194 TTM Arg

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Page 4:
ear colleagues, Searching Tips
Contents
Page 5:
This month, The Teacher’s Magazine brings a lot of ideas Working with Videos: A
and lesson plans to work on the topic of Space. Grand Day Out
There is a great story called Lucy, the Amazing Astronaut Page 6 to 10:
with an Incredible Dream and activities to pretend We Are Lucy, the Amazing
Astronauts for very young learners. Astronaut with an
Incredible Dream
For young learners, you will find activities about the Sun and our Page 11 to 13:
Solar System, including a comic strip in which the planets We are Astronauts
introduce themselves. Page 14 to 16:
For teenagers and adults, there is a lesson plan on Space which you Discovering the Solar
can use as a whole or use only one of its topics. You will also find System
a communicative activity as well as information about the Pages 17 to 19:
International Space Station. Lesson Plan: The Sun
Pages 20 to 23:
Last but not least, there is the section Working with Short Films in Unit on Space
which the characters decide to blast off.
Pages 24 & 25:
We hope you enjoy this issue as much as we do. The Challenge of Living in
Space
The Teacher’s Magazine team.
Page 26:
The Universe
3
Page 27:
2
Global Culture Corner:
1 International Day for the
Preservation of the Ozone
Layer
6 Page 28:
5
Teacher’s Day
Poster 1
4 Page 29:
Cards
Page 30:
9 Student’s Day
8 Page 31:
7 Buzz Goes the Bee
Poster 1:
Lucy, the Amazing
Astronaut with an
Incredible Dream
Poster 2:
space
Directora: Karina Uzeltinger / Diseño y diagramación: Fabián Legnini / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Marcela Caimani Ferrer, Mariana Prats, Yesica Galiano, Carla Allende, Fabricio Inglese, Daiana
Agesta, Anabella Tumini, Sabrina De Vita, Graciela Leardini / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo,
Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Gonzalo Angueira, Mónica Gil, Natalia Sofio / Comercio exterior: Walter Benitez, Pablo Fusconi / Comunicación y atención al cliente: Carlos Balajovsky, Maia
Balajovsky / Congresos y capacitaciones: Micaela Benitez / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Nicolás Fernández Vicente, Liliana Vera / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y
ISSN: 1514-142X
publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Reinaldo Perdomo / Recepción: Mauro De Los Santos, Consuelo Pérez Fernández / Recursos humanos: Mariana Medina / Recursos multimedia: Francisco Del
AÑO 18 - Nº 194 Valle, Pablo Yungblut, Martín Asteasuain, Aldana Meineri / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini, Patricia Perona.
SEPTIEMBRE 2016
Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: Forma Color Impresores SRL, Camarones 1768, CABA, Argentina. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de Editoriales S.A.; Av.Entre Rios 919 1° piso (1080)
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33
Searching
lthough our students are digital natives and we
A presume they are experts at surfing the net,

there are many things that are required to be
taught, if we want them to become critical and
reflective Internet users. One important skill
8) Search Google Books and Newspapers where hundreds
of books and
newspapers have been
digitalized.
students should be taught to is how to search for
information. When we ask them to research, we take for 9) Remember that
granted that they know how to find the right information. Google is not the only
However, in most cases, they end up with copied and search engine. There
pasted incoherent texts. In this article, I would like to are many more search
share with you some tips you can give your students to engines with specific purposes. For example, kids can use
make their searches more accurate and thorough. http://www.kiddle.co/, which is a safe visual search engine.
According to the webpage, they return results for each query
1) Think about students’ previous knowledge on the topic.

Not everything needs to be googled. They may already know
the topic and this information will help them to narrow their
search.
2) Search within a search result. Most students do not read
the whole content on the webpages they have selected. Even
worse, sometimes, they only read the snippet below the
webpage link in search results pages. In general, this occurs
because there is too much information on webpages, and
they find it overwhelming to read it all. You can teach them
to use the command “Control F (Crtl F)” to search within
webpages for a certain word, phrase or letter. In this way, in this order:
they can only read the information that is connected to the Another
topic they are researching. interesting
3) Use the advanced search menu. In this way, they can search engine
refine their searches by file type, domain, language, and so for students is
on. www.choosito.com
in which
4) Search by domain. For example, limit their searches to students can
.edu webpages. filter their
5) Search by file type. They can search for .ppt to find searches by reading level or subject. They can also search
slideshows or .pdf to look for .pdf files. choosito library, where they will find trusted content curated
6) Try Google Scholar to find academic and reliable articles by teachers, organized by reading level and subject area.
on the topic they are researching.
7) Set Google alerts at I hope you have found the article useful and that
https://www.google.com/alerts so these tips help your students improve their searching
that when something new skills and become more conscientious and thorough
connected to their topic is researchers.
published, it will be emailed to
them.
Sabrina De Vita
4
Level: A1 Working With Videos Age: Young Learners/Teenagers
WALLACE AND GROMIT - A GRAND DAY OUT

BEFORE WATCHING 2) To build the rocket, he uses…
a) wood and metal.
A) Look at the picture and match the sentences to one of b) glass and plastic.
the two characters. c) a hammer and a drill.
3) Wallace’s assistant is…

a) the mouse.
b) his dog.
c) a bird.
F) What things do Wallace and Gromit take on their trip?

Unscramble the words to complete the sentences.
a) Gromit takes his I S C E U S TA and his D C R AS.

b) They take E R K A C S C R to eat with cheese.
c) They have a IC I C N P K A S E B T.
G) Let’s describe the Moon machine. Complete the

