Let' splay

an d learn !
Templates for the Days-of-the-week cards activity (page 8).

Templates for the Weather chart (page 9) and the Weather balloon (page 10) activities.

SUNNY WINDY
CLOUDY RAINY

The Teacher’s Magazine 83

Template to make Helper identifications (page 10).

The Teacher’s Magazine 83

Templates to print and colour
(see pages 12 and 13).

The Teacher’s Magazine 83

Templates to print and colour
(see pages 12 and 13).

The Teacher’s Magazine 83

 TTM 88 / 28 - Pages 6-7

Reading a story aloud

Draw the beginning, middle and end of the story.

.. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. ..

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................................................... .
 TTM 88 / 28 - Pages 6-7

Reading a story aloud

Draw your favourite part of the story.
 TTM 88 / 28 - Pages 6-7

Colour and number dictation

 TTM 96/36 - Pages 4-5

Vocabulary maps
 TTM 96/36 - Pages 4-5

Vocabulary maps
 TTM 96/36 - Pages 4-5

Useful Vocabulary.

Baker
Dough, yeast, flour, reel oven, muffins, baguettes, frost, pie, croissant, whole meal bread, tray, icing, kneading machine,
dough mixer, workbench, fermentation trolley, fermentation room.

Shop assistant
Counter, display, receipt, cashier, customer, barcode, shelf, changing room, cash, credit card, gift receipt.

Plumber
Tape measure, claw hammer, adjustable wrench, hack saw, multi tip screwdriver, needle-nose pliers, side cutter, chisel,
crow bar, shovel, step ladder, trowel.

Builder
Plummet, trowel, brick hammer, spirit level, float, brick, mortar, plank roadway, mechanical shovel, plaster, platform, bag
of cement, mortar pan, wheelbarrow, concrete aggregate (sand and gravel) mixing drum, hoist.

Seamstress
Needles, embroidery, scissors, threads, pincushion, measuring tape, seam ripper, thimble, fabric, cutting shears, cutting
table, sewing machine.

Shoemaker
Workshop, auto-soling machine, finishing machine, hell trimmer, polishing brush, work bench, wooden last, shoe pol-
ish, nail puller, punch, scissors, pincers, hammer.

Bicycle repair man

Screwdriver, Phillips screwdriver, pliers, needle-nose pliers, water pump pliers, diagonal cutters, awl, box knife, ad-
justable wrench, ballpeen hammer, plastic mallet, chisel, scissors, hack saw, tape measure, rubber gloves, goggles, re-
pair stand, chain tool, chain whips, tire levers.

Dentist
Amalgan carriers, extracting forceps, bone curettes, bone files, cement spatulas, dental scalers, excavators, filing instru-
ments, impression trays, mouth mirrors, needle holders, scissors, tweezers.

Secretary
Desk, computer, stapler, scissors, glue, pencil holder, diary, clips, stationary, swivel chair, waste paper basket, calendar,
directory, telephone.

Vet
Stethoscopes, scalpels, x-ray machines, thermometers, syringes, scales, computer, ultrasound machines, needles,
stitcher and thread, anesthesia machine, forceps.

Tv presenter
Studio, microphone (mic), on air, show, broadcast, season, episode dramas, sitcoms, programming, set, props, audience,
advertisements, clear voice, natural reading style, fluency for language, script, lights, guest star.

