187_ttm_revista_ar_Maquetación 1 05/01/16 09:33 Page 1

• Año XVIII • Nro. 187 • Argentina $ 69,90

• Uruguay $ 150 • Paraguay Gs 30.000
• El Salvador U$S 3,10 • Costa Rica C 1.600
• Venezuela BsF 30 • Honduras HNL 59
• Ecuador U$S 3,40 • Perú Soles 15 • Bolivia $ 45,00
• Chile $ 1.900 I, II y XII Región $ 2.300
187_ttm_revista_ar_Maquetación 1 05/01/16 09:07 Page 2
187_ttm_revista_ar_Maquetación 1 05/01/16 09:07 Page 3

ear colleagues,

D
Pages 4 & 5
Teaching English in
A new school year begins and The Teacher’s Magazine brings

Contents
Kindergarten: Storytelling
ready-to-use activities and lesson plans for the first days of school.
Page 6:
You will find some ideas for the first classes in Kindergarten and the Working with Short Films:
first years of primary school, as well as welcome cards and poster. Tin Toy
You will also find lesson plans and activities on the topic of Toys and Games Pages 7 to 10:
Games
for different levels and ages. For young and very young learners, there is a
story called A Turn of Events with lots of activities, while for teenagers, Pages 11 to 14:
A Turn of Events
there are lesson plans on games, video games and the oldest toys.
Page 15:
We hope you enjoy this issue as much as we do. Toys and Games
The Teacher’s Magazine team Pages 16 & 17:
Evolution in Video Games
Page 18:
The Oldest Toy
Pages 19 to 21:
Back to School
Pages 22 to 24:
Quick Look into Lesson
Planning
Page 25:
School Subjects
Page 26:
Juliette’s Day
Page 27:
After School Activities
Pages 28 & 29:
Tips for Teachers
Page 30:
Attendance and Mark Sheets
Poster 1
A Turn of Events -
flashcards to tell the story
Poster 2
Classroom language -
Welcome

Directora: Karina Uzeltinger / Diseño y diagramación: Fabián Legnini / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Marcela Caimani Ferrer, Carla Allende, Fabricio Inglese, Diana Bauducco, Daiana Agesta, Sebastián
Albizuri, Juliana Thomas, Silvana Schneider / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel
Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Gonzalo Angueira, Mónica Gil, Natalia Sofio / Comercio exterior: Walter Benitez, Pablo Fusconi / Comunicación y atención al cliente: Carlos Balajovsky, Maia Balajovsky /
Congresos y capacitaciones: Micaela Benitez, Consuelo Pérez Fernández / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Nicolás Fernández Vicente, Liliana Vera / Fotografía: Fernando Acuña, Mónica Falcioni, Aldana Meineri,
ISSN: 1514-142X
Laura Monzón, Susana Natol / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Reinaldo Perdomo / Recepción: Mauro De Los Santos, Patricia Perona / Recursos humanos: Mariana Medina / Recursos
AÑO 18 - Nº 187 multimedia: Francisco Del Valle, Pablo Yungblut / Sistemas y web: Leandro Regolf, Raúl Robbiani / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
FEBRERO 2016
Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: Forma Color Impresores SRL, Camarones 1768, CABA, Argentina. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de Editoriales S.A.; Av.Entre Rios 919 1° piso (1080)
C.A.B.A.; CUIT 30-53210748-9 - 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 suscripción, 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 5187958- Miembro de la Asociación Argentina de Editores de Revistas. Asociados al IVC

También podés descargar esta revista y sus ediciones anteriores en tu PC con nuestra aplicación Ediba Player. www.playerediba.com 33

187_ttm_revista_ar_Maquetación 1 05/01/16 09:08 Page 4
Teach ing En g lish
in Kind e rg a rt e n
C
hildren love being told stories. So, why not use
storytelling in your classroom? According to
Cameron (2001), stories use a holistic, top-down
approach and they “offer a whole imaginary world,
created by language, that children can enter and
enjoy, learning language as they go.” (p. 159).
Carefully planned, storytelling can help very young learners
to develop listening and speaking skills as well as to learn
grammar, vocabulary and pragmatic content.
Steps for Effective Storytelling
Start the storytelling session by creating interest. You can
show one picture or the cover of the book to help students
predict the content of the story. Present the characters using
pictures, hand or finger puppets (even popsicle stick
puppets), or masks. Recycle language already learnt and pre-
teach new vocabulary.
4
Stor
With very young learners, it is advisable to tell the story
instead of reading it (Žero, 2014). You can prepare a skeleton
of the story so as not to forget any important events, and
rehearse telling it previous to the lesson. It is important to
use miming, gestures, onomatopoeia, and to change voices
when different characters speak. It is also a good idea to ask
children to sit on the floor around you, so they can all see
the pictures in the book and hear you clearly (Ellis &
Brewster, 2014). Some other tips are:
• Tell the story at a slow pace the first time, letting students
relate the words to the pictures.
• Make comments on the pictures and engage students by
asking questions.
• Revise already known vocabulary; make children predict
what happens next.
• Ask them to repeat key vocabulary or chunks of language.
rytelling
187_ttm_revista_ar_Maquetación 1 05/01/16 09:08 Page 5

