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 Kis s in g
Friday
Background
You may be surprised if you have never heard about
this strange custom. It has now died out, but around
the mid-twentieth century, on this day, a schoolboy
would kiss a girl without the fear of being slapped or
told off by angry parents or teachers. This tradition
sounds rather weird nowadays, but it was especially
popular during the Victorian and Edwardian period.
When was Kissing Friday?
Kissing Friday always fell on the Friday after Ash
Wednesday.
What happened on this day?
If a boy really wanted to kiss a girl, the first thing he
had to do was to catch her. Some boys used to tie
ropes across the street: the girls had to pay for passage
past the rope by giving boys a kiss. Some boys would
just chase girls until they caught them. On “Kissing
Friday” as came to be known, girls were allowed to
leave school early in order to escape from being
chased home by the boys. On this day, boys could kiss
the girls before 12 noon and as they had to catch them
first, this resulted in much chasing and running
around the schoolyard.
In Sileby, Leicestershire, Kissing Friday was called
“Nippy Hug Day” and adult men joined in this game
too. If a woman refused to give a man a kiss, that man
was allowed to “louse” or pinch the woman's bottom.
Sources and References
http://www.historic-uk.com/CultureUK/Kissing-Friday/
http://www.bbc.co.uk/news/magazine-35472492
http://pila-traditionfestivalcelebrations.blogspot.com.ar/ 2013/02/kissing-friday-old-and-now-redundant.html
http://joannawaugh.blogspot.com.ar/2009/02/kissing-friday-and-other-easter.html
2
BRITISH AND
AMERICAN
FOLK
(15th February)
Teaching sequence for
Teenagers/Adults
Level: A2+/B1
1. Write “Kissing Friday” on the board. Tell students that
this was an English tradition that is no longer carried out.
Invite students to guess what this custom might have
been about.
2. Set up students in groups of 3 or 4. Tell students to
read as much as they can about this tradition. You can
give them a list of useful sites where they can look for
that information (check the Sources and References
section).
3. Tell students to write one word or phrase beginning
with each of the letters of K-i-s-s-i-n-g F-r-i-d-a-y. The
words or phrases they write should summarise what this
tradition consisted in.
4. Debate time: Have students reflect upon the following
questions:
a) What do you think about this tradition?
b) Why do you think people no longer follow it?
c) Do you feel it is offensive for women to be exposed to
this kind of “game”?
d) And what about men? Why would it be assumed that
they want to forcefully kiss someone?
e) What measures would you have taken to help women
escape from this game if you had been a principal at a
school during the Victorian or Edwardian era?
Yesica Galliano
W
Contents
Dear colleagues,
Page 2:
elcome to a new school year! In this issue, you will find lots of
British and American Folk:
ideas for the first days at school and kindergarten.
Kissing Friday
There are tips for English teachers who will work in kindergarten
Pages 4 to 5:
for the first time, and also tips for novice teachers. You will also
Welcome Back
find ideas to use the interactive board to enhance your classes.
Pages 6 to 7:
There are activities to commemorate 24th March learning about Forbidden Books,
A Good Beginning
and to work with Poetry Day.
Page 8:
In our Phonics for Kids section, a story called Where’s the Bear? is used to practise
Tips for English Teachers
the diphthong /eə/.
Working in Kindergarten
In “Material Complementario”, downloadable for free from our website, you will find
Pages 9 to 11:
syllabi from Kindergarten to Secondary school. You will also find there the pictures
Tips for Successful Teaching
for the story Sleeping Beauty.
Page 12:
There are several posters to decorate and use in class, including a weather chart,
Unit Template for Kindergarten
actions we do in class, a birthday calendar and a welcome banner.
Pages 14 to 18:
From this issue on, The Teacher’s Magazine will come to your Newsagents’ every
Phonics for Kids: Where’s the
two months. Mark it in your calendar!
Bear?
I hope you find this issue helpful.
Page 20:
See you in April! Global Culture Corner: Poetry
Day
Karina Uzeltinger
Editor-in-Chief Page 21:
Forbidden Books
Pages 22 to 24:
Poster 2

Sleeping Beauty
Page 25:
Working with Short Films: Pip
CIRCLE CROSS OUT
READ Pages 26 to 27:
Interactive Whiteboards
Poster 1

Pages 28 to 29:
LOOK
WRITE Why Everything Fun has to End
DRAW
Page 30:
Is This Allowed in Here?

