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, --0116 -
ahoot' is an educational website that ca'?fl
used to make quizzes, discussions or surveys
for your class. Students are given a 'game-
pin' to participate in the activities designed by
their teacher. In real time, learners will answer
questions using their personal devices.
Step 1: Go to Get your free account,
and then go to What's your role?
Select the appropriate one for you. '
Then, go to Your account details, and
write the required information.
Step 2: Go to Create your Kahoot!, and select
one of the three options. You may create a
quiz, a discussion or a survey. - -
Step 3: Let's suppose you want to
create a quiz. Select the option, give
the quiz a name, and then click on
Go! Then, write the questions, select
the points and the time limit. -
Remember to drag an image from your —.
desktop to make the game more
engaging.
'------
https'J/getkahoot.com/
Step 4: Write the diffeceit possible
answers, and select the correct one.
Step 5: Before you finish, personalize your
quiz by selecting the language, privacy
setting, primary audience, and difficulty
level. You may also include a brief
description of your activity.
Step 6: Save your quiz and, once you are
done, click on Play now.
--C
Step 7: Click on launch to project the quiz
(and its game-pin) on a screen at the front of
your classroom.
I
Step 8: Students can do this activity with
1
their smart phone, tablet, or laptop Just by
getting into the KahootJ app and entering the
game-pin.
EXTRA TIP: This app might be a great tool to assign
homework!
It's a really powerful engaging tool! Don't miss the chance to
use it!
Natalia More.
 - ear colleagues,
A new school year starts and The Teacher's Magazine brings
ideas for the first lessons at kindergarten. You will also find
' numbers at Kindergarten and Primary School, :,'
Welcome cards and a poster as well as activities to practise

There are also lesson plans to work with the topics Fossils,
Archaeologists, Palaeontologists and Evolution of the Cinema for
different ages and levels.
Last but not least, there is the first part of an article on Alternatives in
Assessment.
We hope you enjoy this issue and make the most of it.
The Teachers Ma&s:ifle teals

L
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" 6 13 5
JI j1 24

Poland zamowienia@ediba.com ,' www.ediba.com

Spain ..j ' Tel.: +22 566 77 87

All information in our website:ww.e0ba.cam

By e-mail: suscripciones@oveje
By Phone: 913520918
909M ON. Contact: www.send,cz
By Fax: 91715 58 75 Czech Republic

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 he Total Physical Response (TPR) approach to -Incorporate TPR while reading stories aloud to students.
teaching a foreign language, has been Students can mime the story as it is read or played, listen and
developed by James J. Asher, who argues that stand up when a character speaks, look and point to key pictures,
any language can be easily learnt if we consider etc.
4 how babies learn their mother tongue. Before
producing language, an infant reacts physically to
speech, and then moves to oral expression. Similarly, TPR As suggested by Cirafesi in English in action, these are the
proposes to develop listening Comprehension skills before steps to introduce TPR techniques in the classroom:
production to associate language with action. -Model: If they are learning about wild animals, for example, the
teacher will say I'm a lion, and she/he will roar.
While using TPR in the classroom, the teacher gives instructions -Together: Then she repeats the pbrae, and invites students to
and students respond physically. Since very young learners cannot roar, too. Sometimes she encourages the whole group, and other
yet speak Lt with confidence, they have a natural desire to mimic times one child at a time.
and a need to move. Here are some tips to put TPR into practice in -Hesitate: Then, the teacher says the same phrase, but gives
the classroom: students a moment to perform the action before seeing it.
-Alone: Now, the teacher announces she is not going In play any
-Integrate TPR into routines, so learners will instantly get more, so she only speaks, and children perform the action.
involved in the language. At the beginning of the lesson, the -Jumble: Finally, when they have teams different actions for
teacher can wave while saying Hello, and then encourage children different animals (in this case), the teacher invites one confident
to mime. By asking questions like How are you?, children can student to say the phrase in front of the rest of the class, so they
answer by putting their thumbs up. perform the action.

Encourage children to identify and react to simple classroom To sum up, TPR is particularly suited to learners who are
instructions like: point, hands up/down, stand up/sit down, beginning to team a new language, sot hope that you have got
open/close your books, etc. acquainted with this technique, put it into practice and enjoy it!

