Professional Documents
Culture Documents
217 TTMarg Revista
217 TTMarg Revista
com
ultural
GLOBAL
Tasks
1. Encourage students to think about cultural
Yesica Galliano
2
T
Dear colleagues, Contents
This month, The Teacher’s Magazine brings along lots of ideas to
work with Halloween. There is a story for very young learners called Page 2:
The Colours Witch, and some magic tricks to do with children. Global Culture Corner:
Day of Respect for Cultural
For young learners, you will find a story called Chirio, the Superbat, Diversity - Argentina
which can be used to present routines and the time.
Pages 4 to 7:
For teenagers, there are activities such as comparing films, writing a film review Phonics for Kids: Out of the
and reading about Urban Legends. House, Owl
In our section Phonics for Kids, a new sound is introduced with Out of the Page 8:
House, Owl. Working with Short Films: The
I hope you make the most of this issue. Adventures of a Cardboard Box
Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Mónica Buzada, Daiana
Agesta, Carla Mattioli, Paula Miner, Fernanda Valle, Micaela Bertoya, 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 atención al cliente: Carlos
ISSN: 1514-142X
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 / Recepción: Consuelo Pérez
AÑO XX - Nº 217 Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
OCTUBRE 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
de Editoriales S.A.; Av.Entre Ríos 919 1° piso (1080) C.A.B.A.; CUIT 30-53210748-9 - República del Uruguay: Niliway S.A, Paraguay 1924, Montevideo, Tel. 0059-82-9240766, Fax 0059-82-9240761
Podés acceder a esta revista y otras ediciones desde cualquier dispositivo con www.player.ediba.com
3
House,
BRITISH AND
Ou t o f the
AMERICAN FOLK
T
• To gain exposure to spellings <ou> and toy owl: you may have a stuffed toy or you may do one
<ow>.
here: https://www.youtube.com/watch?v=4vVfesAK1oo.
with toilet paper and brown cupcake liners as shown
• To make associations between spelling and
pronunciation.
• To predict accurate spelling and pronunciation Elicit the name of the bird, owl, and show kids two flash
of words given. cards: one with the word owl and another one with the
word old. Some students are probably making their first
attempts at reading, so it is a good idea to guide them
he activities presented aim at practising and help them go over the words to get the right one.
the diphthong /aʊ/ and build Tell students that you found the owl in your house last
associations with its most common night, and again show two flashcards: one with the word
spellings, <ou> and <ow>. This glide home, and one with the word house. It is very common
poses little difficulty to students, but its for students to misread synonyms because, in their first
presentation is necessary to help learners attempts at reading, they predict a lot; so, again,
build the complete sound-spelling system. accompany them in this process and help them realise
the differences between the words in the flashcards.
If you have been working with the ideas presented in Once you have gone over the two sets of words, point
this section, you may have devised a routine that gives out that most words spelled <ou> and <ow> are
youngsters an insight of what you are going to focus on pronounced /aʊ/ (the exceptions are words seen in the
when dealing with Phonics. If you have not, remember previous issue, pronounced /әʊ/).
that it is of great help to organise the class around
certain routines that lower the children's anxiety levels If you follow a routine for storytelling time, you may
and allow them to be better prepared to tackle the carry it out, because now it would be a great moment to
different tasks that you introduce. Bearing this in mind, tell the story about the owl in your house:
the creation of a Phonics Corner has been suggested,
where you may have pictures, cards, posters and
students' contributions that will work as stepping stones
on the way towards learning to read and write.
Last night, I saw an owl. It was a brown
owl that didn't growl, but it surely shouted
about! It was sitting on a bough, and
decided to bounce, until it reached the
window, and it got into my house! It landed
on a mound of blouses on my bed. I tried
not to make a sound: I didn't want to scare
it out!
Out and about, the owl prowled around the
house. It went south. Was it looking for a
fowl, a sow, a cow?! Finally, it went down
on a towel. It rubbed itself dry, and, proud,
with a sock as a crown, flew out of the
house. Now, we call it “The Crowned Owl”.
4
Owl!