Once you have told the story for the first time, ask children if
their predictions were met and to tell you their favourite part.
Retell the story many times. According to Ellis & Brewster
(2014), “repetition recycles language previously introduced
and pupils learn to predict and to participate in the story and
so build up confidence.” (p. 21). Every time you retell the
story, set a new objective for students; for example, if an
animal is mentioned, students mime the animal when it
appears. You can also retell the story with your students by
asking them to repeat after you or to play the part of one of
the characters. You can also suggest a role play of the
dialogues, if appropriate. Another activity very young children
love is when you retell the story making mistakes and they
have to correct you.
After-storytelling activities may include ordering the
sequence of events, colouring pictures, matching characters
and their actions or possessions, making a mini-book or a
shaped book, playing games such as bingo,
domino, puzzles, etc., making puppets, inventing
their own songs or rhymes, among others.
Adapting stories
If you consider the story you have
chosen is too difficult for your
students, adapt the language.
However, take into account not to change the content too
much; the story may end up being different from the original
one. Some ways to adapt stories are:
• Vocabulary: if very specific words are used, change them;
for example, instead of saying crow, say black bird. However,
in some stories, it is necessary to keep certain words, such as
cauldron. Give more examples to illustrate the meaning of a
word.
• Grammar: if too many tenses are used in the story, you can
simplify it by using only present or past simple. You may also
want to simplify complex structures using two sentences
instead of one.
• Story length: if the story is too long, you may decide to
leave out some characters and, in that way, shorten it.
To conclude, storytelling can be used for language learning
while having fun. Very young learners love being told stories
and being involved in the process as well.
Take advantage of this, plan your
activities carefully and enjoy
storytelling as much as your
students do.
Karina Uzeltinger

Sources and References

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge, UK: Cambridge University Press.
Shin, J., & Crandall, J. (2014). Teaching Young Learners English. Mandale Boston USA: Heinle, Cengage Learning.
Ellis G., & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teacher. British Council. Retrieved from
http://englishagenda.britishcouncil.org/sites/ec/files/D467_Storytelling_handbook_FINAL_web.pdf
Moon, J. (2005). Children Learning English. Thailand: Macmillan Books for Teachers.
Žero, A. (2014). Learning by Doing: A Methodical Framework on Teaching EFL to Preschoolers. M. Krawiek (Ed.), Cross-Curricular Dimensions
of Language Learning and Teaching. Newcastle Upon Tyne, UK: Cambridge Scholars Publishing.
5
187_ttm_revista_ar_Maquetación 1 05/01/16 09:08 Page 6

Level: Elementary Working with Short Films Age: Young Learners/Teenagers/Adults

TIN TOY
BEFORE WATCHING
A) Answer the questions.

1) What was your favourite toy when you were little?

2) Who gave you the best toy ever? What was special about it?
3) Who did you play with?

B) Guess the correct answer and check with the teacher.

1) Tin Toy was released in

a) 2000. b) 1988. c) 2010.

2) The protagonists are

a) two babies. b) two toys. c) a toy and a baby.

3) The story is set in

a) a park. b) a house. c) a shop.

4) It is
a) a comedy. b) an animated short film. c) a science fiction story.

WHILE WATCHING
C) Watch the short film at http://www.totalshortfilms.com/ver/pelicula/323.

D) Answer the questions.

1) Where is the tin toy at the beginning? 2) How old is the baby? 3) What does he do with the toys?
4) What is there in the room? 5) Who/what is hiding under the sofa? 6) What is the child’s toy at the end?

E) Circle the adjectives that describe the little child (Look up words you don’t know).

SWEET DESTRUCTIVE ACTIVE NICE INNOCENT OBSERVANT CLUMSY LAZY SCARY ADORABLE
F) Describe the tin toy’s personality using the correct adjectives below.

HEROIC TERRIFYING REPULSIVE AMUSING COOL HELPFUL MAGNIFICENT

G) Use the words/phrases below to write a description of the protagonist.

WIND UP SHINY METAL ONE-MAN BAND

H) How does the tin toy feel? Complete the sentences with these feelings.

SAD AFRAID ANGRY RELAXED SURPRISED EXCITED TERRIFIED

1) Tin Toy is ____________ and ____________ at the beginning.
2) It sees what the baby does to the toys, and it feels ____________ and even ____________.
3) When the child cries, the tin toy gets ____________.
4) When the boy starts playing with the bag, Tin Toy is ____________ and later it is ____________.

Key: B) 1) b), 2) c), 3) b), 4) b); D) 1) The tin toy is in the living room, 2) He is between 11 and 15 months old, 3) Option: He plays with them and “destroys”
them, 4) There are armchairs, a coffee table, a photograph, a sofa, 5) There are several terrified toys under a sofa, 6) The baby’s toy is a cardboard bag;
E) Answers may vary: destructive, innocent, nice, active, clumsy, scary; H) 1) surprised, excited, 2) afraid, terrified, 3) sad, 4) angry, relaxed.