-Use simple repetitive songs, and mime actions to match the lyrics
so as to turn them into action songs. As a result, students can
predict their structure, participate actively and create mental links
to words and meaning. Play the songs several times and
encourage students to move. Repetition is essential for little
children as familiarity raises confidence and helps them learn.
-Adapt well-known games to suit your needs. For example: I spy
with my little eye.. (Any item related to the unit studied, so
children have to guess by pointing); Simon Says (It can be
adapted to focus on body parts, action words and things they can
touch); "Lights, camera, action!' (A student performs an activity
miming, e.g. an animal, a job, using a school thing... so the others
guess what it is.).
Mnürnn Pans
Sources and References
-Asher, J. 1., (2009), Learning Another Language through
Actions: The Complete Teacher's Guide, 7th edition, California,
USA, Sky Oaks Productions, Inc.
-Cirafesi, W., (2001) English in Action: Learn How to Teach
English Using the Bible (Teacher's Manual), Texas, USA,
Clawsonmedia.
-Davies, P. & Pearse, E., (2000) - Success in English Teaching,
Oxford, New York, USA, OUR
- Dyson, L at
http://svsvw.pearsssn!ongnsari.ronsfrsylittleisland/aefdowvloads/TPR-in-
pre-pr:rnary-Iangaage teachisg.pdf7WT.mr_id=MLIamen9ARTICLE
 OF

I,)
ere you will find some ideas for the first days Using puppets.
f school aimed at very young learners. You can use puppets to teach Hello and Goodbye, as well as I'm +
though most of the following ideas are for
4#kimlergsuie. name. Some students are quite shy and would not speak out, but
students, they may also be useful they would speak through a puppet
for primary teaching.

Teaching Yes and No.

Introduce yourself to students saying your name, and
then ask students to state theirs, or you can call You can play a game to teach Yes and No as
the roll and tell students to say Here! when well as I'm + name. Point to an outgoing
their name is mentioned. You can also child and change their name: for instance,
give your class the name tags on page 6 say You're Peter. Encourage the child to say
to colourand write their names. You No! I'm [and his/her real name[. If you do
can have them laminated, and ask not change the name, encourage the child to
students to wear them in class, say Yes!

Hello song or rhyme. ' Stand up and Sit down game.

It is always useful to start every class with a Teach by showing the commands Stand up
Hello song. If you do not have one which is and Sit down. Ask students to imitate you.
a Once they know what to do when you
Your favourite, do a Google search, and
choose the one you like best or you think .. . say the commands, play a game saying
your class will love. Teach it on the first the words at random for them to
day and sing along. After a few , ' follow the command. They will
classes, students will join you! ...,....,,..- , " have great fun doing this activity.
Do not allow students to mock
others who make a mistake;
Teaching hello and remind the class it is a game
goodbye. ' and everyone can make a
lb teach Hello, leave the . , ffli5t5k.
classroom and knock at
the door, open it and say '
Hello! Encourage 0!
students to answer
Hello! Then, ask two or
three students logo out
and knock at the door. You
open it and greet the children by
saying Hello! Repeat with all
students, so no one feels they
have been left out. A few
minutes before the class ends,
teach Goodbye using the same
technique. Say goodbye, mime
it and go out. Then, knock at
the door, open it and greet
everyone by saying Hello!
 &IkiA, rk.0

WELCOME CD

a 4WEL C 0M]E~~
1

I
WEELCOME
Level: Beginner Age: Young learners

4ELLO WD WYE

. -ir: .-- f
 4

p
isstory is aimed at very young learners and • Change the order of the story, and ask children to come to the
ounglearners at beginner level. You will front and put the flashcards in order.
#ftyd the flashcards to tell the story in the • Use the story to teach or revise the parts of the body. lb reinforce
er. * vocabulary, play a game such as Touch your head/shoulders/
Linguistic exponents:
qu
IOU 1
tummy, Par tip your hand/foot, Move your head, arms, etc.
Ask students to repeat the different parts of the body while
• Colours moving them.

• Parts of the body

Teach a rhyme.
Read or tell the story A Round Surprise to your students, Mime The dinosaurs find a "ball'
the movements so that they can identify the different parts of the The dinosaurs play bodyball".
body. The dinosaur break the baIl'
The baby dinosaur flies away.
One sursri day in wi?tei a group of dinosaur
friends find a round object. The dinosaurs play On pages 10 & ii, there are photocopiable activities to work with
the story.
with it. San hits It With his head. Lucy hits it
with her shoulder Max hits it with his foot.
How to play bingo.
Fiona hits It With her arm. Hanna hits it With
Tell students to choose 4 pictures. While you take out one card,
her tumjis. Ringo hits it with his hand. Lara say the word and show the picture, so students can put a token on
hits it With her tail too hard. The round object it if they have chosen ft. The first one to have four tokens on their
pictures cries BINGO!
hits a tree. It cracks open. A baby dinosaur
comes out. It opens its wings and flies away.

Working with the story.

• Use the story to revise colours. Ask What colour is...? Choose a
picture, and ask students to point to or touch something
red/yellow/green, etc.
• Ask students to draw their favourite part of the story.
• Encourage students to retell the story. Start telling the story and
stop at a point for students to complete the sentence. For example,
One sunny day, a group of dinosaur friends find a ... If
necessary, point to the item on the flashcard that they have to
mention.
Level: Beginner Age; Very Young Learners/Young Learners

? ROUND JPIE
Colour the different characters in the story. Then, put the sequence of events in the right order.