PHONICS
FOR KIDS
While telling the story, you should make use of realia similar way to previous tasks in this section, so that
and devices to enhance the experience. Use a picture of a students know what to expect. In activity A, they have
tree, or even better, take a branch to the classroom and to choose the correct spelling for each of the words and,
use it to perch the cardboard owl on it. Move the bird when they have done so, they may cross out the wrong
about to show the bouncing movement and set it near a word, cut along the lines, colour the pictures and glue
window. Have a heap of clothes on a corner to show them on construction paper in order to create flashcards.
how the owl landed on the blouses on the bed. Imitate These, in turn, can be used not only to practise the
the flight of the owl around the house, how it rubbed diphthong in question, but also to compare and contrast
itself dry on a towel, and put a sock on its head as if it it with sounds presented and practised in previous and
were a crown. following issues.
Now, it is a nice opportunity to let children create their Activity B, as usual, shows a maze and kids have to
own crowns made of recycled paper, cardboard and choose the words pronounced with /aʊ/ to get through
plastic, and encourage them to give the crown as a it successfully. Elicit the pronunciation of the words that
present, and crown a classmate because of something are to be discarded, and ask kids to explain why.
nice they have done. You may use the following as a Finally, activity D involves completing missing letters in
guide: https://www.youtube.com/watch?v=2b1UJjOtJZk. order to help children become aware of the different
Remember to closely supervise the activity, to be able to spellings associated with the sounds in question.
give a hand to children who take too long to finish their Once you have worked with the photocopiable activities,
crowns, and to make sure that everyone gets crowned. it is a good idea to make the cardboard owl with the kids
Once children have listened to the glide repeatedly, and in class, as shown in the link above. In that way,
you have already pointed out frequent spellings for it, it children will have their own pets and will be able to
is time to do some writing activities. Since it is important retell the story, first in class, and then at home with the
to provide a familiar and safe environment on which to aid of their handmade bird.
anchor when doing something that offers difficulty, the I hope kids agree these activities are a hoot!
activities on pages 6 and 7 have been designed in a
Agustina Negretti
A) Choose /aʊ/.
5
Level: A1 Age: Very Young Learners/Young Learners
NOW CROWN
BROWN
OWL COW
DOG
SHOUT
DOWN
OUT
HOUSE
HAND
PIG
NORTH
UP
HOME
6 PHOTOCOPIABLE
Level: A1 Age: Very Young Learners/Young Learners
M _ _ NTAIN
_ _L
S _ _ ND
H_ _SE
B_ _GH
F__L
C__
PHOTOCOPIABLE 7
WORKING WITH
Level: A1/A2 SHORT FILMS Age: Young Learners/Teenagers
B) Complete the plot summary to find out information about the short film.
D) Decide if the statements are TRUE or FALSE. Rewrite the false ones.
1) The child is playing when he finds a box.
2) He invents at least 100 different ways to use the box.
3) The box becomes an airport.
4) It is also a cow.
5) With his sister, they rob a bank and use the box-car to escape.
6) It is a pirate’s ship.
7) It becomes a skateboard.
8 PHOTOCOPIABLE
The
L
earners love tales and such funny and
THE COLOURS WITCH curious things as witches and magic spells!
This lesson plan is designed to work with
Once upon a time, there was a place where the story The Colours Witch. It is a very
everything was grey and black: the sky, the sun, the appealing tale which challenges the
grass, the houses and the people as well. Everyone was stereotype of the witch as a spiteful
very sad. Until one day, a witch named Colorina comes creature.
by. She shouts: “Oh, how sad! Where are the colours?”
And everyone answers: “This place is grey and black… It’s
very boring”.
General Aims
But, Colorina has a box full of colour balls. And they • To make learners feel engaged while listening to a
are magical! There are blue balls, green balls and yellow story and participating actively in the process of
storytelling.
balls.
The sky speaks first: “Witch, witch, give me a colour, • To have fun while learning about colours, magic spells
please.” And Colorina picks up some blue and indigo balls and witches.
and shouts: “Hocus-pocus!” Puff! “Blue for you!” And the • To start breaking a well-famous stereotype in order to
sky is happy because it is blue. educate broad-minded individuals.
Then, the sun speaks: “Witch, witch, give me a
colour, please.” And Colorina picks up some yellow balls
and shouts: “Hocus-pocus!” Puff! “Yellow for you!” And
Linguistic Contents
• Colours (blue, green and yellow).
the sun is happy because it is yellow.
Finally, the grass tells the witch: “Witch, witch, give • Words from the story: sky, sun, grass and witch.
me a colour, please.” And Colorina picks up some green • Vocabulary to describe feelings (happy and sad).
balls and shouts: “Hocus-pocus!” Puff! “Green for you!” Imagine telling this story dressed as a witch! Gather a
And the grass is happy because it is green. witch’s hat, a wood stick to use as a wand, and/or a
The people, clothes and houses get stained with cloak. Before telling the story, let students become
different colours, but the rest is grey. Colorina picks up familiar with the objects you have brought. Take
some balls with different colours: red, brown, pink, advantage of kids’ interest and teach this new
purple, white, orange and shouts “Hocus-pocus!” Puff! vocabulary.