POINT
LISTEN
CUT Poster 1:
Welcome, Happy Birthday
Calendar
PASTE Poster 2:
TEAR
REPEAT
Weather, Actions
Downloadable Poster:
Download another Sleeping Beauty
photocopiable activity
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Agustina Negretti, Mónica Buzada, Geraldina Salaberry Serrano, Yesica
Galliano, Carla Allende, Mariana Prats, Sabrina De Vita, Juliana Tomas, Daiana Agesta, Fabricio Inglese / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección general: Darío Seijas /
Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martín / Color digital: Mónica Gil, Natalia Sofio /Comunicación y
ISSN: 1514-142X
atención al cliente: Carlos Balajovsky, Maia Balajovsky / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Recursos humanos: Mariana Medina / Recursos multimedia: Martín
Asteasuain, Francisco Del Valle, Aldana Meineri , Pablo Yungblut, / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Juan Meier
AÑO XXI - Nº 220 / Recepción: Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio.
FEBRERO-MARZO 2019
Editora Responsable y Propietaria: EDIBA SRL, Pascual de Rogatis 80, Bahía Blanca, Buenos Aires. Argentina.
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3
 Welcome back!
O
n Poster 3, there are pictures of the actions
students do most in the classroom. The
vocabulary is: circle, cross out, cut, draw,
listen, look, paste, point, read, repeat, tear,
write. The activities presented below offer
the opportunity to learn these actions
through kinaesthetic games that students will find
entertaining. Besides, learners are given the chance to use
the vocabulary in context making sentences easily that
will help them to acquire language in an affable way.
Objectives
• To introduce specific actions in context.
• To be able to recognise and use them in a proper way.
• To have fun while learning.
• To learn/practise circle, cross out, cut, draw, listen,
look, paste, point, read, repeat, tear, write.
• To develop verbal-linguistic skills.
• To use vocabulary in context.
Game 1: Find your pair
Make cards with the following words: circle, cross out,
cut, draw, paste, read, write and cut out the drawings
from the poster.
Give each child a card, either a word or a picture.
Students should find each other’s pair, and perform the
action shown on their card. For example, the students
matching the PASTE cards, show what this action
involves (fetch some glue, papers and stick them
together).
You can play some music before students find their pair,
so they can dance and move. With older students,
suggest they make a sentence. For example, We cut a
magazine.
The music starts again when all the pairs have presented
their action.
Note: this game can be played more than once, as the
cards may rotate among them, so that every student has
the same opportunity to practise and learn all the
vocabulary.
4
Game 2: Point, repeat, listen, look
Students and teacher sit down in a circle on the floor.
Play Simon says with the kids practising four of the
actions.
Simon says: Point to the door, window, wall, green object,
etc.
Simon says: Repeat after me. “Today is a beautiful day”
Simon says: Listen to a friend who is sharing something
nice with us.
Simon says: Look at me after clapping three times. Now,
look at Maria after stamping your feet.
This easy and fun game can be played more than once
and Simon can be any of the students, not only the
teacher. Besides, it is also a nice game to practise more
vocabulary like colours, school objects, numbers, and
make the activity more challenging. For example: Point
to something yellow, How do we call that object in
English? Is it a pencil? What colour is your pencil?
Game 3: Chinese Whispers
Students and the teacher sit down on the floor in a
circle. Tell kids that they will play a game called Chinese
Whispers or Telephone. Elicit what is done when you
answer a phone call: Listen and talk.
Tell kids that for this game, they need to listen very
carefully to what their schoolmate is whispering into
their ear and repeat that sentence to the following
student. The last one says out loud what they have
heard or understood, and checks if the sentence was the
same as that said at the beginning of the game.
This is a very fun game and students love it. They laugh,
make mistakes, invent words, forget what they were
about to say, and what reaches the end of the circle is
almost never the original sentence.
Ideas: It is a nice opportunity to whisper sentences to
practise the actions learned in this unit; for example:
I cut a beautiful yellow flower with my new pair of
scissors.
I have a new book to read when I get home. THIS IS THE WAY
I listen to my teacher whispering something. THIS IS THE WAY I CUT WITH SCISSORS,
I like to draw and colour. CUT WITH SCISSORS,
In any of the examples, the teacher needs to repeat listen CUT WITH SCISSORS.
to me, or repeat what you have heard, so that the words THIS IS THE WAY I CUT WITH SCISSORS
listen and repeat are learned in context.
EVERY DAY AT SCHOOL.
THIS IS THE WAY I PASTE WITH GLUE,
Game 4: Say and mime PASTE WITH GLUE,
Start a sentence for students to finish it by doing it. For
PASTE WITH GLUE.
example:
THIS IS THE WAY I PASTE WITH GLUE
The teacher says: I’m reading a …. (and students mime
reading a book, a magazine, a copybook, etc.). Then, the EVERY DAY AT SCHOOL.
teacher asks any student in the class, What are you THIS IS THE WAY I READ A BOOK,
reading? And the student answers I’m reading a book. READ A BOOK,
Other sentences may include: READ A BOOK.
I’m pasting a picture of a girl on ….. THIS IS THE WAY I READ A BOOK
I’m cutting the image of a …. EVERY NIGHT AT HOME.
THIS IS THE WAY I WRITE MY NAME,
Game 5: Do all three WRITE MY NAME,
Teach the following song, and perform it with realia. The WRITE MY NAME.
tune is the one for “The Mulberry Bush” which is used THIS IS THE WAY I WRITE MY NAME,
in kindergarten to teach students basic and specific EVERY AFTERNOON.
actions.

Have fun teaching these actions.

