Bey eile oral oo shes —- and writter » and Pre aha Ph) PU ce!Role-plays for Photocopiable Thea, revision. activities. ae Celebrating Tradition Theend ofthe = Reported Speech, Special Learning Day. io school year is getting difficulties in out nearer and so is the time classroom: Coping for revision and Self-assesement. with dyslexia. Role-play cards for assessment, The aim of revision. this issue of The Using Pouer Point Presentations in te Reported Speech EFL class. (Part 2) ‘Teacher's Magazine is to ease your task providing ‘you with tips, resources, mock tests, self assessment sheets and cards for thase hectic days of extra practice and final exams. Let’s make the most of it! » Patricia Sainz Editor Estas soctas del Club EDIBA (Argentina) rectbiran muy pronto en su domicilio un premio sorpresa “Sick, Lorna Soledad. Concord, Bre Rios, 9 sour, Parca Marlene Cari Cat, Coretes 9 Cosco, Fabiana Andrea. Jaca, Sn Jue, “9% ais Piazza, Sbuna Careline. Unquilo,Cindoba 9 Corian, Hisabe Nocti. Baranqueras, Chan, -¥ Geez, Suen Del Vat; Lt Bard, Santas det Estero A bls, Méiea Renz Liberador Gra San Marc, Joa | Atencio, iia Porn, Catemarea # Gorsd, Lana Noemie Placa Haina, Neugaén (9 Uneos, Rosa Letizia De ess. Cleinda, Frmesa. | 80s parte de nuestro Club Ediba? jNo dejes de asoctarte! Tenemos muchas sorresas para vos. Vsité nuestro sitio wirw.ediba.com, hace ‘lick en a bandera de Argentina, ingresen la selon "Clues" y encontraras toda Un infrmacton. Te expertmos! a ena nantes pe cc eran par ms Seat ne sin comer eS ata ee a SE oe a on Se 4 Opertrnegn .ster 1 presents a set of six pairs of cards which may be used for oral revision of the main subjects learnt during the year or as part of the oral final exam. In any case, the students will be able to use the cards as prompts and demonstrate their ability to find the necessary strategies to carry out language functions such as socializing, asking and giving factual information, meeting people, making arrangements, giving and obtaining personal and non-personal information, and to cope with communication difficulties such as asking for explanations or clarification, paraphrasing, and so on. ‘The aim of these role-plays is to help students use the language normally in every day situations, This will Involve asking and answering questions about the information on each pair of cards. The cards will be used as prompts to trigger questions related ta sports, social life, free time activities, trips, means of transport and services, where and what it is possible to eat, ‘opening times, charges for a show, etc. If they are not accustomed to this type of exercise, you may use these cards to motivate your students and increase their confidence in their language ability so that they can develop a positive attitude to the use of the language to maintain a simple every day conversation. Divide the students in pairs and assign one card each. Card B will motivate student B to make several questions to find out the information on Card A. $o, student A will have to answer B’s questions with the information provided in their card. Allow some minutes for B to organise their questions. Once they have finished with the exercise, change the pair of cards and the roles, so that student A will ask the question and student B will have the necessary information to answer them. Set 1: Acqua sphering You may want to place the students in a context, Tell them that they are looking for a new extreme sport and they find a brochure at the entrance oftheir sport club. Assign the cards and allow one or two minutes. ‘There is more than one possible question for each item that can be accepted. Here go the examples: Where can we practise acqua sphering? / Where are we going to practise this sport? When can we go? / When are we going? / What time is ie? How much does it cost? / How much is i? What's the right age to practise it? / What's the minimum age? Who can’t practise this sport? / Who shouldnt practise it? Set 2: Notting Hill Carnival This set can be used to revise the Simple Past so the questions should be of the personal type. Give the students the right situation telling them that one of them went to a carnival last year and the other has to find out information related to place, time, ete. Examples of questions are: When did you go to the carnival? Where did you go? / Where was it? What did you do there? / What did you see? / What was there? Did you have lunch