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 Pages 4 to 8:
ear colleagues,

Contents
The Adventures of Grandpa
This month, The Teacher's Magazine brings along several stories and Me
with accompanying lesson plans. For very young learners, The Page 9:
Adventures of Grandpa and Me will help you explore the literary World Press Freedom Day
device “mise en abyme” and carry out different activities to foster Pages 10 & 11:
learning in a meaningful way. Let's Decorate Our School
The traditional story of The Giant Turnip will allow for different fun and Page 12:
engaging activities for very young learners. Mondays
For older students, the calchaquí legend How Birds Got Colourful Feathers Pages 13 to 15:
enables reading comprehension and vocabulary activities. The Giant Turnip
For teenagers, you will find the legend of Dream Catchers, and the first part
Pages 16 & 17:
of Let’s Explore Wonderland. The Fantastic Flying Books of
Mr. Morris Lessmore
Last but not least, there are some ideas to decorate the classroom, or the Pages 18 & 19:
school, for the upcoming 25th May celebration.
Video Creation in the EFL
We hope you find this issue as useful as we do! Classroom
The Teacher’s Magazine Team Pages 20 to 23:
How Birds Got Colourful
Feathers
Pages 24 & 25:
Comic Books Sound Great!
Pages 26 & 27:
Let’s Explore Wonderland
Pages 28 & 29:
Dream Catchers
Pages 30 & 31:
Snow White and Rose Red
Poster 1:
The Adventures of Grandpa
and Me
Poster 2:
How Birds Got Colourful
Feathers

Directora: Karina Uzeltinger / Diseño y diagramación: Marcela Monardez /Dirección general: Adrian Balajovsky/ Colaboradores: Agustina Negretti, Geraldina Salaberry Serrano, Mónica Buzada, Yesica Galliano,
Mariana Prats, Fabricio Inglese, Juliana Tomas, Rocío Pérez, Germana Tomas, Mabel Marchese / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección general: Dario Seijas / Archivo digital: Cecilia
Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Mónica Gil, Natalia Sofio /Comunicación y atención al cliente: Carlos Balajovsky,
Maia Balajovsky / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Recursos humanos: Mariana Medina / Recursos multimedia: Martín Asteasuain, Francisco Del Valle, Aldana Meineri , Pablo
Yungblut, / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Juan Meier / Recepción: Mauro De Los Santos,
ISSN: 1514-142X
Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
AÑO XIX - Nº 201
MAY 2017 Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
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 Editori-
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3
The Adventures of
n this occasion, the
O story is about a grandpa
who reads a big book to
his granddaughter when
she visits him. It is
developed using a device
called “mise en abyme”, since the
first story serves as frame for the one
told in the green book, which is
about another grandpa and his
granddaughter’s adventures.
Objectives
• Describe characters and scenes.
• Review numbers and colours.
• Sequence.
• Draw and colour characters.
bed. Accept answers in L1. Then,
stick the first flashcard on the board
or wall and introduce the characters
in the frame story: the grandpa and
Regina. After that, explain that these
characters are going to read a story
about the adventures of a
granddaughter and her grandpa.
Point at these characters as you
introduce them.
Telling the story
As you start the story, point at
Regina, her grandpa and the book as
they are mentioned.
It is bedtime. Regina is
My favourite is the kite,
because it flies very high.
I like cooking with grandpa.
My favourite menu is
cookies and fruit juice.
I adore bedtime at
grandpa’s because he
always tells me crazy
stories.”
Switch to your voice again. Close the
green book and leave it aside. Point at
the last flashcard and say:

• Learn about the device “mise in
abyme.”
Linguistic exponents
• Family members.
• Free time activities.
• Colours.
• Toys.
• Numbers.
Before telling the story
At home, make a big green book with
cardboard and A4 sheets. Stick each of
the flashcards on different sheets, so
that then, you can use this book to tell
the story The Adventures of Grandpa
and Me.
Start the lesson asking students what
free time activities they do with their
grandparents (or any other family
member). Accept answers in L1.
Talk about bedtime and ask students
what they generally do before going to
ready and her grandpa tucks
her in. Regina is asleep. Grandpa
closes the big green book
Regina asks grandpa if he and goes to bed.
can tell her a story.
Grandpa says yes. Tell the story again, and then ask
students:
He grabs a big green book,
opens it and starts reading: What is your favourite part?
The Adventures of Grandpa What is your favourite
and Me. activity?
Now, change your voice to be the Who is the best character?
narrator of this story. Use your green
book to go on telling the story.
“I love spending time with
grandpa.
We play a lot of games.
We play in the courtyard
and in the house.
I enjoy making toys with
him.

4
 GRANDPA and ME
After telling the story
There are photocopiable activities for
different levels on pages 6 to 8.
Using the flashcard in which the
characters are cooking, ask students
questions to describe it: Who is this?
What colours can you see? Is he/she
happy or sad? Has he/she got a
big/small nose/mouth/...? Does he/she
like cooking/playing football/…? Can
she/he cook/read/...? You can do the
same with the different flashcards.
Present the following chant. Tell
students to complete it in groups and,
miming the actions, present it to the
class.
I love cooking with my………
I enjoy playing with my………
I adore making……………
I like playing …………….
You can explain the device “mise en
abyme” to your primary school
students using different sizes of boxes
Download another
photocopiable activity
from www.ediba.com
(or any other object). Check out
these websites for simple
explanations:
https://www.merriam-
webster.com/dictionary/mise%20en
%20abyme,
https://www.litencyc.com/php/stopi
cs.php?rec=true&UID=729.
Make toys using recycled or waste
materials with children. For instance,
students can make kites using old
newspapers or magazines and fly them
in the playground. Watch these videos
to get some simple ideas on how to
make kites:
https://www.youtube.com/watch?v
=XI_NiH1g0VQ,
https://www.youtube.com/watch?v
=yha9R8Z5Ik0,
https://www.youtube.com/watch?v
=kDziOdwtU_I,
https://www.youtube.com/watch?v
=QUjjcrYBJx4.
Geraldina Salaberry Serrano
5
 Age: Very Young Learners/Young Learners

The Adventures of Grandpa and Me

A) Order.

