y Av Agustín Freire (esquina),
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3
The story
What a T
he play What a Day!
aims at students being
actively involved the
CHILDREN: Hello Sun! What whole time. It is apparently
a beautiful day! simple, though it requires
that they perform, move, talk
SUN: Yes, a lovely day! Who and use different elements at specific
moments.
is there?
Objectives
CLOUD: Here I come! Give me • Make an umbrella and a hat/cap. Make paper hats or caps with your
• Review numbers and colours. students or ask them to bring one from
some space! I am a Cloud! home. Watch these videos to learn
• Draw and colour different items.
different ways of making them:
CHILDREN: Oh oh! Good bye • Sequence.
https://www.youtube.com/watch?v=b
Sun! And welcome Cloud! I Linguistic exponents w7P4JtRxBY Preschool Sun Visor Craft:
love your colour and shape! • Greetings Kindergarten Crafts
You look like cotton. • Vocabulary connected with the https://www.youtube.com/watch?v=X
weather. 5JQ0Ye3j3I Tutorial on How to Make a
CLOUD: Thanks! I can be • Colours Flat Brimmed Paper Hat (New Era Style)
white or grey. • Numbers https://www.youtube.com/watch?v=Q
3E3uS9QF28 (Part 1)
Before telling the story
CHILDREN: Look! Here comes For this play, you will need:
https://www.youtube.com/watch?v=I-
another cloud! But this one igKWk-Ed4 (Part 2) Newspaper
• (Paper) Hats/caps recycling. How to make solid Basket and
is dark! Bye Bye, Cloud! • Paper umbrellas Bowling hat.
• Coloured pencils/markers Make small umbrellas with your
STORM: Yes! Woo-hoo! It’s • Paper/cardboard students. Watch these videos to learn
me, Storm! If you like rain, • Confetti (a lot!) how to make paper umbrellas:
you will enjoy me. If you • Cotton https://www.youtube.com/watch?v=s
don’t like being wet, open • Glue 8ddNSzvZHY Origami Umbrella tutorial
• Glitter (Henry Phạm)
your umbrellas! https://www.youtube.com/watch?v=k
Present vocabulary showing the pictures
in poster 2. Ask students what’s the J59vv7yo_4 Paper umbrellas
CHILDREN: Welcome, Storm!
weather like today? for them to choose
We love rain! It helps plants the correct picture (sun, cloud or rain).
and trees grow! But we will Ask them if they prefer: a sunny day, a
cloudy day or a stormy day and why. Tell
open our umbrellas, we don’t them that they are going to take part in a
want to get wet! play, which means that they are going to
play an important role. Introduce the
STORM: Ok! Here we go, get elements that they are going to wear: a
ready for the rain! hat/cap and an umbrella. (You will also
use confetti, but this is a surprise the
first time).

4
 Day!
Telling the story
As you tell the lines of What a Day!, do
different voices to play the characters:
the children, Sun, Cloud and Storm.
the new words while playing. Download
the domino from www.ediba.com. Ask
students to colour the pictures and to
pay attention to use the right colour for
the umbrellas. Then, you may want to
Extra activities
When students make the paper umbrella,
they can decorate it and give it as a
present for their families. Explain that
this umbrella protects them all from rain.
Show your students when they have to laminate the cards before playing.
wear the elements they have made or Tell your students why rain is good for
brought: the hat/cap, and the umbrella. Download another the Earth, for us and all other living
Surprise them at the end of the first photocopiable activity beings. Ask them to make an illustration
from www.ediba.com
performance by throwing confetti as if it for each of the following sentences.
was rain. As you repeat the play and It’s experiment time! Then, stick them on the corridor walls
students practise it, they can also throw under each of the statements for other
confetti when it starts to rain. Show students how clouds are made and
children, teachers and parents to see –
explain the process that takes place.
Rehearse the play several times, so that and learn.
Follow the instructions on these videos
students get used to it and can perform where you will find explanations, too.
without your lead. Primary school
students may also be able to learn the
http://www.planet- Why is rain so good?
science.com/categories/experiments/w
lines and repeat them with you. eather/2011/03/make-a-cloud-in-a- Rain brings nutrients to the oceans.
bottle.aspx Rain waters our plants and trees.
After telling the story Rain leaves fresh water for animals.
Cut the shape of the sun on yellow or Rain waters farmers’ crops.
white construction paper. Repeat it to Rain fills aquifers.
make as many suns as you need to have
Rain clears the ground of
one per student. Students decorate their accumulated waste.
suns using coloured pencils, markers
and/or glitter. The rain and the
sun together
Cut the shape of a cloud on a piece of let us see
paper or white cardboard. Repeat it to the
make as many clouds as you need. amazing
Students decorate the clouds with cotton. http://www.sciencealert.com/watch- rainbow.
They can paint, colour or dye the cotton how-to-make-an-instant-cloud-in-a-
grey if they prefer and stick it on the bottle
cloud. http://www.weatherwizkids.com/expe
Cut the shape of a cloud on a piece of riments-cloud.htm
paper or blue cardboard. Cut strips of http://www.kidspot.com.au/things-to-
blue plastic bags to imitate rain falling. do/activities/how-to-make-a-cloud-in- (some
Students stick the bands and decorate a-jar information
the cloud with some cotton. Add blue or Show students how to “make rain” and was taken
dark paint to the cotton, so that it looks explain the process. Follow the from:
“stormy”. They can stick the cotton or instructions on this video:
use it to paint the cloud! http://www.weatherwizkids.com/expe https://www.reference.com/science/rai
riments-make-rain.htm n-important-a22bd07bc965e0b7)
Tell students to draw and colour their
favourite weather day. If your students are interested in other As a final task, students can perform the
aspects related to the weather, you can play for other students or parents. It can
On pages 6 and 7 you will find
check this website for more videos, also be done as an end-of-the-year play.
photocopiable activities to practise
lesson plans and activities:
vocabulary, counting and reading. There Geraldina Salaberry Serrano
http://www.weatherwizkids.com/weat
is also a domino for students to practise
her-rain.htm

