154 TTM Arg Revista

154_ttm_ar_feb_Layout 1 12/27/12 3:41 PM Page 1
www.ediba.com
• Año
ño XIV • Nro. 154 • $ 29 • Uruguay $ 95,00
• Paraguay GS 21.000 • El Salvador U$S 3,10
• Costa Rica $C 1.600 • Ecuador U$S 3,40
• Chile $ 1.900 I, II y XII Región $ 2.300 • Perú Sol 13
• Bolivia $ 33,00 • Honduras HNL 59 • Venezuela BsF 12
Pages 4 and 5
Let drama enter your classroom.
Contents
Pages 6 to 8
Classroom language.
Page 9
Helping to learn.
Pages 10 and 11
D
Classroom discipline.
ear colleague, Pages 12 and 13
Welcome to the first issue of The Teacher’s Magazine’s How much do you know? Test your
15th year! We want to celebrate it by presenting you with knowledge.
a variety of resources to ease your daily task. Pages 14 and 15
My carousel.
Eight attractive flashcards representing action verbs are the first in
Pages 16 to 21
a special series to help you introduce new vocabulary to young What day is it today?
learners at kindergarten or primary level.
Pages 22 to 24
A simple and practical calendar will stimulate your students to talk Photocopiable activities.
about dates and learn the names of the months and days with little Page 25
effort. An interactive poster will help them become confident when The right to be linguistically different.
using classroom language. The first part of a story presenting
Pages 26 and 27
phrasal verbs in context will help more advanced students Phrasal verbs in context.
remember their meaning more effectively. These activities and
many more are available for you and ready to go. Page 28
Flashcards for young learners: Actions.
You also have your share for your professional development and Page 29
tips to make your classes more effective in some insightful articles: Welcome to the English class.
Let drama enter your classroom, Classroom discipline, Helping to Page 31
learn and The right to be linguistically different. What day is it today?
We hope you have a great year!
Poster 1
The Teacher’s Magazine team Classroom language.
Poster 2
Classroom language.
Action flashcards.
Directora: Patricia Sainz / Diseño y diagramación: Mario Madies / Colaboradores: Ana M. Martino, Mariela Starc, Aurea Obeso, Sabrina De Vita, María José Verrón, Silvia Gianotti, Micaela Bertoya / Administración: Claudia Traversa,
Sergio Vicente / Asistente de dirección: Dario Seijas / Archivo digital: Cecilia Bentivegna, Sandra Casanova / Ilustración: Alberto Amadeo, Roque Angelicchio, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin,
Victor Sánchez / Color digital: Gonzalo Angueira, Mónica Gil, Viviana Kuhn, Natalia Sofio / Comercio exterior: Walter Benitez, Pablo Fusconi / Comunicación y atención al cliente: Carlos Balajovsky, Maia Balajovsky / Congresos y
capacitaciones: Micaela Benitez, Claudia Kane, Consuelo Pérez Fernández / Corrección español: Elizabeth Álvarez, Marcelo Angeletti, Agustín Hernandorena, Nicolás Fernández Vicente, Adriana Serrano, Liliana Vera / Fotografía:
ISSN: 1514-142X
Fernando Acuña, Mónica Falcioni, Andrea González, Aldana Meineri, Laura Monzón, Susana Natol / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Reinaldo Perdomo, Maite Valiente Matilla /
AÑO 15 - Nº 154 Recepción: Mauro De Los Santos, Patricia Perona / Recursos humanos: Mariana Medina / Recursos multimedia: Francisco Del Valle, Leticia Magni, Mauricio Pérez, Pablo Yungblut / Sistemas y web: Javier Canossini, Leonardo Kenis,
FEBRERO 2013
Leandro Regolf, Raúl Robbiani / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Daniela Mas, Luciana Sabatini.
ESTA ES UNA Editor Responsable y propietario: EDIBA SRL Brown 474, Bahía Blanca, Buenos Aires. Argentina.
PUBLICACIÓN DE:
Impresión: World Color Argentina, Calle 8 y 3, Parque Industrial, Pilar. Buenos Aires. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro-Sánchez, Moreno 794, Piso 9, (1091) CABA; Tel. 011-4342-4031 -
República del Uruguay: Distribuidora Rodesol, Cerrito 701, Montevideo; Tel. 0059-82-9240766, Fax 0059-82-9240761 - Paraguay: Distribuidora de Publicaciones Koeti, Montevideo 693, Asunción; Tel: (00595) 21445113 - Fax: (595) 21.445.113, e-mail: manuelo96@gmail.com - Bolivia: Agencia Moderna Ltda., Grupo González, Calle Gral. Acha, E-0132
Cochabamba, La Paz; Tel.00591-4425-0074, Fax: 0059-1-4411-7024; e-mail: gonzalez@entelnet.bo - Colombia: Distribuidoras Disunidas S.A., Transversal 93 No 52-03, Bogota; Tel: 00571- 486-8000, Fax: 00571- 486-8000 int. 153 - Ecuador: Distribuidora Los Andes S.A, Disandes Ciudadela "La Garzota" Mz 27ma y Av Agustín Freire (esquina), Guayaquil; Tel:
005934-227-1651 / 005934-227-1644, Fax: 005934-224-7138. - Costa Rica: Agencia de Publicaciones, 400 Sur y 100 Este de la Iglesia Católica de Zapote, San José; Tel: 00506- 283-9383, Fax: 00506-2326682 - Perú: Distribuidora Bolivariana S. A., Av. República de Panamá 3631/37, San Isidro; Tel. 0051-1-4412948, 0051-1-4412949, Fax 0051-1-4429747.
Escribinos a través de www.ediba.com. Anunciate con nosotros: publicidad@ediba.com.