there? / Did you have a drink there? / What did you have for lunch? / What did you drink? How did you go? Set 3: Boat Trip Before giving the cards to the students, explain to them that last week student A's parents went on a trip. Its student B's job to find out information about that trip. Examples: When did your parents go on a boat trip? / When did they go? How long did the trip take? / How tong was it? How much was the ticket for adults? / How much were children’s tickets? Where did they have lunch? / Did they have lunch in a restaurant? What is the telephone number? / What is the boat trip telephone number? Set 4: A Theatre Play ‘Tell your students that they want to go to the theatre, One of them wants to see a play and invites their friend who wants to know what play they are going to see. Examples: What is the name of the play? / What play is it? What is the theatre? / Where is it on? / What's the name of the theatre?F When ston? / What ime ist Set 6: The businessman of the year Bow mach ist? How meach i the ticket? How are we going? / How can we go? / How can we get there? Last week, student A read an article about the businessman of the year in a very famous magazine, Student B got interested in that piece of news. Examples: Set 5: A hotel Present the situation. You may want to set it in the past or future according to your students’ needs. Explain that student A's father went/will go on a business trip and he stayed/is going to stay at a fancy/expensive hotel. Here follow | the examples: What's his name? / What ts the businessman's name? When was he born? Where does he work? / What company does fhe work for? Ts he single/married? What does he do in his free time? / What are his free time activities? What is/was the name of the hotel? / What hotel did/will he stay in? Further see Where is/was it? How many rooms does/did it have? / How 5 Students may find it interesting to prepare many rooms are/were there? DT) AR more sets to exchange with other students. Whale eee tie services? / What services do/did they offer? = 9h Ask them to draw and colour similar cards about their own activities, routines and events they would like to attend. You will have more sets to distribute among other pairs of students and for future use! How much is/was it? / How much did/will he pay for a room? / How much is/was a room?Seo oster 2 presents six different situations to Take the cards in the poster, hide the words at the bottom help you introduce direct and indirect and stick them on the board. Ask the students to read the speech. dialogues as examples of direct speech, You can explain to your students that when ‘we want to tell what someone said, we do Explain that when we use indirect speech we have to change not usually repeat their exact words, we use our own words some of the words that the person said and we do not use in a report structure called reported speech or indirect speech. quotation marks. Using the example given before: She said she was tired. ‘Therefore, when we say I'm tired, we are giving the exact ‘words that a person said and we must use quotation marks You may add the following table to teach the changes that in written speech, e.g. She said, “I'm tired.” ‘must be done when using indirect/reported speech. Changes in reported speech owt Futvre 1 coorioaes Person: ie he/she ‘e we they be omy his/her = Our st . i. Place: here there | * ‘e Time: now then, at the time i e today that day, on Friday, etc. ed yesterday____________,. the day before, the previous day z tomorrow: the next day, the following day, on Sunday, etc. this week — hea r a last week > the week before, the previous week @ i + ee nop Tenses ‘Simple Present ______ Simple Past i: a ‘Simple Past Past Perfect. ~~ = Present Perfect > Past Perfect Present Continuous > Past Continuous °. Baya ‘us ueo OL puE wes"ON(SeGFHOn fo Ue> 69PON(y:PL=UY S51 PHV“ON LE'S3A (2 ELS >wEU SI ON (L(Y :KONENGLISH FINAL EXAMINATION ) Meg is doing her Language homework. Can you help her circle the correct option for each sentence? (6 points) 1) As that a turtle? NO, it even oo isn't amact arent») 2) ‘What are those?! They son is are 3) That dog. see BOW, ore 4) Elephants nn sou bigh B) ‘Ar ssn vena student? "Yes,lam. (— Hes Hae be +) 8) vn ~ she got any brothers or sisters? Has Have Do CORINP EERE HOLOCORIAPILE D) Samis doing his Maths homework. Can you help him colour the numbers? (6 points) + Number seventeen is pink. + Number