‘00 i Frida KhaloJoin B ClubeDwa and you'll get our monthly newsletter. ecbookcomicubeton Q tiverconicubedbe @) pinterestcomicbecbs @ you | Suscribe to Mazstra‘rjanit | a and The Teacher's Magazine. rf You can also buy spedalediions — | and back issues on our website Visit wwwediba.comgy a )- colleagues, his month, The Teacher's Magazine goes artistic! With e oe lots of lesson plans and activities to cater for different ages and levels For very young learners, there is a wonderful idea to work with colours, fruit and vegetables to make Art in the Kitchen. For young learners, there is a poem to work on what artis. And also, there are activities to make colourful games to play at school or at home. For teenagers, there are activities to work on music and songs, short films, street art and graffiti We hope you enjoy this issue and make the most of it. “x< ‘The Teacher's Magazine team One year subscription (11 issues) ETN aed in Poland — zamowienia@ediba.com / ww.ediba.com Tel: +2566 77 87 (Al letor ESATO wobsteswruccecibe.com One year subscription (12 issues) 000 Ke ‘By e-mail: suscripciones@ovejer.com Bam Halfa year subscription 6issues) 550 Ke By Phone: 91 352 09 18 by Fax: 91 71588 75, Czech Republic Contact: wivw.send.cz RUPO €DIBA GormBackground — Frida Kahlo was born on 6th July,1907. She was a Mexican painter. She is very well-known for her self-portraits. Her life began and came to an end in Mexico, in her parents’ house, which was known as "La Casa Azul” (The Blue House) On 17th September, 1925, Kahlo had a bus accident. Due to this incident, she suffered several injuries which included a broken spinal column, a broken clavicle, broken ribs and eleven fractures, among others. She was in great pain, and she had to undergo more than 35 operations as a result of this, After her accident, she gave up her medical course of studies, in order to take up painting. She used it as a pastime during her temporary immobilisation ‘When she was a younger artist, she talked to Diego Rivera, a Mexican muralist, about her art. She admired his work, and she wanted some feedback about her productions, He encouraged her to pursue art as a career. Kahlo got married to Rivera in 1928. During her life, Frida created around 200 works of art and drawings which illustrated her emotional and physical pain as well as her complex relationship with Diego Rivera. When she was asked why she had painted so many self-portraits, she replied that it was because she was often alone, and that she was the person she knew best. She died on 13th July, 1954 from a pulmonary embolism. Some people suspected that she died from an overdose, However, as ‘an autopsy was not performed, that hypothesis was not confirmed, Teaching sequence for children Levelt Any Pre-tasks: «1, Tell students they will analyse a portrait made by a famous painter. * 2, Before showing students the portrait, ask them to predict the answers to the following questions to activate schemata and revise vocabulary a. Is ita man or a woman? b. How does he/she feel? c. What is he/she wearin * 3. Show students Frida Kahlo’s portrait, and have them check their predictions. 4 Cag Tasks: + 1, Tell students to replicate the painting, but trying to change some features. Follow-up tasks: * 1, Have students compare their portraits to the one Frida Kahlo painted Teaching sequence for children Level: Pre-ntemediate Pre-tasks: * 1, Write the following key words on the board: painter Mexican - “La Casa Azul”- bus accident - Diego Rivera. Tell students all these words are related to Frida Kahlo’s life. Have them find the connection, * 2, Elicit possible answers from students and then, tell them briefly Frida Kahlo's biography Tasks: * 1, Have students watch a two-minute video which shows different paintings made by Frida Kahlo. © 2. Have students write down the name of the picture ‘which they liked best. * 3, As homework, tell students to write down a short description of the painting they had chosen. ‘ollow-up tasks: * 1. The following class: Students read aloud their descriptions. The rest of the class guess which painting it refers to. Resources for teachers: + To get a copy of Frida Kahlo’s self portrait: hnctpy/wwnartchive.com/artchive/K/kahio/kahio_selR26 pg html + To get more information about Frida Kahlo’s life and chronology: http /rwridakahlocom’ * To show students the two-minute video which includes many paintings by Frida Kahlo: sheps//wwmw youtube convwatch?v=eNBNLIXIVEKM Yesica Galliano.c ef : DiCanhs 2 ee ee * The teacher may ask a carpenter for some remaining pieces of wood with a certain measure (2,Sem x 7em x1,Sem). It ‘would be more exciting if the students personalized the game by painting the blocks in different colours. The teacher will encourage students to build the tallest tower. I project is aimed at primary school student. I may ask for the help of the Art teacher to design some drawings, and to work together V during her classes. We will each the students to recycle some objects, and use them to create games they could use to play at school or at home. We will ask them to bring empty cans or tins, old socks and empty baxes. First, the teacher will divide the students into three groups, so. each team willbe in charge of creating different games. + This group of students may paint empty cans, tins or bottles, and old socks. The teacher may bring, some paint and brushes. The Art teacher designs some angry birds, ghosts or other pictures on the tins, or uses some stickers to decorate them. They may even assign different points to the different cans to make the game more interesting. Someone can make a ball with old socks Once the tins and ball are ready, the students can stack the tins, and try to knock them down with the ball * This team will make use of empty boxes of matches or any other boxes. The teacher may take some black and white pieces of paper, glue and scissors, There are 28 pieces in the dominoes, so each pupil will be in charge of creating 3 or 4 pieces. The teacher will cut pieces of white paper of Scm x 9em, which ‘ill be used to cover the front part of each piece. Some students will draw and cut black circles, and distribute them among other students s0 that they can finish the pieces. If you prefer to revise any x vocabulary items, instead of drawing and cutting black circles, students draw the vocabulary items you want to reinforce a7 ft “introduce or revise colours, it 8. good idea not to teach them in isolation, since they are everywhere, and ur kitchen is not the exception, ‘Through the activities proposed, students will be able to discover colours in sore food as well