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 International Day
GLOBAL
CULTURE
CORNER

of Sign Languages (23rd September)

Background
The United Nations declared 23rd
September as the International
Day of Sign Languages. This
resolution has been considered
an important step towards
equality, accessibility,
independence and freedom of
choice. In Walton Webson’s
words, ambassador of Antigua
and Barbuda, ‘This resolution is
an important milestone in our
international promise “to leave no
one behind”.’
The date was chosen as it recalls
the day in which the World
Federation of the Deaf (also
known as WFD) was established
in 1951. It was accepted
unanimously on 16th November 2017. The first
International Day of Sign Languages will be celebrated
this year alongside with the International Week of the
Deaf.
In some places, lipreading is taught because is found
more useful as it can be used across languages.
Teaching sequence
Level: Elementary
Age: Children
Aims
Throughout this teaching sequence students will:
• appreciate and use non-verbal communication.
• learn the alphabet in sign language.
• carry out tasks that encourage them to communicate in
other ways rather than speaking.
Tasks
1. Start the class without saying a word. Try to make as
many gestures as possible for students to understand
what you expect from them. Tell them by using different
gestures to open their folders, take a pencil and draw a
big face.
2. Time to talk:
a. How did you feel when I used
gestures instead of my voice?
b. Could you understand what I
was trying to convey?
c. How do people communicate
when they cannot speak or hear?
Invite students to give their
opinions. Accept L1 answers.
Write down on the board the key
concepts that can be derived
from the debate.
3. Show students a poster or
picture with the Argentinean Sign
Language Alphabet. Explain to
them how it works. Invite them
to work in groups and practise
saying a word by means of using
this alphabet.
Note: There are perhaps three hundred sign languages in
use around the world today. The number is not known
with any confidence; new sign languages emerge
frequently through creolisation and de novo (and
occasionally through language planning). In some
countries, such as Sri Lanka and Tanzania, each school
for the deaf may have a separate language, known only
to its students and sometimes denied by the school; on
the other hand, countries may share sign languages,
though sometimes under different names (Croatian and
Serbian, Indian and Pakistani). Deaf sign languages also
arise outside educational institutions, especially in
village communities with high levels of congenital
deafness, but there are significant sign languages
developed for the hearing as well, such as the speech-
taboo languages used in aboriginal Australia. Scholars
are doing field surveys to identify the world's sign
languages.
4. Students come to the board and use this alphabet to
say words to the rest of the class. The other groups have
to pay attention and decode which words they are
saying.
5. As a follow-up, encourage students to recreate a copy
of the sign language alphabet in big cardboard sheets.
The idea is to display these posters all over the school
for the rest of the students to get acquainted with it.

Sources and References

https://wfdeaf.org/news/un-23-sept-as-international-day-of-sign-languages/
https://www.british-sign.co.uk/lesson-plan-dont-talk/
https://www.diverseabilitymagazine.com/2017/12/united-nations-international-day-sign-languages/
http://manosquehablan.com.ar/alfabetos/argentina/

2
T
Dear colleagues, Contents
his month, The Teacher’s Magazine brings along lots of activities to
work on several topics for different ages. Page 2:
Global Culture Corner
You will find the story The Jungle Book in our YouTube channel
following this link bit.ly/edibathejunglebook; in poster 1 there are Pages 4 to 7:
flashcards to tell the story together with teacher’s notes and activities Phonics for Kids
inside the magazine. Pages 8 to 11:
In our Phonics for Kids section, a new sound is introduced through a story Transport
about pirates called An Awful Storm. Pages 12 to 14:
For young learners, there are ideas and activities to work on transport, Dinosaurs
dinosaurs, and the Earth.
Pages 15 to 18:
For teenagers, you will find a game to revise vocabulary and questions while The Jungle Book
travelling Around the World in 17 (correct) Answers. There is also a short film
called In a Heartbeat to work on Gender Education. Page 19:
ICT for the English Class:
I hope you like this issue and make the most of it. Seesaw
Pages 20 to 21:
Karina Uzeltinger The Earth: Home for
Editor-in-Chief Colours and Shapes
Page 22:
Planet Earth
Pages 24 to 25:
Places
Poster 1
Pages 26 to 28:
Around the World in 17
(correct) Answers
Pages 29 to 30:
ANTARCTICA
AUSTRALIA
EUROPE
AFRICA
ASIA Gender Education: In a
AMERICA
Heartbeat

Poster 1:
The Jungle Book
Poster 2:
World Map

Poster 2

ANTARCTIC/SOUTHE
RN OCEAN Download another
INDIAN OCEAN
ARCTIC OCEAN photocopiable activity
PACIFIC OCEAN
ATLANTIC OCEAN
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Agustina Negretti, Geraldina Salaberry Serrano, Mónica Buzada, Carla Allende,
Juliana Tomas, Fernanda Valle, Carla Mattioli, Marcela Caimani Ferrer, 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 XX - Nº 216 / Recepción: Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
SEPTIEMBRE 2018
Editora Responsable y Propietaria: EDIBA SRL, Pascual de Rogatis 80, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: IPESA Magallanes 1315 Ciudad Autonoma de Buenos Aires. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes
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3
 An A wf ul Storm
Start by showing a picture of a mini pirates. Ask them what they would
Objectives clip portraying a pirate; it can even
be from a favourite cartoon of the
need for the rest to believe they are
pirates. Tell them to make a
• To expose children to
kids' (you may use these ones, for telescope in order to be able to play
systematic phonics instruction.
example: as pirates. You can find ideas here:
• To practise the sound /ɔː/ and
https://www.youtube.com/ https://www.youtube.com/watch?v
discover the ways it is spelled.
watch?v=yK5FeuGF9_E, =9QwwhTu5N-I,
• To gain exposure to spellings
http://pirates.wikia.com/ https://www.youtube.com/watch?v
<ar>, <or>, <oar>,
wiki/Spyglass?file=Spyglass.jpg). =n_zAZxElano,
<ore>, <a>, <au>,
Elicit the words pirate and spyglass https://www.youtube.com/watch?v
<augh>,<aw> with
or telescope by asking questions such =iauX0FKnm9k.
pronunciation /ɔː/

