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"LearningE nglish, LovingB ooks and More"
contact us at inloii.booksandmore.es
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Bulletin Boards Books
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Sdence \
. . -.--.- -.-.
Lucrecia built a veggie garden withher students
and encouraged their families to join in. T hey picked
lots of vegetables for their schooldinner.
At Vittra schoolto S weden. there are no walls
delimiting the classroom; eachstudent is free
to experiment in their own way.
Find inspiring educationalactivities like these ones and share yours in j CJtLbE DIB A
Joiftihe community of those who are suissi.utuiliit about education at club.ediba.com
am
J
P oland zamowienia@edir www.ediba.com
- --
Tel.: +22 566 7787_____ -
- 'U
D
ear colleague,
In this issue we will deal with
the seasons and the weather.
You will find many suggestions and
ideas to work with CLIL, integrating the
topics presented with several areas of
knowledge, which will give you the
possibility of expanding the activities
for your students to make their learning
meaningful. Look for a CLIL plan to
ease your job of planning your lessons.
You will also find some articles for food
for thought with plenty of practical
ideas to be applied to the activities
presented in this issue or any other
topic you have in mind.
We really hope you find this edition
useful and look forward to meeting you
next month.
The Teachers Magazine team
S t a f f ; E d i t u ; P a t r i d a S a i n z I L a y o u t a n d d e s i g n : M a d o M a d i e s I S t a f f w r i t e r s : A n a M . M a r t i n o r M a n i a S t a r c . A u w O b o s a S i l v i a G i a " , M a r i a - l o O V e n r 6 n / G e n e r a l = r d l r i a t i o m A d r i a n 8 a l a l o v s k y / A d m i n l i t t r a t i o n : C l a u d i a
T r a v e r s a . S e r g i o V i c e n t e ( G e n e n a l o n r t l i n a o o n a s s & t a n t : D a r i o S e i j a ~ ~ D i g i t a l a r c h i v e ! C e d I l e B e n t i v e g n a , S a n d r a C a s a n o v a / l u s t r a t i o n . - A l b e r t o A m a d e o . R G q u e A n g e l i c c h o , F e m a n c 1 D ( e r r u d D , E m r n a m w I C h i e r c h i e G a b r i d
C o r t i n a . M d F i a n o M a r t i n r V i c t o r W c h e z I D i g i t a l c o l o r : . G o n z a l o A n g u e i r a , M 6 n i c a G i l , N a t a l i a S o f i c I I n t e r n a t i o n a l t r a c l e : W a I t e r B @ n i t e z , P a b l o F u s c o n i I C o m m u n i c a t i o n a n d c u s t o m e r s e r v i c e : C a r i u s S a l a j u v s k y r M a i a B a l a j o y s k ~
I M I M I n g s a n d t r a i n I n g : M i c a e l a B e n i t e z C i e u d i a K a n e , C o n s u e J o N r e z F e r n ~ i n d e z j E n g I i s h t e x t e d i t i n g: A n a M . M a r % i n o M
-
a:n Q 5 0 tiff"S ! Maria rka Med i na 1 M u l t i m e d i a r e s o u r c e s : F r a n c i s c o D e l V a l l e r L e t i c i a
I S S N : I O W S 1 3 ) "n 1 , M a u r I c l o P & e 4 P a b l o Y u n g b l u t / P h o t o g r a p h y : F e r n a n d o A c u F o , M 6 n i c a F a l d o n i , A n d r e a G o n z a l e z , A i d a n a M e i n e r i , L i s L f f a M M Z Q R 5 U S a n a N a t o l I M a r l I c e t i n g a n d a d v e r t i s i n g : F a v i o B a l a j o v s k ~ . F e r n . ~ n d o B a l a j o v s k y ,
N O- V E-M O - E N 2 0 1 2
G a s t 6 n M o n t e o l i v a . R e i r k a W o P e r d o m o . M a i t e V a l i e r R e M a t l I a ' R e c e p d o n i s t s : M a u r o D o L o s S a n t o ; P a t r i c z P e r o n a / C o m p u t e r s y s t e r n i a n d w e b : J a v i e r C a n u s s i n i . L e o n a r d o U n i s . L e a n d r o R e g o f f , A a 4 l R o b b l a n i I T e c h n i c a l
P d O W 1 , S P A I N
L e g a I D e p o s i t : " . 2 7 1 - 2 0 0 3 1 I n S P A I N P u b l i s h e d b r. E d i b a E u r o p a E o n , 5 1 - A t e n a s 2 , o f i d n a L r 2 8 2 2 4 P o ~ m e k ~ d e A l a r r o n ( M a d r i d ~ J A d v e r t i s e w i f f i u s ! G r a c i L l a R o d f i q u e 7 _ T e l - 9 1 3 5 2 7 7 1 0 .
T H I S M A G A - Z I N E 1 5 p u b l i e d i b a d o v e)e r o o m i S u b s c r i p t i o n o o n t a c t ; T d . 9 1 3 5 2 0 9 1 1 3 , e - m a l l : s u s c r i p c i o n e s @ o v e p e r c o m / P r e p r e s s : J . A . M I M S I P r i n t e d b y . - G . A l m u d e n a , ' C i r c u l a t i o n : L o g i w s t a P o b l i c a d o r k e s S - L . T e l . ' 9 1 6 6 5 7 1 5 8 / P O R T U G A L :
A P U B L I C A T I O N O F ; S u l b s c r i p t i D n c o n t - x i ! m a T i n a j o r d a o @ e d b a . c o m / C " a t i o n , L o g i s i a P o r t u g a l , 5 A - J I T A L ' Y ' . S u b s c r i p t i o n c o n t a c t ! b e n e d e t t o b o n v e n b r e @ e d i b a c o m i a r c u l l a t i v i n : P r e s s - d i D i S t F i b u z i o n e S t a m p a M u l t i m e d i a , S _ r - I . 1 2 0 0 9 0
S o y r a t e ( M I ) , e - m a i l : d i f f u 5 i u n e @ m o n d a d o r i . i I r R e g i s t r a z i o n e a t T r i b u n a l e d i M i l a n o c o n i l r n ~ m f f o 5 9 2 , d e l 0 6 d e S e r t e m b r e 2 0 0 4 .
1 n P O L A N D a n d C Z E C H R E P U B L I C p u b i h s h e d b y : E D 1 6 A P o l s k a s p . z o . o . I u l . F a M i D w s k i e g o 5 3 ~ 0 2 - 6 9 7 W a r s z a w a / P O L A W S u b s c r i p t i o n c o n t a c t , z a m o w i e n i a t g e d i b a m m / w w w e d i b a x o m ' T O L & K 2 2 5 6 6 7 7 8 7 1
C i r c u l a t i o n i n P o l a n d : P o l P e r f e c t s p - z o . c . C Z E C H R E P U B L I C : s i u h % r i l p t l a n o n n i a r e w w w - m e n d c z
GRUPO
E DI BA
OC 2 0 0 3 T h e T " c h e t ' s M a g a r i n q
R e p r o d u c W n j r ) w h o 4 e o r p a M o f M 1 5 m o g a z i r e , I S 3 r d w y f i o r b r d * ~ I , M t h t h e u L o p r i o n a f p q r s l a b e h h s d a s ' P h o w o p j a W e t w r i v u ! W M q c e f o r V A T - f i , & - p k i c e s , s a m e a s c o w p a g e p r i c e .
some
you ever seen little kids learning how to represent the content and the pool, the E nglishlanguage.
swim? Well, teachers make them play withContent and Integrated Language Learning implies using
some floating devices in the shallow water and E nglishas a means to acquire some other kind of knowledge.
without realising how, they are in the middle of T he curious thing is that it is very effective because students
the poolhappily floating. T he same happens withpick upstructures naturally as they are thinking about
