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Documente Profesional
Documente Cultură
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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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. . -.--.- -.-.
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.
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).
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you r suufa"learning
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