sixis blue. «Number eight is black. + Number fourteen is red. + Number twenty is yellow, + Number thirteen is green. E) This is Tom’s favourite TV cartoon character. It’s a monster! Read and drawit. (20 points) This is Panky. He is a monster! He is big and orange. He has got big ears and a big mouth. He is tall and fat. His arms and legs are long. He has got one big red eye. He hasn't got a nose. He has got long black hair. Hes happy.ENGLISH FINAL EXAMINATION ‘A) Read about Melissa. This is Melissa. he is ten years old. ‘She has got a big mouth, a small nose and blue eyes. She is in Sth grade and Lisa and Nico ate her friends She likes sports, but she can't play tennis, Her favourite sport is volleyball She has got two pets, a dog anda cat. Her dog is white and her catis black. They are sleeping under her bed, She likes pizza and chicken. She doesn't lke rice or milk, ‘Mark the sentences True or False and correct the false ones. (12 points) 1) Melissa is 10, 2) She likes volleyball 3) Nico is her brother. 4) Her cat is brown. 5) The dog is sleeping on Melissa's bed, 6) She likes tice. 8B) This is Melissa's cat, Pussy. Can you describe it? You can use more than one word in each space. (18 points) ‘This is Pussy tis black. It has got ann Ithasn't got Itean Weantt ane Ieikes Itdoesn't like = 945 J(9"Poq aa lapan Gudads sy) 4(GS0ags Wes 9H Hip PoRUIAUTON TELLING) Melissa is doing her school homework. Help her put the words in the correct order to make sentences. (20 points) 1) cakes ~1 like ~ chocolate 2) favourite ~ my ~is ~ Maths - subject, 3) bike ~is-riding-he-a 4) brushing ~ she ~is - teeth - her 5) am ~a ~ cheese ~ sandwich - eating 1 66) are~ the ~ children - the ~ dishes - washing 7) past two it half ~is 8) twelve it~ to- quarter ~is-a 9) are - students ~ twenty - there ~ in class ~ my 10) swimming ~ like ~ your ~ does ~ brother-? D) Imagine you are talking to Melissa on the phone. Answer her questions. (12 points) Mel: Hello! 'm Mel. What's your name? You. Mel: How old are you? YOU rvnnnnnenns Mel: Where are you from? What do you like doing? I: What's your favourite sport? You. 7 I: Have you got any pets? You... ‘ius 9 si019 rk 0 (01 Ses Ku ul spre dana aie a (games alenb ej (@_ova ed joys (ZSayap ay Bunsen aie UDI ‘UL (9'Y>ympuesasoo4> ¢ Bult we |g ee1 Buysrig us (ye = OUBH SI a (e SuReW SI DHanssuuncnes A @ 52% teE204> 3H | (L(942H‘A)Read about Juan. Complete the items below with information from the text. (12 points) + First name: vue + Favourite music: + Last name: .......... soo + Brothers or sisters: + Ambition: + Favourite subject: + Sports: + Pets: a short e-mail to Juan to tell him about you. Include this information: name, age, nationality family school and hobbies. (12 points) Tor juan_rodriquez@yahoo.com ep onde stag esi) sods AidelBoas saafand a seeron 6x ‘ujonby upwoy ven ‘oy sy uote pue eunvo6y 0105 suolauly He iss a0 anes 40 s184R019 os pue es =m feuunonea sonup pus ures sof sere sutds pur ysi6u3 aBenBuey Huey 5 "sq “hnUnOD Zenbupoy eww wey wey use tg Yay,) Look at Juan's bedroom. Read the sentences given and circle the right option. Then draw the objects in the correct place in the picture. (24 points) 1) There is /are a lamp behind the bed. 2) Thereiis/ are two books under the table. 3) Thereis / are a chair in front of the bed. 4) Thereis/ are three CDs on the bookcase. 5) Therels /are a school bag between the table, and the bookcase, 6) Thereis /are a telephone in the bookcase. 7) Thereis / are two pictures next to the window. 8) Thereiis /are a TV on the table.A) Read the e-mail below and answer the questions. (16 points) essege Ea View meet Oplons TOS \SSSBUOM EY @ OE RY Hello, everyone! lam on holiday with my fiend Lucy. We are having a great time! We are in Quito now, the capital city of Ecuador. tis beautiful We travelled by plane and we arrived in Quito at eleven o'clock in the morning, We are staying in a hotel. We can see the Andes from the hotel window. The old city is very interesting. | visited old monuments and big museums. In the streets there are old colonial houses and Spanish-style churches. The modern city has got tall hotels, shops and parks. The restaurants are good, but Hamburger Alley is excellent. | ate four hamburgers last night! (On Friday we went dancing to one of the “salsatecas" but | didn't like the music. can't dance very well. Next Saturday we are going to see a film in an important cinema. Iisa romantic film. love romance, Sadly, lam going to return home next Monday. See you soon! ‘1)Where did Tina go? 2) Who did she travel with? .. 