CD

z4
I

oo

CS (Ell
00
 - ------------------------------------------------------------------------------
=&~*-
Level' Bequiiier Age: Young earners
--------

P ROUND $01PRIVE
A) Match the parts of the body to their names.

I HAND SHOULDER
ARM
0

FOOT TUMMY

R - HEAD
TAIL

I B) Play Bingo with the parts of the body in A Round Surprise.

HEAD .
ARM
-----------------
----------------
TAIL

UI 75
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TUMMY FOOT HAND


Al!
A s a kindergarten teacher,
you may know that the
acquisition of the concept of
number is not a simple process.
You will find here different activities to
help your students build their
knowledge, not only reciting series of
numbers but also incorporating them in
a more natural and realistic way.
How many...?
Ills important to incorporate counting
and the use of numbers in the daily
routine. For example, after saying hello,
you can play an attendance game to count
how many girls and boys are in class.
Draw a chart on the board like the
following, and when you name a student,
they write their name on the right
column. If somebody is absent, the
teacher writes their name below the
drawing of a house. Finally, the teacher
asks: How many girls? How many boys?
How many children are today at home?,
and writes the number.
a
individual activities
In this issue, there are two different
photocopiable activities for your
students to work on their own.
Before they start working, explain
the instructions carefully, and help
students recognize the written
numbers. You can show the
number on the poster, and
encourage the children
to count aloud.
Poster of numbers
By encouraging your students to make
their own poster of numbers, you will
help them a lot more than by giving thei
one which is ready-to-use. You can
choose any simple drawing. For instance
lady bugs made out of circles: a big red
one for the body, a black one for the
head, and smaller black circles for the
dots. You can also use paper plates. The
students will put the numbers in the rigl
order, and then add the number of spots
Is the lady bug.
This poster will be a useful resource to
play games as well as when children nn
to refer to a number.
Dominoes
In the poster, -
there is a
domino you
cam use. Be
sore of
making it more resistant by sticking it
on cardboard and laminating it. Keep it
an attractive box, and play any time you
want; especially, at the beginning of the
am
lesson when you are waiting for all th
students to arrive, or for fast finishers
Level; Beginner Age: Vey Young Learners

IJU4E$ IN THE ITEIJ

Count the dots of each ladybug. Match them to the correct number.

Ilk

613524
------------------------------------------------------------------------------------------
Le 49e; Very Young Learners

P.JUI4E IN THE 4IRTEW

How many dots? Look at the number, and draw the spots. Then, colour the ladybugs.

2:

----------- - -- ------------------------------------------------------------------------ I
I
I
J .
Level: Beginner

A) Count and colour.

B)Trace the numbers.

--
Age: Young Learners

C)Count and colour.

1

NONE
M MEN
HHHHHUME
MMM HBO
D) Draw, complete and colour.
Age; Young Learners

E) Match.

five

four

three

two

six

F) Choose the right option. t.1

eig te

noon E ei9ht ten

eig
H
 verything that is known about dinosaurs is
thanks to the study of palaeontologists. Kids
have always been fascinated by dinosaurs.
Why not taking advantage of this interest to
encourage them to speak English and learn
vocabulary related to the topic?
First of all, ask children to bring information about dinosaurs
from encyclopaedias, images from the Internet, drawings,
magazines, toy dinosaurs, etc. Share all the information,
describe the pictures and read aloud any interesting paragraph.
Then, say the names of the dinosaurs, compare them and their
parts of the body. While doing this warming up activity,
encourage children to recycle vocabulary already learnt; for
instance, parts of the body, adjectives and colours. Ask them to
repeat after you some key vocabulary you want to introduce,
for example: bones, teeth, vegetarian, carnivorous. Finally,
organize the information and display it on a special board.
shovel? Let students colour the image, and then (maybe with
your help) cut carefully along the dotted lines. Before sticking
the pieces on a coloured page, make sure your students put
them in the right place.
To round up this project, plan an expedition and gather the
necessary tools: shovels, picks, brushes, magnifiers, pencils
and notebooks. Students will put into practice the excavation
of a dummy site (preferably in an open area, or in a big bucket
full of sand). You will explain that they may find different
archaeological remains, for instance: coins, ceramic remains,
bones (maybe from a chicken or lamb), glass. Then, ask them
to pretend they are palaeontologists digging up the"fossils"
very carefully. They should take notes of their findings.
As a closing activity, make a circle, and give each student the
possibility to show and say what they have found, explain how
they dug up, which tools

Alter sticking the images, it is it

on the fact that they are all illus
no photographs of dinosaurs be
before man evolved. Most we hi
to the study of palaeontologists.
skeletons in museums are recon

Focus on the work of palaeontol

photocopiable activity on page
required for this job together wi
Ask children to say which of mi
a palaeontologist, and explain o
tools are: magnifier, shovel, pici
brush, map. Children will paint
odd ones out (bucket, umbrella,

There is another photocopiable

you will find a puzzle. It is a pa.
action. Encourage students to di
picture, and then, reinforce the
vocabulary related to the tools
simple questions like: Can you
a magnifier? or Where is the
 Level: Beginner Age: Very Young Learners

OIL
Which tools does this palaeontologist need? Paint them and cross the odd ones out.

