PM Nea yh Kindergarten: = Top 5 new ideas , for your classes Aa an \ ‘Teaching ee etry vocabulary | | ~ hu 2.0 EFL tools:gy ‘ D ear colleague, Let’s celebrate the arrival of a new season with plenty of activities that have 10 do with imagination, creativity and innovation, which will upgrade and renew your teaching practice. 2 ofall, we bring Mandalas to the class. They are highly motivating and helpful to stimulate reasoning, develop intelligence, and increase self-confidence and self-esteem. Pollowing the series, a new article an a Web 2.0 tool invites you to experiment with technology and guides you to introduce new maierials to your stucerits in three or four easy steps to follow. Teaching and learning vocabulary is an important issue in the English class, so you unl find lots of tips to make your students memorise; practise, recycle and extend their vocabulary. Last but not least, we present varied activities related to spring and a film project that will keep your classes buzzing with excitement while the most beautiful season of the year arrives. Patricia Sainz Editor idéctica para el icioma |) soups sy i ors praea parva slurs. |) Doce,» pate canparen jogs en ip. urate eset Contents Pages 4 to “eaching and Learning Vocabulary. Pages @ to 1! Kindergarten: Top 5 new ideas for your classes, Pages 12 to 1b Mandalas. Pages 17 to 21 Photocopiable activities, Pages 22 to 25 Film Project: Over the hedge. Pages 26, 27 Web 2.0 tools for EFL ‘teachers. Scrapbiog, Page 28 Photocoplable cards. Page 29 Spring memory game, Page 20 Hello spring! Poster 1 Expand your vocabulary. Spring memory game. Poster 2 A clock that ticks away the seasons!Teac ING AND [cAR Ning > OYPUVIARY c hildren often measure their own language oe * words they know’. Young children are eg: quick to learn new words and, as they grow B older, they develop the ability to make ‘meaningful connections between words. Therefore, itis vital to give children plenty of opportunities to memorise, practise, recycle and extend their vocabulary. What is vocabulary? According to Penny Ur (1996), vocabulary can be defined as “the words we teach in the foreign language”. What to teach? ‘ Pronunciation and spelling: how to say and write a word, ‘@ Grammar: information about variation of form in certain contexts (the past of an irregular verb, the plural of an ‘regular noun, the preposition that follows an adjective, etc). 4 Collocation: two or more words that often go together and. sound natural to native speakers (fast food instead of quick food, make a decision and not take a decision) - Aspects of meaning: denotation (definition given in a dictionary), connotation (associations or symbolic meaning of a word), appropriateness (whether a particular item is adequate in a certain context) % Meaning relationships (how the meaning of one item relates to the meaning of others) Synonyms + Antonyms -Hyponyms *Co-hyponyms or co-ordinates + Superordinates Translation “+ Word formation: how a word is formed (prefixes, suffixes, compound words). Ways of presenting new vocabulary ‘% Concise definition (asin a dietionary) & Detailed description (of appearance, use, qualities, ete.) Examples (hyponyms) ‘% Picture, photograph or drawing ‘= Realia (showing the real object) 2 Demonstration (acting oF miming) + Context (situation in which the {tem is used) ‘Synonyms and antonyms ‘ Translation 4% Associated ideas or collocations on ao Vocabulary learning strategies Here are some useful strategies that students can apply to lem and omember new Wend i 1. Keeping a picture dictionary (especially with young leamers) ‘They may draw the pictures themselves or take the time once a ‘week to cut out pictures and stick them next co the words they have oes leamt that week. ees dims | 2. Creating vocabulary networks gem | (ssociating words with a topic. treat word or expression). TREE rots 3. Making groups of hyponyms related BNMALS | | to a supetordinate. len see fet here | : [2h tere | | 4. Making a ist ofthe new words [5rd eattony| | including a synonym and an antonym, , woRD™ | SyNon | ANTON | | female [_ voman sl te | euegeo | omrdy || 5. Writing (wo or three examples for each new word learnt Evangle 4 | Tita reel thatthe ran ae epred att.) | Example 2 Mists RELIEF 6. Keeping a vocabulary poster. Whenever new vocabulary is dealt with in the English class, one of the students is asked to write the new words and their definitions in a poster. This may be done as homework and the following class the student may share thelr work with their mates. The poster will be displayed on a classroom wall and used for future reference, 7. Keeping a vocabulary box. Whenever new vocabulary is dealt with in the English class, the teacher