6
 Age: : Very Young Learners

The Adventures of Grandpa and Me

B) Trace and colour.

C) Circle the odd one.

D) Trace and match.

KITE

COOKIE

BED

BOOK
7
 Age: Very Young Learners/Young Learners
The Adventures of Grandpa and Me
E) Find and colour.

F) Cut, stick and colour. G)Trace.

H) Count and write.

8
 BA L CU LT URE
World Press
Freedom Day
GLO
O RNE R
C

(3rd May)

BACKGROUND

W orld Press Freedom Day is

observed every year on 3rd May
to raise awareness of the right of
freedom of expression, which
constitutes an essential human right.
The aim of this observance is to remind
people that many journalists are killed or
imprisoned because they bring hidden
news to the surface.
WHAT DO PEOPLE DO?
Some advocates of this observance pay
tribute to professionals in the media field
who have put their lives under risk or have
even died for the sake of fulfilling their
duties. They organise festivals, special
dinners, as well as art exhibitions, to honor
these journalists.
UNESCO unifies the celebration by
identifying a theme to be worked on in a
worldwide scale and by setting up the main
event in different places around the world.
TEACHING SEQUENCE
Age: teenagers/adults
Level: A2 onwards.
TASKS
1. Ask students if they know what freedom of press comprises. Tell them
to work in groups and make a mind map summarising what they know
about that right.
2. Write Freedom of Press on the board and invite students to add
concepts to the chart.
3. Tell students to look for more information connected to that right and
to find examples of cases in which this right has been neglected.
If students are interested in the topic, they could also organise a
campaign so as to raise awareness on this issue.
Sources and References
http://en.unesco.org/world-press-freedom-day-2016
http://en.unesco.org/wpfd
https://www.timeanddate.com/holidays/un/world-press-freedom-day
Yesica Galliano
9
 2) What materials do we need
to work with this
technique?
Definition: Origami is a Japanese
Objectives
3) What can we do with paper
technique consisting of folding to get

in origami?
• To experience the origami art different shapes for decorative

4) What kind of origami can

and know the possibilities offered purposes.

we use to decorate our

by this technique. According to students' level or

school this 25th May?

• To develop and enhance
students' creativity.
• To use origami with decorative
purposes.
• To learn new words and to
practise step-by-step proceedings.
• To present different ornaments
and decorations.
Materials
Glue, light blue and white pieces of
paper of different sizes, thread or
wool.
What do we know about
origami?
Write down some key words on the
abilities, you can provide more
information or ask them to find extra
information about the technique.
Origami comes from ori, the Japanese
word for fold, and gami, meaning
paper. It is a word used for the first
time thousands of years ago, when
papyrus was invented. Later on, it was
adopted by the Arabic culture, and
finally, it reached Europe.
This technique has different levels of
complexity, from a shape that can be
formed in ten folds, to one that has
more than three hundred steps to be
completed. This is the reason why it
can be adapted to different needs and
skills, and it is also used in therapy to
work on different abilities.
In pairs, students retell what they have
learned. If you assign this task to be
done at home or in class, you may
give the following questions as a
After five minutes of discussion in
groups, present students with different
ornaments they can do using this art.
You may find some ideas at
http://www.origami-
fun.com/printable-origami.html.
Once a pattern is chosen, print the pdf
file, so each student has the
instructions. Present vocabulary they
may need, for example: fold, crease,
triangle, rectangle, diamond, flatten,
etc. Ask students to follow the step-by-
step instructions using white and light
blue paper. Go around the class,
asking students to explain what they
are doing, name the shape they are
working on at the moment, count how
many patterns are already made, etc.

1) What is the meaning of

board to help students to come out The finished origami can be placed
guide:

ORIGAMI?
with a definition. around the school, or in a hall using

Origami
You may write: thread; another possibility is to give
them out as souvenirs