CD

----------- -------------------- ------ ------------------- ------ ---

 - - --- -
Level: Beginner Age: Very Young Learners

Colour the scene, cut along the dotted lines and then put the pieces together:

--
r2Tfl

----------------------

Ilk -fl
M:
---------- --- ---- ------------ -----------------
 the

though it l'might
oln seem a scientific issue with certain
difficult concepts it is not impossible for students to
tackle these activities. A good way to introduce children into
this subject is the use of images of dinosaurs and extinct
animals which are sometimes appealing to them. They can
also help them to work on a basic description later. They might
draw their own conclusions by paying attention to the
explanations of the teacher or the suggestions of other
classmates. You can adapt some of the activities to different
levels and/or ages.

Palaeontology is the scientific study of all living forms from the

beginning of life on planet Earth up to 12,000 years ago (the start
of the Holocene). Its task is to gather information and draw / a.
conclusions about the evolution of life in a period of time of about 4'
3,800 million years. Palaeontology studies fossils and bones, and
thanks to the advances in chemistry and technology, it can
investigate events that happened millions of years ago. Although
most people associate it with the study of dinosaurs, it also
studies the evolution of unicellular and multicellular organisms
that lived much earlier than them. A key concept in palaeontology
is evolution, that is to say, the idea that some organisms descend
from others through mutations and adaptations.

In palaeontology, comparison and description are fundamental for

the understanding of evolution. Many species that coexisted had
clear differences that allowed them to live under difficult
conditions, and other species survived through time thanks to
their change of characteristics and habits.

Another common aspect in palaeontology is the metaphor of the '

"jigsaw puzzle". Palaeontologists almost never work with
complete data. They might find one hone, a number of bones or
an incomplete fossil. That is why, it is usual to compare the work
of a palaeontologist to a puzzler, trying to complete an image,
trying to imagine the missing pieces and guess which piece fills
which gap. In some cases, traces of insects can be found. Usually,
they are trapped inside drops of amber (fossilised tree resin) that
can remain intact for millions of years. .
 No
Task i Task 3
Bring up the subject of Ask students to bring pictures and
palaeontology, and ask information about dinosaurs and
students if they know the prehistoric animals. Using the following
meaning of the word. chart, students write down some
According to their answers, physical characteristics of every animal. This activity
complete the idea with the can be done orally, with the students describing the animals
information provided in the and the teacher writing on the board the physical
introduction, mentioning why the jigsaw puzzle is a good characteristics. Finally, with all the information, encourage
metaphor to explain the work of palaeontologists. It is them to describe the animal using simple and short sentences.
important for students to understand that the world we know For example, The T-Rex has short weak forearms, The
nowadays was very different millions of years ago. pterosaur has tong wings, etc. According to their level, more
complex sentences can be formed. For example, The
basilosaurus uses the flippers to swim, The meganisoptera uses
Task 2 the wings to fly, etc. It is advisable to make a short revision of
Using the images of palaeontological skeletons split in 4 or vocabulary before starting this exercise. Some adjectives that
pieces each, students play a game in which they pretend to be can be used are: short, tong, strong, weak, big, small, sharp,
palaeontologists, and assemble the jigsaw puzzle of each pointy, fat, thin. Colours can also be revised and used for
animal, according to the features of the drawing and how the body description. Actions verbs such as to eat, to fly, to swim,
pieces match. Then, students will have to guess which to fight, to jump, to run, to walk can also be used.
skeleton matches each animal.
Fobrtns tselese

Animal

Wings

Beak 'lIe. j riovL

Legs ,we.0 dn,s.

Forelegs -

Tail

Teeth

Horns -

Tusks -

Flippers -

Neck wnd, tk5.