CLIL and students in this metaphor the floating device would something else:the content. It is like those opticalillusions in
N
whichyou look at a picture and at the same time you are
looking at a completely different image.
T raditionalApproach
T he objective:English
4C
T he means:English
CLIL
T he objective:English
means:other curriculum content
hat content can you use?
Citizenship, S tories, Design, T echnology,
)nomics, Geography, History, Math,
asic, PhysicalE ducation, Philosophy,
sligious S tudies, Politics, S cience,
iterature, Information and
ommunication T echnology (ICT ), etc.
ow is communication achieved?
udents have to produce the subject
Ater in visual, oraland written forms.
bjert matter is the content related to the
ject chosen. Cognitive and thinking
Is are involved, suchas reasoning,
sating, assessing and using critical
:ing; therefore students are challenged to
mething different. Learners also have the
ccof understanding other cultures, being
minded, enriching their own
wtedge and having a positive attitude
cards learning.
hat language do students use?
udento need to know the basics of
onguage structures and functions. With
CLIL they willbe able to understand
concepts and communicate ideas using
different structures and a wide range of vocabulary. S tudents'
E xample of a C LI L plan see page 7 for a blank modelplan)
production resembles native speakers' performance.
How do I write a CLIL lesson plan?
E xamples of functions students may put into practice:
Giving examples, describing a process, expressing conditions,
talking about..., defining, presenting an argument, giving
reasons, reporting events.
E xamples of cognitive skills students may put into practice:
Remembering, thinking, identifying, showing a relationship,
ordering, sequencing, ranking, defining, comparing,
contrasting, dividing, classifying, separating, predicting,
hypothesising, reasoning, evaluating, assessing.
E xamples of classroom activities students put into practice:
Relating, spelling, telling, identifying, labelling, locating,
matching, naming, ordering, organising, placing, explaining,
contrasting, distinguishing, investigating, researching, sharing,
grouping, categorising, highlighting, classifying, predicting,
guessing, suggesting, choosing, explaining, justifying, solving,
recommending, building, changing, creating, describing,
inventing, planning, producing, commenting, rating.
E xamples of learning skills students may put into practice:
Carrying out investigations, cooperating withothers, handling
data, drafting sketches, editing articles, estimating, measuring,
guessing from context, note taking, locating information,
organising information, interpreting information, using senses,
planning, processing information, recording results, reviewing
work, scanning, skimming, solving problems, summarising,
transforming, information.
E xamples of subjects and tasks:
History, Geography, Politics, and Philosophy:read, recount,
summarise, report, explain.
S cience:hypothesise, observe, describe, record, web search.
Math, E conomy:explain, solve, describe, show, predict.
Art, Music, Literature:read, write, describe, explain, change.
tCT t enter, explain, represent, show, design.
E xamples of different tasks:
B ar chart, mind map, flow chart, grid, line graph, pie chart,
cause-effect diagram, quadrants, storyboard, T -chart, table,
time-line, tree diagram, Venn diagram.
CtC
A lm-
K j w w -
B e a b l e s o :
M a k e i t s u i n n w F v o f m a i n i d e a s .
,,,ri5 rd
Mk, adm w in P 5 a,i,5 a, grevn house
a t N W M o ft
T h e s t u d e n t s s h o u l d b e a b k N ,
5 ,er,b, tau e,and ,e',r,rrgvs,I
c o m m o o k a t i e s
V a e s ho l a r y
R u d i a t i o n . b r a l , a t m o s p h e r e . 5 1 j r f a t c , y L t n h o u s e , C ' O : . 0 ! b u m . f o z i I f u r l d e A i r e s t a l i o n .
~ I I T L p I ~ p r c w m l , e . g. -S o i a r h e a L p a s s e s t h r o u g h L h e a t m o s p h m i g a s s v -, ~ c r u a i c a ha r r i e r ; t I l k!
F e a c t i s l u
c o g n i l l o n
Where can I get CLIL material?
T ry the following interesting sites:
http://mww.tearhingenglish.org.ak.clil
http:f/wwwbbc.couk! schoolv/
http://www.gcbiernodecanarias.org/eduracion/
http:f/www.education.gov.uk/schools/toolsasdinisiatives/teachersts/
http:f/www.onestcpenglish.com/clil/what-is-clil/free-sample-mater)al/
How do I assess CLIL?
T here are soft and hard approaches to CLIL. S oft approaches
state that language correctness as regards the structures
should be taken into account; on the other hand, hard
approaches assert that the only items that should be
considered at the time of assessing are content, concepts and
the cognitive skills. It willdepend on eachteacher to establish
their own personalcriterion. Allin alt, it is advisable to find a
balance between allthe components of CLIL.
Atarea Obeso
B ibliography;
Bentley, Kay. (2010) The T RT course CLIL module. Cambridge University
I
. CLIL
Rubric
Name Date Course
T he student is able to...
'I
Very wellWell WithWitha lot
difficulty of help
(10 -9) (8-7) (6--4) (3-2-1)
0
Linguisticskills
Understand new ideas
Answer open questions
Answer close questions
' Ask questions to other classmates
Report main ideas
' orally
C
inwriting
Produce good sounds and intonation
O
Cognitive skills
Compare concepts
Predict possibilities
Draw conclusions
Identify main ideas
I
S upport concepts and give reasons
Attitudinalskills
Focus on tasks
Cooperate with the class
b
S how responsibility
Work systematically
Comments
Finalmark
---------------------------------------------------------------------------------------------
C LI L
Model plan
C ontent:
Aims:
LE AR NI NG R E SULTS
ASSE SSME NT
Know:
The students should be able to:
Be able to:
Be aware of:
C O MMUNI C ATI O N
Vocabulary
Structures
Functions
C ognition
R esources
P rocedures
-"------"----""""----"
r
he seasons and the weather are great topics for
ally time of the year. T hey open a wide range of
t possibilities for connecting varied topics, grammar
and vocabulary.
T hroughposters I and 2 students willlearn about the
changing seasons, developan understanding of physicaland
environmentalchanges, learn and speak about the weather.
T o teachthe name of the seasons, show the students poster 1
and explain how the seasons go round and round and why
they are different in the northern and southern hemisphere.
-
-

