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 ear colleagues,
IT This month, The Teacher's Magazine goes artistic! With
A 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 art is. 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.
The Teacher's ine tealn

no

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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, 1929, 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 1929.
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 atone, 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
Level: 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 it a man or a woman?
b. How does he/she feel?
1271
C. What is he/she wearing?
• 3. Show students Frida Kahlo's
portrait, and have them check their
predictions.
Iasks:
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
Kahto painted.
Teaching sequence for children
Level: Pre-intermediate
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 Kahle.
• 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.
Follow-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 gel a copy of Frida Kahto's self portrait:
http://www.artchive.r-oro/artrhive/KJkshIo/khIo_seIf26.jpg.htmI
• To get more information about Frida Kahlo's life and
chronology:
http://www.fridakahlo.com/
• To show students the two-minute video which includes
many paintings by Frida Kahle:
httpsi/www.yorrtube.rom/watch?s=NbNLtXJVrkM
Yesica Galliww,
 dblVt

'his project is aimed at primary school students. Building the tallest tower:
' We may ask for the help of the Art teacher to
• The teacher may ask a carpenter for some remaining pieces
design some drawings, and to work together
of wood with a certain measure (2,5cm x 7cm xt,5cm). It
during her classes. We will teach the students to
- recycle some objects, and use them to create games would be more exciting if the students personalized the game
by painting the blocks in different colours. The teacher will
they could use to play at school oral home. We will ask them to
encourage students to build the tallest tower.
bring empty cans or tins, old socks and empty boxes.

Sources and References:

First, the teacher will divide the students into three groups, so
Sustentator:
each team will be in charge of creating different games.
https://www.farebook.csm/sustentator?frel= photo

Knocking down items:

• 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 slickers 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.

Creating our set of dominoes:

• 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 9cm, which
will be used to cover the front part of each
piece. Some students will draw and
cut black circles, and distribute
them among other students so
that they can finish the pieces. If
you prefer to revise any
vocabulary items, instead of
drawing and cutting black
circles, students draw the
vocabulary items you want to -
reinforce.
 F i
Tn r
flI

d introduce or
- Then, the teacher can use

the
revise colours, it the poster in a very simple
is a good idea way, just asking and pointing
not to teach at the different images: What
them in isolation, colour is banana? How
since they are everywhere, and many green fruits can you
our kitchen is not the see' Are there any red apples
exception. here? etc.
Through the activities proposed, The food presented and their
students will be able to discover respective colours are the
colours in some food as well as to following:

'
try some simple but interesting • white: bananas (inner pan)
scientific experiments such as the I • yellow: pear

-
extraction of natural dyes from
vegetables louse them, later, to • orange: oranges
express themselves artistically. • pink: grapefruit (inner pan)

-
• red: cherries
Poster: • green: kiwi fruit (inner part)
In this issue, there is a colourful poster • blue: blueberries
which portrays fruit and vegetables. The
first step is to show the poster of a basket f"fl • potpie: plums
of veggies and fruit so that the teacher can ask • brown: coconut
students to look at it carefully. lb encourage
children to do that, do a gesture like wearing
asses or using binoculars.

YELLOW
j

- GREEN

PURPLE

c
_ -j ALJJr lt

.-
Instructions:
1- Chop
Photocopiable Activities:
finely the
There are also three photocopiable worksheets
vegetable
so children can work individually giving
chosen.
the teacher the opportunity to move
2- Cover it with
around the classroom and to speak ,,dltIlIIII•IIhlh hot water, and
with each student. The teacher i.'
let it stand for 4
reinforces the new lexical items by
minutes.
asking and repeating, when
3- Press and smash
necessary.
the vegetable with a
The first two activities are related to fine --
spoon
motility and concentration since children
4- Strain all the juice.
have to follow a code to paint with the right
5- Add S teaspoons of sugar and mix.
colour to discover the hidden items of
And you have paint ready to use'
food. Then, there is another activity in
Tips:
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
worksheet can be set up as make pink paint), carrots (orange), coffee
(brown).
homework so as children have the
chance to work together with their To obtain concentrated colours, do not use
families and to speak about what they too much water. Just enough to cover the
have learned. Students will find an empty veggies.
basket to fill with drawings or pictures from • You can add a teaspoon of alcohol to help the
magazines of fruit and vegetables of veggies liberate their pigments and make them
stronger.