Juliana Tomas

5
 A Good Beginning
Birthday calendar
A new school year is beginning, and in this issue, you
will find a birthday calendar to write down children’s
(and your own!) birthdates. You can also use the
calendar to introduce the months of the year, or count
up to twelve!
What’s the weather like?
For the weather poster, paste the windows and the
shutters on cardboard and let them dry. Then, with a
cutter or pair of scissors, cut the shutters so they can be
opened. Paste each window behind the shutters. Place
them in the classroom. Every day, let children find the
suitable picture for the weather outside.
Welcome cards
On page 13 you will find welcome cards for kids to stick
on their notebooks. Ask children to colour the pictures,
and introduce the names of the animals presented in
them. Go around the class asking What’s your animal?
so learners can use the language in context.
6
Hello!
To introduce greetings, go out of the classroom, come in
again, and say Hello! gesturing, for kids to understand
the meaning of the word. Ask a group of children to go
out of the classroom and come back again and greet
their partners by saying Hello! Repeat with different
groups of students, so that all of them have the
opportunity to play.
Present a Hello song, one you know, one you looked
that you can get at http://edibaplayer.ediba.com/player2
online or the one called Greetings from Singing Songs 1
/tienda/ASS-001.
Classroom rules
Discuss with children what they can do and what they
cannot do at school. Have them draw a picture about the
rules. Make a big wall poster divided into two parts: We
can and We can’t. Place the pictures under each label
and write cards for the actions.
Find the names
Before doing this activity, make a card with each child’s
name. Present the cards to kids, asking Where’s Adam?
Teach the response Here I am. Give the card to the child.
When you have handed out all the cards, ask each child
to personalise it. After this, collect all the cards and hide
them around the room. Tell kids to put their hands
behind their backs and look around the classroom for
their name card. When they find it, they pick it up and
give it to you. They may help other kids to find their
name cards.
 Level: A1 Age: Very Young Learners

A Good Beginning
A) Cards.

PHOTOCOPIABLE 7
 Tips for
I
Work ing in Kinderga rten
n this new section, we are
going to give some tips to
teachers working at
kindergarten level.
Plan, plan and plan
There are a lot of key factors that
need to be planned beforehand:
LENGTH OF THE LESSON: One of
the most important things to bear in
mind is the kids’ attention span.
There is evidence that the ideal
length of a lesson for a preschool
child is around 30 minutes. However,
kindergartens and schools organise
schedules in such a way that lessons
Sources and References
Inglés en el Nivel Inicial: Diseño Curricular Adaptado para Jardines de Infantes - Secetaría
Vicente López. MVL. http://www.entramar.mvl.edu.ar/wp-content/uploads/2014/11/Dise%C
Curricular-de-Ingl%C3%A9s-adaptado-al-Nivel-Inicialoficial.pdf
8
English Teachers
last 45 to 60 minutes. That is why if
the length of a class is more than 30
minutes, teachers should plan
different activities to help children
stay motivated.
PLACE: The English classroom has
to welcome kids, with colourful
decoration. It is also important that
you have plenty of room to sit
comfortably, with enough place to
make a circle and to move around
when necessary. Sometimes, we
need to change the seating
arrangement, to allow children to
work individually, in pairs, in small
groups or as a whole class. If you
have your own room, you can
consider the idea of having an
English corner to keep everything
you need for your lessons: books,
notebooks, puppets, school objects,
etc.
VARIETY: We know that not all
children learn in the same way, so, it
is our responsibility to offer different
activities according to the different
intelligences they show. Prepare
tasks in which children have to put
into practice a variety of skills:
listening, speaking, chanting, saying
rhymes, painting, colouring,
drawing, and do not forget the TPR
approach, in which mimicry and
movement are the base. When we
speak about variety, we also need to
include different materials and ways
to present the topics, taking
advantage of technology.
SURPRISE: In general, kids like to
be surprised. So, even when there is
something very simple, try to present
the activity, material or topic of the
day with a bit of suspense, for
instance in a mystery box or by
saying some magic words.
FEELINGS: They are a key factor. If
we show enthusiasm to our
students, it will be much easier to
get them involved.
GAMES: Young children learn
through games - this is a fact.
Always have in mind different games
to revise and reinforce vocabulary.
Students will have a fantastic time
while you reach your lessons’
objectives.
Go ahead and try to put these
guidelines into practice. Next month,
you will find a lot more tips for you
to do your best in your kindergarten
lessons.
Mariana Prats
de Educación de
3%B1o-
 Tips for Successful
Build a Relationship
No learning will take place without a rich relationship
with your students. So start by having this essential
aspect in mind.
Be present!
Students' Needs
This idea comes from student-centered teaching and
business classes mainly, but it is fundamental for every
class environment.
Although it is not recommended to offer an exhaustible
questionnaire, having students complete a simple Google
form poll is useful to start designing classes and projects
which are meaningful for our students. Obviously, the
questions below will have to be adapted to your setting
in terms of age and educational organisation. Plus, it is
always good to include both open (What's your favorite
school subject?) and closed questions (Are you
European?)
Below, you will find sample questions to include:
• Why are you learning English?
• Do you use English outside the class? If you do, where?
• Which are harder for you: listening, speaking, writing,
reading?
• Do you listen to music in English? If you do, what
bands/singers?
• What areas interest you? You may choose more than
one: news, sports, arts, social life, technology, etc.
• How do you feel about the people presented in the
English books?
• What are you afraid of in this class?
• What was your experience like in previous years?
Respond to their
learning needs
Post-communicative Approach
Language teaching history has fluctuated within the
fluency-accuracy continuum throughout the years; today
there is a tendency towards a more balanced approach,
that is, have students communicate in the target
language from day one, but offer relevant feedback, and
tasks with a focus on salient linguistic features at the
same time.
10
For example, let us suppose you are working with false
beginners (students at A1) aged six on a project called
School: Spaces and People, in which your students will
post signs to designate school spaces in English, and
interview workers to introduce them to the class later.
Instead of teaching the verb to be with all its diverse
conjugations in present tense, you may show students
different language models, and make them explicitly
aware of the different verb conjugations. In short,
encourage students to speculate about language use
before you offer “rules”. The teaching sequence may
look something like this: Introduce yourself to the class
and model introductions; show students a video of people
introducing themselves; have students match the faces
with occupations, age, and other personal information;
ask students to make a list of occupations in the school;
ask students to make a list of questions for the school
staff; offer relevant feedback on content and one element
of language use at a time; design pedagogic tasks with a
focus on grammar/language use; organise a special open-
class day when students use English to introduce school
staff to the community.
Informed research
shows the importance of both
input and output in language
learning.
Teaching Kids
• Routines might be boring for us, but better learning of
the foreign language. Start each class with a song, then
sharing the date and discussing the weather or their
feelings. In this way, students know what to expect and
build learning within a classroom context.
• Finish the class with a game like Snap!, Hangman,
Pass the card, or any other game children have done in
class to revise key vocabulary.
• Be emotionally available and play with them, have
fun!
• Use realia and flashcards as much as possible.
• Remember that when you structure tasks on a sheet of
paper, some children are still internalising the left to
right use of the page. When you have the page
organisation shown below, you will need to call their
attention to the correct order (left to right).
A C
B D
Teaching
1
Common European Framework of Reference for Languages:
Learning, Teaching, Assessment (CEFR) includes a description of
language levels ranging from A1 to C2 (native-like proficiency).