1) This is Wallace. sentences.
2) He is from England.
3) He is tall and slim.
4) He has a pet.
5) This is Gromit.
6) He lives with Wallace.
7) He is very intelligent.
8) He is patient and kind.
9) They like cheese.
B) Watch the short film at https://vimeo.com/38091345.
AFTER WATCHING
C) Tick the holidays that you can see in the magazines
that Wallace has.
1. The Moon machine’s job is ............................................................
1) Beach holiday 2. It can ......................................................................................................
2) Mountain holiday 3. It can’t ...................................................................................................
3) Skiing holiday 4. It wants to ............................................................................................
4) Cycling holiday 5. Finally, it ...............................................................................................
5) Camping holiday
6) Safari holiday H) Answer the questions.
7) Package holiday
1) Why do Wallace and Gromit travel to the Moon?
D) Look up the meaning of each of these tools and make a 2) How do they go?
drawing next to the word. 3) Do they like the “cheese” there?
4) How do they come back home?
1) Hammer
2) Drill I) Project: Our Ideal Trip
3) Welder
4) Paint Brush 1) Where would you like to travel?
5) Saw 2) Who would you like to travel with?
6) Screw Driver 3) Make a drawing of your ideal place and the people/pets
who would be with you, or use pictures.
Write about:
E) Circle the right answers (one or two in each sentence). - things you would take there.
- activities you would do there.
1) When Wallace makes the sketch, he uses a… - food you would eat.
a) pen. Then, share it with your classmates.
b) pencil.
c) sharpener. For extra activities, check this website:
http://www.wallaceandgromit.com/resources
Geraldina Salaberry Serrano
c) picnic basket; H) 1) Because they want cheese, 2) They build a rocket and travel on it, 3) No, they don’t like it too much, 4) They come back on the rocket.
Key: A) 1) to 4) Wallace, the man, 5 to 8) Gromit, the dog, 9) Both characters; C) Ticks: 1, 3, 5; E) 1) b and c, 2) a and c, 3) b); F) a) suitcase/cards, b) crackers,
55
Lucy, the Amazin

an Incredib
The story:
Hello! My name is Lucy.
T
he protagonist of Lucy, enough, ask them to describe her and to
I am a little girl with a big dream. the Amazing Astronaut guess what activities Lucy enjoys doing.
with an Incredible Dream For older students, you can ask different
I have plans to be an astronaut is a cheerful little girl who questions to guess what Lucy prefers:
dreams about travelling e.g. Does Lucy like playing computer
and travel across the universe. with her self-made spaceship around games? Does she enjoy playing football?
the universe. This short story Does she like riding the bike?
introduces greetings, primary colours
I like everything that is in the sky. and some instructions such as Look.
Some of the suggested activities While telling the story
I love stars and planets! include drawing, counting, Tell your students the title of the short
sequencing and colouring. story: Lucy, the Amazing Astronaut with
And I like asteroids, too! an Incredible Dream. Ask (and then
explain, if necessary) what astronauts
They are all awesome! Objectives do. Explain what the universe
• To describe the character in the story. is/includes. Pre-teach new vocabulary
• To draw and colour the protagonist while pointing at the objects in the
and students’ favourite part of the story. flashcards.
I am making a spaceship
• To count, draw and colour different Ask children about their dreams: what
to make my dream come true. objects in the Solar System. they want/would like to do in the
near/distant future.
• To sequence the story.
It is big and amazing! Present the first flashcard, and ask
• To practise greetings. students to guess what Lucy is looking
at. Then, show them flashcard number
Now my ship is ready. Linguistic exponents 2. After that, do the same with flashcard
4 (Show them number 3 and ask about
• Numbers (1 to 10) number 4.).
I start my trip today.
• Colours (blue, red and yellow) Retell the story as if you were Lucy.
“Hello, universe” I say. • Objects in our Solar System (planet, Show students flashcards 1 to 6 (in
star/Moon, asteroid, comet) which the protagonist is on the ship,
• Instructions (look, read, draw, colour, ready to go). Stop to point at and
count, put in order) teach/revise new vocabulary (planet,
WOW! This is amazing! star, asteroid, etc.).
• Greetings (Hello and Bye)
Look! A blue planet!
Hello! My name is Lucy.
Look! A yellow star! Before telling the story I am a little girl with a big dream.
Let’s meet the protagonist of our story! I have plans to be an astronaut
Look! A red asteroid! and travel across the universe.
Make a stick puppet with Lucy’s
This is incredible! illustration. Introduce her to your I like everything that is in the sky.
students. Say This is Lucy. She is a very I love stars and planets!
I’m staying here forever! little girl, but she has a big dream. And I like asteroids and comets, too!
Mime/give emphasis to the different They are all awesome!
Bye Bye! adjectives used. Ask children to greet
Lucy. If your students are confident
6
ing Astronaut with

ible Dream
This is the spaceship I am making
to make my dream come true.
It is big and amazing!
Now my spaceship is ready.

I start my trip today.
“Hello, universe” I say.
Ask your students to guess what will

happen to Lucy next, accept answers in
L1. Then, make Lucy’s voice again and
read/tell the last lines:
Download another
WOW! This is amazing! photocopiable activity from
Look! A blue planet! www.ediba.com
Look! A yellow star!
Look! A red asteroid!
This is incredible!
I’m staying here forever! Students look at the flashcards and With older students, you may write a
Bye Bye! point at something blue, yellow or red as part of the story for them to complete
they follow your instructions. with their names and dreams. For
Show flashcard 7 and count planets, example:
Now, tell the story again. This second
asteroids, spaceships, stars, comets, etc.
time, students look at the flashcards and
point at the elements in bold when you As a final project, students imagine what Hello! My name is ……………………..
mention them. Lucy finds next. Then, they draw and I am little but I have a big dream
colour their extra scene for the story.
While they are colouring, go around the I have plans to be ……………………..
After telling the story class asking how many objects there are I like ……………………..
Put on the board the flashcards random and/or what colour they are. I love ……………………..
order. While you tell the story again, ask Children do activities on pages 8 to 10. And I like …………………….., too!
students to point at the corresponding
Ask children to complete a card with They are all awesome!
picture.
their names and an illustration (related
Tell children to draw their favourite part to the story or to their dreams). They can Bye Bye!
of the story. write Hello, I’m...
7
Age: Very Young Learners/ Young Learners
LUCY, THE AMAZING ASTRONAUT WITH AN INCREDIBLE DREAM
8
Age: Young Learners
LUCY, THE AMAZING ASTRONAUT WITH AN INCREDIBLE DREAM

1) Complete using A – E – I – O – U.
P L A N_ T
ST_R
L_CY
SPACESH_P
ASTER_ ID
HELLO, I’M LUCY.