will create slips of paper with the new words and place them inside the vocabulary box. Once a week, students may take turns to take out a slip of paper from the box and provide a definition, an example, a synonym, an antonym, ete. This may be done as a warm-up activity or a game,ane ee ee Activities to practise vocabulary Guess the words Prepare cards witht words you want your students to revise, They will ake turns to come to the front and pick a card They should say as many words as they can think of that are associated with that word (without mentioning it) to let thelr classmates guess the word. The student that guesses the word vill win their turn to come to the front and repeat the proces Example WINTER student: Cold, July, snow, frozen, holidays...” Guess the words (2) Students are given a text with some words deleted and in their place some pictures representing them, Odd one out Students are given small groups of words where there is one that does not belong to that group. Examples: cat, fs, flower, dog (therne) cat, dog, hat, fat (sound) jump, think, swim, fast (gr Ten things Students are divided in teams and choose someone to come to the board to write, The teacher calls out a category. Each teem should think of ten things that fit into that category. The students chosen by each group then come to the front to their lst. The first team to write the list wins a point. Possible categories (depending on the level) + Animals that suri that fly that are invisible {Things you can't buy + Things that make a lot of notse + Things that move fast + Thing you find tr a hospitat te AtoZ Students are divided into groups of four and they take out a piece of paper. They should write the letiers of the alphabet fon it one letter below the other. The teacher calls out a category example, Food and Drink, and the students have three minutes to write alist of as many items of food and drink as they can think of starting with the letters of the alphabet. The group that writes the biggest number of words wins a point. Examples: Apple - Bartana - Coffee -D... - Egg - F. Ieecream - Juice -K... - Lemon - May @...- Rice - Soup - Tea U...- V. Suggested categories: ant 2s - clothes - jobs Grape - Hamburge ynnaise - Nut- Oil - Pizza Wine - X...- Yoghurt - Z als food and drink - actions sports -at school - rooms andColours Students are diviced in teams. They have three minutes to ‘rite a list of things that are the colour the teacher says. The group that writes more words wins a point Example: White: snow, paper, golf balls, milk, etc Noughts and crosses Students are divided into two groups (could be boys vs girls) and they are assigned noughts or crosses. Draw on the board a chart similar to the one given below. Use words from the unit you have just been working with. They will ake turns to ‘elect a square but to win that square they should provide either the definition for that word or an example using tt Example: personality adjectives GENEROUS HARD WORKING FRIENDLY ru i HELPFUL knowledge race Students work in groups of four and choose one person as the secretary. The teacher names a country. They have three minutes to write as many notes as they can about that place (ie notes should not be tong than tee words) The group that writes more about that country wins a point. Example: China: big, a billion people, Great Wall, Beijing. Suggested countries: USA ~ India ~ Greece ~ Spain ~ Brazil ~ Australia Creating crosswords, word snakes and letter soups Students work in smell groups and create a crossword, a word snake ora letter soup including 10 words related to the topic of the unit they have just been working with, Once they have finished, they will pass on their work for other students to solve Word tennis Students take turns to come to the front of the classroom in pais. The child who starts pretends to serve the ball and says, ‘a word in a lexical set the teacher specifies. Example: places in the city hospital, bank, 200, ete cinema, park, supermarket, Memory Divide your students in paits. Stick a poster or a group of flashcards on the board for everyone to see. Give your students a few minutes to look at the board and try to memorise as many elements as they can. Remove the flashcards or poster and ask them to work in paits on a list of the things that were on the poster or flashcards. Give them three minutes to do this. The pair of students that writes the biggest number of correct words is the winner, Micaela Emilia Bertoya Bibliography Ur, P, (1996) Teaching Vocabulary. In A Course in Language Teaching. Cambridge, United Kingdom: Cambridge University Press. + Phillips, $. (1993) Vocabulary and Grammar. In Young Learners. Oxford, United Kingciom: Oxford University Press. + Seymour, D. & Popova, M. (2008) Vocabulary. 