art
Japanese
when parents

ding
Paper fol
t d if f er ent shapes
Ge

10
come to school that day. It is also
desirable that the activity proposed
in each class is increasing in
difficulty, so that more elaborate
pieces of art can be displayed by
older kids.
Materials
White and light blue rectangles in
any kind of paper, popsicle sticks,
scissors, glue.
Take a 20x10cm paper rectangle and,
on the long side, every 2 cm, fold a
straight line. At the end, you will get
an accordion. Then, with a sharp
pair of scissors, students cut little
triangles, squares, flowers, whatever
they desire. You will see that when
the paper is unfolded, the shape is
seen repeatedly in the piece of
paper, forming a pattern. Last, stick
both edges onto a popsicle stick
forming a fan. Place them on
windows, halls, corners, doors, etc.
While students are working on this,
go around the class asking what
shape they are cutting out, count
how many they
have made, how
many popsicle
sticks are
needed, etc.
Materials
Disposable bottle caps in light
blue and white. Glue or tape.
This activity is very easy and
can be done by very young
learners or lower forms at
primary school. The idea is to
play with different shades of
light blue and white to make a
curtain. It can be done on a
wall or in paper. The teacher
can place a string or thread in
the shape desired for the kids
just to follow the string and
stick the bottle caps on it, or she can let the
kids make their own curtain.
In any of the activities proposed in this article,
it is desirable that each grade shows in a nice
sign the description of what they
did and why it was done during
the English lesson.
Let's celebrate!
Juliana y
Germana Tomas
11
 he following lesson plan
T is aimed at secondary
school students at
Elementary+ or Pre-
Intermediate level. The
objective is to raise awareness
of a cultural idea: Mondays are seen
as the worst day of the week; they
are not wanted days, they are sad
days.
Tasks
Elicit ideas about Mondays. Ask
students: What do you think about
Mondays? Do you like/hate Mondays?
Why? What is wrong with Mondays?
What do people generally do on
Mondays?
Read aloud the poem Thought for
Monday by Benjamin Zephaniah at
https://books.google.com.ar/books?i
d=DDRpwcPr9BsC&pg=PT36&lpg
=PT36&dq=thought+for+monday
+benjamin+zephaniah&source=bl
&ots=C-
4hurFJ1J&sig=4MlZ6XL0MfHAz78V
QGwP2shc6LQ&hl=es-
419&sa=X&ved=0ahUKEwiO_daC-_
nKAhWGIZAKHVrfDzkQ6AEIYzAM#
v=onepage&q=thought%20for%20
monday%20benjamin%20zephaniah
&f=false
Ask students to think of
a title for it. Write
their suggestions
on the board.
Tell them the
title of the
poem.
Write the
author’s name
on the board.
Tell students to
12
predict information about the poet:
where and when he was born, if he is
still alive, his physical description, etc.
Then, ask them to find information
about him. Was the poet what they
expected?
If you want, you can give students a
copy of the poem which includes
some drawings. Check any words
students do not understand. Discuss
the use of blue. Identify poetic
devices: alliteration, repetition.
Highlight the use of questions without
question mark, the word like as a
preposition, and the use of have vs
suffer. Students can also find a
relationship between the poem and
the pictures.
Divide the class in groups. Each group
discusses the theme of the poem.
Write some questions on the board to
guide the discussion:
• How is the writer feeling?
• Is Monday a special day for him?
• What does he compare Mondays to?
• Do you agree with him?
• Do you have the same feeling as
regards Mondays?
Add some other questions to redirect
the discussion towards the
cultural idea that
Mondays are not
happy days.
• Do people, in
general, have
the same
feeling?
• Why do you think it is a cultural
idea?
• Do you agree with the last lines of
the poem?
• How about Holiday Mondays? Are
they the same?
After discussing, each group prepares
their report. They tell their ideas to the
rest of the class.
Ask students to change the last line of
the poem, and also to add some other
drawings.
Final Task
Elicit ideas about Fridays; ask
questions such as What about Fridays?
How do you feel when you think of
Fridays? Is it the same as Mondays?
What colours, smells or feelings do
Fridays represent for you? Sweet,
delicious, pleasant, unpleasant…?
Tell students to write a poem related
to Fridays. Their poems can be
displayed at school or uploaded to the
school webpage.
Mabel Marchese
Sources and References
Zephaniah, B. (1997). Funky
Chickens. London: Puffin Books.
 Possible activities
T his anonymous Russian
story was compiled for
the first time in the 19th
century by the writer
Since this is a cumulative tale, it is
suggested that the teacher narrates
the story using intonation and
gestures to help children understand
• Hide and seek: Using toys to
represent the characters that helped to
Alexei Tolstoy. It has a lot of the plot and the meaning of possible pull the turnip out of the ground, ask
characters, but at the same time, it unknown words. As the narration children to help you count them aloud.
is a very simple series of events, continues, taking advantage of the Then, ask children to close their eyes,
so children engage strongly patterned sequence, and hide one toy. When they open their
enthusiastically with it. children will feel motivated to say eyes, they have to guess which character
the sentences along with the is missing.
teacher. •“Toy story”: Students can use the same
toys, this time to retell the story. First,
The story give each child a toy, and retell the story;
the child who has the character
Once upon a time, a man planted a turnip seed. He watered the seed mentioned puts it in the line to “pull”
and waited. the turnip out of the ground. Then,
One day, the man saw the turnip grew and grew. It wasn’t a big turnip… students can retell the story themselves.
it wasn’t a very big turnip… it was a GIANT turnip!!! •Act the story out: Put a real or fake
So, the man pulled the turnip, but the turnip didn’t move… turnip in a brown box as if it were in the
ground. Tell each student which
The man saw a woman and said: “Hey, woman, come and help me,
character they will represent. Narrate the
please!” story, encourage children to say their
So, the woman pulled the man, the man pulled the turnip, but the turnip line. You can also record the play with
didn’t move… your mobile for the children to see it or
They saw a boy and said: “Hey, boy, come and help us, please!” to share it with their families.
So, the boy pulled the woman, the woman pulled the man, the man • Print veggies: Cut vegetables in
pulled the turnip, but the turnip didn’t move… halves including turnips, potatoes,
They saw a girl and said: “Hey, girl, come and help us, please!” carrots, etc. Put them on paint and print
on white sheets of paper. Label them,
So, the girl pulled the boy, the boy pulled the woman, the woman pulled show and compare them.
the man, the man pulled the turnip, but the turnip didn’t move…
• A new story: elder students can
They saw a dog and said: “Hey, dog, come and help us, please!” rewrite the story by changing the
So, the dog pulled the girl, the girl pulled the boy, the boy pulled the characters and the vegetable, but using
woman, the woman pulled the man, the man pulled the turnip, but the the same structure as the story.
turnip didn’t move… • Reflection: You can talk about values
They saw a cat and said: “Hey, cat, come and help us, please!” such as solidarity, unity, team spirit.
So, the cat pulled the dog, the dog pulled the girl, the girl pulled the Encourage children to express
boy, the boy pulled the woman, the woman pulled the man, the man themselves comparing the tale with
pulled the turnip, but the turnip didn’t move… similar real-life situations.
They saw a mouse and said: “Hey, mouse, come and help us, please!” • Photocopiable pages: There are two
more activities to reinforce vocabulary
So, the mouse pulled the cat, the cat pulled the dog, the dog pulled the with key words from the story. The first
girl, the girl pulled the boy, the boy pulled the woman, the woman one is to complete some drawings
pulled the man, the man pulled the turnip, and… YES!!! The giant turnip following a dotted line and to match
came out! them to the words. The other one is to
The man, the woman, the boy, the girl, the dog, the cat and the mouse cut and stick the pictures of everyone
had turnip soup for lunch… Mmm, delicious!! helping to pull the turnip out of the
ground.
(Adapted by Mariana Prats)
Mariana Prats
13
 Age: Very Young Learners/Young Learners