• Use stories, nursery rhymes and tongue twisters.
• Kids’ attention span does not last longer than five,
eight minutes, at the most. Bring lots of varied tasks,
even those which repeat the same key linguistic features.
Don't even think about
going to class without a
plan, you won't make it!
Learning by Chunks
Teaching social language which includes a sample of
sentences with grammar or vocabulary which is not in
the syllabus, for example the subjunctive in the first
year, is not something to be afraid of. That is, language
is learnt by chunks, so even with A1 students, you may
work with the phrase “I wish this was...”, for example,
following Candy Chang's project, and they will easily get
it. In this project, students tag objects or places with the
set phrase “I wish this was ...”, complete the phrase, and
take a picture. Later, they share the photos with the rest
of the group. This is an easy example in which
“completing blanks” has meaning. Then, social set
phrases like “Bless you” are easily learned. Do not chop
language by explaining each word's meaning, the history
and other uses; unless students are really curious about
it, just teach set phrases in context. Other examples are:
Have a good one, Same to you, Good heavens!, Look out!,
Just kidding, etc.
Use of L1
The use of L1 in the class will vary highly depending on
context. It is obviously advisable to attempt using L2 as
much as possible; however, if you only meet your
eleven-year-old students once a week for forty minutes
and one of them is crying, the use of L1 is better.
Another powerful reason for using L1 is that you offer
students the chance to reflect on their own usage and
knowledge of their mother tongue as compared to
English. As with many other things in teaching and in
life, striking a meaningful balance is hard but worth the
try; that is, assess the situation in real time, and make
decisions. Finally, remember that especially with kids,
once they know you can speak their language, some of
the “magic” around your teacher-as-performer persona
will be somewhat lost.
Carla Allende

Sources and References

ign Languages (ACTFL)
American Council on the Teaching of Fore ncy-guidelines-2012
uidelines-and-manuals/actfl-proficie
https://www.actfl.org/publications/g , Assessment (CEFR).
rence for Languages: Learning, Teaching
Common European Framework of Refe uage s/home?desktop=true
on-european-framework-reference-lang
https://www.coe.int/en/web/comm
Teaching. Oxford University Press.
Willis & Willis, 2006. Doing Task-based 6. Taxonomy of educational
t, E.J., Hill, W.H., & Krathwohl, D.R., 195
Bloom, B.S. (Ed.), Engelhart, M.D., Furs
ain. New York: David McKay.
objectives: Handbook I: Cognitive dom s).
hing. CUP (Cambridge University Pres
Nunan, 2004. Task-Based Language Teac

11
 UNIT TEMPLATE FOR KINDERGARTEN
Teacher: ........................................................................................... Timetable: .................................................................

Course: .............................................

UNIT/TOPIC:

NUMBER OF CLASSES:

OBJECTIVES:
•
•
•

VOCABULARY AND STRUCTURES:

SONGS AND RHYMES:

•
•
•

GAMES:
•
•
•

STORY/BOOK:

HANDS-ON ACTIVITIES:
•
•
•

RESOURCES:
•
•
•
•
•
•

EVALUATION:

12
 Where is the

Objectives:
• To expose children to
systematic phonics
instruction.
• To practise the diphthong
/eə/ and discover the
ways it is spelled.
• To gain exposure to
spellings <are>
<air>and <ear>.
• To make associations
between spelling and
pronunciation.

T
• To predict accurate
spelling and pronunciation
of words given.

he centering diphthong /eə/ offers little
difficulty to foreign learners, but it is
important to work with it to help children
establish associations between sounds
and spelling. Teachers will have to focus
on guiding towards proper pronunciation,
mainly by warning against the articulation of /r/. The
latter will only be used for linking when the following
word, or syllable in the same word, begins with a vowel,
as in air aid or sharing.
To expose children to the sound repeatedly, a story has
been developed; and after sharing it with the students,
several activities are presented to provide extensive
practice, not only on the sound-spelling relationships but
also on skills that are essential to acquire during the first
years at school.
Tell the story showing the pictures. While you are
retelling, make different voices for Sarah and Mary. Once
you are sure kids understand the story and what
happens, invite students one by one to say Mary's line.
You may give learners a flashcard each, showing
different parts of the story, and they will have to say the
corresponding line, for example, the one who is given
the picture of the stairs has to say He's not on the stairs.
In this way, they may reconstruct the tale as a group.
When students are able to retell the story without your
help, you may record them and upload the video, or
invite other teachers or classes to listen to them.

