195_ttm_revista_ar_Maquetación 1 05/09/16 08:58 Page 1

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

• Uruguay $ 150 • Paraguay Gs 30.000
• El Salvador U$S 3,10 • Costa Rica C 1.600
• Venezuela BsF 30 • Honduras HNL 59
• Ecuador U$S 3,40 • Perú Soles 15 • Bolivia $ 45,00
• Chile $ 1.900 I, II y XII Región $ 2.300
195_ttm_revista_ar_Maquetación 1 05/09/16 08:58 Page 2
Global Culture Corner
Background
Halloween
Halloween started as a pagan festival in
Northern Europe, especially in the United
Kingdom. Some people consider Halloween
to be a time when spirits make contact with
living people.
Halloween started to be a commercial
holiday in the 1900s. Postcards, paper
decorations and Halloween costumes started
to appear in shops around the 1930s. And
these products have become very popular
ever since.
What Do People Do?
Halloween is generally celebrated among
friends, school mates and families. In
certain areas, they hold official events. They
plan parties and events on 31st October or
the weekends before and after the
remembrance. Some people celebrate it by
watching horror films, organizing costume
parties or going on cemetery rides.
As for children, they dress up in fancy
clothes and visit their neighbours asking for
sweets or gifts. If they do not get what they
seek for, they "threaten" the inhabitants.
This is widely known as trick-or-treating.
Some people even carve lanterns out of
pumpkins and put lights into them. These
lanterns are said to keep evil spirits away
from people's houses. Nowadays,
Halloween is a very profitable observance
for the manufacturers of costumes, candies
and decorations.
Symbols
Some of the symbols generally associated
with Halloween are ghosts, witches and
wizards. Animals such as bats, black cats
and spiders are also associated with the date
because of their connections to night and
darkness. Other objects associated with
Halloween include gravestones, pumpkins,
skeletons and skulls.
Teaching sequence for Children
Level: Beginner/Elementary
"Halloween Party"
With young children, you can
organize a Halloween party.
Tasks
1. Have students design a Halloween
mask. They have to decorate it and
have it ready to wear at the party.
2. Tell students to write down
invitations for a Halloween party. Ask
students to consider the following
questions:
a- When will the party be?
b- Where is it going to be held?
c- What should people wear for the
party?
d- What things must guests bring
to the party?
3. Ask students to think of a
traditional recipe or meal for Halloween
and draw the steps of their recipe on a
cardboard sheet.
4. Ask students to come to class
wearing fancy clothes. Ask the class
and other teachers to vote on the most
creative costume.
Enjoy your Halloween party. You can
also tell students to bring food.
31st October
You can play traditional creepy music
suitable for the occasion.
Teaching sequence for Teenagers
and Adults
Level: Elementary/Pre-Intermediate
Tasks
1. Tell students that they are going to
work on "Halloween" and to find
information at home to answer the
following questions:
• When is Halloween celebrated?
• What are the origins of Halloween?
• Is Halloween a religious festival?
• What does "Halloween" mean?
• How do people celebrate it all over
the world?
2. In groups, organize an event to
celebrate Halloween in your
neighbourhood or city. Decide:
•a catchy name for the event.
• the music you are going to play to
set the mood for Halloween.
• the kind of food people should
bring.
• the type of games that guests are
going to play there.
3. Finally, tell students to write a
leaflet advertising the event. Tell them
to include all the relevant information
on it.
Yesica Galliano
195_ttm_revista_ar_Maquetación 1 05/09/16 08:58 Page 3

Contents
Page 2:

ear colleagues, Global culture corner: Halloween

D
Pages 4 to 6:
This month, the Teacher’s Magazine goes “horrific” with lesson plans and 31 Ideas For Halloween
activities for Halloween. You will find a Halloween banner in one of the posters Page 7:
to decorate your classroom, as well as Dracula’s Castle, which you can use as a Halloween for Kids
decoration and to practise vocabulary. Pages 8 & 9:
For very young learners and young learners, there are 31 Halloween-related ideas to put into Halloween is Fun
practice in October and a scary story, for monsters!, called A Peculiar Halloween Party. You will also Pages 10 & 11:
find lots of photocopiable activities to practise vocabulary. Halloween Activities
For teenagers, there are two lesson plans: one on Dracula and the other on Frankenstein. You will Pages 12 to 16:
also find photocopiable pages to work on the following topics: scary short films, characters in A Peculiar Halloween Party
horror movies and the use of costumes. Page 17:
We hope you enjoy this issue as much as we do. Halloween Activities
Happy Halloween! Pages 18 & 19:
The Teacher’s Magazine Team. Scary Short Films
Pages 20 to 22:
Dracula
Pages 23 to 26:
Frankenstein
Page 28:
How Much Do You Know About
Horror Movie Characters?
Page 29:
Costumes
Pages 30 & 31:
How to Select a CourseBook
Poster 1:
A Peculiar Halloween Party
Happy Halloween Banner
Poster 2:
Dracula’s Castle
October Calendar

Directora: Karina Uzeltinger / Diseño y diagramación: Fabián Legnini / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Marcela Caimani Ferrer, Mariana Prats, Anabella Tumini, Juliana Tomas, Silvana Schneider,
Daiana Agesta, Graciela Leardini, Fabricio Inglese, Sebastián Albizuri. / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo,
Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Gonzalo Angueira, Mónica Gil, Natalia Sofio / Comercio exterior: Walter Benitez, Pablo Fusconi / Comunicación y atención al cliente: Carlos
Balajovsky, Maia Balajovsky / Congresos y capacitaciones: Micaela Benitez / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Nicolás Fernández Vicente, Liliana Vera / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia
ISSN: 1514-142X Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Reinaldo Perdomo / Recepción: Mauro De Los Santos, Consuelo Pérez Fernández / Recursos humanos: Mariana Medina / Recursos
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AÑO 18 - Nº 195
OCTUBRE 2016 Sabatini, Patricia Perona.
Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
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Ideas For Halloween