as to try some simple but interesting scientific experiments such as the extraction of natural dyes from vegetables to use them, later, to express themselves artistically. Poster: In this issue, there is a colourful poster which portrays fruit and vegetables. The first step isto show the poster of a basket full Of veggies and fruit so that the teacher can ask students to look at it carefully. To encourage children to do that, do a gesture like wearing lasses or using binoculars. Then, the teacher can use the poster in a very simple way, just asking and pointing at the diferent images: What colour is the banana? How ‘many green fits can you see? Are there any red apples 7 et: The food presented and their respective colours are the following «white: bananas (inner part) + yellow: pear * orange: oranges * pink: grapefruit (inner part) «red: cherries * green: kiwi fruit (inner part) ), + blue: blueberries A + purple: plums * brown: coconut— Instructions: Photocopiable Activities: sis ‘There are also three photocopiable worksheets, eset so children can work individually giving chosen. the teacher le oppbrslhy mao ene around the classroom and to speak asigand repeating when SDD Ser nism Serena. the vegetable witha > ae ‘The first two activities are related to fine spoon. have to follow a code to paint with the right Sd Steaspagntittsigas aod am colour to discover the hidden items of : a ene ced oo which students have to draw the missing halves of different fruit and * The vegetables and fruits that best work with veggies. this technique are: spinach (to obtain green Finally, the last photocopiable paint), strawberries (red), beets (use the skin to sworkalecttan be stig make pink paint), carrots (orange), coffee homework so as children have the (brown): * To obtain concentrated colours, do not use chance to work together with their ‘Gitlin ad to speak sbeucatiat they too much water. Just enough to cover the veggies. have learned. Students will find an empty hot water, and basket to fill with drawings or pictures from * You can add a teaspoon of alcohol to help the smagazities of frult and vegetables of veggies liberate their pigments and make them different colours. Their productions can stronger. bbe displayed on the walls of the ‘It would be useful to use gloves and aprons to classroom. Each child will have the avoid stains. ‘epportunity to speak about them. * Use the pigments obtained to paint with paintbrushes on big pieces of white cardboard 0 children can appreciate them. Let's paint with ‘Another form of making art with food is natural veggies! stamps. Just cut some fruit or vegetables in halves, put them on a plate with paint, and pick up carefully one at a time. Finally, stamp As it has been mentioned before, colours are everywhere, and the frilsor vepstabVeon asheet of paper teachers can help children realize this by doing a simple experiment of extraction of natural dyes from some vegetables. ‘The following steps can be done with different veggies or fruit, preferably the ones which are more juicy to get enough paint for the children to colour their own drawings. Y EaART IN THE KITCHEN | A) Follow the code to paint the picture with the right colours. Can you find the hidden fruits? |B) Follow the dotted lines to draw the missing parts of each fruit and veggie. 5 Sawer e = 4 = iART IN THE KITCHENLevel: Pre-ntermeciateyintermediate ‘Age! Teenagers/Aduts ART IN THE STREETS! Street artis a form of art that is performed in public places. If you think about street art, what comes first to your mind? Maybe graffiti, stencil graffiti, murals or sculptures. if you have thought of any of these options, you are right. These are some of the street art categories, but there are other types of artwork such as street installation, art intervention, video projection, wheatpaste, street poster art, sticker art and 3D street art. 1) Read the texts about two street artists. Julian Beever isa British artist who has become famous worldwide for his 3 illusions. He draws amazing images with ‘chalk on the pavement. He uses a technique called anamorphosis. Its a form of perspective in which you need to stand ‘ata specific point to be able to see the image in 3D. With the help of a camera, you can also enjoy his pieces of art. He has painted the pavement of many cities in Europe and America Banksy is the pseudonym of a British graffiti artist. Nobody knows who he really is, although he is famous for his graffiti and stencil graffiti He is an activist, and gives political and social messages through his artwork. He is such a prestigious artist that some of his pieces of art have been stolen. In other words, people broke walls to take his graffiti home. He has done most of his work in London A) Decide if the sentences are true (T) or false (F). 1) Beever and Banksy are British, _ 2) Beever is also an activist. _ 3) Banksy has worked around the world. _ 4) Beever's and Bansky's pieces of art have been stolen. _ 5) Banksy is concemed about society. _ B) Find images of all the categories of street art on the Internet. Comment with your classmates which artists you like/don't like, and what your favourite type of street artis. ) Answer the questions. 1) Do you like street art? 2) Have you seen any street artwork in your hometown? 3) Which artist do you like best: Beever or Banksy? 4) Why? 5) Would you ike to be a street artist? 6) How do you picture yourself living asa street artist? 7) Would you ike to be an anonymous artist? 8) Why? Why not? 1D) Look at the bricks, and write some of the street art categories mentioned in the text. intervention [stexen, inatalation | Loti [sticker projection] sheet [steel | sitee! | Bi) fa ra duwssiubaeeansiceaaion Key: 1) 1) re, 2) False, 3) False, ) False, ) Tue: Order may vary) Sten graft, 2) Steet Installation, 3) Art intervention 4] Video projection, 5) Suet posterat, 6) Stckerart 7) 3 street art. QO 8 BSE S222 B= & = Vib<AF * nis projec is aimed a teens and teenagers ata false beginner or low elementary level. ‘T throughout it, students will be able to learn vocabulary related to graffiti, give their opinions orally, and develop their reading and speaking skills through a topic oftheir interest. Objectives: To expand vocabulary. “To accept different opinions. To learn about a different form of expression. Linguistic features: - Specific vocabulary related to graffiti such as art, vandalism, wall, aerosol, cave, mural, signature, tag, prehistoric ancestors. - Vocabulary connected to giving opinions: tn my opinion...1 agree with...1 disagree with... 1 think... Write graffitt in the middie of the board, and ask students