14
bear?
PHONICS
FOR KIDS

Where is the bear?

Sarah is looking for the Bear. She can't find it anywhere! No
matter how much she stares at the
Where is air, the Bear is nowhere!
the Bear?

He's not on “Mary! Clare!

the stairs. Have you seen
the Bear?”

He's not in
his lair.
“Yeah! He's
eating a pear.
Over there!”

He's not on
the prairie. “That's rare! I hope next time, the
pair of us can share the pear...”

Near the
acquarium?
Not there!

15
 Level: A1 Age: Very Young Learners/Young Learners

Where is the bear?

SARAH IS LOOKING FOR THE BEAR.

WHERE IS HE'S NOT ON THE STAIRS.

THE BEAR?

HE'S NOT IN HIS LAIR.

HE'S NOT ON THE PRAIRIE. NEAR THE ACQUARIUM?

NOT THERE!

SHE CAN'T FIND IT ANYWHERE! NO MARY!

MATTER HOW MUCH SHE STARES CLARE! HAVE YOU
AT THE AIR, THE BEAR SEEN THE BEAR?
IS NOWHERE!

YEAH! HE'S EATING THAT'S RARE! I HOPE NEXT TIME, THE

A PEAR. OVER THERE! PAIR OF US CAN SHARE THE PEAR...

16 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners/Young Learners

Where is the bear?

A) Circle the correct word.

PAIR – PEAR HARE – HAIR WHERE – WEAR

THEIR – THERE STAIRS - STARES

B) Complete the words with AIR.

PR____ IE ST____ S L ____

PHOTOCOPIABLE 17
 Level: A1 Age: Very Young Learners/Young Learners

Where is the bear?

C) Complete the words with EAR or ARE.

B_____ SH_____

P_____ ST_____

D) Match the words that sound the same. Be careful! There is a pair that sounds different.

PAIR HEAR
THERE PEAR
HERE STARES
STAIRS HARE
WHERE WEAR
HAIR THEIR

18 PHOTOCOPIABLE
 GLOBAL

Poetry y
CULTURE

Wo rl d Da CORNER
(21st March)

Background
Poetry reveals ourselves,
as people all over the
world share the same
questions and their
feelings about life,
existence, death, love
among other issues. Poetry is
the most effective way to
communicate values among
diverse cultures.
World Poetry Day is celebrated on 21st March.
UNESCO proclaimed this day in its 30th session to
appreciate the ability of poetry to display people’s
creativity and cultural identity.

● be able to talk and write

Why is World Poetry Day about their feelings.

celebrated? Tasks
This observance aims at supporting linguistic diversity 1. Tell students you are going to learn about World
through poetic expression and offering endangered Poetry Day.
languages a chance to be heard among their 2. Ask them to represent what poetry is by asking them
communities. It is meant to not only to promote a return to draw whatever comes to their minds when thinking
to oral traditions but also to foster the connection about poetry.
between poetry and other arts such as painting, dance,
3. Encourage students to share and describe their
music and theatre.
drawings to the rest of the class.
What do people do? 4. Show students different poetry samples and analyse
them.
World Poetry Day is seen as an opportunity for teaching,
reading and writing poetry. It is a time when teachers 5. Encourage students to work in pairs and complete the
and students at home are busy working on analysing and following poem skeleton to create their own poems.
writing poems. Students are also encouraged to learn My name is …
about famous poets and different kinds of poems. They call me ….
Exhibitions and poetry sessions are commonly held to
I really love ….
celebrate this observance.
But what I really hate is ..
Teaching sequence My favourite food is …
Level: Any And my favourite animal is …
Age: Children Hope you have enjoyed getting to know me.
6. As a follow-up, tell students to make a collage to
Aims of this teaching sequence illustrate their poems.

● reflect about their identity and culture.

By doing this teaching sequence students will:
7. Encourage students to read their poems aloud and

● share different points of view by means of writing and

share their collages.
Yesica Galliano
analysing poetry.

Sources and References

ay
www.timeanddate.com/holidays/un/world-poetry-d
www.poetryfoundation.org/poems

20
O
Forbidden Books
n March 24th 1976, in Argentina, there
was a military coup d’état. The
dictatorship that resulted from it carried
out the massive disappearance of
dissident citizens (around 30,000 in the
whole country), but also an attack on
culture. Invernizzi (2001) states that books being
prohibited was not a random idea, that it meant a
systematic study made by intellectuals who worked for
or supported the military dictatorship.
Every Marxist book was forbidden, but also books that
mentioned words like “revolution” or “Peronism”;
critical pedagogues like Paulo Freire, or Priests of the
Christian Liberation Movement (the “Biblia
Latinoamericana”, for example) were also prohibited.
However, those were not the only books; children books
were banned too. Activities to work on 24th March
“La Torre de Cubos”, by Laura Devetach; • On the board, write the names of the forbidden books
“The Little Prince”, by Antoine de Saint-Exupéry for children during the military dictatorship, and ask
learners what they have in common. If possible, put an
“Un Elefante Ocupa Mucho Espacio”, by Elsa
image of each of the books underneath.
Bornemann;
• Tell children that these books were forbidden in
“Aire libre”, by María
Argentina before they were born. Tell them why.
Elena Walsh.