Esta revista sólo se vende en los kioscos, aún no hemos implementando ningún sistema de suscrpción, por lo que ninguna empresa está autorizada a realizarlo.
C 1999 The Teacher’s Magazine Prohibida la reproducción total o parcial del contenido de esta revista. Registro de Propiedad Intelectual Expediente Nº 837781- Miembro de la Asociación Argentina de Editores de Revistas. Asociados al IVC
3
W hen you hear the word drama, you may

automatically associate it to an end-of-term play,
staged in a big theatre by nervous children, organised
by worn-out teachers and watched by fond parents and
organism is actively involved in exploring physical sites and materials
and asking questions to which it actually craves answers. Merely
passive experiences tend to attenuate and have little lasting impact.”
(Gardner, 1999). Apart from being great fun, drama has proven to
happy heads and coordinators. However, drama shouldn’t be assist with “developing decoding skills, fluency, vocabulary, syntactic
so dramatic. There is so much more to it! knowledge, discourse knowledge and metacognitive thinking.” 1
Drama means having our learners become actively involved in a text Teaching language through drama “involves children in reading and
with their bodies, voices, ideas; transforming the learning of a foreign writing as a holistic and meaningful communication process.”
language into a much more meaningful and memorable experience. As (McNamee, McLane, Cooper, & Kerwin, 1985). It encourages them to
Gardner pointed out “the brain learns best and retains most when the speak and communicate, even if they are not very proficient with the
4
language, using non-verbal communication: body language, gestures, • Rumours. For this improvisational game it is better if the students
facial expressions, tone of voice, etc. It is also a great help for shy already know each other. Students will work in pairs. Students A
students. Children can lose their inhibitions by hiding behind a new makes up a rumour about what one of the students in the class did
identity, an alter-ego. Puppets and masks can be of great assistance in during the holidays. He tells student B. Student B adds to the rumour
these cases. and then they both giggle. The student they were talking about
All teachers know that in our classes we have to cater for all kinds of confirms or denies the rumour. If you want to see this activity in action
learners (visual, aural, kinesthetic). Drama is perfect because it appeals and find more improvisational games, watch this video at
to all of them. All the students will be actively involved in the activity http://www.youtube.com/watch?v=uekqIDSn1CE&feature=channel
and receive the language input through the most appropriate means for
them. Finally, when we use drama, we can set objectives that go Sabrina De Vita
beyond the linguistic aspect. We can deal with topics from other
subjects, introduce literature, culture and so much more. Find the second part of this article in our next issue.
We can start using drama from class one. I believe that it is an
References:
excellent way of breaking the ice when we start a new course and meet • Phillips, Sarah. Drama with Children. Oxford University Press (1999)
new students. In this article I will share with you some drama activities • Wilson, Ken. Drama and Improvisation. Oxford University Press (2008)
you can use on the first week of class. • Gardner, H. The disciplined mind. New York: Simon & Schuster (1999)
• http://www.hltmag.co.uk/mar01/sart7.htm
• A Chain of Hands. For this activity you will need a big room where • http://esldramagames.com/
your students can move around freely. At first, the students just start
1 http://www.freepatentsonline.com/article/Journal-Instructional-Psychology/
walking around the room. Then, they are asked to make eye contact
with the people they encounter on their way, while they keep on 204682056.html
walking. After that, when they meet a person they are supposed to
give him/her a high five and say a word or make a sound (whatever
comes to their mind at that moment). The following step is to hold
hands and introduce themselves (Hi, I’m Sabrina). And finally
the best part, they have to hold a person’s hand and
introduce themselves, but they cannot stop holding hands
till they find another person to hold hands with. This is
fun because sometimes they find themselves holding
hands with two people at the same time, as their previous
partner has not yet found a person to hold hands with.
• You are what you do! This is a super simple activity but
it always spreads a roar of laughter. The students have to
make a circle, and one of them introduces her/himself
and makes a movement, or uses a strange tone of voice,
or both at the same time. The rest of them have to
observe him closely and repeat everything he’s said
and done. They have to mirror his introduction. I just
love this activity, and students really become creative
once they understand what they are supposed to do.
• Learning English is like... (this is an adaptation of
an activity found in Ken Wilson’s book Drama
and Improvisation, Oxford University Press).
Students are in a circle. One of them will say,
Learning English is like... and mime an activity.
The other students will try to guess the activity.
Once they have guessed, the student will explain why
s/he has made that simile. For example, Learning
English is like climbing a mountain, because it implies a
lot of effort to get to the peak.
55
C lassroom language is the language that is used