-- - --w -
Drawings and seasons
Make sure you previously ask the students to bring pictures
showing things that happen in a season:a snowman, a beach
fullof people, flowers, warm clothes, etc.
In class, divide the students into smallgroups; give each
groupa big sheet of paper, and ask them to draw a big circle
divided into four parts. As it is shown in poster 1 they should
represent eachseason witha different drawing. Ask them to
label them: Spring, Summer, Autumn and Winter. T hen they
should paste the pictures they have brought on the circle.
Sports and seasons
Point at a season and ask the students what sports are practiseu
during that period. T hey should make sentences like these:
We can ski in the winter, when there is snow/ it snows.
We pick flowers in the spring.
We can swim in the summer.
Flowers, plants and seasons
Helpthe students create a season book, where they are going
to record the life cycle of a plant as the seasons go round.
T hey can also include photos, leaves and flowers to signal
season changes.
'
- In the artclass the students may create a palette of colours to
- -- ---
C olours and seasons
represent eachseason. Give them the opportunity to be
creative and use their imagination.
I 1
The sun and seasons
T ellthe students that in groups, they are going to find out
what time the sun rises and sets in a season they choose.
Make sure that eachgroupchooses a different season and go
on the Internet to do their search.
_w'
8
Long days, short days and seasons
Discuss the lengthof days, short days, long nights and long
days, short nights. You can take advantage of this subject to
practise sentences suchas, In the summer I go to bed at 10.
In the winterigo to bed around 9.
f ,1 .
ALRUMnal
eaunox
An
A_
Animals and seasons
Poems and seasons .-s..
Ask the students to think about different animals and how
Ask the students to write
they spend, for example, the winter. E xplain the idea of
their own poems. -' d??d/ddy
hibernating if necessary. While they are discussing, helpthem . .. -- -. ,.
out withnew vocabulary.