can find it here: http://agmer.org.ar/index/wp-

• Read “Caso Gaspar”, a story by Elsa Bornemann (you

content/uploads/2013/04/el-caso-gaspar.pdf). After
reading it, ask students:
Why was Gaspar walking with his hands?
Did he succeed in doing that?
Why did the police arrest Gaspar?
Was Gaspar doing something wrong?
What things are forbidden in our society?

•Imagine the story is different, and

instead, Gaspar sells lots of tablecloths
because everybody thinks it is funny
seeing him walking with his hands. What
endings could have this variation of the
story?

Daiana Agesta

Sources and References

Invernizzi, H. y Gociol, J. (2001) Un golpe a los libros. Eudeba, Buenos Aires.
Los libros infantiles prohibidos por la dictadura militar en Argentina. Fragmentos del fascículo: Un golpe a los libros
(1976-1983). Imaginaria. Lecturas, n° 48. Hallado en: http://www.imaginaria.com.ar/04/8/prohibidos.htm
A 30 años del golpe en las aulas: http://www.bnm.me.gov.ar/giga1/documentos/EL002332.pdf

21
 S
leeping Beauty is a story children may be
familiar with. Present the picture on the
cover of the magazine and ask kids if they
know what story it may be. Accept answers
in L1 and introduce the name of the story in
English.
Pre-teach the word fairy, and ask if they can be good or
bad. In Sleeping Beauty, there are some good fairies and
a bad one. Introduce the characters (king, queen, baby
girl, good fairies, wicked fairy, princess, prince). You
can make finger puppets or use the pictures in the
downloadable poster.
If children can read, ask them to predict what happens
in the story and write their ideas on the board. If they
cannot read, they can draw a picture to predict a part of
the story.
Tell the story. Stop when a prediction is to be checked.
Ask children to draw their favourite part.
Retell the story making mistakes for kids to correct you.
For example: Once upon a time, a king and a queen had
a beautiful baby boy.
Make copies of page 24. Tell children to colour and
order the pictures. Go around asking Who’s this? What
colour is this? etc.
Help children tell the story. You can use a simplified
version or make dialogues for the characters. For
example, for the first picture, the king and queen may
say “Oh, this baby girl is beautiful!” “I love her so
much.” You can also use the dialogues to turn the story
into a play for kids to act.
22
Introduce the use of will to make predictions. “She will
die!” the wicked fairy said. “She will fall asleep”, the
good fairy said. Students make predictions about
Sleeping Beauty. On a downloadable page there are
some items for kids to write or say their predictions
related to the character.
Follow up activities
A new wardrobe. Revise items of clothing. Ask
children to draw a new wardrobe for Sleeping Beauty
and the Prince. Find pictures of contemporary kings and
queens and compare them and their clothes to the ones
in the story. Do they always wear crowns? Discuss the
clothes in the pictures and the clothes students wear.
Why are they different?
Let’s celebrate Sleeping Beauty’s birthday! Sleeping
Beauty fell asleep on the day of her birthday. So,
celebrate her birthday in class. Revise food and drink.
Decide on a menu and make colourful decorations for
the party. Have a party at school to celebrate Sleeping
Beauty’s birthday.
Be a fairy and grant wishes for Sleeping Beauty.
Present the structure I wish you [love]. Give kids a wand
and tell them to make wishes for the baby girl. You may
want to elicit wishes as presents first.
Toys for the baby. Revise toys. What toys will students
give baby Sleeping Beauty to play with? Present the idea
that boys and girls can play with the toys they want.
 THE STORY
Once upon a time, a king and a queen had a
beautiful baby girl. All the fairies of the kingdom
came to meet her and give her presents. But one
fairy was very angry, and she cursed the baby
girl. “On her 16th birthday, she will die!!!!!!” the
wicked fairy said. But a good fairy changed the
curse: “She won’t die,” she said. “She will fall
asleep. A charming prince will find her, fall in love
and wake her up with a kiss.”
The baby girl grew up into a beautiful young girl.
She was very kind and everybody loved her.
When she turned 16, she and everybody in the
castle fell asleep. A dark forest, with weeds full
of thorns, started to grow.
A young prince left his castle to find adventure.
His parents, a king and queen of a faraway land,
wished him luck.
The prince travelled for a few months and found
a dark thorny forest and a beautiful castle. He
saw there were no people. “That’s strange,
there’s nobody!” he thought.
He went through the forest, reached the castle
and found a beautiful girl sleeping in her
bedroom. “Oh, she’s so beautiful, I want to kiss
her,” he said. So he did, he kissed her. And the
princess woke up. Everybody in the castle woke
up!
The prince and the princess fell in love and
married. They lived happily ever after.
Download the poster
from www.ediba.com
23
 Level: A1 Age: Very Young Learners/Young Learners

Sleeping Beauty
A) Colour and order.