to brainstorm words related to it. Write them around the ‘main word. Explain their meaning, if necessary. ‘Then ask: Have you ever seen graffiti? Where? What is it about? Do you like it? Why (not)? Have you ever painted graffiti? What about writing on the walls of the classroom? Or on the tables/desks? Do you write there? Or do you draw? What for? Generally, students will want to answer the questions in their mother tongue, so encourage them by eliciting key words to help them speak in English. [Ask students to work on the questionnaire in Activity A on page 12 to see how much they know about sraffiti Once they have chosen their answers, ask them to search the web to see if they were correct. Tell students that to make graffiti, the first thing is to know which materials are needed. Ask students to match the Grawings to the names of supplies in Activity BL ‘After checking the answers about the materials, work on how to paint graffiti ‘The following activity is about the steps to be followed, Students have to put them in order. The teacher may ‘highlight the time sequencers (Firstly, secondly, then, after that. finally), and mime them so that students can connect the actions in order. Go to the link hrtpd//wwwabanksy.co.sky where you can find a lot of graffiti painted by one of the most famous araffiti artists called Banksy. ‘As stuclents look at the graffiti encourage them to make comparisons, focusing on the colours, drawings, ‘messages. Then, they can speak about their preferences, If necessary, pre-teach some expressions Ike the second one because its ig - My favourite drawing =I don't like this one because.. - I think the best graffi - The most colourful is. tin Activity C, on page 13, students work on a word search in which there are 10 words they have already learnt related to graffiti. They can work in pairs. This activity can be done as a competition in which the winner is the pair who finds the words first. ~~ Some people consider graffiti a form of art, and hence, respect it; however, some others think of it as a form of vandalism, and so they are against it Draw a chart on the blackboard like the following It is a way of ‘expressing ideas Pre-teach some useful expressions such as: In my opinion.../ I think.../ I agree with.../I disagree with...Encourage students to give their opinions, but as they may be a bit reluctant to speak in English, you can share some other opinions: = Itcan be decorative, = We have to clean up all the walls. + Graff - You can give your opinions through sraifiti + Graffiti is simply vandalism. - It’s important for teenagers. ‘Ask: Do you agree with this idea? Is this {dea for or against graffiti? Share these and other options, and give some examples. Students can be the ones in charge of writing the sentences in the right columns. AAs a final task, ask students to create their own graffiti. Give them white sheets of paper, colour markers, and other elements they may need, Help them with the messages they want to write in English, Another idea is to cover the classroom walls in Construction paper, so students can create their own graffiti whenever they want. Students can also tell the rest of the class what they have painted and their reasons. n't ar.O BBE £222 B= = f= Level: False beginner/Elementary GRAFFITI A) Graffiti quiz a) Caves, b) Land. ¢) Trees. 7} 1) Where did oo ancestors paint on? 2) Most graffiti artists normally paint with.. al colour pencils. | I spray paint.(_} ) brushes and paint.) 2) The origin of the word "graffiti" is a) the Italian word "graffiato".[) bi the British word “graphic”. | cl the Greek word “graphikos".[_] 4) Which of these walls was graffiti-painted from ‘end to end? al The Wailing Wall in Israel.(_] bl The Berlin Wall] cl The Great wall of China.) B) Making graffiti 1) Match the drawings to the names of the supplies needed to make graffiti. 9. Give Supplies needed 1. Drawing paper 2. Black pencil 3, Markers: 4 Eraser 5. Sharpener 6, Scissors 17. Paint pens 8. A can of spray paint 10. Palette 1 Paint brush ‘Age: Pre-teens/Teenagers 5) Where did graffiti art start? 4) Spain. b) USA. [_] c) Germany.) 6) The meaning of the word graffiti is a) graphic. [_] bi twisted lines.) €) scratched. [) ©) signature -]Pre-teens/Teenagers Secondly, start to apply the paint to the paper. Cover the surface completely. Take your eraser, and clean out all the pencil lines. Firstly, choose your favourite colour, and mix the paint with a few drops of water. ‘Go back to your original composition, and use the glue to paste your letters onto your background. ‘After that, take your scissors, and cut out your letter composition. Don’t do it quickly! Take your time, and be careful. When you complete your name, immediately go over the pencil lines with your black marker. Finally, use your paint pens to add extra details, a message or symbols, And don’t forget to tag yourname. ‘Ona new sheet of clean paper, begin to draw out your name with the pencil, Then, take your spray paint, and cover some parts of the painted paper. ) Find the answers for these questions in this word search. 1) Whereis graffiti painted on? 2) Where did prehistoric ancestors paint on? 3) What do you need to create graffiti? (3 words) 4) Whatis the name of the artist? (2 words) 5) Sometimes graffi! is considered art, but other times graffiti is created to damage... so who paints graffiti in each case? (2words) iv J <> -- -| S L ey.) 12,216 3) 3,4) 5)b, 6) 7) B)1) 9) 11,5) 1.) 60) 7,€)3,f12.g) 8.8) 10,15,)19, 64: 29251-76493 C) 1) wll 2) cave, 3} 2€7050, pant, pencl 6) signature, tage) aris, ands ‘BS @8S £= 82 B= 6 = tex (Sy 32S S= 224 B= @= = Ue 1 Level: Elementary ‘Age: Young learners/Teenagers WHAT IS ART? A) Read the title, and brainstorm words related to § art. Tell them to your teacher. For example: statue . What is Art? 8B) Let's check the meaning of some words, Use a dictionary, if necessary. "Wat is art?", my niece once asked, While doodling on my bedroom's door: "I don’t know, my little gir, © Doodle * Sculpture Clay bak yt caer cl © Scribble © Piercing *lce Ae ee © Scratch Tattooing © Wood ile cleaning up the scribbled lines: and then | know what she wants to say. © Painting © symbols © Bronze Veal her back and try to explain: A) Listen to the poem, and choose the right option. ‘Art can be seen anywhere, on the ground, ‘on the sand, on the wall, on the stairs. 1) What does the author's niece “Let's imagine how it works” and my answer must be ‘want to know? clear doodling, scratching, painting or scribbling : a) About pictures. ‘lin al as art deserves, a range of forms : by About drawings. 