¿Cómo aprendemos?
N ormalmente, cuando te explico algo
nuevo, lo comprendes en pocos
minutos. Fácil… pero cuidado, no lo
has aprendido aún. APRENDER es
adquirir conocimientos para poder volver a
aplicarlos cuando sea necesario. Primero
comprendemos lo que nos explican… pero ¿cómo
aprendemos definitivamente? La clave son los
conjuntos de neuronas que se encuentran en el
centro de tu sistema nervioso: el cerebro. El
aprendizaje se produce cuando las neuronas se
conectan. A mayores conexiones, mayor es el
aprendizaje. De ahí la importancia de conectar
neuronas con frecuencia.
Sin embargo, todos somos distintos y nuestras
neuronas se activan de diferentes maneras.
Aprender a conocerte potenciará tus capacidades.
¿Aprendes mejor repasando en silencio?
¿Escribiendo? ¿Leyendo en voz alta? Reconoce las
estrategias cognitivas más adecuadas para tu
propio aprendizaje efectivo. Te ahorrará tiempo y
energía.
A diario recorre tu libro/cuaderno antes de
realizar las tareas, completa el ejercicio cuando
estés seguro de poder hacerlo bien, anota en lápiz
las dudas que tengas para poder preguntar. Si te
apresuras, probablemente no aprendas lo
suficiente, y tendrás que realizar más tareas del
mismo tema. Trabaja con atención y esmero en
un lugar tranquilo (lejos de la televisión, el
celular, la computadora, ruidos, etc.). Asegúrate
de tener un calendario a mano para marcar tests
y fechas de entrega.
SPANISH
Si multiplicas las experiencias multiplicarás
también las conexiones neuronales. Aquí van
algunas sugerencias:
• rehacer ejercicios,
• usar resaltadores y mapas conceptuales,
• inventar oraciones,
• realizar las tareas propuestas por el
docente,
• evitar ausentismo a clase,
• usar diferentes auxiliares del aprendizaje
(libros, audio, CD-ROM, una pizarra, etc.),
• explicarle el tema a un compañero,
• hacer carteles con lo que quieres recordar
(usa dibujos, colores, letras divertidas).
Estas alternativas (y otras que se te ocurran)
fortalecerán las conexiones y harán que el
aprendizaje sea permanente. ¡Así no necesitarás
volver a estudiarlo!
Ten presente que el cerebro aprende anclando
lo nuevo a lo anterior. Cuanto más fijes en un
ciclo escolar, más podrás fijar en el siguiente.
¡Y así sucesivamente, aprenderás más y mejor!
Finalmente, recuerda que el aprendizaje
aumenta tu espíritu crítico y abre tu mente. Me
propongo acompañarte en este camino.
Tu profesora de Inglés

Come riusciamo ad imparare?
N ormalmente, quando ti spiego un
argomento nuovo, lo comprendi in
pochi minuti. Facile….però attenzione:
non lo hai ancora appreso.
APPRENDERE significa acquisire delle conoscenze
da utilizzare in seguito, quando serviranno.
Dunque, capiamo quello che ci viene spiegato, ma
come lo impariamo in modo definitivo? La chiave
di questo processo è rappresentata dai neuroni
presenti nel centro del tuo sistema nervoso: il
cervello. L’apprendimento si verifica quando essi si
collegano. Più connessioni avvengono, maggiore
sarà l’apprendimento. Da qui l’importanza di
stabilire frequenti connessioni neuronali.
Naturalmente, poiché siamo tutti diversi, i
nostri neuroni si attivano in modi differenti.
Riuscire a conoscerti potenzierà le tue capacità.
Impari di più ripassando in silenzio? Scrivendo?
Leggendo ad alta voce? Scopri le strategie cognitive
più adatte al tuo apprendimento effettivo:
risparmierai tempo ed energia.
Scorri ogni giorno il tuo libro/quaderno prima
di fare i compiti, completa l’esercizio solo quando
sei sicuro di poterlo svolgere bene, annota con la
matita i dubbi che ti sorgono per poter chiedere
spiegazioni. Se fai le cose di fretta probabilmente
non imparerai a sufficienza e dovrai dedicare più
lavoro e fatica allo stesso argomento. Studia con
attenzione e cura in un luogo tranquillo (lontano
dal televisore, dal cellulare, dal computer, dai
rumori, ecc.). Assicurati di avere un calendario a
portata di mano sul quale segnare le verifiche e le
date di consegna dei lavori.
ITALIAN
Se moltiplichi le esperienze, moltiplicherai
anche le connessioni neuronali. Ecco alcuni
suggerimenti:
• ripetere gli esercizi,
• usare gli evidenziatori e le mappe
concettuali,
• inventare acronimi o frasi per
memorizzare più facilmente,
• svolgere i compiti assegnati dal docente,
• evitare le assenze dalle lezioni,
• usare vari supporti per l’apprendimento
(libri, audio, CD-ROM, una lavagna, ecc.),
• spiegare gli argomenti ad un compagno,
• preparare cartelli con ciò che desideri
ricordare (usa disegni, colori, caratteri
divertenti).
Queste accortezze (e altre che ti vengono in
mente) rafforzeranno le connessioni e faranno sì
che l’apprendimento diventi permanente, così non
avrai bisogno di ristudiarlo!
Tieni presente che il cervello impara
“ancorando” il nuovo al preesistente. Quanto più
“fissi” in un ciclo scolastico, tanto più riuscirai a
“fissare” nel successivo. In questo modo imparerai
sempre di più e sempre meglio!
Infine ricorda che l’apprendimento aumenta il
tuo spirito critico e apre la tua mente. Il mio
impegno sarà quello di accompagnarti in questo
lungo cammino.
La tua insegnante di inglese.