1 700 Classroom Activities. Oxford, United Kingdom: Macmillan. +Read, C. (2008) Voeabulary and Grasnrnar. In. 500 Activites for the Primary Classroorn. Oxiord, United Kingdom: Macmillan.Erk yY. eee tow better | to speak fluently-gga ma to play with words te improve your destriptions * to participate in debates to understand more oF si Pa 0 smo inforn clearly m to learn faster 7 “expand your vocabulary Poster 1 presents several reasons for students 10 expand theit vocabulary. You can display it on a wall and use i whenever you need to focus your students attenvon on the advantages of good study y habits. Flowers memo game In the same poster you will find 20 cards showing difforent flowers and their names to play a memo game. ‘This is a fun way for students to celebrate the coming of spring while they learn and practise vocabulary. It can be played in pairs, or in groups of three or four players. Mix up n face down an the floor or desk, Students take turns to pick up two cards at the same time and find the right pair. If there is a match, they op the cards. {f there is no match, they retum the cards ce down to the same places. The next student tries to nd the next pair. The game continues until there are no cards let and the winner isthe stadent with most cards, Ii. case you want to use the game ssment ¢s should match the e corresponding names. In nis way you will be able to check if they remember the vocabulary.te teaching young eames Ye elneys ed tes ees Welcome te new NaN ee sd per nl © + costvacc ne cen attention dating the circle time period. 1, Renew your calendar ‘The circle time period is a good opportunity to introduce your students to the months of the year, days of the week, or develop counting and number recognition skills. Three and four-year-old children can stick the number cars and five year-olds can vrrite the numbers themselves. Photocopy ot scan the calendar patter from page 11 and print and colour as many copies as you need. {n case you want 0 use the same copy again and again, you may laminate it and vwrlte with a permanent marker on it Use this activity to teach the days of the ‘week during the circle time period. ‘Make each flower in a different colour. At first the children will use the colours ‘as a reference, and then they will gradually remember the names of the days. You can download the patterns from our website iS new ideas K@iibené ARteN 3. Sing new songs and fingerplays (for routine or circle time period) How are you today? (Gung to the tune of Frere jacques) here is hls name? U here is Cie’ mare? Plsase stand up Please stand up How ate you today? Vary well and thant you (Child answers) ease sit down Pease sit down Heere are two fingerplays to call children’s attention ‘between two activities. Dramatise the actions. Wiggles Tage rg Singers Twigg my toes wiggle my sheedders Thagale my nose ‘Wow no more wiggies ate left in me ‘So Im as stil as [can be ‘Two little hands ‘Two little hands, Cap, cap, cep ‘Two ithe Seet Top, tap, tap ‘Two Ife feet Sump jurrp jump One Witte body turns around One little body sits Guaiefiy downDownload the patterns for the activities from www.ediba.com 4. Make a new weather chart Use these activities to revise the weather vocabulary during the circle time period You can download the patterns from our Website, cut and laminate them, Every window has 2 different weather condition on the other side, Attach a length of string to each window so it can be hung on the bulletin board. Ask a child to come to the front, choose the window that shows the cursent weather conditions and turn it round to show it on the weather board.Weather balloon Here's a colourful idea to keep the weather cards This hot air balloon is very easy to make, so the children can make this craft by themselves. For the balloon, crumple newspaper sheets up to form a ball, wrap it up with masking tape to shape it and hold it tight. You may paint it with red tempera cor wrap it again with red paper. ‘Take a sheet of newspaper and cut rectangular strips. Fold each strip several times and flatten it out. Take several strips and crisscross them to form the basket. Paint it or paste paper of different colours. To join the hasket to the envelope, use four lengths of sibbon, rat tail cord, or any other suitable material you may have at hand. (Once the balloon has been completed, put te weather cards into the basket, so that they are ready to be used Sw OS) ae | Povra v 5. Have new helper identifications The following is an idea for organising classroom chores on a daily basis. ‘At the beginning of the class ask the children which job they would like to do to help