4k
different colours. Their productions can
be displayed on the walls of the • It would be useful to use gloves and aprons to
classroom. Each child will have the avoid stains.
opportunity to speak about them, • Use the pigments obtained to paint with
paintbrushes on big pieces of white cardboard
so children can appreciate them.
Lets paint with Another form of making art with food is natural
Veggied 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 fruit or vegetable on a sheet 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.
 Level: Beginner Age: Very young learners
ART IN THE KITCHEN
A) Follow the code to paint the picture with the right colours. Can you find the hidden fruits?

I
'I /5

-L4 2
# 3
:
15 I, 15

2 2%

2
2 2

2 1-RED
4 2-GREEN
4 3-YELLOW
.' 4-ORANc0E
S-BROWN

B)Follow the dotted lines to draw the missing parts of each fruit and veggie.

LI L 1< I
Level: Beginner Age: Very young learners

ART IN THE KITCHEN

Fill the basket with drawings or pictures from magazines of fruit anti vegetables.

10
 I
, Levels Pre-intermediate/intermediate flsges Teenagers/Adults

ART IN THE STREETS!

Street art is 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
I 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
31) street art.

1) Read the texts about two street artists.

Julian Beever is British artist who has become famous worldwide for his 3D illusions. He draws amazing images with
4 chalk on the pavement He uses a technique called anamorphosis. It is a form of perspective in which you need to stand
at a specific point to be able to seethe 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 infamous 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).

11 Beever and Banksy are British. -
21 Beever is also an activist. -
31 Banksy has worked around the world.
41 Beever's and Bansky's pieces of art have been stolen.

I 51 Banksy is concerned about society.

-

B) Find images of all the categories of Street art on the Internet. Comment with your classmates which
id
rree,aoonvoa

I artists you like/don't like, and what your favourite type of street art is.

C) Answer the questions.

1) Do you like street art?
2) Have you seen any street artwork in your hometown?
I 31 Which artist do you like best: Beever or Banksy?
4) Why?
5) Would you like to be a street artist?
1 61 How do you picture yourself living as street artist?
7) Would you like to be an anonymous artist?
8) Why? Why not?

D) Look at the bricks, and write some of the Street art categories mentioned in the text.

art t I .........................

W '
I s11tIL I
poster I
I work
I intervention
:.:i.::.::::::.......

6) ....................................................................

I I 8tic(er
instIIation
I
projection I street I street I street I I 5D

Keys 1) A) 1) True, 21 False, 3) False, 41 False, 5) Iron: Dl Order may vary. 5) Steed) graffiti, 2) Street installation, 3) Art intervention. 4) video projection,
5) Street passer art, 6) Sticker arc 7) 3D street art.

10
4
' his protect is aimed at
re-teens and teenagers
at a false beginner or low
, elementary level.
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 of their 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: In my opinion.. .1 agree
with.. .1 disagree with... I think...
Write graffiti in the middle 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
graffiti.
Once they have chosen their answers, 49
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
drawings to the names of supplies in
Activity BI.
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 httpl/www.banksy.co.akl
where you can find a lot of graffiti
painted by one of the most famous
graffiti artists called Banksy.
As students 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:
I like the second one because
it's......................................
My favourite drawing
Is ..................................................
I don't like this one
because.........................................
I think the best graffiti is ................
- 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 Is 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:
FOR GRAFFITI' AGAINST GRAFFITI:
It is a way of
expressing ideas
Pre-teach some useful expressions such
as: in my opinion...! I think...! I agree
with.. ./1 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:
It can be decorative.
- We have to clean op all the walls.
Graffiti isn't art.
You can give your opinions through
graffiti.
- Graffiti is simply vandalism.
- It's important for teenagers.
Ask: Do you agree with this idea? Is this
idea 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.
As 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.
C)

Level: False beginner/Elementary Age: Pre-teens/Teenagers

GRAFFITI
? A) Graffiti quiz

1) Where did prehistoric ancestors paint ore? 5) Where did graffiti art start?
al Caves, a) Spain.
bi Land. bi USA.El
Cl Trees. - c) Germany.

2) Most graffiti artists reornally paint With... b) The ntearsirsg of the word graffiti is...
a) colour perscils.E a) graphic. LI
0 b) spray, paint.[-]
c) brushes and paint.LI
b) twisted lines. LI
C) scratched.

