T% 4 At q6 21

Vernal
Muirm

winter
soistice

CILILF
Approaching How topüt it -
exam situations intO praéic
Online images for
your teaching material Sea ffoldi
Why is argumentation
important?
I FOLLOW TJSON !'BEST
Books and Moj!J Biggest PRICE
L ARAE
dgspecial

III 111111 ii' tacherI iii If you want to di tribute our products
"Learning English, Loving Books and More"
contact us at inloii.booksandmore.es
vww.booscaaiLdmoxe.es -

:
Reading -.. I4o / Book

4ITJ7 T
Bulletin Boards Books
FIrst
rlopdia
• Sdence
. \ -.-.
. -.--.-

Lucrecia built a veggie garden with her students

and encouraged their families to join in. They picked
lots of vegetables for their school dinner.

At Vittra school to Sweden. there are no walls

delimiting the classroom; each student is free
to experiment in their own way.

Find inspiring educational activities like these ones and share yours in j CJtLbEDIBA

Joiftihe community of those who are suissi.utuiliit about education at club.ediba.com

am
 - 'U

D ear colleague,

In this issue we will deal with

the seasons and the weather.
You will find many suggestions and
ideas to work with CLIL, integrating the
topics presented with several areas of
knowledge, which will give you the
possibility of expanding the activities
for your students to make their learning
meaningful. Look for a CLIL plan to
ease your job of planning your lessons.
You will also find some articles for food
for thought with plenty of practical
ideas to be applied to the activities
presented in this issue or any other
topic you have in mind.
We really hope you find this edition
useful and look forward to meeting you
next month.
The Teachers Magazine team

Staff; Editu; Patrida Sainz I Layout and design: Mado MadiesI Staffwriters: Ana M. Martinor Mania Starc. Auw Obosa Silvia Gia", Maria -loOVenr6n / General =rdlriatiom Adrian 8alalovsky/ Adminlittration: Claudia
Traversa. Sergio Vicente(Genenal on rtlinaoon ass &tant:DarioSeija~~ Digital archive!Ced Ile Bentivegna, Sandra Casa nova/ lustration.-AlbertoAmadeo. RGque Angel iccho, Femanc1D(errudD,EmrnamwI ChierchieGabrid
Cortina. MdFiano Martinr Victor W chezI Digital color:. Gonzalo Anguei ra, M6nica Gil, Natalia SoficI I nternatio nal tracle: Wa Iter B@nitez, Pa blo Fu sconi I Communication and customer se rvice: Carius Salajuvskyr M aia Balajoysk~
I"n MIMIngs Cie udia Ka ne,Fernando
ConsueJoAcuNrez Fern~indez j EngI ish text editing : Ana M. M ar%ino M a: n Q50tiff"S! Maria rka Med i na1 Multi media resources: Francisco Del Val ler Leticia
ISSN: I OWS13) Mauandr Iclo
Gast6n1, Monteoliva.
trainP&e4Ing:PabloMicaela
YungBenitez
Rei rkaWo Perdomo. blutMaite
/ Photography: Fo, M6nica
Val ie rRe MatlI a ' Recepdonists: MauFalrodoDoni,LosAndrea
Santo;Gonzalez,
Patricz Aidana
Perona/Meineri,
ComputerLisLffa
syste rniMMZQRand 5USana NatolCanI MarlIceting
web: Javier and adverti
ussi ni. Leonard sing: Favio Balajovsk~. Fe rn.~ndo Bala
o Unis. jovsky,
Leandro Regoff, Aa4l RobblaniI Technical
NO-VE-MO-EN 2012
PdOW 1, SPAIN
Lega I Deposit:)".271-2003 1 In SPAIN Pu blishTd.91ed 352br. Ediba
09 113,Europa Eon,suscripciones@ovepercom
51- Atenas 2, ofid na Lr/ 28224 Po~mek~J. A.deMIMS
AlarroPrinted ~ J Advertise wiffiCirculation:
n (M adridby.-G. u s! GraciLlaLogiwsta
Rodfique7_ Tel- 9 1352 77 10.
THIS MAGA-Z I NE 15
A PUBLICATION OF;
publiedibadove
SuSoylbscrater iptiDn eroom i Subscription
(MI), cont-xi!
e-mail: maTin ajordao@ed oontact;
ba.com /Regi
diffu5iune@mondadori.iIr C"ation,
strazioneLogisia
e-mall:
Portugal,
at Tribunale 5 A- conJ ITAL'Y'.
di Milano
Prepress:
Subscription
il rn~ mffo 592,del06contact!
de Sertembre bonvenbre@ed ibaAlmudena,'
benedettoI2004. com i a rcullativin: Press-d PoblicadorkesneS-L.Stampa
i DiStFibuzio Tel.'91665 7158S_/r-PORTUGAL:
Multimedia, .I 120090
1Circulation
n POLAN DinanPoland: d CZECH RE PU BLIC pu bihshed by: ED16A Polska sp. z o. o.
Pol Perfect s p-z o. c. CZECH REPUBLIC: siuh%rilptlan onniare www-mendczI ul. FaMiDwskiego 53~ 02-697 Warszawa / POLAW Subs cription con tact, zamowieniatgedibamm /wwwedi baxom ' TOL&K 22 566 77 87 1
GRUPO
EDIBA
OC2003The T"chet's Magarinq ReproducWn jr)who4e orpaM of M15 mogazire, IS 3rdwyfiorbrd*~I, Mth the uLoprion afpqrs labehhsd as 'PhowopjaWe twrivu!W Mqce for VAT-fi,&- pkices, same as cow page price.

