AND CAMO Good teaching, better learning‘Dear colleague, This month you will find plenty of materials and ideas to develop your students’ vocabulary ‘and oral and writing skills. The activities ‘presented, aimed at different ages and levels, as ‘well as the posters were especially designed to {foster description and enlarge vocabulary. Besides, suggestions on how to make Power Point presentations to make your classes more appealing and updated and an article on how to ‘deal with leaming disabilities complete this issue. ‘Let's not forget Halloween’s crafts and games to give the students loads of sweet treats in the Jonged-for celebration atthe end of this month. ‘Looking forward to count you among our next issue's readers. Pages 4. 5 4 place 40 live in. Pages 6.7 fry house. my neighbourhood. Pages 8.7 Halloween’s cratts and games. Pages 10 to 23 Photocopiable activities. Pages 24, 25 ADUHID. What exactly are we talking about? Pages 26, 27 3 Using Pouer Point Presentations in the EFL class. Page 28 Good teaching. better learning. Pages 27 to 3/ Photocopiable activities. Poster | Rooms. Poster 2 Pty neighbourhood. Patricia Sainz Editor = Estas socias del Club EDIBA (Argentina) rectbiran muy pronto en su domicilio un premio sorpresa ‘Sec, Alicia Mabel. Ober, Misiones A Loi, Maria Mendes, ward Caster, Lat Pampa “F Gutsche, lana Mercedes. Sunchales, Santa Fe |S Fett, Sina Analia, Comodor Rivudaxa, Chub | Haak, Sora Judith San Rand de la Nae Oni, Sala. 6 icles, Maa Gisela. Tapangat, Mendoza. 9% Gémez,Aliandra Patria. Rio Gallegos, Santa Cruz °¥ Balnay, Miriam De Valle Chamicl, Le Roa 9 Sivas De Fons, Minion Aland. fst Dara, San Luis “Ande, Sa Mabel San Nios, Buenos Ate. ‘S808 parte de nuestro Club Ediba? ;No dejes de asociartel Tenemos muchas sorpresas para vos. Visité nuestro sitio wediba.com, hacé E ‘lick en la bandera de Argentina, ingresd en la seccion "Clube y encontrards toda la informacion. ;Te esperamos! Libros de lectura complementaria para estudiantes de inglés. Divertidas historias con pictogramas y stickers para cada vocabulario. NIVELES: ELEMENTARY + PRE-INTERMEDIATE nse Creag re dca oS trays eit haste: he on ede sh. so eae oe ec S|} My house ‘0 present poster 1 previously cut out and aminate the different cards showing the rooms in a house. Warm-up Write the words My house on the board and ask the students what their houses are like, how many rooms there are and what the rooms are, Write their answers on the board forming a list of the rooms in a house. Suggested activities Focus the students’ attention on the names of the different rooms on the poster and make sure everybody understands ‘what they are, Find out how many pieces of furniture in each room they already know and write them on the board Choose one card, the kitchen for example, stick it on the board and ask the students to call out things that they can see in this kitchen, e.g. a cooker, cupboards, a fridge, curtains, a microwave oven, a table, a chair, a sink, some knives, a lamp, an air conditioner, a tank water heater, Allow them to add things which are not in the picture and list them on the board. Follow the same procedure with the rest of the rooms, Label the pictures Put the students into small groups and distribute the cards. Ask them to write labels with the things they find in the pictures. Once finished, they stick their card on the board and Dut the labels around to show the class all the elements they have found. There is / there are; some / any / a lot of Explain to the students that we use there is a/an to talk about single things that are present in a room, and there isn’t a/an to talk about things that do not exist in the room. We use there are + some to talk about plural things in affirmative sentences, and there aren't + any to talk about plural things in negative sentences. Write some examples on ihe board: There is a chair in the study. There isn’t a sofa There are some shelves. There are a lot of books, ‘There aren't any lants. Ask the students to describe different rooms using these structures. Have them write the examples on their notebooks and read them aloud to the class, Prepositions of place To describe a room propety stadents need to make exact location of things clea, With that purpose in mind, Gemonstrate the prepositions of place using the tard in poster 1 Have the students make sentences using them: ‘There is a microwave oven on the left of the fridge/beside the fridge. There isa plant by the window. There is @ floor lamp next tothe sofa There is a picture on | the watt There isa cushion on the sofa Question time Focus the students" attention on the question forms of there is / there are, Explain the use of any with plural questions. Write some examples on the board: Is there a computer in the study? Is there a swimming pool in t ‘Are there any armchairs in the laundry? Are there any cushions on the bed: Put the students into pairs and distribute the cards. One of the students asks questions about the picture using Is there a/ar...? ia jalutala = : [; n= LA a mim A} ulm} = -4 N Bi v Ss ixlalajciw — c: E — oj= jcimulaiec GE 1) The Day after Tomorrows the -.osssssssstseesee (exciting) film I've ever seen. 2) The Sunisthe sce (hot)star. 3) The Earth is ( . far) from the Sun than Venus, but Pluto is the (b. 4) Mary isthe... (good) student in the classroom. 