• Año XIX • Nro.

199 • Argentina $ 75,00

• Uruguay $ 160 • Paraguay Gs 30.000
• El Salvador U$S 3,10 • Costa Rica C 1.600
• Venezuela BsF 30 • Honduras HNL 59
• Ecuador U$S 3,40 • Perú Soles 15 • Bolivia $ 45
• Chile $ 1.900 I, II y XII Región $ 2.300
 Objectives:
• To teach artistic techniques.
Klimt
• To expose students to general
information about artists. painted women.
• To teach students to value art.
• To make students experiment different Activity 2: Working with textures
textures and possibilities given by Ask students to bring a copy of a picture
different materials. of them with their mom, or a picture of
•To analyse “The Three Ages Of A a mother and child. The copy should be
Woman” by Gustav Klimt. in black and white, if possible, for
•To compare paintings. students to experiment textures on it.
Divide students in groups of four. Place
Activity 1: Klimt brushes of different sizes, colour
paintings, oil paintings if possible, some
Show the videos at
thin sticks and water to alter the density
https://www.youtube.com/watch?v=CX
of the painting. Before giving
Q7n0ezr_A and
instructions, show how each material is
https://www.youtube.com/watch?v=iFz
used. Make sure that students realise
DNk1HDCU to get an idea of Gustav
that painting with a stick will provide a
Klimt’s work. Ask students to listen and
thicker texture on paper. Using brushes
watch the videos. Later on, without music,
will leave other effects, more water will
tell some information about the author’s
leave a watery colour and so on.
work and life. Point out the words texture
and yellow, yellowish, ochre – colours Ask students to develop a lineal drawing
characterizing his artwork. After watching of a mother and her child. In order to do
the videos twice, ask students to complete that, students will be instructed to use
a mind map. Check as a whole class. geometrical shapes like triangles, circles,
Choose the painting that students like the ovals, squares, rectangles, etc. In this
most and start asking questions about opportunity, they will be required to
Klimt’s techniques, predominant colours colour the drawing using mostly
and any other thing that may call the different types of yellow and ochre as
students’ attention. those are the colours characterising the
work of the artist in question.
Explain that texture is the technique
chosen by the artist. It is provided and Students share their work, opinions,
given by using different patterns and feelings. They can even open an Art Hall
colouring techniques. at school to show their works.
Ask students where they see texture in Germana Tomas
each painting: in women’s clothes, in the
sky, etc. Then, ask why they think an artist
may choose to use texture. Tell students to
brainstorm ideas. Write them on the board,
and then find similarities in students’
answers. Answers may include: to make
the painting even more beautiful, to
provoke other feelings in the observer, to
play with materials, to experiment new
things, etc.
Discuss: If the paintings were painted in
coloured pencils, would they have the
same effect as with textures? Finally, ask
students if they can see women in the
paintings. Point out that Klimt mainly

2
 ear colleagues,
Page 2:

Contents
Brushes All Around: Klimt
This month, The Teacher’s Magazine brings along lesson plans Pages 4 to 7:
included in the annual syllabuses presented in our last issue. What a Day!
For Very Young Learners and Young Learners, you will find lesson plans Pages 9 to 11:
on weather. As usual, you will find in the poster the prompts to tell a What’s the Weather Like?
story to be performed. What a Day! is a play with lots of activities including a Pages 12 & 13:
domino for students to colour and play. Around the same topic, weather, there Put on Your Clothes
is a lesson plan to present vocabulary through videos and to link weather to Pages 14 to 16:
clothes. Oh, The Seasons!
For Young Learners, there are activities on months and seasons as well as a
Pages 17:
lesson plan for students to introduce themselves and state their favourite things.
Months and Seasons
Pages 18 & 19:
We start a new section about painters, and the first one we are going to work All about Me
with is Klimt and his gorgeous paintings of women, just in case you want to Pages 21 to 23:
celebrate Women’s Day in your class. Malvinas: A Bit of History
You will also find a downloadable page with all the links available in the Page 24:
articles published in this issue. In this way, you will have the URL at a click of Working with Short Films:
the mouse, so as not to copy them on your browser. Presto
Getting ready for April, there is a lesson plan on Malvinas Islands, in which
Pages 26 & 27:
vocabulary is introduced to talk about the history of the Islands and past simple
What Do We Do With All
is practised.
These Numbers?
Pages 28 & 29:
Last but not least, there is an article on Digital Ice-breakers to use in our Digital Ice-breakers
classrooms. Page 30:
I hope you love this issue as much as we do. Global Culture Corner:
The Teacher’s Magazine Team World Theatre Day
Poster 1:
What a Day!
Numbers
Poster 2:
Clothes