out. Cut out the pocket patterns and stick them on a tagboard Write on each pocket the name of the different tasks you will offer the children to help out. Then make as many photocopies of the bird pattern as the number of children you have, write the children’s ‘names and paste thelr photographs on them. ‘Ask a child to come to the front, choose a task and put their bird into its corresponding pocket. Don’t forget to add an extra pocket to hold all the birds. | wee o = mTee ie Be». & w 7 ,) ; andala is Sanskrit completion in onder to remind people abot i ‘word which means the impermanence of the material worlds ile or "wheat Once the sand mandala has been destroyed EY G6 wit one conte and the sand fs put in an um and dispersed into four cardinal points, it flowing water (the sea, a river, etc.) as a way consists of a group of pictures and of extending healing powers to the world. This geometric shapes that represent the most ceremony is considered a gift to Mother Earth to important characteristics of the universe. energise the environment and the universe and ‘The famous psychiatrist Carl Jung, dedicated to world peace. (4875-1961) said that a mandala represents the whole mind, that is both The meaning of the different shapes the consciousness and the . Circle: movement, wholeness and unconsciousness: completion, Although they are originally from India, } ‘Triangle: water, unconsciousness (below), mandalas have spread to all cultures and transformation (above), vitality, selt different religions. From American and fs aggression (centre). It represents a state of ‘Australian natives to Tibetan sand riving for perfection and of intense focus paintings or Gothic rose windows, Square: nature processes, stability, balance, mandalas have been used firm foundations. symbol of meditation, protection and , i Rectangle: stability, intellectual healing. Similar patterns can also be y ‘ performance. found in nature, including flowers, S Heart: sun, love, happiness, jos, the spiral of snails and shells, the : rings on the trunks, spider webs, an Cross: union between sky and earth lite apple, an orange or a kiwi cut in half, and death, consciousness, snowflakes, human eyes, etc Star: spirituality, freedom, hope, renewal ‘The basic shape of a mandala is a circle, and harmony. a symbol representing no beginning and no ending. It can be symmetrical or asymmetrical, geometric or abstract, ‘monochrome of colourful. You can paint whatever you want inside a mandala plants or vegetables, animals, deities, the yin and yang symbol, a cross, moons, Spiral: It is an open circle. 1 symbolises harmonious growth, rebirth, transformation and expansion, Flowers: life force. Different flowers represent different feelings: Bl «Lily: love and purity +Lotus: highest mystical enlightenment, stars, binds or flowers abo ef fer ‘There are many different designs, each with ( Peach blossont symbol of immoriality diferent lessons to teach. They can be found on eg) cred strength walls, on rocks, on the atk of tees, on the ground iil RE «ose: eternal love, rebirth, or on rugs. We can observe them, draw them or a BO - Violet: spring and humidity paint them, Each person chooses the colours 4 According to their mood. They can be made of : E2474) the meaning of each colour paper, textiles and coloured sand. i In the later case, the sand is dyed and then swept carefully from the perimeter tothe cente of the ‘mandala with a paintbrush, This task is dlone on a lage flat surface (ea table). ‘The process fakes several days, but the mandala is destroved shorty ater its White: purity, perfection, peace. It awakens great creativity. Black: personal limitation, mystery, ignorance, austerity. Its useful to calm extremely sensitive individuals. It should always be used in combination with other colours.Grey: neutrality, wisdom. Red: love, passion, determination, energy, strength and motivation. Itis also connected with anger and violence. It strengthens will power. Blue: peace, tranquility, calming effect, tolerance. Yellow: sun, warmth, It is an uplifting colour. t provides greater confidence and optimism. It stimulates the mind and | aids concentration. Orange: energy, ambition, joy, selt-tolerance. Pink: sweetness, altruism, gentleness, femininity, love, compassion. It can even calm angry or violent feelings. Green: hope, nature, balance, restulness and healing, It also signifies wealth, This colour is very important in teaching oF working because it can relax or calm our minds while working, It has an effect of quietness, concentration and perseverance Golden: wisdom, clarity, vitality, lcidity. Violet: idealism, wistlom, love. It stimulates inspiration, Purple: love for our fellow human beings, idealism and wisdom. Brown: warmth, earthiness and stability. tis also important to remember that some colours influence the following body systems and functions: Red: motor skill activity. Orange: circulatory system. Yellow: cardiopulmonary system Green: speech skill activity (speaking activities) Blue: eats, eyes, nose (listening comprehension, reading). Violet: non-verbal activity. Advantages of working with mandalas -% They motivate children and facilitate learning. 