C
hildren love Halloween, and they expect.
special activities, spooky decorations and
funny games. So, why do we teachers do
everything on the same day? Our little piece
of advice is to include a small part of our Halloween
thematic unit each lesson in October. By doing so, teachers
do not need to divert from other contents in their yearly
planning, but just to devote the last 15-20 minutes of each
lesson to do something related to Halloween. Moreover,
students will be motivated to work better and faster during
the lesson, since they know there is something special
coming.
31 ideas
1) Halloween countdown: There is a
calendar in this issue. Show it to your
students and cross out each day of the
month. Count: How many days to
Halloween?
2) What do you know about Halloween?
Ask children to speak about this celebration.
Clarify their ideas.
3) Halloween banner: We do know that there is
ready-to-use stuff for this celebration. In fact, you will find
some in this issue, but children will love to prepare their own
“Halloween is coming” banner. To let all the children
participate actively in this activity, be sure there is enough
material for everyone. For instance, hand out 1or 2 letters of
the banner to each student to decorate. Others will draw
images related to the topic. Set a time limit, and then stick
each piece on a long piece of paper and hang it above the
classroom door.
4) Halloween silhouettes: Introduce vocabulary related to
the topic: pumpkin, ghost, black cat, witch, monster, etc.
Students cut out the silhouettes of different Halloween
characters to make a garland. To obtain a chain of creatures,
fold the sections first towards the left, then to the right and
keep alternating, as if to get an accordion. Bear in mind that
you should keep at least two segments, one on each side of
the picture with no cuts, so as to keep the images linked.
Draw the chosen silhouette on the first section and cut it
carefully; so when you unfold the segments, there are a
lot of them.
4
5) Word search: Find the vocabulary learnt in the word
search on page 17. Afterwards, elder students can write
sentences using them, or even include them in a scary story.
6) Spooky cookies: Follow a simple recipe to make cookies
and just add some green colourant to make them like
monsters’ cookies. It’s advisable to do this activity in the first
part of the class so that you can bake them during the lesson,
and students can take cookies home to share with their family.
7) Spiders everywhere: Make spider webs to hang
from the ceiling, and in the corners of the
classroom. You can use white string, wool,
paper strips or anything you want. Children
can add some spiders.
8) Funny monsters: Give some
instructions for students to make monsters,
e.g.: It has got two heads and a big body. It
has got four long arms and two short legs.
You can also revise colours as they paint,
e.g.: Its mouth is green. Its eyes are orange….
Finally, stick productions on a wall for everyone
to see them.
9) A jigsaw: Take any image, make copies and cut them into
pieces. To be sure students will be able to assemble it,
remember that the number of pieces will depend on the age of
your students. For 4-year-old children, cut it into 4 to 6 pieces;
for older students, you can add more cuts.
10) Make a Jack O’lantern: You can follow any tutorial on
YouTube to make a pumpkin with paper mache technique.
But, the best thing to do is to carve a real pumpkin. You can
light a candle inside when telling stories. Children will love it!
11) Listen to a fa-boo-lous story: Read or tell the story on
pages 12 & 13. Remember to show pictures, mime or adapt it
to clarify meanings so as to be sure that they understand it.
12) Act the story out: Re-read the story and hand out copies
of the characters. Very young learners will perform the actions
mentioned while the teacher is reading. Some children may
wish to repeat some of the lines.
195_ttm_revista_ar_Maquetación 1 05/09/16 08:59 Page 5

13) Acrostic poems: Adapt this activity to the level of English of your students.
There is a photocopiable activity to write acrostic poems starting with the word
Halloween. Beginners can write something simple following the structure: “H is for
Horror, A is for Abnormal, L is for…”. More advanced students can write more
complex pieces of writing, and they can also change the main word.

14) Colour by code: Most children love colouring and discover what has
been drawn. You will find this activity on page 10.

15) Sing a Halloween song: YouTube is full of resources. Just type

Halloween for kids on the browser and you will find different songs
that you can listen to, until you discover the one your kids
like the most. Download it, let children listen to it,
speak about what they see, and then, invite them to
sing and dance together.

16) Make scary masks: Children can play a

guessing game to revise the parts of the face and
descriptions: “My monster is purple. It has got three
eyes, a big mouth with six sharp teeth…” The one who
guesses which mask it is is the next one to describe his
or hers.

17) Dress up a witch: Divide the class into two teams:

Choose one member of each team to be the “witch”. Make
sure there are two items for each child. Then, make a race to
dress her up. You can say The witch is wearing a dress, socks
and a hat or be more specific, for example: The witch is
wearing a purple dress, orange socks and a green hat.

18) Bobbing for apples: As this is an old-fashioned game, tell

students how to play by showing them pictures from the Internet.
You can play it that way or a more modern version of it: using
biscuits! Choose cookies that have a hole in the middle, that way you
may pass a string through the hole. Prepare a long piece of string
with four biscuits per child, so all the children can play and have fun,
but still be organized.

19) Pin the tail on the black cat: You can play an easy-to-
prepare version of this game by playing it on the board. Just draw
the silhouette of a cat (without a tail of course!), cover the eyes
of one student with a scarf. While he is trying to draw the tail,
the rest of the class can help by giving instructions: left, right,
up and down.
5
195_ttm_revista_ar_Maquetación 1 05/09/16 08:59 Page 6
20) Lights, camera…action: The
teacher will start acting as a black cat,
witch, monster, zombie, etc. The first
student who guesses what she is
performing is the next one acting.
21) I’m drawing a…: Similar to the
previous activity, but instead of acting,
now the teacher will draw something
Halloween-related on the board for the
rest to guess.
22) 1,2,3…watch this trick! Invite
children to do some magic potions. Ask
different students to put the ingredients
you mention in a big pot, then mix
together, say the magic words: “Mix,
mix, mix, 1,2,3…watch this trick!” For
example: 2 round eyes (table tennis
balls), green paint and a red sticky
tongue (there are some made of jelly)
and transform one of the students into a
… Frog! In groups, children can create
their own potions to show to the rest of
the class.
23) Ghosts bowling: Cover 10 empty
rolls of toilet paper with white paper,
add the face of a ghost. Then, put them
on the floor as if they were bowling
pins. One by one, children will try to hit
them with a ball to knock them
down.
24) We are ghosts! Play
this traditional game and
finish the lesson with a white
face like a ghost! Put some
candies (enough for all the
students) on a deep plate and
cover them with flour. With their
hands in their backs, children
pick a hidden candy with their
mouth. They will finish with a
ghost face!
6
25) Treasure hunt: Hide in different
places two sets of the following
elements (They can be just drawings): a
broom, a frog, a spider, a finger, a
haunted house, a bat, a skeleton. Divide
the class into two teams and give them
the lists. Set a time limit for the teams to
look for all the elements. After finding
all the objects of the list, check if they
are right and give a prize to the winners.
26) A haunted house: Draw the
silhouette of a two-storey house with 6
rooms. Ask children to draw 6
characters in different rooms. Then, in
pairs, each child says to the other
(without showing his own drawing)
where each character is, so he draws it
in the house. To avoid confusion, each
child uses a different colour when
drawing where their classmates’
characters are. When they finish, they
compare both drawings to see if they
have drawn the same things in the
correct place. Pre-teach the structure:
There is a purple monster in the
bathroom if necessary. You can also use
the picture on page 18
27) Make invitations to a Halloween
party: Fold a piece of cardboard, add 2
big circles to make the eyes and 4
triangles on one of the sides to make the
teeth of a funny monster. Then,
complete the date and time of the
celebration inside the card.
28) Trick-or-treat bags: Give out one
paper bag to each student and let them
add the decoration they want. Remind
them that this would be the bag to go
trick-or-treating on Halloween.
29) Monsters parade: Children can
dress up as monsters and participate on
a parade.
30) Top ten: As a reflective and
closure activity, children can say what
they have learnt so far about Halloween,
which tasks they liked more and why.
Finally, propose an election to decide the
best 10 activities. Remember to write the
final results on construction paper to
share later.
31) Halloween celebration: Finally,
this is the time to show
everything you did with
your kids. Display
posters, drawings
and photographs of
the activities
performed during the
whole month. Families
can be invited, so
children can tell them
about their work and
they can also play the
games presented.
Mariana Prats
195_ttm_revista_ar_Maquetación 1 05/09/16 09:00 Page 7