Directora: Karina Uzeltinger / Diseño y diagramación: Marcela Monardez /Dirección general: Adrian Balajovsky/ Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Marcela Caimani Ferrer, Mariana
Prats, Yesica Galliano, Diana Bauducco, Juliana Tomas, Fabricio Inglese, Sabrina De Vita, Germana Tomas, Romina Botta, Graciela Leardini. / 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
ISSN: 1514-142X
Monteoliva, Juan Meier / Recepción: Mauro De Los Santos, Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio,
AÑO XIX - Nº 199 Luciana Sabatini.
MARZO 2017
Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: Forma Color Impresores SRL, Camarones 1768, CABA, Argentina. / 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
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3
The story
What a
CHILDREN: Hello Sun! What
a beautiful day!
SUN: Yes, a lovely day! Who
is there?
CLOUD: Here I come! Give me
some space! I am a Cloud!
CHILDREN: Oh oh! Good bye
Sun! And welcome Cloud! I
love your colour and shape!
You look like cotton.
CLOUD: Thanks! I can be
white or grey.
CHILDREN: Look! Here comes
another cloud! But this one
is dark! Bye Bye, Cloud!
STORM: Yes! Woo-hoo! It’s
me, Storm! If you like rain,
you will enjoy me. If you
don’t like being wet, open
your umbrellas!
CHILDREN: Welcome, Storm!
We love rain! It helps plants
and trees grow! But we will
open our umbrellas, we don’t
want to get wet!
STORM: Ok! Here we go, get
ready for the rain!
4
T
he play What a Day!
aims at students being
actively involved the
whole time. It is apparently
simple, though it requires
that they perform, move, talk
and use different elements at specific
moments.
Objectives
• Make an umbrella and a hat/cap. Make paper hats or caps with your
• Review numbers and colours. students or ask them to bring one from
home. Watch these videos to learn
• Draw and colour different items.
different ways of making them:
• Sequence.
https://www.youtube.com/watch?v=b
Linguistic exponents w7P4JtRxBY Preschool Sun Visor Craft:
• Greetings Kindergarten Crafts
• Vocabulary connected with the https://www.youtube.com/watch?v=X
weather. 5JQ0Ye3j3I Tutorial on How to Make a
• Colours Flat Brimmed Paper Hat (New Era Style)
• Numbers https://www.youtube.com/watch?v=Q
3E3uS9QF28 (Part 1)
Before telling the story
For this play, you will need:
https://www.youtube.com/watch?v=I-
igKWk-Ed4 (Part 2) Newspaper
• (Paper) Hats/caps recycling. How to make solid Basket and
• Paper umbrellas Bowling hat.
• Coloured pencils/markers Make small umbrellas with your
• Paper/cardboard students. Watch these videos to learn
• Confetti (a lot!) how to make paper umbrellas:
• Cotton https://www.youtube.com/watch?v=s
• Glue 8ddNSzvZHY Origami Umbrella tutorial
• Glitter (Henry Phạm)
https://www.youtube.com/watch?v=k
Present vocabulary showing the pictures
in poster 2. Ask students what’s the J59vv7yo_4 Paper umbrellas
weather like today? for them to choose
the correct picture (sun, cloud or rain).
Ask them if they prefer: a sunny day, a
cloudy day or a stormy day and why. Tell
them that they are going to take part in a
play, which means that they are going to
play an important role. Introduce the
elements that they are going to wear: a
hat/cap and an umbrella. (You will also
use confetti, but this is a surprise the
first time).
 Day!
Telling the story
As you tell the lines of What a Day!, do
different voices to play the characters:
the children, Sun, Cloud and Storm.
Show your students when they have to
wear the elements they have made or
brought: the hat/cap, and the umbrella.
Surprise them at the end of the first
performance by throwing confetti as if it
was rain. As you repeat the play and
students practise it, they can also throw
confetti when it starts to rain.
Rehearse the play several times, so that
students get used to it and can perform
without your lead. Primary school
students may also be able to learn the
lines and repeat them with you.
After telling the story
Cut the shape of the sun on yellow or
white construction paper. Repeat it to
make as many suns as you need to have
one per student. Students decorate their
suns using coloured pencils, markers
and/or glitter.
Cut the shape of a cloud on a piece of
paper or white cardboard. Repeat it to
make as many clouds as you need.
Students decorate the clouds with cotton.
They can paint, colour or dye the cotton
grey if they prefer and stick it on the
cloud.
Cut the shape of a cloud on a piece of
paper or blue cardboard. Cut strips of
blue plastic bags to imitate rain falling.
Students stick the bands and decorate
the cloud with some cotton. Add blue or
dark paint to the cotton, so that it looks
“stormy”. They can stick the cotton or
use it to paint the cloud!
Tell students to draw and colour their
favourite weather day.
On pages 6 and 7 you will find
photocopiable activities to practise
vocabulary, counting and reading. There
is also a domino for students to practise
the new words while playing. Download
the domino from www.ediba.com. Ask
students to colour the pictures and to
pay attention to use the right colour for
the umbrellas. Then, you may want to
laminate the cards before playing.
Download another
photocopiable activity
from www.ediba.com
It’s experiment time!
Show students how clouds are made and
explain the process that takes place.
Follow the instructions on these videos
where you will find explanations, too.
http://www.planet-
science.com/categories/experiments/w
eather/2011/03/make-a-cloud-in-a-
bottle.aspx
http://www.sciencealert.com/watch-
how-to-make-an-instant-cloud-in-a-
bottle
http://www.weatherwizkids.com/expe
riments-cloud.htm
http://www.kidspot.com.au/things-to-
do/activities/how-to-make-a-cloud-in-
a-jar
Show students how to “make rain” and
explain the process. Follow the
instructions on this video:
http://www.weatherwizkids.com/expe
riments-make-rain.htm
If your students are interested in other
aspects related to the weather, you can
check this website for more videos,
lesson plans and activities:
http://www.weatherwizkids.com/weat
her-rain.htm
Extra activities
When students make the paper umbrella,
they can decorate it and give it as a
present for their families. Explain that
this umbrella protects them all from rain.
Tell your students why rain is good for
the Earth, for us and all other living
beings. Ask them to make an illustration
for each of the following sentences.
Then, stick them on the corridor walls
under each of the statements for other
children, teachers and parents to see –
and learn.
Why is rain so good?
Rain brings nutrients to the oceans.
Rain waters our plants and trees.
Rain leaves fresh water for animals.
Rain waters farmers’ crops.
Rain fills aquifers.
Rain clears the ground of
accumulated waste.
The rain and the
sun together
let us see
the
amazing
rainbow.
(some
information
was taken
from:
https://www.reference.com/science/rai
n-important-a22bd07bc965e0b7)
As a final task, students can perform the
play for other students or parents. It can
also be done as an end-of-the-year play.
Geraldina Salaberry Serrano
5
 Age: Very Young Learners/Young Learners

What a Day!
A) Match.