T ake advantage of the fact that many animals reproduce in the
,,
dom
spring, so teachthe names of baby animals suchas calf, lamb, ' ihi
,,
,
kitten puppy, etc
l
gig
Another subject you can come upwithis migration that also
---.-
links animals and the seasons. T he students can do some
F?.? ' '
researchon the Internet and look for photographs of

birds. T hey could say where they come from, why and when
it -
they fly away, what countries they fly over, how many they ., -
are, etc. T hey can also do some researchon whales and

penguins
fl rr
ci5
LJ
Y
Clothes and seasons
What do we wear in the summer? B ring a modelof a girland
Note:For extra
a boy and the students can draw, colour and stick on them the
practice see
appropriate clothes according to the season they are going
photocopiable
through. You can discuss what kind of clothes is the most
activities on
suitable for eachseason. Display the models on the watt or
pages tO to 14.
notice board in the classroom.
T he weather and seasons
Present poster 2 and go through-.
the vocabulary. You may want to
highlight everything that falls from -
the sky:rain, snow, hailand where
they come from. You can even -
make it rain for the students to see condensation. It is a very
simple experiment and it can be carried out in the classroom.
You willneed:a wide-mouthcontainer, hot water, ice cubes, a
smallplate to hold the ice cubes. First, pour a little hot water
into the glass container and wait for some minutes. Next,
place the plate on the container. Finally, put the ice cubes on
the plate and see what happens. Ask the students to tellwhat
happens. T he explanation is very simple. T he moisture in the
warns air condenses because of the cold plate so that water
droplets are formed. T he same happens in the atmosphere
when warm moist air rises and meets cold temperatures.
Water vapour condenses and causes rain to fall.
4:
I
t
10
--
Lev el: E lementary Age: C hI drenI Adoesents
WE ATHE R ADJE C TI VE S
A) Look at the pictures and fill in the blanks with an adjective.
rain /................... cloud /.................. .storm /.................. sun /...................
5
.
fog /..... snow /.................. .ice /...............
.wind/..................
B) Now write the adjectiv es of the following nouns and match the pictures with the words.
1) heat: ........................ 2) cold: ........................ 3 ) warmth: ........................ .4) frost.........................
C ) Write fiv e sentences using the adjectiv es from ex ercises A) and B).
2)...................................................................................................................................................
3) ...................................................................................................................................................
I1
Key! A) 1) sunny; 2) ra ! ny;3) cloudy; 4) stormy; 5 ) foggy, 6) snowy; 7) icy; 5 ) windy. B ) 1) a-hot:2)c-cold;3) b-warm;4) d-frozen,
Level:E lementary Age:Children/Adolescents
T HE S E AS ONS GO ROUND AND ROUND
A) Write the name of the seasons.
B ) Write the name of the months of the year corresponding to eachseason.
C) Draw some pictures to illustrate.
(L;\
Level:E lementary Age:Children/Adolescents
POE MS AND S E AS ONS
A) Read the poem and say what happens in eachseason.
? B ) Write your own poem about your favourite season.
C) Illustrate and read it aloud.
L
T he weather is a CT fliOtS
thing.
It' s aiwags nice in the spring.
1.0 0
S urrirrier brings strn and heat,
so many things to do and ice-creams to eat!
In attcmn, leaves afldown.
j
And we play on the grottnd.
Winter brings wind, cold and S now.
I
T o rnalce a snowman, we mist have a go!
0
13 0
Co
4 3
Ana M. Martino
Level:B eginner
Age:Children
WE AT HE R WHE E L
Make your own weather wheeland talk about the weather today.
hot
I V
Vr..
0
0
Apulm
1 1117
Cut two arrows for two choices.
4
--,
Lev el: P reI ntermediate
Age: Adolescents
HO W R AI NBO WS WE R E C R E ATE D
R ead this story and fill in the blanks with verbs, nouns, adverbs, adjectives, articles or prepositions.
One day, the gods of the ancient world were looking at all the 1...................
things they had created. They were pleased because everything on Earth was
balanced, colourful and . . . . . . . . . . . . . . . . . . . harmony. They saw the green gross
in the 3 ).................. and were happy. They sow the blue of the oceans and
the 4t .................. and they were glad. They looked at the red, yellow,
orange in so many 5) .................. and they were delighted.
6) .................. . one ofthe gods, who was very 7. .................. Said, "We
8)...................celebrate. There is a problem. "
Al/the other gods looked at him and asked, 'Why do you say that?"
And the god replied, "Look at the sky, it is not balanced. There is
91 .................. light blue when it is sunny, grey when it is cloudy, and block
atmght. "
After some minutes, a goddess exclaimed, "You are right! We should create a
colourful bridge ioi . . . . . . . . . . . . . . . . . . the land and the ll) . . . . . . . . . . . . . . . . . . . 'And
so rainbows were 12)...................
Key: Suggested answers: 1) magnificent; 2) in; 3 ) fields; 4) seas; 5) flowers; 61 suddenly; 7) clean,; B) shouldn't; 9) only; 10 ) between; 11) sky; 12) created
rm
rs game follows the famous B attleshipgame. It makes your
students practise vocabulary and short verbalexchanges.
Components
Four sets of two cards each, revising vocabulary related to clothes, food, the
house and animals (see pages 16 to 19).
Procedure
If students do not know how to play B attleship, it would be convenient to
show the procedure on the board before giving Out the cards.
S tudents work in pairs. E achstudent should hold a card and not show his
card to his mate.
T he aim is to guess where the other student has got the five items shown on
the card by asking or saying:
Have a ot got .. on (blue/one)?
is there
a.....
.on (blue/one)?
There is a.on (blue/one.
1 can see a.... on (blue/one).
If the vocabulary item mentioned is in (blue/one), the player scores. T he first
one to guess where allfive items are is the winner.

qLUL
;LE

'
I
T
:L
/
Al
15
1 2 3 4 5
E
GE ___ _
LE
R E E
BLU]
GR E E
Y E LLC
O R AN
P uR P
TO FI ND
Lev el: Beginner Age: C hildren/Adolescents
C O LO UR BATTLE
Set iA:Food
C olour the grid and ask your friend questions tofind out where the food is.
Set i B: Food
C olour the grid and ask your friend questions to find out where the food is.
L
1 2 3 4 5
TO FI ND
R E D
BLUE
GR E E N
Y E LLO W
O R ANGE
P UR P LE
Level:B eginner Age:Children/Adolescents
COLOUR B AT T LE
S et 2 A:Animals
Colour the grid and ask your friend questions to find out where the animals are.
3
T O FIND
RE D
B LUE
GRE E N
d _
YE LLOW
ORANGE
PURPLE
S et 2 B :Animals
Colour the grid and ask your friend questions to find out where the animals are.
T O FIND
RE D
B LUE
GRE E N
oor
YE LLOW

ORANGE
PURPLE
--------------------------------------------------------------------------------------$17
ME
' I
- --
Level:B eginner Age:Children/Adolescents
C O LO UR BATTLE
Set
3
A: The house
Colour the grid and ask your friend questions to find out where the things are.
-
TO FI ND
R E D
BLUE
GR E E N
YELLOW
O R ANGE
P UR P LE
Set
3
B: The house
Colour the grid and ask your friend questions to find out where the things are.
TO FI ND
b
R E D
BLUE
GR E E N
Y E LLO W

O R ANGE
P UR P LE
L--- --------------------------------------------------------------------------------------- t
Lev el: Beqnner
Age: C hildrenJAdoescents
C O LO UR BATTLE
Set
4
A: C lothes
C olour the grid and ask your friend questions to find out where the clothes are.
1 2 3 4 5
TO FI ND
R E D
- - T
E Y
BLUE
GR E E N
Y E LLO W
O R ANGE