The Giant Turnip

A) Colour.

B) Finish and match.

TURNIP GIRL
MAN DOG
WOMAN CAT
BOY MOUSE

14
 Age: Very Young Learners

The Giant Turnip

C) Cut and glue.

15
 Working with Short Films
The Fantastic Flying Books of Mr. Morris Lessmore
by William Joyce and Brandon Oldenburg
A) Answer the questions.
1) Do you like reading?
2) What do you read?
B) Look at the picture, and guess if these statements are
True or False. After watching the short film, check your
answers.
1) The short film is about a girl and a boy in love.
2) It won the Oscar for Best Animated short film in 2012.
3) It takes place on Mars.
4) The protagonist loves reading and writing.
5) It is a silent film.
6) The main character was inspired by Buster Keaton.
C) Watch the short film at: https://www.youtube.com/watch?v=ZF6cD5ap1_c.
D) Complete the missing information with words from the box.
Joyce 2011 books Studios animation
Fantastic 15 protagonist
Name: The 1) ...................................... Flying Books of Mr. Morris Lessmore
Release date: 2)......................................
Genre: animation, adventure
Length: 3) ...................................... minutes
Directors: William Joyce and Brandon Oldenburg
Writer: William 4)......................................
Techniques: miniatures, 2D 5)...................................... and computer animation
Producer: Moonbot 6)......................................
Plot summary: After a hurricane, the young 7)...................................... of this story wanders about, until he
finds a library. Here, 8)...................................... are “alive”.
(Information taken from: http://www.imdb.com/title/tt1778342/?ref_=ttpl_pl_tt)

E) Tick what you can see in the first minutes of the short film.
1) A forest
2) A city
3) Cars
4) A stormy day
5) A man riding a bike
6) Students
7) A man writing, surrounded by books
8) Some animals
F) Tick what is blown away by the hurricane.
1) houses
2) cows
3) a television
4) buildings
5) trees
6) a lady
7) books
8) children
16
Working with Short Films
G) Choose the right option to complete the plot summary.
The Fantastic Flying Books of Mr. Morris Lessmore
Mr. Lessmore is sitting on a balcony 1) ...................................... A storm blows him, his books and
the buildings. The city is devastated, so he walks to 2)....................................... 3) A
......................................flying with a bunch of flying books passes by. She gives Lessmore a book,
whose character asks him to follow him. This character is 4)....................................... He takes the
protagonist to a library. There are other flying books here. Mr. Lessmore can communicate with
them and takes care of them. He even saves an edition of Verne’s From the Earth to the Moon. Also,
he 5)......................................to other people, who are black and white, like he used to be. He starts
writing 6) ......................................again and finishes his book when he is elderly. Then, he flies
away, surrounded by flying books. A curious 7) ......................................arrives
and starts reading Mr. Lessmore’s book.
1) reading a novel / writing a book / playing videogames
2) the countryside / another city / the capital city
3) girl / woman / man
4) Cinderella / Shrek / Humpty Dumpty
5) lends books / fixes books / gives balloons
6) a newspaper article / his memoirs / an Internet entry
7) young boy / grandma / young girl

H) Who is Humpty Dumpty? Have you ever seen

him in other films/novels/short stories?
It is a character that appears in an English
nursery rhyme. One of its earliest editions
was published in 1797! It is very popular. Try
reading this version aloud. Your teacher may
read it first and help you out:
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall.
All the king's horses and all the king's men
Couldn't put Humpty together again.

I) Discuss with your classmates.

1) Why are some scenes and characters black and white? What do you think they represent? When do they
change?
2) What does the scene of the “books’ dance” represent? What is Mr. Lessmore trying to tell us about reading?
3) Have you experienced something like in a story, in a book or on TV?

5) lends books, 6) his memoirs, 7) young girl.