CHILDREN

SUN

CLOUD

STORM

B) Order according to size.

66
 Age: Very Young Learners/Young Learners

What a Day!
C) Count.

D) Read.
HELLO SUN! WHAT A BEAUTIFUL DAY!
SUN: YES, A LOVELY DAY! WHO IS THERE?
CLOUD: HERE I COME! GIVE ME SOME SPACE! I AM A CLOUD!
CHILDREN: OH OH! GOOD BYE SUN! AND WELCOME CLOUD! I LOVE YOUR COLOUR AND
SHAPE! YOU LOOK LIKE COTTON.
CLOUD: THANKS! I CAN BE WHITE OR GREY.
CHILDREN: LOOK! HERE COMES ANOTHER CLOUD! BUT THIS ONE IS DARK! BYE BYE, CLOUD!
STORM: YES! WOO-HOO! IT’S ME, STORM! IF YOU LIKE RAIN, YOU WILL
ENJOY ME. IF YOU DON’T LIKE BEING WET, OPEN YOUR UMBRELLAS!
CHILDREN: WELCOME, STORM! WE LOVE RAIN! IT HELPS PLANTS AND
TREES GROW! BUT WE WILL OPEN OUR UMBRELLAS, WE DON’T WANT
TO GET WET!
STORM: OK! HERE WE GO, GET READY FOR THE RAIN!

77
 What's the Weather Like?
T his lesson plan around
the topics of weather,
seasons and clothes will
help you organise your
activities meaningfully through
different classes. It is aimed at
students at Kindergarten and Primary
School levels.
Objectives
• To learn vocabulary related to
weather, seasons and clothes.
• To revise colours and numbers.
• To have fun while singing,
drawing and colouring.
Use a Mystery Box or a Mystery Bag
to introduce new vocabulary items.
They are either a box or a bag with
colourful question marks on the sides.
If you start this as a routine, students
will always know that new words, or a
new story are to be presented. You can
sing a very simple song that later they
will learn and sing.
https://youtu.be/EULQrI3aVik.
Start the lesson by introducing a
puppet which you can call Mr. Weather.
It can even be a stuffed animal. Tell
students that this puppet tells you what
the weather is like just looking through
the window and singing a song. Teach
the following chant: Mr. weather bird,
Mr. weather bird, what’s the weather
like? What’s the weather like today?
While you sing the song, pass the bird
among the kids and look through the
window to elicit the weather.
Present weather words: sunny, windy,
snowy and rainy using pictures or
drawings.
Play the
song What’s
the weather
like? at:
https://youtu.be/KUSbazn3STo?list=
PL1wrsEJEvZjbRQhwU-r--
6LDo8tMLWYSL
While singing the song, point to the
different pictures. When listening for a
second time, ask students to lift the
pictures when they hear the weather
words.
Elicit some words about rain, for
example, umbrella. Students watch the
video at:
https://youtu.be/LFrKYjrIDs8?list=P
L1wrsEJEvZjbRQhwU-r--
6LDo8tMLWYSL, and sing and dance
the song Rain, rain, go away. On page
10, students draw, colour and trace the
sun and the rain, so they can work on
motor skills.
Listen to the song at
https://youtu.be/Jn7uAsLWXpk?list
=PL1wrsEJEvZjbRQhwU-r--
6LDo8tMLWYSL. Let children watch
the video to learn the actions related to
some of the activities we do under
different weather conditions.
On page 11, you will find
photocopiable activities for older
students.
Put on Your Clothes
Put inside the Mystery Box or Mystery
Bag the flashcards related to seasons.
Play the following Season Song at
https://youtu.be/fWcQpub7-
cE?list=PL1wrsEJEvZjbRQhwU-r--
6LDo8tMLWYSL and, while children
are listening, take out from the box the
flashcards and place them on the
board. Mime the song with your
students.
Put all the clothes inside the Mystery
Box or Mystery Bag. Listen to the song
Put on your Shoes at https://youtu.be/-
jBfb33_KHU and, while you are
listening, take out some of the pictures
from the box and place them on a table
or desk.
The second time you listen to it, mime
the parts where he puts on his clothes.
Make students repeat the words, while
they are singing or miming the song.
You can also listen to another song
called Magic Clothes Show Time at
https://youtu.be/5xq1bfk-2XI.
Place on the board four strings, each
next to the season words or pictures
with some clothespins. Ask students to
place the pictures (flashcards) you have
on the board in each twine according to
the clothes you wear in each season.
You will find a set of activities you can
do with your students on photocopiable
pages 12 and 13 to revise clothes
words, colours, numbers, seasons and
weather.
Final task
Ask students to bring or give them a
piece of cardboard, string and two ice
cream sticks.
Hand out photocopiable page 12 to
each student.
Ask them to choose the clothes they
like most and colour them. Then, they
choose their favourite season. Once
they have decided on those things, give
them cardboard, string and ice-cream
sticks to create a clothes twine
including the clothes and the weather
they have chosen.
Romina Botta
9
 Age: Very Young Learners/Young Learners

What’s the Weather Like?