on a regular basis in the classroom. It may
imply, for example, giving instructions,
borrowing things, asking for word meanings,
Teacher: I need a pencil. / I forgot my pencil at home!
Students:
asking for repetition, greeting, etc. In general,

teachers use it and students hear it, but it takes a while for the
students to learn and use it because they tend to speak in their Teacher: I can’t do this alone!
mother tongue instead. Students:
The benefit of teaching classroom language effectively will
increase the amount of the target language they are using and
make the classroom environment more authentic.
Tips Teacher: Good bye!

Students:
There are several strategies to introduce classroom language,
which can facilitate the learning but teachers must find the
most appropriate way.
Anyway, the process must be progressive and scaffolded
starting with short commands and then going to longer ones. Teacher: I can’t answer this question.
Tell them that the more they use the language, the more Students:
naturally they will speak.
Using the posters

This issue’s posters will help you overcome difficulties
experienced when trying to integrate classroom language into
a lesson and expose students to authentic language as much
as possible. At this stage, your students will have heard you
using these phrases and they will recognise them easily; soon Teacher: This word is new!
they will become part of the daily class routine. You will have Students:
to promote its use as much and frequently as possible.
Cut out the cards and laminate them. You may also want to
include more pictures that represent school objects in order to
drill the structure including different vocabulary.
If the students are not confident enough to do this exercise,
Spread the cards on the desk and divide the students into you can help them put together one or two phrases at a time
small groups. and hang them on the wall or noticeboard. Keeping them on
Name a group and have they come to the desk to solve the sight as a reminder will help them to internalise them. A
situation you are going to present. To solve it the students will single gesture of your hand will indicate that they need to use
choose the cards and put them in the right order. Let’s see them in a certain situation. Change them once they use them
some examples: (adapt them according to the level of your confidently enough.
students.)
6
*19&1;175#;o2410170%'o52'..o
+0'0).+5*%#0+)1616*'61+.'6!!
$14419;174o2.'#5'+ /5144;!!
+&10 670&'456#0&-0194'/'/$'4!
%#0;17*'.2/'4'2'#62.'#5'+56*+5
4+)*69410)*#8';17)16#52#4'!
77
8
9*#6&1'5o/'#0!9*#6 5(14
6*''0).+5*o!*19#4';17!
)11&/140+0)'8'0+0)#(6'40110
*19#4';17!*#8'#)11&&#;
#0+%'9''-'0&5'';170':6%.#55
0':69''-
E very year we start anew with energy and

enthusiasm. We plan ahead, prepare material and
make multiple decisions about what to include and
how to teach it. Trying to fit together every piece of
great men and women have known failure but they have
learned from their mistakes and have re-built themselves.
On the other hand, several variants can be enforced to
empower our students and work towards success:
the puzzle (learning styles, multiple intelligences,
• Provide a non-threatening environment;
classroom time, and number of students) is no easy task. And
• Express your expectations clearly at the very beginning;
every year we feel confused and frustrated when students
• Help build students’ self-confidence;
underachieve. In spite of our efforts, some students fall behind
• Be supportive and care about them individually;
and hardly ever seem to reach the desired standard.
• Cater for different learning styles and talk about it with your
A myriad of factors can be the cause of academic failure, learners;
ranging from lack of learning skills to learning impairment. • Respect and value efforts and results;
Though some of these require specific treatment with • Provide feedback and give positive reinforcement.
professionals, a lot can be done by teachers at school in order • Role model: be passionate about learning and committed to
to prevent it from happening. High-quality teaching orientated work.
to build students’ independence and competence is a must.
‘Talent is not a thing; it is a process’ (Shenk, D., 2010). Teachers
Successful students show attitudes, behaviours and academic
have the unique opportunity to foster the development of skills
skills which help them succeed. Among critical academic skills
and values during the process. Free your talent and free theirs.
we can name listening, organising, focusing, using time wisely,
reading, decision-making and paying attention. Silvia Gianotti
In order to help our students develop these skills we must Reference
emphasise the importance of organisation and timing, and the Shenk, D. (2010) The genius in all of us. Anchor Books.
key role of self-awareness that leads to academic success and New York.
forms the basis for success in life. Have students reflect
about their learning styles and habits. Take a minute to
talk with them about the importance of resilience; all
Download from our website a

note for students with ideas and
suggestions about using their
time and organising themselves.
99
T here may be an endless list of reasons why

discipline problems may arise in the classroom;
still there are three reasons that rank as the most
recurrent ones:
Try this problem-solving activity and then read the conclusion.
THE DISCIPLINE WEAVE