3) What time did she afFVe? 4) How did she travel? '5) What can she see from the hotel window! 66) What places did she visit? 7)Can she dance? 8) Whereis she going on Saturday?... Seeroccren aye> 2ys"on (soars, 2k o ave pue seine ‘ped Sdo4s spo piny>sunaenu Bg auowunuOdL po pA Bus (9 SopLy ouh aos UD ou "ave Aq pajaven 2us (pue;6uLioU 248 U POP. UaNDD a pane aus eM Pua Jy pub ays (zSopendy ou en suom OHS (OY AONB) Read the sentences and choose the: a (The longest /The shortest /The largest) 2) The cheetah is. than the lion. (fast faster / the fastest) 3) Sandys sensi tha TOM, (the most ingen more inteligent/intligent) BYYOU nn eat chocolate every day. (should / shouldn't) 5)! m oe mm to the theatre. (dot never oo// go never/ are always) 6) There... ‘cartoons on TV. {always are /is always / are always) 7)"tm going to make a salad’. tomatoes do you need?” (How many / How much) £8) Are there ... ses eggs? (some /any) 9) Oh, nO! Thee It nnn ‘orange juice! (some any) 10) Perfect! We've got apples for the fruit salad. (some /any) (©) Write a about this famous person using the information given. (20 points) + Name: Sally King + Favourite sport: swimming + Profession: actress and singer + Hobbies: playing video games, writing songs + Born: 1985 + October 2003: visited Argentina + Country: USA + September 2008: married Timmy Rich food: pizza + July 2009: had her son, Martin “205 (01 ue (6 (@-Auow mo (Shenye 29 N20 (6 upjnoys Uda OW Ease) (@ 59040; (AONe-intermediate/intermedia¢e Age: Adelesconts / Advis. ARGENTINE WOMEN: CECILIA GRIERSON Leg { ed 8) Decide if the following sentences are True or False. 1) Cecilia Grierson was the first female doctor in Argentina, 2). She was born in 1859. (_) Me 3) Herfatherwastish. (>) 4) Her grandfather arrived in Buenos Aires in 1825. (_) 5) She helped improve the train system in Argentina. (>) Check with your text (A or B) and then discuss the answers with your classmate. ‘tayo Bowe "wars smu at arose paca 245 (5 (usu sem axnOu 0} (E6SBL >qUANON ZZ UO WO Sau: (CLL (@HEROP EM US (WL! C) Work with a classmate. One of you will be student A | and the other willbe student B. PSR PURER IE ST ‘STUDENT A ‘Ask your classmate and then write the answers to these questions. 1) Who was Jane Duty? 2) Where did Cecilia live when she was a kid? 3) How old was she when she was sent to Buenos Aires? 4) What did she do when her father died? 5) When did she decide to study medicine? You have all the information your classmate needs. Read the text and find the answers. CECILIA CRIERSON - THE DOCTOR Cecilia Grierson was born in Buenos Aires on 22 November 1859. Her mother was called Jane Duffy and she was Irish, Her father, John Parish Robertson Grierson, was one of the sons of William Grierson, a Scottish colonist who had attived in Argentina in 1825. As alittle girl, Ceclia lived on her family’s estancia in the province of Entre Rios. They were wealthy farmers. When she was six years old, she was sent to attend English and French schools in Buenos Ares. But when her father died, she had to return home. She helped her mother un a country school, where she worked as a teacher. After some time, Cecilia was able to return to Buenos Aires and attended the Normal School for Girls, She graduated as a teacher in 1878. ‘Thanks to new laws passed in 1870 and 1880, women had greater access to education in Argentina. During this period, schools and colleges for young ladies were created. Secondary education for women would not exist until the beginning of the twentieth century So, int882 she decided to study medicine, which was completely unusual for a woman in those times. She was an excellent student, she worked ad honorem at the university laboratory and she was involved in many activities while she was studying, She finally got her degree in 1889 in the University of Buenos Aires, D) Work with your classmate ag ‘exchange roles, 2 RPE Sr BRIE Gr E ‘STUDENT ‘Ask your classmate and then write the answers. tothese questions. 1). What did Cecilia organise in public hospitals? 2), What happened in 18867 How did she help nurses? ‘What was one of her many books about? What areas of medicine did she workin? 