Colour the sun yellow.

SUN
Draw the rain.

10
 Age: Young Learners

What’s the Weather Like?

A) Count the drops and solve.

+ = + =
5 2 7 1

+ = + =
3 3 4 6

B) Trace the word and colour.

SNOWY SUNNY RAINY

C) Match.

11
 Age: Very Young Learners/Young Learners.

Put on Your Clothes!

A) Colour and cut your favourite clothes.

B) Match.

12
 Age: Very Young Learners/Young Learners.

Put on Your Clothes!

C) Read and colour.

D) Match.

E) Match.

JEANS SWEATER T-SHIRT

TRAINERS CAP JACKET

F) Read and colour.

13
 Oh, The Seasons!
S easons is an excellent topic
to teach children, since you can
not only revise vocabulary -such
as colours, months or clothes- but
also incorporate expressions related to
actions we normally do during different
times of the year.
• Ask children to name the seasons. If they
use L1, repeat them in English. To reinforce
the new words, present pictures and scenes
to represent them. Stick them on the board
while you mention them.
• Select a few photographs of you and your
family doing different activities throughout
the year. Present them to your students
while describing them: Look at this photo!
This is my husband, Walter. He is riding his
bike. He is in the park because it is spring…
Look at the flowers and the green grass. Ask
a student to stick it below the correct
season (in this case: spring).
Show another photo: Look! She is Candela,
my daughter. She’s making a sandcastle on
the beach… Do you like making sandcastles?
Do you go to the beach? When do you go? In
winter? In summer?
• Let’s pretend: Act out some activities you
normally do during the different seasons,
for instance, having ice cream, and ask
Which season is it? Give options to reinforce
the new words: Is it winter or summer?
Perform some actions yourself, so that
children say the correct season. Then,
choose one student at a time to act out for
the rest of the class to guess.
• My favourite
season:
Children draw
and describe the activities they do during
their favourite time of the year.
• Teach the song below while using the
poster and miming the actions. Then, invite
children to put on their desks the items
mentioned in the song. Invite them to sing
and act out the song:
(To the tune of “Oh! Susanna”)
Oh, the seasons, the seasons of the
year
Autumn, winter, spring and summer... I
like them all!
Oh, it’s autumn!
It’s time to start school, stay with
friends, fly a kite or read a book.
Oh, it’s winter!
It’s time to stay inside, watch a movie,
eat popcorn and play chess or cards.
Oh, it’s spring!
It’s time to have a picnic, water the
plants, go to the park and ride my bike.
Oh, it’s summer!
It’s time to have an ice cream, go to the
beach or swimming pool and make
sandcastles.
Oh, the seasons, the seasons of the
year
Autumn, winter, spring and summer... I
like them all!
Mariana Prats
Photocopiable pages
• Season cards: There are
cards with the different
names of the seasons for
students to colour.
• Favourite season cards:
There are cards to complete,
so children will have to ask
and answer about their
favourite seasons. Encourage
children to repeat the
question. To be sure they
speak English while
completing the task, model
the activity first. Ask
someone: Which is your
favourite season, April?,
“Spring!”, so complete the
chart by writing “April” in
the names column. When
they finish completing the
cards, ask children to share
their results. For example, 3
children like spring and 7
children prefer summer.
Mariana Prats
 Age: Very Young Learners/Young Learners.

Oh, The Seasons!

A) Colour.

15
 Age: Very Young Learners/Young Learners.

Oh, The Seasons!

B) Complete the cards with the names of your friends.

WHICH IS YOUR FAVOURITE SEASON?

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

NAMES: ...........................................................................
..........................................................................................
..........................................................................................

16
Level: A1 Age:Young Learners.

Months and Seasons

A) Write the month before and after these ones.

OCTOBER FEBRUARY
MARCH AUGUST
MAY
B) Write the months in the right group.
In the first group, months with 30 days. 31 DAYS
In the second group, months with 31 days.
In the third group, the month with 28 or 29 days.

30 DAYS

28/29 DAYS
C) Write the short forms.

January ........Jan..................... May ........................................ September ..................................

February ....................................... June ........................................ October ..................................
March ........................................ July ........................................ November ..................................
April ........................................ August ....................................... December ..................................

D) Write the corresponding months under each season.

Remember they begin on the 21st of each month!

SPRING SUMMER AUTUMN WINTER

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

E) I can see ...

AN ........................ AN ........................ A ........................ THE ....................

A ........................ A ........................ ........................ A ........................