(Based on David Spencer and David Vaughan’s “The
classroom maze”)
• lack of motivation
• poor planning Read situation A and choose one of the options, then go
• authority issues on following the instructions.
You are introducing a new topic, and you need everybody’s attention. You notice that
A
a student is talking and laughing.
• 1) Do you go on with the introduction of the topic, ignore the situation and deal with this
student later? Move on to situation B.
• 2) Do you stop the class and tell the student something about his/her inappropriate behaviour?
Move on to situation C.
The student keeps on talking and laughing; probably s/he is playing with a mobile phone. This
B
time s/he is inviting another student to join in.
• 1) Do you keep on working with the rest of the class, sticking to your plan, giving these students
another chance to calm down? Move on to situation D.
• 2) Do you ask the students what is going on, and you invite the students to share the funny stuff
with the rest of the class? Move on to situation C.
One of the students reacts in a very aggressive way and says, “Who needs boring English after all?”
C • 1) Do you decide to ignore the comment so as not to engage yourself in an argument? Move on
to situation E.
• 2) Do you tell the student that his/her comment was not appropriate, and that you want to see
him/her after class? Move on to situation F.
The whole class is rather noisy now, and you find it difficult to get them back on track and have a
D
quiet atmosphere.
• 1) Do you decide to postpone your original plan, and suggest playing a game instead? Move on
to situation G.
• 2) You get upset and annoyed, you consider that the students’ behaviour is not correct, so you
decide to stop the class, and give them an exercise which will be graded. Move on to situation H.
E
The students keep on having a reckless attitude and they are reluctant to work and concentrate.
• 1) Do you send one of the students out? Move on to situation I.
• 2) You consider that what the noisiest student wants is to call everybody’s attention, so you tell
the student that you will talk to him/her after the class. Move on to situation F.
The most troublesome student stays after class, but he has the support of a crowd of other
F students.
• 1) Do you decide to talk to all of them? Move on to situation J.
• 2) You tell the students that you want to talk to this particular student alone. Move on to
situation K.
10
You play the game, but it only takes ten minutes, and you still have twenty more minutes to go.
G • 1) Do you decide to play the same game again making some small changes? Move on to
situation C.
• 2) Do you go back to the original idea, and keep on introducing the new topic? Move on to
situation L.
The students do the exercise, and when it is over they hand it in for correction and grading.
H • 1) You start the presentation of the new topic, which was the original plan, telling the students
to hurry up in order to make up for the lost time, if not they will have extra homework. Move on to
situation L.
• 2) You decide to play a game in order to revise previous knowledge. Move on to situation G.
The student goes out, but s/he stands by the window dancing and making faces while the rest of
I
the students, who are inside the classroom, laugh.
• 1) You tell the student, even though s/he is being very disrespectful, you will give him/her one
more chance. Move on to situation M.
• 2) You tell the student you won’t accept that behaviour, that this will have serious consequences
and that you want to see him/her at the end of the class. Move on to situation F.
The entire group of students stand up for the troublesome student, saying that this behaviour is
J
not ill-intended and that you have no sense of humour.
• 1) You tell the students that you need more time to decide what to do, that you will think about
it. Move on to situation M.
• 2) You tell the students that you accept their point of view, but still you want to make some
points clear with the responsible for all the disruptive behaviour. Move on to situation K.
You are not very sure whether to adopt a “hard or soft-hand policy”, towards the whole event.
K • 1) You explain the importance of English and what behaviour is expected from students in order
to have a fruitful and enjoyable class. Move on to situation N.
• 2) You tell the student that this is the last time you are going to put up with this kind of attitude,
and that there will be serious consequences. Move on to situation M.
L
You start explaining and introducing the new topic and again, the same student shows the same
misbehaviour.
• 1) You send the student out. Move on to situation I.
• 2) You tell the student that you will see him/her afterwards. Move on to situation F.
M You revise the code of conduct. As there is a difficult discipline problem, you ask for help, a
colleague or a superior will always come to the rescue.
N You rethink your planning and your strategies. You realise you always have the same kind of
activities, and the same games. They have flattened the class and turned interested students into
apathetic ones.
Conclusion a respectful attitude build up the necessary rapport to engage