3) The origin of the Word"graffiti" is J) The tag is the ------------------of

a) the Italian word graffiato. the artist.
b) the British word "graphic". LI a) photograph LI
c) the Greek word graphikds.Lii b) drawing LI
C) signature
4) Which of these walls was graffiti—painted from
end toend?
a) The Wailing Wail in Israel. II
bI The Berlin Wall.E]
Cl The Great wall of Chirea.LJ

B) Making graffiti
11 Match the drawings to the names of the supplies needed to make graffiti.

• Supplies needed
1.Drawing paper
2. Black pencil
3. Markers 0 1
4Eraser
5. Sharpener
b. Scissors
1. Paint pens
B. A can of spray paint

'
q. Glue
10. Palette

TTI1T
Levels False beginner/Elementary Age: Pre-teessileenaqers
GRAFFITI
2> Put the steps to make graffiti in the correct order.

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 cutout 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 your name.
On a 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.

C) Find the answers for these questions in this word search.

1)Where is graffiti painted on?
2)Where did prehistoric ancestors paint on?
3)What do you need to create graffiti? (3 words)
4)What is the name of the artist? (2 words)
5)Sometimes graffiti is considered art, but other times graffiti is created to damage... so who paints graffiti in each case?
(2 words)

w Y J 0 L I S K
- 4
F-1Y
1 T W 14 B I L E M
N I s I T R A L Y V
- C F F K H 0 P 0 W 14
- S I W N R L S H U
L x I A I L E 0 V X
- U N V G A E R R B I
- G P w W N V G E E M
I. w w P S A F A B S
- E y M P 1 C T Z R G
- Q T N I A P B U H I
- X L M H J E 0 N R F
- F G z Q C L N Y U E
- R G M 1 P 0 G U S I M

- - _ ! L L 4 L .E
Key: A) ii v.2) b,3) v.4) b. SI b,61 v.71 ut Bit) alit, bit, 5)6, d)7, tl3,f)2.g18h) 10,il 5,j) 9, k14;2) 2-5-1-7-64-9 3-8; Clii wall, 21 case S) aerosol, paint,
pencil, 4) signature, rag, ci artist, vandals.

13
 Tn.. Level: Elementary Age: Young learners/Teenagers

WHAT IS ART?

LLVJ4
- 1p .
C -
A) Read the title, and brainstorm words related to
art.Tell them to your teacher. For example: statue
What is Art?
B) Let's check the meaning of some words. Use a
"What is art?' nw niece once asked,

j
dictionary, if necessary.
while doodling on my bedrooms door.

•Doodle • Scu)pture • Clay 'I don't know, my little girl,

but try to draw somewhere else.'

• Scribble • Piercing • Ice I try to think, to understand,

• Tattooing • Wood

'
• Scratch While cleaning up the scribbled lines;
and then I know What She wants to say.
• Painting • Syrrubols • Bronze icall her back and try toexplain:

A) Listen to the poem, and choose the right option. Art can be seen anywhere, on the ground,
ore the sand, on the wall, on the Stairs.
11 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. All in all, as art describes, a range of forms
bl About drawings. 4) Clay and ice are... -.-
Sculptures come
c) About art, a) maseria Is. collage of colours to use in crafts.
b) pieces of art
21 Where is the girl7 c) instruments. Piercing, tattooing and symbols are
a) In the garden. Ideas With meaning to show your 'feelings
b) In the bedroom You can fly high as images flow
Useful materials as clay, as ice or wood or bronze
c) In the bathroom. 5) Where can you find art'?
In multicolours you express yourself.
a) On television.
Your own design through mind and soul.
31Who cleans she door? b) At the cinema.
Art is art, as you cars see.
a) The lithe girl. c) Everywhere.
Words can combine so easily.
b)The author's mother.
c) The author.

14
Level: Elementary Age: Young learners/Teenagers

WHAT IS ART?
B) Complete the blanks from the first and second stanzas replacing the original words.
• Remember to change the pronouns, if you choose a boy
(she/her- he/ his( -

"What is art?" My once asked,

While______________ore my ______________'s door
"1 don't know my little
But try to somewhere else'
I try to to
while cleaning up the rrses 0
and then I know what __________________to say --
Icall back and

C) 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
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
S P S
C A C
R I R
A N I
I T B
C I B
H N L
C
N

Key: Al 11c2) b, al s,41 a, St oCt This is an example of a shape poem. it is a tree.