4) Clayandice ar... Sculptures come , ©) About art. a) materials. collage of colours to use in crafts. i b) pieces of art . 2) Where is the girl? ) instruments. Piercing, tattooing and symbols are a)inthe garden: \geas with meaning to show your feelings b)In the bedroom ‘You can fly high os mages flow, €)In the bathroom. 5)Where can youfind’art’? Useful materials as clay, as ice or wood or bronze In mutticolours you express yourself. a) On television, 3) Who cleans the door? bb) Atthe cinema. yang rs em Hae ‘mind ie soul. a) The litle gir. ) Everywhere. fee et Een b) The author's mother. — The author.Level: Elementary WHAT IS ART? ‘+ Remember to change the pronouns, if you choose a boy (sherher- he/ his) “What is art?” My. once asked, While ___onmy__‘sdoor “\don’t know my litle Buttryto _ somewhere else’, Iayto, to while cleaning up the lines and then | know what. to say Leall back and, own art poem. WHAT IS ART? ART CAN BE SEEN ANYWHERE ON THE GROUND, ON THE SAND ON THE WALL, ON THE STAIRS LET'S IMAGINE HOW IT WORKS AND MY ANSWER MUST BE CLEAR DOODLING az-Azury o Kay: A) 16.26 316.41 2,5)/€)Thisis an example ofa shape poem: tisatree, ‘Ages Young leamers/Teenagers B) Complete the blanks from the first and second stanzas replacing the original words. ) And now, it’s time for your own piece of art! Here is an example of a shape poem. You can add drawings, colours, etc. You can take lines from the poem above or, if you are more adventurous, you may write your SEP S= B26 B= 6 WM [ryround the 1920s, an Italian film expert, Riccioto Canudo, coined the term “Seventh Art to refer to e4 A cinema. He believed it was “plastic art in motion’ ew 4 The term certainly became fashionable in France ’ and Spain, but it did not catch much attention among English Speakers, iD ‘The phrase did introduce a debate: Is cinema an art? Many would deny it emphatically, while others would defend it with, enthusiasm. Setting the debate aside, it cannot be denied that cinema is a form Of art, which most of our students are exposed to; maybe the type of art they are closer to. So, we need to exploit their familiarity with it to boost their motivation for language learning. ‘These fun 40-50 minute lesson plans will help your students. expand their cinema-related vocabulary, while they practise important cognitive skills such as categorizing, rating, applying, etc The Seventh Art - Types of films - Beginners lesson plan St * Option 1: Introduce the topic by writing the word Films on the board, and asking students what their favourite film is. You can also ask when they watched it, and who they watched it with * Option 2: Tell your students you are going to give them clues about your favourite film. They have to guess it, and they ean take turns to do the same in pairs or small groups afterwards. Ask students if all films are the same, Tell them that there are different types of films, and then give out the worksheet, and ask them to match the types of films with the correct pictures. ‘You might need to explain a couple of them, 16 advent’ oe E Brainstorm examples for the different types of films, and write them on the board. Then, ask your students to classify them into the different headings in their worksheets, There might not be many examples of Western films, and some films might fit into more than one category. h Art Ask your students to choose five of the films on the board, or others, and rate them. They can then complete the second activity in the worksheet, in which they write sentences on their film rating. Encourage students to follow the sentence pattern appropriately. Arrange your students in pairs, and have them ask and answer questions about fil Model the activity with one or two student first A: B: Itis a/an. What type of film is. film, The Seventh Art - Types of films - Elementary lesson plan ‘Introduce the topic’ by talking about the last film you saw and asking students if they like fllms and why, if they watch films at home or go to the cinema. You can also talk about the: seventh art term. Elicit different types of films from your students, and play a short hangman game with them before introducing photocopiable activity A on page 19. The hangman word must bea film type which most students know.tage Write the name of a very well know film an a piece of paper and encourage students to guess it by asking questions. They might resort to L1. Nevertheless, the main idea is to introduce photocopiable activity B on page 19. They will learn questions to talk about movies and match them to the appropriate answer. Clarify the meaning of some words, if necessary. Ask the students to think about their own favourite film, and write their answers to the questions in photocopiable activity B, Afterwards, arrange your students in pairs or small groups. Ask them to interview each other with the questions they learn so that they guess their friends’ favourite films. Ask your students to use their answers to write about their favourite film. You might need to guide them so that t sentences are complete, For the paragraph to be cohesive, ask your students to use the order of the questions as a guide. Art - The Oscars Introduce the topic by telling your students tha films are prized, and asking what they know about the Oscars, its ceremony, who the winners were this year, etc, You can also show them some videos of the ‘Academy Awards ceremonies. httpsi/youtuberVCtch3D2LRs batips//wwnyoutube.com/watch?v=GsSWjS1uGni Inoue the text about the Oscars inthe worksheet. Ask them to read it, and comment on itater 5:7 minutes. After that ask them duestions about the test, Some suggested cuonions aw: Mooipany dineca weg. dowe have an Oscar ceremony? Where the main ceremony? Who i “Osar"? How many Categories are there? How many nominees has each category got? Who announce: the winners! Who ean win an Oscar? Ask your students to re-read the text in detail, and help them focus on the words in bold. You might need to explain some vocabulary, especially for the categories, but do not explain the words in bold. In pairs, they should match the words with th definitions, Check the exercise. As a fum way to end the class, you can suggest a mini award ceremony role play. Focus your students’ attention on the phrases the presenters use to introduce the nominees and announce the category winner. Ask your students to suggest two or three awards for the class: Funniest person, Always late student, Most helpful student, etc . Try to suggest fun categories which cause no conflict. 