No matter what your choices are, there is always a fact: our students in any challenge that we can present, thus
teachers avoid discipline problems when they succeed in creating a positive atmosphere.
motivating students. Interesting ideas, appealing material and Aurea Obeso
1111
Level: Beginner Age: All

HOW MUCH DO YOU KNOW? TEST YOUR KNOWLEDGE!
Choose the right option.
1. I didn’t go …………………… school last week. 8. We get up …………………… seven o'clock every day.
a) at a) in
b) in b) on
c) to c) at
2. This is …………………… incredible film. 9. Tom is a nice boy, I like …………………… .

a) the a) he
b) a b) him
c) an c) his
3. Are there …………………… tomatoes in the kitchen? 10. What …………………… in your free time?
a) much a) are you doing
b) any b) you do
c) some c) do you do
4. What …………………… she like? - She is very kind. 11. My brother …………………… in a travel agency.
a) does a) works
b) did b) work
c) is c) is working
5. How …………………… money did you lend him? 12. We like …………………… music.
a) many a) listen
b) few b) listen to
c) much c) listening to
6. I …………………… a new mobile phone last week. 13. Would you like …………………… water?
a) bought a) any
b) have bought b) an
c) buyed c) some
7. They came …………………… home late last night. 14. He …………………… drive a bus.
a) – a) can to
b) at b) can
c) to c) cans
12
15. He likes playing chess …………………… evening. 23. He speaks English …………………… .
a) in the a) good
b) at b) well
c) during c) gooder
16. It …………………… rain tomorrow. 24. He is a very …………………… driver.

a) is going to a) care
b) will b) carefully
c) is c) careful
17. …………………… . Is there a bus stop near here? 25.She …………………… visit her grandmother next
a) Please
weekend .
b) Excuse me a) will
c) Pardon b) is going to
c) is
18. I live in …………………… .

a) French 26. Today is …………………… than yesterday.
b) france a) colder
c) France b) more cold
c) coldest
19. There are …………………… glasses on the shelf.

a) any
27. Mark is a …………………… student than Alan.
b) an a) gooder
c) some b) better
c) badder
20. I would like …………………… milk.

a) a 28. I'm going home …………………… it's late.
b) one a) why
c) some b) that
c) because
21. The hotel is …………………… the police station.

a) near of 29. I'm going to Seattle …………………… English.
b) next to
c) next a) for learning
b) to learn
c) for to learn
22. I went to Cuzco three years …………………… .

a) last 30. …………………… a whale?
b) ago
c) since a) Did you ever see
b) Have you ever seen
c) Have you ever see
Key: 1) c; 2) c; 3) b; 4) c; 5) c; 6) a; 7) a; 8) c; 9) b; 10) c; 11) a; 12) c; 13) c; 14) b;15) a; 16) b; 17) b; 18) c; 19) c; 20) c; 21) b; 22) b; 23) b; 24) c; 25) b; 26) a; 27) b;
28) c; 29) b; 30) b.
1313
Level: Beginner Age: Children

MY CAROUSEL
A) This is your magic carousel. Pick the elements you want to put on it. Cut the pictures and paste them.
14

MY CAROUSEL
B) Label the means of transport in your carousel and write about them.
My carousel has got ……………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
15
T here is no more effective learning than

“learning-by-doing”, especially when dealing
with everyday language. Learning about the
names of the months and days of the week is a
You can build the calendar on cardboard, on Eva foam or any
other material you prefer. Cut out the flashcards and laminate
them for long-term use. Keep them handy in a box or bag.
When a new month starts, ask What month is it? and have a
good example. The following suggestion will help your student pick the corresponding card from the box, stick it on
students learn and remember them gradually and efficiently. the poster and say the name of the month. Then ask What’s
the date today? and tell another student to choose the number
On the next pages you will find flashcards to cut out and
that represents it and stick it in the corresponding box on the
assemble, together with your students, a classroom calendar,
poster. Finally, do the same with the name of the current day,
which you can fix on a wall and use throughout the year.
What day is it today? and follow the same procedure with the
These flashcards present the names of the months (the first
day cards. Check students’ pronunciation of easily confused
four months in this issue, the rest in our March and April
words, like Tuesday and Thursday, for example.
issues), the days and the numbers from 1 to 31, together with
the seasons (see pages 17 to 21 and 31). Little by little, your students will learn the vocabulary, easily
and effectively.
16
season
JANUARY day
day of the week
1717
season
FEBRUARY day
day of the week
18
season
MARCH day
day of the week
19
season
APRIL day
day of the week
20
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
2121