“Many colours for you!” and now all the place is full of Show learners a picture of the witch from poster 2. Tell
bright colours. them that her name is Colorina and has a box full of
colours. Ask them what colours might be there.
10
Colours Witch
Sources and References
https://micolederiogordo.files.wordpress.com/2009/
10/cuento_labrujitadeloscolores_.pdf
Introduce the words happy and sad by miming. Tell kids pictures on page 12. Go around the class asking learners
to show happy faces, and then sad faces. Play a game in to point to the sky, sun and grass and eliciting their
which you say happy or sad and kids mime the word. colour.
Tell the story by showing the pictures on poster 2 and let Students do activity B from page 13, in which they
students describe them and predict what happens next. colour the picture. They may add more characters or
Show students the picture of the place at the beginning items, if they want.
of the story. Ask students if they like it, and how it Let’s make magic! Put some blue paint and some yellow
makes them feel (happy or sad). Ask students what they paint on a plate. Students say the magic words while you
think that place needs, and elicit colours! Then, ask mix both colours. Do the same with other colours. Ask
students who fills the country with colours, and elicit kids to draw a witch using their fingers and the mixed
Colorina, the witch. colours.
Revise colours (blue, yellow and green) and the words On pages 14 and 15, there are more activities to work
sky, sun and grass. Elicit the colour Colorina gives the with colours.
sky, the colour she gives the sun, and the colour she
gives the grass. Make students recite the magic words Have fun with the Colours Witch.
hocus-pocus several times while moving their hands! Carla Mattioli.
Tell the story again, and ask children to order the
Level: A1 Age: Very Young Learners/Young Learners
12 PHOTOCOPIABLE
Level: A1 Age: Very Young Learners/Young Learners
PHOTOCOPIABLE 13
Level: A1 Age: Very Young Learners/Young Learners
Colours
A) Read and Colour.
BROWN PINK
14 PHOTOCOPIABLE
Level: A1 Age: Very Young Learners/Young Learners
Colours
B) Colour.
PHOTOCOPIABLE 15
I
Phan-tastic Magic Tricks
t is Halloween
time and Trick 3:
children adore
wearing from
The levitating
the most card
traditional Materials:
witches, vampires,
• A playing card
skeletons and
• Transparent
werewolves costumes
adhesive tape
to the most adventurous
• A piece of
ones. Children enjoy this celebration, especially when
transparent plastic
they come up with outdoor pop-up decorations and
props, Halloween tableware as well as strobe lights or Performing the
fog machines among others. Besides, little ones love trick:
going trick-or-treating all around their neighbourhood. Cut a piece of thin
But as exciting as it can be, everyone will be delighted to transparent plastic
do magic tricks and impress their friends only by (one-inch by four-
resorting to easy motor skills. inches) and place it
Inspire your students with these simple instructions to across the back of the playing card with some tape on it.
engage them with Halloween traditions and encourage Then, grab the card face–up with your thumb and
them to show their magical powers in their costumes. fingers across the card and push it upwards. The
audience will notice the levitation effect immediately!
16
Level: A1 Age: Young Learners
FULL WITCH
PALE CANDY
BIG PUMPKIN
GREEN MONSTER
FUN VAMPIRE
BLACK HOUSE
EVIL MOON
SWEET GHOST
HAUNTED CAT
SCARY COSTUMES
18 PHOTOCOPIABLE
Level: A1 Age: Young Learners
D R A Y E V A R G N
S D C B L D T S M O
N R X A O L T I N T
G A O O N I U E L E
Z T F T R D Z K G L
U L M I S C L E S E
I A P A H E G E H K
P S F W S E C K S S
F L O W E R S N P R
E M U T S O C B A P
D) spirits, skull, flowers, graveyard, ancestors, candles, skeleton, food, costume, altar.
Key: A) Full moon, big pumpkins, green monster, fun costumes, black cat, evil witch, sweet candy, haunted house, pale vampire, scary ghost;
PHOTOCOPIABLE 19
Chiri o, Super Bat
T
The
here is a According to the level of your
new hero in class, you may try some of the
town, Superbat. following activities.