2) Write.
3) Count and complete.
I can see ……………. planets.
I can see ……………. asteroids.
I can see ……………. stars.
I can see ……………. comets.
I can see ……………. spaceship.
10
We are
Astronauts!
C Possible activities
hildren establish Let’s go on a rocket trip: Before doing
relationships with their this activity, ask children to take home a
Encourage students to speak about what
surrounding environment. copy of the photocopiable page of an
they know about outer space. Remember
The sky, the night, the day astronaut helmet (which is on page 12
that you can show pictures from books
and the apparent stillness of of this issue). You may want to make a
or the web, and children may want to
the stars motivate children from an blow-up for each child. With the help of
speak in their mother tongue, so when
early age. So, it is our role to create their families, they stick the picture on a
they utter a key word, say it in English,
cognitive conflictive situations to help box which fits their own heads to make
and prompt them to repeat it. It is
them express their own ideas, a helmet, and cut out the inner part so
always useful to revise known
compare them with those of others their faces are seen. The following
vocabulary and expressions and, at the
and, in that way, promote lesson, invite children to go on a rocket
same time, to include new ones, e.g.:
reflection, research and trip, putting on their helmets. Sitting in
What colour is the Sun? How many
experimentation. a circle in the space corner, do a
planets can you see? Is this rocket big or
countdown, make the thunderous roar
small?, etc. Some important key words
of the blast off, and pretend to travel
for this project are: sun, moon, sky,
through space. You can float and
space, rocket, stars, planets, and
discover new planets. When you spot a
astronaut.
new planet, get off the rocket and move
Teach the following song, while pointing slowly.
at the items mentioned on the “galaxy”
Rocket game: There is a photocopiable
and miming the actions.
page of a game to build a rocket and to
(Tune: “The wheels of the bus go round play in small groups. This is a good
and round”) resource to revise numbers, counting
and geometrical shapes. Children cut out
the different shapes along the lines.
The rocket in the sky goes up and down,
Then, they take turns rolling the dice
Up and down, up and down. and putting the shape in the correct
The rocket in the sky goes up and down, place. Continue until the rocket is
complete and it can blast off!
All around the stars!
The big yellow sun shines and shines,
shines and shines, shines and shines.
Extra ideas
Create your own rocket: With big
The big yellow sun shines and shines,
cardboard boxes, build a rocket for the
In the middle of the sky! children to get in and act out as
Nine great planets go round and round, astronauts. Children can decorate and
paint it in bright colours. You can use
round and round, round and round,
bottle caps to make dials and a small
Nine great planets go round and round. chair in the rocket for children to
All around the sun! command it. You can also add some
pictures of stars and planets on the
The white moon looks very bright,
windows.
very bright, very bright,
We are astronauts! Create the silhouette
The white moon looks very bright, of an astronaut. Stick it on a big
In the dark night! cardboard box, and cut out the part of
the face in the helmet, so when the
Mariana Prats boy/girl is inside, he/she can look
outside. It is really fun to take pictures,
so students can see themselves as
astronauts.
11
Age: Very Young Learners
WE ARE ASTRONAUTS!
Make an astronaut helmet. Cut carefully, and stick it on a shoe box. Decorate your helmet.
12
Age: Very Young Learners
WE ARE ASTRONAUTS!
Cut out the shapes. In turns, roll a dice. Place each shape according to the number. When the rocket is ready,
do the countdown and blast off!
2
1
3 5
13
Level: A1 Age: Young Learners
DISCOVERING THE SOLAR SYSTEM

A) Read the story.
Hello! I’m I’m the red planet.

What colour are you?
Earth.
I’m blue for the oceans,

rivers and lakes; brown
Hello! I’m for the mountains; yellow
and green for the plains
mars. and white for the snow.
Look at Jupiter.
I’ve got a moon. It’s very big. It’s
Have you got a got a lot of
moons and rings.
moon?
Have you got
rings?
Yes! I’ve got

two moons. No, I haven’t
Look! The first planet is Look! Saturn, the sixth

Mercury. It’s very, very little.
planet, is a gas giant. It’s
And it’s very hot! It´s got
craters. It hasn’t got moons. got big rings and many
moons.
And Venus, the

second planet,
is very, very
hot, too. It
hasn’t got
moons either.
And I’m Uranus! I’m big, and

I’ve got many rings and moons.
And I’m
I’m the Sun.
Neptune. I’ve I’m a star.
got rings and I’m in the
moons, too.
And that’s
centre of
Pluto! It’s a the solar
dwarf planet. system.
14

A) Order the planets from the Sun out.
B) Choose the correct option.

1-The Sun/Moon is in the centre of the solar system. It is a big planet/star.
2- There are stars/planets around the Sun.
3- The Earth is a planet/star. It has got a satellite, the Moon/Saturn.
4- Saturn has got rings/stars around it.
5- Mars is a moon/planet.
6- Venus and Pluto are stars/planets.
C) Solve these puzzles.
1) My first letter is the sixth letter in SEPTEMBER.

Remember My second letter is the third letter in PLANET.
My third letter is the fourth letter in ASTRONAUT.
1st first My fourth letter is the first letter in SEPTEMBER.
2nd second ____

3rd third
4th fourth 2) My first letter is the second letter in SUN.
My second letter is the third letter in EARTH.
5th fifth My third letter is the second letter in EARTH.
6th sixth My fourth letter is the third letter in SUN.
My fifth letter is also my first letter.
7th seventh My sixth letter is the first letter in SUN.
8th eighth
9th ninth ______
10th tenth Now, invent your own puzzle and share it with your classmates.
15

D) Classify.
The Solar System Continents Countries Cities
Africa - Argentina - Neptune - London - Europe - India - Asia - Madrid - Mars - America - Buenos Aires
the Sun - Pluto - Uruguay - Venus - Australia - Mexico - Brazil - Tokyo.
F) Choose.
Where is the solar system?
In the universe. In a star. In a moon.
F) Complete.
1) There are __________continents in the Earth.
2) Argentina is in the __________ continent.
3) There are __________ planets in the solar system.
4) The __________ planet is Saturn.
5) The moon is a __________ .
E) Solve the crossword.
1) The dwarf planet.

2) The moon is a _______.
3) The red planet.
4) The eighth planet.
5) It´s got only one moon.
6) Saturn is a gas _______.
7) It is a star.
G) 1) Pluto, 2) Satellite, 3) Mars, 4) Neptune, 5) Earth, 6) planet, 7) Sun.

