www.ediba.

com

• Año XX • Nro. 219 • Argentina $ 135,00

Recargo por envío al interior $ 3
• Uruguay $ 160
 Hannukah
Background
Jewish communities around the UK and the USA
celebrate Hannukkah. This event is also called “the
Festival of Lights”. It lasts eight days and nights. It starts
on the 25th of the Jewish month of Kislev. The Menorah,
the candelabrum lit during Hannukah, in Trafalgar
Square in London is the largest in Europe.
The word “Hanukkah” means “dedication” in Hebrew.
This name is due to the re-dedication of the holy Temple
in Jerusalem after the Jewish victory over the Syrian-
Greeks in 165 BC.
According to Jewish law, Hanukkah is the least
important Jewish holiday. However, it has become really
popular because it is too close to Christmas. Also, as
many Jews live in predominantly Christian societies,
with the passage of time, Hanukkah has become much
more Christmas-like and jolly.
What do people do?
Jewish children generally receive gifts for Hanukkah-
one gift for each of the eight nights. Many parents make
Hanukkah more special for their children, so that they
are not left out of all the Christmas celebrations being
carried out around them.
Although every community has its unique Hanukkah
traditions, there are some which are widely practised.
Every year, people commemorate the miracle of the
Hanukkah oil by means of lighting candles on a
hanukkiah. There is also a popular game which consists
of spinning a dreidel, a four-sided top with Hebrew
letters written on each side. People generally eat fried
food as in Hanukkah they celebrate the miracle of the
oil. They eat latkes: pancakes made out of potatoes and
onions, which are fried and then served with apple
sauce.
Sources and References
https://www.thoughtco.com/what-is-hanukkah-2076477
https://www.history.com/topics/holidays/hanukkah
https://www.bbc.co.uk/newsround/35030671
https://www.youtube.com/watch?v=7tws_uMAEOs.
(youtube link: “The Story of Hanukkah”)
2
BRITISH AND
AMERICAN
FOLK
(from 2nd December
to 10th December)
Teaching sequence
Age: Children
Level: Any
Objectives:
• To master specific vocabulary about Hanukkah.
• To learn about Hanukkah, its origin and traditions.
Tasks:
1. Write on the board the word Hanukkah. Ask students
if they know what it means.
2. Have students listen to the story of Hanukkah and
complete the following sentences.
https://www.youtube.com/watch?v=7tws_uMAEOs.
In (1) J____________________ there was a big
(2) T_________________.The King of Syria tells his army
to destroy the temple in Jerusalem.
Some Jews fight against their Syrian army. They triumph
and reclaim the temple in Jerusalem. Inside the temple,
they find a small container of (3) O________________.
The lights in the menorah burn for (4) E_____________
days and (5) E_________________nights. That is why
they celebrate Hanukkah every year and why they light
eight (6) C____________________ in their menorah.
Answers:
(1) Jerusalem (2) temple (3) oil (4) eight (5) eight
(6) candles.
3. Ask students to watch the story again. Tell them to
draw a comic strip in groups summarising what happens
in the story.
4. Students share their comic strips with the rest of the
class.
Resources to be used:
• Blackboard and chalk.
• Television set, overhead projector or computers to
watch the video.
• Pencils and sheets of paper.
• Cardboard sheets and coloured pencils.
Yesica Galliano
T
Dear colleagues, Contents
he holiday season is coming upon us, and The Teacher’s Magazine
brings lots of activities for the days before Christmas. You will find a Page 2:
Manger and a Santa in one of the posters and photocopiable activities British and American Folk:
to work with in class. For older students, there is a Christmas Hannukah
Worksheet and a text on town that claim to have the “official”
Pages 4 to 7:
Santa’s post office.
Phonics for Kids: Ahoy Boy
For very young learners and young learners you will find a unit on Farm Animals.
Page 8 to 10:
You can use it with the manger or on its own.
Time for a Balance
In the Phonics for Kids section, a new sound is introduced with a story called Ahoy
Pages 12 to 16:
Boy to turn into a puppet show.
Christmas Time!
For young learners and teenagers, there is a lesson plan on travelling by plane, to
Pages 18 to 20:
teach vocabulary and grammar related to the topic and safety rules.
Travelling
The end of the school year is coming to an end and it is Time for a Balance, for
Farm Animals – Two Lesson
Pages 21 to 24:
students to self-evaluate their learning.
Starting next February, The Teacher’s Magazine will come to your Newsagent’s Plans
every two months. Mark it in your calendar!
Pages 25 to 26:
Merry Christmas and a Wonderful New Year to you and your students. Have great Working with Short Films:
holidays and see you in February. Lambs
Karina Uzeltinger Page 27:
Editor-in-Chief ICT for the English Class: Hello
Talk

Y ellow ants are the thing

Z ip, Zip! Said the zebra
zebra caterpillar it was DON'T WORRY, THE
Page 28:
Y Christmas Worksheet
for this summer to eat looking close to the audience SPINACH'S FOR ME!
said Francis the frog
for such an ABC full of insects
just my cup of tea
with some moshing and squash.
ending almost completely

Pages 29 to 30:
Z Merry Christmas Where do I Send my Letter To?
Page 31:
Global Culture Corner: New
Year’s Eve

Poster 1: ABC part 2

Poster 2: ABC part 3
Poster 2
Merry Christmas!