P UR P LE
Set
4
B: C lothes
Colour the grid and ask your friend questions to find out where the clothes are.
1 2 3 4 5
TO FI ND
R E D
BLUE
GR E E N
Y E LLO W

O R ANGE ____
P UR P LE
4
fter hard work, it is good to relax and have some
Follow-upactivities
fun in the class. Playing this famous game will
make your students work in groups, revise
Watchone of the movies and talk about it.
language already acquired and have a blast!
Researchon the web about the plot, the main actors, the
Divide your students into two groups and ask them to agree
studio where the movie was shot.
on some codes for example special gestures for conjunctions, - . -
Write a review of the movie.
articles and prepositions. Then set a time limit for each turn,
and start playing the game. One student of eachteam picks a
Create a new cast for the movie.
card (see page 21), and shows the name of that movie with
Rewrite the ending.
gestures only, no words allowed.
I
r 119 rri
The Big Sleep
I
JQW5
. 1 94 6 '1 975
Howard Hawks S teven S pielberg
Humphrey B ogart, Lauren Roy S cheider, Richard
B ewail, John Ridgely
I
Dreyfuss
Star Wars
Dances with Wolves
.1990
.1977
KevinCostner
George Lucas
Kevin Costner, Mary
I
Mark Hamill, Harrison Ford
McDonnell
Dead Man Walking The Piano
. 1 995 1 993
T im Robbins Jane Campion
S ean Penn, S usan S arandon
I
Holly Hunter, Anna Paquin
Scream The Lion King
'1 996 . 1 994
-Wes Craven . Roger Allers, Rob Minkoff
Neve Campbell, David Voices:Matthew B roderick,
Arquette
I
Jeremy Irons
Traffic
I
Million Dollar Baby
20 0 0 20 0 4
S teven S oderbergh. Clint E astwood
MichaelDouglas, B enicio delClint E astwood, Hilary
T oro I S wank
Singin'in the Rain Saturday Night Fever
. 1 952 . 1 977
S tanley Donen, Gene Kelly John B adham
Gene Kelly, Debbie Reynolds John T ravolta, Karen Gorney
Braveheart
The SixthSense
igs
I
MelGibson
- M. Night S hyamalan
MelGibson, S ophie Marceau
B rute Willis, Haley Joel
Osmet
The Thin Red Line
Four Weddings and Funeral
1998
-1994
' T errence Malick
Howard Hawks
I
James Caviezel, S ean Penn
Humphrey B ogart, Lauren
S acs, John Ridgely.

Crouching Tiger, Hidden


1 2 Monkeys

Dragon
1995
I
.20 0 0
' T erry Gilliam
' Aug Lee
B race Willis, B rad Pitt
Chow Yun-Fat, Michelle Yeoh
WALL-B I Cold Mountain
.20 0 8 .20 0 3
' Andrew S tanton Anthony Minglrella
' Voices:B en B urtt, E lissa ' Nicole Kidman, Jude Law,
Knight, Fred Willard I Rene Zvllweger
Big Fish The Queen Chicken Run BadSanta
' 20 0 6 -20 0 0 ' 20 0 3
' T im B urton ' S tephen Frears Nick Park T erry Zwigoff
E wan McGregor, Albert
L3
Helen Mirren, James ' Voices:MelGibson, Julia ' B illy B ob T hornton, T ony
Finmtey Cromwell, MichaelS heen S awalah, Miranda Richardson Coy, Lauren Graham
Die Hard Scarface
Taxi Driver
The Elephant Man
.1980 ' 1988 ' 1983
-1976
' David Lynch
I
' John McT iemnan ' B rian De Palma
' Martin S corsese
John Hurt, Anthony Hopkins ' B race Willis, Alan Rickman ' AlPacino, S teven B auer
- Robert De Niro, Jodie Foster,
CybillS hepherd
Level:intermediate Age:Adolescents
WE AT HE R WORDS
-
- E l1H]
4
_____
-
-
L_J_11f11
I -
8 1]
- I
E li]
- I