protagonist, 8) books; E) 2, 4, 5, 7; F) 1, 3, 4, 6, 7; G) 1) writing a book, 2) the countryside, 3) a woman, 4) Humpty Dumpty,
KEY:B) 1) False, 2) True, 3) False, 4) True, 5) True, 6) True; D) 1) Fantastic, 2) 2011, 3) 15, 4) Joyce, 5) animation, 6) Studios, 7)
 Video Creation in
A t first, getting your
students to create a
video may sound a bit
overwhelming. If you have
never done it before,
choosing the right style of video and
the right tools can become
confusing. However, it sure is worth
the effort. Students become really
18
(Part 1)
motivated in the process, and they
get proud once they see their
creations.
Video production used to be the
domain of the film industry and was
usually left to the very few with
specialist skills. Nowadays, most
people have cellphones or digital
cameras with microphones included
that are so easy to use that anyone
can make a short video with sound,
text and special effects. Figures do not
contradict this fact. According to
https://fortunelords.com/youtube-
statistics/: “300 hours of video are
uploaded to YouTube every minute”.
Getting Ready
Before students start creating their
videos, it is important that they
consider the audience and
knowledge of their camera
settings. It is also necessary to
establish due dates, duties and
responsibilities. It is important as
well to give them some time to
plan their shooting, which may
include brainstorming the
characters, dialogue, plot, setting,
props, background music and
special effects. A storyboard may
be of great use. They can create it
on paper or online using a
Storyboard Generator Tool like
http://generator.acmi.net.au/
storyboard or finding a printable
template:
https://www.printablepaper.net/
category/storyboard.
There are many sites which offer
music and sound effects that you
and your students can use. You
should always check the Creative
Commons license and give
attribution as requested. These are
some of them:
http://freemusicarchive.org/,
http://soundbible.com/ and
http://www.soundgator.com/.
Finally, you should also make sure
that students consider the best
location to record sound, if that is
part of their plan.
the EFL Classroom
Types of videos and
online tools
1 One-take Videos: Their
purpose is to quickly record a
short observation, a short
message, or to capture an important
moment (e.g.: Students can record
short messages to send to a student
who is ill and is not attending school.)
Generally, these videos should be less
than sixty seconds long. They can be
uploaded unedited to YouTube, Vimeo,
Instagram or your classroom blog.
Audio Slideshows: They are
2 built upon a series of still
images combined with a
soundtrack of either music or
spoken words. Some common
purposes for creating this type of
videos are reviewing a film or book,
summarising the results of a project,
explaining a topic, giving instructions
for a process, among others. These
videos are usually less than three
minutes long. Here you can see an
example created by two of my third
grade students:
https://animoto.com/play/5jXggBjTJ
kUFYUygBQHYKw.
Some tools you can use to
create this type of videos are:
ANIMOTO:
https://animoto.com. It can be used
in a web browser on your laptop or
30 HANDS:
https://itunes.apple.com/us/app/30h
Chromebook. Android and IOS apps ands-starter-create-show/id6050
are also available. To create an audio 13231?mt=8. It is a free iPad app that
slideshow using this app, you should makes it very easy to create a narrated
just upload some pictures, write some slideshow. All you need to do is
lines and choose the soundtrack that import images from your iPad camera
you want to hear while the images are roll and press the record icon below
displayed. Animoto offers you an each image to record your narration. It
extensive gallery of free music to be also allows you to draw images
used and a variety of frames and instead of importing pictures. You can
combine imported pictures with drawn
transition themes. Here you can find
an online tutorial on how to use it:
https://animoto.com/blog/news/crea
images in your presentations, or even
draw on top of imported images.
ting-your-first-animoto-video/.
On an upcoming issue we will deal
with other types of videos and how
YOUTUBE SLIDESHOW CREATION to share them online.
TOOL: Sabrina De Vita
Using this tool is very similar to the
process of using Animoto to make a
video. You upload the images and
choose the audio track from the ones
supplied by YouTube. You can pick
from thousands of audio tracks and
also add speech bubbles to your
images by using YouTube’s annotation
tools. An online tutorial can be seen
here:
http://www.freetech4teachers.com/2
013/04/how-to-create-youtube-photo-
slideshows.html.
19
HOW BIRDS GOT COLOU
A long, long time ago, all the birds in the world
were brown, but the flowers had beautiful colours. A
sparrow decided to call all the other birds to discuss
what they could do to have colourful feathers.
They discussed for a very long time and decided
that they would go all the way up to God Inti, the
Sun, to ask for His advice. Some birds decided not
to go for different reasons: Some had little babies,
others were building their homes, and some, like the
hummingbird couldn’t fly so high. All the other birds
took off up to the sky.
But then, it started to rain. Some birds decided to
return because it was raining hard. The rest of the
birds went on flying. Inti saw the birds and took pity on
them, so He made the storm stop, and a rainbow
appeared. As the birds passed through its colours,
they were tinted with them. Some birds went up one
colour, others decided to pass through different
ones. When they were happy about their own
colours, they returned to the ground.
Once on the ground, all of them admired their
beautiful feathers. But someone noticed the
hummingbird had colourful feathers, too. The
hummingbird hadn’t flown up to the sky and
through the rainbow, it was too small for the
journey. So how did it happen? Well, when it
started to rain, the colours from the flowers tinted
its feathers.
And that’s how the Calchaquí tribe tells why all
the birds have colourful feathers.
URFUL FEATHERS
his legend comes from Argentina

T and tells us how the birds got their

colourful feathers. The lesson plan
below is aimed at primary school
students, starting to write in Englih.

Start by asking students if they know any bird

character from TV or videogames. Ask them what
colour they are, and if they know how birds got
their colourful feathers. Accept answers in L1.
Tell the story using the pictures on page 22.
Introduce words such as birds, sun, rainbow,
hummingbird, etc.
Discuss what students think about the
story. Did they like it? Revise colours
pointing to the different pictures.
Tell students to do activitiy A on page 22
in which they have to colour and order
the pictures from the story. Go around the
class pointing to different colours in their
pictures and asking what colour it is.
Revise the story again and present key
vocabulary, writing each word on the
board. Make a simple drawing or do a
blown-up picture of activity B on page
23 to help children identify spelling.
You may want to do activity B first on
the board as a class activity, and then
allow children to work on their own.
Tell the story again, making mistakes for
children to correct you. In this way, they will
become confident while speaking in English.
Say, for example: All the birds were blue, all
the birds flew up to the sun, etc.
On page 23, activity C, children have to
colour a bird imagining it went through the
rainbow. Then, they can cut the birds and
group them according to their colours. Use
this activity to revise counting and numbers.
As a final activity, ask children to draw
themselves and colour their pictures as if
they had been on the rainbow.
I hope you enjoy this story.
Karina Uzeltinger

21
 Age: Young Learners

How Birds Got Colourful Feathers

A) Colour and order.