6
 Games
187_ttm_revista_ar_Maquetación 1 05/01/16 09:08 Page 7
T
his lesson plan based on the topic games is
aimed at elementary level students though the
teacher may adapt the activities for higher levels.
The material presented includes eight games to
play with students. Throughout the activities, the
teacher can elicit the words game and rules to discuss
the importance of having and respecting rules not only in
games but also in daily life. All games can be used to revise
and even teach vocabulary on food, clothes, furniture, parts of
the house, description of people, animals, etc.
Objectives
• To introduce the topic of games.
• To revise vocabulary on different topics while having fun.
• To promote creativity.
• To discuss the importance of playing board games with
friends and its main purpose.
• To speak about rules in society and at home.
• To establish classroom rules and discuss the consequences of
breaking them.
Pre-Tasks
As a pre-task activity, you may play four–in-a row or tic-tac-
toe on the classroom board. The last game that you may play is
hangman with the word game. Then, elicit the meaning of the
word game and ask why some activities are considered games
and others are not. Ask questions such as Do you play games?
What kind of games do you prefer? Do you know the meaning
of board game? Which is your favourite? How often do you play
it? Ask students to look up the word game in the dictionary,
while you write the words game and rule on the board. Ask
students how both words are related.
Tasks
1) Explain that every game has its own rules. You may talk
about the rules in tic-tac-toe (You need to have three
consequent crosses or knots to win.); rules in a hangman (You
need to end up guessing the word before the man is hanged.)
and so on. You may also explain that we can invent our own
rules for a game as long as the other player agrees. Besides, we
all live in a society with rules. Elicit some examples: May we
cross the street when the traffic light is red for pedestrians? May
we jump a queue? May we elbow people in the supermarket to
reach something first? May we use bad language in a friend’s
house? And so on.
7
187_ttm_revista_ar_Maquetación 1 05/01/16 09:08 Page 8
2) Afterwards, you may ask students: What about home? You
surely have rules at home. For example, Are you allowed to
use the cell phone while having dinner with your family?
Encourage them to talk about their own home rules in
groups of four, and then discuss with the whole class.
3) After that, concentrate on classroom rules. Give students
five minutes to discuss and talk about classroom rules.
Negotiate and agree upon expected behaviour as regards
swearing, running at school, being loud, etc.
4) Finally, focus on rules in society, at home and in class. As
a final activity, we may talk about the consequences of
breaking those rules in society, at home and in class, to
reinforce the idea that it is not the same to respect as break
rules. Elicit what may happen if a student gets up and leaves
the classroom with no permission or if he/she hits a friend.
Final task
As a final task, students create a poster to stick on the wall
with the rules and the consequences for breaking them. It is
a good idea to display the poster during the entire course.
Extra Activities
Workshop on games: The class is divided in groups of four
or five kids. Give them fifteen minutes to play a game. The
teacher can also leave some of them as warmers for the
following classes.
Hands on: Each group creates a board game with material
given. (The teacher prepares some colour papers, five bottle
caps, glue, scissors, and some cardboard and what he/she
considers useful for the task).
Playing games
On pages 9 and 10, you will find some games to practise
vocabulary. Below, there are some other ideas.
Who is the famous person?
This game is to be played in pairs. The teacher gives each
pair a set of two cards with names of celebrities and warns
students against peeping the cards they have to stick on their
foreheads. Student 1 and 2 stick the card with the name of
the famous person given on his/her forehead. Student 2
provides a short description of the famous person that
student 1 has on his/her forehead so that student 1 can
guess who the person is and then, they swap roles.
8
For example:
Student 1: Your famous character plays football really well.
He has a son. He is married and lives in Barcelona but he
was born in Rosario. He played in the last World Cup. His
name starts with L and his surname with M. Who is he?
Student 2: LIONEL MESSI
More challenging kids, can be told to ask questions, for
example: Is my character a woman? Where does he/she work?
What does he do? is he/she a sportsman/woman? What is
his/her nationality? Student 2 answers accordingly: He is a
man. He is a football player. He is Argentinian.
A video
Ask students to watch the following video three times, and
then answer these questions:
https://www.youtube.com/watch?v=tU25uRvbrHk
1) What are they doing in the
movie?
2) What’s the weather like?
3) How do you know?
4) How many players are
there in the park?
5) Who is winning? How do
you know?
For lower levels, you can make a true or false game.
1) The park is full of people.
2) There are twins playing chess.
3) We can say that it is summer because they are wearing
shorts.
4) There is only one player playing to be black and white in
chess.
5) One of the characters is wearing glasses.
Tutti frutti
The teacher can use this opportunity to review vocabulary
and expand certain categories like colours, numbers,
countries, nationalities, food, adjectives, etc.
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 9

Level: Beginner/Elementary Age: Young Learners/Teenagers

PLAYING GAMES
A) Word Search: Clothes

B V N S J E R O F A N I P N V
Q O H K L G L Q A S G I P H T
D E J C F I D R E I L S I B H
F S F O R Z R O N M Z F D W X
L R W S A A H B L O U S E I D
I U S R I S D I P N C W K U B
P P H U N D E R W E A R E O A
F I O N C R V I M R N A O N O
L W R K O G H O Y P I T T T S
O A T K A W T I M E S E S H T
P D S C T M K X M N C R I B C
S R T E H T R I H S T R I K S
E E I I Y K U I V T T R M A P
X S T I J M W I C P S S N T P
Q S R V L X R U M B R E L L A
T-SHIRT, SKIRT, UNDERWEAR, BLOUSE, SHOES SHIRT, PURSE, SOCKS, FLIPFLOPS, PINAFORE,
SHORTS, UMBRELLA, RAINCOAT.
B) Crossword Puzzle: Jobs
4
Across
3
1. He/she puts fire out.
2. She/he plays instruments.
3. He/she works in fashion. 1 2
4. He/she does administrative work.

Down 2 3
1. She/he works at schools.
5
2. He/she fixes cars and trucks.
3. He/she assists doctors when healing people.
4. He/she takes care of people´s teeth.
5. He/She designs houses.
1
5. architect
4. dentist 4. clerk
3. nurse 3. model

4
2. mechanic 2. musician
1. teacher 1. firefighter
Down Across
Key:

Key: A) Across: pinafore, blouse, undewear, t-shirt, shirt, Umbrella. Down: Flipflops, Purse, Dress, Socks, raincoat. Diagonal: shoes, shirt.

9
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 10

Level: All Age: Young Learners/Teenagers

PLAYING GAMES
C) Riddles: Animals

1. It has a tail, likes catching mice and sounds like “hat”: ______________
2. It lives in the sea and sounds like “park”: __________
3. It is green, jumps very well and sounds like “dog”: _________________
4. It sings, sometimes lives in a cage, and sounds like “girl”: __________________
5. It eats grass and sounds like “now”: _____________
6. It has a little beard and sounds like “boat”: __________________
7. It does not have legs and sounds like “cake”: _____________________
8. It flies at night and sounds like “pat”: ___________________________
9. It is very big, swims in the sea and sounds like “tail”: _______________________
10. It is very small, eats cheese and sounds like “house”: ______________________

1) cat, 2) shark, 3) frog, 4) bird, 5) cow, 6) goat, 7) snake, 8) bat, 9) whale, 10) mouse.
ANSWERS:

D) Find School Objects.