Jak sie uczymy?
Z azwyczaj, kiedy wyjaśniam ci coś
nowego, w ciągu kilku minut
zaczynasz to rozumieć. Łatwe..., ale
ostrożnie, to jeszcze nie oznacza, że już
się tego nauczyłeś. NAUKA to nabywanie wiedzy,
aby ponownie móc ją zastosować, kiedy będzie to
potrzebne. Najpierw pojmujemy to, co nam ktoś
tłumaczy... Jednak jak ostatecznie przyswoić
wiedzę? Kluczem są grupy neuronów znajdujące
się pośrodku twojego układu nerwowego: mózgu.
Nauka zachodzi, kiedy neurony łączą się ze sobą.
Im więcej połączeń, tym większa otwartość na
przyswajanie wiedzy. Stąd tak wielkie znaczenie
ma częste łączenie się neuronów.
Niemniej jednak różnimy się od siebie i nasze
neurony aktywują się w różny sposób. Poznanie
samego siebie wzmocni twój potencjał. Czy lepiej
się uczysz powtarzając po cichu? Zapisując?
Czytając na głos? Rozpoznaj najlepsze dla ciebie
strategie poznawcze służące efektywnej nauce.
Zaoszczędzisz czas i energię.
Codziennie, zanim zabierzesz się za
wykonywanie zadań, przewertuj swój podręcznik/
zeszyt, dokończ ćwiczenie, gdy jesteś przekonany,
że zrobisz to dobrze, zanotuj ołówkiem własne
wątpliwości, aby móc zadawać pytania. Jeśli się
zbytnio spieszysz, prawdopodobnie nie nauczysz
się wystarczająco dobrze i będziesz musiał
wykonać więcej ćwiczeń tego samego rodzaju.
Pracuj uważnie i pilnie w miejscu, gdzie panuje
spokój (z dala od telewizji, telefonów
POLISH
komórkowych, komputera, hałasów etc.). Upewnij
się, że masz pod ręką kalendarz, w którym
zaznaczysz, kiedy masz test i daty oddawania
zadanych prac.
Zwiększając ilość doświadczeń, zwiększysz
również ilość połączeń neuronowych. A teraz
kilka wskazówek: ponowne wykonywanie tych
samych ćwiczeń, zastosowanie podkreślaczy i
mapy myśli, wymyślanie zdań, wykonywanie
zadań zaproponowanych przez nauczyciela, jak
najmniejsza liczba nieobecności na zajęciach,
korzystanie z różnych pomocy (książek, płyt
audio, CD-ROMu, tablicy etc.), tłumaczenie
danego tematu koledze lub koleżance, tworzenie
plakacików z materiałem, jaki chcesz opanować
(wykorzystaj rysunki, kolory, zabawne litery).
Alternatywy te (oraz wszystkie, które przyjdą ci do
głowy) wzmocnią połączenia i sprawią, że
przyswojenie wiedzy okaże się trwałe. Dzięki temu
nie będziesz się musiał uczyć tego samego!
Miej na uwadze, że mózg uczy się, podpinając
to co nowe do wcześniejszych informacji. Im
więcej przyswoisz w ciągu roku szkolnego, tym
więcej będziesz mógł przyswoić w następnym. I
tak stopniowo – będziesz przyswajał więcej i
lepiej!
Wreszcie pamiętaj, że nauka pobudza myślenie
krytyczne i otwiera twój umysł. Chętnie będę ci
towarzyszyć na tej drodze.
Twoja nauczycielka języka angielskiego

