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Nº 103
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For the entire Spanish territory ISSN 1698-5133
 ou are ou are
Y AMAZING. brave.
Y

2
You are strong.
 Dear colleagues, Page 2:

Contents
This month The Teacher’s Magazine brings a lot of activities on the sea. First, there Notes
is the story The Little Mermaid that could be used to teach, revise or evaluate Pages 4 to 8:
different topics, like colours and numbers. Then, there is a unit on Sea Animals, Phonics for Kids
so very young and young learners can learn more about the topic.
Pages 9 to 10:
There is a lesson plan to work on the seasons, called The Seasons and the The Football World Cup
Senses, and another to work on summer in particular.
Pages 11 to 17:
Nasal consonants are introduced in our Phonics for Kids section with different
The Little Mermaid
activities for young learners.
Pages 18 to 22:
Last, you’ll find an End-of-the-year Certificate, so you can make copies for each
Sea Animals
of your students.
We hope you enjoy this issue as much as we do.
Pages 23 to 25:
Karina Uzeltinger The Seasons and the
Editor-in-Chief Senses
Pages 26 to 29:
A World of Summer
Page 30:
End-of-the-year
Certificate

Poster 1:
The Football World Cup
Poster 2:
The Little Mermaid
Poster 3:
Sea Animals

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photocopiable activity
from www.ediba.com

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3

Objectives
• To provide effective guide and support for students
to learn how the spoken word is represented.
• To suggest activities that scaffold the pathway
towards literacy.
A
• To achieve and predict accurate written
representation of nasal sounds.
• To revise vowel sounds.
s it has been pointed out in our May issue,
nasal consonants are one of the first sounds
native speakers acquire. Since you have probably
been working with vowels, it is very important
that through the following activities, you bring
about those, together with these consonants, to help kids
build the proper written representations of spoken words.
These consonants, nasals, share with plosives the fact that
a total closure is made within the mouth. This feature is
fairly simple for youngsters to achieve, and easily shown to
those who cannot. However, the lower position of the soft
palate for the pronunciation of nasal sounds demands
proprioception skills that children are still learning to
grasp. Those skills are the ones that make us aware of the
body muscles that are activated when we move.
Bear in mind that letter <m> is one of the most reliable in
terms of correlation spelling-pronunciation, it is always
pronounced /m/. /ŋ/ is regularly spelt <ng>, but /n/
may pose some difficulties since it could be spelt <kn, gn,
pn> apart from the usual <n>.
To make connections between spoken sounds and their
written representation demands that first, there is an
awareness of the existence of said sound. The association
is made even more easily if that sound can be properly
reproduced. Therefore, an easy exercise to practise with the
little ones, is to ask them to close their mouths at their lips
and make their vocal folds vibrate, hence producing the
/m/. Then, you may ask them to place the tip of their
tongues behind their upper teeth and vibrate their vocal
folds to articulate /n/. Once those two sounds have been
achieved, you can move on to very exaggeratedly show
them how to articulate /ŋ/.
Since youngsters love listening to stories from their
teachers, it is a nice idea to have them sit comfortably in a
circle and explain that you are going to share with them
4