Halloween For Kids

H
alloween is Method:
a very old
Put the sugar, the flour and
festival and it
the butter into a bowl. Beat
is celebrated
the eggs and the vanilla
on the evening of 31st
extract and pour them into
October. Today, Halloween is a
the bowl. Mix everything.
festival to have fun, especially
Flatten the dough with a
for children to dress up as
rolling pin and use a round
witches and ghosts, have
cookie cutter. Decorate
parties and play “Trick or
cookies as desired, using
Treat.” In this issue, teachers
cookie icing and sprinkles.
will find resources for
Halloween, activities for Kids,
including colouring pictures, crafts, a Halloween bingo,
recipes and many more fun activities!
Easy Halloween crafts for kids
Toilet roll mummies
• toilet roll
• white tissue paper (or crepe paper or medical gauze)
A Halloween Booklet • white yarn
Encourage kids to design, imagine, draw, create, colour and
• goggly eyes
write a Halloween booklet. You may decide to use some of the
photocopiable activities in this issue, or download any from • glue
the Internet. Bind or staple the pages together and you have A monster mobile
your booklet.
• cardboard tubes

Let’s play Bingo! • pipe cleaners (optional)

• goggly eyes
Let’s play Halloween Bingo to reinforce vocabulary. Ask
• jagged teeth cut from craft foam, construction paper or
students to draw five pictures from the characters on the
card stock
poster and name them in random order. If you want, instead
of drawing the pictures, they could use the ones on page 22. • paint (preferably Halloween colours: green, orange,
purple, black)

Let’s make cookies! • yarn

These Halloween cookies are easy to make and hard to

resist! Halloween costumes
Although there are many Halloween costumes available for
kids these days, it is much more fun and original to make
You need: your own. Let’s involve the kids in the making process.
100 g butter
Mummy costume: You will need toilet paper and
350 g self-rising flour imagination.
150 g sugar Witch’s hat: You will need a large sheet of black card and
2 eggs sticky tape. Watch for instructions at:
https://www.youtube.com/watch?v=7vJxsvgnmlI
Vanilla extract
I hope you enjoy working with
your students this Halloween.
Anabella Tumini

7
195_ttm_revista_ar_Maquetación 1 06/09/16 11:07 Page 8
Halloween is Fun
T
his lesson plan, based on Halloween
activities, is aimed at Kindergarten and
Primary School students. Below, you will
find many ideas to enjoy in the English class.
All activities can be adapted according to students’ level
and age.
As Halloween is celebrated on 31st October, write the date on
the board, and introduce or review the months of the year.
Show students the drawings in photocopiable activity A on
page 9 and encourage children to guess the topic. Accept
answers in L1. Then, point to the drawings, name them aloud
and mime. Once you have explained the instructions to
students, say witch, spider, ghost and candies. You may help
them by miming while you give the answers.
Students complete
activities B and C.
Magic spell
This activity is meant to
foster imagination as well as
to encourage students to
create and have fun while
learning. Tell the class you
are a magician and will cast
a spell. They will be under
the spell so they will have to
perform actions. Change
your voice tone to add
suspense and get students
engaged in the activity.
Below, there is an example of a magic spell.
Ice-cream and soup
Red, yellow and blue
Abracadabra!
Stand up!
Change the ending of the spell with other instructions such
as Jump!/ Open your book!/ Stand on one leg!/ Dance!/ Sing!,
etc. You can also use this magic spell to revise animal names.
After saying Abracadabra!, you may say You are a dog! and
students bark, walk on four legs, etc. After they have learnt the
spell, students can take the role of the magician and give
instructions to their classmates.
Pumpkin surprise
Ask students to bring a yoghurt
container to class. Have enough pumpkin
shapes on orange cardboard ready to
hand out. Students stick the pumpkin
shape on one side of the container. Then,
they prepare the surprise. It can be a
drawing, a word in English or whatever
they feel like doing related to the topic.
They put the surprise inside the pumpkin
and share it with their classmates. They
take home their Pumpkin Surprise when
the lesson ends.
Marcela Caimani Ferrer
195_ttm_revista_ar_Maquetación 1 05/09/16 09:01 Page 9

Age: Very Young Learners/Young Learners

HALLOWEEN IS FUN
A) Listen to your teacher and circle. Then, colour.

p
h
B) Trace and colour.
o
t
o
c
o
p
i
C) Count.
a

123
b
l
e

9
195_ttm_revista_ar_Maquetación 1 05/09/16 09:01 Page 10

Age: Very Young Learners/Young Learners

HALLOWEEN ACTIVITIES
A) Look and count!

p
h
o B) Join the dots to complete a …GHOST.

t .
1 .
3
.
4
.
6

o .
2
.
5

c
o
p
.
12
.
7

.
9

i .
8

a .
11

b .
10

l C) Colour by code.
1. Black 2 2
4
e 2. Purple
3. Orange 6
4

4. White
6 8
5. Red
6. Green 6 2
9
7. Brown
8. Blue
9. Yellow
2

1
2
7
5
3

Daiana Agesta

10
195_ttm_revista_ar_Maquetación 1 05/09/16 09:02 Page 11

Age: Young Learners

HALLOWEEN ACTIVITIES
A) Cut, order and stick.

o e lwa e l n h
p
h
o
B) Match. t
SPIDER
o
VAMPIRE
c
HAT

CAT
o
BAT
p
GHOST
i
SKELETON a
b
C) Number and paint.
1- A yellow candy.
l
e
2- A blue skeleton.
3- An orange pumpkin.
4- A green owl.
5- A red spider.
6- A black bat.

11
195_ttm_revista_ar_Maquetación 1 05/09/16 09:02 Page 12

A Peculiar Hallow
H Linguistic exponents
alloween is celebrated in different cities.
People dress up, get together and have fun.
Children go trick-or-treating and have a nice • Revision of numbers and colours.
time. The short story A Peculiar Halloween
Party shows a Halloween party in which there is something • Description of parts of the body.
quite uncommon. On this occasion, it is a group of • Revision of emotions/feelings.
monsters who are celebrating! There is a scary event, but it • Revision of has got.
will not change the course of this party…

Objectives Before telling the story

• Describe characters’ parts of the body.
• Draw and colour characters.
• Sequence according to size.
• Put a sequence of events in order.
Present the characters: They are monsters! Show your
students the first illustration and introduce each of them. Use
the names given in the story.
Ask children what they think about monsters. Ask: Do you
believe in them? Are you afraid of them? Use L1 if necessary.