13
LI
-
-
-
F[IHII
U
Across -
-
-
I HHLI
2) (noun) the expected weather for the future
4) (adjective) temperature in between warm and cold
5 ) (noun) a long period withno rainfall
6) (rrourr) overflow of rain water
Down
8) (noun) rein that freezes as it falls
1) (noun) light wind
9) (noun) smallpieces of ice that fallduring a storm
3) (noun) large amounts of wind and snow
10 ) (noun) ice crystals on a frozen surface
4) (noun) measurement of temperature (0 degrees is
11) (adjective) indicates that a temperature is below zero
freezing/1 0 0 is boiling)
14) (adjective) when the sky is blue because no clouds are
7) (verb) rain slightly
blocking the sun
8) (noun) quick/light rainstorm
17) (noun) electricaldischargeandflashbetween acloud
10 ) (noun) measurementoftemperatute(32degreesis
and the ground
freezing/21 2 is boiling)
18) (adjective) temperature that is warmer than average(in
12) (adjective) slippery because of ice
a cold season
13) (adjective) extremely hot temperature/a very hot day
20 ) (noun) a loud noise after lightning, caused by rapid
1 5) (noun) violently spinning windstorm
expansion of air
1 6) (noun) a storm withlots of snow and wind
21) (noun)a band of colours found in the sky after a
19) (noun) u n it of measu rem ent fo r te m pera tu re
rainfall
Key:Across. 2) forecast; 4)cool; 5 1 drought; 6) flood; 8)sleet; 0 1 hail; 10 1 frost; 11) minus; 141 clear, 171 lightning; 18) mild; 20 1 thunder, 21)rainbow.
Down; 1) breeze; 31 snowsrorrnr; 41 Celsius; 7}driczie; 81 shower; 10 1 Fahrenheit; 121 icy; 131 scorching; 15 1 tornado; 161 blizzard; 191 degrees.
Level: E lementary Age: C hildren/Adolescents
MY P E R SO NAL TI ME LI NE
A timeline shows the order in which ev ents happened. Use Anna's tineline as a model and create yours with important
facts in your life, Y ou can also include information about your family before you were born.
2 0 0 0
20 0 13
20 0 2
2 0 0 3
20 0 4JL2
20 0 5
20 0 63 E 5J3 0
20 0 7
20 0 8flv n6s9ko]v n f77-
- 1 ~ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
-
------------
20 0 9
20 10
2 0 1 2
7 1 8
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Level:PreintermedLate Age:Childres/Adoescents
JIGS AW WRIT ING
1) Look at the ideas in the clouds and put them in the right order.
Parents corne back
phones parents
Four brothers / sitting
and readin g
Parents/not understands
B abysitter an gry
Parents go out B rothers start
calla babys4ter misbehavin g are wild
Four brothers
2) T hink of name for the babysitter.....................................
31 What do you think the boys were doing while the parents were away?
4) Now write the complete story.
........................................................................................................................
I
I
vt.,-
r
echnically speaking, scaffolding is a metal
ucture withwooden boards put against a
t building for workers to stand on when they repair
or improve a building. For us teachers, scaffolding is
something similar; according to Rod E llis, it is the process by
whichlearners receive helpwithstructures and competence.
S tudents need a safety net to try out new language, feelsafe
and enlarge their competence. T his support that students need
is based on emotionalproximity, patience, positive point of
view, and a teacher' s mistake-friendly attitude,
In order to promote better production, teachers should foster
constructive challenges within a supportive classroom in order
to make students enhance effective communication and feel
safe without negative criticism.
S caffolding has to do withmaking students really understand
what is going on withthe language. What is to understand? It
is to make sense out of something. How do learners make
sense? B y creating a bridge between old and new, relating
what they already know to what is new. T hat is why it is so
important to have a proper lead-in stage in every part of the
class.
Another way of scaffolding weak learners is to carry out first
activities or tasks, witha class work type of grouping
technique. S tudents receive more input, see how everybody
manipulates and uses the new structure, and get used to the
new language; next, you can pass onto groupwork and pair
work, in this way weak learners gain self-assurance and build
upconfidence.
T hinking upon students' own learning is very valuable, so
include self-assessment grids in your classes, so that students
have instances to analyse and express what they need or like
as regards learning. Remember that the latest leaching trends
aim at autonomous learners.
T rying to cope withsomething new or something that implies
difficulty is really demotivating. E nglishis part of teachers'
world and everyday life, therefore it is quite common for
teachers not to understand why students cannot work or make
progress. On the other hand, E nglishmay imply an
excruciating ordealfor students who cannot succeed in it and
still, they sit there class after class trying to do their best.
T he word scaffolding compares the role of teachers with
engineers or architects:they put brick after brick and build up
a wall. Does learning work like this? David Nunan suggests a
better comparison:teachers are like gardeners. Gardeners tow
seeds, make sure they get enoughwater and sunlight; then
they wait:some plants bloom before, some others bloom later.
T he same happens withour students, make sure they gel
enoughinput, have a positive attitude and wait for them to
bloom.
Anton Obeso
S ources
http://www.etprofessiosal.csml
http://www.tllg.ueisa.eds.au/
http://www.edur.utes.edu.su
Work withmaltiple
intelligences to
exploit capacities.
r
Tieredasks: same
g/listening
rialfor all
s,easy tasks
ak learners
I

Provide affective
support.
-
Give different
opportunities, try
varied channels.
L
S upply comfort l
(J'