Argentina, India, Uruguay, Mexico, Brazil; Cities: London, Madrid, Buenos Aires, Tokyo; F) In the universe; G) 1) five, 2) American, 3) eight, 4) fourth, 5) satellite;
6) planets; D) 1) Mars, 2) Uranus; E) Solar System: Neptune, Mars, the Sun, Pluto, Venus; Continents: Africa, Europe, America, Australia, Asia; Countries:
Key: B) Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune; Key: C) 1) Sun, star, 2) planets, 3) planet, the Moon, 4) rings, 5) planet,
16
Lesson Plan:
The Sun
This lesson plan “revolves” around the
Sun. Students will delight in working
with different tasks and learning
TASKS
Stage 1
Stage 2
Download another
photocopiable activity from
www.ediba.com
What do we know about the Sun?

Introduce the topic by explaining what In a brainstorming session, students can
English through Science.
the Sun is, explaining new vocabulary, share what they have learnt about the
concepts and giving some characteristics Sun and discuss why it is important to
Objectives: using poster 2 or drawings on the board. the Earth.
• To know more about the Sun. For example:
They can make some posters using
• To learn new concepts and vocabulary. • The Sun is near the Earth.
construction paper, markers, etc. and
• To revise ways of protecting ourselves • The Sun is very hot. People can’t live
share their experiences with the rest of
from the UV rays that the Sun produces. on it.
their school mates.
• The Sun helps things on Earth to live.
• The sun helps plants to grow. For instance: The
Contents: • The Sun is the centre of our Solar Sun helps plants
Linguistic exponents: System. to live.
• Vocabulary related to the Sun • The Sun seems to come up in the Another topic that
• Have to/don’t have to morning and go down at night. But, the students love and
sun does not move, the Earth moves.
Language practice: • The Sun makes the light that we see
can work with is the Solar System. Give
• To talk about the Sun. students a drawing with the Solar
during the day. System and the names of the planets.
• To discuss why the Sun is important to
• Emissions from the Sun can hurt your They can do mobiles or models and
the Earth and to us all.
skin if you play outside on a hot sunny explain their projects.
• To express how to protect ourselves
day.
from the UV rays produced by the Sun. Anabella Tumini
Students complete activities on page 18.
Level: Beginner/ Elementary (A1) Age: Young Learners
THE SUN
A) Complete the information about the Sun using the drawings.
1) The __________ is a giant ________ .
2) It is near the ___________
3) It keeps our _________ warm.
4) The__________ seems to come up in the ____________ and go down at _________ .
But, the _________ doesn’t move. The _______ moves.
5) The _________ helps things on _______ to live!
B) How can we protect from the Sun?

1) Tick the things we can use to protect ourselves from the Sun.
umbrella sandals hat sun cream jacket cap sun glasses shirt water
U K Z I X G P G A W E K M Z M
2) Now, find them in this wordsearch.
T M T E K C A J T S O J M S N
X W B P N W E A H C Q Y F W Z
F P F R O R H V R D J Z A E J
S B Y R E Z O O E V A K M C J
3) Complete these sentences.
G R M P P L S V T Q S J T C C
a) Children have to wear hats and sunglasses to protect Q H R V Z A L T A E U C K K S
themselves from the Sun. F G N O N T C A W K N S C Q W
b) Children have to drink water to protect themselves
N Q L D E I R A Z R C P A S O
from the Sun. E F A R F W D I E G R M M X C
c) Children don’t have to ............................................................... W L S F L J Z M H P E I D A D
to protect themselves from the Sun.
S U N G L A S S E S A F A C C
d) Children don’t have to .............................................................. M D C A P Z U G K V M R S F D
to protect themselves from the Sun. R C X W N W C T N C V S L A I
e) Children have to ...........................................................................
to protect themselves from the Sun.
U X Z N X M R Q K U I W K E N
+ + + + + + + + + + + + + + +
+ + + + + + + + + + + + + + +
+ + + + + C A P + + + + + M +
+ + + + U N G L A S S E S A S
+ + + + L + + + + + + H + E +
+ + + + + A + + + + I + + R +
3) Possible answers: c) and d) wear jackets, trousers, warm clothes, etc., e) wear sun cream, sandals, caps. + + + + + + D + + R + + + C +
+ + + + + + + N T + A W + N +
glasses, sandals, cap, hat, water. + + + + + + + + A L + A + U +
Key: A) 1) Sun, star, 2) Earth, 3) planet, 4) Sun, morning, night, Sun, Earth, 5) Sun, Earth; B) 1) umbrella, sun cream, + + + + + + + + L S + T + S +
+ + + + + + + E + + + E + + +
+ + + + + + R + + H + R + + +
+ + + + + B + + + + A + + + +
18 +
+
+
+
+
+
+
+
M T E K C A J T + +
+ + + + + + + + + +
+
2) U
Unit On
Space
Main linguistic objectives: provide the words in L2. Ask students to irregular verbs. You may want to add
order the planets from the Sun out. extra practice on the topic.
• Vocabulary related to space, planets,
Then, suggest they read the text on page Brainstorm what we use satellites for.
satellites, and the space race; scientific
18 to check and to do the activities that Write students’ answers on the board,
language, use of cognates.
follow. and then ask them to classify their
• Questions and answers.
You may also ask students to bring more answers into: telecommunications,
• Comparative and superlative forms of information about each planet to discuss investigation, defence; tell them to add
adjectives. in class, or you can give them some other examples for each heading. For the
• Simple past (regular and irregular questions to guide their search. For following class, ask them to find out if
verbs). example: their country has launched any
What colour is Mars/Neptune? Why? satellites. If the answer is yes, ask how
The two parts of this unit can be used as
Which planets have got volcanic many. For Argentina, they can use the
a whole or separately according to your
mountains? INVAP webpage to do their search.
needs. It is aimed at teenagers and
How many moons has each planet got? (http://www.invap.com.ar/es/).
adults at Beginner+ or Elementary level
Which planets are ringed? There is an activity to compare and
(A1). The first part is about the solar
system, while the second deals with the The following class, start with their contrast different versions of the song:
space race and satellites orbiting the investigation before going on with the Space Oddity.
Earth. rest of the activities. Students are
If you are introducing the topic of encouraged to
comparatives and superlatives for the decide the
The Solar System first time, you may want to add extra version they like
Introduce the topic by exercises for students to practise this the most and to
asking what students grammar point. work on the
know about space lyrics.
and the solar system.
The Space Race
Tell them to name
the planets in
Final Task
Ask students to guess the answers to
English, if they do activity A on page 20. Then, they Divide the class in groups of three or
not know their read the text to check their four, and tell each group to think about
names in English predictions. Discuss why their their ideal planet. In this brainstorming,
and use L1, predictions were or not met. tell them to consider the answers to
Introduce new these questions:
vocabulary, Who lives on this planet?
and do the Are there any plants or trees? What kind?
true-or-false What do inhabitants eat?
E
S
TUN
NU
activity. The Each group makes a presentation which

URA
NEP
text is in the includes illustrations and descriptions of

ITER
past tense, so the planet they have chosen.