T
as Who is this? What does he do? Once the telescopes are ready, tell
• To make associations between
Where does he live? What does he kids that you are going to share a
spelling and pronunciation.
use to see long distances? Invite story about pirates with them. Read
• To predict accurate spelling
children to play as if they were the story:
and pronunciation of words
given.

he sound
presented The war is over,
in this
article may but we're still at sea,
appear
particularly
and we see a storm,
difficult for the foreign an awful, awful storm.
learner to articulate given
the spellings that are linked The pirates roar.
to it. Teachers will have to “Let's go before it becomes more!”
focus on guiding towards
proper pronunciation “Return to shore to see our boys and
mainly by warning against daughters.”
the pronunciation of /r/
where <r> occurs in the
The storm becomes more awful.
spelling of words such as “Take the oars, use them on the water!”
war, port, sore.
Taking advantage of the
Suddenly...
children's love of the theme “I see the shore!”
of pirates, a story has been
created to expose kids to
“I see the port!”
many words pronounced There are some boards, and some sort of cord.
with the phoneme /ɔː/. To
highlight connections The storks are calling from ashore.
between spelling and A horn sounds like a yawn.
pronunciation, a series of
tasks has been developed in A new hope is born.
which students will work
gradually.
“We're in Northport!!!”

4

Ask some basic comprehension
questions at the end, so that kids
start focusing on certain words:
Where are the pirates at the
beginning? What happens at the end
of the war? Why do they want to
return home? Where are the pirates
now?
If kids do not remember the details,
you may tell the story as many times
as necessary. Once you are sure
children understand what happens,
present them with the following
props made (or you can make them
with the kids) with cardboard:
• a ship, (some ideas here:
https://www.youtube.com/watch?v
=6a_-uxBlRGs)
• sea waves,
• grey stormy clouds with lightning,
• storks,
• a horn,
A) Colour.
• a sign with the word “Northport”.
Now with your telescopes and the
props, you are ready to perform the
story. Agree on who is to say each
line (some may be repeated so that
everyone has something to say) and
enjoy playing! This will be the first
stage of practice and by now,
children will have become familiar
with the pronunciation of many
words, and maybe even their
spelling.
Present activity A on page 6 to start
familiarising kids with other words
and spellings. You should read all
the words first, focusing on the
pronunciation of the ones they have
to work on and making sure
everyone repeats after you with the
right phonemes. You may copy the
words on the board and ask students
to tell you which to circle. Once you
PHONICS
FOR KIDS
are certain everyone understands,
tell them to complete the task on
their pages. Activity C is similar to
others in previous issues, so that if
you have been following this section,
students will know what they are
expected to do. Otherwise, you may
explain that they have to choose the
words pronounced with /ɔː/ in order
to arrive safely at the port. Elicit the
pronunciation of the words that are
to be discarded and ask kids to
explain why.
Finally, activity B involves
completing missing letters in order to
help children become aware of the
different spellings associated with
the phoneme /ɔː/.
I hope you enjoy being pirates for a
while. Ahoy!
Agustina Negretti
5
 Level: A1 Age: Very Young Learners/Young Learners

An Awful Storm
A) Choose.

STORM / STIR PART / PORT

OATH / OAR STORK / STARK

B) Complete. Use AW, O, ORE, OU, OR and OAR.

R __ __ __ Y __ __ N

P __ __ T
C __ __ D

S H __ __ __ S T __ __ K

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

An Awful Storm
C) Follow the words to reach port.

STORM

SEA

SEE

PORT
SOME

SHORE

OAR

CALL

AWFUL
NEW

PHOTOCOPIABLE 7
 D
Transport
raw these items on the board: Ship, bus, Oh, I see the subway!
donkey, plane, bike, boat, car. It brings two friends, some biscuits, and some cake
If you are not good at drawing, do not Where do they go?
worry, it is usually fun for kids to
discover this about their teachers. ……………………………………
(example: to Ann's birthday, she's 8 years old today.)
Once you have introduced or revised vocabulary, ask
kids to listen to the poem and discover which means of Children do activity A on page 9 in which they have to
transport are NOT mentioned (car, boat, and plane). guess what means of transport the drawings represent.
Read the poem aloud. Tell students to match pictures and words from the poem
in activity B.
Ask kids to “invent” guessing games for their partners to
LET ME SEE discover what word is being prompted. You start by
OH, I SEE A SHIP! giving clues like It’s got four wheels, let students guess,
IT BRINGS A TICKET, NO... IT'S A POEM. after each clue. Let children work in pairs.
SOME KIDS LIKE FISH...AH, LET ME SEE, Students work in pairs to complete the crosswords with
LET US READ... words from the poem. Make sure learners understand the
clues they have are actually for their partners. It is a pair
OH, I SEE A BUS! information-gap activity. You may want to read the poem
IT BRINGS A TEACHER, TWO STUDENTS AND A BOARD! again before doing this activity.
WHERE DO THEY GO? Children read the descriptions in activity D and make
SCHOOL PACKED LIKE FISH drawings to illustrate each text.
BUT NOT ON A SHIP. The following video shows different kids going to school.
OH, I SEE A DONKEY! Tell students to make a list of the different surroundings
they can see. Watch the video at https://www.youtube
IT BRINGS A TEACHER, THREE STUDENTS AND A BOARD!
.com/watch?v=MxBfqd639BE.
WHERE DO THEY GO?
SCHOOL IS KEY Possible answers: deserts, rivers, icy waste, a
neighbourhood marked by conflicts.
NO MATTER WHERE YOU LIVE.
Discuss with children how the video makes them feel,
OH, I SEE A BIKE! use L1 if necessary. Tell them that education is a human
IT BRINGS A TEACHER, FOUR STUDENTS AND A BOARD! right. What other human rights for children do you know?
WHERE DO THEY GO? (possible answers: identity, nationality, a name, healthy).
SCHOOL! THEY LIKE, THEY CYCLE, THEY'RE COOL! Tell that Unicef shares different flash animations, for
example for art. 32: “Children have the right to protection
THIS IS MY LAST from work that threatens their health, education or
AND I WANNA ASK development.” https://www.unicef.org/ crcartoons/
DO YOU COME HERE … BY BUS? Project target task: Children will put up an exhibition
and describe different photos of students going to school.
You will hand out photos from the Unesco project
Read the poem again, and ask, Where are the kids going? “Journeys to School”. http://www.unesco.org/new/en
(to school). /education/themes/leading-the-international-
Now, ask children to work in pairs and add some lines to da/education-for-all/single-view/news/journeys_to_sc
this version of the poem. Copy the lines on the board for hool_against_all_the_odds/
students to complete. If your class has the means, you may even ask learners
to take the photos themselves. Students do activity E.
Oh, I see a car! Ask children to complete the invitations for the
exhibition on page11. Then, hang out the photos,
It brings two sisters, a teddy and a chocolate bar.
describe them and share with your community.
Where do they go?
Suggested extra reading: Don't Let the Pigeon Drive the
………………………………………… Bus by Mo Williems.
(example: to a party, they dance rock and roll!) Have fun with this project.
Carla Allende

