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For the entire Spanish territory ISSN 1698-5133
QR Treasure
Hunt Generator! http://www.classtools.net/QR/create.php
his Quick Response (QR) code generator allows Step 5:
T
users to encode any type of textual information.
Click on the link, print the codes, cut them out and display
In this case, we are going to encrypt questions
them around the school.
for a Treasure Hunt game. Once the codes are
printed on paper, students with a QR app can scan
them and decode the different questions. Step 6:
Arrange students into groups. At least one pupil in each group
Step 1: must have a device with a ready-to-use QR reader.
Provide a title
for your quiz. Step 7:
Students find the codes, scan them and answer the questions.
Step 2:
Copy your questions and answers. You must write at least five Step 8:
questions.
The group with most correct answers wins!
Step 3: Hope you and your students have fun with QR codes!
Provide a
Natalia Moré.
password so you can edit your quiz later.
Step 4:
Click on “Create
the QR
Challenge”, and Here is the link to your completed QR Treasure Hunt
you will get a link for your completed QR Treasure Hunt. http://goo.gl/yo7a0Q
Page 2:
D
ICT: QR Treasure Hunt
In this issue of the Teacher’s Magazine, you will find lots of
Contents
Generator
activities to do with all ages and levels.
Pages 4 & 5
There are lesson plans to work on Peace and Non-violence for Using Quotations to Motivate
teenagers and adults: Peace Symbols, Gandhi and Martin Luther Pages 6 & 7:
King, Sport and Peace, among others. It Starts with You
For very young learners, you will find how to reinforce Classroom Rules Pages 8 & 9:
and how to deal with the topic of being Afraid of the Dark. Children’s Rights
Pages 10 to 13:
Last but not least, you will find activities to work with two short videos: Classroom Rules
Signs and Paperman, which deal with the topic of love.
Pages 14 & 15:
We hope you enjoy this issue and make the most of it! Peace Symbols
Page 16:
Gandhi and Non-violence
The Teacher’s Magazine team
Page 17:
Non-violence - Martin
Luther King Jr and Bob Dylan
Pages 18 & 19:
A Prize for Peaceful
Revolutionaries
Page 20:
Martin Luther King Jr.’s
speech and Bob Dylan’s song.
Pages 21 & 22:
Paper Cranes for Peace
Page 23:
Working with Videos: Signs
& Paperman
Pages 24 to 26:
Afraid of the dark – Animals
in the Shadow!
Page 27:
Sport and Peace
Pages 28 to 30:
The Velvet Revolution
Poster 1
Quotes
Poster 2
Classroom rules
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Using Quotations
to Motivate
A
s a teacher, I am always in How could I use them?
the hunt for inspiring ideas
to motivate my pupils. Some Being within reach and user-oriented,
days ago, a teenage student of these remarks from the greatest minds
mine asked me about a phrasal can be used in countless ways to
verb she had picked up in a improve or enhance our everyday
quote, and I immediately made the teaching. ‘I like a teacher who gives
connection. The old habit of keeping a you something to take home to think
notebook of quotes excerpted from a book, about besides homework’ (Lily
a magazine or a poster compares to the Tomlin, American actress). Here are
modern updating of a file of ‘overlays’ (a some ideas:
combination of graphics, fonts or text) Quotations are effective conversation
found on and downloaded from the starters.
Internet. They are functional in assignments or
A quotation is a group of words or a short worksheets.
piece of writing taken from a book, a play,
speech, etc. and repeated because it is They come in handy to be used in
interesting or useful (Oxford Advanced presentations or handouts.
Learner’s Dictionary). Proverbs and sayings They can be used in essay writing or
could fit into the same category, as they are in relation to literature.
witty remarks often based on human They may be used to introduce new
nature. vocabulary, grammar structures,
phrasal verbs, synonyms, antonyms,
Why should I use quotes? pronunciation.
• They foster literary awareness. Students could do research about the
• They are at one’s fingertips on the author or find out more quotes on the
Internet. same topic.
• Students get used to reading them Students could find a quote that
once and again. relates to an article, essay or book they
have just read.
• They promote self-reflection. They
could either back one’s beliefs or provide Teachers can use them in bookmarks,
deeper insight. name tags or welcome cards.
• They promote spiritual, social and A maxim could be a term’s motto or a
cultural values. student’s choice to personalize their
work.
• They increase motivation and help
develop high-level thinking skills. All in all, a quote can be a general
truth, a fundamental principle, a well-
• Using or displaying them provides an known phrase or an aphorism. They
example of how to contribute positively are easily available and accessible.
to the lives of people in the educational They deepen insight and provide food
community. for thought. And best of all, they can
•They can be displayed permanently or be used in endless ways by a
for a long time. They can be pinned on resourceful teacher like you!
noticeboards in classrooms, offices, Silvia Gianotti
waiting rooms, corridors, etc. to make
them visually rich.
4
My favourite
quotes
Education is the most powerful weapon which you can use to change the world.Nelson Mandela.
The whole purpose of education is to turn mirrors into windows. Sydney J. Harris.
Teachers open the door, but you must enter by yourself. Chinese Proverb.
I ﬁnd television very educating. Every time somebody turns on the set, I go into the other room and read a book. Groucho Marx.
Every now and then a man's mind is stretched by a new idea or sensation, and never shrinks back to its former dimensions.
Oliver Wendell Holmes Jr.
Be yourself. Everyone else is already taken. Oscar Wilde.
Don't judge each day by the harvest you reap, but by the seeds you plant. Robert Louis Stevenson.
Learning how to learn is life's most important skill. Tony Buzan.
You must be the change you want to see in the world. Mahatma Gandhi.
A journey of a thousand miles begins with a single step. Lao-tzu
Dreams don't work unless you do. John C. Maxwell.
Behind every brilliant performance there were countless hours of practice and preparation. Eric Buttterworth.
Luck is what happens when preparation meets opportunity. Seneca.
Keep your eyes on the stars, and your feet on the ground. Theodore Roosevelt.
Only I can change my life. No one can do it for me. Carol Burnett.
What lies behind us and what lies before us are tiny matters compared to what lies within us. Ralph Waldo Emerson.
Sources and References