Through this story, • Separate the text from the
daily pictures. Mix them up and
routines place the pictures on the left
and the time can be side of the board and the
taught in an amusing text on the right side.
way. Divide the class into groups
Present the picture of and ask each one to order
Superbat in his outfit, the pictures and the text.
and let children guess • Stick the pictures in the right
who he is and what job he order on the board, but leave
might do. Accept answers in one out. Let students describe
L1. Tell kids that his name is Chirio the missing picture.
and he is Superbat, a superhero. Ask
learners what superheroes they • Choose one of the
know. pictures and stick it on the
board. In pairs, students
Present the first picture and state make questions about it.
that Chirio is waking up. Bats sleep For example: What does
upside down. If children know how to Chirio do at 7 pm? Pairs give
tell the time, ask them what time it is. their questions to another
If they do not, tell them that it is the group to answer.
evening.
For older students, there are
Go through the story asking children comprehension activities on a
to describe the pictures and to predict downloadable page.
what happens next. Then, tell the
story. On page 21, activity A, kids You may also want to present
order the pictures and colour them. information about bats. For
example, in Europe and
Place the pictures on the board, and ask if America, bats are
children do any of those actions. Ask them considered evil creatures, but
What time do you wake up/go to bed? Do you for the Chinese, for example,
read a book before going to sleep? Do you have they bring good luck.
breakfast? etc. Once the routines are presented, ask if
they eat the same food as Chirio. Do you eat flowers for Brainstorm what
breakfast? And fruit? What about lunch, do you eat children know about bats. Ask kids to find and bring
insects for lunch? Do you drink blood? information about bats to class. Compare that
information with Chirio’s day.
Tell children to draw their own routine, and to tell their
classmates about it.
Other activities about bats can be found at the
Way at https://www.youtube.com/watch?v=4XLQpRI_w OQ.
To revise routines, you may teach the song This is the
following websites:
https://en.islcollective.com/resources/search_result?Tags=
bats&searchworksheet=GO&type=Printables
Revise the actions Chirio performs. Then, tell children to
http://www.everythingesl.net/lessons/bats_halloween.php
do activity B, matching the pictures and the sentences.
Read the sentences as a whole class if kids are just
learning to read in English. http://www.teacherplanet.com/content/bats
With older students introduce the time. On a
Information about bats can be found at:
http://www.sciencekids.co.nz/sciencefacts/animals/bat.html
downloadable page, there are some clocks to practise
telling the time. In Activity D, kids complete the chart
with the time Chirio and themselves do the actions http://www.scienceforkidsclub.com/bat-facts.html
presented.
Ask children to draw a picture of Chirio doing another
Have fun with the story.
activity (for example, playing video games) and tell their Download another
classmates the action he performs. photocopiable activity
from www.ediba.com
20
Level: A1 Age: Very Young Learners/Teenagers
PHOTOCOPIABLE 21
Oktoberfest UK
BRITISH AND
AMERICAN FOLK
Tasks
• Write on the board the phrase “Oktoberfest”.
Encourage students to work in groups, look up
information about this festival and complete an acrostic
poem using the letters O-K-T-O-B-E-R-F-E-S-T.
• Discuss possible options for the acrostic poems on the
board. The aim of this task is to encourage students to
take part in the discussion and share the information
they have found out about Oktoberfest.
• Tell students to look for information on the Internet
and design a brochure sponsoring Oktoberfest. They
should be creative and design activities and events
different from the ones that are sponsored on the
Internet.
• As a follow-up, invite students to look for typical
dishes associated with Oktoberfest. Encourage them to
look for different recipes and then explain to the rest of
the class how to prepare them. If students are fond of
cooking, they may prepare those meals at home and
share them with the rest of the class.
Yesica Galliano
Comparing Films
A) Watch the film: COCO (2017).
FAVOURITE SCENES:
Fill in the chart below with information about three favourite scenes in “Coco” and then report the information to
your classmates.
CHARACTERS
(names of the people,
animals, elements
involved in the scene)
ACTION
(the main things
that happen in the
scene)
EVENT 1:
EVENT 2:
EVENT 3:
EVENT 4:
EVENT 5:
EVENT 6:
EVENT 7:
EVENT 8:
24 PHOTOCOPIABLE
Level: A2/A2+ Age: Young Learners/Teenagers
C) Comparing films:
SETTING:
Where and when
does the story take
place?
CHARACTERS:
What are the names
of the protagonists?