5
 Age: Very Young Learners/Young Learners

What a Day!
A) Match.

CHILDREN

SUN

CLOUD

STORM

B) Order according to size.

66
 Age: Very Young Learners/Young Learners

What a Day!
C) Count.

D) Read.
HELLO SUN! WHAT A BEAUTIFUL DAY!
SUN: YES, A LOVELY DAY! WHO IS THERE?
CLOUD: HERE I COME! GIVE ME SOME SPACE! I AM A CLOUD!
CHILDREN: OH OH! GOOD BYE SUN! AND WELCOME CLOUD! I LOVE YOUR COLOUR AND
SHAPE! YOU LOOK LIKE COTTON.
CLOUD: THANKS! I CAN BE WHITE OR GREY.
CHILDREN: LOOK! HERE COMES ANOTHER CLOUD! BUT THIS ONE IS DARK! BYE BYE, CLOUD!
STORM: YES! WOO-HOO! IT’S ME, STORM! IF YOU LIKE RAIN, YOU WILL
ENJOY ME. IF YOU DON’T LIKE BEING WET, OPEN YOUR UMBRELLAS!
CHILDREN: WELCOME, STORM! WE LOVE RAIN! IT HELPS PLANTS AND
TREES GROW! BUT WE WILL OPEN OUR UMBRELLAS, WE DON’T WANT
TO GET WET!
STORM: OK! HERE WE GO, GET READY FOR THE RAIN!

77
 What's the Weather Like?

T his lesson plan around

the topics of weather,
seasons and clothes will
Present weather words: sunny, windy,
snowy and rainy using pictures or
drawings.
https://youtu.be/fWcQpub7-
cE?list=PL1wrsEJEvZjbRQhwU-r--
6LDo8tMLWYSL and, while children
help you organise your Play the are listening, take out from the box the
activities meaningfully through song What’s flashcards and place them on the
different classes. It is aimed at the weather board. Mime the song with your
students at Kindergarten and Primary like? at: students.
School levels. Put all the clothes inside the Mystery
https://youtu.be/KUSbazn3STo?list= Box or Mystery Bag. Listen to the song
Objectives PL1wrsEJEvZjbRQhwU-r-- Put on your Shoes at https://youtu.be/-
• To learn vocabulary related to 6LDo8tMLWYSL jBfb33_KHU and, while you are
weather, seasons and clothes. listening, take out some of the pictures
While singing the song, point to the
• To revise colours and numbers. different pictures. When listening for a from the box and place them on a table
• To have fun while singing, second time, ask students to lift the or desk.
drawing and colouring. pictures when they hear the weather The second time you listen to it, mime
words. the parts where he puts on his clothes.
Elicit some words about rain, for Make students repeat the words, while
Use a Mystery Box or a Mystery Bag they are singing or miming the song.
to introduce new vocabulary items. example, umbrella. Students watch the
They are either a box or a bag with video at: You can also listen to another song
colourful question marks on the sides. https://youtu.be/LFrKYjrIDs8?list=P called Magic Clothes Show Time at
If you start this as a routine, students L1wrsEJEvZjbRQhwU-r-- https://youtu.be/5xq1bfk-2XI.
will always know that new words, or a 6LDo8tMLWYSL, and sing and dance Place on the board four strings, each
new story are to be presented. You can the song Rain, rain, go away. On page next to the season words or pictures
sing a very simple song that later they 10, students draw, colour and trace the with some clothespins. Ask students to
will learn and sing. sun and the rain, so they can work on place the pictures (flashcards) you have
https://youtu.be/EULQrI3aVik. motor skills. on the board in each twine according to
Listen to the song at the clothes you wear in each season.
https://youtu.be/Jn7uAsLWXpk?list You will find a set of activities you can
=PL1wrsEJEvZjbRQhwU-r-- do with your students on photocopiable
6LDo8tMLWYSL. Let children watch pages 12 and 13 to revise clothes
the video to learn the actions related to words, colours, numbers, seasons and
some of the activities we do under weather.
different weather conditions.
Final task
Ask students to bring or give them a
piece of cardboard, string and two ice
Start the lesson by introducing a cream sticks.
puppet which you can call Mr. Weather.
Hand out photocopiable page 12 to
It can even be a stuffed animal. Tell
each student.
students that this puppet tells you what
the weather is like just looking through On page 11, you will find Ask them to choose the clothes they
the window and singing a song. Teach photocopiable activities for older like most and colour them. Then, they
the following chant: Mr. weather bird, students. choose their favourite season. Once
Mr. weather bird, what’s the weather they have decided on those things, give
Put on Your Clothes them cardboard, string and ice-cream
like? What’s the weather like today?
While you sing the song, pass the bird Put inside the Mystery Box or Mystery sticks to create a clothes twine
among the kids and look through the Bag the flashcards related to seasons. including the clothes and the weather
window to elicit the weather. Play the following Season Song at they have chosen.
Romina Botta