Download another
photocopiable activity
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Mónica Buzada, Yesica
Galliano, Diana Bauduco, Juliana Tomas, Fernanda Valle, Carla Allende, Fabricio Inglese, Daiana Agesta / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección general: Darío Seijas /
Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martín / Color digital: Mónica Gil, Natalia Sofio /Comunicación y
ISSN: 1514-142X
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, Juan Meier
AÑO XX - Nº 219 / Recepción: Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio.
DICIEMBRE 2018
Editora Responsable y Propietaria: EDIBA SRL, Pascual de Rogatis 80, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: IPESA Magallanes 1315 Ciudad Autonoma de Buenos Aires. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes
de Editoriales S.A.; Av.Entre Ríos 919 1° piso (1080) C.A.B.A.; CUIT 30-53210748-9 - República del Uruguay: Niliway S.A, Paraguay 1924, Montevideo, Tel. 0059-82-9240766, Fax 0059-82-9240761

Escribinos a través de www.ediba.com. Anunciate con nosotros: publicidad@ediba.com.

Suscribite a The Teacher's Magazine llamando al 0810-888-4645. Recibirás los posters impresos en tu domicilio, y la revista en formato digital se descargará
automáticamente en tu biblioteca de EDIBA Player cada mes.
C 1999 The Teacher’s Magazine Prohibida la reproducción total o parcial del contenido de esta revista, excepto los fotocopiables. Registro de Propiedad Intelectual Nº 5248045

Podés acceder a esta revista y otras ediciones desde cualquier dispositivo con www.player.ediba.com

3
 Ahoy boy!
T
he glide presented in
this article offers little
difficulty to foreign
learners, but it is
PUPPET SHOW SCRIPT
important to work Show the ship puppet moving violently due to a storm.
with it to help
children establish associations
Waving an x-ray picture, produce thunder sounds. Use a
between sounds and spelling. By flashlight to imitate lightning.
preparing a puppet show, kids will Make the ship go away.
get the opportunity to practise the
diphthong and engage in activities Enter pirate and boy.
that will make learning memorable.
Roy: -Ahoy, boy! What's all this turmoil?
Boy: -Ahoy, Roy! The noise is caused by a storm.
Objectives Characters disappear. Show the buoy moving around
• To expose children to like crazy and the ship following it. Repeat thunder noise
systematic phonics and lightning. The ship disappears and boy and Roy
instruction.
• To practise the sound /ƆI/ reappear.
and discover the ways it is Boy: -Look at that buoy! Join me at the helm and help
spelled.
• To gain exposure to spellings
us avoid the storm, Roy!
<oi> and <oy>. Roy: -No point! Enjoy the toil. Now, go boil some
• To make associations between oysters and soy, and call Doyle. We'll have a royal feast!
spelling and pronunciation.
• To predict accurate spelling
and pronunciation of words
given.
Roy and boy celebrate. Play some triumphant music
over the sounds of the storm (you may use the one
Remind children of a puppet show
here https://www.youtube.com/watch?v=x A2Hzi7P1l0
they have enjoyed at school. If they or ask a kid to play a cardboard bugle or flute).
have not had the experience, you
may prepare a simple one yourself for other people to enjoy (your hide, colourful puppets, good
with the help of another member of audience may be the kids' families, lighting, a catchy script, background
the learning community, or you may other children from the same school, music, etc.).
https://www.youtube.com/
show one from YouTube: or you may even record the event If you have been working with
watch?v=oNE2tGibbWw. Explain that
and upload it!), and elicit what you articles from previous issues, you
are going to need for it to be a may refer to the one published in
the class is going to put up a show success (a frame behind which to