5) Vegetables are sso (healthy) than sweets. 6) Lam (a). (oad) at sports than my brother, but my sister is the (b). 7) Greenland is the - (big)island in the world. 8) The ostrich is (a)... (fast) than the deer, but the cheetah isthe (b. ‘animal in the world, 9) My grandfather is q - (all than my father. 10) | think Orlando Bloom is... .-« (handsome) than Leonardo DiCaprio, 11) The hummingbird is the .....sscsvsessesesses(6mall) bird in the world, 12) I think Maths isn’t as... (interesting) as Geography. 13) Rome is ()..-..ssessssee-x (Old) than New York, but Damascus isthe (b). cityin the world 14) The Antarcticis the esses (cold) place on the Earth. 15) The Amazon is... (wide) than the Nile 16) Asiaisthe (large) continent. “36 fi Jopun (51 359P|9 (PL uaDUE sou (@) 99H fe) (eL ‘SuNsaaVU (EL AsoFeUS (44 SuOrpueY ou (01 yen see fg) 3195) (85966 (840% (g) "28 fe (9 NIE 599 ASBUNE () =A () (E AsUIOY Bua sEOU (AON1) Anthony and Anne are Emma and Mark's great grandparents, 2) Robert is Anthony and Anne's son. He is married with two children but he doesn't have any grandchildren. 3) Sally is Susan's aunt, she isn't martied. 4) Monica is Karen and Tom's mother. Karen and Tom are single and they are Susan’s cousins, 5) Peter is Emma and Mark's grandfather. 6) Ferdinand is Susan's brother. 7) Marta is Susan's sister-in-law. 8) Carol is Marta’s mother inlaw. 9) Emma and Mark are Ferdinand’s niece and nephew. 10) George is Peter and Carol’s son-in-law. B) Answer about Susan's family. 1) How many children do Anthony and Anne have? 2) What's the name of Robert's wife? 3) Who are Emma and Mark? 4) Is Sally married? 5) What's the name of Susan's father? 16) Who is Susan's husband? 7) Are George and Marta cousins? £8) Do Robert and Monica have children? What are their names? 9) Is Susan Sally's niece? 409 foun) (ayer hon (‘pure 5 uesns 8 361030 (9 bia 5a (6 U8 245 ON Up UBIPID 5.usns axe fay (EEN SH UaNP IND 3aH 9 MESA La EN 04a evHPLEUFINS @-Uess/a6I00 (0 Gee ( OED/R fy HLOHIOGS ANS HH KUO A€) Complete the sentences. 1) My father’s mother is my 2) My mother's daughter is my 3) My aunts son is my father's 4) My uncle's children are my '5) My grandfather is my grandmothers... 6) My mother is my grandmother's 7) The son of my grandparents who is not my father is my '8) The daughter of my grandmother who is not my auntis my 19) My sisters husband is my... 10) My sister-in-law is my brother's D) Kinds of Families. 1) Read about John and Mary and write about yourself. NAME Mary Being (Chino Granada pain Extended: parents, two Ruste ciel uae! ‘brothers, two sisters, ‘grandparents ‘grandparents, ten aunts, ten uncles, lots of cousins Detached house 2) Complete this paragraph about John. Joh lives in (ene si He has (b) He isan only child, he doesnt have any (€) so F(A) He has (@) nse who live near his home, He livesin a small (A. 3) Write a paragraph about Mary and another one about yourself. d ‘eu ‘Suing (e) (a= (OL e-u}s4019 (6 Jey. (@"9PuN NYE (PuEAsny (gO yay ts (zOyLOUpUED (A (9:60Cera tema THE NEIGHBOURHOOD SHOPPING | Melissa has to buy some things for her mother. Can you draw on the map the right way to the shops? Then ! tell the class which shops she needs to go to. ORIN gEC eHoTocn! wut Hage: ioe MHOTOCORINS Lecce “pubis /auzebei's 20.5) Soneajpeaig sping sabesnes Gousjo0g Hood saaErne eee Tyeuize MY NEIGHBOURHOOD ‘THE RIGHT PLACE Mr Mortimer isa real estate agent. He needs tofind the right houses for these people according to their needs. They can’t commute so they need to be near their jobs. Help Mr Mortimer choose a house for his clients and give reasons for your choices. (CV My name is Mary, fm su years i~ Hello, my name is Alan, fm 23° sid aoe work Got te i ‘years old and tm a librarian, teaty. % tin Tim, fm a mechanic. Ve fs os epee a been hired by the biggest bus : Company. Lam the man eee set oF the most important bank of SZ precity. ttm Pal. tom aways in a morry because, when fre Gre alarm goes 066, just have a Gew seconds fo put ‘on my yellow