9
 Age: Very Young Learners/Young Learners

What’s the Weather Like?

Colour the sun yellow.

SUN
Draw the rain.

10
 Age: Young Learners

What’s the Weather Like?

A) Count the drops and solve.

+ = + =
5 2 7 1

+ = + =
3 3 4 6

B) Trace the word and colour.

SNOWY SUNNY RAINY

C) Match.

11
 Age: Very Young Learners/Young Learners.

Put on Your Clothes!

A) Colour and cut your favourite clothes.

B) Match.

12
 Age: Very Young Learners/Young Learners.

Put on Your Clothes!

C) Read and colour.

D) Match.

E) Match.

JEANS SWEATER T-SHIRT

TRAINERS CAP JACKET

F) Read and colour.

13
 Oh, The Seasons!
S easons is an excellent topic
to teach children, since you can
not only revise vocabulary -such
• My favourite
season:
as colours, months or clothes- but Children draw
also incorporate expressions related to and describe the activities they do during
actions we normally do during different their favourite time of the year. Photocopiable pages
times of the year. • Teach the song below while using the • Season cards: There are
• Ask children to name the seasons. If they poster and miming the actions. Then, invite cards with the different
use L1, repeat them in English. To reinforce children to put on their desks the items names of the seasons for
the new words, present pictures and scenes mentioned in the song. Invite them to sing students to colour.
to represent them. Stick them on the board and act out the song:
while you mention them. • Favourite season cards:
(To the tune of “Oh! Susanna”) There are cards to complete,
• Select a few photographs of you and your Oh, the seasons, the seasons of the so children will have to ask
family doing different activities throughout year and answer about their
the year. Present them to your students favourite seasons. Encourage
Autumn, winter, spring and summer... I
while describing them: Look at this photo! children to repeat the
like them all!
This is my husband, Walter. He is riding his question. To be sure they
bike. He is in the park because it is spring…
Oh, it’s autumn!
It’s time to start school, stay with speak English while
Look at the flowers and the green grass. Ask completing the task, model
a student to stick it below the correct friends, fly a kite or read a book.
Oh, it’s winter! the activity first. Ask
season (in this case: spring). someone: Which is your
It’s time to stay inside, watch a movie,
Show another photo: Look! She is Candela, eat popcorn and play chess or cards. favourite season, April?,
my daughter. She’s making a sandcastle on “Spring!”, so complete the
Oh, it’s spring!
the beach… Do you like making sandcastles? chart by writing “April” in
It’s time to have a picnic, water the the names column. When
Do you go to the beach? When do you go? In
plants, go to the park and ride my bike. they finish completing the
winter? In summer?
Oh, it’s summer! cards, ask children to share
• Let’s pretend: Act out some activities you It’s time to have an ice cream, go to the their results. For example, 3
normally do during the different seasons, beach or swimming pool and make children like spring and 7
for instance, having ice cream, and ask sandcastles. children prefer summer.
Which season is it? Give options to reinforce Oh, the seasons, the seasons of the
the new words: Is it winter or summer? year Mariana Prats
Perform some actions yourself, so that Autumn, winter, spring and summer... I
children say the correct season. Then, like them all!
choose one student at a time to act out for Mariana Prats
the rest of the class to guess.
 Age: Very Young Learners/Young Learners.