 of a
round the 1920s, an Italian film expert, Riccioto
/I Canudo, coined the term 'Seventh Art" to refer to
cinema. He believed it was"plastic art in mofion'
li The term certainly became fashionable in France
and Spain, but it did not catch much attention among
English Speakers.
7t- h
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
Stage i
• Option t: 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 can
take turns to do the same in pairs or small groups afterwards.
Stage 2
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.
Stage 3
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. -
stage 4
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.
Stage
Arrange your
them ask and
Model the actis
first.
A: What type of film is.........
B: It is a/an............film.
The Seventh Art - Types of films - Elementary
lesson plan
Stage i
• Introduce the topic by talking about the last film you saw,
and asking students if they like films and why, if they watch
films at home or go to the cinema. You can also talk about the
seventh art term.
Stage 2
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 most
be a film type which most students know.
Stage S
Write the name of a very well know film on a piece of paper,
and encourage students to guess it by asking questions. They
might resort to Ll. 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 she meaning of some words, if necessary.
Stage 3
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 hold, to pairs, they should match the words with their
definitions. Check the exercise.

Stage 4
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.
Stage 5
Ask your students to use their answers to write about their
favourite film. You might need to guide them so that the
sentences are complete. For the paragraph to be cohesive, ask
your students to use the order of the questions as a guide.
Stage 4
As a fun way to end the class, you can suggest a mini award
ceremony rule 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. Then, ask the class to
suggest 5 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 their tines. Also, suggest the nominees to think of an
acceptance speech. Finally, host the ceremony.

The 7th Art - The Oscars - Pre-ini

lesson plan
Stage i
Introduce the topic by telling your student
that films are prized, and asking what the
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.
httpv//yootu.beNCtch3rtzLRs
https://www.youtube.com/watch?v=GSSWi51 sO

Stage 2
Introduce the text about the Oscars in the
worksheet. Ask them to read it, and come
on it after 5-7 minutes. After that, ask the
questions about the text. Some suggested
questions are: How many times a year do
have an Oscar ceremony? Where is the ma
ceremony? Who is "Oscar"? How many
categories are there? How many nominees
has each category got? Who announces
the winners? Who can win an Oscar?
 Level: Beginner/Elementary Age: Teeragers/Adu Is

p
THE 'JTH ART - TYPES OF FILMS
A) Match the types of films to the pictures.

Sci Fi

Horror

Western
• _______ ______
Orv Thriller

Rnace

Animated

- Action .

Key- A) Horror, 21 Sci-fi, 3) Western, 4) Romance, 5) Animated, 6) Action, 7) Thriller.

 Level: Elementary Age: Teenagers/Adults

THE 9TH ART — TALKING ABOUT FILMS

jr
A) Complete the types of films.

B) Match the questions to the answers.

1. When did you see it? a) It's a horror movie with a bit of action.

2. Where did you see it? b) Yes, but not many.

3. What type of movie is it? C) At home.

4. Who is in it? d) It is set around the world.

5. Does it have special effects? e) World War Z.

6. Where is it set? f) Last weekend.

7. Is it long or short? g) Brad Pitt.

8. What is It about? h) It is long.

9. What did you think of It? ii It's about Zombies.

10. What's the name of the film? jilt was great!

C) Use the questionnaire in B as a guide, and write about your favourite film.

3
1
Kur.A) Science fiction, Horror, Western, Comedy, RonrorrSe, Animated, Thriller, B) 1)1,2)0,3)0,4) g, 5) b, 6)d,7) h,8) i, 9)i, 101 s.
 Level: Elementary/Pre-Intermediate Age: Teenagers/Adults

WORKING WITH SHORT FILMS

JINXY JENKINS AND LUCKY LOU
(Short animated film)

A) Look up the meaning of JXJEKIS

t
"jinxy" and "lucky", and
guess whatst 's
about .
Jenkins Lucky Lou" at

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.

C) Do the activities. D) Complete the sentences.

1) Answer: What is the girl like? 1) Lout house is .............................................................
j 2) Describe the boys physical appearance 2) Jenkins house is ...........................................................

E) Match the infinitive forms of the verbs to their corresponding past forms:
(
ii dry vi went out 1x21
21 cover bI jumped
pass by c1 covered 0 k
41 break dl started
1 51 blow el came out
hI Walk by fI blew
I) start gi put
9) bloom broke
9i put 11 bloomed
101 jump ji dried
: lii come out kI Walked by
I 121 90 out II passed by 1x21

F) Complete the chart with the pant forms of the verbs and phrasal verbs in exercise E. You have to use verbs
in a) and I) twice )x2).
Jenkins Lou
I) Jenkins and it to rain. 5) When Lou ....................., the Sun

I 1 2) The wind - his umbrella.

il me mirrors_ ....rhenJenkirvs
6) A newspaper .................the puddle when she
over it.
7) Flowers
8) Some birds
when she
ajiower garland around Lou's
neck.