Winter: June, July, August, September; E) umbrella, ice-cream (cone), tree, sun, flower, snowman, glasses, cloud.
Oct, Nov, Dec; D) Spring: September, October, November, December; Summer: December, January, February, March; Autumn: March, April, May, June;
March, May, July, August, October, December; 30 days: April, June, September, November; 28/29 days: February; C) Feb, Mar, Apr, May, Jun, Jul, Aug, Sept,
Key: A) September, October, November; February, March, April; April, May, June; January, February, March; July, August, September; B) 31 days: January,

17
All About me
T he beginning of the school year can be
daunting. Not only do we have to get to know
our new students and establish bonds with
them, but also we have to assess and revise their
previous knowledge, so we can successfully scaffold on it.
The following lesson sequence has been designed to
tackle these issues in a fun and creative way.
Phase one
• Divide the class in groups of 4 or 5 students.
• Create 5 posters for the following categories: numbers from
1 to 10, food, colours, school subjects, pet animals. Elicit one
example for each category.
• Create word flashcards with examples of the poster
categories. Make sure there are at least 5 items in each
category. Shuffle them and give an equal amount of cards in
an envelope to each group.
• Give students a couple of minutes to work in their groups
categorising their cards.
• Once they finish, ask the different groups to stick their
cards on the appropriate poster. You can use this opportunity
to clarify or revise the meaning of some of the vocabulary
items.
Phase two
• Give each student a copy of the “All About me” poster. It
would be a good idea to show them one you have done for
yourself as an example.
• Explain what they have to include in each space and
stimulate them to use the items in the posters if they are not
sure what to include.
• Stimulate, them to personalise and decorate their posters
as much as they want.
Phase three
• Once everyone has finished, encourage students to
introduce themselves to the class by showing their posters.
You can do it yourself as a model.
• If the class is too big, students can introduce themselves in
their working groups and you can go about listening and
interacting with them.
Diana Bauduco
Level: A1 Age: Young Learners.

MY NAME IS ……………….………….…….
THIS IS ME…

MY FAVOURITE
COLOUR IS
……………….………….…….

I AM ……… YEARS OLD MY FAVOURITE

FOOD IS
……………….…….…….

I HAVE A PET
……………….............…….…….

MY FAVOURITE TV
PROGRAMME IS
……………….………........……. MY FAVOURITE
SCHOOL SUBJECT IS
……………….……............…….…….

19
Malvinas:
A Bit of History
T his lesson plan can be
used on its own or as the
second part of the lesson
plan presented last year in
The Teacher’s Magazine N° 188,
March 2016: Malvinas Islands.
Objectives:
• To revise and practise Past Simple.
• To work on words related to war.
• To work on reading strategies:
prediction; use of cognates; skimming
and scanning.
• To work on speaking strategies:
expressing a particular meaning in
different grammatical forms.
Critical thinking skills: recognising,
listing, identifying, finding, defining,
comparing, explaining, recalling
information, generalising, synthesising,
understanding cause and effect,
integrating,
Start the class by asking students what
they know about Malvinas Islands.
Write on the board any information
given. Tell them they are going to read
a text about the history of the Islands.
Go through the questions in exercise A
on page 22 explaining any unknown
words. Let them work in pairs
predicting the answers if they do not
know them. Go through the answers
each group has given, but do not tell
them whether they are right or wrong.
Tell students to read the rubrics for
activity B, and ask what they imagine
the text would be about. Go through
provide the base form of the
irregular verbs. There is a list of
irregular verbs to download from
the three possible titles and tell www.ediba.com
students to predict what information
the text should present according to the Download another
photocopiable activity
different headings. Let them read the from www.ediba.com
text and choose the correct title.
Teach or revise how the years are said Go through the text in activity D on
in English. You may want to refer to the page 23, and check comprehension.
Students now can check their
explanation given in the Usage Box.
Tell students to write down all the years predictions to question 5, activity A.
mentioned in the text. You may also Read the rubric together with your
give them some other years if they need students and have them do activity D,
more practise. in which they have to complete the text
with the past form of the verbs in
Go back to the answers students gave
brackets.
in activity A. Ask them to compare
their predictions to the information Ask students to find out information
from the text, and then to answer the about the war to discuss in class. You
questions correctly. Question 5 cannot may also call a Malvinas War Veteran
Centre, so they can give a talk at school
be answered yet, because the text does
about their experience during the war.
not provide the information.
Teach or revise the time expressions in As a final task, students make posters
the text: at that year, a year later, etc. to display at school about what they
by asking students to what year they have learned.
refer to. Then, do activity C. Karina Uzeltinger
Depending on students’ level, you may
ask them to work in pairs or
individually. They can also present the
timeline in their computers if they are
available in class.
Teach or revise Simple Past. Use the
Grammar Box. Tell students to
underline all verbs in the past in the
text and to classify them into regular
and irregular verbs. Then, ask them to

Simple Past - Irregular verbs.

The verbs selected for the list of irregular verbs on page 31 are the most used ones according to the the BROWN corpus of
American English and the Lancaster-Oslo-Bergen corpus of British English. The verbs that have both a regular and
irregular spelling, and the regular one is widely used, are not included in the list. The verbs are ordered alphabetically, but
if they were ranked by usage, the top 10 list would include the following verbs: say, make, go, take, come, see,
know, get, give and find. Verbs be, have and do, though irregular, are often used as part of other tenses (past
continuous, passive voice, past perfect) and as auxiliary verbs in questions and negations. They are in fact the most
widely used irregular verbs.
Sources and References:
http://www.geisteswissenschaften.fu-berlin.de/we06/arbeitsbereiche/ Download another
didaktik_des_englischen/primary/buecher/ IrregVerbs/index.ht photocopiable activity
http://www.hd.uib.no/icame/ij19/mindt.pdf from www.ediba.com

21
 Level: A1+/A2 Age: Teenagers/Adults
MALVINAS: A BIT OF HISTORY
A) What do you know about the history of Malvinas Islands? Answer the following questions and, if you
don’t know the answer, predict it.
1) Who discovered the Islands? When?
..........................................................................................................................................................................................................................................
2) Where do the names Malvinas and Falkland derive from?
..........................................................................................................................................................................................................................................
3) Who was the first governor?
..........................................................................................................................................................................................................................................
4) When were they invaded by the British?
..........................................................................................................................................................................................................................................
5) When was the war between Argentina and Great Britain over the Islands?
..........................................................................................................................................................................................................................................