Como aprendemos?
N ormalmente, quando te explico algo
novo, compreendes em poucos
minutos. Fácil… mas cuidado, não o
aprendeste ainda. APRENDER é adquirir
conhecimentos para poder voltar a aplicá-los
quando for necessário. Primeiro compreendemos
o que nos explicam… mas como aprendemos
definitivamente? A chave são os conjuntos de
neurónios que se encontram no centro do teu
sistema nervoso: o cérebro. A aprendizagem
produz-se quando os neurónios se conectam.
Quanto maiores são as conexões, maior é a
aprendizagem. Daí a importância de conectar
neurónios com frequência.
Contudo, todos somos diferentes e os nossos
neurónios ativam-se de diferentes maneiras.
Aprenderes a conhecer-te potenciará as tuas
capacidades. Aprendes melhor decorando em
silêncio? Escrevendo? Lendo em voz alta?
Reconhece as estratégias cognitivas mais
adequadas para a tua própria aprendizagem
efetiva. Poupar-te-á tempo e energia.
Diariamente recorre ao teu livro/caderno antes
de realizares os trabalhos escolares, completa o
exercício quando estiveres seguro de poder fazê
-lo bem, anota a lápis as dúvidas que tenhas para
poderes perguntar. Se te apressares,
provavelmente não aprendes o suficiente, e terás
que realizar mais tarefas do mesmo tema.
Trabalha com atenção e esmero num lugar
tranquilo (longe da televisão, do telemóvel, do
computador, do barulho, etc). Assegura-te de que
PORTUGUESE
tens um calendário à mão para marcar testes e
datas de entrega.
Se multiplicares as experiências multiplicarás
também as conexões neuronais. Aqui vão
algumas sugestões:
• refazer exercícios,
• usar sublinhados e mapas conceptuais,
• inventar frases,
• realizar as tarefas propostas pelo docente,
• evitar faltar à aula,
• usar diferentes auxiliares de aprendizagem
(livros, audio, CD-ROM, um quadro, etc.),
• explicar o tema a um colega,
• fazer cartazes com o que queres recordar
(usa desenhos, cores, letras divertidas).
Estas alternativas (e outras que te ocorram)
fortalecerão as conexões e farão com que a
aprendizagem seja permanente. Assim não
necessitarás de voltar a estudá-lo!
Lembra-te que o cérebro aprende ancorando o
que é novo ao anterior. Quanto mais fixares num
ano escolar, mais poderás fixar no seguinte. E
assim sucessivamente, aprenderás mais e melhor!
Finalmente, recorda que a aprendizagem
aumenta o teu espírito crítico e abre a tua mente.
Proponho-me acompanhar-te neste caminho.
A tua professora de inglês
 THE HOUSE
Cut these pictures out and use them with poster 1. See pages 6 and 7.
 THE HOUSE
Cut these pictures out and use them with poster 1. See pages 6 and 7.
 GOOD MORNING, HOW ARE YOU FEELING TODAY?
Print as many copies as you need of these emoticons. See poster 2 and page 25.
 GOOD MORNING, HOW ARE YOU FEELING TODAY?
Print as many copies as you need of these emoticons. See poster 2 and page 25.
See The Teacher's Magazine 107 posters 1 and 2, and page 18.

CLEAN DIRTY UP DOWN

SMALL BIG HAPPY SAD

SHORT LONG HIGH LOW

See The Teacher's Magazine 107 posters 1 and 2, and page 18.

HOT COLD THIN THICK

WEAK STRONG GOOD BAD

OLD NEW TALL SHORT

bad beautiful big cheap clean cold

day down happy high huge long

old noisy old strong thick tidy

See The Teacher's Magazine 107 pages 18 to 22.
good ugly small expensive dirty hot

night up sad low tiny short

new silent young weak thin untidy

See The Teacher's Magazine 107 pages 18 to 22.
 You spot a spaceship. After a while, an alien comes
down to the Earth and invites you for a free ride around
the universe. On your way up, you have to follow some
instructions.

a You need a special passport and you don’t have it.

Start again.

b You are checked by an alien doctor. It takes him a

long time. You miss a turn.

c You understand the aliens’ language. Move forwards

two squares.

d You show the aliens your city. Go back two squares.

e You give the aliens some sweets and they like them
har cardboard.
d car
hard dboard. d cardboard.
hard
har cardboard. d car
hard
har dboard.
cardboard. d car
hard
har dboard.
cardboard. very much. Move forwards three squares.
aste on
Paste
P aste on
Paste
P aste on
Paste
P aste on
Paste
P
f Your luggage is too heavy. You have to give away
some clothes. You miss a turn.

g The UFO’s captain eats your food. Go back one

square.

h The aliens sing their favourite song. You miss a turn.

i The alien’s pet that guards the spaceship gets angry

and prevents you from moving upwards. Go back three
squares.

j The ring tone of your mobile phone makes the aliens

dance. Move forwards four squares.

k The spaceship lost its way. You miss a turn.

l You get sick. Go back three squares.

m You have to change your clothes. You miss a turn.

n You are ready for your free ride around the universe.
Get on the spaceship and have a nice trip!
 Nº 111 - October 2013

Halloween masks. Print several copies of the masks and distribute them among the students.
Ask them to colour and decorate them and use them in the activities suggested on page 6.
 Nº 111 - October 2013

Halloween masks. Print several copies of the masks and distribute them among the students.
Ask them to colour and decorate them and use them in the activities suggested on page 6.
 Nº 111 - October 2013

Halloween stickers.To print and colour.