something that happened to you. It is very important that
you exaggerate the /m/ sound and ask kids to repeat after
you.
“Yesterday, I was feeling hungry.” If you have read the story
“The Very Hungry Caterpillar” you may compare yourself
to it.
“I wanted something yummy to eat, something magical,
something that started with M. What do you think I wanted
to eat?” Elicit from the children food words that begin with
<m>. Possible answers are: milk, mushrooms,
macadamia, mackerel, mango, mint, muesli, mussels,
mandarines, maple syrup, molasses, mulberry, mustard.
Now, you could play the following song featuring the letter
/m/: https://www.youtube.com/watch?v=rGbncOU3qlc.
On the second take, play it and stop after a few beats for
kids to repeat. Finally, work together to invent a new
stanza for the song. On photocopiable page 6, you will
find activity A, in which students will see lots of pictures,
but no words. If possible, make a blown out copy of each
picture and ask youngsters to name them and predict
spelling. Copy the words on a board or on a poster and
highlight letter <m>. Hand out one copy of activity A for
each kid, and tell them to colour the boxes where there are
words that contain letter <m>. When they finish
colouring, they will discover the magical letter.
After all this work, you may point out that letter <m> is
so magical that sometimes, it has the power to make other
sounds disappear. Take out flashcards with the words
autumn, climb and lamb. Elicit from children what
happens to the last letter in each of the words shown, and
ask for more words with the same characteristic (examples:
silent n: column, condemn, hymn, solemn; silent b: bomb,
comb, crumb, dumb, limb, numb, thumb)
Photocopiable activity B on page 6 has been designed so
that children practise with these silent letters that appear
written after <m>.
Now it is time to introduce letter <n>. The song at
https://www.youtube.com/watch?v=BJf3NgEJ6Ds is
super fun and will scaffold the pathway to learning words
in context. Elicit more words with <n> and invent new
sentences that you could sing to the tune. Activity C shows
a maze in which children have to choose words
pronounced with /n/ to get to the N-box, and words
pronounced with /m/ to get to the M-box. In this way, they
start to discriminate between those sounds, but this time
seeing the written word, so they begin with easy practice to
then move forward to activity D, in which they have to
provide the correct letter.
As it has been pointed out before, /ŋ / is mostly spelt
<ng> and in few cases <nk>, hence practice should
focus on its proper articulation rather than its regular
spelling. Activity E is presented so that the words are read
out loud and repeated to provide plenty of oral practice.
Use the cards available to play bingo. Students who have a
card that contains the word you say have to repeat it. If
you say monkey, and they have it, they must repeat it
before crossing it out. The first one to cross all the words
out, calls Bingo!. The words that you will need to cut out
and put in a bag to play the game are: sing, tongue,
hungry, monkey, angry, tinker, finger, donkey, and thing.
The words have been chosen because they contain vowels
that students still need to practise and associate with the
written representation, so point those sounds out as well. It
would be great if you could prepare flashcards with
pictures and words, read them, ask kids to repeat after you,
invent sentences or even a song or poem together, and
then start playing the game.
Make the most of these magical sounds!
Agustina Negretti
5
 Level: A1 Age: Very Young Learners/Young Learners