and patience.
I
iF
26
6
Here are some generalsuggestions to make the most of
the finalperiod:
Invite students to reflect on their strengths and
weaknesses. Ask
them to think
about their
performance in
previous
exams auc
1..
O E M
1
t eachers have an enormous influence and they
can lead students into developmental
pathways that willhelpthem succeed at school
and in life. B uilding students' independence and
competence is essentialto prevent
underachievement. And the first step is, in Plato's words,
' know thyself' . Reflecting on our own strengths and
weaknesses and helping students developtheir knowledge of
themselves, leads to greater controlof feelings and behaviour
and this deeper insight in turn aids the process of decision-
making.
T eachers can enhance or hinder the processes previous to the
actualexamination. Opportunities for learning are maximised
when learners can interpret their experience and take steps
towards achieving their desired goals. T his teaching approach
puts emphasis on the process of learning rather than on the
finaloutcome. T he term ' metacognition refers to thinking
about thinking and it is clearly linked to developing
intrapersonalskills of our emotionalintelligence.
Having clear learning goals and making them explicit to
students, explaining the assessment criteria to them and
giving them techniques and strategies to dealwiththe content
of study and the test itself on the actualexamination date will
produce long-lasting benefits on the students' academic
performance. Feedback is a key component in this process as
it shifts the focus from finalattainment to learning in itself.
Learning is a life-long process and, if properly done, it can be
transferred year after year. T his feedback should include
individualand whole-class dialogues evaluating performance
and deciding courses of action towards the desired goals.
how it could have been improved. E licit reasons why
organisationalskills are vitalin their career development.
Discuss withthem revision strategies (charts, outlines,
summaries, reading aloud, working witha partner) and exam
techniques (highlighting key words in headings, pre-reading,
scanning, skimming, editing skills).
Provide students withdiagnostictests for them to be able to
spot their weaknesses. Provide feedback and listen actively to
the difficulties they claim to have.
Feet confident and positive about their commitment. Your
expectations account for more than you can realise.
In the next section you willfind an outline of good pre-exam
practices to discuss withyour students.
Pre-exam strategies for students
Use a wallchart to record examination dates. T his willhelp
you to time yourself correctly.
You willrecallbetter if you learn in an organised way. Plan
your revision carefully. Keepyour notes tidy and in order.
Keepallyour work upto date. Make a list of tasks to be done
before the exam (outlines, charts, draft lists or summaries of
the topics included in the test). T ick them one by one as soon
as they are dealt with. T hese willshow your progress and
increase your confidence.
E ngage fully in the present. Participate actively in the
tasks suggested by your teacher. S tay focused during
revision, ask questions, clarify doubts and pay
f
attention to the repetition of key
concepts. -
low
Now
14W
lop
Make sure you sleepwelland drink enoughwater before the
examination date.
Poor exam preparation might bring about stress and anxiety,
whichwillthen worsen underachievement.
T eam upwitha partner in order to study together, share
resources, question eachother on the topics included in the
exam.
On the exam date, arrive in time, sit comfortably, make sure
you have the necessary schoolobjects (pen, correction fluid,
eraser, highlighter), read the exam carefully. S tay focused, but
keepan eye on your watchas time management is an
important skill. Do not let fear or anxiety tamper withyour
efforts, take a deepbreathand turn them to your advantage.
T hey willhelpyou slay alert.
Avoid mediocrity. Work withwillingness and commitment
untilyou achieve your goals.
Many of the thinking skills you need to master to ensure
exam success willbe vitalin developing your daily life and
your professionalcareer. T hey are surnmarising, prioritising,
analysing, reasoning, inferring, judging and making decisions.
T he schoolexamination period is a great opportunity to
master them!
S ources
Mcllroy, David. (20 0 5 ) Exam Success. SAGE
Publications Ltd. London.
Hall, Kahy and B urke, Winifred M. (20 0 4)
Making Formative Assessment Work.
Effective Practice in the Primary
C lassroom. O pen Univ ersity
P ress, E ngland.
ONLINE IMAGES
FOR
Y O. . . . IP TEKH1NC MAT ~ - ERRL
. W
r
m
here is a wide variety of printed and online
aterialavailable for E nglishteachers.
t However, more and more teachers like to create
their own material.
Creating your own material(whether printable or multimedia)
has severaladvantages, suchas producing texts graded to your
students' level, reinforcing difficult points for students or
covering contents that may not be included in textbooks and
may be interesting.
Unless you are good at drawing, you need to find suitable
images to make our materialattractive.
In this article we willshow you how to find images on the
Internet and how to manage image files efficiently.
License Types
B efore downloading an image file, we should bear in mind
that not everything online is free. It is advisable to read the
conditions of use published on the webpage providing image
files, whether they are drawings or photos. T here are two
main license types:
Copyright
T his is the most popular license type:it implies that the
materialhas an author and therefore we should pay for it and
accept the conditions of use.
Creative Commons
T his is an open access license whichdoes not prevent the
author from being legally protected. T here are different levels
of protection but the most frequently applied is the one
compelling the user to mention the source of the image, i.e. its
author.
In any case, it is advisable to read the terms and conditions
appearing in most web pages hosting the images and
photographs that you may want to download. S uchterms
include the prohibition of using the images withmonetary
purposes so make sure you only exploit them in your classes.
How to search for an image on the Net
Let' s see how to searchfor an image on the currently most
popular and effective browser. Follow these steps:
Access the Google browser and in the searchbar type the
topicof your interest, for example, autumn.
T hen click on the option on the upper
menu bar.
Next, the browser willshow allthe images related to the
searchterm or subject.
Go&5 te-
When you click on any of the images this screen opens:
On the right there appears a list of links and texts you
should read carefully. T o start with, there is a warning that the
image may be subject to copyright. It is a good idea to access
the author' s web site and read the conditions of use; maybe
you have to pay or just mention the web site.
Getting the image
T he next stepis to get the image. If you have to pay for it,
follow the author' s instructions to download it. In the case of
a tree access image, just right-click on it and a dropdown
menu willshow the following options:
Copy image, whichallows you to copy the image and
then paste it into a document created witha word
processor. Just place the mouse pointer on the page,
right-click and choose Paste from the dropdown menu
in order to insert the image into the document. Now
0 1
28 ji,.
l e v o Tou'T
you can resize the image, for example, and save the
document for later use.
Box 1:Main graphic formats
S ave image as, whichenables you to save the image
In the foiowing table you can seethe most frequent graphicfiles
in the hard drive or a US B pen drive. T here
available online. B ecause of their size we consider that the best
automatically appears a screen showing allthe possible
are .jpg y .png, whichare zipped files but have o good quality.
store options suchas the desktop, the hard drive,
Anyway, the other file types also have their advantages.
memory cards, and so on.
It is also recommendable to have at least a general idea about
FO R MAT ME ANI NG DE SC R I P TI O N
the different graphic formats av ailable in the market. Some
formats are "bigger", i.e. they measure more kilobytes or -
megabytes, whichmeans they have a better graphicquality O neoftlreearlygraphic form ans.
but they are slow to download. For more details, read B ox 1. B MP tIT MAP
Not compressed, with good
colour intensity but big size in
kilobytes.
Graphic file sources
Compressed filewithno
Here is a list of web sites containing freely downloadable GIF
GR AP HI C
I NTE R C HANGE FI LE
significant quality loss. Highly
in used animations and
graphicfiles:
presentations.
Morgue, www.morguefile.com, is simple in appearance
and contains a wide range of photographs of various JOINT PICT URE
S upports a certain degree of
compression withsomeloss.
topics. It supports advertising and has a searchengine
(E XP E R T) GR O UP
Goad for theWeb. E xtended use.
that allows the user to refine the results of their search
based on severalparameters suchas size, date or system, withlossless
colour.
P NG
P O R TABLE NE TWO R K compression and no business ties
.
GRAPHICS so in is supposed to havea good
Freepixels, www.freepinels.com, stands for its
acceptance.
remarkable way of displaying the images in slideshow
format. It contains about 5 0 0 0 photos and drawings
5 VG
S CALAB LE VE CT OR Format found in freesoftware
grouped in forty categories.
GRAPHICS programs suchaslnkscape.
Free P hotos Web, www.freephstssweb.com, is an
outstanding web site. I t is crowded with C reated intheaos, it was basic
adv erstioements and at first it looks more like an online
TAGGE D I MAGE
TI FF
FO R MAT FI LE
for the early dev elopment of
sale web site. Howev er, if you click on the Free photos
Auto editing in P C .
tab you will access a list of more than 60 0 0 files
classified in sev en categories cov ering from food to
nature. O nce you choose a photo you can not only
Box 2: What is a clip-art file?
download it but also print it and create a sort of online
Surely you hav e come across
I
postcard which you can fill in with tex t and send to an
clipart files and observ ed their I
PL Art
M,
ib
email address. This requires prev ious registration,
differences with graphic I ,