ALL-YEAR-ROUND NOTEBOOK OR FOLDER DIVIDERS
Colour the pictures, cut them out and stick them in your notebook or folder month dividers.
JANUARY FEBRUARY
MARCH APRIL
MAY JUNE
22
Teacher: you can make this a class activity and further exploit the pictures by giving students these or other
instructions:
• Colour and describe the pictures. Answer this question following the example:
– What happens in January?
– The Wise Men come. They bring lots of presents.
JULY AUGUST
SEPTEMBER OCTOBER
NOVEMBER DECEMBER
23
Level: Pre-intermediate Age: Children

CURIOUS GRANDMA
Anna is visiting her grandma, and she wants to know what Anna did. Can you complete the dialogue?
Anna Hi, granny! How are you?

Grandma Fine! It’s so nice to see you!
1)…………………………………………………………………..?
Anna Yes, I had lunch, don’t worry!

Grandma 2)………………………………………………………………………….?
Anna I ate pasta.

Grandma 3)………………………………………………………………………….?
Anna At the restaurant round the corner, a very nice place.

Grandma Did you come by car?
Anna No, granny.
Grandma 4)………………………………………………………………………….?
Anna I came by bus, and you know who I saw on the bus?
Grandma No, 5)……………………………………………………………………..?
Anna I saw your friend Mrs Stanton.
Grandma Really? Did you say Hello?
Anna Of course! And I also saw Mr Cross.
Grandma 6)…………………………………………………………………………...?
Anna I saw him last week, and he says Hello to you! I think he wants to see you!
Grandma Oh, Anna! How nice!
Key: 1) Did you have lunch? 2) What did you eat/have? 3) Where did you eat/ have lunch? 4) How did you come? 5) who did you see? 6) When did you see him?
24
An exploration of the value that different social speech varieties have for their users provides
a better explanation of the emergence of linguistic differentiation and helps us to decide
what is likely to be the most suitable way to approach this phenomenon in the classroom.
W hen hearing an utterance such as “Ain’t 1

nothing but a movie” in an English-speaking
community or the utterance “¡Vamo’ lo pibe!2”
in an Argentinean one, the citizens of each
English which is regarded by educated people as appropriate
for most types of public discourse. Thus it is taught in British
schools and it is learned by ESL students around the world. As
an illustration, while in Standard English, it is correct the
country may guess what each speaker’s social status grammatical pattern “He’s a person who has had undue
is, and they will certainly be right. The answer of how it is influence on my life”, in nonstandard varieties the following is
that we are able to distinguish social classes via language lies possible: “He’s a man that likes his beer” or “He’s a man he
in the existence of varieties of language. Effectively, the likes his beer”. These three different uses of relative pronouns
internal differentiation of social-class variance is reflected in are likely to be uttered according to speakers’ social status.
all languages. How does social differentiation relate to
If we are to obtain an accurate picture of the relationship
language? The answer has empirical roots: different social
between language and social stratification, we must be able to
groups develop different linguistic varieties, and as
measure both linguistic and social phenomena. Although it is
experienced hearers of a speech community, we have learnt to
not the aim of this article to expand on details about research
distinguish speakers accordingly.
on stratification, it is fair to acknowledge the pioneering work
Of the many forms of social distinction, for example, by class, developed by Labov (1972), and since used by others, which
age, sex or religion, this article focuses on one in particular - correlates linguistic features which were selected by means of
illustrated in the examples given in the first lines: social a scientifically designed random sample to social classes. By
stratification. The idea of social stratification can be traced bringing sociological methods such as random sampling to
back to the Bible and the Greek thought, and it alludes to any linguistics, this American researcher was able to claim that the
hierarchical ordering of groups within a society. In most speech of his informants was honestly representative of the
contemporary societies, mainly western ones, social particular area of New York he investigated.
stratification crystallises into social classes. Since it is a
How teachers deal with speech varieties in the classroom is a
complex matter to provide a definition of the term “social
matter of perception, i.e., they may judge speech differences
classes”, suffice it to say that social classes are generally taken
as scholar failures or analyse them as the range of possibilities
to be aggregates with similar social, economic and cultural
that any language concedes. In any case, it is pertinent to
characteristics. Thus, the development of social speech
encourage linguistic respect and tolerance for all varieties of
varieties can be explained in terms of social barriers and social
English and of any other language because each variety
distance within societies. According to some researchers, a
embodies relevant aspects of culture and identity. People
linguistic innovation that begins amongst the highest social
establish part of their identity through the use of language;
group will probably affect the lowest social group last, if at all.
and identity is a right that should be completely recognised.
However, not all social differences can be explained in these
general terms because there are other variables to consider,
such as social mobility. María José Verrón
In the words of Trudgill (1974), as far as English is concerned,
Reference
linguists have known for a long time that different dialects
and accents are related to differences in social-class Labov, W. (1966, 2006) The Social Stratification of English in New York City
Washington, D.C.: Center for Applied Linguistics, 1966. 2006. Second edition.
background. In Britain, there are many language varieties
Cambridge/Cambridge U. Press.
associated with groups lowest in the social hierarchy, whereas
speakers of the highest social class use what is known as Trudgill, P. (1974, 1983, 1995) Sociolinguistics: An Introduction to Language and
Society England. Penguin Books.
Standard English. Standard English is the particular variety of
1
Used as a contraction for am not, are not, is not, has not, and have not.
2
This phrase lacks “s’s” and the word pibe is an informal way of addressing a child or a youth in Argentina.
The equivalent of this phrase in English may be Come on, lads!
25
25
Level: Intermediate Age: Adolescents/Adults