4
 PHONICS
FOR KIDS

September, called An Awful Storm, open and close the curtains, and Activity B evokes others in previous
since it is about pirates. If you have even one more to be the prompter. issues, in which students have to
a Phonics Corner with pictures and choose the words pronounced with
the diphthong /ƆI/ to arrive safely at
Once all the puppets and the stage
sounds, point at them and ask: Do are ready and everyone has been
you remember the story of the pirates given a role, ask students to repeat the port.
who went to Northport? What the lines after you, and make the Enjoy the show! Ahoy!
happened to them when they were at proper sounds and lighting effects at
sea? By talking about the story, you Agustina Negretti
the appropriate time. Choose a date
will revise other sounds and activate to put up the show for others to see,
schemata to prepare children for and start practising until you are all
what is to come. satisfied with your roles and results.
Explain that you are going to Because these activities are to
represent a situation that happened develop awareness on links
while the pirates were at sea. You between pronunciation
are going to decorate finger puppets, and spelling, more
and students are going to give voice written tasks
to these for the show. The characters are
are going to be Roy the pirate, a boy, suggested
a buoy, and the ship. Before asking on page 7.
kids to imagine the looks and voices In Activity
of the different characters, read the A, students
script (only the dialogue), so that have to trace
students get a more solid idea of words and match
what is going to happen. them to the right pictures;
Ask kids to picture how Roy, the boy while they are tracing,
and the pirate ship look. Ask them point out that /ƆI/ is
to imagine what they sound like. associated with spellings
Hand out page 6 and ask children to <oy> and <oi>.
decorate the finger puppets. Once
they do so, glue them (preferably
with a hot glue gun, so they can be
used almost immediately) and ask
students to play imitating voices and
singing songs.
To make the puppet stage, you may
use an ironing board and cover it
with a black sheet or paper, but it is
a better idea to use a cardboard box
and decorate it together.
While doing these activities, you
may repeat the lines from the script,
so that students start memorising
them. To stage the puppet show, at
least two kids will be needed to
perform the roles of Roy and the
boy; but if your group is large, you
may have up to 9 children
collaborating at a time: three to
manipulate the ship, Roy and the
boy; one to make the thunder noise,
another to manoeuvre the flashlight,
one more to move the buoy, a kid to
play the final music, one more to

5
 Level: A1 Age: Very Young Learners/Young Learners

Ahoy boy!
A) Cut and glue to make finger puppets.

6 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners/Young Learners

Ahoy boy!
A) Trace and match.

R OY
B OY
B U OY
NOISE
B) Choose the words with /ƆI/ and reach the port!

STORM

SHORE

OYSTER

BOY ENJOY

SEE FEAST TURMOIL

NOISE

PIRATE

PHOTOCOPIABLE 7
 T
Time for a Balance
he end of the school year is a great time
for evaluation. As teachers, we go over
our year and assess what went right and
what did not go as we expected. Luckily,
most of the time our end-of-the-year
balances are quite positive, and we
leave the classrooms with a sense of achievement. Why
not share this feeling with our students?
This lesson plan helps us go over the year contents in a
different way and encourages students to assess their
own performance.
Phase 1
Explain that as this is the last class of the year, you
would like students to check how much they remember
of their year together. Elicit what topics or contents they
have learned and write them down on the board. They
can also go over their books and folders for help. The
focus of this phase is to have them revising and going
over the year.
8
Phase 2
Give students the My ….. Assessment Worksheet on page
10 and focus on the first item “What I learned better”.
Instruct them to go over the topics on the board and
choose the three they are strongest at. Give them some
minutes to complete that task and elicit some answers.
Phase 3
Instruct students to go over the topics again, decide
which ones they are a bit weak at and ask them to write
them on the “What I need to revise” section. Allow some
minutes and elicit some answers. Short explanations
about topics that need to be revised are optional here but
might help students leave the last class with a greater
sense of satisfaction.
Phase 4
Ask students to work in pairs or small groups and try to
remember which the best class of the year for them was
and why. After some discussion, they write their
answers on the sheet. Allow them some minutes
to work and elicit answers.
Phase 5
This is a very interesting phase, in which you will
ask your students to reflect on their own attitude.
Help them by asking some questions such as Did I
do homework all the time? Did I pay attention in
class? Did I participate actively in the activities?
Did I help my partners? etc. Allow them some
minutes to think, and ask them to evaluate their
attitude.
Phase 6
Now encourage your students to think about the
future, and what they would like to learn the
following year. Help them think in terms of
communicative tasks (write a cover letter, talk
about books, complain at a restaurant, etc). Elicit
some answers, and then ask them to write their
answers on the worksheet.
Phase 7
For the final part of the class, brainstorm
adjectives to describe the school year and write
them down on the board. Ask students to evaluate
their year at the English class and complete the
last item in the worksheet. Elicit some answers
and reasons why. Finish the class on a high note
emphasising good feelings and achievements.
Diana Bauducco
 My (year) in the
…………….….

English class
What I learned better
1 ………………………………………………………………………………………………
2 ……………………………………………………………………………………………..
3 ……………………………………………………………………………………………..

What I need to revise

1 …………………………………………………………………………………………......
2 …………………………………………………………………………………………….
3 ………………………………………………………………………………………..…..

My favourite class was the one on …………………………………………………

My attitude during the year was

EXCELLENT VERY GOOD GOOD OK NEEDS TO

IMPROVE

What I would like to learn next year

1…………………………………………………….
2……………………………………………………
3…………………………………………………….