10
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 11

A Turn of Events
T
his lesson plan is about
the topic of toys for
kindergarten and primary
school students.
Meet the characters: Show
students the picture of each of
the characters and introduce them. You
can use popsicle sticks to make puppets.
The Story:
A TURN OF EVENTS
Naomi is playing with Bruce.
They are making a big city
With people and pets
What happens next? Ask students to
imagine what the children are going to
do. They can use their first language.
Ask them to draw and colour their
imaginary ending of the story.
Read the ending of the story to discover
what the three siblings actually did:

With houses and buildings

They are dangerous monsters.
With cars and trains
They attack the city.
With flowers and trees.
RROOAARRR! AARRGGHH! GGRRAAAAARR!
YAAHOOOOOOO!
They destroy it together.

This is And they have lots of fun.

Nina is playing basketball
Naomi. She is
Next to her brother and sister.
nine. She likes After reading or telling the story, ask
playing with blocks. BONG! BONG! BONG! BONG!
children to draw their favourite part. The
This is Bruce. He is activities on pages 12 to 14 are for
eight. He likes playing The ball falls on the city kindergarten and primary school
with his sisters. And destroys some parts.
students. You may adapt them to your
This is Nina. She is six. own classroom.
‘Sorry!! Sorry!!’, says Nina.
She loves basketball.
Naomi and Bruce are sad
Teach them the onomatopoeic sounds
Because their game is ruined. and explain what they mean. Practise
Discover what Naomi and Bruce are
building with blocks: Show students them together. Brainstorm more
part of the picture. They have to find out examples. Then, read or tell the story
But Nina has an idea.
what it is. They can say the word in their again and ask students to join in with
They make costumes these sounds very loudly.
first language.
With paper, old clothes and boxes.
Picture 1: a house (Ask: What is this?)
They colour them and get ready. Retell the story again, stopping at the
Picture 2: a tree (Ask: Is this an animal?
What is this?) end of each line so students can
complete the sentences
Picture 3: a building (Ask: What is with the correct word.
this?) For example: Naomi is
Picture 4: a car (Ask: Is this a bike? – playing with …
mime the bike – What is this?)
Picture 5: a flower (Ask: What is this?)

Read or tell the story A Turn of Events

to your students. While doing so, point
at the actions, characters and objects on
the poster. Say the onomatopoeic sounds
louder.

11
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 12

Level: Beginner Age: Very Young Learners/Young Learners

A TURN OF EVENTS
A) Match the pictures to the character’s names and the toys they use in the story.

NAOMI

NINA

BRUCE

B) Match the words to the pictures, and practise their pronunciation.

HOUSE

TRAIN

BUILDING

CHILD

PET-DOG

CAR

12
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 13
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 14

Level: Beginner Age: Young Learners

A TURN OF EVENTS
A) Correct the sentences.
1) Nina is playing volleyball.
2) Naomi is building a plane.
3) Bruce is playing basketball.
4) Nina, Naomi and Bruce make flowers together.

B) Draw and colour your favourite part or your favourite character!

C) Answer the questions:

1) What are your favourite sports and games?

2) Who do you play with?

3) Do you like wearing costumes?

4) What can you make with paper, old clothes and boxes?

14
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 15

Level: Beginner Age: Young Learners

TOYS AND GAMES

A) Name toys that come to your mind.

TOYS

W H T R I C Y C L E
B) Let’s be detectives! Find:
1) a football
A F E A T A H C E L
2) a doll L O D I T S G A O I
3) a car N O D G O W H R A T
4) a dice
5) a yo-yo A T Y N H E Y L H E
6) a tricycle O B B L N D O L L L
7) a teddy-bear
I A E I W I Y I E E
N L A S H C O S G S
G L R A T E G O T I
O M U S I C B O X E

C) Colour the toys. D) Draw your favourite toys in the pram.

1) Football : yellow
2) Doll : green
3) Car : red
4) Dice : white
5) Yo-yo : orange
6) Tricycle : blue
7) Teddy-bear : violet

Key: B) Across: tricycle, doll; Down: football, teddy bear, dice, yo-yo, car.

15
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 16

Level: Elementary Age: Young Learners/Teenagers

EVOLUTION IN VIDEOGAMES
A) Make a list of videogames. Compare it with your classmates’.
B) Categorise the following games. The same videogame may fit into more than one category.
Carry out a YOUTUBE search for the ones you are not familiar with.

Mario Bros, Tennis for Two, Call of Duty, Turbo, WOW (World of Warcraft),
Tetris, Monkey Island, Minecraft
2-4 Online- Solo Graphical First Role
players multiplayer adventure person games

C) Choose one videogame, and describe it briefly.

Environment:
Type of game:
Characters:
Mission / Objectives:

D) Carry out a websearch, and make an infographic.

Infographic: information presented in a graphic way. There are different types: pie charts, bar graphs, mind maps, tree
diagrams, and histograms. (We suggest that you use a mind map or histogram for this task.)
Site to make your own infographic: https://www.canva.com/create/infographics/

Below, we suggest links for the websearch, but you're welcome to use others! Focus on dates and titles to skim the articles
and find your information faster.
http://time.com/79379/the-history-of-video-game-consoles/
https://en.wikipedia.org/wiki/History_of_video_games

E) Read the story. As in video games, suggest a song for each of Ian`s adventures.