PHRASAL VERBS IN CONTEXT
A love story (Part 1)
Before reading
A) Find 12 words related to WEDDINGS and MARRIAGE in the following puzzle. Find them or .
B W H V G T N D D B X W T R B
R R O H W I T N E S S F P H R
I T N F T A G B V L I V A V I
D G E L D I V O R C E G E G D
E S Y A I S P E I B U R D E E
S R M W E N G A G E M E N T G
M T O R U V I I A S T C S U R
A B O U P R F G U T O E D B O
I N N V G H D T R M D P R T O
D R A P U V E I U A A T E W M
B R I D E F N R L N M I A R L
V G O E S W H I D S H O T F N
N W H L T U I N P V F N W V E
R S X F S V R G B I P N X G R
T D R N H W G S T C H U R C H
B) Discuss: What is the meaning of getting married and

marriage?
While reading
C) Read the first part of the story
Mark’s alarm clock went off at eight o’clock but he couldn’t was cheaper. It was a nice one, but Lara was very angry that it
get up. He couldn’t stop thinking about his girlfriend, Lara. They wasn’t new. They quarrelled about it and shouted at each other
had had a terrible argument the night before – as usual. But this for hours, but in the end, they made up. Mark felt guilty about
time it had been about something serious: marriage. Mark and buying a cheap ring, so to make up for it he promised that they
Lara had been going out for a long time now. Mark knew that all would go to the vicarage the next day.
she wanted was to get married – and he couldn’t help feeling Next day, Mark and Lara were making for the vicarage in
terrified. Mark’s brand new car. When Lara had finished making up, she
“I couldn’t get married,” he thought. “I’m only thirty-five and I took a piece of paper from her bag and frowned at what was
haven’t got any money. Prices are going up all the time and my written on it.
work at the office isn’t going ahead at all. I really can’t afford to “Molly’s handwriting is terrible!” she said. “She wrote down
get married. And then she’ll want to have children! There just the vicar’s address for me but I can’t understand it at all. I know it’s
wouldn’t be enough food to go round. We’ll all starve!” in Green Street, but it’s impossible to make out the number.” “Then
Suddenly, he realised it was already late and he quickly got we’d better go home,” said Mark at once, and he turned the car
up and got dressed. “What am I going to do?” Mark’s thoughts round. Lara started to cry. Mark felt as if he would lose his mind
went on, “I have to go away and never come back... My brother and call the wedding off. Instead, he turned the car round again
will put me up for a few days, I’m sure.” and drove on.
He went without food all day and didn’t almost work at all as On the corner of Sheffield Street they came across two men
he went over a plan to escape. Mark went through hours of looking at the engine of their old car. One of them was on
worry… crutches. Mark parked his car in front of them. Before he could ask
However, just as he arrived home that afternoon, the for directions, one of the men said: “Thank you for stopping, sir.
telephone rang. It was Lara! She wanted to talk to him about Could you please push my car? It won’t start. And my friend can’t
marriage. Lara explained that they didn’t have to get married, but help me, he’s lame.” So Mark and Lara got behind the car and
that they should at least get engaged! To make matters worse, pushed it. They were surprised that it started so quickly and that,
Mark agreed and he was now in big trouble. But he knew this at the same time, they heard another car starting and driving off...
would give him some time, even days, to plan his escape better. It was Mark’s car! The man had made up the story in order to trick
After that, Mark decided to buy a second-hand ring because it them, and the “lame” man had made off with Mark’s car.
26
Level: Intermediate Age: Adolescents/Adults
After reading
D) Answer the following questions
1. What are the main characters’ names?
2. What is the relationship between them?
3. What is the main conflict?
4. What are the complications?
E) Find phrasal verbs in the text and match them to the following definitions
1. ………………………………………………. : invent a story.
2. ………………………………………………. : carry on a regular romantic relationship.
3. ………………………………………………. : move towards.
4. ………………………………………………. : continue.
5. ………………………………………………. : accommodate someone temporarily.
6. ………………………………………………. : return.
7. ………………………………………………. : examine or check the details of something.
8. ………………………………………………. : increase, become more expensive.
9. ………………………………………………. : be sufficient to supply everybody present.
10. ………………………………………………: experience or undergo.
11. ………………………………………………: compensate for something.
12. ………………………………………………: manage with some difficulty to see, hear or understand.
13. ………………………………………………: cancel an event or agreement.
14. ………………………………………………: apply cosmetics on your own face or someone else’s.
15. ………………………………………………: move away from a place into another direction.
16. ………………………………………………: make progress.
17. ………………………………………………: rise from bed after sleeping.
18. ………………………………………………: begin to sound.
19. ………………………………………………: suffer lack or deprivation.
20. ………………………………………………: meet or find by chance.
21. ………………………………………………: steal.
22. ………………………………………………: be reconciled after a quarrel.
F) Writing
Imagine you are Lara. You have just arrived home after Mark’s car has been stolen. Write a diary entry describing your
feelings, emotions and state of mind. Write about 100 words.
Dear diary, ………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
G) Discuss
How do you think the story will go on?
Key: Before reading: A) Across: bride; witness; divorce; engagement; church. Down: bridesmaid; honeymoon; guests; best man; reception; bridegroom; rings. After
reading: D) 1) Mark and Lara: 2) They are boyfriend and girlfriend; 3) Lara wants to get married but Mark doesn’t; 4) Mark hasn’t got any money. Mark and Lara get engaged.
Mark’s car is stolen. E) 1) make up; 2) go out; 3) make for; 4) go on; 5) put (somebody) up; 6) come back; 7) go over; 8) go up; 9) go round; 10) go through; 11) make up for;
12) make out; 13) call off; 14) make up; 15) go away; 16) go ahead; 17) get up; 18) go off; 19) go without; 20) come across; 21) make off with; 22) make up.
27
27
I n this issue we start with a series of