Phonics for Kids

A) Colour the boxes with words that contain M, and discover.

Download another photocopiable activity from www.ediba.com

B) What letter is missing? N or B?

THUM_ AUTUM_ LAM_

BOM_ COLUM_
6
 Level: A1 Age: Very Young Learners/Young Learners

Phonics for Kids

C) Choose and find the right way out.

WORM
MEAT MOUSE LEMON
NOSE CAMEL

MONKEY LAMB
SUN
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PEN
SNAKE M
NURSE
N
D) M or N?

_ONKEY _URSE _OODLES

_OUTH _OSE _ONSTER

7
 Level: A1 Age: Very Young Learners/Young Learners

Phonics for Kids

E) Bingo!

SING ANGRY FINGER MONKEY

MONKEY HUNGRY HUNGRY TONGUE

TONGUE TINKER SING ANGRY

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DONKEY HUNGRY TINKER HUNGRY

TONGUE SING MONKEY DONKEY

FINGER MONKEY FINGER SING

TINKER FINGER

DONKEY MONKEY

SING HUNGRY

8
 The World Cup
Working with the Poster
On poster 1, there is a scene to find different items.
According to students’ age and level of English, you can
ask them to do some of the following activites:
With children, ask them to find objects of different colours,
for example Find or Point to something (blue).
Use the poster to
• find the mascot,
• find the World Cup,
• count the balloons and say their colours,
• find a shoe,
• describe or tell what colours the flags are,
• find the ambulance,
• count how many players there are,
• find people wearing hats,
• count how many police officers there are,
• find people from different countries,
• count the umbrellas and say their colours,
• find different pets (a cat, a dog, a goldfish),
• describe what people are wearing,
• find a person wearing winter clothes,
• count the flags (do not forget there are flags among
the audience as well),
• find the exit, etc.
Discuss with students about the stereotypes presented:
Why the public is mostly white in ethnicity? Why aren't
there any spectators from the far East countries? Why do
vocabulary and grammar structures (e.g.: present simple,
we imagine certain ethnicities in a determined way? Why
continuous, conditionals, relative clauses, and so on).
do we imagine people from certain countries or regions in
Students can choose to write about the following scenes
a determined way? Find pictures of the public at a football
between:
match and compare with the public in the poster. Are there
any similarities and differences? Do an Internet search to – A policeman and a player doing cartwheels
find the different ethnicities within Russia, your country – A defender and a striker
and any other country, are they represented in the picture?
– Two friends taking a selfie
With older students, introduce words related to football:
– A man wearing a cap and a woman, on the left
players, referee, lineman, goal, goalkeeper, etc. Ask
students to describe what different people are doing As a follow-up activity, they can choose different characters
(standing, sitting down, eating a hotdog, running, dancing, to write more dialogues or even a paragraph telling what
drinking, wearing winter clothes, standing on their hands, happened during the match.
etc). Find whose countries the flags are, and which of Divide the class into groups and ask each group to
those are not competing in this year World Cup. investigate about a country participating in the World Cup.
You can make a competition. Divide the class into teams, Ask each group to present their country either orally or
to find the first 5 items mentioned, and to place a post-it or using a slideshow presentation. Vote for the best one.
flag on them; the next team should find the following 5 Tell students to make predictions about which team might
items, placing another colour post-it or flag, and so on. win the World Cup. Remind them to justify their choices.
Time each group and the fastest team will win a “golden This activity is great to revise the superlative form of
ball” (you can colour a ball using golden paint). adjectives and modals for prediction.
In pairs, students write dialogues to tell what people are Once the World Cup is over, you can still use the poster to
saying. Depending on their level, they can use different revise already learned vocabulary.

9
 Download another photocopiable activity from www.ediba.com
Age: Very Young Learners

The World Cup

A) Colour.

10
 e Lile Mermaid
Lesson Plan
This well-known story is aimed at very young learners and
young learners at pre-A1 level. Throughout it, students will
revise colours and numbers, learn new vocabulary and
expressions.
Target language:
• Little Mermaid, prince, Sea Witch, crab, fish, ship, storm,
shell, seagull, beach, tail, legs.
• Give me + object
• He/She + present continuous.
Start by presenting the first picture in the poster. Ask what
story children think it is, and if they know it. Introduce key
vocabulary: Little Mermaid, fish, crab, ship, prince, storm.
Draw students’ attention to the ship and the prince falling.
Children predict what happens next.
Show the next picture and check children’s predictions.
Introduce beach. Ask kids if they like going to the beach,
what beach they usually go to, when they go to the beach,
etc.
In the next picture, a new character appears. Ask children
if they know who she is. Introduce the word Sea Witch.
Help students describe both characters. Revise parts of the
body. If students do not know tail, teach it. Let students
predict what Little Mermaid asks for and what the Sea
Witch wants in return. Introduce the phrase Give me …
Go around the class asking children to give you different
items. Ask for them politely and thank them when they
give them to you. Tell children to predict what the shell
is for.
Present the next picture. Point out the necklace and ask
what kids can see (the shell), and what there is in it (Little
Mermaid’s voice). Point to Little Mermaid and the prince
meeting, remind students that she has no voice, so she
cannot speak.
The following picture displays the scene in which the Sea
Witch arrives at where the prince and Little Mermaid are.
Let children observe the picture in detail and ask what is
going on, accept replies in L1, but answer them in English.
Introduce the seagull and what it does. Ask children to
predict what will happen next.
Show the last picture and check students’ predictions. Ask
children to mention all the characters they can see to revise
new vocabulary.
Now, read or tell the story. Ask children to draw their
favourite part.
Retell the story making mistakes for children to correct. For
example: Little Mermaid lives in the sea with her friends,
Crab and the Sea Witch, for students to say: No! Crab and
Fish.
Students order the story on page 13 With older students,
they can cut the dialogue balloons on page 17 and paste
them onto the right picture.
Revise or teach He and She. Place a picture of the prince
and say He is a prince; then, place the picture of Little
Mermaid and say: She is Little Mermaid. Ask students to
repeat. Show the picture of the Sea Witch, and ask if
children should say He or She. Make the distinction if kids
do not realize it. Do the same with other characters
11