http://www.brainyquote.com
https://www.polk-fl.net/staff/resources/documents/keystocharacter/WorkingWithQuotations.pdf
http://www.usingenglish.com/articles/quotations-for-motivation-in-esl-classroom.html
http://www.quotationspage.com
http://www.goodreads.com
http://www.lifeoptimizer.org/best-quotes/
http://en.wikiquote.org/wiki/Main_Page
5
It
Starts
his lesson plan is aimed at young learners at Then, bring a poster with a double entry chart: Very Aggressive
T
elementary level. However, since the material and Very Peaceful. The students, together with the teacher, classify
presented is apt for other age groups as well, the pictures under the correct heading.
adaptations can be made to use it with children, After that, invite students to talk about the situations shown in the
teenagers or even adults. pictures.
It deals with the topic of non-violence at school.
B) Before reading activities
A) Brainstorming 1) Energisers
First, stick some pictures or images on the board. Images may Let's start by playing “Cross the line if...”. The game consists of
show parents yelling or discussing, someone scolding a child, drawing a line or putting a piece of string on the floor to show the
children fighting, parents helping with the homework, someone division of the classroom in two halves. The students stand in
hitting a child, someone hugging/kissing/taking care of a child, front of the line, and cross it only if the statement the teacher reads
someone frightening/hurting/bullying a child, children playing is true for them. The statements can be changed according to the
together, children sharing school things/sweets, etc. age, context and experience of the students. Avoid getting a single
6
You
with
student alone on one end of the line at the end of the game. To do Is it necessary to use violence to get what you want?
so, think of a situation that applies to that person and allows them Why didn't you just tell me to open the fist?
to join the group (For instance, cross the line if you go to school.).
Is there any other way to reach your purpose?
Don't you think that using a violent behaviour generates more
violence?
“Cross the line if...”
- you have travelled abroad. C) While reading activity
- you have an exotic pet.
Read the poem “All I Need to Know I Learned in Kindergarten” by
- you play a musical instrument. Robert Fulghum at http://www.scrapbook.com/poems/doc/842.html
- you have travelled by plane.
- you have met a celebrity. D) After reading activities
- you have been to a zoo. After reading the poem, the teacher asks these questions:
- you have watched a film at the cinema. Did you like the poem? Do you think you learned a lot in
- you have worn a fancy dress. kindergarten, at school, at home?
- you play video games. Do you agree with all the things mentioned? Which ones don’t you
agree with? Why?
- you eat chocolate.
- you love hamburgers.
E) Outcome: Making a Behaviour Contract
Under Mahatma Gandhi's popular quote “Be the change you want
Once the students have crossed the line, the teacher asks them
to see in the world”, make a contract with your students. Use some
some questions:
statements from the poem and students’ own ideas or suggestions.
- How did you feel before crossing the line? Were you anxious? As every contract is signed at the end, students would do it as
- Were you more relaxed when you crossed the line? Why did you well.
want to be together with your group? Is it necessary to have all the Lorena Ferrari
same likes and dislikes?
- What happens when you agree or disagree with someone? Do you
http://www.scrapbook.com/poems/doc/842.html
stop talking to people you do not agree with? Do you respect others'
opinion or style of living? http://www.unicef.org/violencestudy/childfriendly.html
2) The Fist Game

The teacher closes his/her hand tightly and asks some students to
open it. Invite students to answer the following questions:
How did you achieve it? (Most students would say that they use
their force to open the fist.)
7
Children's
Rig h t s
T he UN Convention on the Rights of the Child has got 54
articles. You can download the full list at:
war, or alone, homeless, etc. They can also pay attention to
other situations in which children’s rights are respected.
The images can be displayed on cardboard divided into two
http://www.everychild.ca/uploads/pa/fa/pafatA4P_2d1zBFKYCZWA/ columns: two columns with a happy face and a sad face as
UNCRC.pdf. headings.
It is advisable to work with a simplified version of the main rights
adapted to your students. Task 5:
In pairs or in groups, depending on the number of students
Task 1: in the class, pupils choose one of the rights presented on
the photocopiable page to make a drawing on a sheet of
First, the teacher may want to share some cartoons which
paper using markers, glitter and other art materials to
illustrate children’s rights from the official UNICEF Web
illustrate the right chosen. Make sure students write the
page: http://www.unicef.org/crcartoons/.
heading clearly.
Finally, invite students to make a poster with all their
Task 2: productions together.
After watching some of the videos, it is a good idea to
reflect on some questions: What is a right? What happens
when one or more rights are not respected?
Task 3:
There is a photocopiable page in which students have to
match different rights to their corresponding drawings.
Before doing the activity, the teacher should read each right
aloud, and let the children describe each picture.
Task 4:
Then, children search for images in magazines in which
they can see vulnerated rights; for example, children at
8
Level: Beginner Age: Young Learners
CHILDREN'S RIGHTS
Match the drawings to the children’s rights. NAME: ...........................................................................................................................
ALL THE CHILDREN HAVE THE

RIGHT TO…
EDUCATION
A FAMILY
AN IDENTITY
A NATIONALITY
RECREATION
PROTECTION AGAINST DISCRIMINATION
SHELTER
NUTRITIOUS FOOD AND WATER
HEALTH CARE
FREEDOM OF OPINION
9
Classroom Rules
he best time to establish rules to work and coexist in After analysing the rules together, there is a photocopiable activity
T
the classroom is NOW! If you have not done it yet, in which students have to cut out drawings which are similar to
this is the right time to begin setting classroom rules. the ones discussed above. They have to stick them on the right
Make clear that limits are necessary to live together in column. One heading is a hand with a thumb up to show the good
harmony and peace, in a non-violent environment. actions to do in the classroom. For the bad ones, there is a thumb
Incorporating the rules is a process that can start whenever down.
you consider it, although it is preferable to do it at the beginning of Another photocopiable page includes a set of hands with thumbs
the course. This process continues throughout the school year, and up, as the “like” from Facebook. There are many possibilities to
would benefit both the group and the teacher. use it:
The setting of these rules cannot be executed by their their mere First of all, each child can paint and decorate one hand, and write
enunciation. It should be done with the participation and their name on it.
consensus of the group, promoting spaces to interchange opinions, The teacher can reward the good actions of the week by using
and analysing and reflecting on everyday situations in the these “likes” to congratulate children on their good behaviour. For
classroom. instance, for saying “please”, for helping a classmate, for raising
In this issue, there is a poster with drawings that children can their hand before speaking, for tidying up when the lesson is
interpret and analyse, make oral exchanges and express their views finished, for listening to the teacher and classmates, etc.
about some of the coexistence rules. It is advisable to work Then, the teacher can choose either to put them on a “Board of
together describing each picture, and agreeing on which of these good actions”, or use them as badges so that students can take
rules are important to your class. Surely, children would like to them home, or stick them on their notebooks.
express themselves in their mother tongue, so the teacher should
persuade them to use English by paraphrasing, encouraging them For elder kids, who are learning how to write and read, there is
to repeat the new words or phrases, and using the pictures to another photocopiable activity in which students will draw each of
convey meaning. the rules the teacher reads aloud. Then, there are blanks that can
be filled in with their own rules. Finally, students sign their own
Besides, the poster can be hung on a visible part in the classroom, commitment to respect it.
so any time it is necessary, both children and teacher can go back
Mariana Prats
to it.
10
Level: Beginner Age: Very Young Learners
CLASSROOM RULES
Cut out the drawings below, and stick them in the right column.
NAME:
11
Level: Beginner Age: Very Young Learners
CLASSROOM RULES
12
Level: Beginner / Elementary Age: Young Learners
CLASSROOM RULES
Listen to your teacher. Read the rules and draw. Add 3 or 4 rules. Sign the agreement.
Step
CLASSROOM
RULES:
-DON’T SHOUT.
-LISTEN TO THE TEACHER