G) Put the following sequence of events in order.

1) He continued walking, and fell into a trolley. fl 5) Jenkins and Lou landed on a bridge. fl
21 They shared an ice-cream. 6) They lumped over a car crash. El
31 They moved forward from piano to piano. 7) Jenkins and Lou bumped into each other on
41 Lou also fell into the trolley, and they went the street. El
down the rood. 81 They flew over the river. El

20
Level: Elementary/Pre-Intermediate Age: Teenagers/Adults

WORKING WITH SHORT FILMS

H) Imagine what happened next in Jenkins and Lou's lives.
1) Write a possible ending to this love story that started quite adventurously. What will their life together will be like?
Will they be happy for ever and ever?

OMELETTE
(Short animated film)

ii
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 https://vimeo.com/65107797 -

r. Omelette is about .....................................

C) Describe the man's physical appearance and personality. Include, at least, three adjectives.

Dl What is the dog like? Choose the most appropriate adjectives to describe it as a pet.
playful or serious? • nseons or generous?
lovely or unfriendly? • friendly or unkind?
• cruel or kind? • cute or ugly?
• considerate or inconsiderate?

El This is Omelette's sequence of events. Complete the sentences with words from the box,

OWNER GARbAGE EVENING VEGETAbLES DOG WORK

PET COOIUNG DINNER OMELETTE SOFA FOOD

One rainy 11 -aa elan gets back from 2) - He is exhausted and so hungry that he starts cooking an
3) ________. He chops some 4) ________.bat he is so 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) _________.His pet takes
over the 71 _________.He chops, fries, and finishes the delicious omelette for his 81 _________.who returns to see his
meal ready. He is surprised, but too hungry, so he sits on the 91 to enjoy his 101 _________.His lovely dog is
looking at him suspiciously; he realises who made his food when he chews apiece of dog ill - He decides to
share his tasty feast with his adorable and generous 121

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.

Ill A))ivo"means *an uviuckyor malevolent force, person, ur thing" (Taken Crow: httpil/wvwu.wordreference.com/deenison/jlno),iucky'meanstaving
good look. fortunate (Taken Irons httpcl/www,wordreferonce.cum/de6nit)on/Iucky). B) 2); 01)11,2) 0), 3)11,41 hI, 3111,61 kI, 7)41,81)), 9)81.101 b), rile), 121
0); Fl 11 went out. started. 21 blew. 3) broke, passed by/walked by, 4) drIed, walked by/passed by, 5) went out. Caere nut, 6) covnred,iutnped, 7) bloomed,
passed by/walked by, 81 pot. G) 7),l),4),6),3),8),5),2); Dl appropriate adjectives: piup1ui, lovely, kind, considerate, generous, friendly, ode; El it evening. 2)
work. 31omelette, 41 vegetables, 51 dog, 61 garbage, 71 cooking 81 owner. 91 solo, 101 dinner. 11) food, 12) pet.
 Level: Intermediate Age: Teenagers/Adults

AVANT-GARDE MOVEMENTS AND THE NEW DEFINITION OF ART

A) Discuss in groups of three the following questions, and writedown the answers.
1) What do you think art is?
2) Where can it be found?
3) Who decides what art is and what it is not?

B) Look at the pictures, and consider which images can be called art and which cannot.

I C) Do you think the following sentences are true or false?

1)Only beautiful works can be considered art.
2) Art can only be found in museums.

I 3) Avant-garde movements changed the way people consider art, since everyday items can be called artistic.
4) Avant Garde is 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

I reality......

D) Read the following text, and check your answers. Then, correct the false sentences in order to make

I them true.

Art is 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

I 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 201h 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.

I The name comet from a French word that had originally a military use: it is 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

I
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
;-
--------------------------------------------------------------------------------------
Level: Intermediate Age: Teenagers/Adults
L
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 art". 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?

E) 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.

GI Look at the text, and find synonyms for the following words.

1) Feelings

iik4
21 Day one

3) Combat

4) Gorgeous

I HI In groups, choose an Avant-garde movement, and prepare a short oral presentation about it (it can be a
power point presentation as well.) Describe its main figures, its most important works and some of its
characteristics.