students are familiar with.
Bring to class objects kids are familiar with. Ask a child to
give you one of them. Present a mini-dialogue:
A: Give me a (ball), please
B: Here you are
A: Thank you.
Students repeat the exchange after you. Let students role
play the dialogue asking for different items.
With older students, use the story to introduce or revise
present continuous. Say sentences for students to find the
correct picture:
He’s falling.
She’s swimming.
It’s flying.
She’s disappearing.
Students then do activity C on page 17.
Make several blown-up copies of the pictures in activity A
on page 16. Place a different number of items on the board
and ask children to count how many there are. Students do
activity B on page 14.
In activity C on page 15, students have to trace the
different items to take Little Mermaid to the beach. Show
kids the pattern, and ask them to name the different
objects while they are working. If you want, tell them to
colour the crab in red, the fish in blue and the shell in
yellow.
Use the third picture in the story to compare the Sea Witch
and Little Mermaid. You can use a Venn diagram. Students
can either write words or draw pictures. Use the same
12
Story
Little Mermaid lives in the sea with
her friends, Crab and
Fish. One day, there is a terrible stor
m, and Little
Mermaid, Crab and Fish come up to
the surface. They
see a ship, a big ship. And look! The
prince is falling off
the ship!
Little Mermaid swims really fast and
rescues the prince.
She takes him to a beach.
Little Mermaid goes to the bottom
of the ocean to visit
the Sea Witch. She can give Little Mer
maid legs, but at
the same time, takes her voice and
puts it into a shell.
The Sea Witch wears the shell arou
nd her neck. Look!
Little Mermaid meets the prince. Oh,
no! She can’t speak.
Little Mermaid and the prince are happ
y, but the Sea
Witch appears.
Look! A Seagull! The seagull takes
the shell from the Sea
Witch, it falls and it breaks down! Littl
e Mermaid can
speak again! Little Mermaid and the
prince are very
happy. And the Sea Witch? She disa
ppears and never
comes back again.
technique to compare Little Mermaid as a sea creature and
as a girl.
You can also compare this story to other versions. Search
the web and find videos and books.
Discuss how people communicate when they cannot speak
or hear. Talk about the sign language and bring an expert
to teach some words to kids. You can also ask them to find
a song in YouTube in sign language to teach to Little
Mermaid when she could not speak.
Have fun with the story.
Daiana Agesta and Karina Uzeltinger
 Level: A1 Age: Very Young Learners/Young Learners

The Little Mermaid

A) Order.
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13
 Level: A1 Age: Very Young Learners/Young Learners

The Little Mermaid

B) Count.

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3

14
 Level: A1 Age: Very Young Learners/Young Learners

The Little Mermaid

C) Follow the path. Colour.
Download another photocopiable activity from www.ediba.com

15
 Level: A1 Age: Young Learners

The Little Mermaid

A) Match.

LITTLE
MERMAID

SEA WITCH

Download another photocopiable activity from www.ediba.com

PRINCE

FISH

CRAB

SEAGULL

SHELL

SHIP
16
 Level: A1 Age: Young Learners

The Little Mermaid

B) Cut the balloons below and glue them in the correct place in the story.