Ian’s Craft
“Minecraft time is over Ian! Last time I say it. It’s past your
bedtime already; turn off the PC and go to sleep.”, said Ian’s
mom. Ian shrugs and, finally, drags his feet
towards the bathroom to brush his teeth.
Just before going to bed, he finds a book
under his pillow called VG Evolution. He
opens it on the first page, it says “1960s”.
Suddenly the lights flicker, and he is
instantly transported to a university lab,
sitting in front of a blinking screen with an
analogue joystick in his hand. “Where am I?”,
thinks Ian. The screen displays “press to start game”, and so he
does. On the screen a ball bounces faster and faster; the challenge
for Ian is to keep it from falling. He wins the game and, in the mist
of celebration, he is back into his room where the book now reads
“1970s”. Flickering of lights again. Off Ian goes. He is sitting in an
arcade videogame with a steering wheel in his hands racing
against a black car; he speeds and speeds until he finally beats
his rival and comes back to his room. “1980s”
shows on page number 4, his TV turns on
and a joystick appears in his hands. Ian
can now control a mason who has to
step on creepy creatures, run through
pipes and jump off falling platforms on
his way to the princess’ rescue. The
princess is greeting him when light flickers
again. Ian finds his own smartphone on his hand. The screen
shows an airplane which avoids stormy clouds by turning the
phone left and right for a whole minute. When time’s up,
everything goes dark. Then, a flash blinds him for an instant and
goes off again; Ian’s eyes are open, but everything remains dark,
the screen blinks again. 7am wake-up alarm rings.

16
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 17

Level: Elementary Age: Young Learners/Teenagers

EVOLUTION IN VIDEOGAMES
F) Do the following activities about Ian’s adventures.
1) Which games does Ian play?
2) What do you think happened to Ian? Did he travel to the future and play another videogame? Make the ending into a
comic strip.

G) Do the word search with vocabulary from the story.

ANALOG, CARNIVORE, FLICKER, JOYSTICK, OVER, PIPES, SCREEN, SMARTPHONE, SPEED, START

F D F Z F H T V C A F J L C V
X I Y D E R N S P O V E R H K
R J A N A X F T A P Z G X F Y
B O Q T B A L F B R Z L H V E
N Y S D P Z I T N G R L Q B J
Y S G M Z X S P E E D X F C M
H T N C A H P P V M T M M X I
L I P A C R S O W S C R E E N
K C I R G E T W X O S C A S U
E K X N P B N P K I W H N R X
W F L I C K E R H X F P A B L
V V P V Z I O P E O Z S L A H
X W H O N W N T O F N I O N C
L X T R J O X L U D L E G B L
B N I E C R V W F T H J E J D

H) Ian does not know how to play pac-man. If you are not familiar with
the game, learn on the Internet how to play it, and then write
instructions for Ian. You don't know Pac man? Watch this video, ask
older people!
https://www.youtube.com/watch?v=uswzriFIf_k

Suggested Links
http://www.abc.net.au/radionational/programs/shorthistoryofvideogames/podcasts/svg-4/5938378
Presented by G) T
R O V E R

Golding D., 2015. A Short History of Video Games. Games for all Podcast. Last retrieved May 2015 from J A
O T
http://www.abc.net.au/radionational/programs/shorthistoryofvideogames/podcasts/svg-4/5938378 Y S
S S P E E D

Key: B) 2-4 players: Tetris, Online-multiplayer: WOW (World of T C A

I A R S C R E E N
Warcraft), Minecraft, Call of Duty, Solo: Tetris, Minecraft, Graphical C R T A
adventure: Monkey Island, Mario Bros, First person: Call of Duty, K N P N

Third person: Turbo, Call of Duty, Role games: WOW. S F L I C K E R H A

E V O L
P O N O
I R E G
P E

17
187_ttm_revista_ar_Maquetación 1 05/01/16 09:09 Page 18

Level: Pre-Intermediate Age: Teenagers/Adults

THE OLDEST TOYS IN THE WORLD

A) In groups of four, write down as many toys as you can in one minute.
B) Which do you think are the oldest? Choose two from your list in A. Read the text and check if you
guessed right.

The Oldest Toys in the World

Have you ever considered which the oldest toy in the world is? I mean,
what did children in ancient Egypt, for example, play with? Not cars or
planes! They had not been invented yet. But, children (and also
adults) used toys to have fun just like we do nowadays.Today,
children still play with those toys, though they are made of plastic. Do
you give up? Ok. Here is a hint:
A doll a yo-yo a ball
A few years ago, archaeologists dug up a stone doll which is about 4,000 years old. In Egyptian
tombs, wooden dolls were also found. They are called “Paddle dolls”, because of their flat form that lead
archaeologists consider them similar to paddle palettes. They were not used as toys by children. Instead,
it is considered that Egyptians placed them in tombs thinking they would help the dead person in the
afterlife.
It is believed that, in ancient Egypt, children played with toy animals and boats made out of wood,
ceramic, clay and stone. However, there is not much evidence to support this theory, since there are not
any drawings or documents.
Balls are probably as old, or older, than dolls. They were made of inflated pigs’ bladders or leather skins
filled with papyrus rags. Both boys and girls played games which involved running and jumping skills,
although not much it is known about the rules of these ball games.

C) Where would you add the following information in the text?

1) They are probably as old as the stone doll.
2) Other theories presume that dolls were placed in tombs to perform tasks for the god Osiris.
3) But, toys were also used to play games in antiquity.

D) Underline materials in the text.

E) Do an online search and find other materials dolls had been made of. Compare with your partners.

F) Describe your first toy. Use the following questions as a guide.

1. What was it made of?
2. Do you still have it?
3. Who gave it to you?
4. Did it have a name?
5. How did you play with it?