Key: c)i) False Not only beautiful works can be considered art, 21 False: Art can be found everywhere in the street, in museum,, in people's heuser 3)True,
4)Trce 5) False: The urinal submitted by Marcel Duchamp was not considered artistic even though it was exhibited in a museum 6) True; E) Their: the works'.
Is. human history's, their: Avant Garde movemeers) that: the front part of an atmy,this piece of art: the urina I called Fountain, they- the surrealists; F) Regular
verbs- changed, believed, belonged, submitted, tried, experimented; Irregular verbs, has been (be). was (be), have seen (see), had (have), sought (seek), went
(go), G) 1) emot ons/senrar ens, 2) beginnings 3) battle, 4) beautiful

1f 23
 Level: Intermediate Age: Teenagers/Adults

ART IN TIME

_ A) In groups, define the term art. Read your definition out loud for the teacher to write keywords. Can you
improve your definition?

B) Every paragraph in the text has a missing title. Be careful, therein one extra title that you don't need.

An 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) It is curious to be constantly surrounded by something that is difficult to define and that is part of our daily lives.
Nobody could deny that we are permanently in contact with works of art, and that they are deeply influential. The
problem is 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 a
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.

21 The origin or the time when a work of art was produced influences how it is 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

N 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.

31 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 with a 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 is a generally agreed way of classifying the different disciplines that are considered artistic. Although the term
FineArts (those works of art developed primarily for aesthetic and intellectual purposes) is still in use in some academic
circles, it only serves in order not to confuse it with Applied Arts. The most extended classification is the one that divides
-0-011111,
Level: Intermediate Age Teenagers/Adults
-, I
ART IN TIME
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. In the case of Performing
Arts, these are meant robe 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
Arts, such as painting, sculpture and architecture.

51 Although the exhibition of artistic events can be found in specific spaces that have been created for that purpose,
nowadays, art is 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 dunce 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: a law or ordinance that assigns
some percentage of taxes to fund art in public spaces.

6) Some of the biggest cities 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. A new 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 that the public is no longer attending a concert or visiting an exhibition, the
concert or the exhibition are being organised where people are.

C) Read the text once again, and choose the sentence that sums up best the main idea of the paragraph.
There is only one correct answer for each paragraph.

i) Paragraph i .g) Paragraph 4:

U a) Art has nothing to do with creativity.
U b) Art is sometimes difficult to define,
U c) We all perceive art in the same way.
Ed) Art cannot be studied at university.
U a) The category of "Fine Arts' is no longer in use.
U b) Poetry and prose are a vital part of theatre.
U C) Musicians, dancers and actors usually need to perform
in front of an audience.
Ed) Architects are not considered artists.

2) Paragraph 2:
U a) Museums are filled with useless antiquities.
U bI In museums, you can neverfind works of art of living
artists.
U c) Ancient tools have a huge importance for historians.
Ed) Social groups that lived in other eras were disorganised. artists.
3) Paragraph 3:
El a) Works of art are always tangible.
E] b) It is impossible to distinguish the work ofan artisan
from that of an artist.
U C) Artisans do not have skills.
EJ dl Art has a strong relation with aesthetics,
5) Paragraph 5:
U a) Every country in the world has implemented the
'Percent for arts" legislation.
U b) Governments are interfering in the private lives of
LJc) Literature is no longer found in libraries.
U d) Art has become such an important issue that
governments are starting to change public policies.
6) Paragraph 6:
U alit is becoming more common to see artistic
interventions in public places.
U b) Poems written on walls are not artistic activities.
U c)There is never contact between the spectators and the
artists.
U d)This is the end of art in its conventional venues.

Key; 8)11 yard mdefine, enseto end, 2) Many of our museums are full of histnry. 3lThe importance and impact ofaesthetics.4) The three axeuof art
51 Can art change she laws?, 6) Art goes to people, cuBe ti8eslise street it not a place for ass; Clii bl,2) ci, al dl, 4111.51 dl, 61 al.

I

l hisproject isaimed at pro-intermediateand
imediatelevtudents. During the process of
the project, students will analyse the life of a
singer, fill in a fact file, read a text, listen to the
4,yrics of a song and prepare their own presentations.
Outcome:
• To create their own presentations, including information of a
singer and an activity with a song.
Warm up:
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 it i"
opportunity to discuss how he is seen by mos
Task 3
Teacher will ask students to find out infoemat
private life. For instance, What does he do to
city? Does he belong to any organization? Wh
one? What does this organization dot (Activit
*11
Task 4
Mix up the lyrics, and ask students to put them in order. Once
they have done it, they will watch the video at
httptu/www.youtube.com/watch?v=Q-GLuydiMe4 to check if it is
right.
Task 5:
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 fact file
(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 pill the correct one.
b) Multiple choice: Give them two or three similar words.
They have to choose the one that best fits the lyrics.
c) Add extra words. Students have to cross out the ones that
do not belong to the song.
d) Add more lines to the original version.
e) Work with grammar and vocabulary: phrasal verbs,
idioms, etc.
Level: Pre-Internoediate/Interniediate Age: Pre-Teens/ Teenagers
I
SONGS INSPIRE
Al 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?