- J --
Poland zamowienia@edir www.ediba.com
Tel.: +22 566 77 87_____ -
 you ever seen little kids learning how to
swim? Well, teachers make them play with
some floating devices in the shallow water and
• without realising how, they are in the middle of
the pool happily floating. The same happens with
CLIL and students in this metaphor the floating device would
N
4C
represent the content and the pool, the English language.
Content and Integrated Language Learning implies using
English as a means to acquire some other kind of knowledge.
The curious thing is that it is very effective because students
pick up structures naturally as they are thinking about
something else: the content. It is like those optical illusions in
which you look at a picture and at the same time you are
looking at a completely different image.
Traditional Approach
The objective: English
The means: English
CLIL
The objective: English
means: other curriculum content
hat content can you use?
Citizenship, Stories, Design, Technology,
)nomics, Geography, History, Math,
asic, Physical Education, Philosophy,
sligious Studies, Politics, Science,
iterature, Information and
ommunication Technology (ICT), etc.
ow is communication achieved?
udents have to produce the subject
Ater in visual, oral and written forms.
bjert matter is the content related to the
ject chosen. Cognitive and thinking
Is are involved, such as reasoning,
sating, assessing and using critical
:ing; therefore students are challenged to
mething different. Learners also have the
cc of understanding other cultures, being
minded, enriching their own
wtedge and having a positive attitude
cards learning.
hat language do students use?
udento need to know the basics of
onguage structures and functions. With
CLIL they will be able to understand
concepts and communicate ideas using
different structures and a wide range of vocabulary. Students' Example of a CLIL plan see page 7 for a blank model plan)
production resembles native speakers' performance.
CtC
Alm-
How do I write a CLIL lesson plan?

Examples of functions students may put into practice: Kjww- The students should be abk N,
Giving examples, describing a process, expressing conditions,
talking about..., defining, presenting an argument, giving
reasons, reporting events.
Be able so:
Make it suinnwFv of main ideas.
Examples of cognitive skills students may put into practice: ,,,ri5rd
Mk, a dm w in P 5a,i,5 a, grevn house 5,er,b, tau e,and ,e',r,rrgvs,I
Remembering, thinking, identifying, showing a relationship,
ordering, sequencing, ranking, defining, comparing, at NWM oft
contrasting, dividing, classifying, separating, predicting,
hypothesising, reasoning, evaluating, assessing.
commookaties
Examples of classroom activities students put into practice: Vaesholary
R udi ation. bral, atmosphere. 51jrfatc, yLtnh ouse, C'O:
. 0!bum. foziI furl de Airestal ion.

Relating, spelling, telling, identifying, labelling, locating,

matching, naming, ordering, organising, placing, explaining, ~ I ITL p I ~ pr cwml, e.g. -Soiar heaL passes th rough Lhe at mo sphmigassv-,~ cruai c a ha rr ier; t Ilk!

contrasting, distinguishing, investigating, researching, sharing, Feactislu

grouping, categorising, highlighting, classifying, predicting,

guessing, suggesting, choosing, explaining, justifying, solving, cognillon

recommending, building, changing, creating, describing,

inventing, planning, producing, commenting, rating.

Examples of learning skills students may put into practice:

Carrying out investigations, cooperating with others, handling
data, drafting sketches, editing articles, estimating, measuring,
guessing from context, note taking, locating information,
organising information, interpreting information, using senses,
planning, processing information, recording results, reviewing
work, scanning, skimming, solving problems, summarising,
transforming, information.
Where can I get CLIL material?
Try the following interesting sites:
http://mww.tearhingenglish.org.ak.clil
• http:f/wwwbbc.couk!schoolv/
• http://www.gcbiernodecanarias.org/eduracion/
• http:f/www.education.gov.uk/schools/toolsasdinisiatives/teachersts/
• http:f/www.onestcpenglish.com/clil/what-is-clil/free-sample-mater)al/

Examples of subjects and tasks: How do I assess CLIL?

History, Geography, Politics, and Philosophy: read, recount,
summarise, report, explain.
Science: hypothesise, observe, describe, record, web search.
Math, Economy: explain, solve, describe, show, predict.
Art, Music, Literature: read, write, describe, explain, change.
tCTt enter, explain, represent, show, design.
Examples of different tasks:
Bar chart, mind map, flow chart, grid, line graph, pie chart,
cause-effect diagram, quadrants, storyboard, T-chart, table,
time-line, tree diagram, Venn diagram.
There are soft and hard approaches to CLIL. Soft approaches
state that language correctness as regards the structures
should be taken into account; on the other hand, hard
approaches assert that the only items that should be
considered at the time of assessing are content, concepts and
the cognitive skills. It will depend on each teacher to establish
their own personal criterion. All in alt, it is advisable to find a
balance between all the components of CLIL.
Atarea Obeso
Bibliography;
Bentley, Kay. (2010) The TRT course CLIL module. Cambridge University
.
'I
0
I
Rubric
Name

The student is able to...