AND CLASSMATES.
-BE TIDY.
-DON’T PUSH
CLASSMATES.
-SAY “PLEASE”,
“THANK YOU” AND “SORRY”.
-SHARE YOUR THINGS.
-HELP EACH OTHER.
- -------------------------------------------
- -------------------------------------------
- -------------------------------------------
- -------------------------------------------
MY NAME’S ------------------------------------------- AND I PROMISE TO FOLLOW

THESE RULES SINCE THEY HELP US WORK IN A PEACEFUL CLASSROOM.
-------------------------------------------
SIGNATURE
13
Symbols
his lesson plan based on the topic of peace colour are poppies? Then, ask them to read the instructions
T
symbols is aimed at elementary level students. in photocopiable activity A 2 on page 15, and to match the
The material presented includes step-by-step drawings with the name of the symbols.
teacher’s notes to guide students throughout the 3) In activity A 3, students put the letters in order to form
activities and a worksheet for students to complete. the words correctly. To encourage students, you can do the
Throughout this entertaining lesson plan, students first word orally together with them. If you wish to turn this
will acquire new information to enrich their culture, exercise into a game, divide the class into groups of 4
revise colours, answer questions, develop their reading learners. The team who finishes first is the winner.
comprehension skills, learn about antonyms, use dictionaries, 4) To introduce activity B, show students the different
and design their own peace symbol. versions of the peace symbols. You can search images on the
Internet. If you do not have Internet access in the classroom,
you can make your own flashcards with cardboard. After
Objectives that, tell students they will create their own version of the
 To introduce the topic of peace symbols. Students say aloud which colours they are
peace symbols. going to choose to paint the peace symbols. This exercise is
meant to promote creativity as well as to revise colours.
 To revise colours.
 To practise word 5) Tell students that the artist Pablo Picasso created a
formation. version of the dove with the olive branch. Ask one volunteer
 To promote creativity. to read the instructions in photocopiable activity C on page
15. Students read the text alone. Once they have finished,
 To develop reading comprehension you can read it aloud for the whole class, and explain any
skills. doubts. Then, students complete activity C 1. Once they
 To teach how to use a dictionary. have read the text, ask questions to check reading
 To introduce the word “antonym” and its comprehension skills.
meaning.
6) The text has words in bold to promote the use of
dictionaries. Either paper or online dictionaries can
Pre- Tasks be used to look up the words in activity D. It would
As a pre-task, you may introduce the topic by be a good idea to introduce the use of bilingual
writing the term peace on the board. Then, dictionaries, and teach how to profit from them.
you may ask the question Do you know the
word “peace”?, while pointing out the word 7) Students complete photocopiable activity E on
written on the board. After that, you may page 15 to match the antonyms of
elicit answers to these questions: What’s words from the text. As a pre-
peace? Is peace good or bad? task, ask them if they know the
Which is the opposite word term “antonym”. Explain that
of peace? Do you know they are words with opposite
any peace symbols? meanings.
Tasks Final task

1) Explain that there are 8) As a final task, students create a
different kinds of symbols new peace symbol. Brainstorm ideas
which represent peace. Then, about the shape and colours they may
show your students photocopiable wish to use. Tell them that they may add
activity A 1 on page 15. Tell them to any kind of materials at home to decorate
point at the dove with the olive branch, it. They can use pieces of magazines, cardboard,
the peace sign, the broken rifle, the V sign wool strings, buttons, etc. The following class,
and the white poppy. they share their productions with their
classmates.
2) Afterwards, you may ask students:
Which colour are doves? Which colour are Marcela Caimani Ferrer
rifles? Which colour are hands? Which
14
Level: Elementary Age: Young Learners/Teenagers
PEACE SYMBOLS
A) 1) Look, listen to your teacher, and point.
A B
D
C
E
2) Match the names of the symbols with the drawings in activity 1.
Dove with olive branch ____
V sign ____
Broken rifle____
Red poppy____
Peace sign____
3) Unjumble the words.

a) e/a/c/p/e :__________________
b) l/v/o/i/e:___________________
c) p/p/p/y/o:__________________
d) g/i/n/s:____________________
Pablo Picasso
B) Colour the peace symbols in activity A.
C) Read the text.

Pablo Picasso was an artist. He was born in Málaga, Spain. He is famous for his paintings, but he was
also a sculptor, a ceramist and a poet. He designed one of the most popular peace symbols: the Dove of
Peace. He presented it for the first time in Paris in 1949.
D) Look up the meaning of the words in a dictionary. Write the definitions.
1) Painting:
2) Also:
3) Design (Verb):
4) First:
E) Match the antonyms.

1) peace a) last
2) famous b) out
3) first c) war
4) in e) anonymous
Key: A 2) E, C, D, B, A; 3) a) peace, b) olive, c) poppy, d) sign; D) Answers taken from wordreference.com. 1) Painting: a picture, design, or piece of art done in
paints, 2) Also: in addition, too, 3) Design (Verb): to develop, set up, and plan for a purpose, 4) First: being before all others with respect to time, order, rank,
importance, etc. ; E) 1) c), 2) e), 3) a), 4) b).
15
Level: Pre-Intermediate Age: Teenagers/Adults
GANDHI AND NON-VIOLENCE
A) How do you relate the following words to Gandhi and/or non-violence? If you can’t find a connection,
do a quick Internet search.
passive resistance - civil disobedience - fast (not eating) - peaceful opposition - boycott -
non-cooperation
B) Watch a video about Gandhi’s life at https://www.youtube.com/watch?v=GWhCniD9VkI, and order the following
sentences as they are mentioned in the video.
a) He worked for a South Africa law firm.
b) He was sent to prison.
c) He got married at the age of 13.
d) His birthday is a national holiday in India.
e) In India, he saw that Indian people were treated unfairly by the British.
f) He was born on 2nd October 1869 in Porbander, India.
g) He was assassinated in 1948.
h) Gandhi started non-violent protests.
i) One of his demonstrations was against the salt tax. It’s called the Salt March.
C) This video https://www.youtube.com/watch?v=TkHTbkPoEQ8 tells us a little more about Gandhi’s philosophy of

non-violence. Read the quotations the author introduces, and choose one. Explain to your classmates why
you chose it.
D) Find other leaders for non-violence. Choose one. In groups, make a video about their life including
quotations.