Body size -
Level: Beginner/Elenentar, Age: Young Learners

PAL OWTOLOIT IN THE CLA$OO.1

Solve the puzzle

uü

610

t
I 4
- --- --- ---

rchaeologists study ancient civilizations,
4 L and their way of life and customs. These
Scientists research, excavate and draw
conclusions throughout the discovery of
artifacts, remains of buildings and cultural
landscapes inhabited by multiple cultures in the
past. Their main goal is to collect as much data as possible
to analyse human history in depth.
This unit is aimed at beginner level students. By a series of
activities combining essential lexical and grammatical
contents, your students will experience an amusing approach
to the world of archaeologists.
Objectives
• To introduce the topic of archaeologists.
• To read Communicative texts and develop reading skills.
• To complete activities relating to personal information.
• To answer questions and exchange information.
• To promote writing skills.
• lb create a character.
• To learn specific vocabulary.
• To playa game.
Lexical and grammatical contents
. Verb to Be.
• Wh-questions.
• Personal pronouns.
• Vocabulary on archaeology (Trowel, rock hammer,compass,
etc.).
• Yes/No questions.
Activities
1) Introduce the topic by telling your students that they will
meet people who love making discoveries about humans to
learn how they lived in the past. Then, say the word
archaeologist at a slow pace. Ask students if the word sounds
familiar to them. Encourage them to repeal it after you. You
can clap hands while pronouncing the syllables of the word.
•11
2) Show students photocopiable
-
J]
activity A on page 23 , and ask them
to look at the character. Point and say:
This is an archaeologist. Read the text
aloud for the class. Then, ask students to
repeat the text to promote accurate
pronunciation. Some words may be
difficult to produce, so you can clap hands
together with the students to help them. After reading the text,
focus on reading comprehension. Ask students to complete the
quiz individually, and check answers with the whole class. As
there are three possible answers listed in alphabetical order,
you can also profit from them by rewinding students of the
alphabet letters. Explain the meaning of new words, if
necessary.
3) Tell students that Billy has workmates, and that they are in
photocopiable activity B. Ask students to complete the
exercise together answering aloud. Then, repeat the right
answer to each sentence to avoid confusion. Once they have
finished, tell them to imagine an archaeologist and draw
him/her. Finally, students give their new character a name, a
surname and a nationality.
4) In photocopiable activity C, students answer the questions
in pairs. Tell them that they will be reporters. They can pretend
to be holding a microphone to interview his/her partner. Once
the student playing the role of reporter has made all the
questions, the other classmate takes his/her turn.
5) Archaeologists need many personal items when they go on
an expedition. Show students Billy's bag, and explain that
drawings and words are distributed at random. Your rote in
this activity is to mime the use of these items as you name
them. After students have guessed all the words, they can use
a pencil or colour pencils to match the drawings to the
equipment labels.
Momets ratsosvt F5rrr
Sources and References
httpJ/www.dayofarchaeology.rorss/oday-in-on-orchseolsgicaI-tosI.kit/
httpJ/www.histarch.illinois.eds/NP/tsols.html
httpJ/avthrspology.acdavis.edo/ondergraduau/field-
school/eqaipment.doc/siew
http://www.digitsp.corn,au/content/12-archaeology-students
 Levels Beginner 9e: Young Learners
k
CEOLOIT
.
A) Read.

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0¼tW0a( $oices wit otieb- sd€ts

We 0€ 0¼ tQOIt
o

1) Quiz: Choose the correct option.

1) Billy is 2) Billy studies... 3) Billy works... 4) Billy works

El an archaeologist. 0 plants and flowers. at school. EJ with his family.
El a doctor. old civilizations. El in a factory. alone.
El an ecologist. animals in danger. Eoutdoors. El with other
archaeologists.

B) BillysTeam: Complete, draw and write.

HI I foco
Il0¼b-tbe. I...........................
ethk0¼. I' 0¼V1
0¼b.cj0¼e(ost too. I
(owe oW

4:
 Level: Beginner Age: Young Learners

PICHOLOIT
Ø
? C) Reporter.
1) Ask your partner about Billy, Franco, Olga and his/her archaeologist.

' a) What's your name? a) What's your name?

Billy. ...................................Olga.
b) What's your surname? b) What's your surname?

C) Where are you from? C) Where are you from?

dl What's your job? d) What's your job?

a) What's your name? a) What's your name?

M
.. ............................. Franco.
b)What's your surname?
............ ...................................
bI What's your surname?

c)Where are you from? ci Where are you from?

d)What's your job? di What's your job?

Dl Look at Billy's bag. Match.

towel sunscreen hat

lunch bag -'-- first aid kit

I water bottles gloves

V
24
 teTr1ati0al Da
.Peace (21st Septern(eT)

Background • 4, Tell them to trace p:

doves on cardboard shee
The International Day of Peace is observed worldwide on 21st
Also, have them write In
September. The United Nations General Assembly has declared
words inside them.
this day to strengthen the ideals of peace, respect and mutual
understanding among people and nations.
The UN calls for the cessation of hostilities during the Teaching sequences
observance and to commemorate the occasion raising Teenagers/Adults:
awareness on issues related to peace.
Level: Any
What do people do' • 1. Tell students that th:
International Day of Pea:
On this day, people take part in different activities and organize
observed on September
events centred around peace. Events range from concerts to
21st.
private gathers. Some of the activities include: toasts for peace,
peace prayers, tree planting, lighting candles, art exhibitions, • 2. Have them watch a
among others. short video about this
observance at
https://www.youtsbe.core/wstch?v=Osw1OJMM4M. Tell them to
Symbol write down the quotes they liked best.
The dove is a symbol associated with the International Day of
• 3. Tell them to surf the net at home and find other
Peace. inspirational quotes related to peace.
• 4. If possible, have students come up with their own
Teaching sequences for children: inspirational quotes.
Level: Any 5. Display the inspirational quotes on the school walls
• 1. Talk to students about the International Day of Peace. Yestra Cotliaoo