22
 Age: Young Learners

How Birds Got Colourful Feathers

B) Match.

4)
SUN
RAIN
RAINBOW
BIRD
HUMMINGBIRD

C) Colour.

23
 Level: B1 Age: Teenagers

Comic Books Sound Great!

Although comic books and graphic novels are not considered examples of traditional literature,
they are narrative forms that are increasingly calling the attention of literature experts. Taking into
account that the importance of the drawings equals that of the text, and the format of its
presentation (comic strips, speech bubbles, different size panels), comic books and graphic novels
provide interesting and unique literary elements. One of the easiest examples to detect is the use
of onomatopoeias. As part of figurative language, onomatopoeias are words designed to represent
a sound.
A)Choose the onomatopoeias that best fit each drawing. Notice that here, they function as verbs.

1) 2) 3) 4)
hiccup

YAWN
SLurp
hiccup
shush
sniff
5) 6) 7)

boo
cough

B) Look at these comic strips, and think about the onomatopoeia that you would use to describe each
situation. Then, check your answers with your teacher and classmates.
1) 2) 3)

4) 5) 6)

24
C) Complete the sentences. Pay attention to the verb forms needed.
Hiss rustle crunch snap whirr jingle clink sizzle
honk ring pop tick clap crash fizz buzz splash
1) The…………… of the clock was so loud that Walter could not sleep at all.
2) The newlyweds proposed a toast and …………… their champagne glasses.
3) The wind was so strong that we heard when the branches of the trees…………… .
4) I did not know what mom was cooking, until I heard the…………… of the French fries.
5) Chris and Ursula were playing near the flowers, until the…………… of the bees frightened them.
6) The audience…………… their hands so strongly that nobody could hear what the actors were
saying.
7) Louise realised she had a nail inside her front tyre when she heard the loud…………… .
8) The two cars…………… at an incredible speed, but luckily there was nobody injured.
9) Yesterday at the cinema, a woman yelled at another because of the noise she made while ……
……… her apple.
10) The first thing I think about when I hear the word autumn is the…………… of the leaves on the
streets.
11) There were many games on the table, but the only thing that amused the children was…………
balloons.
12) Tim is the thinnest of the group, but whenever he jumps into the pool, he…………… water like
nobody else.
13)…………… the horn for no reason should be severely penalised.
14) The students were so concentrated on the tests that the only thing that could be heard was
the…………… of the ventilator.
15) Simon, my little dog, starts barking the minute it hears the sound of my keys…………… .
16) It is incredible how my brother can sleep even when the alarm clock is…………… for thirty
minutes.
17) Some people find the…………… sound of the soda bubbles hypnotising.

D) The sentences below have the wrong verb. Swap them to make them right.
1) When the tourists approached the baby bear, its mother began to quack. ..........................................
2) Hundreds of bees were cooing around the trees. ..........................................
3) My cat Rod clucks really loudly when it is very hungry. ..........................................
4) It was Lilly’s fifth time in the countryside, and she had never heard a cow roaring. ..........................................
5) The donkey was so ill that its tweeting was very low. ..........................................
6) The lake was full of little ducks hee-hawing in the distance. ..........................................
7) Whenever it rained, our porch would get crowded with frogs howling and jumping. ..........................................
8) Alice opened her window to see which species of birds were meowing on the tree. ..........................................
9) Aunt Silvia finished telling us the horror story, and we could perfectly imagine the wolves mooing. ...............................
10) I once found a little pigeon on its nest that buzzed while feeding its offspring. ..........................................
11) It was horrifying to see the two snakes croaking and attacking one another. ..........................................
12) My grandma can perfectly imitate the hissing of chickens. ..........................................