http://www.bbc.co.uk/ethics/war/against/nonviolence.shtml
http://www.nonviolenceinternational.net/seasia/whatis/book.php
Key: B) c), f ), a), e), h), b), i), g), d).
16
NON-VIOLENCE
Martin Luther King Jr. and Bob Dylan
A) Brainstorming. Write things that you can do to prevent violence.
Non-violence
B) Do you know who Martin Luther King Jr. was? Use the following words to make a short paragraph about him.
African-American - born 1929 - civil rights movement - leader - Baptist - minister - Nobel Peace Prize
non-violent approach - assassinated in 1968.
C) In 1963, Martin Luther King Jr. led a march to G) Who were Bob Dylan and M. L. King Jr.? Find more
Washington. Put together the pieces of the puzzle, and information, and choose the correct answer.
then, read the text. 1) Bob Dylan is a
a) writer. b) singer. c) poet.
2) He sings different kinds of songs. But he is

famous for his
a) protest songs. b) love songs. c) punk
songs.
3) Martin Luther King Jr. was a minister,

a) leader of a church.
b) leader of a cult.
c) leader of a non-violent movement.
4) In the “I have a dream” speech, he says that

the dream
D) True or false? a) “is the enemies’ nightmare”.
1) The march was less than 50 years ago. b) “is deeply rooted in the American dream”.
2) It was the centenary of the United States emancipation. c) “is not to change the course of history”.
3) There were only a few speakers.
4) In the speech, M. L. King Jr. called for an end to racism. 5) In the speech, he said that 100 years after
5) Bob Dylan sang the Happy Birthday song. Abraham Lincoln had declared the slaves free,
a) there was a union between people of all
E) Underline the verbs in the text. colours of skin.
b) the white people were still being segregated
F) Put these irregular verbs in the past tense. from society.
c) the black people were still being segregated
To give from society.
To sing If you want to read M. L. King’s speech and listen to Bob
To speak Dylan’s song, go to:
To have http://www.americanrhetoric.com/speeches/mlkihaveadream.htm (speech)
https://www.youtube.com/watch?v=vWwgrjjIMXA (song)
To be (is/are)
Key: B) Possible Answer: Martin Luther King Jr. was born in 1929. He was a Baptist minister. He was a leader in the civil rights movement for African-Americans.
He won the Nobel Peace Prize. He was assassinated in 1968; D) 1) False, 2) False, 3) False, 4) True, 5) False; E) was, was, told, delivered, called, interpreted;
F) gave, sang, spoke, had, was/were; G) 1) b, 2) a, 3) c, 4) b, 5) c.
17
A PRIZE TO PEACEFUL REVOLUTIONARIES

The Nobel Peace Prize is an annual award given to people or organisations that have
done their most for peace causes. It was created in 1901 after the death of Alfred
Nobel, a Swedish inventor who donated his wealth to reward those who devoted their
lives to the benefit of humanity. Nobel’s life was contradictory, since the inventions he
made collaborated to the cruelty of wars.
A) Look at the following list of words. Some of them are related to peace and some others to war. Place them
in one of the columns according to your opinion.
weapon killed tolerance pacifist benefit army enemy democracy
conflicts rockets fraternity cannons progress dynamite
Peace War
B) The following sentences explain some of the most important facts of Alfred Nobel's life. Use the words
from the previous exercise to fill in the gaps.
1) During the Crimean …………., his father provided the Russian …………. with mines that blocked the ………….’s
naval ships.
2) In 1864, a failed experiment with nitroglycerine in his laboratory …………. Nobel’s brother and many other people.
3) Although Alfred Nobel invented …………. with the intention of using it for the construction industry, it was finally
used as a …………. in different international …………. .
4) Dynamite was an innovation for …………. and …………., which made Nobel extremely wealthy and allowed him to
have laboratories in five European countries.
5) In his final years, Nobel interchanged many letters with Bertha von Suttner, an Austrian …………. who convinced the
inventor of who convinced the inventor of the importance of peace in the world.
6) In his will, Alfred Nobel left about 265 million dollars of his wealth to fund the Nobel Prizes. These prizes were thought
for those people who gave the greatest …………. for humanity in 5 different fields: Chemistry, Physics, Medicine,
Literature and Peace.
7) According to Nobel’s will, the person who receives the Peace Prize must work for the …………. between nations.
Since 1901, 103 people and 22 organisations were recognised for cooperating with …………. and …………. .
8) As an inventor, Nobel made efforts to seek technological …………. by working with new materials like synthetic
rubber and leather, or artificial silk.
C) Some of the words in the previous exercises can be modified to change their meanings. Add prefixes
and/or suffixes to the following words (Some words may need a few changes.), and complete the sentences.
Prefixes Words Suffixes
Dis diplomat ment
democracy ing
In arm ant
pacify ism
Anti tolerance ry
weapon ive
conflict ic
kill ic
18
A PRIZE TO PEACEFUL REVOLUTIONARIES

1) There should be more politicians encouraging …………. of nations. Mother Teresa
2) Would it be a utopia to expect no …………. in revolutions? of Calcuta
3) Unfortunately, the …………. used in the 21st century is more dangerous than ever.
4) …………. is the movement that opposes all types of war and violence.
5) …………. relations are the most beneficial bond between nations.
6) Many Nobel Peace prize winners campaigned against …………. governments.
7) The main characteristic of dictatorships is that they are …………. of certain religions, social groups or political rivals.
D) Other words that need the use of suffixes are the adjectives that define nationalities. In this case, we give
you ten examples of Nobel Peace Prize laureates, and you have to find out the country where they were born
and which nationality they have.
Nobel Peace Prize Laureate Country