unicorm and helmet, i fy Tom, ve just akon my Vows as a priest and fm eager ‘fo work in my communi [Lesa Oo adi, 00 Vad uti See STATON il 1a vay hat Tae jens jt eZ Sau : ic 1s a Ss PeEGRESS Ts texas ; MY NEIGHBOURHOOD ; GOOD OR BAD? RINBLE Look at these words. They are related to our neighbourhood and our quality of life. Write them im the right column. Work with a dictionary, ifnecessary. = * TRAFFIC. * GRAFFITI * CONCRETE LIGHTS * GREEN Spaces * DIRT « RUBBISH + FOUNTAINS ORINAUE ER HOTOG * PEDESTRIAN ic * NOISE cROSSIN' + BuLDINes POLLUTION * URB, *AN DESIGN | usr ee ; + SIGN « DEMOLITIONS + MOT ORW Ays * PuBixe TRANSPoaT + WIRES e TRARFLC YAMS « PAVEMENTS: WiOTeCO RINE PHOCCOPESSLca ‘Witaae AROUND THE NEIGHBOURHOOD NEWS REPORT Here is an extract of a radio news programme. Write a version of the news for your local newspaper. Remember the language will be more formal. Then complete the table mentioning the places where the events took place. land here we have Marcus whol tell us about the news. Marcus? Hello, everybody! Let me start by saying it's been a very busy afternoon, with many incidents everywhere, Really? What happened? Well, to begin with, some robbers stole valuable T-rex bones, but the police ‘caught them and got the bones back. That's great! Yes, and if you're an animal lover, you'll ike this one: three cubs were born today, and lioness and babies are perfectly well Can people go and see them? Yes, people will be able to see them next week. In the meantime you can visit the painting exhibition organised by Sir Edward Miller. You'll find beautiful paintings by Monet, Gaugin and Van Gogh. Isiefree? Yes!Isn'tit wonderful? Moving on, today three parked cars caught fre, Fortunately, the fire brigade came quickly to the rescue, and nothing serious happened. Do we know anything about “The Sparks"? Yes, let me tel all the fans ofthis famous rock band that they arrived in their private jet this aftemoon. This caught all the media attention, s0 they gave a two-hour press conference on the spot. Anything else? No, thats all for now. See you next Monday. Have a great weekend everybody! News 1) Stolen bones 2) Lioness and cubs 3) Painting exhibition 4) Carson fre 55) Rock band arrival Sav ied iS Misa6 AN (e083 eames 3H (USBILE 0) z mR HOLOGORINeLEaee Holo f PloxecoRisel CREATING IN THE FUTURE [A) Imagine its the year 2109. Talk with your classmates about what will, may or might be different about people's lives. You may discuss the following topics. OG H Environment - Animals and plants - Countries - Cloning - Government - Education - Houses ~ Means of transport ve 8) Imagine that you live in 2109 and you are a talented inventor. You are hired by an important company to invent a new and creative product. Follow these steps: 1) Think about a product that could be useful/interesting/valuable/innovative. 2) Write a detailed description of the object. Consider the following aspects and any other that you may want to include (depending on your product, some aspects may be left out or there may be new ones). Size small huge average Weight light heavy other? Length long short average Height tallfhigh short average glass plastic metal Origi Japan China Peru Speed fast slow other? Colour Power Easy/difficult to use/carry Guarantee fully guaranteed / the guarantee covers accidents/loss/theft) 7) 2 oe : Bas a sou : ic ge 2 S. me, i ie ae) Now, it’s advertising time! Suppose you are a professional who works in advertising, Choose one of the invented products above and think about an eye-catching advertisement to publish in a well-known magazine or newspaper. Here are some tips: You can include pictures, drawings, big letters, cut-outs, price, and any information you consider relevant to persuade your reader/consumer to buy what you are selling. You may use the following adjectives: int, Clever, ColovrCul, original, successCul, Cheap, amusing, unvsval, delicious, Cool, waterproot, durable, guaranteed, top/high quality, special, stylish, Cashionable, reliable, unique, distinctive, good Value, tasty, attractive, brand new, wonderFul, excellent, ov-0F—this-world D) Let's compare results! Prepare an exhibition including everyone's advertisements and let other students at school vote for: The mostoriginal advert The strangest advert ‘The funniest advert The cleverest advert The most effective advert The most appealing advert ‘The most detailed advert E) Doing some research. New technologies can make ourlives easier, funnier, more complicated or they can distract us or just turn us into coach potatoes. ‘After doing some research on the internet, make a lst ofthe latest breakthroughs in technology. Discuss how these devices can change our lives and how they willbe in the future. PHOSCORISBILtae ARGENTINE WOMEN: ALICIA MOREAU DE JUSTO ‘A)Who was this woman? Tick the right options. famous doctor Acreative artist An influential politician Abrave soldier ‘Auman rights activist A curious biologist 8) Decide if the following facts are True (T) or False (F). IRUSPIL tgee 2) Her parents were from Argentina. (__) 5) She moved to Argentina when she was smallcild, (-) 4) she was a schoolteacher. (-) 5) he could not getherphysian degree.) 