My ……….…. (year) was ……….….……….….……….….

10 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners/Young Learners

Christmas time!
A) Colour and make your own Santa.

12 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners/Young Learners

Christmas time!
B) Label Santa’s parts of the body.

HEAD LEG FACE ARM HAND HAIR BEARD EYE

NOSE MOUTH FOOT

PHOTOCOPIABLE 13
 Level: A1 Age: Very Young Learners/Young Learners

Christmas time!
C) Imagine a new outfit for Santa Claus, and draw it.

D) Describe your Santa Claus.

His/Her name is .
He/She is wearing .

14 PHOTOCOPIABLE
 Level: A1 Age: Very Young Learners/Young Learners

Christmas time!
A) Colour.

PHOTOCOPIABLE 15
 Level: A1 Age: Very Young Learners/Young Learners

Christmas time!
B) Look, read and trace. Then match.

STAR
BABY
CAMELS
MOTHER
FATHER
MANGER
DONKEY
SHEEP

Download another photocopiable activity from www.ediba.com

16 PHOTOCOPIABLE
 T
Travelling
his lesson plan, based on the topic of
Travelling, is aimed at A1/A2 students.
The activities presented offer the
opportunity to learn specific vocabulary
related to travelling in context. Besides,
they provide the possibility to learn about
rules and regulations at the airport in a fun way. By the
end of the project, students will be able to retell Daisy’s
story, mentioning the different things that she did in
order to get into the plane. Then, they will use the
new vocabulary to talk about their own experiences
on their first flight.

Objectives
• To introduce the topic of Travelling through a story.
• To present vocabulary related to the topic.
• To develop verbal-linguistic skills through the retelling
of the story.
• To learn about rules and regulations at the airport.
• To develop writing skills by writing about a personal
experience.
Make blown-up copies of the pictures on page 19 and
place them on the board at random. Present the
vocabulary (flight attendant, take off, check-in counter,
x-ray machine, luggage) and encourage students to
describe the pictures and guess what they are related to
(a trip by plane).
Divide the class into groups of three or four students.
Ask each group to order the pictures so as to tell a story.
Which could be the correct order? Accept any answers as
long as they describe a series of events. Provide any
vocabulary needed. Each group shares their production
with the class.
Give feedback on inconsistencies as regards the order, to
introduce the idea that some things need to be done
before getting on a plane, and there are rules and
regulations to follow and observe.
Before telling Daisy’s story, explain that the pictures do
not tell her story. Ask learners to order the pictures as
they are told in the story.
Check the order of the pictures. Then, give each group a
copy of Activity B, in which there is a set of activities
Daisy and her family do. Read or tell the story again for
students to order them.
Students tell Daisy’s story using the phrases in Activity B.
Ask learners if they have ever flown on a plane. Ask
them to draw pictures and write down the story of
someone or themselves going on a flight. Remind them
to use the phrases in Activity B.
Help students with Activity C, especially if they have
never flown on a plane.
Have fun with the activities.
Juliana Tomas
18
DAISY’S STORY
This is the story of Daisy and her first
experience on a plane. Daisy is going on a plane
with her family, and she is preparing all the things
that she needs for the trip. She packs her
favourite red dress and her black shoes that go
with it; she takes her swimsuit for the beach, some
shorts, a sweater, her blue skirt and three hats just
in case. Everybody knows that she loves wearing
hats of all kinds. She does not forget to take her
favourite book to read on the plane.
When she is done, the family sets off for the
airport. They need to do some things at the
airport, so they want to be there in time.
When they arrive, they go to the check-in
counter where a lady asks for the tickets and
weighs their luggage.
After that, the family go through the metal
detector while their carry-on bags go through an
x-ray machine to see if they are carrying
something dangerous. When Daisy passes through
the metal detector, she is asked to take off her
hat to see that she is not carrying anything
dangerous on her head on inside the hat and, as
everything is perfect, she goes on.
They wait in the departure lounge. Their flight
is announced and, after their boarding passes and
passports are checked once again, they board the
plane. They are greeted by a flight attendant who
helps them with their bags and places them inside
the overhead compartments.
The pilot announces that the flight is taking off
and all the passengers need to fasten their
seatbelts, and Daisy does so. Then, the flight
attendant starts explaining the safety rules to all
the passengers.
The plane finally is in the air, and Daisy is now
thinking about which hat she is going to wear the
first day at the beach.
 Level: A1/A2 Age: Young Learners

Travelling
A) Order.

B) Listen to the story and order the sentences.

1) Bags go through the X-ray machine. 8) Place handbag in overhead compartment.

2) Check-in. 9) Safety rules.

3) Fasten seatbelts. 10) Set off for the airport.

4) Flight attendant greets the family. 11) Sit down.

5) Go through the metal detector. 12) Take off.

6) Hand ticket and documents in. 13) Unload bags.