Oh, The Seasons!

A) Colour.

15
 Age: Very Young Learners/Young Learners.

Oh, The Seasons!

B) Complete the cards with the names of your friends.

WHICH IS YOUR FAVOURITE SEASON?

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

16
Level: A1 Age:Young Learners.

Months and Seasons

A) Write the month before and after these ones.

OCTOBER FEBRUARY
MARCH AUGUST
MAY
B) Write the months in the right group.
In the first group, months with 30 days. 31 DAYS
In the second group, months with 31 days.
In the third group, the month with 28 or 29 days.

30 DAYS

28/29 DAYS
C) Write the short forms.

January ........Jan..................... May ........................................ September ..................................

February ....................................... June ........................................ October ..................................
March ........................................ July ........................................ November ..................................
April ........................................ August ....................................... December ..................................

D) Write the corresponding months under each season.

Remember they begin on the 21st of each month!

SPRING SUMMER AUTUMN WINTER

........................................ ........................................ ........................................ ........................................
........................................ ........................................ ........................................ ........................................
........................................ ........................................ ........................................ ........................................
........................................ ........................................ ........................................ ........................................

E) I can see ...

AN ........................ AN ........................ A ........................ THE ....................

A ........................ A ........................ ........................ A ........................

Winter: June, July, August, September; E) umbrella, ice-cream (cone), tree, sun, flower, snowman, glasses, cloud.
Oct, Nov, Dec; D) Spring: September, October, November, December; Summer: December, January, February, March; Autumn: March, April, May, June;
March, May, July, August, October, December; 30 days: April, June, September, November; 28/29 days: February; C) Feb, Mar, Apr, May, Jun, Jul, Aug, Sept,
Key: A) September, October, November; February, March, April; April, May, June; January, February, March; July, August, September; B) 31 days: January,

17
All About me
T he beginning of the school year can be
daunting. Not only do we have to get to know
our new students and establish bonds with
them, but also we have to assess and revise their
previous knowledge, so we can successfully scaffold on it.
The following lesson sequence has been designed to
Phase two
• Give each student a copy of the “All About me” poster. It
tackle these issues in a fun and creative way.
would be a good idea to show them one you have done for
Phase one yourself as an example.
• Divide the class in groups of 4 or 5 students. • Explain what they have to include in each space and
• Create 5 posters for the following categories: numbers from stimulate them to use the items in the posters if they are not
1 to 10, food, colours, school subjects, pet animals. Elicit one sure what to include.
example for each category. • Stimulate, them to personalise and decorate their posters
• Create word flashcards with examples of the poster as much as they want.
categories. Make sure there are at least 5 items in each Phase three
category. Shuffle them and give an equal amount of cards in • Once everyone has finished, encourage students to
an envelope to each group. introduce themselves to the class by showing their posters.
• Give students a couple of minutes to work in their groups You can do it yourself as a model.
categorising their cards. • If the class is too big, students can introduce themselves in
• Once they finish, ask the different groups to stick their their working groups and you can go about listening and
cards on the appropriate poster. You can use this opportunity interacting with them.
to clarify or revise the meaning of some of the vocabulary Diana Bauduco
items.
Level: A1 Age: Young Learners.

MY NAME IS ……………….………….…….
THIS IS ME…

MY FAVOURITE
COLOUR IS
……………….………….…….

I AM ……… YEARS OLD MY FAVOURITE

FOOD IS
……………….…….…….

I HAVE A PET
……………….............…….…….

MY FAVOURITE TV
PROGRAMME IS
……………….………........……. MY FAVOURITE
SCHOOL SUBJECT IS
……………….……............…….…….