LOOK! A STORM!
GIVE ME THERE’S A SHIP.
OH, NO! THE PRINCE
PLEASE,
GIVE ME LEGS!
YOUR VOICE! OH, NO! IS FALLING!
YOU’RE SAFE NOW.

C) Match.
Download another photocopiable activity from www.ediba.com

He’s falling.

She’s swimming.

It’s flying.

She’s
disappearing.

17
 Sea Animals
T
his lesson plan can be used on its own or as a Help children describe each animal in the poster, pointing
part of a project that includes The Little to different parts of the body, colours, and saying whether
Mermaid. Throughout this lesson, children will they can swim.
learn about life under the sea and carry on Present some information about these animals.
different activities that include colouring, matching,
singing, describing and classifying.
Whales
They are mammals. They need
Objectives to breathe air.
• To learn about some of the animals that live under the The blue whale is the biggest
sea. animal alive.
Some whales have no teeth
• To practise talking about sea animals.
and eat plankton and krill. Others eat fish.
• To classify animals according to different criteria. The baby whale is called a calf.
• To sing an ocean-themed song. On this site, you can find more information about whales
http://us.whales.org/whales-and-dolphins/facts-about-

Linguistic content whales.

• Animals living in the sea: whale, seahorse, octopus,

dolphin, jellyfish, starfish, fish, shark. Seahorses
• Parts of the body: head, arms, tail, snout, gills, scales, They are fish. They have
fins, tentacles, body, eyes. gills but no fins.
• Animal classification: vertebrate, invertebrate, mammal, They eat shrimp.
fish. The baby seahorse is called
• Adjectives: big, small, long, colours. a fry.
• Structures: it's got/it hasn't got, it can/can't.
More information
https://www.theseahorsetrust.org/seahorse-facts/.
Lesson Plan
If you have been working with the story The Little
Mermaid in this issue, ask children what animals live
under the sea. They already know fish, shell and crab, they
Octopuses
They have got eight arms
may also know turtle if you have presented the animals in
and a bulbous head. They
our November issue and penguin if you worked with the are boneless.
unit in previous issues. Introduce the animals in poster 3, They eat shrimp, lobsters,
and ask if they know them. If children say their names in and fish.
L1, model it in English for kids to repeat. Ask if they have Baby octopuses are called
seen any of them, and to tell you where. Accept answers in larvae.
L1. More information at
http://www.whalefacts.org/octopus-facts/.
Sing a song about sea animals from https://www.youtube.
com/watch?v=tL2zlFNfbFs.
Make blown-up copies of the pictures on the
downloadable page, give one to each child to colour. Go Dolphins
around the class asking what animal it is, while they are They are mammals.
working. Place blue paper on a wall, to pretend it is water, They eat fish, squids and
and ask children to place their animals on the blue paper. other animals.
You can use coloured card, crepe paper or tissue paper to A group of dolphins is
make seaweeds and waves. Make jellyfish using crepe called a school.
paper, paper plates and paint. Let students work together A baby dolphin is called a
in small groups. Display jellyfish from the ceiling in front calf.
of the “sea wall” to give the classroom an underwater feel. More information:
Use this to revise colours and parts of the body. https://defenders.org/dolphin/basic-facts.