Linguistic skills
Date
CLIL

Very well

(10-9)
Course

Well

(8-7)
With

(6--4)
With a lot
difficulty of help
(3-2-1)

Understand new ideas

Answer open questions
Answer close questions
'Ask questions to other classmates

Report main ideas

'orally
•inwriting
C
Produce good sounds and intonation

O Cognitive skills
Compare concepts
Predict possibilities
Draw conclusions
Identify main ideas

I Support concepts and give reasons

Attitudinal skills
Focus on tasks
Cooperate with the class
Show responsibility
b Work systematically

Comments

Final mark

---------------------------------------------------------------------------------------------
 CLIL
Model plan

Content:
Aims:

LEARNING RESULTS ASSESSMENT

Know: The students should be able to:

Be able to:

Be aware of:

COMMUNICATION

Vocabulary

Structures

Functions

Cognition

Resources

Procedures

-"------"----""""----"

r he seasons and the weather are great topics for
ally time of the year. They open a wide range of
t possibilities for connecting varied topics, grammar
and vocabulary.
Through posters I and 2 students will learn about the
changing seasons, develop an understanding of physical and
environmental changes, learn and speak about the weather.
To teach the name of the seasons, show the students poster 1
and explain how the seasons go round and round and why
they are different in the northern and southern hemisphere.
-
- Sports and seasons
' Help the students create a season book, where they are going
- -- ---
- In the artclass the students may create a palette of colours to
I1
_w'
8
-- - --w -
Drawings and seasons
Make sure you previously ask the students to bring pictures
showing things that happen in a season: a snowman, a beach
full of people, flowers, warm clothes, etc.
In class, divide the students into small groups; give each
group a big sheet of paper, and ask them to draw a big circle
divided into four parts. As it is shown in poster 1 they should
represent each season with a different drawing. Ask them to
label them: Spring, Summer, Autumn and Winter. Then they
should paste the pictures they have brought on the circle.
Point at a season and ask the students what sports are practiseu
during that period. They should make sentences like these:
We can ski in the winter, when there is snow/ it snows.
We pick flowers in the spring.
We can swim in the summer.
Flowers, plants and seasons
to record the life cycle of a plant as the seasons go round.
They can also include photos, leaves and flowers to signal
season changes.
Colours and seasons
represent each season. Give them the opportunity to be
creative and use their imagination.
The sun and seasons
Tell the students that in groups, they are going to find out
what time the sun rises and sets in a season they choose.
Make sure that each group chooses a different season and go
on the Internet to do their search.
Long days, short days and seasons
Discuss the length of days, short days, long nights and long
days, short nights. You can take advantage of this subject to
practise sentences such as, In the summer I go to bed at 10.
In the winterigo to bed around 9.

Animals and seasons

Ask the students to think about different animals and how
they spend, for example, the winter. Explain the idea of
hibernating if necessary. While they are discussing, help them
out with new vocabulary.
Take advantage of the fact that many animals reproduce in the
spring, so teach the names of baby animals such as calf, lamb,
Poems and seasons
Ask the students to write
their own poems.
.

'ihi
.. --
f
ALRUMnal
eaunox

-'
-. ,.

dom
1.
,

,,,,
An

.-s..
A_

d??d/ddy

gig
,
kitten puppy, etc °l
Another subject you can come up with is migration that also ---•.-
links animals and the seasons. The students can do some F?.? ' '
research on the Internet and look for photographs of
birds. They could say where they come from, why and when
they fly away, what countries they fly over, how many they
are, etc. They can also do some research on whales and
., it - -
penguins
ci5
fl LJ
rr
Y
Clothes and seasons
What do we wear in the summer? Bring a model of a girl and Note: For extra
a boy and the students can draw, colour and stick on them the practice see
appropriate clothes according to the season they are going photocopiable
through. You can discuss what kind of clothes is the most activities on
suitable for each season. Display the models on the watt or pages tO to 14.
notice board in the classroom.

The weather and seasons

Present poster 2 and go through -.
the vocabulary. You may want to
highlight everything that falls from -
the sky: rain, snow, hail and where
they come from. You can even -
make it rain for the students to see condensation. It is a very
simple experiment and it can be carried out in the classroom.
You will need: a wide-mouth container, hot water, ice cubes, a
small plate to hold the ice cubes. First, pour a little hot water
into the glass container and wait for some minutes. Next,
place the plate on the container. Finally, put the ice cubes on
the plate and see what happens. Ask the students to tell what
happens. The explanation is very simple. The moisture in the
warns air condenses because of the cold plate so that water
droplets are formed. The same happens in the atmosphere
when warm moist air rises and meets cold temperatures.
Water vapour condenses and causes rain to fall.
 --
Level: Elementary Age: ChIdrenIAdoesents
WEATHER ADJECTIVES

4: A) Look at the pictures and fill in the blanks with an adjective.

I 5
sun cloud /...................storm /..................
/...................rain /................... .

fog /..... snow /.................. .ice /............... .wind/ ..................

B)Now write the adjectives of the following nouns and match the pictures with the words.

1) heat: ........................ 2) cold: ........................ 3) warmth: ........................ .4) frost.........................

t C) Write five sentences using the adjectives from exercises A) and B).

2)...................................................................................................................................................
3) ...................................................................................................................................................

I1

Key! A) 1) sunny; 2) ra !ny;3) cloudy; 4) stormy; 5) foggy, 6) snowy; 7) icy; 5) windy. B) 1) a-hot:2)c-cold;3) b-warm;4) d-frozen,

10
Level: Elementary Age: Children/Adolescents

THE SEASONS GO ROUND AND ROUND

A) Write the name of the seasons.

B) Write the name of the months of the year corresponding to each season.

C) Draw some pictures to illustrate.