• 2. Brainstorm words associated with peace such as Extra Reading for Teachers
"respect", "kindness", "cooperation".
hnpi/www.timemddate.cow/hoFidoyslan/
• 3. Tall students that doves are a symbol of peace. international-peace-day
Encourage them to say why.

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 Level: Elementary Age: Teenagers

THE 'EVOLUTION Of CIJB.ltt - fI$T fILI.1$

Note The activities are graded.
RED HORSE by Eadweard Muybridge
A)Watch one ofthe firstfilims ever made at

https://www.yeutube.corn/watcb?vltqccfhsqgA
B) Choose the correct option:

I? 1) The protagonists are... 2) The horse is... 3)The short film is...
a) a horse and a woman. a) runnin /racing. L
a) the repetition of a scene.
b) a dog and a man. b)eating. b) a story about an animal.
C) a horse and a man. C) walking. C) a love story.

C) To find Out more about the film, put the sentences in order.

1) the first films / was one of / "Red Horse'/ ever

2) made by / Eadweard Mcaybridge / It was

3) shot /lt/in/1218/Was

ARRIVAL OF A TRAIN by the tumière brothers

A) Watch this very old film at https://wwwyuutube.com/warch?v=b6Ppp5902Y9. .

j
B) Answer the questions.

11 Are people travellirs9?

2) What rnewss of transport can you see?

3) Are people wearing formal or casual clothes?

M 41 Does anyone look at the camera?

C) Auction time. 1) Arrival of a train was released in 1896.

Play in groups. Each group will receive a certain 'amount of
money", and they have tobuythe sentences they consider
c_ RIGHT.
The teacher will tell you the answers,
The group that collects more RIGHT sentences wins.
2) There are other earliest films which are more famous
than this one.
3) The audience was surprised by the train arriving, and ran
away screaming.
4) The Lumière brothers knew that the motion of the train
would attract viewers.
5) The film was shot at Provence bus station.
Level: Elementary Age: Teenagers

THE EVOLUTION OF CWE.lA — flg$T fIL4

IN THE LION'S CAGE by Charles Chaplin

A) Watch Chaplin's film at htrps://www.yootube.com/watch7v79i84xYeIZl.

B) Decide if the statements are TRUE or FALSE. Then, check your answers
with the teacher.

1)This video is a scene from the film The Circus

2) He did around 400 takes with a real lion.
3) The film is a silent comedy---- 5) The scene took place in a park .......

HI
4) It was shot in 1828 61 Chaplin wrote, directed, and produced this film.

C) Put the sequence of events in order 5) He runs out of the cage and climbs a pole. LI
6) He tries to escape, but he can't. LI
11 The lion is sleeping, but it moves its tail. LI 7) She opens the door to let him out. [:]
2) He gets trapped in a lion's cage. LI 8) He tries going to the next cage, but there is a tiger there. LI
3)The protagonist is running. LI 9) He plays dumb, and the lion wakes up. F]
4) A dog barks at the man. El 10) A woman sees him and faints.LI

ONE WEEK by Edward dine and Buster Keaton

A) Watch this film at https://aechive.nrgldeaails/OneWeek.

B) Complete the following sentences.

1)1 think this film is ............................ (State your general opinion.)

2)The husband is ..............................and he is................. (Describe his
personality and physical appearance.)
3) The wife is .................................. and she is ........................ (Describe her personality and physical appearance.)
C) Complete the summary of the plot with the verbs from the box.

receive move is changes assembles walk are get

The protagonists 1) ..................... married at the beginning of the film. As a wedding present, they 2) ..................... a build-it-
yourself house. A person who was rejected by the woman 31 .....................
the numbers in the boxes. The husband 4) ..............
the house in a week.There 5) .....................
some problems with the building.The house is not in the right place, so they
6. ..................... it. But it is stuck on the rail-road tracks and it 7) ..................... destroyed by a train.-The husband and wife put a
rsrr.aa,ns,y,,ar,'.ama .....................n,,ny.

D) Fiction or reality? Decide if these statements are fictional or real.