18

Jellyfish
They are invertebrate. They have no
brain, heart, eyes or bones. Most of
them have tentacles. Their sting can
be painful and even deadly to humans.
They eat fish, shrimp, plankton and
other jellyfish.
More information at
https://www.natgeokids.com
/nz/discover/animals/sea-life/jellyfish-
facts/#!/register.
Starfish
They are not fish; they have no gills,
scales or fins. They are invertebrates.
They have a microscopic eye in each
of their arms.
They eat clams, fish and snails.
More information at
http://www.softschools.com/
facts/animals/starfish_facts/85/.
Fish
They have gills, fins, scales and a tail.
Some fish eat plankton and some also
krill or small fish.
They swim in schools.
Most fish reproduce by laying eggs.
More information at
http://www.sciencekids.co.nz/sciencefacts/animal
s/fish.html.
Sharks
They are fish. They have gills, and
fins, teeth and a strong tail.
They eat from plankton to seals
and other species of sharks.
Baby sharks are called pups.
More information at
https://defenders.org/sharks/basic-facts.
Sources and References
https://learnenglishkids.britishcouncil.org/es/cate
gory/topics/sea-animals
https://www.teachingenglish.org.uk/article/my-
sea-creature
https://clilresources.wordpress.com/2014/04/13/li
fe-under-the-sea/
https://www.education.com/lesson-plan/sharks-
yikes/
https://www.education.com/lesson-plan/all-about-
mr-octopus/
Arts and crafts:
https://www.kidssoup.com/activity/ocean-and-
ocean-animals-activities-lessons-and-crafts
https://teachers.net/lessonplans/posts/3556.html
https://dbsenk.wordpress.com/2011/04/11/the-
ocean/
http://completelykindergarten.blogspot.com.ar/20
12/05/as-end-of-another-school-year-creeps.html
Write on the board the words vertebrate and invertebrate.
Remind kids that vertebrate animals have got bones.
Classify the animals in the pictures in both categories, by
placing each animal under the correct column. Then, write
fish and mammal, and classify vertebrates into those
categories. Tell students that fish and mammals are
vertebrates. Children do activity D on page 22.
Put the pictures of the poster on the board. Give some
clues for kids to guess the animal, for example, It is an
invertebrate. It has eight arms, for them to say The
octopus! Divide the class into groups and let them play
using the pictures from page 20.
Make My sea animals book. Use the pictures from the
downloadable page and make copies, one for each child.
Have the cover and eight A5 sheets stapled together at one
side, so as to make a book. Kids draw a picture of the
ocean on the cover and write their names. On each page,
they glue one of the animals, colour it and write its name.
If they write in English, practise some sentences
beforehand on the board, and leave them there for
children to copy in their books. Once finished, students
take their books home to show what they have learned.
The links under Sources and References will take you to
amazing arts and crafts, decorations for the classroom and
other resources to enhance your lesson.
Download another activity
from www.ediba.com
19
 Level: A1 Age: Very Young Learners/Young Learners

Sea Animals
A) Match and colour.

WHALE

SEAHORSE

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OCTOPUS

DOLPHIN

JELLYFISH

STARFISH

FISH

SHARK

20
 Level: A1 Age: Very Young Learners/Young Learners

Sea Animals
B) Write.

HEAD ARMS
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C) Match.

SNOUT

NECK

TAIL

21
 Level: A1 Age: Young Learners

Sea Animals
D) Tick the right column.

INVERTEBRATE VERTEBRATE FISH MAMMAL FOOD: FOOD:

PLANKTON ANIMALS

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22
 The seasons and
the senses
Objectives germinator in a jar for students
to see the whole process.
• To introduce or practise vocabulary connected to
However, I find the following
the seasons.
option more eco-friendly and fun