6 She was connected tothe Sociist Party. (_) 7)She mated tan important Argentine president. (>) £8) Sherneverhadcidren. () 9) She died when she was 100 years old. () ©) Put the following sentences into the right order and discover more facts about Alicia Moreau de Justo's life. 1) born / 1885 / she /on 11 October /in London / was 2) Argentina / moved /to// then / she 3) in 1906 / Movement / founded / she / the Feminist CHoLoGe RiNlacmPoloG “164A ‘ann peu ays:s(@ 187g ven uewsos5u0> 30s pu syne Yo1op ap 03 pautews ys (4 (9 eUAUDEAY U WEDISKyA se mIENpE OL UELLOM YLMOS ut auezoq 2455 (511 (e990 wis 319 sIo04e OH (2 [L(@steNDE ABs UeUny © pu Uyod aaj Ue Ye}DOpsNOAy ese 24S (Y4=y4) teaching she/ degree gov her 5) got /cum laude /in 1913 / she /her physician degree 6) the founder of married / Juan B. Justo / the Argentine Socialist Party / to /she /in 1922 ‘in Latin America Socialists and feminists /was / one of the leading / she 8) on 12 May 12/she/ 1986 / died 1D) These sentences describe some of the actions Alicia Moreau took and some goals she achieved in her life. Read them and fill in the blanks using the words in the box below. important - pregnant - work pacifist women - National - governments rights law ~schools ] 1) In 1911 she started a campaign to create . for immigrants 2) When World War I started, she began a great nn Jo movernent. 3) In 1918 she founded the. seu Feminine Union, 4) She made efforts toward promoting political participation of « nnn tying to obtain the same rights and working conditions as men. 5) In 1925, the 11.317 Law was passed. This law established that women would .. only 8 hours per day. It prohibited night workas wel a firing . fomen, among other rights. 6) She fiercely supported several events which stood for human ‘She was active in the Permanent RHoloCoRINeL te PHoloCORIAeL ‘Assembly of Human Rights and protested the disappearance of thousands of people during In Argentina 7) She was also in favour of women's vote, and she struggled until the was finally passed in 1947. 8) InBuenos Aires, there isan .. street in Puerto Madero neighbourhood which was named after her. Sources plow ytimescom/1986/05é/obituaries/aca moresu-dejusto- dis leading-argentine-sociaithtml npn geocities.com /moreausejustoybiograia htm! pyfesuikpediaorg/wikt/Alkla Meresu_de Justo tp pontalplanetasdacomat/aliia_moreauhtm “ue gin (su9wU9.06 46s 19 :euboxd yom (g‘uawon (peuonen fe SsyDed (ooWPs (L(G 996‘ ZL UO Pap aus (@e>vaUrY Ue Mss PEE SIDES IPE aA Jo ALO seh 2S 4 fieg 50 au ay 0 z9puno} aos Uerpauew as 261 UI (£161 apne uno 2902p uREYSKud Jy 06 ays 6 '20:09p BUH>eaL 724908 245 fy 9061 ur WaLsanoy3sumuay ayy papunoy aus (g euua6sy of paxou ays LAY fe! SBBLYEqODO || uO UOpUAT WL UIOg Sem aus Lb ( ang P RHoroGermiNiymit, and it is more commonly seen in boys, though earlier in girls, which, account. According to t Psychological three subtypes of AD(H)D recognised by ‘on the predominant feature in each child. But, in general, children ‘with AD(H)D display some of the following characteristics: ‘© Difficulty in attention ‘© Failure to complete schoolwork or chores ‘© Difficulty in and activities {tention Deficit (Hyperactivity) Disorder is a ‘© Frequent interrupifons since ey find it hard to wait condition characterised by inattentiveness, for turns and usually answer befole the question has hyperactivity and impulsiveness, which Beeealeted normally affects children and often © Lack of persistence in activites that require persists into adulthood. Between cognitive involvement 3 and 6% of school-aged ‘© Overactive, pootly-regulated behaviour shown in movement around the place, fidgeting or excessive talk «# Loss or misplacement of school material children and young people are affected by reports show more cases hhad not been taken into Research shows that several drugs have been used in the treatment of AD(H)D. The most widely used have been psycho-stimulants, which OP ssimulate brain activity. They have BIRT proved to reduce the symptoms, but ‘ere is concer about their side effects and, in some cases, symptoms have been reported as more %\ intense when the drug's effect, diminished. the