19
Malvinas:
A Bit of History
T his lesson plan can be
used on its own or as the
second part of the lesson
Tell students to read the rubrics for
activity B, and ask what they imagine
the text would be about. Go through
provide the base form of the
irregular verbs. There is a list of
irregular verbs to download from
plan presented last year in the three possible titles and tell www.ediba.com
The Teacher’s Magazine N° 188, students to predict what information
March 2016: Malvinas Islands. the text should present according to the Download another
photocopiable activity
different headings. Let them read the from www.ediba.com
Objectives: text and choose the correct title.
Teach or revise how the years are said Go through the text in activity D on
• To revise and practise Past Simple.
in English. You may want to refer to the page 23, and check comprehension.
• To work on words related to war. Students now can check their
explanation given in the Usage Box.
• To work on reading strategies: Tell students to write down all the years predictions to question 5, activity A.
prediction; use of cognates; skimming mentioned in the text. You may also Read the rubric together with your
and scanning. give them some other years if they need students and have them do activity D,
more practise. in which they have to complete the text
• To work on speaking strategies:
with the past form of the verbs in
expressing a particular meaning in Go back to the answers students gave
different grammatical forms. brackets.
in activity A. Ask them to compare
their predictions to the information Ask students to find out information
from the text, and then to answer the about the war to discuss in class. You
Critical thinking skills: recognising, questions correctly. Question 5 cannot may also call a Malvinas War Veteran
listing, identifying, finding, defining, Centre, so they can give a talk at school
be answered yet, because the text does
comparing, explaining, recalling about their experience during the war.
not provide the information.
information, generalising, synthesising,
understanding cause and effect, Teach or revise the time expressions in As a final task, students make posters
integrating, the text: at that year, a year later, etc. to display at school about what they
by asking students to what year they have learned.
Start the class by asking students what
refer to. Then, do activity C. Karina Uzeltinger
they know about Malvinas Islands.
Depending on students’ level, you may
Write on the board any information
ask them to work in pairs or
given. Tell them they are going to read
individually. They can also present the
a text about the history of the Islands.
timeline in their computers if they are
Go through the questions in exercise A
available in class.
on page 22 explaining any unknown
words. Let them work in pairs Teach or revise Simple Past. Use the
predicting the answers if they do not Grammar Box. Tell students to
know them. Go through the answers underline all verbs in the past in the
each group has given, but do not tell text and to classify them into regular
them whether they are right or wrong. and irregular verbs. Then, ask them to

Simple Past - Irregular verbs.

The verbs selected for the list of irregular verbs on page 31 are the most used ones according to the the BROWN corpus of
American English and the Lancaster-Oslo-Bergen corpus of British English. The verbs that have both a regular and
irregular spelling, and the regular one is widely used, are not included in the list. The verbs are ordered alphabetically, but
if they were ranked by usage, the top 10 list would include the following verbs: say, make, go, take, come, see,
know, get, give and find. Verbs be, have and do, though irregular, are often used as part of other tenses (past
continuous, passive voice, past perfect) and as auxiliary verbs in questions and negations. They are in fact the most
widely used irregular verbs.
Sources and References:
http://www.geisteswissenschaften.fu-berlin.de/we06/arbeitsbereiche/ Download another
didaktik_des_englischen/primary/buecher/ IrregVerbs/index.ht photocopiable activity
http://www.hd.uib.no/icame/ij19/mindt.pdf from www.ediba.com

21
 Level: A1+/A2 Age: Teenagers/Adults
MALVINAS: A BIT OF HISTORY
A) What do you know about the history of Malvinas Islands? Answer the following questions and, if you
don’t know the answer, predict it.
1) Who discovered the Islands? When?
..........................................................................................................................................................................................................................................
2) Where do the names Malvinas and Falkland derive from?
..........................................................................................................................................................................................................................................
3) Who was the first governor?
..........................................................................................................................................................................................................................................
4) When were they invaded by the British?
..........................................................................................................................................................................................................................................
5) When was the war between Argentina and Great Britain over the Islands?
..........................................................................................................................................................................................................................................

B) Read the following text and choose a title.

1) British Invasion
2) Argentina and the Islands
3) History Timeline
The islands were probably first sighted by Amerigo
Vespucci in 1501, though Esteban Gomez, the captain
of one of Magellan’s ships, is said to be the first one
to sight them. Up to 1690, Spanish, English, Dutch
and French ships visited or wintered in the islands.
In that year, Captain John Strong entered the sound
between the islands and named it Falkland Sound in honour of Viscount Falkland, the Treasurer
of the Navy. In 1764, the French founded a colony on East Falkland. The sailors were from the
city of St Malo and were often referred to as the “Malouines” from where the Spanish name
Malvinas is derived. A year later, a British settlement was established on West Falkland. Two
years later, the Spanish bought the French settlement, Port Louis. From that moment, the colony
was named Puerto Soledad. In 1770, a Spanish force expelled the British, but a year later Spain
returned the colony to Britain. In 1774, the British departed from the colony for reasons of
economy, leaving a lead plaque claiming sovereignty. A year later, Captain Cook discovered
South Georgia.
After the Revolution of 1810, Spain evacuated the islands, and
in 1820 the Buenos Aires government proclaimed its sovereignty USAGE BOX
over the Falklands. A few years later, Juan Manuel de Rosas sent How do we say the
a governor, Mr. Vernet, with a garrison and settlers. In 1831, years in English?
there was an incident with three American ships because they
were hunting seals without permission. In reprisal, a warship 1810: eighteen ten
attacked and destroyed Puerto Soledad. Because of this, the 2000: two thousand
British invaded the islands in 1833, sending all Argentinians and 1703: seventeen oh three
Mr. Vernet back to the continent. Buenos Aires protested, but 2017: twenty seventeen
the British annexed the islands to Britain. From then on, despite
Argentina’s claims for sovereignty, the islands remained British.