12
195_ttm_revista_ar_Maquetación 1 05/09/16 09:02 Page 13
ween Party
Pre-teach vocabulary students
may not know.
Mime the following actions
and ask students to imitate you:
• Dance
• Eat
• Drink
• Look at...
Mime these feelings/emotions:
• The monster is surprised.
• The monster is scared.
• The monster is happy.
Teach or revise the parts of the
body. Show students one of the
characters and point at different
parts, then name them. Ask
students to repeat after you, and
write down the parts on the board.
• Head • Arm • Hand
• Leg • Foot
While telling the story
Show students the first flashcard
and start telling the story. Repeat
the story, and ask students to
mime the monsters’ actions and
feelings.
After telling the story
Ask students to draw their
favourite monster from the story.
Then, do activities on pages 14 to
16. Revise numbers before doing
activity A, in which children have to
count and write the corresponding
number.
Download another
photocopiable activity from
www.ediba.com
A peculiar
Halloween party
Today the monsters are celebrating
A very special date.
Today is Halloween
And everyone is saying “whoopee”
and “yippee”.
Every monster is wearing
A colourful and cool costume.
They are enjoying the party
With balloons, music and food.
Show them the following flashcards, tell
this stanza and mime the actions. Then,
repeat it and ask students to mime
with you.
Brad is dancing a lot.
He is dancing with Ann.
Pam is eating a lot.
She is eating with Sam.
Danny is drinking juice.
He is drinking with Tammy.
Read the following stanza and point at
Nick in the next flashcard. Mime the
monsters’ feelings.
Here comes a new guest.
The guests say:
“Who is this monster?”
“Wait! He is not a monster!”
“He is a human!”
“He is a boy!”
“How scary!”
Do Nick’s voice and read his lines.
Then, finish the story showing students
the last flashcard.
“Wait!” – Says Nick –
“I’m at the wrong party!
But since I am here…
Can I stay?
I am nice and funny.”
They let him stay.
And soon Nick is dancing and eating
With his new monster friends.
If your students do not know numbers
1-10, you may want to skip this activity
or do it only with the numbers your
students have learnt.
Project time: Let’s make our monster
puppets! Ask students to draw their
puppet on a piece of construction paper
and colour it. Then, make your own
class Halloween party with your puppet
friends!
Geraldina Salaberry Serrano
There are some activities to use this
story to teach Phonics. On photocopiable
page 16, you will find tasks that focus
on students' ability to discern sounds
and their representations. It is necessary
that you read the story at least three
times. Show the flashcards and ask
students to repeat after you to make the
tasks easier. For activity A, students will
have to remember not only the names of
the monsters, but also what they do in
the story. You may use that same activity
to analyse spelling and elicit similarities
and differences in sounds. It is important
to articulate in an exaggerated way so
that students can “see” how to imitate
you (especially with /m/ /n/ /p/ /t/
/s/). If enough time is devoted to work
on activity A, then students will find
activity B easy to do. Task C is for them
to start experimenting with sounds and
the language. You will have to explain
that Nick has a human friend at school
who usually plays with him. Kids are
expected to come up with a name for
this friend and share it with the rest of
the class.
Agustina Negretti
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195_ttm_revista_ar_Maquetación 1 05/09/16 09:05 Page 14

Age: Very Young Learners

A PECULIAR HALLOWEEN PARTY

A) Count the monsters or objects and write the number.

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h
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c
o
p
i
a
B) Trace the lines to discover the parts of the body.

F___ L__
b
l
e A__ H___ H___
C) Order the monster and boy according to size.

1) From small to big 2) From big to small

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195_ttm_revista_ar_Maquetación 1 05/09/16 09:05 Page 15

Age: Very Young Learners/Young Learners

A PECULIAR HALLOWEEN PARTY

Put the sequence of events in order and colour the pictures.

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195_ttm_revista_ar_Maquetación 1 05/09/16 09:06 Page 16

Age: Young Learners

A PECULIAR HALLOWEEN PARTY

A) Match the monsters who do the same.

BRAD TAMMY
PAM ANN

p
DANNY SAM
h B) Use the letters to complete the names.

o DS BT N
t __AMMY __AM __ANNY __RAD __ICK
o
C) Invent a name for Nick's friend.
c
o
p NICK __ICK
i
a D) Draw these
missing objects to
b complete the scene.
2 yellow balloons, 3 red
l balloons, 5 blue
balloons, a purple
e monster, an orange
monster.

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195_ttm_revista_ar_Maquetación 1 05/09/16 09:06 Page 17

Age: Young Learners

HALLOWEEN ACTIVITIES
A) Look for SEVEN words related to Halloween.

p
p a c a t e i g a e
h
u i a e i a e h i a o
m o n s t e r o e i t
p a e i a e i s a e o
k i a e i w i t c h c
i a b r o o m e i a
o
n e a i a e i a e i
p
a e t a e i a e i a
i
B) Acrostic poem: Write a poem starting each line with the letter given. a
h b
a l
l e
l
o
w
e
e
n

Key: A)

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195_ttm_revista_ar_Maquetación 1 05/09/16 09:06 Page 18

Age: A1 Age: Teenagers

SCARY SHORT FILMS

Salina Turda 2) After taking a soda for free, he goes to a…
a) …ferris wheel.
b) …drop tower.
c) …roller coaster.

3) When the game starts, the boy…

a) …is having fun.
b) … is very scared.
c) … wants to go home.

p 4) When he goes to the “Mini Mine Train” ride, his soda is over

h
and…
Before Watching a) he throws it to the floor.
b) he keeps it till the end of the ride.
o
A) Answer the questions.
1) What places do you visit in your free time/in your holidays? c) he throws it into the litter bin.
2) Do you go with your family or friends?
t 3) Have you been to the places illustrated in the pictures? E) What happens next? Decide if these statements are
4) Do/did you like them? TRUE or FALSE, and change the false ones.
o 5) Which is your favourite one? Why?
1) There is a change in the ride's way. T F
AMUSEMENT
c PARK PARK SQUARE
2) The kid falls down. T F
o 3) He pushes a green button. T F
p 4) Suddenly, all the lights go on. T F
i B) In amusement parks, there are amazing and 5) He drinks another soda and he wakes up. T F
exciting games. Check the ones below on the Internet
a and decide in pairs: 6) The boy gets stuck under the rocks. T F
Pendulum ride
b WHICH IS…
a) …the funniest? -
Bumper cars
F) At the end of the short film, we read: “Story freely
Ferris wheel
l b) …the most thrilling?
c) …the most boring?
Drop tower
Roller coaster
inspired by Salina Turda. An old salt mine in Romania,
renovated since 2009 into an amusement park”.

e d) …the least fascinating?

e) …the most monotonous?
Teacups
Merry-Go-Round
1) Would you like to visit this place?
Train ride
2) Search for images of Salina Turda Amusement Park online.
C) Watch the short film Salina Turda at: Now, have you changed your mind? Would you go there?
https://www.youtube.com/watch?v=PJXvjGJmOyg

After watching
D) Choose the correct answer.

1) The protagonist is…

a) …at the cinema.
b) … at an amusement park.
c) … in his favourite square.