8
 Level: A1/A1+ Age: Young Learners

Transport
A) Some kids made these drawings but many parts are missing. Can you guess what they are?

B) Match.

STUDENT

FISH

SHIP

BUS

BOARD

TEACHER

DONKEY

BIKE

PHOTOCOPIABLE 9
 Level: A1 Age: Young Learners

Transport
C) Pair work.

Student A.
Read student B the clues (across and down). Then, listen and guess your words to complete the puzzle.

ACROSS DOWN
2. You read one. 1. Animal for transportation. It’s not a horse.
4. This person reads, plans classes, 3. It has two wheels. You can ride it, and it
corrects your homework. 1 has different colours

Student B
Listen to student A's clues and guess your words. Then, read your partner the clues below (across and down).

ACROSS DOWN
2. This person goes to school. 1. Transport for many people,
3. An animal. It swims in the especially in the city.
sea. 2. It’s ike a boat, but it’s big.
1

2 3

Download the key from www.ediba.com

10 PHOTOCOPIABLE
 Level: A1 Age: Young Learners

Transport
D) Read the descriptions in the cards and draw.

Hi! My name is Erika. I go to school by bike. Hi! My name is Mario. I go to school by car.
It takes me 10 minutes to get to school. It takes me forty minutes to get to school.

Hi! My name is Ramiro. I go to school by Hi! My name is ……………….. I go to

bus. It takes me thirty minutes to get to school by……………………….. It takes
school. me ………………..to get to school.

E) Make some notes about the photo your teacher has given you.

There are……………….………..
Children are wearing….……….……….………. .
I think, they are in …………….……….….……….……………. city, country)
I like this picture because…….……….……….
I don't like this picture because…..……….……….……….……….

F) Complete the invitation below.

HOW DO YOU GO TO SCHOOL?

WE WILL DISCUSS SOME PHOTOS OF CHILDREN GOING TO SCHOOL.

When?
What time?
Where?
Class name:

PHOTOCOPIABLE 11
 T
Dinosaurs
his lesson plan, based on the topic of
Dinosaurs, is aimed at A2/A2+ students.
The activities presented offer the
opportunity to learn specific content
related to dinosaurs, such as what they
ate, how much they weighed and how big
they were. Besides, it offers the possibility to learn
through games which dinosaurs lived in the Triassic,
Jurassic or Cretaceous periods. By the end of the project,
students will be able to speak about each dinosaur in
particular providing specific details and information in
relation to it.
Objectives
• To introduce the topic Dinosaurs.
• To present vocabulary related to the topic in
context.
• To learn information about their weight, size, diet
and names.
• To learn about the three geological periods when
dinosaurs existed.
12
Draw on the board a green pencil, some books, a marker
and a board and ask:
What is the name of the job that What job? you relate to
the objects drawn? Who uses these items in their job? For
children to say: A teacher!
Then, draw a saw, a hammer, some nails, and ask the
same question. For children to say: A carpenter!
Next, draw a map, a geological hammer, a magnifier,
safety equipment, spade and asks the same question.
The answer will be a palaeontologist.
Try to get a description of each job mentioned. Start a
sentence for students to complete it. For example:
A teacher writes on the…… (students may complete the
sentence by saying on the board, on books, on notebooks,
etc)
A carpenter works with… (wood, tools) and so on in
order to practise jobs and job-tools associations.
Finally, mention a palaeontologist, and ask students
what they know about this job.
A palaeontologist is a scientist who studies dinosaurs and
other extinct animals.
What do we know about dinosaurs? Dinosaurs is a topic
that children love in general and they surely know a lot
about it.
Start discussing the topic by asking what students know
and they want to know about dinosaurs. The chart has
been partially completed for reference.
WHAT WE KNOW WHAT WE WANT TO KNOW
They are extinct. Where they lived.
They were huge. Why they got extinct.
Not all of them ate meat. How big they were.
While completing the chart, new vocabulary may arise.
It is a good idea to pre-teach vocabulary and leave it on
a wall for the duration of the whole project as word bank
vocabulary to check during the unit.
Students do activities A and B on page 14. If students
do not know any answers, tell them to search the web or
visit the library with the class. In Activity B, students
have to write a paragraph on Dinosaurs. Help them do
so, tell them to use pronouns, join sentences with linkers
(and, but, because, etc.) to avoid repetition, etc.
Game with dinos
On page 14 you will find a set of cards with information
about dinosaurs.
Playing the game
Number of players: 2
Instructions: (Next to the man, the student
Shuffle the cards. Player 1 places a card on the table so needs to write down how tall
that both participants can see which dinosaur the card he is and do the same with
shows. Then, player 2 does the same. the dino)
On the table there should be two cards and both The above mentioned activity
participants see them. Each card will be a dinosaur with is great for the students to have a real
certain information. The owner of the card whose image of how big dinosaurs were, and
dinosaur weighs more wins and can keep the other card it is a very challenging logical-math
together with their own adding one card to their pile. activity that they will surely enjoy.
The player who gets more cards wins. Have a lot of fun!!
This game can be also played contrasting length or diet.
Have fun! It is a nice opportunity to learn about Juliana Tomas
dinosaurs in a game. You may also want children to find
extra information about them: where they lived, when
their remains were discovered, how tall they were, etc.
Tell students to draw their favourite dinosaur in scale
comparing it to other animals or people Provide some
details on this logical math activity for the students to
have a real and accurate image on how big they were.
The below chart and an example would be of great use.