T
• To have students experiment learning with different for kids. Take some cracked egg
materials. shells – at least, one per kid –,
• To enliven learning with an array of sensory stimuli. soil and seeds of a small size
(either grass seeds or basil,
parsley, or any other you can
think of). Instruct children to
he following activities have been designed draw a funny face on the
bearing in mind neurolinguistic needs young eggshell using, albeit carefully,
students have, and with the idea to stimulate a permanent ink marker. Add a
their learning processes through various tasks spoonful or two of soil, some seeds, and
and materials. While revising vocabulary associated with cover with more soil. Water with a sprayer, leave
the seasons, kids will be able to experiment and to develop near a source of light, and in a few days results should
their imagination. The activities could be carried out as a become visible! If you used fines herbes, the activity will
whole project on the topic, or adapted separately to have a plus, that will be the ability to smell and taste, as
complement a unit you are currently working on. well as see and touch the sprouts. Do not forget to provide
1.Explain to children that you are going to do some field and point out useful vocabulary in L2 throughout the
work. Tell them to take a pencil, some paper and provide process.
small containers (you may use empty bottles, jars, small Summer: Let's go to the beach! That may be a bit difficult
boxes, preferably materials that you would have otherwise to carry out, but with this task, students may bring the
discarded), and ask them to collect and draw whatever beach to the classroom. Elicit activities they do during the
they find curious outside. Give them enough time to do so,
and take everything back to the classroom. Once inside,
each child shows what they have drawn or collected.
Ask them about the textures, colours, temperature, smell
and even taste of the things they found. If you see that
none of the findings suffers seasonal changes, you pick
something (a leaf from a tree, a flower, a feather) that
does, and show it to the class.
2. Ask if they believe these things they discovered are
found all year round. Elicit the concept of seasons, and
provide the necessary words in English. Ask kids to
complete the poster you have previously prepared.
Produce a poster with two columns, one titled Changes
with the seasons, and the other Does NOT change with
the seasons. Once students classify pictures and
materials with your help, prompt them to reflect what
the elements in the first column have in common (they
have life – plants–, or are a part of a living creature –
feathers that animals change, leaves, etc.)
Now that you have revised the concept of seasons, you
can present different activities for students to further
grasp the concept.
Spring: Children associate this time of year mostly
with flowers and the blooming of nature. Therefore, a
nice activity to share together is growing plants or
vegetables. You can resort to the traditional seed

23
 The seasons
summer, sports that are easier to play at that time of the
year, and clothing they like wearing when it is very warm.
With that information floating in the air, provide some
bowls with brown cane sugar and ask children to taste it,
smell it and feel it in their hands and faces. Now provide
some bowls with drinking water with added salt and blue
food colouring. Again, ask kids to taste it and smell it.
With those, some glue and crayons or colouring pencils –
we advise against markers because the water may spoil the
creations–, tell the young ones to design a summer picture
collage. They may use the sugar as sand, the coloured
water for the sea and they could draw themselves doing
something they usually do during the summer.
Autumn: It is a typical but nonetheless interesting activity
to collect dry leaves during this season and work from
there on. Remember that these activities aim at awakening
all the senses, so encourage students to smell, taste, feel
and listen to the sounds dry leaves make. If you do not
have access to dry leaves, you could collect fresh ones
instead. During the class, talk about what happens in Winter: Feel the snow with the help of shaving cream.
autumn and what we do during this season. Help students Use it to “draw” 2-dimensional snowmen on black
collect fresh leaves, encourage them to spot the differences construction paper. An even better idea is to mix the
between dry and fresh leaves. Now, place a white sheet of shaving cream with cornstarch, save it in the fridge for
paper on top of the collected leaves. Elicit which colours some time and you will have the texture and temperature
are associated with these in autumn and show students of snow, though clearly not the smell. Children will love
how to transfer the shape and pattern to the page. Cut playing with this paste and you may elicit vocabulary
them out and wrinkle them to reproduce the sound dry associated with winter and winter clothes while they work
leaves make. on their snowmen.
You may design a miniature of a square or park using a Enjoy the changes the seasons bring about!
shoebox, some twigs and miniature toys and sprinkle it Use the model of the square and elicit the changes that
with the dry leaves for an autumn effect! have to be made to it according to the changes the different