Sources and References

http://inventors.about.com/od/xyzstartinventions/a/yoyo.htm
http://www.popsci.com/science/article/2012-01/what-oldest-toy-world
http://www.ask.com/history/invented-first-toy-789434a0f1f34dd1
https://en.wikipedia.org/wiki/Toy
http://www.localhistories.org/toys.html
http://www.reshafim.org.il/ad/egypt/timelines/topics/games.htm

Key: C) 1) In Egyptian tombs, wooden dolls were also found.They are probably as old as the stone doll; 2) Instead, it is considered that Egyptians placed them
in tombs thinking they would help the dead person in the afterlife. Other theories presume that dolls were placed in tombs to perform tasks for the god
Osiris; 3) But, toys were also used to play games in antiquity. It is believed that in ancient Egypt children played with toy animals and boats made out of wood,
ceramic, clay and stone; D) plastic, stone, wood(en), mud, pigs’ bladders, clay.

18
 Back to
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 19

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

Teaching Yes and No.

Introduce yourself to students saying your name, and
then ask students to state theirs, or you can call You can play a game to teach Yes and No as
the roll and tell students to say Here! when well as I’m + name. Point to an outgoing
their name is mentioned. You can also give child and change their name; for instance,
your class the name tags on page 20 to say You’re Peter. Encourage the child to say
colour and write their names. You can No! I’m [and his/her real name]. If you do
have them laminated, and ask students not change the name, encourage the child to
to wear them in class. say Yes!

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

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

19
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 20

NAME TAGS

WELCOME CARDS

WELCOME

WELCOME
Welcome
PERSONAL INFORMATION
Name:
Age:
School:
Course:
Hobbies:

20
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 21

Level: Beginner Age: Young learners

HELLO AND BYE

Hello! Hello!

Bye!

21
 Quick Look
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 22
into
Lesson
What’s a lesson plan and why do we plan?
ccording to Robertson and Acklam (2000), “A
A
lesson plan is a framework for a lesson. If you
imagine that a lesson is like a journey, then the
lesson plan is the map. It shows where you start,
where you finish and the route to take to get there”.
Lesson plans come in all shapes, but the main idea
behind them is always the same: to plan carefully so
that students learn what the teacher wants them to learn,
and the class runs smoothly and successfully. A plan does
not guarantee successful learning, but it does increase the
possibilities of a good and enriching class.
Planning allows teachers to optimize their teaching results,
as they do not have to concentrate during class time on
what they are going to teach or how to do it, but rather on
the actual teaching business and what is going on in their
classes. Planning is also a great confidence booster for both
the novice and the experienced teachers.
Finally, planning is a sign of professionalism. Teachers owe
it to themselves, to the institution they work for and mostly
to their students to plan their work.
Pre-planning
Many language teaching experts, including Harmer (2007)
and Robertson & Acklam (2000), agree that teachers need to
know, or at least be aware of, a number of factors before
planning.
a) Students’ language proficiency level,
b) Students’ cultural and educational background,
c) Students’ level of motivation and learning styles, and
d) Syllabus or curriculum prescriptions.
Once they know this, Harmer (2007) suggests moving on to
consider the four main elements of planning:
a) The activities: What students will be doing during the
class, how they will be grouped, and how they will interact
with other students and with the teacher. Contrary to what
many teachers do, activities should be planned almost
independently of the language content or skill to be taught
22
or practised. They should be chosen to match students’
needs and characteristics. A good lesson plan is also which
offers a variety of activities during the same class and the
entire course.
b) Skills: What language skills and sub-skills are going to
be developed during the class depend on the sort of
activities teachers want their students to engage in and on
the content to be learnt or practised.
c) Language: The language teachers want to introduce or
practise in a class is just one element of planning. If they
plan their lessons entirely around language, they run the
risk of creating monotonous classes abstracted from
students’ contexts.
d) Content: The choice of subject and content is a vital
point in planning, as much of the students’ interest and
involvement will depend on it. This does not mean only
choosing topics which students like, but also those which
students can work best with and take most advantage of.
Lesson plan structure
Following a standard lesson plan structure valid for subjects
other than ESL, every class should have the following
stages: Warm-up, Presentation, Practice and Application.
Warm-up: This stage involves reviewing previous content
which might be relevant to the current lesson. It usually
consists of an activity that lasts no more than 10 minutes.
Use a warm-up to get the brain thinking in the right
direction.
Presentation: It focuses on the learning objectives for the
lesson. It is a good idea to introduce information in different
ways: using visuals, realia, descriptions, explanations. It is
important at this stage to establish a meaningful context
which engages students in the lesson and helps frame
content appropriately.
Practice: At this stage, students work in groups, pairs or
independently to practise the skills, concepts and
information presented. Some typical activities are drills,
gap-fills, sentence completion, quizzes, dictations,
comprehension questions, etc. The purpose of the practice
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 23

Planning
stage is to allow students to internalize the new language Other considerations
successfully.
Ur (2009) makes some suggestions to organize successful
Application: Activities in this stage allow students to "take lessons:
control" of their own language learning. The activities
a) “Put the harder tasks earlier”. Activities that require
chosen must provide students with the opportunity to apply
greater effort and concentration should precede easier ones.
their newly acquired knowledge in different contexts and
situations. Some ideas for this stage are role plays, b) “Have quieter activities before lively ones”. After a lively
discussions, writing activities, or projects and tasks. activity, students might take some time to calm down, and
this might not be convenient if they are required to do a
Some teachers allow for a 5th stage in their planning:
reflective task later.
Evaluation or Feedback in which both teachers and students
assess the lesson. c) “Think about transitions”. Some classroom dynamics
involve jumping from a certain kind of activity to a
completely different one. It is important that transitions are
Basic Lesson Plan Template not abrupt so that students feel the class has a natural flow.
A basic lesson plan template might d) “End on a positive note”. Students should leave the class
look like the one on page 24. feeling good. It is not always laughter, but rather a sense of
However, teachers are free to include achievement and progress that will stir them in the right
more detail in their written plans and learning direction.
add sections such as “Multiple
However you plan your lesson, whichever elements you
intelligences addressed”,
include, always remember Winston Churchill’s words:
“Student/teacher interaction”, “sitting
arrangement”, etc. “Failing to plan, is planning to fail.”