7) Pack luggage. 14) Weigh bags

PHOTOCOPIABLE 19
 PHOTOCOPIABLE 20
Key: B) 7, 10, 13, 2, 14, 6, 1, 5, 4, 8, 11, 3, 9, 12; 1) Mobile phones go through the X-ray machine inside a bowl when passing through the metal
detector. 2) Scissors, knives, guns and sharp objects are not allowed to be carried on a plane. Food, plants, seeds are not allowed. 3) Only a
handbag of 5 kilos is allowed on a plane to be carried with you. 4) Luggage is left at the check-in counter where it is weighed when you check in.
5) Liquids are not allowed to be carried on a plane, only medicine. 6) Only a bag of 20 kilos is allowed per person without extra payment by most
of the air companies
regulations on a plane.
C) In the following drawings, there are things that are not right. Spot them, and then write about rules and
Travelling
Age: Young Learners Level: A1/A2
 rm an im ls
FaTwo Lesson Plans
a -

Very Young Learners

Introduce the names of the animals on page 22. Tell
their names at random for kids to point to the correct
one.
Revise colours. Tell children that the animals went to the
hairdresser's and had their colour changed. Read or tell
the following sentences for kids to colour the animals.
Repeat each sentence as many times as needed.
The dog is white and blue.
The cat is orange.
The sheep is black.
The cow is red and green.
The duck is pink.
The horse is yellow.
The pig is brown and purple.
The rabbit is pink and white.
The hen is red and yellow.
Once kids finish colouring, go around the class and ask
what colour each animal is.
With pictures of different animals, point to one and ask
Is it a horse? Modulate the answer Yes or No. Practise
this several times. Ask the same question with colours:
Is it (red)?
Explain to your students that they are going to play a
guessing game. Encourage one child to think of an
animal and do not tell you. Guess the colour first, and
then the animal. Play with other kids until they
understand how it is done. Divide the class into groups
of 4-6, and let them play the game.
Revise numbers 1-10. Tell kids to do activity B on page
24. Move around the class asking How many (cats) are
there?
 Make a survey. Each child comes to the front
and chooses the farm animal they like the best.
Make a graph showing the results. Students
label the pictures in Activity A.
Sing the song Old McDonald had a Farm.
Introduce the animals not mentioned previously.
Choose a picture of one of the animals and
describe it. Place the pictures on the board and
describe one for kids to say what animal you are
describing. Kids do activity B in which they
have to unscramble the names of the animals.
Tell a child to choose an animal, ask yes/no
questions such as Has it got four legs? Is it big?
until you guess the animal. Model how to ask
the questions. Another kid chooses an animal
and children ask the questions. Then, divide the
class into pairs and students play the guessing
game.
Present the picture of the sheep, and ask
children to discuss in groups what ducks
can/can’t do.
Let them read the text in Activity C. Introduce
can/can’t. Tell kids to write similar sentences for
a cow (they can also walk, run, swim and
If you are working with the Phonics for Kids section, jump). Learners can do the same with other
look for The Teacher’s Magazine #219, November 2017 animals.
poster issue, to bring back the story to the class. Tell kids to classify the farm animals into mammals and
birds. Write on the board herbivore and omnivore with
Young Learners pictures indicating what they mean (below herbivore
draw some grass and leaves, and below omnivore draw
Language Functions insects, worms, seeds, grass, etc.) and tell kids to
• Asking and answering on anatomy and abilities. classify the animals into these two categories. Key:
Herbivore: horse, sheep, cow; Omnivore: pig, chicken,
• Describing animals including what they can/can’t do.
duck.
• Expressing factual information.
Students read the description of the sheep and the duck
Structures on a downloadable page and complete the chart. Then,
• Have/has got they investigate about another animal, complete the
• Can/can’t chart and write down a description. Encourage the use
of linkers and pronouns.
• Adjective order
Place the descriptions on the walls for everyone to read.
Vocabulary
• Farm animals
• Parts of the body
• Actions (fly, swim, run, etc) Sources and References
https://www.eslkidstuff.com/lesson-plans/pdf/farm-
Discourse
• Linkers: and, but. animals-lesson-plan.pdf
https://www.kidzone.ws/thematic/farm/index.htm
http://kiddyhouse.com/Farm/
• Pronominal substitution.

http://www.theteachersguide.com/onthefarm.htm
Pronunciation
• Weak form of can. https://www.teachingenglish.org.uk/article/farm-
animals
https://study.com/academy/lesson/farm-animals-
• Weak form of have.

lesson-plan.html
Introduce farm animals. Find pictures of cow, horse,
sheep, pig, chicken, duck or make blown-up copies of a
downloadable page.

22
 Level: A1 Age: Very Young Learners

Farm animals
A) Listen and colour.

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 23
 Level: A1 Age: Very Young Learners

Farm animals
B) Count and circle.