Eisaku Sato Henry Dunant Poland India
Mother Teresa Adolfo Pérez Esquivel France Pakistan
René Cassin Alfonso García Robles Argentina The United States
Rigoberta Menchú Lech Walesa Norway Switzerland
Martin Luther King Jr. Malala Yousafzai Mexico Guatemala
Fridtjof Nansen Japan
E) Desmond Tutu was a South African priest who fought peacefully in his country against Apartheid, a system
that strongly discriminated against black people and promoted racial segregation. He was awarded the Nobel
Peace Prize for his tireless efforts and, like many other Nobel Peace Prize laureates, was a peaceful
revolutionary. Read the most important facts of his life, and write a paragraph about Desmond Tutu. Use the
tense that best adapts to the chronological order.
1931: Birth: Kleksdorp, South Africa. Father: teacher; Mother: cleaner and cook in a school.
1943: Moves with his family to Johannesburg.
1960: Ordained Anglican Priest.
1976: During the Soweto riots, promotes economic boycott, organises peaceful marches, gives lectures
against apartheid at home and abroad, obtains support from all churches.
1980: Jailed after a peaceful march.
1984: Receives the Nobel Peace Prize.
1986: Elected first black Archbishop of Cape Town.
1994: Fall of Apartheid.
1996: Retirement from clerical life. Denounces human rights abuses, gives lectures against all types of
war and poverty, raises concern about and to fight HIV/AIDS, and supports gay and women's rights.
2011: Retires from public life.
2014: Receives his 127th honour (most of them prizes, recognitions from governments, universities and
foundations).
F) Once you have completed the task, write a paragraph about another Nobel Peace Prize laureate that you
can choose from the list at the official website: http://www.nobelprize.org/nobel_prizes/peace/laureates/
Desmond Tutu Biography - Academy of Achievement (December 6, 2013). Retrieved May 10, 2015, from http://www.achievement.org/autodoc/page/tut0bio-1
Desmond Tutu Interview - Academy of Achievement (August 19, 2009). Retrieved May 10, 2015, from http://www.achievement.org/autodoc/page/tut0int-1
Nobel Media; Alfred Nobel - His Life and Work; 2014; http://www.nobelprize.org/alfred_nobel/biographical/articles/life-work/
Nobel Media; All Nobel Peace Prizes; 2014; http://www.nobelprize.org/nobel_prizes/peace/laureates/
Nobel Media; Desmond Tutu – Facts; 2014; <http://www.nobelprize.org/nobel_prizes/peace/laureates/1984/tutu-facts.html>
Key: A) Words associated with war: army, enemy, killed, dynamite, weapon, conflicts, rockets, cannons; Words associated with peace: pacifist, benefit,
fraternity, progress, democracy, tolerance; B) 1) war, army, enemy, 2) killed, 3) dynamite, weapon, conflicts, 4) rockets, cannons, 5) pacifist, 6) benefit,
7) fraternity, democracy, tolerance, 8) progress; C) 1) disarmament, 2) killings, 3) weaponry, 4) pacifism, 5) diplomatic, 6) antidemocratic, 7) intolerant;
D) Eisaku Sato (Japanese), Mother Teresa (Indian), René Cassin (French), Rigoberta Menchú (Guatemalan), Martin Luther King Jr. (American), Fridtjof Nansen
(Norwegian), Henry Dunant (Swiss), Adolfo Pérez Esquivel (Argentine) Alfonso García Robles (Mexican), Lech Walesa (Polish), Malala Yousafzai (Pakistani).
19
Level: Intermediate Age: Teenagers/Adults
MARTIN LUTHER KING JR.'S SPEECH AND BOB DYLAN'S SONG.

A) Who were Martin Luther King Jr. and Bob Dylan? Decide which of the facts
correspond to which character. Then, write a text of one of the characters.
was a Baptist clergyman – created the Civil Rights Act in 1964 – sang folk music – was a social
activist – sang “The Times They Are A-Changing” – a got tired of being a singer of protest songs –
was the leader of the Montgomery Bus Boycott in 1955 – released a rock album in 1965 – was
assassinated in 1968 – gave the “I have a dream” speech – started writing poems
B) Now, read and listen to Martin Luther King Jr.’s most famous speech at
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm, and order the following issues
he mentions.
Martin Luther King Jr.
from: Wikipedia.org
1. He has a dream that one day people will rise up and believe that all men are created equal.
2. A hundred years after being declared free, black people are not free.
3. There will be no rest until people no matter of their colors* of skin can take their rights for granted.
4. Black people find themselves as immigrants in their own land.
5. They could never be free while there is police brutality among them.
6. There will be a time when people of all kinds of religions, of all colors of skin, will be able to join hands and sing the
negro spiritual: Free at last, free at last.
7. He has a dream that one day little black children will play with little white children.
Note: * color (AmE)
C) His dream is that…

Listen to the speech again, and write down what the dream is about.
D) After listening to the speech, discuss.

1. Are there any racism problems in your society? Which ones can you name?
2. Are there any violence problems in your school? Do you think you can do anything to change that?
E) Listen to one of the most famous songs by Bob Dylan, Blowin' in the wind, at
https://www.youtube.com/watch?v=vWwgrjjIMXA.
F) Now, listen again and, in small groups, discuss the questions.

1. What problems or events are presented in the song?
2. Which points of view are revealed?
3. Why is he writing the song?
G) With the answers, write a text.
H) How are “Blowin' in the Wind” and the speech related? Discuss the question,
and write down your answers.

http://www.history.com/topics/black-history/martin-luther-king-jr
http://www.biography.com/people/martin-luther-king-jr-9365086
Bob Dylan.
http://www.bbc.co.uk/history/people/martin_luther_king.shtml from: Wikipedia.org
http://www.biography.com/people/bob-dylan-9283052
http://www.angelfire.com/on/dylan/bio.html
Key: A) Possible answers: M. L. King Jr. was a Baptist clergyman who was a social activist. He was the leader of the Montgomery Bus Boycott in 1955. He gave
the “I have a dream” speech and created the Civil Rigts Act in 1964. He was assassinated in 1968. Bob Dylan started writing poems and singing folk music. He
sang “The Times They Are A-Changing”. He released a rock album in 1965 because he got tired of being a singer of protest songs;
B) 2, 4, 5, 1, 3, 7, 6.
20
Paper Cranes
for
T
his lesson plan is aimed at teenagers and adults at Please notice that some
elementary level. Though the text might seem a participles are not functioning
little complex for this level, the activities have been as verbs in the text. There are
graded. also activities to look for
synonyms, antonyms and
Pre-reading: collocations. The last activity is
a vocabulary-learning strategy.
Discuss origami (paper folding) with your students. You can show
them this video at https://www.youtube.com/watch?v=a1YYNg3sBuc in If you want to practise
which a paper butterfly is made. grammar, or use this text to
introduce a grammar point, you
Give students the photocopiable activities on page 22, and ask can ask students to underline
them to complete the True/False activity. Do not give students any the sentences in passive voice.
answers so that they have a valid reason
for reading the text. They will use
previous knowledge to do the activity After-reading:
and predict whether the sentences are Ask students to tell Sadako’s story
true or not. Then, students read the text in a comic strip. They could find
and check their predictions. extra information online.
While-reading: Follow-up
Tell students to find cognates in the
Tell students to find more information
text. Cognates are words that are
about origami, the atomic bomb or
similar in English and L1; their
World War II and present the
pronunciation and meaning are
information to the class.
similar, too. Then, ask reading
comprehension questions such as
Where did paper folding originate? Let’s make a peace tree
When was it brought to Japan?
What does the Japanese legend say? You will need a big branch, colourful
Who was Sadako Sasaki? When paper cranes, colourful paper flowers,
did she die? Why? What did her glue, string to hang the cranes and
classmates do? glitter to decorate. Tell students to make
paper cranes and flowers following the
In activity B, students have to instructions at
order the events chronologically. https://www.youtube.com/watch?
Then, ask them to compare the v=mTo-uH_N8cE. They may
third paragraph of the text in prepare some cards with
activity A with the chronological peace-related words to stick
order, and help students realize on the tree. According to
how to organize a pragraph (use students’ level, they can
of connectors, time clauses, use of pronouns, think of words of different
repetition, etc.). complexity. Some examples
In C, there is a set of activities to help students are: love, friendship, union,
learn new words. Verbs are presented here as part tolerance, respect, freedom.
of vocabulary, not grammar, because the important
task is to identify the part of speech mentioned and
their change from the base form.
21
Level: Elementary Age: Teenagers/Adults
PAPER CRANES FOR PEACE