4% They help to stimulate reasoning and develop intelligence, % They increase self-confidence and self-esteem, 4% They help children to develop patience and calm down, They can activate positive energy or transform negative energy into postive in our living environment 3 They foster creativity, abundance, love, joy, peace, harmony and balance when used as decorative items. 1 They are good for helping overactive children to concentrate on an activity. Ideas to work with mandalas 1. Choose a quiet place. Play Mozart, if possible 2. Have 2 lot of copies of different mandalas at hand 3. Encourage the painting of mandalas as a game. Let children choose the mandala they like best as well as the colours they ‘want to use. The smaller the mandalas, the better so that children do not get tired of painting. 4, Ask the children to look at the mandala they have just chosen and concentrate on it. 5. Then tell hem that they have different options: | They can begin painting outwards if they want or need to ‘express their emotions (anger, sadness, shyness, aggressiveness, etc.) of inwards if they want to connect with ‘their inner selves. -#% They may choose the colours by intuition. This will enable you to know their state of mind (see colour table). i They can also choose certain colours in order to change their state of mind, 3 The whole group of students may paint a big mandala to decorate their elassroom so that they can observe it ‘ip They can make a sand mandala. -# They can create @ mandala out of nature items (eg, eaves, flowers, shells, feathers, pebbles, etc.) A 4 They may take photographs of natural mandalas (e.g flowers, shells, water circles, fruit halves, spider webs, the human eye). Note: If you just want your children to get an approach to self- knowledge, tell them not to think about colours or shapes. Just let them be guided by their intuition. Tips Ia student... needs to increase self-confidence orselesteem finds i fcut to deal with falure inthelearning process orange isintolerantofether students opinions biue at ae hasnowillpoweror perseverance teen isshy rfearfultopanicipateincless yellow. has concentration problems -—ingigo ‘Monica Pérez ‘Sources, ‘awa: peyehiconnections.co a \ewa:abgoodin.com/mardale/atery shir ‘euru anda cor/chakreaheesgoery/chakravhextsgalery pip ‘awa sanasromandales.com BPMANDALAMANDALA =e +-Suge-2528 ésLevel: Pre-Intermediate/intermediate ‘Age! Children/Adolescents HOW WELL DO YOU KNOW YOUR TEACHER? | Let's celebrate teachers’ day! What about interviewing your teacher? | First prepare the questions for the interview, and then get the microphone ready! nee en sea bam re | i | Soetiararamctecdne GFT otcnpou vena ener aie inal 6) you / practise / any sport? Which one? 7) you / cook? £8) you/ got /a hobby? Which one? 9) Why / you / decide to become a teacher? 110) What / you / do / next holidays? ‘shape vou een Baap 0p 01 S8 rok are ey (OL _Yaxpeat eau a1 apP=p nox Pip Ay (6 Lig #108 NOK aN (g{YODD NOK G/U (2 Hod: Kul SENDENS NOKeg (9 LOE ay;NONE NOK DUAN Pape 2M ok voy fed nek Pp ZoaseS EN yCOUN014 NOK UI OP NOK OP TEM ELKEDMIG IH 3 UOUN E ZNDH NOK AID FOUN (LAOH‘Age: Children HAVE/HAS GOT A) Put the words in order to make a sentence with have/has got. There is one word missing in each flower, you will find itin the watering can. 2) penell They » got have a B) Now use the words in the watering can to make a new sentence. ) Complete this passage with have/has got. My name is George and Tam a gatdenet. D1) ...s..ssesvn many plants ond tees. My plarts2) coves Big fowrets and my thees Bonn delicious ffuit. T am vety hoppy in my gatden. TA) srcsetstcemeneneneie @ 409, 100, Its name is Lille IPS) orcs ‘Brown eyes and spots. My friend Tim 6). aca My dog and his cat always play together in my gatden, 106 se (9 08 Sey (6106 ane 46 aney (€ 08 rey (2 06 9004 (LD ~p0q #198 sey Wo] (g'46de Ue OB S04 Woy (g oe 9108 SO4 Sus ‘eq BIC am (E HALA eB ANY LAL se>~ 06 SPA AH (L(Y AEDLevelt Baginner + LET’S MAKE UP RHYMES! {Many poets get inspired in spring time. Why don't you give it a try? Here you have some words that will help you write rhymes or poems. Read the words and circle the ones that rhyme in the same colour. Example: When itis sunny, you don't need money; + You