1 suggest § nominees for each category. Lead an anonymous voting session, Choose the presenters for each category among the students who have not been nominated, and ask them to rehearse thelr lines, Also, suggest the nominees to think of an acceptance speech. Finally, host the ceremony. hen, ask the class to —— esate and download an extra photocopiable activity. _ ae gia t7Lev Elementary THE 'ITH ART - TALKING ABOUT FILMS A) Complete the types of films. B) Match the questions to the answers. | 1.When did you se a) I's a horror movie with abit of action. 2.Where did you see it? b) Yes, but not many. | | | 3,.Whattype of movie isit? <)Athome. : 1 A.Who isin it? |) is et aroun the word, i | 5.Does it have special effects? 2) World War 6.Whereis it set? | f) Last weekend, 7.Isitlong or short? 8.Whatis it about? 9. What did you think of it? 10. What's the name of the film? j) Itwas great! ©) Use the questionnaire in B as a guide, and write about your favourite film. Key: A) Science tion, Hora, Westem, Comedy, Romarti, Animated hill: B) 1)f2)¢,3) 2,8) .5)b 6)4,7), 8119); 10)e.ama, Levelt Elementary/Pre-Intermediate Age! Teenagers/Adults | WORKING WITH SHORT FILMS JINXY JENKINS AND LUCKY LOU (Short animated film) ‘A) Look up the meaning of jinxy” and “lucky’, and guess what the short film is about. Then, watch “Jinxy Jenkins and Lucky Lou” at https/vimeo.com/92471917 B) Choose the correct answer. 1) The video is about an unfortunate love story. 2) The short film is about how a lucky girl and an unfortunate boy meet. 3) The short film is about the adventures of two friends. ©) Do the activities. D) Complete the sentences. 1) Answer: What i the gil ike? Lous houses... 2) Describe the boy's physical appearance, 2) Jenkins house is E) Match the infinitive forms of the verbs to their corresponding past forms: vey ‘a went aut (2) i 2) cover 1 jumed : 3 pass by ) covered { : 4) break 4 started ' 53 bow el came out : 81 wak by blew | start 9} put ‘ 2 boom broke : 4 put 1 bloomed f : 10) jump ered : 1 come out i waked by Nee in go cut 1 passed by (<2) F) Complete the chart with the past forms of the verbs and phrasal verbs in exercise E. You have to use verbs ina) and N) twice (x2). Jenkins tou 1) Jenkins and it torain. 5) When Lou the Sun 2) The wind his umbrella, 8).8 newspaper the puddle when she BS Pee Te — ice Re ere 7) Flowers when she ‘ 8) Some birds «@ flower garland around Lou’s G) Put the following sequence of events in order. 1 He continued walking, and fell into a trolley.[“] 5) Jenkins and Lou landed on a bridge. 2) They shared an ice-cream, 6) They jumped over a car crash 3) They moved forward from piano to piano.["] _7| Jenkins and Lou bumped into each other on 4) Lou also fell into the trolley, and they went —_the street. down the road, 8) They flew over the river.am Level: Elementary/Pre-Intermediate Age! Teenages/Aduits | WORKING WITH SHORT FILMS H) Imagine what happened next in Jenkins and Lou's lives. 1) Write a possible ending to ths love story that started quite adventurously. What will their if together willbe like? Will they be happy for ever and ever? 42 B= aa & = ws = te OMELETTE (Short animated film) A) Before watching... | What do you think the short film is about? Imagine its characters. What do they do? B) Complete the sentence after watching the video at hrips://vimea.con/65107797 « 1. Omelette is about... | ©) Describe the man’s physical appearance and personality. Include, at least, three adjectives. D) What is the dog like? Choose the most appropriate adjectives to describe it as a pet. + playful or serious? + mean or generous? + lovely or unfriendly? + friendly or unkind? + cruel or kind? + cute or ugly? + considerate or inconsiderate? E) This is Omelette’s sequence of events. Complete the sentences with words from the box. : OWNER GARBAGE EVEHING VEGETABLES boc work : rer CooKinG DINNER OMELETTE sora FooD ‘One rainy 1) ‘aman gets back from 2) Hes exhausted and so hungry that he starts cooking an 3) He chops some 4) but he isso tired that he is about to hurt himself. The 5) sees | this, and throws the garbage bin. Because of that, the man stops cooking and picks up the 6) Hispettakes overthe 7)_. He chops, fries and finishes the delicious omelette for is 8). ‘whoretumstoseehis ‘meal ready. He is surprised, but too hungry, so he sits on the 9)__ to enjoy his 10) His lovelydogis | looking at him suspiciously; he realises who made his food when he chews a piece of dog 11). -Hedecidesto | share his tasty feast with his adorable and generous 12) F) Write a short paragraph describing what you think about pets and your relationship with them. You can include pictures/photos. Stick all your productions on the classroom noticeboard/walls. Key: A jnx means ‘an unlucky of malevolent force, perso, or thing” Taken from: htps/wvmwordreferencecon/defnion/inx) “lucky” means “having ced luck, fortunate Taken from: hep lew wordreerencecom/defritor/uckyB) 2} E)1)), 2), 31,4, 5) 618,714) 8)0,9)g) 1) 8), 1), 12) ;F) 1) went out started, 2} blew 3) broke, passed by/walked by 4) dried, walked by/passed by 5) went out came out 6) covered, jumped, 7 blecmed, assed by/walhed by, 8) put: 6)7), 1), 4.6) 385) 2) D) appropiate adjectives: pay lovely kind, considerate, generous, iendly cue) 1} evening. 2) ‘Work 3) omelette, 4) vegetabes 5} dog 6) garbage. 7) cooking. 8) ower, 9) sofa, 10) dine, 11) fod, ¥2) pet. @O BSE S222 B =o = fih< wd Intermediate ‘Aget Teenagers/Adults AVANT-GARDE MOVEMENTS AND THE NEW DEFINITION OF ART A) Discuss in groups of three the following questions, and write down the answers, 1) What do you think artis? 2) Where can tbe found? '3) Who decides what artis and what itis not? B) Look at the pictures, and consider which images can be called art and which cannot. )Do you think the following sentences are true or false? 1) Only beautiful works can be considered art.__ 2) Artcan only be found in museums, 3) Avant-garde movements changed the way people consider art, since everyday items can be called artistic, _ 4) Avant Garde i a French word and it refers to the leading line of an army, the one that opens the road to attack, __ 5) The urinal submitted by Marcel Duchamp was considered “artistic” because it was exhibited in a museum. 6) Surrealists used automatic writing because they were determined to end with the difference between dream and reality. 