A) Read the following sentences and decide if they are TRUE or FALSE. Then, read the text to check.
1) Origami originated in Japan.
2) The origami crane is a symbol of illness.
3) If you fold 1,000 cranes, you will get rich.
4) A sick girl made 1,000 cranes and she got well.
5) She lived in the US.
Paper folding originated in China. The Chinese culture developed many simple forms, which are still practised today. Brought into
Japan in the sixth century AD by Buddhist monks, the art of origami (paper folding) was passed by word of mouth from generation
to generation since nothing was ever written about it up to 1797 AD when How to Fold 1000 Cranes was published.
The origami crane has become a global peace symbol. The crane is considered a sacred bird in Japan. According to Japanese
legends, if you fold 1,000 cranes, your wish will be granted. It is said that any sick person who folds a thousand cranes will become
healthy again.
A young girl called Sadako Sasaki from Hiroshima, Japan, started folding cranes when she got leukaemia. Her illness was a
consequence of an atomic bomb dropped by North Americans in World War II. When the bomb was dropped, she was 2 years old;
10 years later, she died. While in hospital, she started making paper cranes to get well, but couldn’t finish the job. Her classmates
finished the thousand cranes for her. Since then, every year, thousands of cranes are placed beneath her statue in her homeland.
B) Put the following sentences in chronological order. 4) Collocations.

1) Sadako was born in Hiroshima. a) word __________ mouth
2) She folded paper cranes. b) generation __________ generation
3) She got leukaemia. c) __________ symbol
4) The USA dropped an atomic bomb on Hiroshima. d) __________ hospital
5) She died. e) __________ year
6) Her classmates finished the thousand cranes for her.
5) Choose three words you didn’t know, but are important to
C) Working with vocabulary the story. Look them up in a dictionary. Copy the word and
the definition. Write sentences using the three words you
1) Underline all the verbs in the third paragraph. have chosen.
2) Find words with a similar meaning in the text. D) Draw a comic strip telling the story of Sadako
a) started Sasaki.
b) orally
c) international E) Make paper cranes to place at school or to send to
d) given the Sadako Sasaki memorial. You will find instructions
e) ill here: https://www.youtube.com/watch?v=mTo-uH_N8cE
3) Find the opposites of the following words in the text.

a) oral
b) war
c) healthy
d) boy
e) cause
Key: A) All sentences are false; B) Correct order: 1, 4, 3, 2, 5, 6; C) 1) started, got, was, was dropped, was , died, started, couldn’t finish, finished, are placed;
2) a) originated, b) by word of mouth, c) global, d) granted, e) sick; 3) a) written, b) peace, c) sick, d) girl, e) consequence; 3) a) of, b) to, c) peace, d) in, e) every
22
Level: Elementary/Pre-Intermediate Age: Teenagers/Adults
WORKING WITH SHORT FILMS

PAPERMAN SIGNS
(Short animated film) (Short film)
A) Watch the video at: A) Watch the video at:

https://www.youtube.com/watch?v=1QAI4B_2Mfc. https://www.youtube.com/watch?v=KEIdACFBhGE.
B) Choose the right option.

1) The video is about two deaf people.
2) The short film is about a man in love.
3) The video is about a family.
C) Complete the sentences.
1) The man works in a/an _________________.

B) Answer these questions. 2) The man’s house is _________________.
1) Where does the man work? 3) Stacey is a/an _________________ (profession).
2) What is his profession? 4) Jason is _______, _________ and ________
3) What is the woman’s job? (personality).
4) Where does the story take place? 5) Stacey is _______, _________ and ________
(personality).
C) Decide if the statements are True or False. 6) At the end, they ________________.
Correct the false ones.
1) The two protagonists meet in an office. D) Answer the questions.
2) The man is having breakfast when he sees her again. 1) How do they communicate?
3) She is in the building across the street. 2) What is your favourite part of the story?
4) He makes plastic planes to call her attention. 3) Why do you think the lady does not speak at the end?
5) His boss gives him more planes to work.
6) He continues working when she goes away. E) Imagine Stacey's and Jason’s lives after they meet in
7) The paper planes take him on the train where the person. What are they like? Are they a happy couple?
woman is.
8) They see each other again and go for a coffee. F) Compare “Paperman” with “Signs”. Complete the
chart with sentences.
D) Let’s write a script for another
short film. PAPERMAN SIGNS
1) Who are your characters?
2) How/where/when do they meet? DIFFERENCES
3) How do they communicate?
4) What do they do at the end?
SIMILARITIES
Key: PAPERMAN B) 1) He works in an office/in a company, 2) He is an accountant/a secretary/(other personal answers), 3) She is a lawyer/a secretary/(other
answers), 4) It takes place at the train station and in the city (centre); C) 1) False, they meet at the train station; 2) False, the man is working; 3) True, 4) False,
he makes paper planes, 5) False, his boss gives him a pile of paper/more paperwork to do, 6) False, he tries to find her, 7) True, 8) True.
Key: SIGNS B) 2); C) 1) office, 2) messy, big, modern, not cosy, 3) Answers may vary: engineer, lawyer, accountant, 4) kind, simple and honest (Answers may
differ.), 5) funny, cheerful, easy-going (Other options are possible.), 6) meet on the street; D) 1) They communicate using signs/with signs; F) Some
differences are: “Paperman” is an animated short film, whereas “Signs” is not. In the first one, they meet at the train station. In the second one, they meet
while at work, looking through the window. In “Signs”, they communicate with signs. In the other, the man tries to call the woman’s attention with paper
planes. In this one, they finally meet again on the train. In the other, they meet on the street. Some similarities are: In both films, “paper” is what brings the
characters together, the man immediately falls in love, and they meet at the end. (Students may find other similarities and differences.).
23
I'm Afraid of the

B
eing afraid of the dark is considered an Show children how to make shapes
evolutionary fear, a normal stage in child with their hands, and ask a pair of
development. According to psychologists, fear of the children to go behind the screen to
dark is common between the ages of three and nine. represent an animal while and their
Despite being a typical feature in child development, classmates guess.
we should help our students overcome this fear, and we
could use games to do so. Playing them will help children Extra ideas:
associate lack of light with fun.
You can also adapt the activities
Below, there are simple and funny games meant to help children presented to other vocabulary
overcome this issue. Playing with light and darkness will surely topics; for instance, food, school
help your students understand that the latter is not always related items, toys, etc.
to monsters.
Playing outdoors with shadows