:naPeaIo £

AWARM
VIRGINIA
BEACH
'or 3

LV
B)Listen to the song at https://www.youtube.conn/watch?v—y6txo-5UVtM.

Whatis the name of the song2 .........................................................................................................................................................................................

Whatdo you think of this singer? ......................................................................................................................

Whatis he famous for .......................................................................................................................................................................................................

Why do you think he wrote this song?........................................ ......................................................................

C)Read the text at http://theimagineproiect.com/pharrell-williams-is-an-inspiration-to-henaanity/,and complete the fact file.

Name: ....................................................... . ................. Borrs: ..............................................................

Parents' professions: ....................................................................lnspiratiorv ....................................................
Mott famous song' ........................................................................................................ ..
r,,.

D)What Is FOHTA? Which is its aim?

http://fohta.org/

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 fact file.

F)Choose a song, and prepare an activity for the other students to complete.

t yA) and B) Answers may vary. Pharrell Wdliamu. He is from virginia. He always wears big hats. He wrote the eung"Happy"for the film Despicable me. He
e three Giamwys for this song (Best Pop Solo Performance Happy (Lice), Best Urban Contemporary Album AiR I, Best Music Video Happy). GIRL is the
name of the album which was released in 2013, B) the name of the song is'Happy'; Cl Name: Phareell Williams. Born: Virginia. Parents' professions: a teacher
anda handyman. inspiration: his grandmother. Most famous song: Happy; Dl USa not-for-proHt foundation established by PharreilW:iliams to provide
educational S I.E A.M.M. (Science, Technology, Engineering, Arts, Mathematics, and Motivation) related tools needed for the future success of children.

27
 Level Elementary 49e: Teenagers/Adults
MUSIC STYLES
A) Answerthese questions about MUSIC.
1)What kind of music do you like? ;0
-
It

2)Which are your favourite bands?

3)What music styles do your friends listen to? - -
4) In your opinion, who is the best artist?
5)Who is the worst singer?
iuIII -
6) What is the most popular music style in your country?

B) Watch this video on the evolution of music by Pentatonix at

www.youtube.com/watch?v=lExW80sXsHs.
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? 41 The most entertaining? 51 And the most boring?

C) Complete the alphabet with different music styles that exist around the world.
You can check your answers on the Internet.

A :_________ S:

T=Tango
= L= ___________ 11=
M=
_________ _________ W=
0= x=
Y=

I
1=

Dl Watch this video that presents an alphabetical twenty-six-genre song:

www.youtube.com/watch?v-g3GhDWMb-3E. Write as many genres as you can see/listen to.

E)Do the activities below.

11 What do you think about the styles chosen?

1
1 21 Did you know all the music genres played?
31 Which ones are completely new to you?
41 Complete with your opinion.

al The greatest music style played its the video is eli would never listen to -------------
fl The most tedious is -----------
b) The most awful genre is . gi The strangest is -------- --
ci The funniest one is -----------, 151 My brother/sister always listens to ----------
dl My grandmother loves listening to ----------- ii If I played music, I would play

F)INSTRUMENTS. Do you think the following sentences are True or False? Then do an internet search and
check your predictions.
11 You can only play music using musical instruments.
21 All musical instruments are made of either metal or wood.
3l The first musical instrument was invented in 1890.
4) You can only listen to music on MP3 players, mobile phones and computers.
SI You can make music with your body. :h

I. _________________________________________________________________________________________
 Level: Elementary Age: Teenagers/Adults

MUSIC STYLES

G) Watch the video at https'J/www.yoatube.corulwasch?v=wwILiZSSIIlJ, and complete these predictions about the
performer.

...............................................................
2)C.() ...............................................................
3) 'Cs. doinavi,na, ( uhie/niamr.e. s1e)
4) &) .................................
5) i ...............................
H) Read the following conversation between two friends watching the same video. Match the questions with 0
correct answers.
al Does he breakdance? bi Dubstep? What's that? c) Has he always worked as a dancer?
dl Is he English? ci What else do you know about him? fI Who's the artist?