5
Download another photocopiable activity from www.ediba.com

24 PHOTOCOPIABLE
 Level: A1/A2 Working with Short Films Age: Teenagers

Lambs
A) These are the protagonists of the short film. Describe them.

B) Watch the short film at: https://www.clipsoon.com/9Hq9rf0XgrI/filmbilder.html or https://www.youtube.com/watch?v=

9Hq9rf0XgrI.

C) Complete with the following words.

SHORT LITTLE SHEEP DIRECTION SURPRISED THREE YEAR

LAMBS
Genres: Animation/Short/Comedy.
Script and 1) _____________: Gottfried Mentor
Animation: Gottfried Mentor and Thilo Kienle
Release 2) _____________: 2013
This 3) _____________ film’s protagonists are 4) _____________ sheep: mum, dad and their 5) _____________ lamb.
The adults are 6) _____________ and somewhat disappointed, because their child is not like other 7) _____________.
It is behaving in a strange way. Let’s see how this ends…

D) Unscramble the sentences to complete part of the sequence of events.

1) to their child. // go “baa” and show this // The lamb’s parents
2) instead. // says “moo” // The little one
3) disappointed. // The mother and father // are a little
4) Another day // some grass. // they eat
5) vomits that food // and eats flowers instead. // The lamb
6) a bit frustrated // Its parents are // again.
7) the sheep // Some other time, // get shorn.
8) and its wool is not completely cut. // it is also dyed // When the lamb gets shorn,
9) and says “moo” again. // and its colours // It is happy with its look

PHOTOCOPIABLE 25
 Level: A1/A2 Working with Short Films Age: Teenagers

Lambs
E) Choose the correct options to answer the questions (there may be more than one right answer).

1) After the lamb gets shorn, what do its parents notice?

a) They see that the other lambs also make other sounds.
b) They perceive that lambs imitate each other.
c) They notice that all the little ones are very colourful.

2) What happens when they see this?

a) They get excited.
b) They notice that their children are different.
c) They realise that all lambs behave the way they want.

3) How do they feel at the end?

a) They are satisfied and happy.
b) They still feel uncomfortable and disappointed.
c) They feel angry.

F) In small groups, answer these questions:

- Why do you think the young protagonist behaves that way?
- What do other lambs do?
- What do the adult protagonists learn when seeing this?

G) Discuss the following with the whole class:

- Do you feel identified with the lamb? Why/why not?
- Are you different from your parents? How? In what aspects?
- What can we learn from this short film?

c), 3) a).
shorn, it is also dyed and its hair is not completely cut. 9) It is happy with its look and its colours and says “moo” again; E) 1) a) and c), 2) b) and
that food and eats flowers instead. 6) Its parents are a bit frustrated again. 7) Some other time, the sheep get shorn. 8) When the lamb gets
2) The little one says “moo” instead. 3) The mother and father are a little disappointed. 4) Another day, they eat some grass. 5) The lamb vomits
Key: C) 1) direction, 2) year, 3) short, 4) three, 5) little, 6) surprised, 7) sheep; D) 1) The lamb’s parents go “baa” and show this to their child.

26 PHOTOCOPIABLE
H
Hello Talk
ICT FOR THE
ENGLISH CLASS

ello Talk is an app to chat with native

speakers of any language through your
smartphone. The aim of this app is to
use technology to connect the world
through language and culture.

Your students will love to learn the English language

while exploring new cultures and making friends around
the world.
Users can chat via text, voice recordings, voice calls and
video calls; it is a very useful tool for speaking practice.
Students can also draw in the app to represent visually
what they want to say (Doodle Share).
Learners can also join group chats for a collaborative
learning experience.
 Level: A1/A2 Age: Teenagers/Adults

Christmas Worksheet
A) In groups of 3 or 4, choose four of the following words or phrases. Look up their definitions, and invent a fake
one. Then, say the word and both definitions to another group. Finally, the other group has to guess which the
false definition is by saying “Bluff!”. The group also gets extra credit for giving great definitions which include a
made-up etymology.

Christmas stockings Christmas Eve

Boxing Day Eggnog

Reindeer Candle

Fruit Cake Cider

Carols Candy Cane

Plum pudding Sleigh

Helpful Language
“It comes from...(Greek, Latin)” “It is used to...”
“It refers to...” “It is a place where...”
“In the past, it was used to...” “It is someone who...”

B) Make a word cloud in http://www.tagxedo.com/ to study the new vocabulary.

C) Make a list of Christmas songs!

Example: Nat King Cole. "The Christmas Song"
D) Christmas shopping.

Student A
You are buying a present for your mother-
in-law. You can spend no more than 100$.
She likes fashionable clothes. She needs an
extra large size. Buy a present for her.
Student B
You are a shop assistant at a clothes shop.
You have fashionable T-shirts and dresses
for middle-aged women. Offer the client to
buy a dress (there are too many!)