can play in the park because itisnotdark! ‘er sheg hen 'hop 59029092980} oD 329019 2Mod no sno emo ~ Bu BUS Gag Bus Ay el BB 10Level: Beginnes/Pre-Intermediate ‘Age: Children/Adolescents SPRING-CLEANING When spring comes, itis a tradition to clean our houses thoroughly to get rid of bacteria and viruses from the winter and refresh the house. Every member of the family joins in and does a different chore. A) Match the picture with the word, dust pan bucket detergent hose gloves serubbing brush soap mop vacuum cleanerLevelt Elementary ‘Age! Children/Adolescents SPRING-CLEANING 8B) What room is each member of this family going to clean? Write the name of the room to complete the sentence. He/she is going to clean the room ... i a : 8 wewinere she cooks. @ under the level of the ground. ! Messe : 5) Mum Sam (son) = a \| .. where he sits and reads ( w-where he has a shower / the newspaper, ye ore Nenepapse incursion oe Dad 2) Billy (son) —— © where she sleeps, wm Where they keep the car, 3) ests Daron Vonessa Grandma (daughter) under the roof of the house. \ ..where they have dinner and lunch, Grandpa 8) C) Write the words under the right heading. There is more than one possibility. YOU CON sw + dust wash + add fabric softener + sanitise sry + polish. + Freshen + vacuum, + mop iron rinse + tidy Clothes Room Sheets Curtains D) Can you guess why each member of the family is taking the following objects? To clean the garage, mum is taking the mop, dad is taking the duster, Vanessa taking the vacuum cleaner, Sam is taking the sponge, Pam is going to use the polisher Billy is using the bucket, and finally grendparents are taking j sloves.Can you guess why? ‘uso ye ogo pue oust jo so 20 (gure ‘asus ‘su Vaysay YeUEYOS DUCE Ppe "Uo! usem p:suEUD Ko asaues oUayjos HOE) Ope ‘sen 5,045 a ‘osaiues unrDen asa sen dow asp unoor‘ipa spies sosayes ge Dpa'La emp expo seu "ye pS ysod “snp aman "wo uh (goede (9 W>waseq (¢ SNe fy uBDIDD9 (eoDs Bue uauDa ((@9B0C= eI ‘e504 (LL dou (oy U95i9.9p (6 8UEaP UeDEA|g”deDs (cM WHCEIa (Sued snp (y USTUG BuraanuD fe SNAG 219300 (1 (4 AOHaw. Level Pre-Intermediate/intermediate CChildren/Adolescents FILM PROJECT: Over the hedge Before watching A) Answer the following questions orally. 1)What kinds of animals live in the forest? 2) What characters do you think are part of the story? 3) What do you think the film is about? While watching 8) Answer the following questions. 1)What does RJ do to Vincent the bear? 12) What threat does Vincent make? 3) What is hibernation? 44) What do these animals do before the period of hibernation? ‘C) Match the names with the animals. WVincent a) porcupines 2WVerne bb} skunk 3)R ‘opossums 4) Hammy 4) porcupines 5)stella «) squire! 6) Ozzie and Heather feat 7) Lou and Penny g)turtle 8) Spike, Bucky and Quillo h) racoon D) Complete the following sentences. 11Vere visits the human neighbourhood and sees. 2) RJ explains that Steveis.. 3) The Job they used to do in 274 days now will take 4) When the animals taste the chips.evels Pre-intermediate/Intermediate Age: Children/Adolescents FILM PROJECT: Over the hedge E) Explain briefly what humans do with food according to RJ's description. F) Match the two parts to make sentences. 1) Ru tells the animals the story of. the pest exterminator, to get rid of the animals 2) The squirrel and the tui... b)... the leader of the Home Owners Association, 3) The turtle keeps .. 1 Startto take things from the human beings. 4) The lady, Gladys Sharp, is. collecting things from nature. 5) She calls Dwayne LaFontant, w= make Ria "home". 6)Ruis seen - a family he used to have. 7) The “famil’ of animals... asa leader and Verneis left aside, 6) Choose the right answers. 1) Verne takes all the things RU and the animals stole from the humans and. 2) tiesto retum them. by bums them. ©) throws them away. 2) When the red wagon is last, they also. 2) fight with human beings. bj almost get killed. lose some oftheir friends. 3) Everyone turns away from Verne because. a) he callsthem stupid and naive. _—_b) they want tofollow the humans. __¢) he doesn't have any food. 44) When Verne and Ri finally tal. 2) they don't agree with each other. _b) Verne says that Ris selfish, €) RU says that Verne does the best for his family,Level: Pre-intermediate/imtermediate ‘Age: Children/Adolescents FILM PROJECT: Over the hedge H) Decide if the following sentences are True or False, 1) RU doesn't want to pick up everything again. 2) Stellais groomed to look like a cat to draw Tiger's attention away. 3) The skunk i afraid of the Persian cat that lives in the woman's house. 