CENTIMETERS
FEET/FOOT METERS (APROX)
(APROX)

1 0.30 30

10 3 300

15 5 500

For reference
An adult person is about 5 to 6 feet tall.
A little cat is about 1 foot tall.
Example of the activity proposed:

13
 Level: A1 Age: Young Learners

Dinosaurs
A) Find out if the sentences are True (T) or false (F).

1) Dinosaurs were mammals.

2) Dinosaurs lived on Earth about 100 million years ago.
3) Dinosaurs became extinct about 60 million years ago.
4) Nowadays, there are some living species of dinosaurs in the United States.
5) Palaeontologists study fossils of dinosaurs.
6) Palaeontologists examine dinosaur remains called stossils.
7) A fossil is formed when layers of mud settle over a dead animal, and little
by little they become stone.
8) We know about dinosaurs thanks to palaeontologists.
9) When a rock erodes a skeleton, the former is revealed, and this is what a
paleontologist studies.
10)There were dinosaurs only in Africa.
11) Among the periods of time geologists use to describe our planet, we can
mention the Triassic period, Jurassic period and Cretaceous period.

B) Write in your notebook a passage about dinosaurs, and include the information that you have just learned.

C) Cards.

Name: MUSSAURUS Name: HERRERASAURUS Name: RIOJASAURUS Name: STEGOSAURUS

Length: 13 feet Length: 10 feet Length: 33 feet Length: 26 feet
Weight: 330 pounds Weight: 450 pounds Weight: 1 ton Weight: 3 tons
Diet: plants Diet: animals Diet: plants Diet: plants
Period: Triassic Period: Triassic Period: Triassic Period: Jurassic

Name: MEGALOSAURUS Name: BRACHIOSAURUS Name: TRICERATOPS Name: TYRANNOSAURUS REX

Length: 30 feet Length: 85 feet Length: 30 feet Length: 40 feet
Weight: 1 ton Weight: 80 ton Weight: 5 tons Weight:
Diet: plants Diet: plants Diet: plants 6 tons
Period: Jurassic Period: Jurassic Period: Cretaceous Diet: large
animals
Period:
Cretaceous

Download another photocopiable activity from www.ediba.com

Europe (England), Asia (China), Australia (Victoria), 11) True.

False. There were dinosaurs in Africa (Niger), North America (Montana, Wyoming, Colorado, Arizona, Montana) , South America (Argentina) ,
years ago, 4) False. They became extinct, 5) True, 6) False. Palaeontologists examine dinosaur remains called fossils, 7) True, 8) True, 9) True, 10)
Key: A) 1) False. Dinosaurs were reptiles, 2) False. Dinosaurs lived on Earth about 250 million years ago, 3) True. They became extinct 65 million