 Nº 111 - October 2013

Level: All Age: All

ANIMALS HAVE RIGHTS
Look at the picture and discuss these questions in groups.
1) What can you see?
2) What kinds of animals are they?
3) What are they doing?
4) What do their expressions show?
5) What do you think they are trying to tell us?

Write your ideas on the lines and share them with other groups.

Teacher: you can use the picture to brainstorm ideas before presenting the activities suggested on pages 21 and 22.
 December 23rd
Emperor’s
Birthday-Japan

Global Culture Corner:

December 23rd Complementary Activities, The Teacher’s Magazine - December 2013
Emperor’s Birthday - Japan
Find the corresponding Find more resources at www.ediba.com
guide on page 29.
 Level: Elementary + Age: Allts
DECEMBER 23rd
Emperor’s Birthday - Japan
A) Look at the pictures and think of answers to these questions.

• Which country is this?

• Where is it?
• What is its capital city?
• Is it big or small?
• What colour is its flag?
• How many people live there?
• What is it famous for?

B) Can you answer this quiz on Japan? You can work in groups and then share your answers with the whole
class.

1) Which ocean is Japan set in? a) Pacific b) Atlantic c) Indian

2) Which continent is Japan part of? a) Africa b) Europe c) Asia

3) How much of Japan can people live on or farm? a) 45% b) 26% c) 17%

4) What is Japan famous for producing? a) food b) electronics c) medicine

5) Are Sony, Mitsubishi and Panasonic all Japanese

a) yes b) no c) ----
companies?

6) How many main islands does Japan have? a) 2 b) 4 c) 6

7) Where do most people in Japan live in? a) small flats b) big flats c) small houses

8) What is the population of Japan today? a) 50 million b) 85 million c) 120 million

9) What is the name of the Japanese form of comics or

a) anime b) manga c) oekaki
printed cartoon?

10) What are the Japanese superstitious of? a) cows b) number 4 c) shoes

Key: B) 1 a); 2 c) ; 3 c); 4 b); 5 a); 6 b); 7 a); 8 c); 9 b); 10 b) .

Global Culture Corner:

December 23rd Complementary Activities, The Teacher’s Magazine - December 2013
Emperor’s Birthday - Japan
Find the corresponding Find more resources at www.ediba.com
guide on page 29.
Chronological order:
picture stories for writing The Teacher’s Magazine Nº 114 - January 2014. Additional material.
and oral skills.
Find the corresponding Find more resources at www.ediba.com
guide on pages 4 and 5.
Chronological order:
picture stories for writing The Teacher’s Magazine Nº 114 - January 2014. Additional material.
and oral skills.
Find the corresponding Find more resources at www.ediba.com
guide on pages 4 and 5.
Chronological order:
picture stories for writing The Teacher’s Magazine Nº 114 - January 2014. Additional material.
and oral skills.
Find the corresponding Find more resources at www.ediba.com
guide on pages 4 and 5.
Chronological order:
picture stories for writing The Teacher’s Magazine Nº 114 - January 2014. Additional material.
and oral skills.
Find the corresponding Find more resources at www.ediba.com
guide on pages 4 and 5.
 POSTER 1

This material has been uploaded to

make up for a spelling mistake that
slipped in poster 1, At the Supermarket. The Teacher’s Magazine Nº 118 - May 2014. Additional material.
Please replace the word DIARY in the Find more resources at www.ediba.com
poster for the label with the correct
spelling DAIRY.
We are very sorry for the inconvenience.
 Level: Beginner Age: Children
SCHOOL OBJECTS
A. A little elf has changed the order of the letters in each word. Can you re-arrange them?