3) meows, 4) mooing, 5) hee-hawing, 6) quacking, 7) croaking, 8) tweeting, 9) howling, 10) cooed, 11) hissing, 12) cloaking.
10) rustling, 11) popping, 12) splashes, 13) honking, 14) whirring, 15) jingling, 16) ringing, 17) fizzing; D) 1) roar, 2) buzzing,
5) aaargh! 6) grrr! C) 1) ticking, 2) clinked, 3) snapped, 4) sizzling, 5) buzzing, 6) clapped, 7) hissing, 8) crashed, 9) crunching,
KEY: A)1) hiccup! 2) cough! 3) yawn! 4) shush! 5) boo! 6) slurp! 7) sniff! B) 1) atchoo! 2) zzzzz! 3) ha ha ha! 4) smooch!
25
 Part 1
F antasy literature fosters
students’ imagination,
invites them to play with
hypothetical situations and,
mainly, prompts them to see
the world from different perspectives.
This lesson plan is based on an
adaptation of the popular novel
“Alice’s Adventures in Wonderland”
written by Charles Lutwidge Dodgson
under the pseudonym Lewis Carrol.
The main goal of this project is to
encourage students to explore the
elements of fantasy, develop reading
strategies emphasising on the use of
contextual clues and semantic
relationships to understand the
meaning of unknown words, and
finally, create fantasy on their own. It
is aimed at pre-teens/teens at an
elementary level but can be easily
adapted for adult students as well.
Let’s read this marvellous story,
discover exceptional characters, and
experience fantasy!
In this issue you will find the first part
of this lesson plan.
Objectives
To encourage students to:
• Develop listening, speaking,
reading and writing skills.
• Explore the fantasy genre through
a deep analysis of characters,
setting, and plot.
• Create a map of Wonderland.
• Determine the climax of a story.
• Sequence events and make a
timeline.
• Describe characters.
• Write a story.
Timing
6 lessons – 60 minutes each
Lesson 1
Introduce the lesson by building up a
definition of fiction. You can start by
showing some popular fantasy books
like “The Graveyard Book”, “The
Jungle Book”, “Harry Potter”, etc. and
ask questions to activate students’
background knowledge. For example,
you can ask:
What do these books have in common?
What makes them fiction? How are
they different from traditional stories?
26
•
What do you know about fiction?
What other fantasy stories do you
know?
Explain that fantasy is a fiction genre
that comprises fictional stories set out
in an imaginary universe different
from the real world. Emphasise the
idea that while fantasies are written
down by known authors who can be
identified, traditional literature is
based on oral tradition where the
original author may be unknown. Tell
students they are going to read Alice’s
Adventures in Wonderland and
explore the various elements of a
fantasy. Show them the original book.
Some learners might be familiar with
the story, perhaps they have watched
the film or heard something about it.
You can ask them to recall what they
know about Alice and elicit as many
words as possible in order to build up
a word cloud that includes vocabulary
such as the characters’ names, places,
or strange objects that appear in the
story.
Start reading aloud the first chapter,
Down the Rabbit Hole, making
gestures to aid students'
understanding. If necessary, you can
stop to question the meaning of a
particular word by modelling the
meaning of it or using the picture
clues. Ask students to follow along in
their texts while searching words or
phrases that describe Alice's
personality. After that, discuss what
students discover about Alice.
Expected answers are: “happy girl”,
“run excitedly”, “She asked very
politely”. Ask students to think of
other words to describe Alice.
Encourage the use of dictionaries.
The first chapter ends with Alice in a
great room surrounded by doors.
Elicit words related to the word
“doors”. Possible answers are: “key”,
“lock”, “unlock”, “enter”, “go into”,
“leave”, “get out”, “open”, etc.
Ask students to work in pairs to begin
reading the second chapter, The Pool
of Tears, and underline the words that
describe Alice’s feelings. Encourage
learners to write a question mark
•
when they don’t understand
something and provide support for
those students who cannot manage to
read independently. When students
finish reading, discuss their questions
about the text. After that, ask students
which words describe Alice's feelings
and how her feelings change
throughout the chapter.
You can end up the lesson by asking
students the following questions to
foster an oral discussion.
What strange things happened to
Alice? Would you have jumped down
the rabbit hole as Alice did? Could you
be so polite if you were falling down a
hole and you did not know how you
were going to get out? How would you
feel if you experienced so many
changes in your body?
You can also have students write their
reflections in a personal journal.
• Book title and author:
• Something I found interesting and
would like to share with my group:
• One question that I have about
the reading:
• Words that I found difficult to
read or understand:
• Other notes from my readings:
In our next issue, you will find the
second part of this lesson plan.
Rocío Pérez
Sources and References
file:///C:/Users/ROCIO/Downloads/3
_AdventuresinWonderland.pdf
https://www.adobe.com/be_en/activ
e-use/pdf/Alice_in_Wonderland.pdf.
Visit the following websites to get
more ideas on games and activities
related to Alice’s Adventures.
http://www.queen-of-theme-party-
games.com/alice-in-wonderland-part
y.html.
http://www.ruthannzaroff.com/won
derland/.
Download another
photocopiable activity
from www.ediba.com
 Level: A2 Age: Young Learners/Teenagers/Adults

Alice’s Adventures in Wonderland

Down the rabbit-hole
It was a hot day, and a happy girl called Alice and her older sister sat under a tree. Alice was getting really
bored when suddenly, a White Rabbit with pink eyes and pink ears ran close by her in a great hurry.
- Oh dear! Oh dear! Time is out, I will be late! The Duchess must be furious! The Rabbit said to himself, while he
took out a watch from his waistcoat pocket.
Alice stood up quickly and ran excitedly after the rabbit. And she ran and ran through the field. And when
she was just about to catch it, she fell down a rabbit-hole. And she went
down, and
do
w

ve
n

ry s l o
wl
y
If I continue falling, I’m going to
come out on the other side of
the world! Alice thought.
- Excuse me Mr Rabbit where are
we? She asked very politely, as
she continued falling. But
.

nobody answered.
And she had a deep fall
underground until, all of a
sudden, the fall stopped and
the little girl found herself in a
great room surrounded by
doors of different sizes.

27
 S how students a dream
catcher or, if you do not
have one, use pictures or
drawings. Encourage
students to say what they
know about it. If they don’t know its
real name or its story, they can
describe it, saying the materials and
colours. Then, tell them the
following information. Be sure of
making gestures and pointing at the
different parts of the object to
convey the meaning of unknown
words.
What is a dream catcher? Dream
catchers have been a part of Native
American culture for generations, as it
is believed that the night air is filled
with dreams both good and bad. The
dream catcher has the power to catch
all of a person’s dreams, trapping the
bad ones, and letting only the good
dreams pass through it. The good
dreams know how to pass through the
dream catcher, slipping through the
outer holes and sliding down the soft
feathers so gently that many times, the
person sleeping does not know that
they are dreaming. Not
knowing that, the bad
dreams get tangled in
the dream catcher
and perish with the
first light of the
new day.
28
Present the photocopiable
activity on page 29 in
which students have to
match the parts of a dream
catcher.
Read or narrate the legend of
the dream catcher. You can
read it at
http://www.firstpeople.us/
FP-Html-Legends/
TheLegendOfTheDream
catcher-Chippewa.html.
Then, ask students to do
photocopiable activity 2 on page
29, in which they have to colour the
elements mentioned in the legend.
After that, help students to retell the
story using the words given. It can
be done orally first, and then they
can write the legend themselves and dream catchers can be made
make a drawing. individually or in groups by using big
hula hoops. Finally, the dream
A great way to finish this project is
catchers will be hung in the classroom
doing dream catchers, and to do so,
to decorate it, and of course they can
students will have to put the
be brought home to protect students
instructions in the correct order
at night.
(activity 3, page 29). After checking
the instructions, ask students to Sweet dreams!
bring the materials needed. The Mariana Prats
Level: A2 Age: Young Learners/Teenagers/Adults

Dream Catchers
A) Match the elements in a dream catcher.