14 PHOTOCOPIABLE
 The Jungle Book
Lesson Plan
You will find the story on poster 1 and also at bit.ly/
edibathejunglebook.
Present the first picture, and let kids describe it,
Where is it? Is it the city? Is it a desert? Introduce
jungle. If children use L1, respond in English,
introducing keywords. Present the animals (the
panther and the wolf) and the baby. Present the
panther’s and baby’s names. Introduce yourself
and present another child, say I’m Maria and this
is Claude. Let kids introduce themselves and another
kid to you. Tell them to draw themselves and a friend;
if they know how to read and write, ask them to write
the words.
State that some years later, the boy has grown up.
Present the second picture and let children describe it.
Introduce the word snake and its name. Ask children
what the snake wants, state that it wants to eat
Mowgli. Show Bagheera and how it saves the boy.
Pretend you are Mowgli, and ask the snake its name.
Go around the class asking kids’ names. Let them do
the same.
In the following picture, Mowgli sees elephants.
Introduce the word, and count how many there are.
The elephants are marching, tell kids to march. Play a
game: say different commands at random for kids to
do, for example: sit down, stand up, march, stop.
Let learners describe the following pictures. Introduce
orangutan and bear, and their names. Baloo invites
Mowgli to dance. Introduce the expression Let’s
(dance), and perform the action. Let kids invite you to
do other actions they know using Let’s.
Story
Bagheera, the panther, and a
family of wolves find a baby in
the jungle. “Oh, look! He’s so cute,”
says Bagheera. “What’s his name?”
asks the she-wolf. “Mowgli,” says
Bagheera. The wolves raise Mowgli as a
cub.
Mowgli grows up, and the snake wants to eat him! Kaa,
the snake, has bright colours. “Hello,” says Mowgli. “I’m
Mowgli, what’s your name?” “I’m Kaa, Mowgli, come,
sssssleep,” but Bagheera comes and hits the snake with
a banana. The snake leaves. Now Bagheera wants to take
Mowgli to the people’s village. The jungle is not a safe
place for Mowgli.
Mowgli and Bagheera walk through the jungle.
Suddenly, Mowgli sees elephants! They are marching!
Mowgli joins the elephants and marches with them.
Bagheera calls Mowgli, and they continue walking.
The following morning, Mowgli is sleeping, and King
Louis, the orangutan, wakes him up. “Wake up, boy!”
Mowgli opens his eyes slowly. “Tell me how to make a
fire!” “Eh?” asks Mowgli. “I’m Mowgli, what’s your name?”
“I’m King Louis. I want to rule the jungle. Tell me how to
make a fire!” “I don’t know,” says Mowgli. King Louis does
not believe him. “TELL ME HOW TO MAKE A FIRE!” he
shouts. Mowgli is scared, but Baloo, the bear, comes and
saves him.
“I’m Baloo, Bagheera’s friend. Let’s dance.” Baloo and
Mowgli dance and have fun. But the tiger, Shere Khan
jumps over Mowgli. “Run, Mowgli, run!” says Baloo and he
fights the tiger. Baloo has saved Mowgli. Mowgli is happy.
The following day, Baloo and Bagheera take Mowgli to
the people’s village. “Go, Mowgli, you’re home now,” says
Bagheera. “Thank you Baloo, thank you Bagheera. You’re
my friends. I love you. Bye!” “Bye Mowgli,” they say. And
Mowgli runs towards the village.
15
 Present the word tiger and its name. State that it wants
to eat Mowgli, and Baloo saves him. Let children
describe the picture.
Kids explain the last drawing. Count how many animals
and houses they see.
After that, tell the story, or play the video at bit.ly/ediba
thejunglebook. Go through the story again making
mistakes, so kids can correct you. For example: The
panther and the wolves find a baby lion in the jungle.
Ask children to colour and sequence the story on
page 17.
On page 18, children match the animals to their names.
With older children, you can do another matching
activity. Write the following on the board, for kids to
copy in their notebooks and solve:
Mowgli the big brown bear
Shere Kan the black panther
Baloo the snake
Bagheera the tiger
King Louis the boy
Kaa the orangutan
Revise plosives, especially in initial position, while
reading out the names and descriptions.
Count different items in the class or in the poster. Write a
number on the board, and tell kids to draw that number
of flowers, pencils, etc. Then, put ten pencils on your
desk, and ask a child to pick four/one/seven, etc. Then,
introduce activity C on page 18, in which learners have
to colour the number of bananas presented in each line.
For older students, introduce plural forms. Write on the
board:
One tiger, three tigers
One banana, nine bananas
One orangutan, seven orangutans
One snake, five snakes
One wolf, two wolves
Explain how to make the plural form in these words.
Write down other words students are familiar with, so
they write the plural form.
Categorise the animals in activity B into Mowgli’s friends
and dangerous to Mowgli. Add the wolves.
Teach different actions that Mowgli may do while in the
jungle: climb trees, swim, fish, look for food and honey.
Mime the actions while you say the words. Use them to
practise Let’s…
Hand out copies of activity D on a downloadable page.
Tell kids to draw a big red flower, Mowgli climbing a
tree, an orangutan and an elephant.
You can complement this lesson plan with a unit on
jungle animals; one will appear in our next issue.
Have fun with the story.
Karina Uzeltinger and Daiana Agesta

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

The Jungle Book

A) Order.

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

The Jungle Book

B) Match.

BEAR BOY ORANGUTAN PANTHER SNAKE TIGER

C) Count and colour.

3
8
5
10
7
4
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18 PHOTOCOPIABLE
S
Seesaw
ICT FOR THE
ENGLISH CLASS

eesaw is a digital portfolio

where students can display
their work. It is a learning
journal which empowers
students to create, reflect,
share and collaborate.
Teachers can choose to use Seesaw in
various ways: as a public place where
students share their work and reflect on
their learning, or more privately where
direct feedback is given to students.
Teachers can decide if students can see one
another’s journals in their classes, and if
students can like or comment on posts.
An important feature of Seesaw is that
families can be invited to see their child’s
work and keep updated on their learning.
It is important to note that nothing is
shared without the teacher's approval.
Teachers get notified when students add
posts and have the opportunity to review
any comments before they are posted, to
ensure that feedback is constructive and
appropriate.
You can download the Seesaw App or use
it on the web.
First, enter the site web.seesaw.me and
select I’m a teacher. picture; also add videos, drawings or anything from the
camera roll.
Secondly, create a class and give it a name and grade
level. When teachers approve elements, parents are
automatically notified. When something new is added,

● class code sign in: designed for young learners and

Students sign in according to two different ways: parents get notifications. They can decide if they want
them via email, push or text message. Once they follow

● email/google sign in: designed for students who can

shared devices. No username or passwords are required. the notification, they can see what is going on in the
classroom in real time.
remember email addresses and passwords. We hope your students succeed in sharing their learning
Students can post photos, artwork, videos, activities, with Seesaw!
notes, projects. They can easily add items by taking a Fernanda Valle
 The Ea r th: Home For Colours
And Shapes
can do to take care of it. Encourage them to say what
they do to take care of their room (Elicit phrases such as
General Aims “tidy up”, “make my bed”, “pick up the toys and clothes
• To boost learners interest in and concern over the from the floor”, etc.). Explain to them that in the same