(L;\ Level: Elementary Age: Children/Adolescents

POEMS AND SEASONS

A) Read the poem and say what happens in each season.
? B) Write your own poem about your favourite season.
C) Illustrate and read it aloud.

L The weather is a CTfliOtS thing.

It's aiwags nice in the spring.

1.00 Surrirrier brings strn and heat,

so many things to do and ice-creams to eat!

In attcmn, leaves £afl down.

And we play on the grottnd.
j

Winter brings wind, cold and Snow.

I To rnalce a snowman, we mist have a go!
0 13 0 Co
43

Ana M. Martino
Level: Beginner Age: Children

WEATHER WHEEL
Make your own weather wheel and talk about the weather today.

hot
Vr.. IV

00

Apulm

11117

Cut two arrows for two choices.

 --,
Level: PreIntermediate Age: Adolescents
HOW RAINBOWS WERE CREATED

Read this story and fill in the blanks with verbs, nouns, adverbs, adjectives, articles or prepositions.

One day, the gods of the ancient world were looking at all the 1...................

things they had created. They were pleased because everything on Earth was

balanced, colourful and ...................harmony. They saw the green gross

in the 3).................. and were happy. They sow the blue of the oceans and

4 the 4t.................. and they were glad. They looked at the red, yellow,

orange in so many 5).................. and they were delighted.

6).................. . one ofthe gods, who was very 7. .................. Said, "We

8)................... celebrate. There is a problem."

Al/the other gods looked at him and asked, 'Why do you say that?"

And the god replied, "Look at the sky, it is not balanced. There is

91 .................. light blue when it is sunny, grey when it is cloudy, and block

atmght."

After some minutes, a goddess exclaimed, "You are right! We should create a

colourful bridge ioi .................. the land and the ll) ................... 'And

so rainbows were 12)...................

Key: Suggested answers: 1) magnificent; 2) in; 3) fields; 4) seas; 5) flowers; 61 suddenly; 7) clean,; B) shouldn't; 9) only; 10) between; 11) sky; 12) created
rm
r s game follows the famous Battleship game. It makes your
students practise vocabulary and short verbal exchanges.

Components
Four sets of two cards each, revising vocabulary related to clothes, food, the
house and animals (see pages 16 to 19).

Procedure
If students do not know how to play Battleship, it would be convenient to
show the procedure on the board before giving Out the cards.
Students work in pairs. Each student should hold a card and not show his
card to his mate.
Al
The aim is to guess where the other student has got the five items shown on
the card by asking or saying:
• Have got
ot a .. on (blue/one)?
• is there .on (blue/one)?
• There a.....
is a.on (blue/one.
• 1 can see a.... on (blue/one).
If the vocabulary item mentioned is in (blue/one), the player scores. The first
one to guess where all five items are is the winner.

qLUL

;LE
I ': LT /

15
Level: Beginner Age: Children/Adolescents

COLOUR BATTLE
Set iA:Food
Colour the grid and ask your friend questions tofind out where the food is.

1 2 3 4 5 TO FIND

REE

BLU]E

GREE

YELLC

ORAN GE___ _

PuRP LE

Set i B: Food
Colour the grid and ask your friend questions to find out where the food is.

L RED
1 2 3 4 5 TO FIND

BLUE

GREEN

YELLOW

ORANGE

PURPLE
Level: Beginner Age: Children/Adolescents

COLOUR BATTLE
Set 2 A: Animals
Colour the grid and ask your friend questions to find out where the animals are.

3 TO FIND

RED

BLUE
d _
GREEN

YELLOW

ORANGE

PURPLE

Set 2 B: Animals
Colour the grid and ask your friend questions to find out where the animals are.

TO FIND

RED

BLUE

GREEN
oor

YELLOW

ORANGE

PURPLE

--------------------------------------------------------------------------------------$ 17
ME Level: Beginner
-

COLOUR BATTLE
--
Age: Children/Adolescents

Set 3 A: The house

Colour the grid and ask your friend questions to find out where the things are.

-
TO FIND

'I RED

BLUE

GREEN

YELLOW

ORANGE

PURPLE

Set 3 B: The house

Colour the grid and ask your friend questions to find out where the things are.

TO FIND

b RED

BLUE

GREEN

YELLOW

ORANGE

PURPLE

L--- --------------------------------------------------------------------------------------- t
Level: Beqnner Age: ChildrenJAdoescents

COLOUR BATTLE
Set 4 A: Clothes
Colour the grid and ask your friend questions to find out where the clothes are.

1 2 3 4 5 TO FIND

RED
- -E TY
BLUE

GREEN

YELLOW

ORANGE

PURPLE

Set 4 B: Clothes
Colour the grid and ask your friend questions to find out where the clothes are.

1 2 3 4 5 TO FIND

RED

BLUE

GREEN

YELLOW

ORANGE ____

PURPLE
 4 fter hard work, it is good to relax and have some
fun in the class. Playing this famous game will
make your students work in groups, revise
language already acquired and have a blast!
Follow-up activities
• Watch one of the movies and talk about it.
• Research on the web about the plot, the main actors, the
Divide your students into two groups and ask them to agree studio where the movie was shot.
on some codes for example special gestures for conjunctions, - . -
Write a review of the movie.
articles and prepositions. Then set a time limit for each turn,
and start playing the game. One student of each team picks a • Create a new cast for the movie.
card (see page 21), and shows the name of that movie with • Rewrite the ending.
gestures only, no words allowed.