B) Read the following text and choose a title.

1) British Invasion
2) Argentina and the Islands
3) History Timeline
The islands were probably first sighted by Amerigo
Vespucci in 1501, though Esteban Gomez, the captain
of one of Magellan’s ships, is said to be the first one
to sight them. Up to 1690, Spanish, English, Dutch
and French ships visited or wintered in the islands.
In that year, Captain John Strong entered the sound
between the islands and named it Falkland Sound in honour of Viscount Falkland, the Treasurer
of the Navy. In 1764, the French founded a colony on East Falkland. The sailors were from the
city of St Malo and were often referred to as the “Malouines” from where the Spanish name
Malvinas is derived. A year later, a British settlement was established on West Falkland. Two
years later, the Spanish bought the French settlement, Port Louis. From that moment, the colony
was named Puerto Soledad. In 1770, a Spanish force expelled the British, but a year later Spain
returned the colony to Britain. In 1774, the British departed from the colony for reasons of
economy, leaving a lead plaque claiming sovereignty. A year later, Captain Cook discovered
South Georgia.
After the Revolution of 1810, Spain evacuated the islands, and
in 1820 the Buenos Aires government proclaimed its sovereignty USAGE BOX
over the Falklands. A few years later, Juan Manuel de Rosas sent How do we say the
a governor, Mr. Vernet, with a garrison and settlers. In 1831, years in English?
there was an incident with three American ships because they
were hunting seals without permission. In reprisal, a warship 1810: eighteen ten
attacked and destroyed Puerto Soledad. Because of this, the 2000: two thousand
British invaded the islands in 1833, sending all Argentinians and 1703: seventeen oh three
Mr. Vernet back to the continent. Buenos Aires protested, but 2017: twenty seventeen
the British annexed the islands to Britain. From then on, despite
Argentina’s claims for sovereignty, the islands remained British.

C) Read the text again, and make a timeline. Add any information you may know and it is not presented
in the text.

22
Level: A1+ / A2 Age: Teenagers / Adults
MALVINAS: A BIT OF HISTORY

GRAMMAR BOX SIMPLE PAST

Regular verbs add –ed: Irregular verbs do not follow the rule for regular verbs.
Some change only a letter: Some do not change:
VISIT VISITED
COME CAME SET SET
NAME NAMED MAKE MADE CUT CUT

TRY TRIED Some do not have many or any letters in common:

GO WENT
PLAY PLAYED
THINK THOUGHT

D) Read the following text, and put the verbs in brackets into the past form.

Events leading to the war

In March 1982, a group of Argentine scrap metal merchants _______________ (go) to the South Georgia
island to dismantle a whaling factory. With them, there _______________ (be) some soldiers. A few days
later, the military dictatorship _______________ (decide) to invade the islands.
Argentina _______________ (be) in deep economic trouble: the inflation _______________ (be) over 600%,
and the wages _______________ (go) down. There _______________ (be) mass disappearance of people
in the hands of the military juntas, which was causing significant unrest. The invasion was planned for
the 25th of May or 9th July. The main purpose _______________ (be) to divert public attention from the
distressing internal problems and restore the long lost popularity and
prestige of the dictatorship.
In late March, there _______________ (be) a
massive union demonstration, and the date of
the invasion was moved to 2nd April in an act
of desperation. On 2nd April, 1982, Argentina
_______________ (land) on the Falklands.

23
 Working with Short Films
PRESTO
A) Answer the questions.
1) Do you like magic?
2) If you could do a magic trick, what would it be?
3) Have you ever seen a magic show? What was it like? Who did it involve?
What tricks do you remember?
B) Look for the definition of magic on this website and check out the
different types that there are: http://we-love-magic.co.uk/different-
types-of-magic/
Write down a definition.
C) Watch the short film at:
https://www.youtube.com/watch?v=CB1Pukr0nFQ
D) Choose the correct option.

a) At the beginning, what is b) What is the magician like? c) The theatre is...
Alec Azam, the rabbit, like? Elegant and smart small and cosy
funny and peaceful Relaxed and easy-going big and dirty
sweet and small Shy and inexpert enormous and fancy
huge and fat

E) Put the sequence of events in order.

1) The show ends and the audience is extremely excited about it.
2) Eventually, both the magician and the rabbit go through the hat.
3)The rabbit doesn’t do what he is supposed to. He wants his carrot.
4)The music begins, the lights are on and the show starts.
5)The magician tries to force the rabbit, but the animal
makes him have little accidents.
6)The magician starts his trick with his hat.
7)The rabbit is hungry and tries to take the carrot, but he can’t.

F) Answer the questions.

1) Why doesn’t Alec get into the hat?
2) What is the magician wearing? Do all magicians wear similar clothes? Why?
Check this video and describe David Blaine’s clothing style and magic tricks:
https://www.youtube.com/watch?v=GNFUhbUIWOE
If you want to see more magic, check the illusionist’s official site:
www.davidblaine.com
3) The show is called Digiotagione and his Hat of Wonder. What do you think about this special hat?
4) In your opinion, why does Alec decide to save the magician?
5) Did you like the ending? Why?