1) The house is spinning during the storm Some information was taken
2) The train crashes the house from: https'i/en.wiklpedia.erg/wiks/
31 The house is on a turntable ........................................... One_Week_%28192e_film%29
4) The actor Keaton hurt himself when he fell two stories down ...........................................
Key:RedHarae: 81 1) c), 2) a). 3) shc) 1YRed 4) RIGHT, 5) WRONG (it was shot at Provence train is sleeping, but it moves its tail, 6) Ado8 bairn at
Horse'was nec of the Rrstfiusns ever, 21 itwas station.), the man, 7) Awosnan sees him and faints, 81 she
made by Eadweard Muybridge, 31 It was shot in In eh,Liaa's Cage: 81 l) True, 2) False (He did opens the door to let him oat, 91 He plays dumb,
1870. around 2tx takes with a real lion.), 3) True, 41 False ted the lion wakes op. 101 Heroes out of the cage
Arrisnaiafa Twin: B) 1) Yes, they are, 211 can we a (It was abut in 1929.), 5) False (The scene taken and climbs a pole.
train, 3) They are wearing formal clothes Actually, plane In a circoa.l,6) True, Cl 1) The protagonist is One Wee)ccl 11 get, 2) receive, 3) changes, 4)
they are the typical clothes of those times,l,4lYes, running, 21 He gets trapped in a liner cage, 31 He assembles. 51 are, 6) move, 711s, 8) walk; 01 t) Real,
some people do: c) 11 RIGHT 2) WRONG (This is tries to escape, but he can't, 41 He tries going to is
21 Real, 31 Real, 41 Real This to prove that them
one of the most famous earliest films), 31 RIGHT the eeoc cage. but these is tiger them. 51The lion were not many special effects, as there are now).
 earning is like a journey. Occasionally, we
stop to take wonderful, or not so wonderful,
photos, but a lot of what happened in the
journey is not recorded in our photo album.
Sometimes a similar scenario occurs in our
classrooms. Occasionally, we stop to take tests and see
where our students are, how much they have learnt and
how much they can do with what we have been teaching.
However, like the photos in our trip, these are just
snapshots of a very valuable process which is demeaned.
On the one hand, our students go through the language learning
process at different paces; they develop skills in different ways,
approach language and difficulty differently and display different
needs. On the other hand, most of our assessment is standardised.
We evaluate the whole class with identical pen-and-paper tests,
we give them the same amount of time, and expect them to
achieve equally satisfactory results in different activities. The irony
is obvious, but it does not mean testing should be abolished and
banned from the classroom. Like the photos of our trip, testing is
still necessary, but being aware of the way students approach
learning calls for the implementation of alternative kinds of
assessment to complement our task, especially when young and
very young learners are involved.
Why do we assess!
In all academic settings, assessment is needed for a number of
reasons and demanded by the actors involved. Institutions,
parents, feathers, and even children want to know about students'
performance. Based on numbers and proficiency levels,
institutions need to detemune the success of their policies and
curricula. Parents need to know how their children are doing in
relation to the goals of the schools and family, and how their
children got the grades they got. teachers need to assess to plan
for further instruction, and students need to know what they have
accomplished and what requires more work (Law & Eckes, 2007).
Summative vs. Allernativé Assessment
Until recently, most assessment that took place in the classroom
was dominated by summalive evaluations, which torus on
language points and linguistic accuracy (Shaaban, 2005). It is
formal type of testing which most likely occurs at the end of the
period, or at the end of a chapter or unit. The results are then used
to determine what students know and do not know. Summative
assessment includes written or oral productions such as dictations,
quizzes, short tests, term or final exams.
Though still needed for accountability reasons, summative
assessment tools have met strong criticism especially since the
advent of communicative language teaching (Law & F,ckes, 2007).
They tend to rank students from the highest to the lowest
achievers. They are one-shot deals in which students either get
them right when they Sit down to do them or they do not, which
increases anxiety and conditions performance. They tend to
fragment skills and be decontextualized, which may lead to
cultural and linguistic misunderstandings. Test questions can be
poorly written or misread by students. And last but not least, they
lack predictive value in that they cannot tell how a student will
perform in a real-life communicative situation.
At the other end of the spectrum and not without their own
shortcomings, there are alternative tools for assessment. They
were born its an attempt to rebel against the arbitrariness of
traditional testing and scoring, and to give a more dynamic,
broader picture of students' development.
Alternatives in assessment:
• Require students to perform, create, or produce something;
• Use real-world contexts or simulations;
• Enhance day-to-day classroom activities by providing
assessing opportunities within those activities;
• Focus on processes as well as products;
• Tap into higher level thinking and problem-solving skills;
• Provide information about both the strengths and weaknesses
of the students;
• Are likely to build intrinsic motivation (Brown, 2010).
 Going to the Not so OK
restaurant well well I well
• Read the menu
• Ask for a meal
Non-verbal responses • Make a complaint
Especially at early stages of instructions when students do not yet • Ask for the bill
produce long strings of speech, physical performance responses
and pictorial products are a great idea for assessment (Shaabao,
2005). They are hands-on tasks based on simple directions. For 1 = totally agree 5= totally disaq
example, pointing to certain colours or sketching an animal with I like the teacher explaining
given characteristics. everything to me 2 3 -
4
-
I prefer to Work alone 1 2 3 4 5
Presentations
Regular presentations provide us with valuable input on students' I like acting 1 2 3 4 5
written and oral abilities as well as on their interests and
organizational skills. Presentations come in different formats I like listening to songs in
English 2 3 4
(dramatisations, interviews, lectures, role plays, etc.), and they are
very motivating for students since they can be accompanied with a
l like reading 1 2 3 4 5
wide range of multimedia resources such as Powerpoint
presentations, videos, photos, etc. I prefer to discover grammar
rules
1 2 3 4
-
For presentation ideas in the ESL classroom:
In the next issue, we will continue explaining other alternatives in
httpi/esLfs.eeln/tesrhers/sapportlagis7p.htrn
assessment.
Diana Baud aces
Self-assessment
Although politically incorrect in a teacher-centred classroom, self-
Sources and References
assessment is a powerful tool to develop intrinsic motivation and
student autonomy. The results rendered by a self-evaluation might Brown, D., (2010), Language Assessment. Principles and
not be as objective as desired, since students might be too harsh or Classroom Practices. UK, Longman.
too flattering with their own performance. However, studies have Law, B. & Eckes, M., (2007), Assessment and ESL. An
proved that, if students are properly guided and are aware of the Alternative Approach. Winnipeg, Potage and Main Press.
criteria used for assessment, they will become very accurate in
Shaaban. K., (2005), Assessment of Young Learners. In English
their judgment of and responsible for their work. Self-assessment
Teaching Forum.Vol. 43.
can be directed at a number of aspects of the learning process:
class participation, activity performance, functions performance, McKay, P., (2008), Assessing Young Language Learners,
lesson objectives, multiple intelligences, etc. Below there are three Cambridge, Cambridge University Press.
examples of self-assessment guides, each assessing different
aspects of the learning process.