MAIN PROBLEMS:
What is the most
important event?
COMPLICATIONS:
Mention at least two
difficulties to the
main problem.
RESOLUTION:
How does the story
end?
GENRE:
What type of film is
it? Action, drama,
comedy, etc.?
THEME:
What is the main
topic developed in
the film?
PHOTOCOPIABLE 25
Level: B1/B2 Age: Teenagers/Adults
A Film Review
Have you ever heard about one of the greatest American authors of horror, fantasy,
sci-fi and suspense in the world today? Stephen Edwin King was born on 21st
September 1947 in Portland, Maine. He became a best-selling horror novelist and
short story writer in the late 20th century; his books captivated remarkably the
audiences’ feelings. He has sold more than 350 million copies and many of his books
have been adapted into films, television series and comic books.
Does “Carrie” ring a bell to you? It was the first novel Stephen wrote in 1974. It was
followed by Salem's Lot (1975), The Shining (1977), Firestarter (1980), Cujo (1981)
and It (1986).
B) Have you watched the film? If so, choose one of the following character descriptions. Discuss with the class.
1) It is a monstrous clown who terrorises children by stalking them.
2) It is an ordinary clown who only taunts children in the town.
3) It is an evil clown whose modus operandi is to murder middle-schoolers in their dreams.
Now, read the review of this motion picture adaptation of It and number the paragraphs to order it.
a) I highly recommend it to those who enjoy watching horror films on Halloween. I give it a thumbs up!
b) It, more than gruesome make-up.
c) When children start to disappear in the little town of Derry, Maine, a group of
seven schoolers discover that the killer isn’t a man but a malevolent entity called
Pennywise who preys on children. The entity is unnoticed by adults, and returns
every 27 years. However, the Losers Club find the courage to fight and kill it.
d) It is one of the best horror films I’ve ever seen, directed by Andres Muschietti,
the big screen version of the Stephen King book, It. Released on 8th September
2017, it stars Bill Skarsgård (Pennywise, the clown), Finn Wolfhard (Richie Tozier)
and Wyatt Oleff (Stan Uris).
e) I like it very much. The casting choice is superb. Another plus of the film is the
combination of visual effects, which make Pennywise look like a 3D- creature. The
blockbuster is now the most terrifying horror films of all time.
26 PHOTOCOPIABLE
S
Socrative
ICT FOR THE
ENGLISH CLASS
ocrative is an assessment app which allows Students type in the code associated with your account
teachers to visualise student understanding. and then answer questions and can get feedback and
Teachers can create quizzes and get instant explanations about their responses.
feedback, as they can view students' results
in real time. Quizzes can be true/false,
multiple choice, graded short answer or You can encourage friendly competition among students
open-ended questions. and turn any gradable assessment into a crowd-pleasing
activity with Space Race. In this game, individuals or
Students can take these quizzes on laptops, tablets or groups race across the screen with correct answers.
smartphones. Socrative is accessible on any web browser
or operating system. An important feature is that quizzes There is a free version and a Pro version with extra
can be shared with other teachers. Also, you can design features such as up to 10 public or private rooms, 150-
your own library of quizzes specifically for your student capacity per room and more.
students.
Fernanda Valle
27
Level: B1 Age: Teenagers/Adults
Urban Legends
Halloween is an ideal time of the year to gather with friends, classmates, neighbours, workmates or even
your family. The main objective of a reunion might be trick-or-treating, attending dressed up in
costumes, playing games, perhaps even going picnic at night. In many cases, one activity which is
connected with teenagers is telling scary urban legends.
A) Discuss with your classmates about what you think urban legends are. What is the difference between urban
legends and legends in general? Are they true? Do they change over the course of time? Do you know any urban
legends that are typical in your region or country? Share them with the rest of the class.
B) Next, there are eight urban legends usually told during the time of Halloween, as an occasion for creating a
spooky atmosphere. None of them are true, but some are loosely based on actual facts. Once you have read them,
decide which of the following titles belong to each story. Pay attention, there is an extra title that does not
belong to any of them.
AN UNPREDICTABLE MASSACRE – TASTELESS, ODOURLESS AND TRANSPARENT?
AN UNEXPECTED OUTCOME - A WITCH’S NIGHTMARE – BAD LUCK FOR BAD LUCK KITTENS
BEAR THE CONSEQUENCES IF YOU INVITE HER – TRICK OR DEATH – HOOKED FOR LIFE?
SOUNDS FROM THE HEREAFTER.