Diana Bauducco

Sources and References

Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman, ELT.
Robertson C. & R, Acklam. (2000). Action Plan for Teachers: A Guide to Teaching English. BBC World Learning: London.
Ur, P. (2009). A course in Language Teaching: Practice and theory. Cambridge University Press: Cambridge.
http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-29LessonPlanning.pdf
https://teal.ed.gov/tealguide/lessonplanning

23
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 24

LESSON PLAN TEMPLATE

1) Class _________________________________________________________ Date______________________
Lesson Objective: ____________________________________________________________________________
Language Content/Skills: ____________________________________________________
Materials:_________________________________________________________________
Equipment:_______________________________________________________________

Stages of the Lesson

Activity Time

Warm-Up

Presentation

Practice

Application

Evaluation

24
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 25

Level: Beginners Age: Young Learners/Teenagers

SCHOOL SUBJECTS
A) Match each school subject with its corresponding word list.

Geography Maths Language P.E. Chemistry Arts

1) Map, hemisphere, ocean, mountain _______________ 4) Sketchbook, brush, paint, sculpture _______________
2) Addition, fraction, triangle, decimal _______________ 5) Symbol, periodic table, radiation, fluid _____________
3) Hop, push ups, fitness, repetitions ________________ 6) Word, paragraph, text, book _______________

B) Read and guess.

1) Paolo is very active. He has a lot of energy and he loves practising sports. His favourite subject is:

2) Mary is a quiet girl. She enjoys reading poetry and she loves books. Her favourite subject is:

3) Albert is curious. He always wants to know how things happen and likes experimenting. His favourite
subject is:

4) Monica is a lazy girl. Her father owns a grocery. She is only interested in counting fruit and
vegetables. Her favourite subject is:

C) Answer.
1) What’s your favourite subject?
2) What’s your least favourite subject?
3) Would you add a subject to your timetable?
4) Which one?

D) Organize your timetable.

Timetable Monday Tuesday Wednesday Thursday Friday

Key: A) 1) Geography, 2) Maths, 3) P.E., 4) Arts, 5) Chemistry, 6) Language; B) 1) P.E., 2) Language, 3) Chemistry, 4) Maths.

25
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 26

Level: Beginners Age: Young Learners/Teenagers/Adults

JULIETTE'S DAY
Juliette is a young student. She is very organized. She keeps a timetable of her school subjects as well as
her extracurricular activities. She has quite a busy week.

A) Take a look at her activities and, using the phrases given below, complete the sentences adding the
frequency in which she does them.
Once a week Twice a week Three times a week Four times a week Five times a week.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
8-12 School 10 Theatre
8-12 School 8-12 School 8-12 School 8-12 School
12:30 Lunch at rehearsal
15-17 English 12:30 Lunch at 15-17 English 12:30 Lunch at
granny’s 12 Help mom 13 Lunch at
lessons granny’s lessons granny’s
15 Pick up Harry with lunch granny’s
18 Guitar 14-15:30 Dance 20 Dinner at 14-15:30 Dance
from 14-15:30 Dance
lessons lessons granny’s lessons
kindergarten lessons

1) Juliette helps her mother with lunch .....................................
.....................................................................................................................
2) She attends dance lessons .........................................................
.....................................................................................................................
3) She picks up her little brother Harry from kindergarten
.....................................................................................................................
4) She attends guitar lessons ..........................................................
.....................................................................................................................
5) Juliette attends English lessons ................................................
.....................................................................................................................
6) She goes to school ........................................................................
.....................................................................................................................
7) She has dinner at her granny’s ..................................................
.....................................................................................................................
8) She attends theatre rehearsals .................................................
.....................................................................................................................
9) Juliette has lunch at her granny’s .............................................
.....................................................................................................................

B) Look at her school timetable and make sentences for each subject.
Juliette has P.E. on Mondays and Wednesdays.
1) Maths
2) Language Monday Tuesday Wednesday Thursday Friday
3) Biology Remember:
8:00 - 8:50 Maths History Maths Music Language ON + DAY OF THE
4) P.E.
WEEK
5) History 9:00 - 9:50 Language Maths Biology Language Art On Saturday
6) Computers
7) Geography 10:00 -10:50 Biology IT Chemistry History Geography IN + MONTH
8) Chemistry In February
11:00 -11:50 P.E. Geography P.E. IT Maths
9) Music
10) Art

C) Order the months of the year. D) Complete these sentences with the correct
March August January December preposition and month.
May September July February
November April June October 1) School starts ...................................................................................
1) ................................................. 7) ................................................. 2) Mother’s day is ...............................................................................
2) ................................................. 8) ................................................. 3) My birthday is ................................................................................
3) ................................................. 9) ................................................. 4) Winter holidays are ......................................................................
4) ................................................. 10) ............................................... 5) My favourite festive day is ........................................................
5) ................................................. 11) ...............................................
6) ................................................. 12) ..............................................

Key: A) 1) once a week, 2) three times a week, 3) once a week, 4) once a week, 5) twice a week, 6) five times a week, 7) once a week, 8) once a week, 9) four
times a week; B) 1) She has Maths on Mondays, Tuesdays, Wednesdays and Fridays, 2) She has Language on Mondays, Thursdays and Fridays, 3) She has
Biology on Mondays and Wednesdays, 4) She has P.E. on Mondays and Wednesdays, 5) She has History on Tuesdays and Thursdays, 6) She has IT on Tuesdays
and Thursdays, 7) She has Geography on Tuesdays and Fridays, 8) She has Chemistry on Wednesdays, 9) She has Music on Thursdays, 10) She has Art on
Fridays; C) 1) January, 2) February, 3) March, 4) April, 5) May, 6) June, 7) July, 8) August, 9) September, 10) October, 11) November, 12) December.