American Association, there are professionals based are expected to sustaining organising tasksNevertheless, experts advocate for a multidisciplinary approach to the disorder, involving health professionals, educators, parents and, in the case of teenagers with AD(H)D, specialists suggest a compromise from adolescents themselves. Treatment specific to each child should be provided and monitored bearing in mind that the absence of effective steps to support the child might end up in escalation of the behavioural issue, distress and disruption. What teachers can do to help First and foremost, keep a positive attitude towards the student and the problem. Bear in mind that AD(H)D students do not follow instructions because their brains prevent them from doing so. Teacher's patience, observation and commitment will do the rest. Here are some suggested strategies: ‘@ Evaluate how and when the child is inattentive and hyperactive. Get to know him/her. © Seat the student away from distracters (doors, windows, noise). e Summa the class before delivering it © Divide tasks into smaller chunks. Let the student move around (run errands, clean the board, bea helper, keep a rubber object at hand). ‘© Help the student to organise his/her tasks and homework assignments. You will need parental cooperation to keep track of planned activities. ‘© Establish eye contact and keep monitoring the student without leting others know you are doing so. Provide private warning and reward (hand gesture, nod, eye contact) ‘© Keep active communication with parents. RY creactivity icctica para el iioma Praise the child often, and develop a reward system. © Keep classroom noise at an appropriate low level Ignore inappropriate behaviour, particularly if itis unintentional, and avoid confrontation. ‘© Share ideas and doubts with other colleagues. Work collaboratively with other teachers, the family and the medical staff It’s a sure bet! Children have different ways of learning and effective teachers observe, identify and select strategies to encourage and support each of them. Working collaboratively and defining reasonable goals are key steps towards success. By using specific Instructional techniques and classroom management strategies teachers are able to help students with special educational needs to improve academic achievements and behaviout Furthermore, they can provide their learners with life-long strategies which will aid them in their future studies, and even during their adulthood. Silvia Glanoett Sources: Hughes, Lesley and Cooper, Paul. Understanding and Supporting Children with ADHD, 2007 American Psychological Association: intp://wurw.apa.org National Resource Center on AD/HD: hitp://www.help4adhd.org HELPGUIDE.org:http://www.helpguide.org/mental(Mer ist adopted by businesspeople, Power Point has become widely used in education, ‘mainly due to its capability to present {information in an orderly, attractive way. It is believed that Power Point presentations can improve the effectiveness of EFL. teaching, This article explores the possibilities of incorporating this technology in the classroom. Let’s consider its advantages and disadvantages, and list some tips and ideas to use it productively. Power Point is a multimedia application that supports image, audio and video content, This makes it an ideal tool to cater for different learning styles and involve students in the teaching-learning process. Another advantage is that Power Point helps students to focus their attention on the message that you are trying to convey. By inserting graphics, tables, photos, sound and animation effects, you can make more appealing and effective presentations. Other uses of presentation software involve the possibility of incorporating links into the slides. You can create links to different slides within a presentation or to slides on another presentation. This enables you to mave backwards or forwards in a non-linear way and make your presentation interactive for your students. (This topic will be covered in detail in our next edition.) Moreover, presentations can be saved and reused as many times as needed. You can share your presentations with other teachers, or adapt your colleagues’ ones to sult your students needs. You can even go one step further and assign every ‘member of the teaching team the creation of a specific set of presentations. One may develop slides on grammar topics; thers may concentrate on vocabulary or focus on reading, skills, and so on, As a result, all of you will benefit from this collaborative, time and effort-saving work and have a valuable repository of ready-to-use presentations for your classes. However, there