I
 The Big Sleep I JQW5
Singin'in the Rain Saturday Night Fever
.1946 '1975

I
.1952 .1977
• Howard Hawks • Steven Spielberg
• Stanley Donen, Gene Kelly • John Badham
• Humphrey Bogart, Lauren • Roy Scheider, Richard
• Gene Kelly, Debbie Reynolds John Travolta, Karen Gorney
Bewail, John Ridgely Dreyfuss

Dances with Wolves

I
The SixthSense

I
Star Wars Braveheart
.1990
.1977 • igs
•KevinCostner - M. Night Shyamalan
• George Lucas • Mel Gibson
• Kevin Costner, Mary Brute Willis, Haley Joel
• Mark Hamill, Harrison Ford • Mel Gibson, Sophie Marceau
McDonnell Osmet

Dead Man Walking Four Weddings and Funeral

The Piano The Thin Red Line
-1994
.1995 •1993 • 1998
• Howard Hawks
•Tim Robbins • Jane Campion 'Terrence Malick
• Humphrey Bogart, Lauren
Sean Penn, Susan Sarandon I• Holly Hunter, Anna Paquin • James Caviezel, Sean Penn
I Sacs, John Ridgely.

Scream • The Lion King

12 Monkeys • Crouching Tiger, Hidden
'1996 .1994 • Dragon

I I
• 1995
-Wes Craven . Roger Allers, Rob Minkoff .2000
'Terry Gilliam
• Neve Campbell, David • Voices: Matthew Broderick, 'Aug Lee
• Brace Willis, Brad Pitt
Arquette Jeremy Irons Chow Yun-Fat, Michelle Yeoh

Traffic I Million Dollar Baby WALL-B I Cold Mountain

I
2000 2004 .2008 .2003
• Steven Soderbergh . Clint Eastwood 'Andrew Stanton • Anthony Minglrella
• Michael Douglas, Benicio del Clint Eastwood, Hilary 'Voices: Ben Burtt, Elissa 'Nicole Kidman, Jude Law,
Toro Swank Knight, Fred Willard I Renée Zvllweger

Big Fish The Queen Chicken Run BadSanta

L
'2006 -2000 '2003
'Tim Burton 'Stephen Frears • Nick Park •Terry Zwigoff
Ewan McGregor, Albert • Helen Mirren, James 'Voices: Mel Gibson, Julia 'Billy Bob Thornton, Tony
Finmtey Cromwell, Michael Sheen Sawalah, Miranda Richardson Coy, Lauren Graham

Taxi Driver
The Elephant Man Die Hard Scarface
-1976
.1980 '1988 '1983
'Martin Scorsese
'David Lynch 'John McTiemnan 'Brian De Palma
- Robert De Niro, Jodie Foster,
• John Hurt, Anthony Hopkins 'Brace Willis, Alan Rickman 'Al Pacino, Steven Bauer
I Cybill Shepherd
Level: intermediate Age: Adolescents

WEATHER WORDS
-

4
- El1H]
_____
-

— I
-

-
L_J_11f11
8
-
1]
—
I

Eli]
- I

— 13

LI -
- — -

- — - —

F [IHII I HHLI
U
Across -
2) (noun) the expected weather for the future
4) (adjective) temperature in between warm and cold —
5) (noun) a long period with no rainfall
6) (rrourr) overflow of rain water
Down
8) (noun) rein that freezes as it falls
1) (noun) light wind
9) (noun) small pieces of ice that fall during a storm
3) (noun) large amounts of wind and snow
10) (noun) ice crystals on a frozen surface
4) (noun) measurement of temperature (0 degrees is
11) (adjective) indicates that a temperature is below zero
freezing/1 00 is boiling)
14) (adjective) when the sky is blue because no clouds are
7) (verb) rain slightly
blocking the sun
8) (noun) quick/light rainstorm
17) (noun) electrical dischargeandflash between acloud
10) (noun) measurementoftemperatute(32degreesis
and the ground
freezing/21 2 is boiling)
18) (adjective) temperature that is warmer than average(in
12) (adjective) slippery because of ice
a cold season
13) (adjective) extremely hot temperature/a very hot day
20) (noun) a loud noise after lightning, caused by rapid
15) (noun) violently spinning windstorm
expansion of air
16) (noun) a storm with lots of snow and wind
21) (noun)a band of colours found in the sky after a
19) (noun) u n it of measu rem ent fo r te m pera tu re
rainfall

Key: Across. 2) forecast; 4)cool; 51 drought; 6) flood; 8)sleet; 01 hail; 101 frost; 11) minus; 141 clear, 171 lightning; 18) mild; 201 thunder, 21)rainbow.
Down; 1) breeze; 31 snowsrorrnr; 41 Celsius; 7}driczie; 81 shower; 101 Fahrenheit; 121 icy; 131 scorching; 151 tornado; 161 blizzard; 191 degrees.
 Level: Elementary Age: Children/Adolescents

MY PERSONAL TIMELINE
A timeline shows the order in which events happened. Use Anna's tineline as a model and create yours with important
facts in your life, You can also include information about your family before you were born.

2000

20013
2002

2003
2004JL2

2005
20063E5J30

2007
2008flvn6s9ko]vn f77- -1~ 1 1 1 1 1 1 1
- ------------

2009
2010

2012
718

-------------------------------------------------------------------------------------------
 Level: PreintermedLate Age: Childres/Adoescents

JIGSAW WRITING
1) Look at the ideas in the clouds and put them in the right order.