B. Match the pictures to the words.

ESRRHEAPN
SICSOSRS
NPILCE
CYNARO

LNEPIC ESAC
URBEBR
RRLEU
NEP
ULGE
Key: sharpener, scissors, pencil, crayon, pencil case, rubber, ruler, pen, glue

Hide and seek. School objects.

Complementary material. The Teacher’s Magazine Nº 126/66 - February 2015
Photocopiable activity. More
Find more resources at www.ediba.com
activities on pages 7 to 11.
131_ttm_eu_web_. 22/05/15 10:37 Page 1

Level: Pre-Intermediate Age: Teenagers/Adults

THE 7TH ART – THE OSCARS

The Academy Awards
The Academy Awards ceremony takes place annually at the Kodak Theatre in Hollywood,
California. The Academy Awards are also known as the Oscars. Actually, Oscar is the name of the
small golden statue that winners get. The nominees and the winners are chosen by members of
the Academy of Motion Picture Arts and Sciences, who are cinema experts (actors, directors,
producers, etc).

The winners
The Oscars are given to the best movies and actors of the previous year. However, not only actors
and movies win the prize. People who work behind the scenes (directors, producers, writers,
costume designers, special effects technicians, etc) also get prizes; that’s why there are different
categories. There are 24 categories of awards. The most interesting ones are Best Picture, Best
Male Actor in a Leading Role, Best Female Actor in a Leading Role, Best Male Actor in a
Supporting Role, Best Female Actor in a Supporting Role and Best Animated Film. Each category
has usually got 5 nominees.

The Academy Awards Ceremony

The Academy award ceremony has different hosts every year. However, each award is given
by different presenters who can be actors, musicians, etc. The presenter announces the
category, and then says: “And the nominees are ...”, and gives the names of the five nominees.
Usually a big screen shows a short video of the nominees. After that, the presenter says: “And
the Oscar goes to . . .”, opens the envelope and reads the name of the winner. The winner then
comes to the stage to get the small statue, and makes a short speech. Some winners cry!

A) Read the text again, and match the words to the definition.

1. Take place a) Someone who has been officially suggested for a prize.

2. Nominee b) An important event.

3. Prize c) To happen, to occur.

4. Behind the scenes d) Not seen by the public.

5. Categories e) Something valuable given to somebody in a competition.

6. Ceremony f) A talk.

7. Speech g) The leader of a show or event.

8. Host h) A group of things/people with the same features.

Key: A) 1) c, 2) a, 3) e, 4) d, 5) h, 6) b, 7) f, 8) g.

The 7th Art .

Complementary material, The Teacher’s Magazine Nº 131- July 2015
Photocopiable activity.
Find more resources at www.ediba.com
Find more on pages 16 to 19.
141_ttm_eu_WEB_. 03/05/16 13:32 Page 1

Level: Intermediate Age: Teenagers

HOME ALONE
A) You are going to read a short story called Home Alone; what do you think the story will be about?

B) Read the story and check your predictions.

It was going to be a big night, and Dan could

feel it. One word now echoed in his head:
freedom. Freedom to do whatever he pleased,
to eat anything he wanted. For the first time in
his whole life, at the age of ten, his parents
had decided to let him stay at home all alone.
Tonight’s outing was not meant to last too
long, for they would only get some dinner.
However, Dan was overwhelmed with joy. He
knew very well that it was a huge decision his
parents had made.
Mom had made it very clear that he would
have to follow indications and that there
would be no negotiations on this matter. In his
ecstasy, Dan did nothing but nod to everything
she said.
It was already dark outside. They were hav-
ing dinner at their favourite restaurant and
had a reservation at 8.30pm. They made a few
recommendations, while they took their coats
from the coat rack in the entrance hall, and
then they were gone.
Immediately, he locked the front door with
key and headed to the left wing of the house,
where the kitchen was. He felt big. He felt, for
the very first time, that he was in charge. How-
ever, it was a few minutes later, that he was
struck by reality. Even though he was in his
house all by himself, mom had managed to let
him know that she would be supervising
every step he took.
Dan was about to lose control as soon as he
saw all the post-it notes clattered up in the
kitchen: on the cupboards, the fridge, and
even the microwave. The list was endless, and
so was Dan’s disappointment by this time.
However, his spirit was not to be broken so
easily. He relaxed and tried to focus on the
hours ahead. A grin on his face stated more
than any word could possibly say. A healthy
meal was out of the question tonight.