S
environment.
• To make learners aware of their responsibility for
taking care of the Earth.
• To teach and revise vocabulary related to world
landscapes, biodiversity and the importance of trees.
how students a physical world map, and ask
students what they see. Elicit vocabulary
such as oceans, continents, mountains,
grass, land, rivers, and ice. (Students may
use L1, so provide their English
counterparts as they come out and write
them on the board). Furthermore, you can also draw
learners' attention to the range of colours shown on the
map (brown, green, yellow, blue and white), and what
they represent. Next, ask what the world map as a whole
stands for. Elicit the word “planet”. Ask students what
the name of our planet is.
Write the phrase “living beings” on the board, and ask
students what it means. Elicit names of animals and
plants. Classify the animals into insects and other
categories. Then, tell them to do activity A on page21.
Finally, divide learners into groups and tell them to write
as many words they know to complete the chart.
Write We live on the Earth on the board. Ask students
what we stand for (namely, humans, other animals,
plants, insects and microorganisms). Tell students
to think whether living beings and the Earth are
different things, and how they are connected.
Moreover, you may suggest that the Earth itself as
a whole might be “alive”. Encourage students to
say what they think. Allow use of L1.
Introduce the idea that if the Earth is our home,
we are responsible for it. Ask students what we
way as we are responsible for keeping a room tidy, we
are also responsible for helping to keep the Earth
beautiful and safe.
Ask learners if they have trees or plants at home; if they
or their parents water them, and if they think trees are
important. Then, show the following video about the
importance of trees https://www.youtube.com/watch?v
=PQwuog7_wmg. After watching the video, ask
students: Do you now think trees are important?
Encourage reflection on what they thought before,
about the importance of trees and what they have now
learned. Draw students' attention to how trees reduce
soil erosion, help avoid pollution and are the habitat of
many species. Watch the video again, and then tell
learners to do activity B on page21.
Let’s keep a plant in the classroom! And lets’ do
even more, and recycle by turning a plastic bottle into a
nice pot.
First, buy or collect from a garden the seeds and soil for
the plant. Divide the class into groups, each group cuts
plastic bottles in half, and discard the top. They can even
decorate the bottom halves. Tell them to make a small
hole at the bottom of the pot. Then, they put the soil
into the pot, and scatter the seeds onto it. Finally, they
water the seeds. Enjoy helping life grow in your own
classroom!
Carla Mattioli

Sources and References

http://www.ecology.com/ecology-kids/
Sahtouris, E.; Gaia, la Tierra Viviente. El itinerario de la conciencia
del caos al cosmos.; Planeta – Nueva Conciencia; 1994.
https://en.wikipedia.org/wiki/Elisabet_Sahtouris
https://en.wikipedia.org/wiki/Soil_erosion
https://www.kidsplayandcreate.com/teach-kids-abou-
recycling-recycling-facts-for-kids/
https://www.youtube.com/watch?v=PQwuog7_wmg
https://www.youtube.com/watch?v=q2dJzLHT7po

20
 Level: A1 Age: Very Young Learners

The Earth: Home For Colours And Shapes

A) Put the words into the correct column.

TREE GIRAFFE MOUSE HUMAN BEING SPIDER PLANT WORM

HORSE ANT BEE SNAKE ROSE MUSHROOM BIRDS

PLANTS ANIMALS

B) Complete the text with the words below.

STRONGER FOOD HOME FRESH AIR EROSION

WHY DOES EARTH NEED TREES?

Trees give us ____________________ to eat and ____________________ to breath. They

are ____________________ of many animals, like birds.

Also, trees make soil ____________________ and prevent soil ____________________.

Key: B) Food, fresh air, home, stronger, erosion.

PHOTOCOPIABLE 21
 Level: A1 Age: Young Learners/Teenagers/Adults

Planet Earth
A) Answer.
1) What's the name of our planet?
2) Do you know any other planets?
3) What is the shape of our planet?

B) Read.

Our world is called planet Earth. It has large land masses known as continents and
water bodies known as oceans. There are 6 continents and 5 oceans on Earth.

Name the 6 continents and 5 oceans on Earth. Search the web and locate them on a map.

C) Complete.
LARGER - COLDER - HOTTER – SMALLER
1) Asia is ........................... than Europe.
2) Africa is .......................... than America.
3) Antarctica is ........................... than Australia.
4) Australia is ........................... than America.

D) Find out: Which is the...

1) largest continent?
2) smallest continent?
3) hottest continent?
4) coldest continent?

E) Read.

Our world has got beautiful places. The geography of every continent is different.
There is lake Titicaca in Perú (America), Mount Everest in Nepal (Asia), Serengeti
savannah in Tanzania (Africa), Iguazú Falls in Argentina and Brazil (America), huge
icebergs in Antarctica, and so on.

Locate the places named in the text on a map. Find two more for each of the following categories and locate them on
the map as well: lake, mount/mountain, falls. Search the web and do the same with the following features:

a) lake: e) coral reef:

b) mountain: f) river:
c) falls: g) desert:
d) volcano:

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22 PHOTOCOPIABLE
 Level: A1+ Age: Young Learners/Teenagers

Places
A) Match these pictures with the words.

STREAM

MOUNTAIN

LAKE

RIVER

BENCH

JUNGLE

1) Circle the odd one out. Which word/picture does not belong?

B) Categorize the places and animals below into these categories.

CHEMIST'S VALLEY HOSPITAL PARK SNAKE

MONUMENT MONKEY DOG PARROT WATERFALL THEATRE

CITY COUNTRY/WILDERNESS

C) Write there is / there are / there isn't / there aren't.

1) In Patagonia, _____________ lakes like Nahuel Huapi in Bariloche and Lácar in San Martín de los Andes.
2) In Mendoza, Argentina, _______________ a park called San Martín.
3) In Buenos Aires, Argentina, _____________ a lot of theaters like Colón, Maipo, San Martín, Metropolitano.
4) In Bahía Blanca city, Argentina, ____________ a national bank opposite Rivadavia square.
5) In Neuquén city, Argentina, ____________ a monument called “Obelisco”.

Download another photocopiable activity from www.ediba.com

24 PHOTOCOPIABLE
 Level: A1 Age: Young Learners/Teenagers

Places
D) The Amazon forest.

1) What does it mean? Translate this phrase into your language.