TH
JUP
EAR
if you are We hope you enjoy this lesson plan as

Y
introducing
CUR
much as we did.
the topic
RN
MER
Karina Uzeltinger and Geraldina Salaberry Serrano

U
for the first

SAT
time, ask
US
students to Sources and References

VEN
find in the text -http://www.enchantedlearning.com/subjects/astronomy/

how some planets/
RS
SUN verbs are -http://www.theplanetstoday.com/the_planets.html

MA
-http://www.space.com/56-our-solar-system-facts-formation-
written
and-discovery.html
(launch, orbit, -http://debate-central.ncpa.org/wp-
carry, die, content/uploads/2011/03/Timeline-of-the-Space-Race.pdf
recover, crash, -http://www.spacekids.co.uk/spacehistory/
land) and introduce how the past -http://www.invap.com.ar/es/espacial-y-gobierno/proyectos-
espaciales/satelite-sac-a.html
tense is formed for regular verbs.
20 You may also introduce the
Level: A1/A1+ Age: Teenagers/Adults
THE SOLAR SYSTEM

A) Answer the questions in pairs about our Solar System.
1) What is the Solar System?
2) What are the planets’ names in English?
3) Which is the nearest to the Sun? And the furthest?
B) Read the following text and check if you were right.
………………………………………………………………..
The Solar System consists of the Sun, eight planets, many dwarf planets, an asteroid belt, comets, as
well as other rocks, dust and gas that orbit the Sun. The eight planets are (in order from the Sun):
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Another large body is Pluto, which
has recently been classified as a dwarf planet. A belt of asteroids, which are minor planets made of rock
and metal, lies between Mars and Jupiter. These objects orbit the Sun in almost circular orbits that lie in
the same plane: the ecliptic. Pluto is an exception; it has an elliptical orbit, tilted 17° from the ecliptic.
The largest planet is Jupiter, followed by Saturn, Uranus, Neptune, Earth, Venus, Mars and finally Mercury.
Jupiter is so big that all the other ones could fit inside it.
1) Write a title for the text.

2) Underline cognates.
3) Translate these key concepts.
a) Dwarf planet:
b) Orbit:
c) Asteroid belt:
d) Moon:
4) What do the words in bold refer to?

a) e.g. which: it refers to asteroids
b) these:
c) ones:
d) it:
21
THE SOLAR SYSTEM

C) Read the next part of the text and complete it There are three “official” dwarf planets.
with the names of the planets. • Pluto: It was discovered in 1930. It has three
moons: Charon (discovered in 1978), Hydra and Nix
The solar system can (discovered in 2005).
be divided in two • Eris or UB 313 (also called Planet X or Xena): It
regions: the inner was discovered in 2005. It is larger than Pluto and
Solar System between it takes more than twice as long to orbit the Sun
than Pluto does.
the Sun and the
• Ceres: It is the largest object in the asteroid belt.
asteroids, and the It was discovered in 1801 by Giuseppe Piazzi. It
outer Solar System was first classified as a planet, but reclassified as
beyond the asteroids. an asteroid 150 years later.
• The inner planets
are: .............................................................................................................. F) Read all the text again and define the following
They are relatively small and rocky. They have few words.
1) A planet:
or no moons.
2) A dwarf planet:
• The outer planets include: ..................................................... 3) A moon:
........................................................................................................................
They are gigantic and mostly gaseous. They have G) Comparative and superlative forms of adjectives.
rings and many moons.
Check these sentences to make your poster:
• Pluto and other dwarf planets beyond it are very
small and probably rocky in composition. Their Mercury is closer to the Sun than the Earth.
orbit is far from circular. At times, Pluto is closer to The Earth is bigger than Mars.
the Sun than the orbit of Neptune. Pluto is more distant to the Sun than Saturn.
Jupiter is the biggest planet.
D) Read the texts in B and C again and answer the Mercury is the closest planet to the Sun.
following questions. Eris is the most distant dwarf planet.
1) Which is the biggest planet?
2) Where is the asteroid belt? Poster time!
3) Name characteristics of the inner planets. In pairs, choose three objects that are in the solar system
4) Name characteristics of the outer planets. and compare them. For instance, you can compare one of
5) Why is Pluto a dwarf planet? the planets with a star and an asteroid. Make ten sentences
following these instructions.
E) Read these characteristics of planets and then
answer the questions below. -Make three sentences in the comparative form. E.g. Mars is
Planets smaller than the Sun.
•They orbit around the Sun. •They have a round -Make three sentences in the superlative form. E.g. Jupiter is
shape. •They eliminate objects from their orbit. the biggest planet in the Solar System.
-You can use these adjectives (or others): big, small, close,
Dwarf planets distant.
Guess the answers to these questions, then do an
Internet search and check your predictions. Once your teacher has checked your sentences, make a
• Do they orbit around the Sun? poster and include illustrations. Then, vote for the most
• Do they have a round shape? creative one.
• Have they eliminated the objects from their orbit?
have rings and many moons, 5) The orbit is not circular, it is elliptical and tilted 17° from the ecliptic; E) yes, yes, no.
D) 1) Jupiter, 2) between Mars and Jupiter, 3) They are relatively small and rocky; they have few or no moons, 4) They are gigantic and mostly gaseous; they
Key: B) 4) b) planets, asteroids, etc, c) planets, d) Jupiter; C) inner planets: Mercury, Venus, Earth and Mars, outer planets: Jupiter, Saturn, Uranus and Neptune;
22
THE SPACE RACE

A) During the Cold War, there was a “competition” The USA The USSR
between the US and the USSR to see which country had
more weapons, atomic bombs, missiles, etc. They also First satellite
competed to be the first ones to be in space. Read the First animal in space
following chart and guess which country was “the
winner”. First man in space
First satellite on the Moon
B) Read the following text and see how many you got
First man on the Moon
right.
The Space Race Sputnik