This is the first part of the story

Home Alone, published in June Complementary material from The Teacher’s Magazine Nº 141/81 - pages 25 to 29
2015. On pages 25 to 29 you will find June 2016
the second part of this thrilling story
for teenagers at intermediate level. Find more resources at www.ediba.com
141_ttm_eu_WEB_. 03/05/16 13:32 Page 2

Level: Intermediate Age: Teenagers

HOME ALONE
He took some bread from the pantry, and he
darted to the fridge in search of the peanut but-
ter and marmalade that mom had hidden at
the very back of the vegetables compartment.
He grabbed them carefully, and placed them
on the counter.
The butter knife lay expectant on his left
hand. Two slices of bread rested on a pearly
white plate. As he spread the two ingredients
on the bread, his mouth watered. In the fridge,
there was also a six-pack of soda cans.
With dinner placed on a tray, he exited the
kitchen, went past the dining-room and
walked to the living-room. He would eat his
not-really-healthy-but-savory meal sitting on
his favorite armchair, watching TV, as he had
always wished.
He grabbed the TV guide that lay on top of
the mahogany coffee table in front of his chair,
and scanned the movies that were about to
begin. A horror film was to be found. A few
seconds went by, and there it was. A film that
for sure would make his blood run cold.
With the film reaching its climax, the boy
had become a little restless. Some scenes had
made him jump out of his seat every now and
then.
Just when he thought he had gotten himself
together, he was overpowered by an awful sen-
sation that caused him to leave the couch and
go to the kitchen. Once there, he checked all
the windows were properly shut and drew the
blinds. He was beginning to feel somewhat
silly after such paranoia. Turning off the lights,
he returned to the living room. That film
would not defeat him.
No sooner had he sat down, than he leaped
in fear. A door was slammed, footsteps faded
into the distance. Dead silence. If this was his
mind playing tricks on him, it had done a great
job. Dan was on the verge of losing control.
A deep breath and he was on his way to the
foyer. The noise, if real, seemed to be coming
from the entrance.

This is the first part of the story

Home Alone, published in June Complementary material from The Teacher’s Magazine Nº 141/81 - pages 25 to 29
2015. On pages 25 to 29 you will find June 2016
the second part of this thrilling story
for teenagers at intermediate level. Find more resources at www.ediba.com
141_ttm_eu_WEB_. 03/05/16 13:32 Page 3

Level: Intermediate Age: Teenagers

HOME ALONE
So off he went to the beige cotton linen arm-
chair that rested between two black soft-leather
couches. Little did he know that the situation
would only take a turn for the worse. One thing
now invaded his mind: the TV set. He swal-
lowed hard as he stared at its screen. It had
been turned off. He refused to call his parents,
and certainly would not give in to the obvious
fact that he was panicking. He turned the TV
on again, he switched channels and went for a
comedy instead.
When the old wooden clock on the wall
struck ten, Dan seemed to have regained some
joy. Nevertheless, a few minutes later, his confi-
dence was taken away once more.
Another door had been slammed, and to his
shock, the noise was coming from the first floor.
Without putting any thought into it, he went up
the stairs. The last steps seemed endless, let
aside the long walk to the master bedroom at
the end of the corridor, which door was shut.
Having failed miserably to open it in his first
attempt, he took a deep breath, but almost
choked when another door shut behind him.
He turned around. His puny legs were shaking,
his heart threatened to abandon his chest. It
was the worst of nightmares, yet he was not
asleep.
There was a guest room in front of his par-
ents’ room, but he did not stop to check there.
Little Dan tiptoed back to his bedroom, for its
door had now been closed. Without hesitating,
he pushed it open, in the hopes that this would
scare his ghost away.
He pressed his tiny hand against the wall
scanning for the light switch, and when the
lights were on, an ounce of tranquility settled in
his body. The closet, he told to himself. Mon-
sters, if real, would always hide inside them. A
bit of shame started to show for considering
this option. He opened it. No creepy creatures
in sight. He laughed out loud for the first time
in this painful and never-ending night.
The bedroom door was suddenly shut

This is the first part of the story

Home Alone, published in June Complementary material from The Teacher’s Magazine Nº 141/81 - pages 25 to 29
2015. On pages 25 to 29 you will find June 2016
the second part of this thrilling story
for teenagers at intermediate level. Find more resources at www.ediba.com
141_ttm_eu_WEB_. 03/05/16 13:32 Page 4