A: Let's watch this video) It's awesome!

A: His name's Scott Marquese. He's a dubstep dancer.

B:2) .................................................................................................
A: No, he's American. He was born in California, but he grew up is Indianapolis.
B:Cool. Look at his moves! 31 ...................................................................
A: He says his dance is called Animation, but many critics say it's called dubstep.
B:4) .................................................................................................
A: I don't really know. I heard it's electronic pop. This song he's dancing is Adele'sSet Fire ToThe Rain".
B: Right! 51 ...........................................................................................
A: He's quite famous. He started dancing when he was 12, and has loved it since then. He's been performing at NBA's half-
time shows and in advertisements for very famous brands.
B:Wow! 6) ...........................................................................................
A:Well, not always: I've read he was enlisted inthe Navy, and later he worked in a big supermarket. He was also on two
famous American TV shows: America's Got Talent and So You Think You Can Dance.
B:Well, I think he is a terrific dancer.
A:Metoo.

I) Complete the following information about the artist. '

Professiory
Previous jobs:

J) THE BEST MUSIC VIDEO EVER. Watch the videos below in small groups.
1) Discuss these aspects: originality/ideas; story told/lyrics; planning/pre-filming process, 00 Irection: es es
2) Which is the best for you? Write a paragraph giving reasons for your choice. Present it to the rest and vote with everyone
else to chooselHE BEST VIDEO EVER.

110K Go-White Knuckles - Official Video 41 Bjork Bachelorette 7) Nlcky Romero -Toulouse
www.youtube,com/watch?v=nl-IIJODYBLKs www.youtahe.com/warch?v=x5nNfbTt6N4 www.youtube.cons/watch?v=KrVC5dm5fFc
2) Mutenruth -Typical 51 Fathoy Slier - Push The Tempo B) Another video to include on this list:
www.youtube.comfwatchnv=biIKL3qhOL4 www.youtube.com/watch?v=RGpkNPbSa2Q
31 Kylie Minogue - come Into My World 61 Michael Jackson Thriller
www.youtabe.com/watch?o'6FelScuAfdw www.youtube.corrsfwatch?v=sOnnjklTMaA

Key; Fill F, 21 F rove are wade of plastic, stone or other materials), SI F, 41 F, SIT; H) 11 f,21 d, 31a, 41 b, ale, 6101) None: Scott Marquese, Nationality:
American, Profession: Idabstepl dancer, Previous jobs: the Navy, a supermarket, advertising and performing in NBA's half-thee shows.

Sources and References

http://www.danceinforma.comfuSA_magazine/2et4/06/e3/american animation dancer marquese-scottl
http//marquesescotr.us/bin/

29
 Level: Pre-Intermediate Age: Teenagers/Adults
TATTOOS
? A) How much do you know about tattoos? Read and choose the answer you consider correct.
Then, watch the video at https://www.youtube.com/watch?v=MYnl5yDBu,M and check.

If

i) Tattoos started bI reeks and Romans

I a) 80 years ago.
bl 800 years ago.E]
c) 8000 years ogo.LIII
a) tattooed their children. El
bI tattooed their slaves.E]
ci did not accept tattooed people.

I 2) Mommies from ancient cultures

a) have tattoos in different shapes.fl
bi do not have tattoos.
cI have tattoos in the shape of the SLArs. fl
J) The Nazis tattooed
a) Hitler's face on soldiers.lI
b) the lerrnan flag on soldiers. fl
ci numbers on prisoners.fl
/ ) The word tattoo comes from 8) For the Maoris, tattoos
a) an Egyptian word. M a) were an accepted mainstream traditiorIII
bi an Aztec word.fl bI Were prohibited. El
cI a Tahitian word. F1 ci showed bravery.
4) In the 18th century, the anchor tattoo )The tattoo machine was patented by
meant the person Samuel O'Reilly in
a) had crossed the Atlantic.7 al iggi.
bi had visited Africa. F-1 bI 1945.ELLL1
ci was captain of a ship. E c) iTJ.
5) It is said that .............
had a tattoo.
a) Christopher Columbus

_ DI Queen Victoria
ci Julius Caesar

B) Investigate the health risks of having a tattoo done. Prepare a short presentation for next class.

My: A) 1)c2l:,3)c4).5)b,6)b,7)c8)a,9).

3€.
 1p

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Frida Khal°

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