flashcards to represent vocabulary
regularly used when teaching
young learners. The first part,
published in the current issue and
next month’s, corresponds to basic
everyday actions. In later issues, we
will include other topics commonly
used at this level.
In addition, you can download a
photocopiable version of the same
flashcards in the poster to facilitate
their use with large student groups.
Colouring, matching, relating, story-
making, etc. are optional activities
when working with these age
groups.
Go to www.ediba.com
to get photocopiable
flashcards.
Don’t miss next

month’s edition, with
a new list of actions!
28
W elcome your students to a new school cycle with

this warm easy-to-make decoration.
Take a sheet of cardboard and cut out the letters to form the word
WELCOME. Decorate the letters with paint and glitter glue to create
different patterns. Edge each letter with cloth ribbon. Stick on the
board or a classroom wall.
29
29
What day is it today? (see page 16)
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25
26 27 28 29 30
31 SPRING SUMMER
WINTER AUTUMN

154 TTM Arg Revista

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

154 TTM Arg Revista

Uploaded by

Copyright:

Available Formats

154_ttm_ar_feb_Layout 1 12/27/12 3:41 PM Page 1

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

W hen you hear the word drama, you may

C lassroom language is the language that is used

asking for repetition, greeting, etc. In general,

Tips Teacher: Good bye!

Using the posters

E very year we start anew with energy and

Download from our website a

T here may be an endless list of reasons why

THE DISCIPLINE WEAVE

Conclusion a respectful attitude build up the necessary rapport to engage

Level: Beginner Age: All

2. This is …………………… incredible film. 9. Tom is a nice boy, I like …………………… .

16. It …………………… rain tomorrow. 24. He is a very …………………… driver.

18. I live in …………………… .

19. There are …………………… glasses on the shelf.

20. I would like …………………… milk.

21. The hotel is …………………… the police station.

22. I went to Cuzco three years …………………… .

Level: Beginner Age: Children

Level: Beginner Age: Children

My carousel has got ……………………………………………………………………………………………………………………………………

T here is no more effective learning than

day of the week

day of the week

day of the week

day of the week

Level: Beginner Age: Children

Level: Pre-intermediate Age: Children

Anna Hi, granny! How are you?

Anna Yes, I had lunch, don’t worry!

Anna I ate pasta.

Anna At the restaurant round the corner, a very nice place.

W hen hearing an utterance such as “Ain’t 1

Level: Intermediate Age: Adolescents/Adults

B) Discuss: What is the meaning of getting married and

Level: Intermediate Age: Adolescents/Adults

Dear diary, ………………………………………………………………………………………………………………………………………………………………

I n this issue we start with a series of

Don’t miss next

W elcome your students to a new school cycle with

What day is it today? (see page 16)

You might also like