Parents corne back

phones parents
Four brothers / sitting
and readin g
Parents/not understands
Babysitter ang ry

Parents go out Brothers start

call a babys4ter misbehaving are wild
Four brothers

2) Think of name for the babysitter.....................................

31 What do you think the boys were doing while the parents were away?

I
I 4) Now write the complete story.

v
t.,-
........................................................................................................................
 r echnically speaking, scaffolding is a metal
ucture with wooden boards put against a
t building for workers to stand on when they repair
or improve a building. For us teachers, scaffolding is
something similar; according to Rod Ellis, it is the process by
which learners receive help with structures and competence.
Students need a safety net to try out new language, feel safe
and enlarge their competence. This support that students need
is based on emotional proximity, patience, positive point of
view, and a teacher's mistake-friendly attitude,
In order to promote better production, teachers should foster
constructive challenges within a supportive classroom in order
to make students enhance effective communication and feel
safe without negative criticism.
Scaffolding has to do with making students really understand
what is going on with the language. What is to understand? It
is to make sense out of something. How do learners make
sense? By creating a bridge between old and new, relating
what they already know to what is new. That is why it is so
important to have a proper lead-in stage in every part of the
class.
Another way of scaffolding weak learners is to carry out first
activities or tasks, with a class work type of grouping
technique. Students receive more input, see how everybody
manipulates and uses the new structure, and get used to the
new language; next, you can pass onto group work and pair
work, in this way weak learners gain self-assurance and build
up confidence.
Work with maltiple
intelligences to
r
exploit capacities.
I -
Tieredasks: same
g/listening
rial for all
s,easy tasks
ak learners
Provide affective
support.
iF
Thinking upon students' own learning is very valuable, so
include self-assessment grids in your classes, so that students
have instances to analyse and express what they need or like
as regards learning. Remember that the latest leaching trends
aim at autonomous learners.
Trying to cope with something new or something that implies
difficulty is really demotivating. English is part of teachers'
world and everyday life, therefore it is quite common for
teachers not to understand why students cannot work or make
progress. On the other hand, English may imply an
excruciating ordeal for students who cannot succeed in it and
still, they sit there class after class trying to do their best.
The word scaffolding compares the role of teachers with
engineers or architects: they put brick after brick and build up
a wall. Does learning work like this? David Nunan suggests a
better comparison: teachers are like gardeners. Gardeners tow
seeds, make sure they get enough water and sunlight; then
they wait: some plants bloom before, some others bloom later.
The same happens with our students, make sure they gel
enough input, have a positive attitude and wait for them to
bloom.
Anton Obeso
Sources
• http://www.etprofessiosal.csml
• http://www.tllg.ueisa.eds.au/
http://www.edur.utes.edu.su
Give different
L
opportunities, try
varied channels.
Supply comfort l
and patience. I ( J'
 OEM

1t eachers have an enormous influence and they

can lead students into developmental
pathways that will help them succeed at school
and in life. Building students' independence and
competence is essential to prevent
underachievement. And the first step is, in Plato's words,
'know thyself'. Reflecting on our own strengths and
weaknesses and helping students develop their knowledge of
themselves, leads to greater control of feelings and behaviour
and this deeper insight in turn aids the process of decision-
making.
Teachers can enhance or hinder the processes previous to the
actual examination. Opportunities for learning are maximised
when learners can interpret their experience and take steps
towards achieving their desired goals. This teaching approach
puts emphasis on the process of learning rather than on the
final outcome. The term 'metacognition refers to thinking
about thinking and it is clearly linked to developing
intrapersonal skills of our emotional intelligence.
Having clear learning goals and making them explicit to
students, explaining the assessment criteria to them and
giving them techniques and strategies to deal with the content
of study and the test itself on the actual examination date will
produce long-lasting benefits on the students' academic
performance. Feedback is a key component in this process as
it shifts the focus from final attainment to learning in itself.
Learning is a life-long process and, if properly done, it can be
transferred year after year. This feedback should include
individual and whole-class dialogues evaluating performance
and deciding courses of action towards the desired goals.
Here are some general suggestions to make the most of
the final period:
Invite students to reflect on their strengths and
weaknesses. Ask
them to think
about their
performance in
previous
exams auc
how it could have been improved. Elicit reasons why
organisational skills are vital in their career development.
• Discuss with them revision strategies (charts, outlines,
summaries, reading aloud, working with a partner) and exam
techniques (highlighting key words in headings, pre-reading,
scanning, skimming, editing skills).
• Provide students with diagnostic tests for them to be able to
spot their weaknesses. Provide feedback and listen actively to
the difficulties they claim to have.
• Feet confident and positive about their commitment. Your
expectations account for more than you can realise.
In the next section you will find an outline of good pre-exam
practices to discuss with your students.
Pre-exam strategies for students
• Use a wall chart to record examination dates. This will help
you to time yourself correctly.
• You will recall better if you learn in an organised way. Plan
your revision carefully. Keep your notes tidy and in order.
Keep all your work up to date. Make a list of tasks to be done
before the exam (outlines, charts, draft lists or summaries of
the topics included in the test). Tick them one by one as soon
as they are dealt with. These will show your progress and
increase your confidence.
• Engage fully in the present. Participate actively in the
tasks suggested by your teacher. Stay focused during
revision, ask questions, clarify doubts and pay f
attention to the repetition of key
concepts. -
1..