Download another photocopiable activity from www.ediba.com

24 PHOTOCOPIABLE
 Level: A1/A2Working with Short Films Age: Young Learners/Teenagers

Pip
A) Meet the protagonist.
Guess:
- What it is like.
- Where it lives. Genres: animated/comedy/short
- Who it lives with. Country: the USA
- What it is good at. Runtime: 4 minutes
- What it likes and doesn’t like doing. Production: Southeastern Guide Dogs

B) Decide if these statements are true or false and then, check with the summary and the film.
1) The short film is about a dog and its owner.
2) It is an animated film.
3) It is set in a park.
4) The protagonist is a bright animal.

C) Complete the plot summary to find out information about the short film you are going to watch.

DOG - PEOPLE - SCHOOL - FILM - PUPPY - VETERANS - ORGANISATION

“A small 1) __________ with a big dream”
Pip is about a 2) __________ who starts attending a special 3) __________. This institution teaches dogs how to
guide 4) __________ who cannot see or have other disabilities.
This animated short 5) __________ was presented by Southeastern Guide Dogs, a non-profit 6) __________ which
trains dogs to assist people with vision loss and 7) __________ with disabilities.

D) Watch the short film at:

https://www.youtube.com/watch?v=07d2dXHYb94 or http://www.animagalaxy.com/movies/short-films/item/590-pip-a-short-
animated-film and https://kidsvids.co.nz/pip-a-short-animated-film/
1) Stop the film at 00:08. What is the canine university’s building like?
2) Stop it at 00:36. Read the signs on the wall. What are they about?
3) Stop at 00:51. What is Pip’s problem?

E) Choose the correct option.

1) Pip attends… 2) When Pip trains, 3) When Pip trains,

a) theory classes and practice sessions. a) it is the best in its class. a) it always has an extra meal.
b) Physical Education classes. b) it is clumsy but persistent. b) it shares a meal with the other dogs.
c) Medicine school. c) the teacher never falls. c) it can’t push the red button.

F) Answer.
1) How does Pip solve its problems? 3) What happens when Pip is in the street?
2) How does it do in the “final exam”? 4) What does this event teach about heroism and being guide dogs?

Download another photocopiable activity and key, from www.ediba.com

PHOTOCOPIABLE 25
 Interactive Whiteboards
F
in the EFL Classroom
ortunately, smartboards are no longer a
luxury, and almost every school has at least
one. Teachers are still a bit afraid of
experimenting with them, or just use them
as traditional boards, forgetting the
possibilities interactive whiteboards (IWB)
offer.
Advantages
• It facilitates the integration of new media in the
language classroom: videos, interactive games,
interactive maps, etc.
• It increases students’ active participation in the class.
• It boosts learners’ engagement and motivation.
• It supports the development of “electronic literacies”.
• By allowing the use of multiple media, it helps to meet
the students’ needs, catering for different learning styles
(visual, auditory, kinaesthetic, etc.).
Challenges
• Some teachers use it similarly to a traditional board,
returning to teacher-centered whole-class teaching;
instead of developing its potential for a more
communicative, task-based teaching approach.
• Teachers may feel insecure or overloaded by having to
learn a new way of presenting material to the students.
However, these challenges can be easily overcome with
some appropriate tips. In this article, we will provide
some technical tips on how to use the IWB and some
ideas to make your lessons much more interactive and
student-centered.
26
Technical tips
• Use the Dual-Page view to browse two web pages at
the same time. You can place a link on one page, pin it
on the left and do the same on the right page.
• Create self-checking activities. If students have to drag
words or pictures into another picture, you can make the
incorrect answers slide in front, so that the students
know their guess is wrong and give them the
opportunity to correct their mistake and try again. To
create this, you simply right-click on the incorrect
answers and select bring to front. Then, right-click the
correct answers and select send to back.
• The capture tool is great for finding and using images
without the command save as. It places your image
directly into your file.
In your navigation bar, choose the camera and a menu
will be displayed. You can choose from:
• The area snapshot, which captures an area that you
select as a box.
• The fullscreen snapshot, which captures the entire
screen by just clicking.
• The freehand snapshot, which captures a selected area
in any shape; great for clear-cutting an object from its
background.
As soon as the image is captured, it is opened in your
file.
• In the Smartboard tools, use the Recorder to record
different lessons when you are modelling an exercise or
teaching a new grammar point. You just have to launch
the recorder, click the red circle to start recording, press
stop when you are finished and save it. Then, you can
embed it in your notebook file or upload it to the net for
students to use at their own pace.
• Pay attention to the design and layout of
your files. Use a good clear font and large
size text. Arial, Comic Sans and Times New
Roman are good and clear fonts. Avoid bad
colour combinations - some can be hard to
read. A pale pastel background colour,
instead of white, can make black text easier
to read. You may also try dark blue/black
with yellow/white text as alternatives. Go to
the back of the class and check if your pages
are easy to read.
• Make your files more interactive by linking
images to videos or external web pages. You
can do this by right-clicking on the chosen
picture and choosing Insert link to file. You
can also link to applications you have in your computer
(the .exe file of a programme). This helps saving time
looking for the software in the start menu.
• Hide answers by scribbling over the top of the
interactive whiteboard, with a pen the same colour as
the background. During the class, you can use the eraser
to reveal the answer. It feels like magic!