“LIFE IS CHANGING IN THE AMAZON FROM ROAD BUILDING, OIL AND LOGGING.”
2) Make a list of possible problems for people living in the forest today.
3) Choose a title for this video: https://vimeo.com/36702747.
4) Watch the video again and complete.
RIVER, CANOE, RAINFOREST, HAPPY, SWIM, MONKEYS, SNAKES, FISH.
a) The children live in the ________________ of Ecuador.
b) There is a ________________ called Napo.
c) There are spiders, ________________, ________________ and butterflies in the rainforest.
d) Anna likes to ________________ in the river.
e) Jefferson likes to ________________.
f) They go to school by________________.
g) Lizbeth is ___________________ about the road and the cars, but she's not happy about the destroyed trees.

E) Choose a region to describe. Make notes about it by answering these questions.

WHERE IS IT? WHAT PLACES AND ANIMALS ARE THERE?

__________________________________________ __________________________________________

WHAT PROBLEMS ARE THERE? WHY DO I CHOOSE IT?

__________________________________________ __________________________________________

WHAT CAN KIDS DO THERE? EXTRA INFORMATION

__________________________________________ __________________________________________

F) Complete this description with there is – there are, or the negatives (X) there isn't – there aren't.

Península Valdés in Patagonia is a site of global significance for the conservation of marine mammals. For example,
(1)________________________ whales and sea lions in the area. (2) ________________________ a species of whale
called Orca between August and December.
(3) ________________________ important breeding colonies of shorebirds. Actually, (4) ____________ 181 bird species,
including the Lesser Rhea, the White-headed Steamer Duck, endemic to Argentina, and the migratory Snowy Sheathbill.
(5) ________________________ an island near called “Isla de Los Pájaros” and you can see the sea on your right and on
your left while driving the car. In the photo, you can see (6)________________________ a chapel on the island, too.
(7) ________________________ (X) bars, discos or shopping malls in Valdés, but you can have a lot of fun!

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

PHOTOCOPIABLE 25
 Around the World rs

T
in 17 (Correct ) A n sw e
he following is a fun game in which Each question has four options. There is only one correct
students have to travel around the globe answer per question.
thanks to their knowledge. Divide the class into two groups. A representative of
In order to play the game we need: each team will throw the dice. The first group to begin
-The board from a downloadable page will be the one who gets the highest number.
(world map) To play the game, each group throws the dice to find out
-The question cards which continent they should start from: 1: Oceania, 2:
Europe, 3: South America, 4: Africa, 5: North/Central
-A dice America and the Caribbean, 6: Asia. From then on, each
-Two tokens or coins that will represent each team on team decides where they continue their journey. Both
the map (board) teams will always answer one question alternately.
The objective of the game is to be the first team to travel Each team chooses a question card according to the
around the world, visiting the 6 continents. The only continent they start from. The teacher reads the question
way of leaving a continent is by answering a number of and gives the four choices as answers. If students answer
questions correctly. The number of correct answers to correctly, they move to the next spot on the map; if they
leave each continent is the following: Oceania: 1 correct do not guess the answer, they stay in the same place.
answer, Europe: 4 correct answers, the rest of the
continents: 3 correct answers.

N
NO NE

O E

SO SE

Escala gráfica
0 1000 2000 3000 4000 km

26
 Level: A2+/B1 Age: Teenagers

Around the World in 17 (Correct) Answers

Question Cards.

OCEANIA OCEANIA OCEANIA

1) One of the following species of 2) Which rugby team is called “All 3) Most of the outdoor scenes of the
animals is not native to Oceania. Blacks”? movie “The Lord of the Rings” were
a) Kangaroo a) Australia’s filmed in this country.
b) Dingo b) Fiji’s a) New Zealand
c) Kiwi c) New Zealand’s b) Vanuatu
d) Giant Panda d) Samoa’s c) Australia
d) Tonga

OCEANIA OCEANIA OCEANIA

4) Which is the main language spoken 5) What is the name of the small island 6) Which is the second largest country
in the south of Australia, which gives
in New Zealand and Australia? after Australia?
the name to a famous cartoon
a) French character? a) Papua New Guinea
b) Dutch a) Kiribati b) Solomon Islands
c) English b) Tasmania c) New Zealand
d) Maori c) Crocodile Islands d) Fiji
d) Rabbit Island

EUROPE EUROPE EUROPE

1) Which city was divided in two by a 2) Which is the currency of the 3) Which is the smallest European
wall during the Cold War? European Union? state?
a) Moscow a) Lira a) Vatican City
b) Vienna b) Dollar b) Belarus
c) Berlin c) Mark c) Serbia
d) Madrid d) Euro d) Switzerland

EUROPE EUROPE EUROPE

4) Which of the following countries is 5) The Nazi movement was founded in 6) Which country has a colder
still a kingdom? this country. weather?
a) Spain a) Austria a) Greece
b) Germany b) Russia b) Finland
c) France c) Germany c) Portugal
d) Lithuania d) Poland d) Malta

EUROPE EUROPE EUROPE

7) Which of the following countries is 8) The United Kingdom is formed by 9) One of the following ancient
not an island? England, Scotland, Northern Ireland and civilisations is not originally from
a) Cyprus what other country? Europe.
b) Iceland a) Wales a) Romans
c) Malta b) Luxembourg b) Celts
d) Belgium c) The Republic of Ireland c) Moors
d) Liechtenstein d) Greeks

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PHOTOCOPIABLE 27
 Level: A2+/B1 Age: Teenagers

Around the World in 17 (Correct) Answers

Question Cards

EUROPE EUROPE EUROPE

10) When the Soviet Union was 11) Which of the following is the 12) Which was the most important
dissolved, how many countries became northernmost city. means of transport of the Vikings?
independent? a) Rome a) Horses
a) 5 countries b) Paris b) Carts
b) 11 countries c) Athens c) Kayaks
c) 15 countries d) Lisbon d) Longships
d) 18 countries