The first satellite went into orbit on 4th October 1957. Its name was Sputnik and
the USSR launched it. There was a small radio in the satellite. It orbited the
Earth 92 days before falling down. In November 1957, Russia sent a second
satellite: Sputnik 2. It carried a dog in it, whose name was Laika. The dog died
in space. The USA launched her first satellite in January 1958. The following year,
the USA sent two monkeys into space; they recovered the primates alive in the
Atlantic Ocean. In September 1959, a Russian rocket took the first satellite to
the Moon, too. Luna 2 crashed on the Moon on purpose. The first astronaut and the first woman astronaut
were also from the USSR. Yuri Gagarin went into space in 1961 and orbited the Earth only once before returning;
Valentina Tereshkova, in 1963, orbited the Earth 48 times. On 20th July 1969, the first men landed on the
Moon. They were the American astronauts Neil Armstrong and “Buzz” Aldrin.
1) Read the following sentences and decide if they are true or false. Correct the false sentences.
a) Sputnik 1 was a Russian satellite. ( )
b) Sputnik 1 carried an animal into orbit. ( )
c) Russia launched two satellites in 1957. ( )
d) A primate went into orbit in 1959. ( )
e) Luna 2 took a man to the Moon. ( )
f) Yuri Gagarin was in space from 1961 to 1963. ( )
g) The first astronaut made 48 orbits of the Earth. ( )
h) The first men on the Moon were from the USA. ( )
2) Underline the verbs in the past tense. Then, complete this chart with some examples from the text.
REGULAR VERBS IRREGULAR VERBS
INFINITIVE PAST FORM INFINITIVE PAST FORM
C) Watch these videos and compare them.

1) Take into account these aspects: Decide which/who is…
-the video itself. … the most original/creative.
-the music. …the funniest.
-the singer’s voice. …the coolest.
…the most interesting.
Space Oddity by David Bowie. Watch at: https://www.youtube.com/watch?v=cYMCLz5PQVw

Space Oddity by astronaut Chris Hadfield. Watch at: https://www.youtube.com/watch?v=vEzKxoY2d5I
Space Oddity by Lady Gaga. Watch at: https://www.youtube.com/watch?v=30vBX_6pGow
2) Now, let’s check the lyrics of the song written by the great artist David Bowie. Check it at http://www.azlyrics.com/lyrics/
davidbowie/spaceoddity.html
-What does it talk about?
-How does the “story” end?
-What is your general idea about the song? (ideas, feelings, emotions)
orbited (orbit), carried (carry), died (die), recovered (recover), crashed (crash), landed (land) Irregular verbs: went (go), was (be), sent (send), took (take), were (be).
two primates, e) F, Luna 2 crashed into the Moon, f) F, He went into space in 1961, g) F, He orbited the Earth only once, h) T; 2) Regular verbs: launched (launch),
Key: A) All answers except for first man on the moon: the USSR; first man on the Moon: the USA; B) 1) a) T, b) F, Sputnik 2 carried an animal into orbit, c) T, d) F,
23
Level: A2+ Age: Teenagers/Adults
THE CHALLENGE OF LIVING IN SPACE

A) Why would living in space be a challenge? Write as many ideas as you can.
B) Below, you will find information about the International Space Station. Check if the problems you came up
in A are mentioned.
1) ................................................................
The International Space Station (ISS) is the largest artificial
satellite orbiting the Earth. The station and its project are
supported by the collaborative work of Russia, the United States, Japan,
Canada and the European Space Agency, consisting of 22 countries. The ISS has
been continuously occupied for 15 years, which makes it the longest human presence in
space. It has a capacity for a crew of 6 people.
2) ................................................................
The ISS has been launched into space with the objective of having a laboratory, an observatory and a potential
base for future moon explorations. Nowadays, research carried out in the station is connected with astronomy,
biology, medicine, meteorology, physical sciences, among other disciplines. Considering the altitude at which
the ISS orbits (between 330 and 450 km from the Earth), gravity there is lower than in our planet. Microgravity
is what makes living conditions different from the Earth and allows astronauts to conduct the experiments.
3) ................................................................
The structure of the satellite consists of many modules with different functions. Some of the modules are
specially prepared for astronauts with the same Earth’s pressure; in others, they must wear spacesuits. The
most important modules of the ISS are the laboratory, the observatory, the compartments for living and
working, the solar arrays (sources of energy), the heat radiators (which keep the satellite’s temperature),
the robotic arms (for repairing failures outside the satellite) and the docking ports (for receiving cargo and
crew from the Earth).
4) ................................................................
Life inside the ISS is intended to be as similar as possible to life on Earth. However, sometimes things can
get difficult. Some living conditions (like atmospheric pressure, temperature and oxygen) are artificially
generated, which means that mechanical failures put the life of astronauts at stake. Food, water and hygienic
provisions are periodically supplied from Earth on an unmanned space shuttle called ATV (Automated Transfer
Vehicle). Water or cutlery do not float inside the station because it is dangerous, so liquids are drunk from
plastic bags and knives and forks are attached with magnets to the trays. Astronauts must exercise regularly
because they may suffer muscle atrophy, slowing of the cardiovascular system or weakening of the immune
system. Another risk the crew run is the possibility of the ISS colliding against space debris.
5) ................................................................
According to many sources, the ISS may be the most expensive item ever constructed. A number of wealthy
people have visited the station as tourists and remained with the astronauts for some days. Considering the
ISS can be seen from the Earth to the naked eye when weather conditions are favorable, astronomers and
lovers of space subjects usually photograph the station using regular cameras and telescopes. There are also
websites that send alerts to Internet users whenever the ISS is orbiting over their cities or towns.
C) Put the following subtitles in paragraphs 1-5. There is an extra subtitle.

a) The dangers within the mission
b) A science laboratory with particular conditions
c) The world’s opinion about the ISS
d) Particular fans and followers
e) The functions of the ISS modules
f) Earth’s giant in space
24
Level: A2+ Age: Teenagers/Adults
THE CHALLENGE OF LIVING IN SPACE

D) Match the words or phrases with the corresponding definitions.
astronomer 1) People who operate a spacecraft.