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195_ttm_revista_ar_Maquetación 1 05/09/16 09:07 Page 19

Age: A1 Age: Teenagers

SCARY SHORT FILMS

Bogeyman Lights Out - Who Is There?

p
h
Before watching Before watching
A) Discuss as a group. When you were very little, were
you afraid of…
A) When the lights are out at night, we typically pay
attention to every sound in the house, in the street, in
o
1) …ghosts? 2) … the bogeyman?
4) … big animals?
3) … the dark?
5) … getting lost?
the garden.
In your case, what do you hear?
t
6) … villains? 7) … monsters under the bed?
8) ……………….? (complete it if necessary)
-The clock ticking.
-A door opening/closing. o
c
-Dogs barking.
B) Watch the short film at: -Crickets chirping.
https://www.youtube.com/watch?v=MXB3jg0JURU. Stop at 1:55. -The neighbours’ chatting.
-Others: ……………………………………… o
After Watching
C) Memory game. In pairs, tick what you can see in the
kid’s bedroom. Then, watch the video a second time to
B) Watch Lights out - Who is there? at:
https://www.youtube.com/watch?v=FUQhNGEu2KA
p
check your answers. (Again, stop at 1:55)
C) Complete the sentences with words from the box.
i
-poster -television -window
-newspaper -dinosaur -CD
bed - frightening - lamp - light - figure - woman a
-lamp -magazine -car
-boat
-bear
-(wooden) ant
-drawings
-book
-superhero 1) The woman turns off the light and sees a .................................... b
2) When the ............. turns on the ....................., the figure is gone.
-computer
-shelf
-door
-netbook
-DVD player
-bed 3) She leaves the lights on and goes to .............................................. l
-plane 4) The ............................'s light starts going on and off, on and
off. e
D) Put the sequence of events in order. 5) There is an ugly and ..............................spectre next to her bed.
1) The mother hits it and runs downstairs with the boy.
2) A scary monster appears next to the boy. D) Choose one option.
3) The mother checks how the boy is doing. 1) What do you think about the film? Did you find it…
4) Then, she washes the dishes. a) terrifying? / not scary?
5) The house transforms. It turns black. b) foreseeable? / unpredictable?
6) As she tries to open the front door, the boy looks back. c) fascinating? / disgusting?

E) Watch the end of The Bogeyman. Answer the

questions.
1) What happens to the child?
2) What will happen next?

answer: The bogeyman takes the boy’s heart/soul. Lights Out - Who Is There? C) 1) figure, 2) woman – light, 3) bed, 4) lamp, 5) frightening.
apart, 6) T; Bogeyman C) poster, lamp, bear, shelf, dinosaur, ant, window, car, books, superhero, bed, plane, door; D) 3), 4), 2), 1), 6), 5), E) 1) Possible
Key: Salina Turda D) 1) b), 2) c), 3) a, 4) a), E) 1) T, 2) T, 3) F, The button is red, 4) F, The lights go off, 5) F, He drinks another soda and everything falls 19

195_ttm_revista_ar_Maquetación 1 05/09/16 09:07 Page 20
T Game instructions
his lesson plan, based on
the topic of horror stories,
is aimed at elementary
students. The activities
presented offer the opportunity to learn
about the horror novel Dracula and its
author, Bram Stoker. Students will also
learn that the novel was based on a real
story: Count Dracul's. Besides, this plan
will give you the possibility to teach
vocabulary related to horror movies and
stories, to review parts of the house and
there is/there are, as well as affirmative
and interrogative sentences. By the end of
the lesson, students will be able to speak
about Bram Stoker and Dracul and to retell
the story.
Objectives
• To introduce the horror novel Dracula
and its writer, Bram Stoker.
• To learn about Dracul, the person who
inspired the famous novel.
• To get to know more vocabulary related
to horror.
• To challenge the visual-spatial as well as
the logical-mathematical intelligence by
asking students to make origami.
Pre task
Show poster 2 of Dracula's Castle and say
that the castle is full of horrifying objects
hidden inside. Stick the poster on one side of
the board. Then, mention the characters
hidden in the castle and stick them on the
other side of the board.
Beforehand, prepare some sentences and
write them on strips of paper, for example:
The ghost is in the bedroom. After presenting
the castle and characters, ask students to
make sentences placing each character in a
different room. If their sentences match the
sentences you wrote, students can come to
the board and place the character in the
room.
20
Drac
To start with the game, ask
students to place the
characters in different places
in the castle. Once all characters are placed
in the castle, tell students to make 1 or 2
sentences each for their classmates to say if
they are true or false. For example, if the
ghost is in the living room, one sentence
could be The ghost is in the kitchen. Then,
present synonyms, or alternate phrases to
name the characters (see below) and
introduce them. Take the characters off the
poster and make sentences using the
alternative phrases for students to place the
pictures in the correct spot. For example:
There is an apparition in the garden.
The first student to guess correctly, stands
up, takes the picture of the ghost and places
it where it should be according to the
sentence.
The game continues this way till
each image is accurately placed.
Once the castle is left with the
images inside, students
work in pairs repeating
the sentences to review
the vocabulary seen.
They may then write five of them in
their folders.
The images and synonyms are the
following:
Ghost: apparition.
Bag: container.
Bat: small flying mammal.
Skeleton: bones.
Coffin: casket.
Cape: a garment.
Grave: an excavation made in the earth to
bury a dead body.
Jack o’ lantern: a carved pumpkin.
Mummy: a body embalmed in ancient Egypt.
Witch: a woman who practises magic.
cula
195_ttm_revista_ar_Maquetación 1 05/09/16 09:07 Page 21
After working with
synonyms, ask students to
practise questions and
answers in pairs, for
example:
Is the apparition in the kitchen?
Yes, it is./No, it isn’t.
Is the bag inside the drawer?
Yes, it is./No, it isn’t.
The idea is that, with these two games,
students not only learn some new vocabulary
but also practise There is/There are, Is the…in
the ...? Yes; it is./No, it isn’t.
The same poster may also be used for
description of places, prepositions of place,
questions, answers and so on. Students can
also draw their own terror/horror objects to
include in the terrifying castle.
Playing Battleship
Make copies of page 22, one for
each student. Divide the class in
pairs. Ask each student to cut
out the objects and place
them inside the castle
without their classmate
knowing where they
are. They can ask
only two
questions in
turns to guess
where the
objects were
placed. This game can be
done either with questions or
statements. The first
student to guess where
all the objects
are, wins.
Learning about Dracula
Start making an origami Dracula. You can
find instructions at http://en.origami-
club.com/halloween/dracula/dracula/index.html.
Tell students to ask questions while you are
describing what you are doing so that they
can guess the character you are making, for
example: I will fold this small paper along the
dotted lines...When you (address students)
have a question in mind about my character,
you can ask it… Do you have any questions?
Do you want to know if my character is a
woman or a man?
Answer what you are asked. This is a nice
activity as the kids’ senses will be alert and
paying attention to the little thing that the
teacher is making/folding, trying at the same
time to guess who the character is and also
asking questions; this is a very challenging
activity for every level of English.
When the character is guessed, the teacher
starts asking questions to survey kids'
previous knowledge about the novel, and tells
them more details that they may not know, to
encourage them to learn.
According to the level of English of your
students, you may ask them to do an Internet
search about the author and the book, or you
can tell them.
After working with the book and the author,
ask students if they believe that Dracula really
existed. And then, explain that the novel was
inspired by someone who really existed:
VLAD III, Prince of Wallachia. He was known
as Vlad the Impaler for his morbid way to kill
his enemies. Students can find information
about this character. You may want to make a
true/false activity, or answer questions to
check comprehension and/or vocabulary.
Finally, ask students to find information
about similarities between Dracula and Dracul
at home. If there is Internet access at school,
they can work on that as a class activity.
You can also print some instructions to
make origami figures to decorate the
classroom at http://en.origami-club.com/
halloween/index.html.
Juliana Tomas
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195_ttm_revista_ar_Maquetación 1 05/09/16 09:08 Page 22

Age: Very Young Learners/Young Learners

DRACULA' S CASTLE
A) Cut and place the items in the castle. Say where they are.