4, ‘STUDENT A’ jon your classmate needs, Read the text and find the answers. CECILIA CRIERSON'S ACHIEVEMENTS: When working in several public hospitals, Celia Grierson organised an ambulance service and introduced the use of alarm bells. ‘Afterwards, she worked really hard during the cholera epidemic in 1886. In that moment, she realised the need for professional nurses to help doctors. Consequently, she founded the frst ‘School for Nurses in the country and introduced the teaching of nursing and the latest European. practices at that time, She was the director of ‘the Municipal Nursing School until 1913. This school was then named after her. ‘She submitted her thesis on gynaecology and got her degree, becoming the first fernale doctor in Argentina, She also founded the National Obstetrics Association. Moreover, she was a pioneerin the area of kinesiology as well as in education of blind and deaf-mute children. She started to workin San Roque Hospital, which is now Ramos Mejia Hospital. In 1892, she created the Argentine First Aid Society and one of the several books she published was about the care of accident victims. These are some of the goals she managed to achieve throughout her life ‘She was a truly practical person. Her motto was ‘res non verba, which means “actions, not words", She lived ina pioneering period when a group ‘of women in Latin America challenged the barriers of indifference and she managed to stand out among many other Argentine women fe to her perseverance and commitment. sy ie Siaxio Buowe ABopyseuy Aboj>2euK6 W Papo ays SWIDIA UEP 4213.4) ynoge se ps2 uradoin yea pus Buinuyo Buxpse a Buonponty aia “uno ai enn 0} ONS = UNO} ‘aus (301 adja eioe> pe >udpide nou e sen ays (2 edI.a8aouEIALE UE DeeUeEvO ays ("SUEIPaU Apne o8papDAP ays (S94s0U 9c cxsbypeai ese payin ays fp Souy Souang Ur jooupspusne 043 Sm ays (€ OUD U Pe fu} 579 3194M Sed aU (zsB4POU e999 ( (940MCHECKLIST: What have | learnt? 9% Circle YES or NO Lean say the numbers up +o 100. vEs_NO (ean name 10 countries and 10 nationalities. YES NO lean use the verb to be. Lean talk about my Family. lean describe a person of an animal. Lean give personal information. Lean tell the time. Lean describe a typical day in my lite. Lean use the verb to have Lean talk about free time activities/hobbies. YES NO Tan name 10 parts of +he body. ves NO 1 can describe my bedroom. vES_NO Lean describe my neighbourhood. YES _NO can use the present continuous. YES _NO Lean name (0 animals yES NO lean use 6 prepositions of place. ¥ES NO Lean talk about my likes and dislikes. vES NO Lean say 5 things about my school. ¥ES NO 9 Lean name 10 objects in my classroom. YES NO 20 Lean name 10 places in my neighbourhoo: YES NO ai Tean name 10 objects in my house. vES NO 22 (can ask my friend 5 questions. YES NO fry favourite activity this year ...S]S]PepNpapapspopry> CHECKLIST: What have | learnt? 2% Circle YES or NO (can say the numbers up +o 1000. (can describe a photograph. Tecan describe a typical day in my life. Vean talk about the past. (can talk about the future. Tecan talk about Future plans. (ean make suggestions. Tean make comparisons. [can describe someone's personality. [can name 6 jobs of professions. [can explain the difference betueen regular and irregular verbs. Tean name 10 items of clothing. Tean name 10 fruits and vegetables. Lean name 5 drinks. Lean name 10 verbs. (ean give directions. Lan talk about a famous person. Lean ask my friend 10 questions. Ican name 5 countable nouns and five uncountable nouns. (can give advice. Pry Favourite activity this year: ves _NO YES NO YES _NO yes _NO yES NO eS NO ves NO YES NO YES NO yes _NO yes NO yes NO ves NO vES NO yes_NO YES _NO yES NOHOW WOULD YOU MARK YOUR SKILLS In) ENGLISH? 8 Circle the option you consider appropriate. FevHoloGoRIAPEC READING Fate GOOD VERY GOOD EXCELLENT ORIN LISTENING FAIR GooD very GOOD EXCELLENT SPEAKING FAIR GOOD VERY GOOD EXCELLENT TO. ORINGEEcRHO WRITING GooD VERY GOOD EXCELLENT HOW WOULD 7OU MARK YOUR PERFORMANCE THROUGHOUT THIS YEAR? 9 Circle the option you consider appropriate. BEHAVIOUR IN CLASS FAIR. GOOD VERY GOOD EXCELLENT PARTICIPATION, FAIR GOOD VERY GOOD EXCELLENT PAIR AND GROUP WORK FAIR GOOD VERY GOOD EXCELLENT CLASSWORK FAIR GOOD VERY GOOD EXCELLENT HOMEWORK Fate GOOD VERY GOOD EXCELLENT MATERIAL FAIR GOOD VERY GOOD EXCELLENT SPECIAL ASSIGNMENTS FAIR GOOD VERY GOOD EXCELLENTractice, ‘Turner, 2001 we know, there are a number of specific learning difficulties which affect a student’s earning process. Among these the best known is probably dyslexia. The word dyslexia comes from two Greek