• Plan what language you need.

• Listen to your partner, and improvise!

E) Imagine you are part of an anti-consumerism campaign. Make posters to raise sensitivity on the negative
aspects of shopping too much. (For students to get an idea of anti-consumerism activism, I suggest the following
video: The Story of Stuff, available at: https://www.youtube.com/watch?v=9GorqroigqM&t=18s)

For poster design, students may use https://www.canva.com/

Teacher's notes on Activity D: Give students time to plan on possible language, and then ask them to listen to their partners and
improvise too. Make notes on their mistakes and then after offering some positive feedback, choose a few mistakes in language
which you consider fruitful to exploit.

28 PHOTOCOPIABLE
 Level: A2+/B1 Age: Teenagers

Where do I Send my Letter To?

Santa Claus is known worldwide. The tradition of celebrating Christmas and believing he gives
presents to children has surpassed nations and religious borders. This tradition and the legend of his
outfit, habits, good mood, vehicle and companions have turned into a trademark. Another
interesting aspect is the place where he lives.

A) The following text describes four towns that have some characteristics in common. Read it, and afterwards,
discuss with a classmate the points each of the cities share.

Drøbak is a Norwegian town located some 35 km
south of Oslo, Norway’s capital city. It has become a
typical seaside tourist attraction during summer when
cruise ships approach the capital. However, for
Norwegians and most Europeans, Drøbak is mainly
known because it is home to the Christmas official
post office. This means that when kids from all over
Europe are determined to send Santa Claus a letter,
post offices from the entire continent end up sending
them to Drøbak, more precisely to Tregaarden’s
Julehus, or Christmas house. Apart from working as a
post office, this particular house offers all kinds of
Christmas articles such as candles, napkins,
tablecloths, Santa’s dolls, Christmas’ tree
decorations, among many others.
The Finnish, Norway’s neighbours, claim they have
the official hometown of Santa Claus within their own
national borders. Where? In the city of Rovaniemi,
which is situated in Lapland (the northernmost region
of Finland), only 6 km south from the Arctic Circle.
According to Markus Rautio, a very famous radio
personality during the first half of the 20th century,
Father Christmas lived in Lapland, on the “Mountain
of the Ear” (Korvatunturi), where he could perfectly
hear who behaved themselves and who misbehaved.
This story had such an impact in the Finnish children
that they all believed it. As a result, an amusement
park was established some metres inside the Arctic
Circle, founded in 1985 with the name Santa Claus
Village. There, visitors can see Santa’s Office, its post
office, the aurora borealis or simply enjoy one of its
many restaurants. Last but not least, one of
Rovaniemi’s football clubs is called FC Santa Claus. If
you try to guess who their mascot is, you might be
right. He wears a red outfit and has a long white
beard.
The story of the town of Santa Claus, Indiana (in the
United States of America) is as interesting as the
former two. Originally called Santa Fe, when its post
office was about to open in 1852, the inhabitants
received the bad news that there already existed a
Santa Fe in Indiana, so they had to choose a new
name. The legend states that the neighbours
gathered in a little church on Christmas Eve to debate
which the new name would be. Suddenly, the wind
opened the doors and some bells could be heard. The
little children shouted: “It’s Santa Claus!” The adults
understood the message and chose it as the town's
definite name. As the years went by, the town defined
its characteristics. Santa Claus Land, a thematic
amusement park, opened its doors in 1945. It
eventually grew and changed its name, but kept many
attractions connected with Christmas. Santa Claus
Museum exhibits historical items of the town, among
which are included letters addressed to Santa by
children from past decades. Although the town has no
more than 2500 inhabitants, it receives more than
400,000 letters each Christmas from children all over
the United States.
In the state of Alaska, there is a small town called
North Pole. Although it is located 2,700 km south
from the actual North Pole, occasional visitors think it
is interesting to know a place with such a name. Its
citizens and politicians have taken advantage of this
situation. For example, many of North Pole’s streets
have Christmas-related names, such as Santa Claus
Lane, St. Nicholas Drive, Snowman Lane or Kris
Kringle Drive. In addition, a gift shop called “Santa
Claus House” is known for having the largest Santa
Claus fiberglass statue in the world, almost 15 metres
high. However, not everything is so positive about
North Pole. Its winters are so harsh that many shops
are closed during weekdays. Temperatures drop
almost to -30°C during December, January and
February. Thus, in North Pole, Christmas is not so
merry.

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 29
 Level: A2+/B1 Age: Teenagers

Where do I Send my Letter To?

B) Read the text once again and complete the following sentences with the option that fits best.