4) The skunk manages to distract the cat. 00000 5) The animals inside the house fil the red wagon with a lot of food. 1) Match the adjectives to the characters to describe their personalities. wR a) hyperactive and sociable 2\verne b) dangerous and unfriendly 3) Vincent cautious and protective 4) Hammy 4) cool, crazy and fearless WaQeD +O J) Put the following events as they happen at the end of the story. OD Rlases the red wagon to rescue the other animals, © arate other animals are caught bythe woman ladys, and the ‘pest exterminator Oweyne, © 2)Ad says the eal reason wiy they are stealing those things. O snrdcomesbackatterhistalk ath Vincent (5) sivincent dys nd Dwayne re serious jure bythe extermination system, CE opdis adopted as part ofthe animals’ femily (2) wen theyarein the kitchen, R remembers the chips and he has to get ther. (O) aime rissa rane isarsea ariel ward a asi © srmsand vere rake peace sn they come up witha planta get id he hearand the humans After watching (Let's reflect on the following ideas. ‘A) What do you think about what RJ says, We [animals] eat to live, These guys human beings] live to eat. B) What do you think about Dwayne La Fontant, the pest exterminator? And what about Gladys Sharp's obsession with killing all living creatures? ,Is Pre-ntermediate/intermediate FILM PROJECT: Over the hedge Age: Children/Adolescents Natural Sciences ‘A)Verne says, Half the forest is gone, The oak trees and the berry bushes are gone. Are there any places that are being deforested at the moment? B) Hibernation. What kinds of animals hibernate? Where do they live? ©) Do some research, Complete the chart with information about the animals. of animal Food they eat Place where | other characteristics they live —_ gq Verne Vincent stella Hammy Social Sciences |A) How does this special group of animals behave in the film? 8) In what sense are they a“family"? )|s their family similar to human families? 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It is not an educational tool, strictly Ge but it can be adapted to fit teaching Scrapblog provides a technological alternative to the traditional collage we used to make with paper clippings. Instead of cutting out pictures from magazines and pasting them with glue, we can create a digital collage by simply combining photos and videos with pre-designed logos, stickers and backgrounds. ‘The procedure is simple and user-friendly. Enter Scrapblog (iurp://munn scrapblog.com) and click on the button Start Creating. The next screen shows the starting options (Figure 1) which include making a book, a card, a slideshow or starting ‘with a blank page. Siew Ea es worse a Figure For example, if you choose Make a Slideshow, the following window will open (Figure 2) and you will be able to select a ‘heme or category such as Birthday, Holiday or School days, among others. [od Bis a es eg Sal] Sess Bb a igure2 ‘The next step is to select a theme and start creating, (Note: Scrapblog software is free to use, but some themes require ‘users to purchase credits.) When you choose a theme, the first thing you can do is getting some photos, You can either upload them irom your computer for grab them from Facebook, Fick, Picasa, among other services, (Figure 3). Itis also possible to iraport a video om repositories such as Youtube or Photobucket Figure? ‘The selected theme has certain items such as number of pages, stickers, text, shapes, backgrounds and érames to choose from and customise your scrapblog. ‘Once you have finished, you can publish and share your scrapblog online or print it out. tis also a good idea to capture the slides with a screen capturer (Jing, Greenshot, ete.) save them in your computer and then print them out or insert them in a Power Point presentation. Scrapblog could possibly be useful for all subjects but itis ideal for social studies or English. Depending on the proposed task, this tool ean be used with ail ages and levels. Here a some examples of application in the EFI. classroom. Students can ereate serapblogs to: 1. Present a scientific topic or describe a historical figure/event by combining photos, videos and descriptions. 2 Deseribe a country, city or tourist spot displaying data and Pictures. (Figure 4) 3. Advertise a product or service showing text, image and sound 4 Ilustrate a poem or story they have read. 5. Make a book or film review including text and visuals (@g | film taller, pictures of the main characters and location). 