G) PROJECT TIME.
1) Imagine you are the most prestigious magician in 2) Make a poster to present yourself and your show.
the world. Include the following information:
Where are you from? Where it will take place.
What are you famous for? What famous trick you are going to do.
What magic tricks can you do? How many assistants will be present (if any).

wearing smart clothes (a suit and a bow tie). Not all magicians wear these clothes.
ruling out potential explanations as they go.”; D) a) 2), b) 1), c) 3); E) 7), 4), 6), 3), 5), 2), 1); F) 1) Because he is very hungry and the magician won’t give him food, 2) The magician is
how you did it – or rather, not knowing how you did it. There are people who always come up with theories of how it’s done and the best magicians build this into their routines,
KEY: B) Possible answer: “…it’s about creating the impression that the impossible is happening. (…) Magic is doing the seemingly impossible and leaving the audience with no idea

24
24
 Level: A2 Age: Teenagers/Adults

WHAT DO WE DO WITH ALL THESE NUMBERS?

A) Write in numbers.

1) Three hundred and forty-five.

2) Six hundred and ninety-one.
3) Twelve thousand seven hundred and fourteen.
4) Nine thousand and forty-four.
5) Two thousand three hundred and thirty-five.
6) Eight hundred and sixty-one.
7) Ninety-one thousand nine hundred and seventy-six.
8) Four hundred and thirteen.
9) Three thousand five hundred and fifteen.
10) One thousand one hundred and twenty-two.

B) Now, do the opposite. Turn into words the numbers given in the following list.
1) 5,894 ................................................................................................................................................................

2) 793 ....................................................................................................................................................................

3) 7,074 ................................................................................................................................................................

4) 74,500 ..............................................................................................................................................................

5) 662 ....................................................................................................................................................................

6) 8,520 ..................................................................................................................................................................

7) 20,973 ..............................................................................................................................................................

8) 6,010 ..................................................................................................................................................................

9) 5,000 ..................................................................................................................................................................

10) 111 ..................................................................................................................................................................

C) Write five numbers. Dictate them to your partner.

26
27
Key: A) 1) 345, 2) 691, 3) 12,714, 4) 9,044, 5) 2,335, 6) 861, 7) 91,976, 8) 413, 9) 3,515, 10) 1,122; B) 1) Five thousand eight hundred and ninety-four, 2) Seven
hundred and ninety-three, 3) Seven thousand and seventy-four, 4) Seventy-four thousand five hundred, 5) Six hundred and sixty-two, 6) Eight thousand
five hundred and twenty, 7) Twenty thousand nine hundred and seventy-three, 8) Six thousand and ten, 9) Five thousand, 10) One hundred and eleven;
D) 1) Six o’clock/six sharp, 2) A quarter to eleven/ten forty-five, 3) Five to five/four fifty-five, 4) Half past two/two thirty, 5) Three sharp/ three o’clock, 6) A
quarter past eight/eight fifteen, 7) Twenty to two/one forty, 8) Twenty-five to one/twelve thirty-five; E) 1) A quarter to twelve/eleven forty-five/11:45 a.m.,
2) Half past eleven/ eleven thirty/11:30 p.m., 3) Half past seven/seven thirty/7:30 p.m., 4) A quarter past eight/Eight fifteen/8:15p.m., 5) Eight o’clock/Eight
sharp/8:00 a.m.
Fabricio Inglese
four hours later.
Tomorrow, I’ll have to wake up at 4 a,m. I won’t have breakfast, since I usually have it 5)
At Jenny’s, they have dinner at 9. My family usually eats forty-five minutes earlier. 4)
Frank arrived two hours and a half after 5 o’clock tea and his granny was furious. 3)
Jane phoned her mother half an hour before midnight. 2)
Bill arrived fifteen minutes before noon.. 1)
answers in numbers and words.
E) Read the following sentences with adverbs of time. Guess the time of the day they refer to. Express your
12:35 8)
Four fifty-five Three sharp
1:40 7)
Three o’clock Six o’clock
8:15 6)
Eight fifteen Five to five
3:00 5)
Ten forty-five Twenty to two
2:30 4)
One forty A quarter past eight
Six sharp 4:55 3) A quarter to eleven
Two thirty 10:45 2) Half past two
Twelve thirty-five 6:00 1) Twenty-five to one
time are found.
D) Read the following list of time examples and find its matching hour. Two different ways of telling the
Age: Teenagers/Adults Level: A2
 cebreakers are really
I useful, especially at the
beginning of the year with
a new class. Icebreakers
relax the atmosphere, can
help our students feel more
comfortable, encourage shy students
to participate, allow learners to share
without the pressure of being graded,
help students to get to know each
other and build relationships,
encourage collaboration between
students and get them moving. In this
article, I am going to share with you
icebreakers you can put to work
using the technology available in
your class.
1) DIGITAL SHOW
AND TELL:
In order to encourage
conversation and help
students to get to know
each other, put them
into small groups. Tell
them to choose a photo
from their cellphone,
share it and tell
28
the story behind it. The rest of the
4) WORD CLOUDS:
students can ask questions about it.
After that, each group can choose one
of the photos and recreate it for the rest
of the class to guess what is going on in
Students can create word clouds with
information about themselves using
Tagxedo (http://www.tagxedo.com/).
it. They can then share the original
photo to check their
guesses.
2) EMOJIS:
Students choose three emojis
(According to Wikipedia,
they are ideograms and
smileys used in electronic
messages and Web pages).
The rest of the class has to
guess in what way they are
connected to that student.
3) 3, 2, 1
INTRODUCTIONS:
This popular icebreaker - in
which students have to share
three things they like, 2
things they hate and 1
expectation for the course -
can be given a digital twist.
Students can share that
information creating a
video, a comic strip, a
poster, a collage or a
slideshow.