26
low Now

14W

lop

• Make sure you sleep well and drink enough water before the
examination date.
• Poor exam preparation might bring about stress and anxiety,
which will then worsen underachievement.
• Team up with a partner in order to study together, share
resources, question each other on the topics included in the
exam.
• On the exam date, arrive in time, sit comfortably, make sure
you have the necessary school objects (pen, correction fluid,
eraser, highlighter), read the exam carefully. Stay focused, but
keep an eye on your watch as time management is an
important skill. Do not let fear or anxiety tamper with your
efforts, take a deep breath and turn them to your advantage.
They will help you slay alert.
• Avoid mediocrity. Work with willingness and commitment
until you achieve your goals.
• Many of the thinking skills you need to master to ensure
exam success will be vital in developing your daily life and
your professional career. They are surnmarising, prioritising,
analysing, reasoning, inferring, judging and making decisions.
The school examination period is a great opportunity to
master them!

Sources
• Mcllroy, David. (2005) Exam Success. SAGE
Publications Ltd. London.
Hall, Kahy and Burke, Winifred M. (2004)
Making Formative Assessment Work.
Effective Practice in the Primary
Classroom. Open University
Press, England.
 ONLINE IMAGES FOR
YO....IP TEKH1NC -MAT
~ ERRL .W

here is a wide variety of printed and online

rm aterial available for English teachers. Go&5te -
t However, more and more teachers like to create
their own material.
Creating your own material (whether printable or multimedia)
has several advantages, such as producing texts graded to your
students' level, reinforcing difficult points for students or
covering contents that may not be included in textbooks and
may be interesting.
Unless you are good at drawing, you need to find suitable
images to make our material attractive.
In this article we will show you how to find images on the
Internet and how to manage image files efficiently.

License Types
Before downloading an image file, we should bear in mind When you click on any of the images this screen opens:
that not everything online is free. It is advisable to read the
conditions of use published on the webpage providing image
files, whether they are drawings or photos. There are two
main license types:
Copyright
This is the most popular license type: it implies that the
material has an author and therefore we should pay for it and
accept the conditions of use.
Creative Commons
This is an open access license which does not prevent the
author from being legally protected. There are different levels
of protection but the most frequently applied is the one
compelling the user to mention the source of the image, i.e. its
author.
In any case, it is advisable to read the terms and conditions • On the right there appears a list of links and texts you
appearing in most web pages hosting the images and should read carefully. To start with, there is a warning that the
photographs that you may want to download. Such terms image may be subject to copyright. It is a good idea to access
include the prohibition of using the images with monetary the author's web site and read the conditions of use; maybe
purposes so make sure you only exploit them in your classes. you have to pay or just mention the web site.

How to search for an image on the Net Getting the image

Let's see how to search for an image on the currently most
popular and effective browser. Follow these steps:
Access the Google browser and in the search bar type the
topic of your interest, for example, autumn.
Then click on the option on the upper
menu bar.
• Next, the browser will show all the images related to the
search term or subject.
The next step is to get the image. If you have to pay for it,
follow the author's instructions to download it. In the case of
a tree access image, just right-click on it and a drop down
menu will show the following options:
Copy image, which allows you to copy the image and
then paste it into a document created with a word
processor. Just place the mouse pointer on the page,
right-click and choose Paste from the drop down menu
in order to insert the image into the document. Now

01
28 ji,.
 l e vo Tou'T

you can resize the image, for example, and save the
document for later use. Box 1: Main graphic formats
Save image as, which enables you to save the image In the foiowing table you can seethe most frequent graphic files
in the hard drive or a USB pen drive. There available online. Because of their size we consider that the best
automatically appears a screen showing all the possible are .jpg y .png, which are zipped files but have o good quality.
store options such as the desktop, the hard drive, Anyway, the other file types also have their advantages.
memory cards, and so on.
It is also recommendable to have at least a general idea about FORMAT MEANING DESCRIPTION
the different graphic formats available in the market. Some
formats are "bigger", i.e. they measure more kilobytes or -
megabytes, which means they have a better graphic quality Oneoftlreearlygraphic form ans.
Not compressed, with good
but they are slow to download. For more details, read Box 1. BMP tITMAP
colour intensity but big size in
kilobytes.
Graphic file sources Compressed file with no
GRAPHIC significant quality loss. Highly
Here is a list of web sites containing freely downloadable GIF INTERCHANGE FILE used in animations and
graphic files: presentations.

Morgue, www.morguefile.com, is simple in appearance

Supports a certain degree of
and contains a wide range of photographs of various JOINT PICTURE
compression with some loss.
topics. It supports advertising and has a search engine (EXPERT) GROUP
Goad for the Web. Extended use.
that allows the user to refine the results of their search
based on several parameters such as size, date or system, with lossless
PORTABLE NETWORK compression and no business ties
colour. . PNG
GRAPHICS so in is supposed to have a good
• Freepixels, www.freepinels.com, stands for its acceptance.
remarkable way of displaying the images in slideshow
format. It contains about 5000 photos and drawings SCALABLE VECTOR Format found in free software
5VG GRAPHICS
grouped in forty categories. programs such aslnkscape.