6. Make a picture dictionary to learn or revise vocabulary. For example, a slideshow of farm animals showing an animal in each slide (name, picture, short deseription) or a one-slide scrapblog containing a labelled picture (parts of the body. parts of a computer, et.) 7, Play a game like Guess the character (a famous person or @ fiction character). For example, they can include some basicee We EFL TEACHERS Figures Figures {information (age, sex, nationality, occupation) and a photo an All-about-me scrapblog showing their likes/dislikes, their covered by « question mark, Or they may contain only favourite sports, music, etc. They can also create a digital pictures or symbols representing the character (a racket, 2 collage about, their pets (Figure 5), their family, their | map of Switzerland, a Wimbledon cup: Roger Federer). bedroom, etc. | 8, Show a collection of objects sucti as tree things to take on 10, Celebrate special dates by making cards similar to the one 2 camping trip, five must-haves in a first aid kit, top five must- shown in Figure 6 (birthday, Easter, Christmas, spring, etc.) have electronic gadgets, et.) 9. Present personal information. For example, they can make 0! ure, these ideas can also be applied by teachers. You can replace posters, wallpapers, flashcards, or even Povret Point Finueé presentations by a scrapblog = slideshow. This will contribute to making your classes more attractive and engaging. ‘As you see, there are plenty of possibilities for exploiting this Web 2.0 tool. It provides both teachers and students with an attractive way of presenting material, Besides, it inereases motivation and allows students to express their creativity. Experimenting is fun? Its just a question of geiting siarted! Do not miss our next article about Voicethread, a fascinating tool to create multimedia slideshows, Mariela StareEe “si p> Bes eaneue=ae= & . = le TOPS BPR POORme Teaching the seasons of the year ga ~ S in our previous issues, poster 2 presents a clock. This time, itis Cut out its parts; paste them on hard cardboard and/or laminate them and assemble it fixing the hand to its body with a brass paper clip. You may want to eek (The Teacher's Magazine 122), and the that tieks away months (The Teacher's Magazine 126), Present each season and ask the students to describe the corresponding picture on the face of the clock. Ask. What happens in this season? Point toa picture. The seasons and the hemispheres Choose a student and ask them to wale the names the seasons on the board to form our columns. Tell the studen's that they have to write the months ofthe year that correspond to each season in the southern hemisphere. They may do this activity in mall groups. Once finished allow some minutes fr Ba ts se nents ne ronan be geneonsianel nature hemisphere? dak the students to ls the changes in m Have them make a new chart where they rearrange the iferent seasons. Tey may represent those changes with Inonths under the right season drawings or pletures and together make a postr tobe hung The board should look ike thi on the wall ofthe elasioom we according to the Rae Cea d DT am is ae Cera ead November | Februarynew season is getting here and it brings along renewed lif, colours and warmth, Use poster 2 to present the subject and ask ‘2 your students to use their hands and imagination to make these spring tasks. Here's a very simple way to build up a welcome-spring sign Cover a polystyrene piece with cloth or paper. Paint it and decorate with Eva foam spring motifs. Cut out construction paper letters and paint them with coloured glue. Pin them up on the polystyrene to form the HELLO SPRING! sign. Un corazén para la vida 2? de septiembre: Dia Mundial del Corazén DIE2 ConSEJOS UTILES PARA TODOS Hacargjrcco, aun poco e¢ mejor que nada, Una dita major podrta mejorar su salud Tiate de dejar de furnar, nosotros sabomas que es df Trate de eur ol estrés FUnbACiON CRROIOLOSICA AREEITINA, SOCIEDAD ARGENTINA DE CARDIDLOGA, DISTATO REGIONAL BAH BLANCA, Controle su presion atria. Controle su peso, Contrélese por una evenival diabetes. (uid su nivoles de colesteral, Hagace un control médica. Happy roaming bugs “To use as classroom deearations or take home as a hello-spring present, take any extra material you have and ask the enildren to make these insect magnets! They may choose bottle caps, cardboard, buttons, etc. 4 make not only bugs but also frogs and turtles, | Legs may be made of short lengths of ribbon or fat ail. Don't forget to stick small pieces of magnet under bodies and feet to Jer these happy bugs roam around on fridges, magnet boards or any surface they can hold on. Hello-spring flowers Provide students with litle plastic strainers of citferent colours. Have them draw and paint a happy face on the back. of the strainers, Distribute carciboard cut-out flowers and ask the students to paint them. Once the flowers have dried up, tell the children to stick thelr strainer on a flower and ‘add a happy-spring sign con the handle. Tengauncorazin para lavida, euide a su corazény digasso a1 familia y amigos @