Activity:
Wlsttt I learned:
Problems?:
Solistions?:
 Level: Intermediate Age: Teenagers/Adults

P8ILOOPTO

! A) Read the following text.

The Philosoraptor is a mixture of two different kinds of things: a philosopher and a Velociraptor. A philosopher is a person
who wants to know everything about everything. And how do they try to do that? Simply: by asking a lot of questions.

S "Who am I? Where dome come from? How do we thinkrarejust some of the questions a philosopher asks to himself and to
the world. AVelociraptor is kind of dinosaur that lived about 75 million years ago. Itwas a carnivore with enormous claws
in each toot, which he used to hunt and eat. It's also one On the most familiar dinosaurs to us due to its role in the Jurassic
Park films. So what does a philosopher have to do with a nelociraptor? Well, Philosoraptor is Meme. According to

I Wikipedia, a meme is "an idea, behavior, or style that spreads from person to person within a culture". Each of them has a
unique feature: people use them to make jokes. Philosoraptor's feature is to ask funny, crazy and interesting questions
about life, people, love or anything anyone can think of. Here are some examples:

So when someone wants to make a

joke or to ask a question they may use
this meme: the Philosoraptor.
(Source: www.9gag.com)

I
I B) Do the following activities:
1) Find the words in bold type
from the text in this puzzle.
2) Match each word with its meaning.

a) Philosopher 1) An animal that eats meat.

I EOIWLYYFBXRCTEM
OMIEKFEMPEVAFMQ
TLEDZAEJHGHRRRD
b) Questions

cI Carnivore
21 An idea, concept or character that
spreads through the Internet.
31 A person who asks a lot of questions.

I NIUMTTDPOAMNSMQ
Y I U H 0 KY F I SVM
FGRCFSWALCSVZJD
dl Claw

ci Mene
4) A quality that something or someone
can have.
5) A sharp curved part on the toe of

I ZEHQOITVSFZOXNA
uN LU B KLET NRQ TO
WO 1 ViE KKEWOEHVI(
UH.dAHSSPBBBO IG
PWKJNBTTLNXLHDN
fi Feature
an animal.
hI An interrogative sentence.

3) It was said that philosophers ask many questions. Here are some
examples. Complete them with a suitable wh-word.
DI K F B I A Q IA D WI VG
DCWBZYXQOSBDIP phrase is this cogito ergo sum"?
CHARACTERSNXi SR is the purpose of life?
GSOQWRSGFDZSWDH did Aristotle live?
was Socrates sentenced to death?

L .........................................................................................

Kar.Bll) 2) a)3,b)6,n)1,dl5,02,04;
1. 3) a) What/Whose, 5) Which, c)where,when, dlWhy,Wher/'Nhere.
 'THIS MONTH

TEACHER

YOUR ATTENTION PLEASE! -

TRACTIVE EXTRA-LARGE MATERIAL

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to Improve motivation and foster
learning in your English classes.
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