words: ‘dys’, which means abnormal or impaired, and ‘exis’, ‘which refers to language and words. The British Dyslexia Association defines it as a specific learning difficulty which miainty affects the development of literacy and Tanguage related skill Historically, English is the subject which students and their families ate concerned about. Surely enough, you can recall a student who strugsled to make the connection between sounds and letters, found it hard to spell words on a regular basis, lost the meanings of words or spent a long time to complete veritfen tasks. ‘With strengths and weaknesses, dyslexic learners are usually innovative and creative thinkers since they predominantly use the fight hemisphere of their brains. It is of great importance to havetthe child diagnosed by an educational specialist as a firs step. Then, a variety of approaches and strategies will enable the student to cope with learning during the rest of thir lives. ‘he sooner done, the better because learning disabilities may hhave a negative impact on personality, self-confidence and behaviour causing anger, rustration and dificulty in socialising ‘The Key to success is to implement practical strategies to teach dyslexic learners explicitly and in a multisensory way (Turner and Pughe, 2003). We have to bear in mind that all learners Jpenefit from an enriched learning environment and knowing a child’s primary learning style (visual, auditory or kinaesthetic) ‘eas help maximise their ability to understand information. A ‘visual learner will find easier to work with photographs, iagranis, mind maps, colour coding notes, teacher eye contact, An auditory learner will benefit from digital recording, Jeetures, using mnemonics to remember facts, taking part in ebates, reading aloud. Finaly, a kinaesthetic learner will Defer activity-based learning such as using interactive games, Tehearsing and performing Here are some practical suggestions: 4 Ifyou are working with dyslexic children you need to know they find it difficult to keep a whole word in their visual ‘memories and so, it may take them a long time to copy from the board. Give them a copy, written in big, clear handwriting ‘or in different colours. 3% When introducing new vocabulary, encourage students to play with words. Divide words into syllables, colour the part ‘which is difficult to spell, write words on cards (use background colours other than white) and pin them on the wall. -% Do not correct every single mistake they make. Praise commitment as well as final outcome. ‘9 Insist on eye contact and make sure that instructions are clear enough. Ask students to repeat them before doing the task. Give examples. 3% Use oral work before written production. If they know exactly what is expected from them, they will solve the task more confidently. 9% Play the recordings of reading materials to help the students Improve their reading skills. Focus on word order using several colours for different parts of speech. Bear in mind that spelling and grammar are particularly difficult for dyslexic learners. ‘3% Use short and varied activities. ‘4 Reinforce the importance of using appropriate learning, comprehension and revision skills, meeting deadlines, and organising homework ‘38 Give them an overall plan of the lesson, Be aware that dyslexics are right-brained thinkers and have an ability to see the overall picture, ‘9% Make sure you can count on learning aids such as computer software that ‘reads’ printed material, audio books, etc, Last but not least, bear in mind that even though learning a second language is part of the school curriculum, severe dyslexic students are allowed to ‘disapply’, that is to say, they do not have to take English classes, We should check this option with the school authorities. To conclude, remember that disabilities are not flaws. They are just special ways to learn. Though teaching students with complex learning difficulties can be daunting at first, itis, extremely rewarding ta see them succeed in the end, Learn about them, share ideas with colleagues and enjoy the challenge of meeting the demands of successful student integration in mainstream schools Source: Elisabeth Turner and Jayne Pughe, Dyslexia and English, 2003, ‘wwe bdadyslexia.org.uk ien the previous issue we examined the possible ‘uses of traditional Power Point presentations in the English classroom. Here ‘we will go a step further and describe how to