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195_ttm_revista_ar_Maquetación 1 05/09/16 09:09 Page 23
T
FRANKENSTEIN
his lesson plan is based on an adaptation of
the classical horror story Frankenstein by
Mary Shelley. It includes a sequence of
tasks for primary school students at
elementary level and another one for
teenagers, also at elementary level. The main aim of the
activities is that students enjoy listening to a story while
developing language and literacy skills.
Objectives
• To enjoy the pleasure of listening to a story.
• To practise listening, speaking, reading and writing skills
within a meaningful context.
So, let’s open a new world to our students. Some words in
the story are written in green. You can exaggerate them or
read them with gestures to help students understand the
story. The use of pictures, gestures and onomatopoeia are
great resources to hold our students’ interest and help them
infer the meaning of unknown words or phrases.
The story
O nce upon a time, a scientist called
Victor Frankenstein, became
obsessed with the idea of using electricity
to bring the dead back to life. Dr
Frankenstein worked day and night in a
secret room in Germany reading books and
making experiments. He stole corpses
from graves, cut them up and sewed the
body parts together.
One dark night in November, after two
years of hard work, Dr Frankenstein could
finally bring his creature to life by using electricity. The creature’s
body shook with the powerful blasts of electric current and then,
slowly, opened his eyes. Dr Frankenstein was happy. “My
experiment worked!” he cried. “I did it!” But after a while, he got
scared at the giant monster he had created. “Oh! What have I
done?” he yelled. “You are a monster!” And the doctor escaped
from him.
The monster went out into the night. He was big and green. His
long hair was black as a moonless night, and he had terrifying
yellow eyes. Everybody in the village was scared of him. “Oh! A
monster!!!” people screamed while they ran away. But the
monster did not understand why people turned away from him.
And he felt very sad and scared too. “Nobody likes me, why?
Who am I?" he asked himself. And he went deep into the woods
to hide in a place where no one could see him, and cried all night.
For a long time, the monster lived alone in the woods, and he
felt very unhappy. But one day, he stopped feeling sad, and he
was filled with anger. He had a miserable life of loneliness and
horror, and it was Dr Frankenstein’s fault. The monster went in
search of his creator determined to seek revenge.
“You, monster! You've come back!” Dr Frankenstein screamed
when he saw the creature.
“Why do you call me a monster?” the creature replied. “What
kind of man are you? You are my creator and yet you hate me! I
am alone because you made me horrible. You owe me some
happiness, Frankenstein! Create a wife for me, or I will kill your
friends and family! I want company!” the monster said very
angrily.
“A wife?” the scientist asked. “Go away, you monster! I cannot
create another like you!”
Furiously, the monster left. But, for Victor's misfortune, the
angry creature did keep his promise. And after a short time he had
killed, one by one, every member of the scientist's family. In this
way, the monster gave Victor a life of horror, too.
Lesson Plan for Young Learners
Before listening to the story
Tell students they are going to listen to a thrilling horror
story called Frankenstein. Introduce the story by asking
questions such as: Have you ever heard about Frankenstein?
What do you know about the story? What is a monster? What
famous monsters do you know? Can you describe them?
Ask the following questions to elicit vocabulary like work,
experiment, laboratory, grave, dead, body, terrifying, scared,
run away, sew, miserable, etc., which may be useful for
students to understand the story. What do scientists do?
What is a grave? Do you know how the monster of the story is
created? How would you feel if you saw a monster? What do
you do when you are scared of something?
Tell students to do activity A from page 25
before you read the story.
23
195_ttm_revista_ar_Maquetación 1 05/09/16 09:09 Page 24

While listening to the story Introduce the story by asking

questions such as Have you ever
Ask students to look at the
heard about Frankenstein? What do
sequence of events in activity B on
you know about the story? What do
page 25 and have them cut the
scientists do? Do you know how the
pictures. Ask them to listen to the
monster was created? How would you
story and try to order the sequence
feel if you saw a monster? What is a
of events. Read the story aloud.
monster? What do you do when you
are scared of something? Is there
After listening anything that you are particularly
scared of?
Encourage an oral discussion by
using the following questions. Accept
answers in L1. While listening
• Did you like the story? Why? Ask students to listen to the story
Why not? and order the sequence of events.
• What do you think about Dr Use exercise A on page 26.
Frankenstein's decision to put life
into a dead body? Is it right or
wrong?
After listening
Encourage students to think about
• Why do you think Dr
our responsibility towards others and
Frankenstein doesn't want to
the responsibility of scientists by
create a wife for the monster?
asking the following questions.
• Is the monster to blame for his Accept answers in L1. Then, ask
actions? them to do activity B from page 26
• How do you feel about the and help them write their opinions.
monster? Do you feel sorry for • Did you like the story? Why? Why
him? Why? Why not? not?
• What do you think about Dr
Ask students to draw a wife for the Frankenstein's decision to put life
monster and encourage them to into a dead body? Is it right or
describe her. wrong?
• Why do you think Dr Frankenstein
doesn't want to create a wife for the
Ask students to write a different
monster?
ending for the story (activity C on
page 26). After that, students can • Is the monster to blame for his
draw their ending, or even draw a comic actions?
strip. • How do you feel about the monster? Do you feel sorry for
him? Why? Why not?
Lesson Plan for Teenagers and Adults
Before listening to the story Follow up tasks
Tell students they are going to listen to a horror story called Exercises C, D and E are designed to help students practise
Frankenstein. Explain to your students that the story was reading and the use of time reference words, to guide them in
written by Mary Shelley in 1818, when scientists everywhere the search of information about the 19th century, to foster a
were experimenting with electricity, brains and bodies. reflection on the differences and similarities between the 19th
Also tell students that the story they will listen to is an century and our modern world, and finally, to encourage them
adaptation of Mary Shelly’s Frankenstein. to imagine and write an alternative ending to the story.

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195_ttm_revista_ar_Maquetación 1 05/09/16 09:10 Page 25

Level: A1 Age: Young Learners/Pre-teens

FRANKENSTEIN
A) Match the following words with the correct picture.

1) grave

2) scream

3) woods

4) sew

5) wife

B) Cut out the following sequence of events. Then, listen to the story and put them in the correct order.
Dr Frankenstein said no, and the monster But then, he got furious at Dr His experiment worked! The creature
took revenge. Dr Frankenstein had a Frankenstein and forced him to create finally opened his eyes.
miserable life forever after. a wife for him.