C) Read the text again, and make a timeline. Add any information you may know and it is not presented
in the text.

22
Level: A1+ / A2 Age: Teenagers / Adults
MALVINAS: A BIT OF HISTORY

GRAMMAR BOX SIMPLE PAST

Regular verbs add –ed: Irregular verbs do not follow the rule for regular verbs.
Some change only a letter: Some do not change:
VISIT VISITED
COME CAME SET SET
NAME NAMED MAKE MADE CUT CUT

TRY TRIED Some do not have many or any letters in common:

GO WENT
PLAY PLAYED
THINK THOUGHT

D) Read the following text, and put the verbs in brackets into the past form.

Events leading to the war

In March 1982, a group of Argentine scrap metal merchants _______________ (go) to the South Georgia
island to dismantle a whaling factory. With them, there _______________ (be) some soldiers. A few days
later, the military dictatorship _______________ (decide) to invade the islands.
Argentina _______________ (be) in deep economic trouble: the inflation _______________ (be) over 600%,
and the wages _______________ (go) down. There _______________ (be) mass disappearance of people
in the hands of the military juntas, which was causing significant unrest. The invasion was planned for
the 25th of May or 9th July. The main purpose _______________ (be) to divert public attention from the
distressing internal problems and restore the long lost popularity and
prestige of the dictatorship.
In late March, there _______________ (be) a
massive union demonstration, and the date of
the invasion was moved to 2nd April in an act
of desperation. On 2nd April, 1982, Argentina
_______________ (land) on the Falklands.

23
 Working with Short Films
PRESTO
A) Answer the questions.
1) Do you like magic?
2) If you could do a magic trick, what would it be?
3) Have you ever seen a magic show? What was it like? Who did it involve?
What tricks do you remember?
B) Look for the definition of magic on this website and check out the
different types that there are: http://we-love-magic.co.uk/different-
types-of-magic/
Write down a definition.
C) Watch the short film at:
https://www.youtube.com/watch?v=CB1Pukr0nFQ
D) Choose the correct option.

a) At the beginning, what is b) What is the magician like? c) The theatre is...
Alec Azam, the rabbit, like? Elegant and smart small and cosy
funny and peaceful Relaxed and easy-going big and dirty
sweet and small Shy and inexpert enormous and fancy
huge and fat

E) Put the sequence of events in order.

1) The show ends and the audience is extremely excited about it.
2) Eventually, both the magician and the rabbit go through the hat.
3)The rabbit doesn’t do what he is supposed to. He wants his carrot.
4)The music begins, the lights are on and the show starts.
5)The magician tries to force the rabbit, but the animal
makes him have little accidents.
6)The magician starts his trick with his hat.
7)The rabbit is hungry and tries to take the carrot, but he can’t.

F) Answer the questions.

1) Why doesn’t Alec get into the hat?
2) What is the magician wearing? Do all magicians wear similar clothes? Why?
Check this video and describe David Blaine’s clothing style and magic tricks:
https://www.youtube.com/watch?v=GNFUhbUIWOE
If you want to see more magic, check the illusionist’s official site:
www.davidblaine.com
3) The show is called Digiotagione and his Hat of Wonder. What do you think about this special hat?
4) In your opinion, why does Alec decide to save the magician?
5) Did you like the ending? Why?

G) PROJECT TIME.
1) Imagine you are the most prestigious magician in 2) Make a poster to present yourself and your show.
the world. Include the following information:
Where are you from? Where it will take place.
What are you famous for? What famous trick you are going to do.
What magic tricks can you do? How many assistants will be present (if any).

wearing smart clothes (a suit and a bow tie). Not all magicians wear these clothes.
ruling out potential explanations as they go.”; D) a) 2), b) 1), c) 3); E) 7), 4), 6), 3), 5), 2), 1); F) 1) Because he is very hungry and the magician won’t give him food, 2) The magician is
how you did it – or rather, not knowing how you did it. There are people who always come up with theories of how it’s done and the best magicians build this into their routines,
KEY: B) Possible answer: “…it’s about creating the impression that the impossible is happening. (…) Magic is doing the seemingly impossible and leaving the audience with no idea

24
24
 Level: A2 Age: Teenagers/Adults

WHAT DO WE DO WITH ALL THESE NUMBERS?

A) Write in numbers.

1) Three hundred and forty-five.