1) The city of Drøbak is famous because

a) it is close to Oslo. b) it claims to have the official Christmas post office. c) it is the capital of Norway.
2) When European children write their letters to Santa,
a) they send them directly from their homes. b) they wait until Santa visits their homes. c) their local post
offices send them to Drøbak.
3) Apart from receiving Christmas letters, Tregaarden’s Julehus is known for selling
a) Christmas items. b) dolls for children. c) Christmas furniture.
4) The Finnish believe the official hometown of Santa
a) is within Finland. b) used to be in Finland. c) is inside their neighbouring country.
5) The story told by Markus Rautio assured that Father Christmas
a) abandoned Lapland. b) could hear absolutely everything. c) knew who the good and the bad children were.
6) The mascot of FC Santa Claus
a) is Santa Claus himself. b) are Santa Claus’ reindeer. c) are Santa Claus’ elves.
7) The inhabitants of Santa Claus had to choose the town’s name because
a) it was too little to have a post office. b) it would have been the second Santa Fe within the same State.
c) they did not accept Spanish names in Indiana.
8) The children of Santa Claus, Indiana
a) thought that Santa had made the sound of the bells. b) knew how they wanted to call their town.
c) did not want to call their city Santa Fe.
9) American children send letters to Santa Claus, Indiana
a) all year round. b) during Christmas time. c) in order to visit the city.
10) The North Pole
a) is located 2,700 km north from the town of North Pole. b) is located within the United States. c) receives
many tourists during holidays.
11) The town of North Pole:
a) has citizens and politicians who are intelligent. b) is known for having the largest Santa Claus in the world.
c) has streets that have been named after Christmas characters.
12) During Christmas time
a) the citizens of North Pole remain sad. b) the city of North Pole puts off Christmas celebrations.
c) temperatures are so low in North Pole, Alaska that normal life is usually affected.

C) Christmas is a time of illusion for many children. Everybody has written a letter to Santa Claus at some point,
telling him what toy or surprise one expected. In addition, the excitement that children experience when they
find out that the Christmas tree is surrounded by presents is unforgettable. However, not every time we received
what we expected. Do you remember which the toy you wanted the most and did not receive as a Christmas
present was? Can you describe it? Why did you like it so much? Do you remember what you received instead?
Write a short text (no more than 250 words) telling your experience. Then, share it with the rest of the class.

Key: B) ) 1) b, 2) c, 3) a, 4) a, 5) c, 6) a, 7) b, 8) a, 9) b, 10) a, 11) c, 12) c.

30 PHOTOCOPIABLE
New Year’s Eve
Background
New Year’s Eve is one of the greatest
worldwide celebrations, as it signals
the last days of the year in the
Gregorian calendar, 31st December,
before the New Year. However, it is
important to bear in mind that some
cultures do not follow the Gregorian
calendar in observing New Year’s
Eve and New Year’s Day. For
example, the New Year in the Hindu,
Jewish, Islamic and Chinese
calendars are set on different dates.
What do people do?
No matter where they live, people all
over the world usually celebrate the
countdown to the upcoming year.
Midnight between New Year’s Eve
and New Year’s Day is often
highlighted by firecrackers and
fireworks. People organise gatherings
at their homes. They usually drink
and have a toast with champagne or
any other beverage.
This day is one of mixed feelings for
many people. It is not only a time to
celebrate the year about to finish,
but also an occasion to reflect on the
events that took place all over that
year. Many people think about their
future plans and the typical New
Year’s resolutions at this time of the
year.
Sources and References
https://www.timeanddate.com/holidays/comm
2015/12/new-years- eve-around-the-world/
https://worldstrides.com/blog/
Teaching sequence
Level: Any
Age: Teenagers/Adults
Aims of this teaching
sequence
By doing this teaching sequence
students will be able to:
• reflect on their short-term goals
for the following year.
• compare and contrast how people
celebrate New Year’s Eve in
different places around the world.
• develop intercultural awareness.
Tasks
1. Tell students to work in groups.
Ask them to find information about
how people celebrate New Year’s Eve
and New Year all over the world.
2. Allot some time in class for
students to organise group work (for
example, which countries or cultures
each group is going to focus on) and
research process.
3. Ask students to bring to class all
the information they have gathered
about this occasion.
4. Give them some time
to organise themselves
and recap the information
about New Year’s
celebrations.
on/new-year-eve
GLOBAL
CULTURE
CORNER
(31st December)
5. Students should prepare an oral
presentation in which they will
summarise their findings to the rest
of the class. Encourage them to
prepare slide presentations to make
their talks more appealing and
interactive.
6. As a follow-up activity, students
write down a list of 10 New Year’s
resolutions. Invite them to discuss
their resolutions with their partners.
Give examples and explain the use of
going to so they can practise it in
context.
Resources
• Sheets of paper and pencils.
• Internet connection (information
gathering)
• Specific software to make slides
presentations such as PowerPoint,
Prezi, etc.
• Netbooks or notebooks to create
their slide presentations.
• Printed or digital material related
to New Year’s Eve.
Yesica Galliano