• Free Photos Web, www.freephstssweb.com, is an

outstanding web site. It is crowded with Created intheaos, it was basic
TAGGED IMAGE
adverstioements and at first it looks more like an online TIFF for the early development of
FORMAT FILE
Auto editing in PC.
sale web site. However, if you click on the Free photos
tab you will access a list of more than 6000 files
classified in seven categories covering from food to
nature. Once you choose a photo you can not only Box 2: What is a clip-art file?
download it but also print it and create a sort of online Surely you have come across I
postcard which you can fill in with text and send to an clip art files and observed their I PL Art
ib rary
email address. This requires previous registration, differences with graphic IM,,
Stockvault, www.stockvault.net, also contains a wide images. A clip-art is a graphic
variety of photos and clip-arts, though the latter are not file created by an artist or
always free. In fact, you have to be careful when group of artists who first I
selecting an image from the section Free Stock Photos designed it on paper or with a
because the ones labeled as premium are paid. digitalising tablet or graphic I
design prograrns.Then it is
Dreamstime, www.dreamstime.com, has been saved for
saved in digital format (.jpg,
last because of two reasons: it offers more than 8000
.png etc.) and organised Into 0 I 'O
graphic objects, including clip-arts, and it is paid. But
thematic catalogue in order to
the cost is low and the objects have an excellent quality.
facilitate search and download.
Just like the other graphic files, these can be free or paid. There
Final remarks
are certain web sites hosting clip-arts, for example,
Images (photos, animated GIF files, clip-art files, etc.) are www.openclipart.org, which offers high-quality clip art files with
excellent resources for enhancing a presentation or illustrating interesting conditions of use. It is worthwhile to check it out.
a text on any teaching subject. The Internet offers a wide
variety of free graphic objects that English teachers may use
when creating didactic material to make them more appealing Francisco Garcia Jimén.ez
to students. CEIP Lax Mimbres'
Maracena, Granada

Thonalated by Mariela Starc

29
 easonable men and women often disagree
about many issues in their daily lives. In the
field of education, it is a strong need to teach
a our students how to argue effectively;
otherwise, they will be at a serious disadvantage.
Arguments appear in social and intellectual contexts. Public
debates obviously arise in social contexts. Grounded in
specific times and places, such debates are conducted among
groups with competing values and interests: a dispute over the
safety of nuclear power plants is an example. On the other
hand, academic debates clearly take place in intellectual
contexts that have a social dimension, too. It follows that
arguments and the contexts in which they occur are
inseparable aspects of the art of argumentation and they must
be tackled together. Scholars or researchers necessarily need to
master argumentation since they surely respond to the
contributions of other specialists in their field of study. Since
scholars in particular are required to build their arguments on
others' views, either refining or challenging these views, they
must be aware of the intellectual or
social context in which an
iAwt
issue is grounded and be
accurately prepared for the
act of argumentation.
As social beings, students
are not content merely to
form opinions; they are
moved to express these
opinions, for example, in
writing assignments. Whether
students are able to state
correctly their opinions
depends on how well they
argue. In other words, students
must become good writers. In
argumentation, writers have
tho ot-,ilisr,t,-, oorath
support a claim about any debatable issue. In argumentative
writing, the writer takes a stand on an issue- to state the
position he will argue in the form of a thesis statement. A
good argumentative thesis statement contains a proposition
that at least some people would object to. A good way to lest
the suitability of a thesis statement for an argumentative essay
is to formulate and evaluate an antithesis, a statement that
asserts the opposite position.
In planning an argumentative essay, as in all writing, choosing
an appropriate topic is very important. Ideally, the
argumentative topic should be a debatable one in which the
writer has an intellectual or emotional stake. Still, writers
should be open-minded and willing to consider all sides of a
question. Other points of special consideration are:
• taking a stand on the controversial issue;
• analysing the audience- the characteristics, values and
interests of the readers;
gathering and documenting evidence: all points in the paper
must be supported.
• dealing with the opposition: writers cannot ignore arguments
against their positions.
• recognising fallacies-statements that may sound reasonable
but are misguided or dishonest.
A further relevant point is that argumentation is not fighting,
and it need not involve conflict. Argumentation serves a
variety of purposes, some of which are to reinforce an existing
view or to lessen an objection, among others.
Although the term persuasion is frequently used
interchangeably with the term argumentation, it does not
mean the same thing. Argumentation is different from
persuasion in that it does not try to move an audience to
action; its primary purpose is to demonstrate that certain ideas
are valid and others are not. In short, argumentation is the
appeal to reason. In an argument, a writer connects a series of
statements so that they lead logically to a conclusion. Since
students are actually required to write
argumentatively, for instance, the writing of a
thesis which is compulsory to obtain a university
degree, it is advisable that they know accurately
how argumentation works.
Maclee José VerrOn
References
• Kirszner,Larrd Mandell, S. Patterns ir
Cs!!eqe Writing. Boston: Bedford 2004).
 NE WERW

sun /sunny partly cloudy cloud / cloudy wind / windy

4 boor/

rain / rainy storm / stormy lightning thunder

snow / snowy hail / hailing sleet / sleeting fog / foggy

rainbow clear sky ice / icy tornado

U8
hot warm cold freezing
 JTLOtiaaLe
you r suufa" learning

1. z i7 1
EDIBA Digital offers the possibility for
motivating young Eact.rrier8 to meet
Spwid p-rtus for qouu
Annual subscription to Ediba Digital 30€
their needs of kcu'n.in.cj and
Six- month subscription to Ediba Digital 16E
through educational digital activities.
Quarterly subscription to Ediba Digital 9€
At school or at home the purpose is to Monthly subscription to Ediba Digital 4€
attain a thorough education.

as
EDIBA
II'III1:lu

Educational
Go to www.edibadigitat.com and try the demo activities! multimedia resources