make non-linear, interactive presentations that involve active participation from the audience. By incorporating hyperlinks into slides you enable students to make choices and Gecide how to move around in the presentation. This is the main reason why this creative kind of presentation is so engaging and attractive, You can create interactive presentations to give quizzes that students can solve all together in class or as homework. ‘They are particularly useful as a revision at the end of a unit or before a test. It is also a good idea to have a stock of interactive multimedia presentations to be used in the self-access centre. This, provides variety to the practice work that students can do out of class, ‘The procedure is quite simple. First you create the quiz on paper, drawing the links between the questions and the possible answers. ‘Then you transfer it to Power Point. It is very easy to construct interactive Power Point presentations by adding action buttons. ‘To add Action Buttons to a slide: Go to the Slide Show menu and select Action Buttons. (See Figure 1) Click on the bution of your choice. Place the cursor on the slide and draw the action button by clicking and dragging withthe mouse. When the Action Settings dialog box ‘opens, select Hyperlink to From the drop-down menu, select slide and choose the slide you want the resentation to jump to when the button is clicked. (see Figure 2) Click OK. applause for crying for misses, PASSIVE VOICE Wich suntencels passive? vou Hl ‘Goback and try again LZ\ Bi ser eona Figure 2 An interactive quiz. consists of Question Slides and Answer Slides for right and ‘wrong answers. (see Figure 3). Question slides may include only two options or more in order to make the quiz more challenging. In answer slides you may want (0 include pictures or even sounds to reinforce hits and misses in an PASSIVE VOICE vonstete na DB manescnssunracnton slam, DP mana snssutecttn ny esrgeam, Figure 3 Interactive presentations are ideal to keep students engaged and actively participating. Take a chance and spice up your linear presentations by turning them into hyperlinked slide shows. Do not miss the last part of this article in the next edition. Mariela Stare Sources: Sharma, Pete & Barret, Barney. Blended ‘earning. Using technology in and beyond the language classroom. Macmillan, 2007 ‘Creating interactive presentations using Power Point: p/w ewe eda. lrteractity 2001 % 2oFewerfoinss20%Paloe2 10 November, Argentina celebrates the anniversary of Jose Hernandez's birth date, one of the ‘country’s most important poets. And the ‘gaucho, whom he so well depicted in his masterpiece, Martin Flerto, is precisely the central character of this national feast Gaucho parades with beautiful and very ‘well-groomed horses can be seen throughout Argentina. Traditional musi, dances like the gato and the gaucho’s dance ‘malarabo to the chythm of drums, the tropillas with untamed horses add local colour to this celebration Tell your children what this feast is about and have them prepare these souvenirs to take home for their families Materials needed: “4 Disposable ashtrays (you can Duy them at party supply shops) + Black, pink and white hard paper #8 Lengths of ribbon of different colours ## Thread Bells «4 Markers 4 Old mates # Small pieces of black cloth 4 Scissors and glue class that each group has to make a cow, 2 pig and a sheep. (See the photograph for reference.) Amusing animals Refore the class, draw and cut the shapes of ears, eyes, snouts and mouths and horns out of black, pink and white paper. Make sure you have enough for each student. In class, divide the children into small groups and give aut the disposable ashtrays and enough cutouts for ‘them to form the animals, Tel the They can glue a length of ribbon as a neckerchief for the sheep and the pig and 2 plece of thread with some bells for the cow. The Tradition Day gaucho Before the class, make the gaucho’s hats using pieces of black cloth. You may also ccut out the eyes, noses and moustaches. If your children are old enough, let them prepare these materials to make the gaucho. Divide the children into small groups and distribute all the elements. Using glue they have to create these cute gauchos, You may {put them into transparent bags and te ‘them with thread or ribbon to finish off this souvenir Let them use their creativity to make other souvenirs representing this festival. They will enjoy it! ¥