1) A girl is invited to a Halloween party, and she has the idea of dressing up as a witch. She goes to her grandma’s attic
to look for some garments to complete her costume. There, she finds an old hat and a wig that fit perfectly. Once at
the party, she feels her head is really itchy. From below the wig, hundreds of tiny spiders start to spread on her body
and on the floor, moving extremely fast.
2) The Halloween tradition assures that if you stand in front of a mirror in a poorly lit room and you say “Bloody Mary”
three times, nothing nice is going to happen to you. Some versions claim that the
woman that appears on the reflection of the mirror possesses you. According to
others, Bloody Mary drags you through the mirror, taking you to her own world of
the dead.
3) A couple of young lovers drive and park their car in a dark and empty road, under
a leafy tree. They turn down the volume of the radio and start kissing. Suddenly,
they hear on the radio about the murder of a woman who lived nearby, apparently
killed by a madman with a hook in his hand. Some minutes later, they hear a
screeching sound on the side of the car and see the shadow of a man with a hook.
4) In 1962, in some place of rural Idaho in the United States, a group of people
gathered for a Halloween costume party. An unidentified madman in a black mask
locked all the doors of the house and started killing the guests. He killed seven
people and escaped, never to be found. Some years later, his black mask was found
by the FBI. The other remaining object is a photograph of the party, where he can
be seen in the middle of a group of people, wearing his creepy black mask.
28 PHOTOCOPIABLE
Level: B1 Age: Teenagers/Adults
Urban Legends
5) During the days that precede Halloween, large numbers of black cats mysteriously disappear from houses and
animal shelters. Apparently, on All Hallows’ Eve, groups of Satanists perform sacrifices with living black cats, whose
corpses are used as offerings to the devil. Curiously, the dead bodies are never found.
6) A man dies during the day of Halloween and is buried in the cemetery. That same night, groups of kids gather there
to tell horror stories. They hear screams and noises that come from below the ground, they panic and immediately
flee. The next day, some neighbours hear rumours from the kids and decide to dig up the coffin. They realise that the
man had been buried alive. The coffin is full of scratches from the inside, and next to the dead body they find many
locks of hair.
7) A group of children dress in horror costumes and go round the block trick-or-treating. They ring dozens of bells and
receive candies, lollipops, chocolates and many other sweet delicacies. One of them, a little boy, starts feeling
extremely sick some hours later. Finally, he faints and dies. The autopsy shows that one of the candies he had eaten
had a high dose of lethal poison.
8) A number of hotel guests gather in the lobby to complain about the water that comes out of the taps. Apparently,
many have noticed it has a dark colour and tastes funny. An employee of the hotel is sent to the roof to check if
something is wrong with the pipes or the tank. Surprisingly, he finds a
decomposing body inside the tank, which contaminated the water the
guests had been drinking.
C) Read again and decide in which of the stories:
1) … there are murders?
2) … some of the characters dress in costumes?
3) … a spirit appears?
4) … there are animals involved?
5) … some type of scary ritual takes place?
6) … one of the characters is a fantastic creature?
7) … some of the characters are involved in typical Halloween activities?
8) … a precise date and location are mentioned?
D) Investigate an urban legend or folktale from your region or country. Tell your classmates about it. Compare the
stories, finding similarities and differences.
5) 2 and 5; 6) 2; 7) 1, 4, 6 and 7; 8) 4.
luck kittens, 6) Sounds from the hereafter, 7) Trick-or-death, 8) Tasteless, odourless and transparent? C) 1) 4, 5 and 7; 2) 1, 4 and 7; 3) 2; 4) 1 and 5;
Key: B) 1) A witch’s nightmare, 2) Bear the consequences if you invite her, 3) Hooked for life? 4) An unpredictable massacre, 5) Bad luck for bad
PHOTOCOPIABLE 29
Level: B1 Age: Teenagers/Adults
Adding Sequencing Illustrating Comparing Qualifying Contrasting Cause and Summary Emphasising
Effect
30 PHOTOCOPIABLE
Halloween
poem
LLO H ALLOW EEN!
HE
A CANDY
A PUMPKIN
A WITCH
AT?
TRICK OR TRE
WELCOME HALLOWEEN!
A WAND
A SKELETON
A MASK
TRICK OR TREAT?
GOODBYE HALLOWEEN!
A CANDY
A PUMPKIN
A WITCH
TRICK OR TREAT?
Marcela Caimani Ferrer