rary
Stockv ault, www.stockv ault.net , also contains a wide
images. A clip-art is a graphic
v ariety of photos and clip-arts, though the latter are not
file created by an artist or
always free. I n fact, you hav e to be careful when groupof artists who first
I
selecting an image from the section Free Stock Photos
designed it on paper or with a
because the ones labeled as premium are paid. digitalising tablet or graphic
I
Dreamstime, www.dreamstime.com, has been sav ed for
design prograrns.Then it is
last because of two reasons: it offers more than 80 0 0
sav ed in digital format (.jpg,
graphic objects, including clip-arts, and it is paid. But
.png etc.) and organised I nto 0 I
'O
the cost is low and the objects hav e an ex cellent quality.
thematic catalogue in order to

facilitate search and download.
Final remarks
Just like the other graphic files, these can be free or paid. There
are certain web sites hosting clip-arts, for ex ample,
I mages (photos, animated GI F files, clip-art files, etc.) are
www. openclipart. org, which offers high-quality clipart files with
ex cellent resources for enhancing a presentation or illustrating
interesting conditions of use. I t is worthwhile to check it out.
a tex t on any teaching subject. The I nternet offers a wide
v ariety of free graphic objects that E nglish teachers may use
when creating didactic material to make them more appealing Francisco Garcia Jimn. ez
to students. CEIP Lax Mimbres'
Maracena, Granada
Thonalated by Mariela Starc
29
easonable men and women often disagree
about many issues in their daily lives. In the
field of education, it is a strong need to teach
a our students how to argue effectively;
otherwise, they willbe at a serious disadvantage.
Arguments appear in socialand intellectualcontexts. Public
debates obviously arise in socialcontexts. Grounded in
specifictimes and places, suchdebates are conducted among
groups withcompeting values and interests:a dispute over the
safety of nuclear power plants is an example. On the other
hand, academicdebates clearly take place in intellectual
contexts that have a socialdimension, too. It follows that
arguments and the contexts in whichthey occur are
inseparable aspects of the art of argumentation and they must
be tackled together. S cholars or researchers necessarily need to
master argumentation since they surely respond to the
contributions of other specialists in their field of study. S ince
scholars in particular are required to build their arguments on
others' views, either refining or challenging these views, they
must be aware of the intellectualor
socialcontext in whichan
issue is grounded and be
iAwt
accurately prepared for the
act of argumentation.
As socialbeings, students
are not content merely to
form opinions; they are
moved to express these
opinions, for example, in
writing assignments. Whether
students are able to state
correctly their opinions
depends on how wellthey
argue. In other words, students
must become good writers. In
argumentation, writers have
tho ot-,ilisr,t,-, oorath
support a claim about any debatable issue. In argumentative
writing, the writer takes a stand on an issue- to state the
position he willargue in the form of a thesis statement. A
good argumentative thesis statement contains a proposition
that at least some people would object to. A good way to lest
the suitability of a thesis statement for an argumentative essay
is to formulate and evaluate an antithesis, a statement that
asserts the opposite position.
In planning an argumentative essay, as in allwriting, choosing
an appropriate topicis very important. Ideally, the
argumentative topicshould be a debatable one in whichthe
writer has an intellectualor emotionalstake. S till, writers
should be open-minded and willing to consider allsides of a
question. Other points of specialconsideration are:
taking a stand on the controversialissue;
analysing the audience- the characteristics, values and
interests of the readers;
gathering and documenting evidence:allpoints in the paper
must be supported.
dealing withthe opposition:writers cannot ignore arguments
against their positions.
recognising fallacies-statements that may sound reasonable
but are misguided or dishonest.
A further relevant point is that argumentation is not fighting,
and it need not involve conflict. Argumentation serves a
variety of purposes, some of which are to reinforce an existing
view or to lessen an objection, among others.
Althoughthe term persuasion is frequently used
interchangeably withthe term argumentation, it does not
mean the same thing. Argumentation is different from
persuasion in that it does not try to move an audience to
action; its primary purpose is to demonstrate that certain ideas
are valid and others are not. In short, argumentation is the
appealto reason. In an argument, a writer connects a series of
statements so that they lead logically to a conclusion. S ince
students are actually required to write
argumentatively, for instance, the writing of a
thesis whichis compulsory to obtain a university
degree, it is advisable that they know accurately
how argumentation works.
Maclee Jos VerrOn
References
Kirszner,Larrd Mandell, S . Patterns ir
Cs! ! eqeWriting. B oston:B edford 20 0 4).
NE WE RW
sun /sunny partly cloudy cloud / cloudy wind / windy
4
boor/
rain / rainy storm / stormy lightning thunder
snow / snowy hail/ hailing sleet / sleeting fog / foggy
rainbow clear sky ice / icy
U8
tornado
hot warm cold freezing
1.
z i71
JTLO tiaaLe
you r suufa"learning
E DIB A Digitaloffers the possibility for
motivating young E act.rrier8 to meet
their needs of kcu' n.in.cj and
through educationaldigitalactivities.
At schoolor at home the purpose is to
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Spwid p-rtus for qouu
Annualsubscription to E diba Digital30
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Go to www.edibadigitat.com and try the demo activities!

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