1D) Read the following text, and check your answers. Then, correct the false sentences in order to make them true. Artis a form of expression in which man recreates an aspect of reality or a feeling, producing works to be appreciated for their beauty or emotional power. Through colours, words and sounds, art allows people to express ideas, emotions, perceptions and sensations. Art has always been present in human history since its beginnings. However, this definition of art changed at the beginning of the 20” century with a series of artistic movements called Avant Garde. Their main intention was to change the way people have seen art in history. They believed it should not be beauty what defines art. The name comes from a French word that had originally a military use: itis the front part of an army. That means, the first line of soldiers in charge of leading the attack during a battle. in 1910, the term was first used to name a series of artistic movements that sought innovation in artistic production, exploring the relations between art and life, and trying to reinvent art by confronting previous movements. There are many movements within Avant Garde: Dadaism, Surrealism, Cubism, Expressionism and several more. Marcel Duchamp, for example, was a French sculptor who belonged to Dadaism, which went against theAg + Teenagers/Adults literary and artistic conventions by making fun of the traditional artists and their art. In 1917, Duchamp submitted a urinal for an exhibition in New York. It was called Fountain, but it was not accepted because “it was not ant”. There are several interpretations about this piece of art, but they resume in the provocative attempt of Duchamp: art is not a special product; art can be even a urinal. Another movement was Surrealism, which tried to resolve the “contradictory condition of dream and reality”. They experimented with automatic writing, understanding that maybe thought should function in absence of all moral and aesthetic preoccupation. The main figure of Surrealism was André Breton, who believed that consciousness and unconsciousness should work together. ‘Art no longer has to be something beautiful and a product of the feelings: anything can be art. And that includes ugly things and objects from modern life. E) Reference: What do the bold words in the text refer to? Their Its Their That This piece of art They F) Highlight the verbs in the past and present perfect tenses. Classify them into regular and irregular verbs. Write the infinitive form of the irregular verbs. G) Look at the text, and find synonyms for the following words. 1) Feelings 2) Day one 3) Combat 4) Gorgeous H) In groups, choose an Avant-garde movement, and prepare a short oral presentation about it (It can bea power point presentation as well.) Describe its main figures, its most important works and some of its characteristics. Key.) 1 False: Not only beautiful works can be considered art 2) alse: At canbe found everywhere: inthe street, in museums, in peopléshouses,3)Tue, 4) True, 5) alee: The urna submited by Marcel Duchamp was nat considered artistic eventhough it was exhidted in armuseum 6) Tue: ) Their: the works Its: human history's their: Avant Garde movements thatthe front part of an ary, thi piece of atthe urinal called Fountain, they the sural; Regular verbs: changed, beleved, belonged, submitted, ied, experimented: regular verbs has been (be, was (be), have seen (see), ha Ihave), sought seek went (go};6) 1) emotions/sensations, 2) beginnings. 3) battle 4) beautiful. = S=286 B+ 6 = yy oe i>Set S= PSS BS 6 HV Mw D ART IN TIME ‘A)In groups, define the term art. Read your definition out loud for the teacher to write key words. Can you improve your definition? B) Every paragraph in the text has a missing title. Be careful, there is one extra title that you don't need. The importance and impact of aesthetics - Art goes to people - Hard to define, easy to find - The three axes of art - Many of our museums are full of history - The street is not a place for art - Can art change the laws? 1)Itis curious to be constantly surrounded by something that is difficult to define and that is part of our daly lives. Nobody could deny that we are permanently in contact with works of art, and that they are deeply influential. The problems that, according to who analyses it, art could be a series of disciplines related to creativity,a number of organised academic studies or random objects that serve specific and practical purposes. For others, art can be simply @ way of living, This means that our cultural background and our own preferences affect the way we perceive art, and the importance it has in our lives. 2) The origin or the time when a work of art was produced influences how its viewed. For historians and archaeologists, cave paintings, prehistoric tools or weapons are precious objects that can help them understand how life was organised thousands of years ago. These objects and the materials with which they were produced are vital for explaining the habits of cultures that no longer exist and are, sometimes, the most important artifacts inside museums around the world. In this case, the reason why these objects are exhibited in museums lies on the importance they once had for the survival of social groups. 3) Nevertheless, during the last three centuries there has been an agreement among specialists, who started to differentiate between the work of artisans and the work of artists, While artisans elaborate objects thanks to their skills and witha specific purpose Applied Arts), artists create complex pieces of art that are meant to have an impact on the ideas and feelings of people. These pieces of art, opposite to the work of artisans, are conceived with an aesthetic purpose, and might be either tangible or intangible, 4) There isa generally agreed way of classifying the different disciplines that are considered artistic. Although the term Fine Arts (those works of art developed primarily for aesthetic and intellectual purposes) sstllin use in some academic circles, it only serves in order not to confuse it with Applied Arts. The most extended classification isthe one that dividesa Levelt Intermediate ART IN TIME Arts, such as painting, sculpture and architecture. some percentage of taxes to fund art in public spaces. There is only one correct answer for each paragraph. 1) Paragraph 1: a) Art has nothing to do with creativity. Lb) Artis sometimes dificult to define. (Coc) We all perceive art in the same way. Ca) art cannotbe studied at university. 2) Paragraph 2: la) Museums are filled with useless antiquities. 1b) In museums, you can never find works of art of living artists Do tools have a huge importance for historians. 