24
and the senses
seasons provoke. Work together to revise vocabulary and to talk about what they have worked on and the result in
add colour, textures, sounds and even smells (using front of them.
scented candles or perfumes) to the miniature. It is a very nice idea to help them reflect on how they feel
It is a great idea to work on a flip book, although it may about learning this way, which words they remember the
be quite demanding if you are working with very young most and why they think that is, and which activities they
learners. You may provide 4 or 8 pages with the body found most interesting and would like to do again
shape and the lines along which they should cut. sometime.
Now ask children to draw on the shape according to each Enjoy these experiences because learning with the senses
season – it is suggested, that with very young learners makes sense!
you provide an outline at a time, and fully work on it Agustina Negretti
before changing.
Something very interesting that
you should try is to provide
textured paint, which you can do
adding sand, sugar, glue or small
pieces of paper to paint or
tempera, so that kids experiment
and can express themselves with
new vocabulary to describe how
they feel while painting or
fingerpainting.
Once they are pleased with the
final product, tell them to cut along
the lines, avoiding the left margin.
It is essential that you closely
supervise this task to ensure its
success. Once students have one or
two – your choice – drawings per
season, staple the pictures together
along the margin and suggest they
play interchanging parts. Go
around the class eliciting
vocabulary and asking youngsters

25
 A World of Summer
T his project is aimed at very young learners and
young learners. Throughout the different
activities students will be able to recognise,
identify and practise vocabulary and phrases
connected with summer in a variety of ways and
techniques such as drawing, colouring, sorting, role-
playing, TPR, etc.
Colourful summer
Use the Poster on the January Issue to introduce the topic
of summer and revise key vocabulary with students. Revise
the previous seasons and how the scenery changes.
Teach students the following chant. Students chant and
mime.
Summer is here
Let’s say hooray
Summer is here
Let’s play with clay
Summer is here
Let’s sing all day!
Game: Find, sort, and say! Divide students into
groups. Put some realia or flashcards inside two different
bags or boxes, one for each group. Give the bags to the
26
groups. Previously stick flashcards that represent different
categories such as summer food, summer clothes,
activities, etc. on the board. Ask students to sort the visual
aids into these categories. The first group that sorts all the
items first is the winner. You may ask students to tell you
more words belonging to the different categories to make
the game even more challenging.
Yummy!
Show students flashcards or videos about summer food,
such as fruit, ice cream, juice, smoothies, yoghurt, etc.
Kids express their preferences. Discuss flavours of ice
cream. Ask children to colour the ice cream cone on page
27 according to a flavour. Make an ice cream shop.
Introduce the following dialogue:
A: An ice cream, please.
B: What flavour?
A: Chocolate.
B: Here you are.
Practise several times. Divide the class into customers and
sellers. Students role play the dialogue.
Busy summer
With the aid of the poster in the January issue, revise what
different children are doing. Introduce any vocabulary
needed.
Play Simon Says, Follow the leader or any other action
game to revise summer activities.
Divide students into groups, and tell them that they are
going to create their own summer board game. Ask the
groups to draw summer objects and summer activities in
the blank grids. Create the rules of the game. Explain them
to students. Play in groups.
Show images, photos or videos of summer scenes or
holidays. Let children describe the images. Reinforce key
vocabulary for later tasks during this lesson. Let students
describe what people are doing.
Hand out pieces of paper and coloured pencils. Tell kids to
draw and colour a summer scene.
Show students their productions from the previous lesson,
reinforce key vocabulary. Ask children to choose a picture
and describe it.
On pages 28 and 29 you will find photocopiable activities.
Maria Marta Marcellino
 Level: A1 Age: Very Young Learners/Young Learners

A World of Summer
A) Colour.
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27
 Level: A1 Age: Very Young Learners/Young Learners

A World of Summer
B) Find and Count.

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28
 Level: A1 Age: Young Learners

A World of Summer
A) Break the code and colour the umbrella.

1) STRAWBERRY YELLOW

2) SUN RED
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3) GRASS GREEN

4) TRUNK BROWN

5) WATER BLUE

1 2
5
3
4

29
 This is to certify that
.......................................................................................................................................

attended a course
at ..........................................................................................................................

from .........................................................................
to ................................................................
at ........................................................................... level,
having obtained the following grades:
.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................
Date ..............................................

........................................... ...........................................
Teacher Director of studies

CONGRATS!