Lesson Ideas
• Use the IWB for polls or surveys. Clone checkmarks or
other symbols at the bottom of the screen, and have
students move them to indicate their position on an
issue, their understanding of a concept, etc.
• Use it for calling the roll. Put photos of the students.
When they enter the classroom they can drag their photo
and put it under a column with the heading “PRESENT”.
This is a funnier and more interactive way of doing a
traditional school routine.
• Recreate a setting after reading a story or novel. Supply
pictures of all the objects and characters in the story. You
may also add dialogue bubbles. Students drag and drop
the items at the right place.
• Use the interactive whiteboard for giving instructions
or dictating prepositions of place. Supply pictures of
objects. One student gives instructions and another one
places the objects in the right place.

www.triptico.co.uk. According to the description in

• For a great set of free IWB tools go to

the website: “Triptico is a collection of interactive

resources which enable imaginative educators to
create engaging learning for their classroom or
workplace”. Tools include scoreboards, matching
activities, word magnets, timers, student selectors,
and many more.
Have fun with the interactive whiteboard.

Sabrina De Vita
 Level: A2+/B1 Age: Teenagers/Adults

Why Everything Fun Has to End

A habit is a routine that people repeat regularly in different contexts. When we are kids we tend to
have certain habits; the same happens when we are adolescents, adults and when we become older.
However, there are also seasons of the year that make people change their habits. One that is
undeniable is the contrast between holidays and school time.
A) In pairs, tell each other how your routines have changed now that school has started. How have your
mornings, afternoons and evenings changed? What about the activities you used to do and you had to change?
B) Mary Jane has just started her final year in secondary school. As a result, her routine has changed dramatically.
Look at the first six pictures which describe what her Fridays used to be like during her holidays, and then
compare them with the six pictures below, which describe what her Fridays are like now that school has started.

MARY JANE’S FRIDAYS DURING HOLIDAYS

MARY JANE’S FRIDAYS DURING SCHOOL TIME

28 PHOTOCOPIABLE
 Level: A2+/B1 Age: Teenagers/Adults

Why Everything Fun Has to End

C) Write a paragraph about her past habits and a paragraph about her present habits. Use the verbs and phrases
below, in the correct tense. Choose between used to, would and the present simple.

TO GET BORED – TO GO SHOPPING – TO GO DANCING – TO HAVE BREAKFAST – TO FALL ASLEEP –

TO WAKE UP – TO ACCOMPANY – TO STUDY – TO GO TO THE CINEMA – TO PLAY
– TO GO SWIMMING – TO COOK
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
D) Describe what your routine used to be like during holidays and what it is like now. Can you imagine what it will
be like near the end of the school year? What tense is suitable for future habits? Write five sentences for each
routine: past, present and future.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

E) The interaction between students and teachers has changed drastically during the last century. Advances in
both technology and education might have been important factors. Read the following sentences and use the
verbs below to express past or present habits.
TO CORRECT – TO FORCE – TO TAKE – TO WRITE – TO FINISH – TO GUIDE – TO SMOKE –
TO TEACH – TO HAVE – TO CONSULT.
1) Students …………………….…. their homework practically anywhere, thanks to the use of mobile phones and laptop
computers.
2) Educational psychologists …………………….…. students with learning issues.
3) When my mum was at school, teachers …………………….…. left-handed pupils to write with their right hands.

4) Most desks …………………….…. a little hole on its surface called inkwell.

5) In some cases, instead of copying on their sheets, students …………………….…. snapshots of the whiteboard.
6) Every teacher …………………….…. on the blackboard with white chalk.
7) Most schools …………………….…. typing classes by using typewriters.
8) Every student …………………….…. the Internet instead of going to the library.
9) Pupils …………………….…. their handwriting mistakes by using white-out.
10) Some teachers …………………….…. cigarettes or a pipe inside the classrooms.

used to smoke.
Answer Key: 1) finish, 2) guide, 3) used to force, 4) used to have, 5) take, 6) used to write, 7) used to teach, 8) consults, 9) correct, 10)

PHOTOCOPIABLE 29
 Level: A1/A2 Age: Young Learners/Teenagers

Is This Allowed in Here?

Rules are the guide that allows groups to function properly and harmonically. Everyone involved in a
group must know them, in order to behave according to what is established. Schools in general and
classrooms in particular always share a number of rules that are thought to encourage learning
processes in harmonious coexistence and respect to each other.

A) Complete the sentences below, using must or mustn’t.

1) I …………………….…. raise my hand to speak.

2) I …………………….…. bring my school supplies.

3) I …………………….…. cheat during examinations.

4) I …………………….…. bully my classmates.

5) I …………………….…. eat in the classroom.

6) I …………………….…. respect my classmates.

7) I …………………….…. pay attention to the teacher.

8) I …………………….…. use my mobile phone during the lessons.

9) I …………………….…. throw the litter in the dustbin.

10) I …………………….…. shout.

11) I …………………….…. arrive late.

B) In groups, write rules that have to be respected in different situations and areas of the school, for example:
during the break, during the P.E. lesson, in the computer room.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

C) In our homes, we also have rules, although in some cases these are not written but understood through the
dynamics of the family and tradition. Can you tell us some of them?

Key A): 1) must, 2) must, 3) mustn’t, 4) mustn’t, 5) mustn’t, 6) must, 7) must, 8) mustn’t, 9) must, 10) mustn’t, 11) mustn’t.

30 PHOTOCOPIABLE