3) Paragraph 3: Da) Works of art are always tangible. Lb) itisimpossible to distinguish the work of an artisan from that of an artist. Do) Artisans do not have skills. Dd) Art has. strong relation with aesthetics. Literature, Performing Arts and Visual Arts. Literature as an art includes those texts that use ‘written language with “literary merit; whether it is poetry or prose. Inthe case of Performing Arts, these are meant to be performed in front of the public because the artists use their voice ‘and bodies to express themselves. Theatre, dance and music are included in this category. Finally, those disciplines that use different materials to create physical objects are considered part of the Visual Cd) Social groups that lived in other eras were disorganised. ‘Age: Teenagers/Aduls 5) Although the exhibition of artistic events can be found in specific spaces that have been created for that purpose, nowadays, artis present everywhere... more than ever. One might commonly find museums or art galleries that exhibit paintings and sculptures, attend concerts at auditoriums, theatre plays and dance performances at theatres, or look for literature in libraries, However, the importance of art in the habits of people has surpassed their private lives, and now governments are starting to implement policies to extend it outside the traditional spaces. An important implementation in public policies in the last decades all around the world is the ‘Percent for Art" legislation: alaw or ordinance that assigns 6) Some of he biggest cites in the world have sculptures built on their bridges, giant murals painted on their buildings, free concerts organised in their open amphitheatres, dance performances held in their squares, poems written on their walls. Anew era for art has apparently arrived. This time, the contact between the artist the work of art and the spectators is more active. This new concept of art means thatthe publics no longer attending a concert or visiting an exhibition, the concert or the exhibition are being organised where people are. ) Read the text once again, and choose the sentence that sums up best the main idea of the paragraph. 4) Paragraph 4: Cla) The category of “Fine Arts" is no longer in use. (1b) Poetry and prose are a vital part of theatre. Gla) Musicians, dancers and actors usually need to perform in front of an audience, Cd) Architects are not considered artists. 5) Paragraph la) Every country in the world has implemented the “Percent for arts legislation. (1b) Governments are interfering in the private lives of artists (1d) Literature is no longer found in libraries. (id) art has become such an important issue that ‘governments are starting to change public policies. 6) Paragraph 6: a) tis becoming more common to see artistic interventions in public places 1b) Poems written on walls are not artistic activities Cla) There is never contact between the spectators and the antsts la) Thisis the end of art in its conventional venues. Key:B) 1)Hard to define easy o find, 2] Many of out museums are full of history 3) The importance and impact of aesthetics 4) The tee axes of at, 5} Canactchange the laws? 6] Art es to people, extra tle: The street is nota place for art\C)1)b,2)<), 3) d) 4), 5), 6)al. Bets = S285 B— 6 $y we ry"his project is aimed at pre-intermediate and intermediate level students. During the process of the project, students will analyse the life of a singer, fil n a fact file, read a text, listen to the lytics of a song and prepare their own presentations, * To create their own presentation singer and an activity with a song. including information of a Students will look at some pictures, and try to guess the relationship among them and the person they are associated with. Task 1 Listening to the song “Happy”. In this task, students will listen to the song, and answer some questions (Activity B) Task 2: Students will read a text about Pharrell Williams, the composer and singer of the song. After reading the text they will fill in the fact file (Activity D). They will check the information in their fact files, and then discuss orally about the personality this singer has. Also, itis a good opportunity to discuss how he is seen by most people. Task 3: ‘Teacher will ask students to find out informat private life. For instance, What does he do to support his city? Does he belong to any organization? Which one? What does this organization do? (Activity E). mn about his J ] am Le ask 4 Mix up the lyrics, and ask students to put them in order: Once they have done it, they will watch the video at https es to check if tis right. wyoutube.com/watchiv=0-GL Students will create their own fact files. Teacher will check that all the information collected by students is correct. They will create a poster with images and words that are associated with the chosen artist. This poster can be hung on the walls of the classroom, if it is allowed. Then, they will read aloud to their classmates the information they need to complete the factfile (Activity F) Task 6 Finally, students will prepare an activity with one of the songs from the singer they have talked about. Teacher will give them examples of activities they can do: a) Change words from the original version, Students have to find the word, and put the correct one. b) Multiple choice: Give them two or three similar words. They have to choose the one that best fits the lyri. ©) Add extra words. Students have to cross out the ones that do not belong to the song, 4) Add more lines to the original version. ) Work with grammar and vocabulary: phrasal verbs, idioms, etcLevel: Pre-Intermediate/Intermediate ‘Age! Pre-Teens/ Teenagers! SONGS INSPIRE ‘A) Look at the pictures. They are connected to a famous singer, who do you think he is? What is the connection between the person and the images? hesapeake Sheen, HLPPY #88 "3045 =e a B) Listen to the song at hps:/wwnyoutube com/watch?y=ySxv 3UYEM. What isthe name of the song... What do you think of this singer? What is he famous for? Why do you think he wrote this SON? swunessnnseeennen Em Is - Parents’ professionSt wanna Most faMmoUS SONg? snsnnens D) What Is FOHTA? Which is its aim? hpy/fohta.ora/ : E) Create your own fact file choosing a singer you like. You can follow the steps in the previous tasks. This task: can be performed in small groups. Make a poster with images related to the singer you have chosen. Show it to: your classmates so that they can guess who the person is. Then, give information about this person. The rest of the class has to complete the factfile. F) Choose a song, and prepare an activity for the other students to complete. Key: and B) Answers may vary. PherrelWiliems He from Virgie He lays wears big hats. He wrote the song"Heppy “for them Despicable me. He ‘won three Grammy fr this song [Best Pop Solo Performance Hoppy (Live, Best Urban Contemporary Album GIRL, Best Music Video Happy). GIRLListhe rae of the album which was released in 2013, 8) The name ofthe song s"Happy":C) Name: Phare Wiliams, Bri: Virgina. Parents pressions a teacher {anda handyman. nsptation: his grandmother Most famous song: Happy; D) Its ano for profit foundation established by Pharell Willams o provide ‘educational STE AMM. (Sence, Technology, Engineering, Aris, Mathematics and Mtivtion) related took needed forthe fture sucess of children, Y BSS = 286 B— 6 TPMS BSB S-BFB— 6 1 Me Level: Elementary ‘Age: Teenagers/Adults MUSIC STYLES ‘A) Answer these questions about MUSIC. 