2) The degeneration of a part of the body caused by disuse.
atrophy 3) A condition in space in which gravity is so low that objects float.
at stake 4) A spacecraft that is launched to space and can be used many
times.
crew
5) Without the presence of any person in control.
microgravity 6) To see an object without the help of any optical instrument.
7) A person who studies the universe and its content: stars,
naked eye
planets, satellites.
space debris 8) Someone who has a lot of money and economic power,
someone rich.
space shuttle
9) In danger, at risk.
unmanned 10) The remains of something destroyed in space that is
suspended in orbit.
wealthy
E) Read the following sentences and decide if they are true or false.
1) There are no artificial objects in orbit bigger than the ISS. ( )
2) The only task the ISS has is to be a base for astronauts before going to the Moon. ( )
3) The gravity inside the station is the same as on Earth. ( )
4) The astronauts must wear spacesuits constantly when they are inside the station. ( )
5) The heat inside the ISS is naturally controlled. ( )
6) Living conditions inside the station are not the same as on Earth. ( )
7) The members of the crew receive their vital provisions via space shuttles. ( )
8) Eating habits inside the space station are the same as on Earth. ( )
9) No tourists are allowed inside the ISS. ( )
10) The space station has many admirers all over the world. ( )
Sources and References

NASA (National Aeronautics and Space
Administration), 2016. A day in the life aboard the
International Space Station (Page Editor: Sandra May)
https://www.nasa.gov/audience/foreducators/stem-on-
station/dayinthelife
Fabricio Inglese
E) 1) True, 2) False, 3) False, 4) False, 5) False, 6) True, 7) True, 8) False, 9) False, 10) True.
Key: C) 1) f, 2) b, 3) e, 4) a, 5); d; 1) crew, 2) atrophy, 3) microgravity, 4) space shuttle, 5) unmanned, 6) naked eye, 7) astronomer, 8) wealthy, 9) at stake, 10) space debris;
25
Level: A1 Age: Young Learners/Teenagers
THE UNIVERSE
Information – Gap Task
Teacher’s Notes: In this task, students exchange information about the universe after studying some curious
facts. You may present a reading jigsaw with the information, copy the facts as “answers” and the questions
in posters. Hang the questions and answers on different classroom walls. Students have to move around the
classroom to match questions and answers. Enjoy learning about the Universe!
Student A
1 Student A
Questions Answers to B's Questions
What / start / the entire Universe?
2 Where / all matter come from?

Almost entirely of gas, liquid hydrogen and
3 How old / the Universe? helium.
10 times wider than Jupiter.
4 How / the Moon created? Jupiter (63 in 2009).
The human brain.
5 How big /Jupiter?
Mercury.
41 million km, Venus.
6 Which Planets / not have moons?
8 minutes.
7 How old / the Earth?
Curious fact!
How long will it take a flying car at 100 km/h to leave the planet? 1 hour.
Student A
Student B 1
Answers to B's Questions Questions
What / Saturn /made of?
2 How big / the Sun?

Big Bang.
Stardust. 3 Which planet / have / more moons?
13.800.000.000 years (billions).

Theia (the old name for the Moon) impacted
4 What / the most complex object in the
Universe?
Earth.
11 times wider than the Earth. 5 Which / the closest planet to the Sun?
Mercury and Venus.
4.500.000.000 years (billions). 6 Which / the closest planet to the Earth?
7 How old / the sunlight on your skin?
Curious fact!
How long will it take a flying car at 100 km/h to leave the planet? 1 hour.
Carla Allende
most complex object in the Universe? Which is the closest planet to the Sun? Which is the closest planet to the Earth? How old is the sunlight on your skin.
Which planets don’t have Moons? How old is the earth? Student B: What is Saturn made of? How big is the Sun? Which planet has more moons? What is the
Key: Student A: What started the entire Universe? What did all matter come from? How old is the Universe? How was the Moon created? How big is Jupiter?
26
GLOBAL CULTURE CORNER
International Day for the

Preservation of the Ozone Layer
(16th September)
Background For Teenagers/Adults
T
he United Nations General Assembly Level: Any
proclaimed 16th September to be the
International Day for the Preservation of the
Tasks:
Ozone Layer. The date commemorates the day 1. Tell students to find out information for the following class
when the Montreal Protocol on Substances that on the importance of the preservation of the ozone layer and
deplete the Ozone Layer was signed in 1987. This day was on the causes of its depletion.
first celebrated in 1995. 2. Have students watch some videos to raise awareness on
this topic and take down notes or ideas.
What do people do? https://www.youtube.com/watch?v=7nY6exEIP4A
Primary and secondary school teachers throughout the world https://www.youtube.com/watch?v=RAe1Q1geg9s
set up classroom activities or projects related to climate 3. Tell students to produce short documentaries using the
change, the ozone layer depletion, etc. Teachers can make technological gadgets they have at their disposal. Check
use of pre-arranged packages from the UN Environment students’ productions and have them post their videos in
Programme (also known as UNEP), which have been YouTube, blogs or other online websites to allow them to
designed to address these topics. have their voices heard outside the classroom walls.
Some industries take advantage of this day to promote their
ozone-friendly products. Environmentalists put up posters on
the streets, at schools and other public places in order to
Extra resources for teachers:
raise awareness on the issue. Some organisations even To get more information about the day:
distribute awards to those organisations which have worked http://www.un.org/en/events/ozoneday/
actively in the protection of the ozone layer.
https://www.epa.gov/ozone-layer-protection
To get more videos on the preservation of the ozone layer:
Teaching sequences https://www.youtube.com/watch?v=WNGH1cILTPE
For Children
https://www.youtube.com/watch?v=CNqo3gIXnnQ
Level: A1
https://www.youtube.com/watch?v=3xJthmuapBg (ozone song
Tasks: suitable for young learners)
1. Ask students whether they know what the ozone layer is Yesica Galliano.
and why it is important to protect it.
2. Show students these two short videos which contain a
brief explanation on what the ozone layer is and its
importance for sustaining life.
https://www.youtube.com/watch?v=1b3-l4BxqGA
SUN
https://www.youtube.com/watch?v=u9ztDSbSrFI
R
3. Tell students to make a collage summarising what they E LA
YE
found out in the video. They can include a drawing showing OZON
what the ozone layer is, cartoons depicting the substances or
actions that deplete the ozone layer and other pictures
showing what we should do to preserve the ozone layer
from depletion.
4. Students can create big posters including the different
collages and display them on the school walls to raise
awareness on this issue and let other children know the
EARTH
importance of preserving the ozone layer.
27
TEACHER'S DAY
A) Teacher's Day Quiz
1) Teacher's Day is celebrated on...