I need company

The monster went to the woods. Dr Frankenstein was happy at first, but Dr Frankenstein had an idea, he wanted
He felt sad and lonely. then, he got really scared and escaped. to bring the dead back to life.

C) Can you think of another ending to the story? Use some of the following words. Then, illustrate your story.

The police Ran away Then,

Dr Frankenstein Created After that,
The monster Lived Finally,
A friend Fell in love In the end,
Called Married Luckily,
Went Killed Unfortunately,
Frankenstein had a miserable life forever after.
then, he got furious at Dr Frankenstein and forced him to create a wife for him, 6) Dr Frankenstein said no, and the monster took revenge. Dr
3) Dr Frankenstein was happy at first, but then, he got really scared and escaped, 4) The monster went to the woods. He felt sad and lonely, 5) But
Key: B) 1) Dr Frankenstein had an idea, he wanted to bring the dead back to life, 2) His experiment worked! The creature finally opened his eyes,
25
195_ttm_revista_ar_Maquetación 1 05/09/16 09:10 Page 26

Level: A1/A2 Age: Teenagers/Adults

FRANKENSTEIN
A) Listen to the story and order the following sequence of events.
1) Consequently, the monster got even more furious and decided to take revenge killing the scientist's family. From then on,
Dr Frankenstein had a miserable life, and lived sad and lonely forever after.
2) As the years went by, the monster started to get furious at Dr Frankenstein because he made him so big and ugly. And
everybody hated him for that. So, the monster asked his creator to make another like him, a wife. But Dr Frankenstein chased
him away.
3) After a long time of hard work, his experiment finally worked! The creature opened his eyes.
4) In the village, everybody shouted and ran away from the monster. But he didn't understand why. He went into the woods
and hide where no one could see him. He felt sad and lonely.
5) Dr Frankenstein was happy at first, but then, he got really scared of the monster he had created.
p 6) Dr Frankenstein became obsessed with the idea of creating life. He worked day and night making experiments at a secret
room in Germany.
h B) Do you agree or disagree with the following statements? Explain your answers.
o 1) Scientists should experiment all the time. If they don't, we will never find new and better ways of living.
2) Nobody should re-use parts of dead people’s bodies for any reason, not even for transplants.

t 3) Scientists just want to discover and understand new things. It is not their fault if other people use their scientific discoveries
in dangerous or evil ways.

o C) Read the extract below. When do you think it takes place?

1) What is missing? (a) verbs (b) linking words (c) time reference words
c 2) Complete with the correct option from a) to f).
a) At eight o'clock that night b) For a long time c) When d) Suddenly e) After a few minutes f) For some days
o
1_________________, I kept thinking of what the monster had said and I almost got sick. So, I decided I would be ready for
p him and I bought a few guns and knives. But, for a year, the monster gave no signals and I started to believe he was probably
dead. And I began to plan my wedding.

i Elizabeth and I had a wonderful wedding. 2 __________________________, I forgot about the monster and I was very happy.
We reached our hotel 3 ________________________. There was no sign of the monster. 4 ________________________, a

a thunderstorm came up. But I didn't want to take any chances. I took a gun and a candle and checked each room in the hotel.
Elizabeth was getting ready for bed. 5 ______________ I was in the basement I heard Elizabeth screaming. 6

b
_______________, I knew that the monster wasn't planning to kill me, he was after Elizabeth. I ran upstairs and into our
bedroom. Elizabeth was lying across the bed, dead. Finger marks were on her neck.

l D) Frankenstein is one of the most famous novels in Gothic literature. Gothic genre depicts mystery and horror,
and almost always contains dark forests, castles, the supernatural, secret rooms, and other similar elements
e familiar to horror movies.
1) Why do you think the Gothic genre developed during the 19th century? Surf the net and search for information about the
period when Frankenstein was written. Use the chart below to compare the 18th century with the world today. You may use
these links: https://www.heckgrammar.co.uk/index.php?p=10726 or http://revisionworld.com/gcse-revision/english-literature/frankenstein-
mary-shelley/context-background.
18th/19th century Today
The promise of freedom of the
2) Is life today different from life in French Revolution soon gave way to
the 18th century? Social background the misery and suffering of the
Industrial Revolution.

E) Write a different ending for Scientific developments

Frankenstein.
Role of women

Other

beings as imperfect and at the mercy of far more powerful forces, such as nature and death. They showed the dark irrational side of human nature.
of apparent human progress and to make readers examine what knowledge is, and what being 'human' really means. Gothic novelists portrayed human
26 Key: A) Correct order: 6, 3, 5, 4, 2, 1; C) 1. b, 2. f, 3. a, 4. e, 5. c, 6. d; D) 1) The Gothic novelists aimed to represent the dark side that accompanied that age
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Level: A1+/A2 Age: Teenagers/Adults

HOW MUCH DO YOU KNOW ABOUT HORROR MOVIE CHARACTERS?

A) What is your favourite horror movie? Why do you like it? Who’s your favourite character? Do you find him/her
frightening? Why?

B) Match each character to the names below.

Leatherface

Jason Voorhees

Xenomorph
p
Count Orlok
h
Freddy Krueger
o Chucky
t Pennywise the
dancing clown
o
Ghost Face
c
Candyman
o
p C) The next 9 film titles are connected with the characters in B. Which character is the main figure of each movie
title?
i 1) Child's Play ________________________ 2) Nosferatu ________________________ 3) Alien _____________________
4) Candyman ________________________ 5) The Texas Chainsaw Massacre ________________________
a 6) Friday the 13th _____________________ 7) Scream ________________________ 8) It ________________________
9) A nightmare on Elm Street ________________________
b D) Below, there are some physical characteristics of each character. Decide which fits each character and add
l more, those you consider important to describe them. Finally, write a short paragraph for one of them.
1) Ghost mask, black hood, black gloves, buck knife.
2) Chest full of bees, long black overcoat, hook hand, tall African-American man.
e 3) Colourful clothes, curly red hair, scary smile, red round nose.
4) Tall thin bald man, big pointy ears, sharp teeth, long fingers.
5) Burned disfigured face, brown hat, red and green striped sweater, bladed glove.
6) Denim dungarees, long red hair, big blue eyes, plastic scarred face.
7) Long blade-tipped tail, long cylindrical skull, eyeless, bony body.
8) Chainsaw, human-skin mask, yellow apron, black short tie.
9) Hockey mask, torn jacket, machete, muddy clothes.

E) Choose one of the characters seen in the previous exercises and find out more about their story, either by
reading about them or watching the movie. How have they become who they are? Where do they appear? Who
are their victims? Do they use a particular weapon? Write a short paragraph telling their story. Use the
information from exercise D to enrich it.
Fabricio Inglese

7) Xenomorph, 8) Leatherface, 9) Jason Voorhees.