2) Six hundred and ninety-one.
3) Twelve thousand seven hundred and fourteen.
4) Nine thousand and forty-four.
5) Two thousand three hundred and thirty-five.
6) Eight hundred and sixty-one.
7) Ninety-one thousand nine hundred and seventy-six.
8) Four hundred and thirteen.
9) Three thousand five hundred and fifteen.
10) One thousand one hundred and twenty-two.

B) Now, do the opposite. Turn into words the numbers given in the following list.
1) 5,894 ................................................................................................................................................................

2) 793 ....................................................................................................................................................................

3) 7,074 ................................................................................................................................................................

4) 74,500 ..............................................................................................................................................................

5) 662 ....................................................................................................................................................................

6) 8,520 ..................................................................................................................................................................

7) 20,973 ..............................................................................................................................................................

8) 6,010 ..................................................................................................................................................................

9) 5,000 ..................................................................................................................................................................

10) 111 ..................................................................................................................................................................

C) Write five numbers. Dictate them to your partner.

26
27
Key: A) 1) 345, 2) 691, 3) 12,714, 4) 9,044, 5) 2,335, 6) 861, 7) 91,976, 8) 413, 9) 3,515, 10) 1,122; B) 1) Five thousand eight hundred and ninety-four, 2) Seven
hundred and ninety-three, 3) Seven thousand and seventy-four, 4) Seventy-four thousand five hundred, 5) Six hundred and sixty-two, 6) Eight thousand
five hundred and twenty, 7) Twenty thousand nine hundred and seventy-three, 8) Six thousand and ten, 9) Five thousand, 10) One hundred and eleven;
D) 1) Six o’clock/six sharp, 2) A quarter to eleven/ten forty-five, 3) Five to five/four fifty-five, 4) Half past two/two thirty, 5) Three sharp/ three o’clock, 6) A
quarter past eight/eight fifteen, 7) Twenty to two/one forty, 8) Twenty-five to one/twelve thirty-five; E) 1) A quarter to twelve/eleven forty-five/11:45 a.m.,
2) Half past eleven/ eleven thirty/11:30 p.m., 3) Half past seven/seven thirty/7:30 p.m., 4) A quarter past eight/Eight fifteen/8:15p.m., 5) Eight o’clock/Eight
sharp/8:00 a.m.
Fabricio Inglese
four hours later.
Tomorrow, I’ll have to wake up at 4 a,m. I won’t have breakfast, since I usually have it 5)
At Jenny’s, they have dinner at 9. My family usually eats forty-five minutes earlier. 4)
Frank arrived two hours and a half after 5 o’clock tea and his granny was furious. 3)
Jane phoned her mother half an hour before midnight. 2)
Bill arrived fifteen minutes before noon.. 1)
answers in numbers and words.
E) Read the following sentences with adverbs of time. Guess the time of the day they refer to. Express your
12:35 8)
Four fifty-five Three sharp
1:40 7)
Three o’clock Six o’clock
8:15 6)
Eight fifteen Five to five
3:00 5)
Ten forty-five Twenty to two
2:30 4)
One forty A quarter past eight
Six sharp 4:55 3) A quarter to eleven
Two thirty 10:45 2) Half past two
Twelve thirty-five 6:00 1) Twenty-five to one
time are found.
D) Read the following list of time examples and find its matching hour. Two different ways of telling the
Age: Teenagers/Adults Level: A2
 cebreakers are really the story behind it. The rest of the
4) WORD CLOUDS:
I useful, especially at the
beginning of the year with
a new class. Icebreakers
relax the atmosphere, can
students can ask questions about it.
After that, each group can choose one
of the photos and recreate it for the rest
of the class to guess what is going on in
Students can create word clouds with
information about themselves using
Tagxedo (http://www.tagxedo.com/).
help our students feel more it. They can then share the original
comfortable, encourage shy students photo to check their
to participate, allow learners to share guesses.
without the pressure of being graded,
help students to get to know each 2) EMOJIS:
other and build relationships, Students choose three emojis
encourage collaboration between (According to Wikipedia,
students and get them moving. In this they are ideograms and
article, I am going to share with you smileys used in electronic
icebreakers you can put to work messages and Web pages).
using the technology available in The rest of the class has to
your class. guess in what way they are
connected to that student.
1) DIGITAL SHOW
AND TELL: 3) 3, 2, 1
In order to encourage INTRODUCTIONS:
conversation and help This popular icebreaker - in
students to get to know which students have to share
each other, put them three things they like, 2
into small groups. Tell things they hate and 1
them to choose a photo expectation for the course -
from their cellphone, can be given a digital twist.
share it and tell Students can share that
information creating a
video, a comic strip, a
poster, a collage or a
slideshow.