a) 21st September. ( ) b) 10th June. ( ) c) 11th September. ( )
2) Domingo Faustino Sarmiento was a...
a) teacher and a president. ( ) b) teacher and a vicepresident. ( ) c) president and an assistant. ( )
3) The oldest university of Argentina is in...
a) Entre Ríos. ( ) b) Tucumán. ( ) c) Córdoba. ( )
B) Complete the sentences
with personal information. I'm ......................................................................................................
I'm .................... years old.
My teacher's name is .............................................................
I'm in ................ grade.
The name of my school is .................................................
...................................................................................................................
C) Circle the words in the pencil.
teachersharpenerschoolclassmateeraserclassroomruler
D) Complete the sentences with words from the box.

pencil case - go - years - classroom - long
1) I ......... to school from Monday to Friday. 2) My best friend is 9 ........... old.
3) My ................... is blue and red. 4) Our ................... is big and it has got 3 windows.
5) The teacher has got .............. hair.
E) Create a card for your teacher.
HAPPY
TEACHER'S
DAY
Key: A) 1) c), 2) a, 3) c); D) 1) go, 2) years, 3) pencil case, 4) classroom, 5) long, 6) long.
28
CARDS
Hello Hello
Spring! Spring!
Spring Spring Spring
is Here!
is Here! is Here!
Students’ Day
Hello
Happy
Spring!
29
Level: A1 Age: Teenagers
STUDENT'S DAY
Pre-Reading
A) Read the sentences and decide if they are true (T) or false (F).
1) Student's Day is celebrated in August.( )

2) On this date, students go to school. ( )
3) Students never celebrate in outer spaces. ( )
4) Student's Day commemorates Spring Day. ( )
B) Read the text.

Student's Day is celebrated in Argentina on 21st September. This national holiday coincides with the start
date of a new season: Spring. Many students gather in squares and parks to have a picnic and spend the
day together. The date was set to honour Domingo Faustino Sarmiento, a former teacher and president of
our country.
C) Answer.
1) How do you celebrate Student's Day?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
2) Did you celebrate it last year? How?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
3) What do you know about Sarmiento?

-------------------------------------------------------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------------------------------------------------------
D) Unjumble.
1) always /My brother / Spring Day./ celebrates ---------------------------------------------------------------------------------------------------
2) I /on holidays. / to meet / love / with friends ----------------------------------------------------------------------------------------------------
3) had / My friend / I / a picnic / and / at the park. ------------------------------------------------------------------------------------------------
4) coming / The teacher / today. / is not / -----------------------------------------------------------------------------------------------------------
D) How is Student's Day celebrated in other countries? Do an Internet search and share the information with
your classmates.
E) Compare and contrast the pictures.

Example: In picture 1, students are at school. In picture B, students aren't at school.
park., 4) The teacher is not coming today.

Key: A) All sentences are False, D 1) My brother always celebrates Spring Day., 2) I love to meet with friends on holidays., 3) My friend and I had a picnic at the
30
Level: Beginner Age: Very Young Learners /Young Learners
BUZZ GOES THE BEE

A) Listen to your
teacher read
the poem. BUZZ! goes the bee,
hour after hour.
BUZZ! goes the bee,
from flower to flower.
B) Help the bee find the flower.
C) Join and colour.
D) Match.
FLOWER
KITE
SUN
TREE BUTTERFLY
31

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194_ttm_revista_ar_Maquetación 1 05/08/16 10:11 Page 1

• Año XVIII • Nro. 193 • Argentina $ 69,90

Escribinos a través de www.ediba.com. Anunciate con nosotros: publicidad@ediba.com.

A presume they are experts at surfing the net,

1) Think about students’ previous knowledge on the topic.

Level: A1 Working With Videos Age: Young Learners/Teenagers

WALLACE AND GROMIT - A GRAND DAY OUT

3) Wallace’s assistant is…

F) What things do Wallace and Gromit take on their trip?

a) Gromit takes his I S C E U S TA and his D C R AS.

G) Let’s describe the Moon machine. Complete the

B) Watch the short film at https://vimeo.com/38091345.

Lucy, the Amazin

ing Astronaut with

Now my spaceship is ready.

Ask your students to guess what will

Age: Very Young Learners/ Young Learners

LUCY, THE AMAZING ASTRONAUT WITH AN INCREDIBLE DREAM

Age: Young Learners

LUCY, THE AMAZING ASTRONAUT WITH AN INCREDIBLE DREAM

HELLO, I’M LUCY.

3) Count and complete.

I can see ……………. planets.

I can see ……………. asteroids.

I can see ……………. stars.

I can see ……………. comets.

I can see ……………. spaceship.

Age: Very Young Learners

Age: Very Young Learners

Level: A1 Age: Young Learners

DISCOVERING THE SOLAR SYSTEM

Hello! I’m I’m the red planet.

I’m blue for the oceans,

Yes! I’ve got

Look! The first planet is Look! Saturn, the sixth

And Venus, the

And I’m Uranus! I’m big, and

Level: A1 Age: Young Learners

DISCOVERING THE SOLAR SYSTEM

B) Choose the correct option.

C) Solve these puzzles.

1) My first letter is the sixth letter in SEPTEMBER.

2nd second ____

Level: A1 Age: Young Learners

DISCOVERING THE SOLAR SYSTEM

The Solar System Continents Countries Cities

E) Solve the crossword.

1) The dwarf planet.

G) 1) Pluto, 2) Satellite, 3) Mars, 4) Neptune, 5) Earth, 6) planet, 7) Sun.

What do we know about the Sun?

Level: Beginner/ Elementary (A1) Age: Young Learners

1) The __________ is a giant ________ .

2) It is near the ___________

3) It keeps our _________ warm.

4) The__________ seems to come up in the ____________ and go down at _________ .

But, the _________ doesn’t move. The _______ moves.

5) The _________ helps things on _______ to live!

B) How can we protect from the Sun?

activity. The Each group makes a presentation which

text is in the includes illustrations and descriptions of

past tense, so the planet they have chosen.

if you are We hope you enjoy this lesson plan as

Karina Uzeltinger and Geraldina Salaberry Serrano

1) The __ is a giant .

4) The__ seems to come up in the and go down at _ .

But, the ___ doesn’t move. The _ moves.

5) The ___ helps things on _ to live!