It is advisable not to expose children to darkness in the first
stage of these activities. A good idea is to go outside the
classroom on a sunny day, and invite children to look at their
shadows on the floor and walls. Encourage them to move
different parts of the body playing simple games such as Students
“Simon says”, asking children to focus on the image they cast. can perform
After that, invite children to play the same game indoors and some actions.
ask What happened? What is different? What do we need to see For example,
the shadows? Finally, sit down in a circle, and speak about how after reading a
shadows are cast and the importance of a light source (in this story, the teacher
case, the Sun). can give a character
to each student to act
Animals in the shadows! it out behind the
screen.
Hang a large light-coloured piece of cloth to be used as a screen
and place a lamp behind it. Students sit facing the screen, while After you are sure that
you show silhouettes of animals for them to name. It is advisable everybody is having a good
to start doing this activity with the lights on, expecting children to time in the dark, you can
suggest turning the lights off or drawing the curtains. hide any object (or
flashcard) to look for it with
On photocopiable page 25 , you will find silhouettes of animals for the help of a torch.
students to cut and stick on black cardboard and to an ice-cream
stick. Ask students to guess the animals. When a student guesses, A classic blinfold game is
he/she goes behind the screen to choose another animal for the “Put the tail on the donkey”,
rest to guess.There is a photocopiable page for students to match which helps children interact
the animals on one side to their correct silhouettes. with the world without
using their sight.
Chinese shadows It’s time to turn off the
lights and have fun!
Invite children to play again with the animal shadows, but… Oh!
They’ve disappeared! So, try to make some simple animal shapes
with your hands: a crocodile, a rabbit, a snake, a bird, etc.
24
Level: Beginners Age: Young Learners
ANIMALS IN THE SHADOW!

Stick each silhouette on cardboard and to an ice-cream stick to play Animals in the shadow!
25
Level: Beginners Age: Young Learners
ANIMALS IN THE SHADOW!

Cut the shadow of each animal to stick it in the correct place.
26
Sport and Peace

A Project done in Spain Start this project by telling students to read the UN’s website on
Sport and Peace at http://www.un.org/wcm/content/site/sport/peace,
“The important thing in life is not the triumph but the struggle, and to find out how both concepts are related. Ask students to
the essential thing is not to have conquered but to have fought make a poster about Sport and Peace to place it in the school halls
well.” Pierre de Coubertin (or classroom walls).
ell students they are going to work in groups,
T
Give students a list of sportpeople to choose the one they would
creating a Power Point or Prezi presentation about like to investigate about. Every group should choose a different
different sportspeople. one. Below, you will find some suggestions:
Students can bring their laptops or information to -Moshe Weinberg
work with in class. Students will work on their own,
selecting web pages from which they can collect -Betty Robinson
information about given sportspeople. They should keep a -Viacheslav Fetisov
vocabulary log where they would note down any unfamiliar words -Abebe Bikila
they will use in their presentation. You will help students organize
the information, and teach them how to cite sources. -Jesse Owens
-Tommie Smith and John Carlos
Each presentation should include the following items: -Peter Norman
• A biography of the sportsperson chosen. -Ben Johnson
• An analysis of the situation of the country during the -Devon Harris Ben Johnson
sportsperson's lifetime.
• An analysis of the sportsperson's ideals. You can make a chart for the class to evaluate each group’s
• Personal quotations related to the research done. presentation.
SPORTSPERSON CHOSEN:
GROUP MEMBERS:
PRESENTATION (circle) VERY CLEAR – CLEAR ENOUGH –
NOT SO CLEAR – UNCLEAR
DID IT HAVE ALL MANDATORY ITEMS?
DID ALL GROUP MEMBERS KNOW THE PROJECT? WHO
DIDN’T?
TOOLS USED (PROGRAMME, PICTURES, EXPLANATIONS,
ETC)
YOUR FINAL MARK:
After working on this topic in such depth, students will be able to

reflect on the importance of making the most of the opportunities
we are given in life. Whether we are sportspeople, scientists,
politicians, or working citizens, we have the power to put forward
ideas that may denaturalize situations and may lead to change.
Ana Luz Vielba Rodríguez

Colegio San Gregorio - Aguilar de Campóo
27
THE VELVET REVOLUTION

Revolution means change. Almost always, change means resistance, adaptation, fear of
what is new. In history, there are numerous cases of violent revolutions, perhaps the most
notorious ones. However, there are some others that break the rules and have unexpected
results.
A) How much do you know about the Velvet Revolution? Read the sentences and guess if they are true or
false. Then, read the article and check.
1) Czechoslovakia was a country created with population of Czech and Slovenian origins.
2) Before the First World War, Czechs and Slovaks inhabited the Austro-Hungarian Empire.
3) During the Second World War, Czechoslovakia was invaded and many people were killed.
4) After the liberation of the country, the government was ruled by the Communist Party.
5) The demonstrations and strikes of 1989 were famous for their violence.
6) Very few people disagreed with the communist government.
7) The re-installation of democracy solved all the problems Czechoslovakia had.
8) No Slovak political parties had influence on the Czech population.
9) There was an equal division of national properties and resources.
10) After the dissolution, those citizens born in Czechoslovakia were automatically considered both Czech and Slovak.
11) The Czechoslovak anthem was split into two parts and each new country kept one as their new national anthem.
12) Slovakia chose to keep the Czechoslovakian flag as their new flag.
B) Read the article.

Like in many other cases, when a state is created by
the forced union of two or more nations, it does not
mean that there will be unity within that state. Perhaps
the example of the separation of Czechoslovakia is
unique because of the peaceful outcome and fraternal
relationship between its two nations: The Czech Republic
and Slovakia. Czechoslovakia was founded in 1918 when
the First World War finished and the Austro-Hungarian
Empire was dissolved, as an opportunity to create a
democratic state after many years of monarchical rule.
However, the majority of the population was of Czech
origin, which created a sense of oppression in the Slovak
minority in terms of religion, language and political
representation.
28