FEATHER

HOOP/RING

WEB

PEBBLES

CENTRAL HOLE

THREAD

B) Tick the items mentioned in the legend of the dream catcher. Then, retell the story using those words.

MOON WINDOW KNIFE

SPIDER GRANDMOTHER DOG
SHOE DREAM PRESENT
WEB SUN
C) Put the instructions in the correct order and make your own dream catcher.

When you finish your web, decorate your dream catcher with feathers, stones and
other accessories.
With thread of another colour, get a knot in the ring.
Have sweet dreams!
Again, two centimetres away, make another stitch to the hoop, just like the one
before.
Firstly, place a drop of glue on the ring and stick the end of the thread with which
you will enclose it.
Once you get to the end of the first circle of stitches, instead of the hoop, use the
first line of stitches as your anchor and keep stitching away.
About two centimetres from that first knot, wrap the thread over the hoop again.
Finally, make a loop with a short piece of thread for hanging and ready!
Keep going! This is the same stitch for your entire dream catcher.
Wrap carefully, until you reach the end where you started, and paste again.

KEY: C) 8, 3, 10, 5, 1, 7, 4, 9, 6, 2.

29
 Snow White and Rose Red
T his lesson plan,
based on the story
Snow White and
Rose Red is aimed at Once upon a time, there were two sisters who lived in a
pre-intermediate house in the middle of a forest. The older was named Snow
students, but can be adapted
to lower levels. The activities White, the younger Rose Red. One day, someone knocked
presented offer the on the door.
opportunity to learn, review,
practise, retell and compare “Hello, I’m Martin. I am a friendly bear. May I come in to
different versions of the story. warm up a bit?” said the bear.
The two girls were really frightened, but they were also very
Objectives sorry for the big animal in need and let him come in. Soon,
• To introduce a not so well- the three of them, the bear and the two sisters, became
known story, Snow White
and Rose Red. friends. They laughed and played all day long. A few days
• To recap, learn and practise later, Snow White was walking around, when she saw a dwarf
vocabulary. fishing. She greeted the dwarf and realised that his beard
• To be able to retell the story was caught by the fish, and he could not move. So, Snow
applying the new vocabulary
learned.
White ran as fast as she could, took a pair of scissors from
home and cut the dwarf’s beard. The dwarf was really angry
Present pictures from the story, and yelled at her, so she rushed back home desperately.
you can find some doing an The following day, Rose Red was riding a bike in the forest
Internet search. Ask students if
they know who the characters when she saw that the same dwarf was chopping some wood.
are. If they do not know the She was about to greet the dwarf, when she saw that the
story, they may guess. You may
provide clues for students to
dwarf’s beard was stuck in a tree stump. Feeling very sorry,
come up with the name: Snow she freed the dwarf by cutting his beard with a pair of
White and Rose Red scissors. Again, the dwarf was really angry at her
Show them the following video and started to shout madly. Very scared,
that tells the story:
https://www.youtube.com/wat Rose ran home as fast as she could.
ch?v=MXycUK-EtLo.
Below, you will find our version
of the story. If you are working
with low level students, or
children, you may want to
support the story using visual
aids.
After telling the story, ask
students what differences
between the video and the story
they see.
30

The following day, the two sisters were playing
hide-and-seek in the forest, when they got sight of
the dwarf who was, by this time, with almost no
beard. The mysterious dwarf was hiding a big
treasure behind a huge tree root. When he saw
them, he got really furious and wanted to kill the
two sisters who only gave him trouble.
The two girls were finally caught by the dwarf, and
they cried and begged and shouted so loud, that
the friendly bear heard them from a distance. The
next thing they could see was the big bear running
and killing the dwarf with his paw.
Once the dwarf was killed,
the bear turned into a
prince. Snow White
married the prince
and Rose Red
married the
prince’s
brother.
Divide the class into groups. Give each group the
pictures you used or the underlined words in the
story for them to retell the story. If you are working
with low level students, you may want to do some
scaffolding first. Tell them to order the pictures or
words while you retell the story, present the story
erasing some of the words for them to complete,
tell the story with mistakes so they have to correct
them, etc. Still in groups, students create a new
story by changing the pictures or words. For
example: Instead of a forest, they may draw a city.
In that case the two sisters happen to live in the
city. Instead of two sisters the story can be of two
elephants and so on. This is a nice opportunity for
students to create and invent funny stories, to
practise other vocabulary learnt before and to
practise their fluency. They can also share their
own stories in the class and vote for the craziest or
funniest one. Students can draw the images or they
can have cut outs from magazines. The idea is to
ask only for five to seven pictures to help them tell
the story to the class.
Students watch the video again and complete the
chart on the downloadable page indicating the
differences and similarities in both stories.
Give each student activity B on the downloadable
page with a poem about the story, for them to end
it up adding, creating, inventing the last stanza.
Enjoy the story with your students.
Juliana Tomas
Download another
photocopiable activity
from www.ediba.com
31