1) What kind of music do you ike? 2) Which are your favourite bands? 3)What music styles do your friends listen to? 4)In your opinion, who isthe best artist? 5) Whois the worst singer? 6) What is the most popular music style in your country? 8B) Watch this video on the evolution of music by Pentatonix at www youtube-com/watch?v=IExWWBOSKSHS. 1) Do you know some of the songs played in the video? 2) What music styles can you identify? 3)Which ones do you think are the coolest? 4) The most entertaining? 5) And the most boring? ©) Complete the alphabet with different music styles that exist around the world. You can check your answers on the Internet. Eg. A=Axé D) Watch this video that presents an alphabetical twenty-six-genre song: wowyoutube.com/watch?v=o3GhDWWMb_ 36, Write as many genres as you can see/listen to. E) Do the activities below. 1) What do you think about the styles chosen? 2) Did you know all the music genres played? 3) Which ones are completely new to you? 4) Complete with your opinion, 1 The greatest music style played in the video is €)| Would never listen to —. #1 The mast tedious is 49) The strangest is 1h) My brother/sister always listens to. ‘IF | played music, | would play ) Te mast awful genre is ©) The funniest one is. ) My grandmother loves listening to F) INSTRUMENTS. Do you think the following sentences are True or False? Then do an internet search and check your predictions. 1) You can only play music using musical instruments. 2) All musical instruments are made of either metal or wood. __ 3) The frst musical instrument was invented in 1890. __ 4) You can only listen to music on MP3 players, mobile phones and computers.__ 5) You can make music with your body.} Lever Elementary ‘Age! Teenagers/Adults MUSIC STYLES G) Watch the video at hitps//www:youtubecom/wateh?v=wwiti2ssill, and complete these predictions about the performer. A) SD think he in ( fete (nationaliny) 3) He ( J dame ) eel op a 5) He har got H) Read the following conversation between two friends watching the same video. Match the questions with correct answers. Y BSS S=286 B— - 1S ‘a) Does he breakdance? 'b) Dubstep? What's that? <¢) Has he always worked as a dancer? d) Is he English? e) What else do youknaw abouthim? _) Whos the artist? A:Let’s watch this video! Its awesome! B1).. 7 : As His name’ Scott Marquese. He's a dubstep dancer. 8:2). i {A:No, he's American. He was bor in California, but he grew up in Indianapolis B:Cool. Look at his moves! 3). A He says his danceis called Animation, but many tics say it’s caled dubstep. 8:4). AcIdon't really knove heard B:Right! 9). Ac He’ quite famous, He started dancing when he was 12, and has loved it since then, He's been performing at NBAS half time shows and in advertisements for very famous brands. B:Wow! 6). ‘A: Well not always ve fad he was enlisted inthe Navy, and later he warked ina big supermarket. He was also on two famous American TV shows: America’s Got Tofent and So You Think You Can Dance. 8: Well I think hei a terrific dancer. A:Me too. electronic pop. This song he's dancing is Adele's "Set FireTo The Rain 1) Complete the following information about the artist. Name: Nationality! Profession: Previous jobs: J) THE BEST MUSIC VIDEO EVER. Watch the videos below in small groups. 1 Discuss these aspects: oiginality/ideas; story told/yrics; planning/pre-fiming process 2} Which s the best fr you? Write a paragraph giving reasons for your choice Present ito the rest, and vote with everyone else to choose THE BEST VIDEO EVER. 1) OKGo-White Knuckles-OfficialVideo 4) Bjork- Bachelorette 7) Nicky Romero Toulouse ‘www.youtube.com/watch?v=nHUODYBLKs — wuwwyoutube.com/watch?v=xSnNfGTSEN4 — vrvw.youtube.com/watch?=K*VCSdmsfFc 2)Mutemath - Typical 5) Fatboy Slim Push The Tempo 8) Another video to include on this list ‘wwwyoutube.com/watch?v=biIKL3qhOL4 —_ www.youtube.com/watch?v=RGPRNPHSa2Q 3) Kylie Minogue Come Into My World 6) Michael Jackson - Thriller ‘wuwyoutube.comiwatch?vasFelScusidw _wuwyoutube.com/watch?v=sOnqikiTMan ‘Key:F) 1,21 some are made of plastic tone or other materia) 3) F 4) F S)T:H)1) (2) <3). 4), 5) 6) 1) Name: Scot Marquese, Nationality: ‘Amercon Profession: (dubstep) dencer, Previous jabs the Navy. supetmarket. advertising and performing in NEAS halfcime shows, Sources and References httpy/wwuidanceinforma.com/USA_magazine/2014/06/03/american-animation-dancer-marquese-scott/ http//marquesescottus/biotLevel Pre-intermediate ‘get Teenagers/Adults TATTOOS i ‘A) How much do you know about tattoos? Read and choose the answer you consider correct. Then, watch the video at hps//ww youtube.com/watch?v=MYnisyDBvxM and check, } I Tattoos started 6) Greeks and Romans } a) 80 years ago.(] a) tattooed their children. 7] { _b) 800 years ago.(_] b) tattooed their slaves.) ©) 8000 years ago.L] c) did not accept tattooed people. [| 21 Mommies from ancient cultures ‘The Nazis tattooed : a) have tattoos in different shapes.[] a) Hitler’s face on soldiers.) : b) do not have tattoos. [7] b) the German flag on soldiers.) c) have tattoos in the shape of the Sun.) c) numbers on prisoners.) 3) The word tattoo comes from 8) For the Maoris, tattoos a) an Egyptian word. (] a) were an accepted mainstream tradition] b) an Aztec word. [_] b) were prohibited, ©) a Tahitian word. [_] ©) showed bravery.) 4) In the 18th century, the anchor tattoo 49) The tattoo machine was patented by meant the person a) had crossed the Atlantic.) 1 b)had visited Africa. ©) was captain of a. ship.) 5) It is Said that smo had a tattoo. a) Christopher Columbus [_] b) Queen Victoria [] ©) Julius Caesar] S SBS S=Rle B= « = 1 P< B) Investigate the health risks of having a tattoo done, Prepare a short presentation for next class. Key:A)1)¢,2)2,3)6-4)a,5)b,6)6.71¢.8)a.9)a,Thanks to @®) EDIBA Player you can download this magazine and many more educational resources on your PC. prpansne claus tt aw + GY nacaznes GAH murrmenw resources : . EER rvs ana rojecs Eid versionacsts a io Ty roms > : Beh eet es . EDIBA Player isa free application. Download it from www.player.ediba.com