The first years of democracy were not easy because of Fortunately, the division of the land was easy as the
the growing inner tensions. Unfortunately, the country two new countries respected the historical borders that
was invaded by Nazi Germany in 1939 and, during the separated the Czech and Slovak nations. The
whole Second World War, only a small group of Czechoslovak Koruna (local currency) ceased to exist
Czechoslovaks resisted against the German Army. The some months after the independence and both new
war left many civilians massacred and cities in ruins. countries created their own Korunas. Nowadays,
From 1945 onwards, and thanks to the liberation of the Slovakia uses the Euro while the Czech Republic still
country in the hands of the Soviet Union, uses the Czech Koruna. The national resources and
Czechoslovakia fell under the influence of communism. properties were divided according to the population of
The rise of the Communist each new country. As 2/3 of the
Party meant that the population were Czech and 1/3 was
country would become a Slovak, the resources were also
one-party state with no divided following that aspect. In
chances of democracy or terms of citizenship, all the
political elections. inhabitants born within the
borders of each new country were
Forty-four years later, in considered citizens of that state and
November 1989, with an the dual citizenship was not
evident decline of accepted.
communism in the whole
world and, more importantly, The Czechoslovak anthem was
the fall of the Berlin Wall, a curiously composed with the first
series of demonstrations part in Czech and the second one
started to be organised in in Slovak. Both new countries kept
Czechoslovakia. Groups of the part in their language as their new
students, workers and artists joined in order to show national anthem. By the time of the dissolution, the
their growing discontent with the government; an Czechoslovakian national football team was
action that led to mobilisations and general strikes. participating in the 1994 FIFA World Cup qualification
Day after day, more people became aware of the power rounds. A new national team was created to represent
of these pacific demonstration. As there was no violent both new countries which was called RCS
reaction from the police, the strikes in Prague and (Representation of Czechs and Slovaks). Once the
Bratislava included 75% of the population and the competition finished, each country created their own
demonstrations gathered 800,000 and 100,000 people national football team, which also happened for all
respectively. Finally, the revolution succeeded when, on sports. The most controversial case of the separation
10th December, the first non-communist president was was that of the national flags, as Slovakia created their
elected. own new flag with the coat of arms, but the Czech
Republic kept the Czechoslovakian flag, violating a law
Once democracy was reestablished, internal problems that forbade the new countries to use Czechoslovakian
began all over again. The growth of the Czech economy symbols.
was faster than the Slovak’s, which marked an
important difference in the living standards within the
country. In addition, Czech political parties had no C) In the article there are two major events with
influence on Slovakia and vice versa. This evident metaphorical names: The Velvet Revolution and The
disconnection between the two nations reached its Velvet Divorce. Which name belongs to the fall of
highest point when Czech and Slovak political leaders communism in Czechoslovakia and which to the
started to peacefully negotiate the dissolution of dissolution of Czechoslovakia? Can you tell why the
Czechoslovakia. As a result, they decided that, by 1st words revolution and divorce have been used?
January 1993, the Czech Republic and Slovakia would
be two independent states. However, a great number of
important decisions had to be made regarding territory,
economy and citizenship, among others.
29

D) Complete the following crossword about Czechoslovakia. Follow the clues, and check with the information
in the text.
1) ____C_
2) ____Z______
3) ____E_
4) ____C____
5) H______
6) _O_______
7) S_____ _____
8) __L___
9) __O_____
10) _ _ _ _ _ _ V _ _ _ _ _ _
11) _____A
12) ____K_
13) ___I
14) _ _ _ _ _ _ A
1) The organised force that did not react violently to the demonstrations and strikes.
2) The status of a person who has been born in a specific country.
3) The musical composition that Czechs and Slovaks divided.
4) The system of government that was intended for Czechoslovakia after the First World War.
5) One of the two monarchies that controlled the Empire before the First World War.
6) The socio-economic order that prevailed in the Soviet Union.
7) The country that liberated Czechoslovakia after the Second World War.
8) The fabric that is metaphorically used to name the Czechoslovakian Revolution.
9) The RCS was created for this sport.
10) What was the decision of the Czech Republic about their new flag like?
11) The name of the Czechoslovak currency.
12) One of the two ways in which the Czechoslovaks complained about the communist government.
13) The way the ruling party of Germany was regarded during the Second World War.
14) One of the two monarchies that controlled the Empire before the First World War.
Key: A) 1) False, 2) True, 3) True, 4) True, 5) False, 6) False, 7) False, 8) True, 9) False, 10) False, 11) True 12) False; C) Fall of communism in Czechoslovakia: Velvet
Revolution, Dissolution of Czechoslovakia: Velvet Divorce; D) 1) Police, 2) Citizenship, 3) Anthem, 4) Democracy, 5) Hungary, 6) Communism, 7) Soviet Union,
8) Velvet, 9) Football, 10) Controversial, 11) Koruna, 12) Strike, 13) Nazi, 14) Austria.

KAMM, Henry; At fork in road, Czechoslovaks fret; The New York Times; October 9, 1992
http://www.nytimes.com/1992/10/09/world/at-fork-in-road-czechoslovaks-fret.html
KUSÁ, Dagmar; Country Report: Slovakia; EUDO Citizenship Observatory; 2013
http://eudo-citizenship.eu/admin/?p=file&appl=countryProfiles&f=Slovakia.pdf
30

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136_ttm_revista_Layout 1 16/11/15 14:59 Page 1

his Quick Response (QR) code generator allows Step 5:

Go to www.ediba.com to contact us.

Be yourself. Everyone else is already taken. Oscar Wilde.

Learning how to learn is life's most important skill. Tony Buzan.

A journey of a thousand miles begins with a single step. Lao-tzu

Dreams don't work unless you do. John C. Maxwell.

Luck is what happens when preparation meets opportunity. Seneca.

Sources and References

2) The Fist Game

Level: Beginner Age: Young Learners

ALL THE CHILDREN HAVE THE

PROTECTION AGAINST DISCRIMINATION

NUTRITIOUS FOOD AND WATER

Level: Beginner Age: Very Young Learners

Level: Beginner Age: Very Young Learners

Level: Beginner / Elementary Age: Young Learners

-LISTEN TO THE TEACHER

-SHARE YOUR THINGS.

-HELP EACH OTHER.

MY NAME’S ------------------------------------------- AND I PROMISE TO FOLLOW

Tasks Final task

Level: Elementary Age: Young Learners/Teenagers

3) Unjumble the words.

C) Read the text.

D) Look up the meaning of the words in a dictionary. Write the definitions.

E) Match the antonyms.

Level: Pre-Intermediate Age: Teenagers/Adults

GANDHI AND NON-VIOLENCE

a) He worked for a South Africa law firm.

b) He was sent to prison.

c) He got married at the age of 13.

d) His birthday is a national holiday in India.

f) He was born on 2nd October 1869 in Porbander, India.

g) He was assassinated in 1948.

h) Gandhi started non-violent protests.

C) This video https://www.youtube.com/watch?v=TkHTbkPoEQ8 tells us a little more about Gandhi’s philosophy of

Sources and References

Key: B) c), f ), a), e), h), b), i), g), d).

Level: Pre-Intermediate Age: Teenagers/Adults

2) He sings different kinds of songs. But he is

3) Martin Luther King Jr. was a minister,

4) In the “I have a dream” speech, he says that

Level: Pre-Intermediate Age: Teenagers/Adults

A PRIZE TO PEACEFUL REVOLUTIONARIES

weapon killed tolerance pacifist benefit army enemy democracy

conflicts rockets fraternity cannons progress dynamite

Level: Pre-Intermediate Age: Teenagers/Adults

A PRIZE TO PEACEFUL REVOLUTIONARIES

Nobel Peace Prize Laureate Country

Level: Intermediate Age: Teenagers/Adults

MARTIN LUTHER KING JR.'S SPEECH AND BOB DYLAN'S SONG.

Note: * color (AmE)

C) His dream is that…

D) After listening to the speech, discuss.

F) Now, listen again and, in small groups, discuss the questions.

G) With the answers, write a text.

Sources and References

Level: Elementary Age: Teenagers/Adults

PAPER CRANES FOR PEACE

B) Put the following sentences in chronological order. 4) Collocations.

3) Find the opposites of the following words in the text.

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