EUROPE EUROPE EUROPE

13) The Principality of Monaco is 14) The region of Scandinavia 15) The Greenwich Meridian crosses
surrounded by which country? comprises what other country besides this city and gives its name to a
a) Germany Norway and Sweden? neighbourhood.
b) Spain a) Denmark a) Zurich
c) France b) Germany b) Dublin
d) Italy c) Estonia c) Amsterdam
d) Austria d) London

EUROPE EUROPE EUROPE

16) Which is the largest country on the 17) One of the following musical styles 18) How is the body of water that
continent? was originated in Europe. separates England from France called?
a) Germany a) Rock & Roll a) Bay of Biscay
b) Romania b) Classical music b) English Channel
c) Russia c) Reggae c) North Sea
d) Ukraine d) Soul d) Danube

SOUTH AMERICA SOUTH AMERICA SOUTH AMERICA

1) Which is the official language in 2) Where are the ruins of Machu 3) Which country takes its name from
Suriname? Picchu situated? an Italian explorer?
a) English a) In Ecuador a) Ecuador
b) French b) In Bolivia b) Venezuela
c) Portuguese c) In Peru c) Colombia
d) Dutch d) In Paraguay d) Guyana

SOUTH AMERICA SOUTH AMERICA SOUTH AMERICA

4) Which is the oldest city in 5) Which are the two most spoken 6) Which of the following countries is
Argentina? languages in South America? not crossed by the Andes?
a) Santiago del Estero a) Spanish and English a) a) Chile
b) Córdoba b) Spanish and French b) Colombia
c) Buenos Aires c) Spanish and Guaraní c) Paraguay
d) Salta d) Spanish and Portuguese d) Bolivia

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28 PHOTOCOPIABLE
 GENDER EDUCATION
Level: A1/A2 Working with Short Films Age: Teenagers

In a Heartbeat
A) Describe the relationships shown in these photographs. What kind of love do they portray?

B) This is Sherwin, the protagonist of the short film. Guess what

happens to him in the story.

C) The title of the short film, In a Heartbeat, is an

expression. Guess or choose the right option to learn its
meaning. Then, check your answer with your teacher.

1) deeply in love
2) very quickly, without needing to think about it
3) a heart that beats fast

D) Watch the short film at: https://www.youtube.com/watch?v=2REkk9SCRn0 or https://www.hollywoodreporter.

com/video/a-heartbeat-full-animated-short-film-1070771.

E) Discuss with your classmates what is special or different about In a Heartbeat. Then, complete the plot
summary with verbs from the box to find out more about it.

HAS IS PASSES IS FALLS SHOWS JUMPS

In a Heartbeat 1) ________________ a silent four-minute animated short about a boy who 2) ________________ deeply in
love. It is a simple, yet sweet story, because it 3) ________________ how the protagonist falls for his classmate, and how the
latter reacts as he finds out. What 4) ________________ peculiar about it, is that it is unusual for animated or children’s films
to include homosexual (LGBTQ+) characters. Sherwin definitely 5) ________________ a crush on Jonathan and his heart
6) ________________ out of his chest as he 7) ________________ by. Literally!

PHOTOCOPIABLE 29
 Level: A1/A2 Age: Teenagers

In a Heartbeat
Directors: Esteban Bravo and Beth David
Music: Arturo Cardelús
Production company: Ringling College of Art
and Design
Distribution: YouTube
Release Year: 2017
Country: the USA

F) Read the text in activity E again, and find the expressions that mean the following.

1) fall in love 4) uncommon, infrequent

2) cute 5) walk by
3) schoolmate 6) special, unique

G) Match the sentences’ halves to complete the sequence of events.

1) Sherwin is… a) … and merge into one.

2) He arrives at school and is nervous… b) … waiting for Jonathan, who is his secret crush.
3) He hides behind a tree as… c) … gives him his heart’s half back.
4) Jonathan is reading a book… d) … he sees Jonathan pass by.
5) Suddenly, the protagonist’s heart jumps out of his e) … because his schoolmate keeps the other half as
body and… it breaks.
6) Sherwin tries to get his heart back, but… f) … and about to eat an apple.
7) Inside the school, he just takes half of his heart g) … stare at them and Sherwin runs away.
back… h) … goes after Jonathan.
8) Other students… i) … he just jumps into his crush over and over again.
9) Eventually, Jonathan joins him by a tree and… j) … a ginger-haired boy who is very shy.
10) In the end, both hearts glow…

H) Discuss with your partner, or in groups, the following questions.

1) How old do you suppose the characters are? Why do you think so?
2) What kind of love does the film depict?
3) What process of self-acceptance does Sherwin begin?

If you are interested in knowing what the directors answered when asked the same questions, check this interview at:
https://whoaskedyoublog.wordpress.com/2017/05/22/interview-with-the-creators-of-in-a-heartbeat/.

I) Let’s film our own love stories!

- In small groups, write the script for your love story. Include the following elements:
1) Characters, setting (time and place), main events, ending.
2) A short dialogue between the protagonists.
- Shoot the film and show it to your classmates and teacher.

Sources and References

https://dictionary.cambridge.org/es/diccionario/ingles/in-a-heartbeat; https://www.theguardian.com/film/2017/aug/04/in-a-
heartbeat-short-film-youtube; https://en.wikipedia.org/wiki/In_a_Heartbeat_(film)

classmate, 4) unusual, 5) pass by, 6) peculiar; G) 1) j, 2) b, 3) d, 4) f, 5) h, 6) i, 7) e, 8) g, 9) c 10) a.

Key: C) 2) very quickly, without needing to think about it. E) 1) is, 2) falls, 3) shows, 4) is, 5) has, 6) jumps, 7) passes; F) 1) fall for, 2) sweet, 3)

30 PHOTOCOPIABLE