5) MOBILE PICTIONARY:
Give each student 3 notecards. Students
write on one side a
vocabulary category
you would like to
revise. On the other
side, they write
down – but do not
show – a word
connected to that
category. Divide
students into small
groups. Each group
will need to use a
drawing app like Educreations
(https://itunes.apple.com/ar/app/edu
creations-interactive-
whiteboard/id478617061?mt=8), or
Sketchbook Express
(http://sketchbook-
express.uptodown.com/android).
Students place all the cards with the
categories facing up on a pile. When
you start the timer, one student chooses
a card and draws the word(s) on the
app. The group tries to guess the
answer before time runs out.
6) I SPY WITH MY MOBILE:
Students take a close-up photo
(According to Wikipedia, it is a type
of shot which tightly frames a person
or an object). They shoot an object
that belongs to a category of
vocabulary you would like to revise
with your class. Students look at the
different photos and try to guess
what they depict.
7) DRAW AND 9) DIGITAL BRAINSTORMING:
RUN: You can use the web app Todays Meet
Each student will need (https://todaysmeet.com/) to create a
to use a drawing app like room for students to brainstorm ideas
Educreations on a topic of your choice in real time.
(https://itunes.apple.com/ar/app/edu It would be ideal if you could an
creations-interactive- project everything on a whiteboard
whiteboard/id478617061?mt=8), or and make comments about the
Sketchbook Express interactions that are taking place.
(http://sketchbook-
express.uptodown.com/android). The Have fun with technology.
teacher names a category (e.g.:
Sabrina De Vita
favourite dessert, sport team, etc.)
Students draw their choice on their
tablets or cell phones. Then,
everybody lifts their drawings
and runs to pair up with the
person they believe has
made a similar choice to
theirs. They talk for about
one minute about their
drawings, asking each other
questions and/or retelling
their experiences.
8) OBJECTIVES
POSTERS:
Students can
collaboratively create
online posters about
their expectations for
the course, personal
objectives and aims for
this year, learning goals,
using motivational phrases
and whatever they think
will help them during the
year. They can use one of
these web tools: Buncee
(https://www.buncee.com
/), Biteslide
(https://www.biteslide.co
m/ ), Thinglink
(https://www.thinglink.c
om/) or Pic Collage
(http://pic-collage.com/).
29
 LT URE
A L CU
GLOB
CORNE
R
WORLD
THEATRE DAY (27th March)
BACKGROUND

W
orld Theatre Day is celebrated every year
on 27th March. It was declared by the
International Theatre Institute in 1961. A wide
range of national and international theatre
events are held to signal this occasion.
WHAT DO PEOPLE DO?
One of the most important activities that the International
Theatre Institute does is to circulate the World Theatre Day
International Message. This message is translated into
different languages, more than 20 to be more precise. Then,
it is read for thousands of spectators before plays or
performances in theatres. It is sometimes printed in daily
newspapers all over the world. Apart from this, distinguished
people from around the world share their reflections with
respect to what theatre is.
Teaching sequence
For Young
Learners
Level: A1
Tasks:
1. Show
students a
picture of the banner corresponding to World Day of Theatre
for Children and Young people from 2014.
Link for the image:
https://assitejnz.files.wordpress.com/2014/03/worldtheatr
e2014_webbanner.jpg?w=816
2. Discussion questions: Ask the following questions as
springboards for discussion:
a. Do you like going to the theatre?
b. What kind of plays or performances do you prefer?
c. Which one do you prefer, the cinema or the theatre?
Give reasons.
3. Follow-up task: In groups, students design a banner for
World Day of Theatre for Children and Young People. Then,
students present their banners to the
rest of the class
explaining
why they have
designed it that
way.
For Teenagers/Adults
Level: A2
Tasks:
1. Tell students that International Theatre Day is celebrated
on 27th March. Elicit what they imagine about this
celebration.
2. If students have access to Internet connection, they can
surf the net and find information about that celebration.
Students answer the following questions:
a. Why is International Theatre Day celebrated on that
date?
b. What do people do to celebrate that occasion?
c. What does the World Theatre Day International Message
consist of?
Alternatively, if students don’t have Internet connection, they
could look for the answers at home.
3. Brainstorming on the board.
4. Then, in groups of three, students decide on more
creative ideas so as to celebrate International Theatre Day in
a different way.
a. What other activities can people organize to celebrate
this occasion?
b. Imagine you are part of the International Theatre
Institute committee. Decide on a powerful message to
spread around the world as World Theatre Day
International Message.
c. Decide how you will share that message with the rest of
the world. You should consider different options from the
ones discussed in class.
Sources and References:
https://assitejnz.wordpress.com/2014/03/19/world-day-of-
theatre-for-children/ ( to get more information on World
Day of Theatre for Children and Young People)
http://www.world-theatre-day.org/ (to read more
information about World Theatre Day)
http://www.world-theatre-day.org/messageauthor.html#
(to get a copy of World Theatre Day message and its
translation into different languages)
Yesica Galliano

30