26
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 27

Level: Beginner/Elementary Age: Teenagers

AFTER SCHOOL ACTIVITIES

A) Look at the posters. What are they about?

RUGBY
PRACTICE
ORCHESTRA
PRACTICE
DRAMA
CLUB
ART CLUB
Wednesdays and Thursdays
Fridays 3.00-5.00pm Tuesdays
Gym 3.30 – 4.30pm
4.00 – 5.00pm Theatre
Music Room

Fridays
3.00 - 4.30pm

B) Read the posters and answer.
1) When is the Drama Club meeting?
2) What time does the Rugby practice start?
3) What time does the Art Club finish?
4) Which activity can you do on Wednesdays?
5) Where is the Orchestra practice?
C) Which club do you suggest for each person?
1) Tom doesn’t like sports and can’t play an instrument.
2) Alison loves music.
3) Daniel loves sports.
4) Anna is very shy and doesn’t like crowds.
5) Sam can’t go to any Club on Tuesdays and Thursdays.
D) Read the following dialogue between two friends and
order the sentences.
1)_____ Sally: Yes, dream on.
2)_____ Jenny: Oh, yes. What about the Drama Club?
You like acting.
3)__1__ Jenny: Sally, which club will you join after
school?
4)_____ Sally: Yes. Will you join the Drama Club, too?
5)_____ Jenny: Will you sign up for the orchestra?
6)_____ Sally: No, I can’t go to the Friday practice. I
baby-sit on Fridays.
7)_____ Jenny: Yes, we can be famous actresses
together.
8)_____ Sally: I don’t know. I’d like to play an
instrument.

E) What about you?

1) Which activities from the poster do you like?
2) Do you do after-school activities? Which activities do
you do?

F) Create a poster for an after-school activity. Remember

to say when and where the meeting is.

Key: B) 1) On Tuesdays, 2) At 3.00pm, 3) At 4.30pm, 4) Orchestra practice, 5) In the Music Room; C) 1) Drama Club or Art Club, 2) Orchestra Practice, 3) Rugby
practice, 4) Art Club, 5) Orchestra practice or Drama Club; D) 3, 8, 5, 6, 2, 4, 7, 1.

27
187_ttm_revista_ar_Maquetación 1 05/01/16 09:10 Page 28

Tips for How to Motiva

Teachers

T his section deals with the importance of

motivating young students and discusses some
interesting techniques to carry out in the classroom.

Justification
Nowadays, it seems difficult to capture our students’ attention,
so it is a good idea to consider different suggestions to get their
interest.

Tips for teachers

A great idea to apply with children is to give them a prize called
'the student of the week', similar to the course of action some
companies have with their personnel giving them 'the employee
of the month' to the best employee of their staff. We give them a
small piece of paper which states that this week one of them is
the best student. The idea is to provide rules to make them
believe it is very difficult to get that award. For example:
• They must be present all the classes of the week.
• They must help their peers.
• They must bring the classroom materials.
• They must do their homework.
• They must not argue with their peers.
• They must bring their textbooks.

At the end of the year, the student who gets the most awards
gets a big prize. The last rule they must follow is to keep and
present these awards.

It may happen that there is more than student who may get
the 'student of the week' at the same week, so it is a good
idea to give it to both. Sometimes the decision can be taken
according to what they had done the previous week.

Believe it or not, this idea has worked with all the young
students I have had for ten years now! And when they grow
up, they want to continue playing. It is a good thing that
students do not realize that, in some way, we are motivating
them to behave better as well.

28
 187_ttm_revista_ar_Maquetación 1 05/01/16 09:11 Page 29
vate Young Students
Other ideas to implement in the class to motivate students
are:
• Show students that they are making progress by pointing
out the areas in which improvement is achieved.
• Make sure you take into account all learning styles. For
example, it would be really difficult for an auditory learner
to learn through reading books only.
• Though some practices and methods can be useful for
most students, such as timed tests, independent learning
time, and peer work methods, there will be other students
who might feel uncomfortable. Although we know that it is
hard to meet every need of language learners, we can leave
aside certain methods when it is possible to give students
chances to perform better in class.
• Sometimes an
easy way to
motivate our
students is to change
the materials we are
using. Bringing additional
resources to our classes may
give a different perspective to
the class.
• Reluctant students can find
fresh motivation by changing the
environment. Field trips are
always an excellent way to learn
in a practical setting. Take the
class outside for at least one
lesson. Students may also
benefit from a class meeting
in another classroom,
listening to native speakers,
going to the theatre or the cinema, or just listening to one
of their partners giving a special presentation.
• Generally, a competition is a great way to motivate
students. There are different methods to foster a friendly
spirit of competition in our classes without embarrassing
our students. We can engage them using fun games to
review different contents. We can also group our class into
teams and challenge them by asking who can collect the
most authentic examples of the grammatical structure or
vocabulary items we are currently studying.
• Rewarding students is a strategy which never fails when
trying to motivate them. For example, tell your students
that if everyone in the class gets an 85% or higher on a test
you will bring a pizza or a cake; or tell them that they can
get an 11 as a mark in a test if they complete it 100%
correctly and add more information than was required (e.g:
a list of 10 irregular verbs in which students complete 20
irregular verbs); or If they finish reading a book, we may
watch a movie based on it will watch its movie. Needless
to say, each teacher should design the rewards according to
the student's personalities.
Silvana Schneider
29
30
ATTENDANCE/MARKS SHEET
School: Class:
Teacher: Period: Year:
1 Name
2
3
4
5
187_ttm_revista_ar_Maquetación 1 05/01/16 09:11 Page 30

6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
187_ttm_revista_ar_Maquetación 1 06/01/16 11:01 Page 31
187_ttm_revista_ar_Maquetación 1 06/01/16 11:01 Page 32