Street (Freddy Krueger); D) 1) Ghost Face, 2) Candyman, 3) Pennywise the dancing clown, 4) Count Orlok, 5) Freddy Krueger, 6) Chucky,
Massacre (Leatherface), 6) Friday the 13th (Jason Voorhees), 7) Scream (Ghost Face), 8) It (Pennywise the dancing clown), 9) A nightmare on Elm
9) Xenomorph; C) 1) Child’s Play (Chucky), 2) Nosferatu (Count Orlok), 3) Alien (Xenomorph), 4) Candyman (Candyman), 5) The Texas Chainsaw
28 Key: B) 1) Freddy Krueger, 2) Jason Voorhees, 3) Ghost Face, 4) Pennywise the dancing clown, 5) Candyman, 6) Count Orlok, 7) Leatherface, 8) Chucky,
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Level: A2/A2+ Age: Teenagers

COSTUMES
A) Have you ever put on a costume? Why did you do it? Did you have fun wearing it?

B) Now, read the text and write a title for it.

…………………………………………………………………………………………………………………………

Most of us have tried on a costume at least once in our life. And let's face it: wearing one is fun! Just to scare
others or pretend to be someone else is something humans have been doing for thousands of years; apparently
wearing costumes is a really old tradition.
One of the most popular festivities in which people wear costumes is carnival. It started in Ancient Rome:
Romans dressed up during the Saturnalia festivities, a celebration in which the social order was forgotten and p
people gave themselves to party and to lose control. Costumes helped them release their most inner desires
and become uninhibited for just one moment during the year. Poor people acted out and dressed up like rich h
people, sane as crazy, and everyone made fun of everyone. It was a day when the usual way of things was
inverted.
Nowadays, Halloween is a festivity in which people wear costumes, but why is this? Why do some people dress
o
up as a monster or something scary? Halloween has deep roots in the Celtic tradition. Winter nights were
extremely cold and harsh, and they threatened people’s lives. Darkness made everyone scared and people t
started to think that ghosts and monsters walked down the streets during the nights. So, they started to wear
masks and hoods in order to deceive the evil creatures and not to be recognized and killed. Eventually those o
costumes became popular and everyone in many countries started to celebrate Halloween. The origins of the
costumes were forgotten, but some say that if you look carefully at people in disguise during Halloween, you
may see a real ghost.
c
C) Match each word with its meaning.
o
p
1) Costume a) Beliefs, legends and information from folks.
2) Tradition b) To reverse in position, order, direction or relationship.
i
3) Invert c) The mask and clothes that someone wears when he/she a
b
4) Festivity doesn’t want to be him/herself.
5) Threaten d) Not to be remembered.
6) Forgotten e) To menace someone. l
f) A celebration, an important occasion.
e
D) Decide if the sentences are True or False.
1) Costumes were worn only to scare people. ________
2) Romans used to celebrate Halloween, but they called it Saturnalia festivities. ________
3) During the Saturnalia festivities people dressed in costumes to help them lose control. ________
4) Winter nights were so cold and dark in some parts of Europe, people were afraid of going out. ________
5) Ghosts disguise as humans for Halloween. ________

E) Choose one of the following writing topics.

1) Imagine you are a ghost during Halloween and you go out and see everyone in costumes: How would you react? What
would you do?
2) Imagine a person finds out that you are a real ghost. What would he/she do? What would you do then?
Sebastián Albizuri

Key: C) 1) c, 2) a, 3) b, 4) f, 5) e, 6) d; D) 1) F, 2) F, 3) T, 4) T, 5) F.

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How to Select a Coursebook

Tips for teachers

I
n this section, the importance of choosing a textbook for an English
class is dealt with and some interesting ideas to take into account are
discussed.
Sometimes, it is hard for teachers to select a textbook. Some
teachers may find it difficult to find a proper book and they have to think
of all the characteristics they demand from a book to select one which
satisfies their teaching needs. Though there may be several
disadvantages such as not responding to all different students’
needs, possessing irrelevant and/or uninteresting topics, having
archaic structures, there are far more advantages in using a
course book. For instance, it gives continuity to the materials,
which makes it easy to follow; it provides units and lesson
plans to cover a topic in detail, and offers balanced,
graded information to guide teachers to what to do and
when to do it. Moreover, a textbook can help you balance the
time allotted to the different topics; and it can even become a
syllabus in itself. It might mean security, guidance and support for
inexperienced teachers, and provide ready-made teaching texts and
activities. As far as learners are concerned, when using a textbook, students
take their learning more seriously and they seem to be less dependent on the
teacher (Kitao, K. & Kitao, K., 1997).

Tips for selecting a proper coursebook

• Think of the images: They should not be there just for illustration
purposes but to teach the meaning of new words/vocabulary, to be co-text, to
provide ideas for writing activities, etc.
• Think of the songs: They should provide useful content and they should
be age appropriate. In some series of children's books, songs do not vary
according to students’ ages. They seem to be too childish for older children or
young teenagers.
• Think of characters: do these characters provide continuity to the
materials? Are they helpful for the cohesion and coherence of the units? Again,
are they appropriate for the age of the students? For example, teenagers'
coursebooks with crocodiles as the main characters throughout the book do
not seem appropriate for the age of the students.
• Think of the course components: Does it have all I need to teach? Does it
contain videos, CDs, posters, online material, etc?
• Think of the course structure: Do you need to have a specific number of
units, lessons or hours covered? Do you have to cover a wide range of
contents in a few hours/classes?
• Think of the level of your students: Is it for adults, children,
teenagers? Is it for a starting, intermediate or advanced level? It is
fundamental to be aware of the different levels of the CEFR (A1, A2, B1,
B2, C1, C2) and their meaning/requirements/implications.

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• Think of the cohesion, coherence and dramatic unity: Are the

units related through Integrative activities?
• Think of the syllabus: Is the pace of the units fast or slow? Teachers
often criticise books since they claim coursebooks are vague.
• Think of the topics: Are they appropriate for the age group or the
objectives of our students?
• Consider the skills: Are they appropriate and relevant to the
course? Are the activities varied and creative? Are the speaking and
writing activities controlled or free? Are the activities communicative?
Do the activities include a variety of individual, group work or pair
work?
• Think of grammar and vocabulary activities: Does the book
include enough practice? Is it varied? How is it presented? Where
is it included? Are there grammar and vocabulary boxes? Are
they easy to find? Is the amount of grammar and vocabulary
exercises balanced?
• Think of pronunciation and intonation exercises:
Even from very little kids' books, rhymes as well as
tongue twisters and contrastive minimal pairs have
to be included. Children and adults learn very
quickly and easily when listening material is included.
• Think of revision, consolidation and assessment: Are
there review and consolidation units? Are they communicative?
Are there any progress tests?

All these features may appear to be numerous, but they are actually
some of the most relevant ones. The complete list of characteristics can
be endless.

We have to take into account that a perfect book does not exist, and
we cannot expect miracles from it. Teachers should be material
developers and responsible for the materials their learners use to
increase their knowledge and experience with the language.

Sources and References

Kitao, K & Kitao, K (1997). Selecting and developing teaching/learning
materials. The internet TESL Journal., Vol. IV, No.4. Retrieved from:
http://iteslj.org/Articles/KitaoMaterials.html
Silvana E. Schneider

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