Level: Intermediate Age: Teenagers

HOME ALONE
abruptly and footsteps on the rug now ap-
proached him from behind. Tears rolled down
Dan’s cheeks, his yelling attempts were muffled
by a strange hand that now covered his mouth.
Downstairs, Dan’s parents were back from
their night out. It was almost midnight, and
Mom could not wait to see her baby. She darted
to the living room in hopes to find him asleep
on one of the sofas. Deep inside, mother knew
that her child would not be in his room, sleep-
ing in his own bed. She was ready to process
the idea of imminent disobedience on his part.
Unfortunately, the smile on her face faded
when she saw there was no one in the sitting
room. She, a little bit off, went up the stairs. Her
husband followed, voicing his son’s name.
As Danny did not respond to the calling, both
parents were now shaky. They went to their
own bedroom first. But once more, they were
proved wrong. The bedroom was clear.
The bathroom was empty and so was the
guest room. Dan’s room was the final stop.
Mom and dad strode down the hall not uttering
a word. The air was dense, almost impossible to
breathe.
Standing in front of the bedroom, Dad
stretched his right hand to reach for the knob.
He turned it cautiously so as not to wake up the
infant. He was there, where else if not? Mom
squeezed her husband’s left hand. She turned
on the lights to find the bed was still made.
The couple called the kid’s name again, but
still, no replies. The poor woman had become a
bundle of nerves. Unable to take control of her-
self, she burst into tears. Her husband tried to
keep calm. He was torn apart, but could not
show any grief. If there was a moment to col-
lapse, this was not it.
He stroke his wife’s hair and held her in his
arms. She seemed to have regained some
strength by now. They both agreed on calling
the police and let them do their job. If the child
was really missing, they would find him.

This is the first part of the story

Home Alone, published in June Complementary material from The Teacher’s Magazine Nº 141/81 - pages 25 to 29
2015. On pages 25 to 29 you will find June 2016
the second part of this thrilling story
for teenagers at intermediate level. Find more resources at www.ediba.com
141_ttm_eu_WEB_. 03/05/16 13:32 Page 5

Level: Intermediate Age: Teenagers

HOME ALONE
Dad took the cell phone out from one of his
pants’ pockets and dialled 911. Once he fin-
ished talking to the police officer that was on
the other side of the line, he hung up.
Back inside, Mom stood motionless, staring
fixedly at a post-it note that was now in one of
her hands, her face pale. Tears rolled down her
cheeks. Dad went in and reached for the note.
Reading silently, chills were sent down his
spine.
He let the paper fall on the rug, its light
brown colour now invaded by red stains. Fresh
blood confronted them with the cruellest of re-
alities. The note, its reading facing up:
“Home alone? Think again!”
The night was still. Police sirens were heard
in the near distance. Mom shrieked in terror.

C) Read the story and answer these questions.

1) Why does Dan feel so happy at the beginning of the
story?
2) Why do you think Mom and Dad found it difficult to leave Dan alone?
3) Dan´s mother is strict and overprotective. Find instances in the text that indicate that. Underline them.
4) Describe Dan´s mood changes throughout the story.
5) What do you think happened to Dan by the end of the story?

D) Vocabulary: Parts of the house and furniture.

1) Some words related to parts of the house and furniture have been written in bold type in the story. Classify them.
Use a dictionary if necessary.

Parts of the house Furniture

………………………………………………… …………………………………………………
………………………………………………… …………………………………………………
………………………………………………… …………………………………………………
………………………………………………… …………………………………………………

E) Read the story again. What does the house look like on the inside? Make a sketch and name its parts.

Key: A) Suggested answers: 1) Strange things that happen to a boy while staying alone in his house; B) Suggested answers: 1) Because he is staying alone for
the first time, 2) Because he is very young, 3) ”Dan was about to lose control as soon as he saw all the post-it notes clattered up in the kitchen”, 4) At first, he
was very happy, then he began to feel nervous and scared, 5) He was taken by a stranger; C) 1) Parts of the house: foyer, corridor, pantry, stairs, dining-room,
bathroom, guest room, living room. Furniture: fridge, rug, closet, coffee table, coat rack, counter, light switch, cupboards, blinds, armchair.

This is the first part of the story

Home Alone, published in June Complementary material from The Teacher’s Magazine Nº 141/81 - pages 25 to 29
2015. On pages 25 to 29 you will find June 2016
the second part of this thrilling story
for teenagers at intermediate level. Find more resources at www.ediba.com