28
 7) DRAW AND 9) DIGITAL BRAINSTORMING:
RUN: You can use the web app Todays Meet
Each student will need (https://todaysmeet.com/) to create a
to use a drawing app like room for students to brainstorm ideas
Educreations on a topic of your choice in real time.
(https://itunes.apple.com/ar/app/edu It would be ideal if you could an
5) MOBILE PICTIONARY: creations-interactive- project everything on a whiteboard
Give each student 3 notecards. Students whiteboard/id478617061?mt=8), or and make comments about the
write on one side a Sketchbook Express interactions that are taking place.
vocabulary category (http://sketchbook-
you would like to express.uptodown.com/android). The Have fun with technology.
revise. On the other teacher names a category (e.g.:
Sabrina De Vita
side, they write favourite dessert, sport team, etc.)
down – but do not Students draw their choice on their
show – a word tablets or cell phones. Then,
connected to that everybody lifts their drawings
category. Divide and runs to pair up with the
students into small person they believe has
groups. Each group made a similar choice to
will need to use a theirs. They talk for about
drawing app like Educreations one minute about their
(https://itunes.apple.com/ar/app/edu drawings, asking each other
creations-interactive- questions and/or retelling
whiteboard/id478617061?mt=8), or their experiences.
Sketchbook Express
(http://sketchbook-
express.uptodown.com/android).
8) OBJECTIVES
Students place all the cards with the POSTERS:
categories facing up on a pile. When Students can
you start the timer, one student chooses collaboratively create
a card and draws the word(s) on the online posters about
app. The group tries to guess the their expectations for
answer before time runs out. the course, personal
objectives and aims for
this year, learning goals,
6) I SPY WITH MY MOBILE: using motivational phrases
Students take a close-up photo and whatever they think
(According to Wikipedia, it is a type will help them during the
of shot which tightly frames a person year. They can use one of
or an object). They shoot an object these web tools: Buncee
that belongs to a category of (https://www.buncee.com
vocabulary you would like to revise /), Biteslide
with your class. Students look at the (https://www.biteslide.co
different photos and try to guess m/ ), Thinglink
what they depict. (https://www.thinglink.c
om/) or Pic Collage
(http://pic-collage.com/).

29
 LT URE
A L CU
GLOB
CORNE
R
WORLD
THEATRE DAY (27th March)
BACKGROUND

W
orld Theatre Day is celebrated every year For Teenagers/Adults
on 27th March. It was declared by the
Level: A2
International Theatre Institute in 1961. A wide
range of national and international theatre Tasks:
events are held to signal this occasion. 1. Tell students that International Theatre Day is celebrated
on 27th March. Elicit what they imagine about this
WHAT DO PEOPLE DO? celebration.
One of the most important activities that the International 2. If students have access to Internet connection, they can
Theatre Institute does is to circulate the World Theatre Day surf the net and find information about that celebration.
International Message. This message is translated into Students answer the following questions:
different languages, more than 20 to be more precise. Then, a. Why is International Theatre Day celebrated on that
it is read for thousands of spectators before plays or date?
performances in theatres. It is sometimes printed in daily b. What do people do to celebrate that occasion?
newspapers all over the world. Apart from this, distinguished
c. What does the World Theatre Day International Message
people from around the world share their reflections with
consist of?
respect to what theatre is.
Alternatively, if students don’t have Internet connection, they
could look for the answers at home.
Teaching sequence
For Young
3. Brainstorming on the board.
Learners 4. Then, in groups of three, students decide on more
creative ideas so as to celebrate International Theatre Day in
Level: A1 a different way.
Tasks: a. What other activities can people organize to celebrate
1. Show this occasion?
students a b. Imagine you are part of the International Theatre
picture of the banner corresponding to World Day of Theatre Institute committee. Decide on a powerful message to
for Children and Young people from 2014. spread around the world as World Theatre Day
Link for the image: International Message.
https://assitejnz.files.wordpress.com/2014/03/worldtheatr c. Decide how you will share that message with the rest of
e2014_webbanner.jpg?w=816 the world. You should consider different options from the
2. Discussion questions: Ask the following questions as ones discussed in class.
springboards for discussion: Sources and References:
a. Do you like going to the theatre? https://assitejnz.wordpress.com/2014/03/19/world-day-of-
b. What kind of plays or performances do you prefer? theatre-for-children/ ( to get more information on World
Day of Theatre for Children and Young People)
c. Which one do you prefer, the cinema or the theatre?
Give reasons. http://www.world-theatre-day.org/ (to read more
information about World Theatre Day)
3. Follow-up task: In groups, students design a banner for
World Day of Theatre for Children and Young People. Then, http://www.world-theatre-day.org/messageauthor.html#
students present their banners to the (to get a copy of World Theatre Day message and its
rest of the class translation into different languages)
explaining Yesica Galliano
why they have
designed it that
way.

30