are also some disadvantages to presentation- based teaching. Some teachers tend to become Power Point- dependent and remain seated in front of the computer just clicking the mouse instead of promoting real interaction with their students. This, in turn, may result in information overload which may interfere with students’ comprehension. ‘Another drawback refers to the availability and costs of the necessary equipment. The most effective way of showing, Power Point presentations requires the use of projectors, which are quite expensive. Besides, there is always the risk of relying too heavily on technology forgetting that it may fail or go. ‘wrong just when we need it the most. Even so, in my experience, the advantages outnumber the disadvantages and, if you are already using presentations in your classes or willing to give it a try, here follow some tips and ideas you may find useful. Top tips 4% Keep the slideshow short (preferably not more than 10 slides) to avoid losing the students’ attention. HAs putting too much information on each slide. 9% Include only key points and explain the rest. 4% Keep a balance between image and text. 4% Use a font with a background colour combination that is easily readable. .9€ Select an appropriate font size to be read from the back of the classroom, -% Avoid reading directly from the slides in order to interact, with your audience, 96 Insert mini-activities to keep students active. 296 Prepare handouts to help students take notes and remember the main concepts. 3% Do not show presentations every class. Save them for special occasions to change routine, 8% Pre-load your presentation on the computer to ensure it runs properly.3% Always have a backup plan in case of technical problems with the computer and/or projector. Simple ideas 9% Power Point can be used in many ways: for teaching a new topic, for practice, for games, or for revision before a test. Here are a few ideas which you can easily put into practice 4% Create slideshows of vocabulary words appearing along ‘with pictures and definitions to use them as flasheards and help students remember the meaning. % Practise spelling by making letters appear one by one as students spell out the words. 9% Project a text and have students predict what will come next by showing it sentence by sentence, You can add audio effects to make it more motivating. For example, a barking sound may help students anticipate a sentence like ‘Suddenly, the dog started barking 4% Show pictures in a sli or make up they appear sshow for students to deseribe them finding connections between the pictures as. ‘9% Instead of projecting the slides on a screen or wal, do it on the board so that you can write on it and, for example, underline or circle words, fill in the gaps or do a matching. activity. ‘6 Use Power Point to create an information gap activity Divide students in pairs. Ask Student A to watch the presentation and Student B to give their back to the screen. Give a handout with a gapped text to Student B, who has to ask the right questions to Student A. Student A watches the resentation and Student B's questions, 4% If there is you may upload can review mater practice. -omputer selfaccess centre in your institution, collection of presentations so that students jal at thelr own pace in case they need extra HY DO WE READ? eed Ce Cena) es ae Cee eee tae HOW ABOUT YOU? jow often do you go to the beach? jat is something you always do? jat is something you often do? lat is something you never do? | 96 Post the presentations on a class website so that students can see them again out of school. This will also allow absent students to catch up with missed lessons. 98 Have students create their own slideshows, for example, to present what they learned during a field trip or a guided visit, to support an oral report on a certain book they have read or film they have seen, to share with their classmates photographs of their last holiday as they describe what they did, and the list is endles To sum up Presentations may take time to prepare or adapt, but they can be exchanged among teachers and used over and over again. Power Point offers the opportunity of making your classes more flexible and organised. Just experiment to find what works best for you and your students. In the next issue you will find useful tips to create interactive Power Point presentations. ‘Mariela Stare Sources Sharma, Pete & Barret, Barney. Blended Learning. Using technology in and beyond the language classroom. Macmillan, 2007. Power Point Presentations: Friend or Foe? huip://www.aticlesbase.com/languages-articles/power-polnt- presentations-friend-or-foe-534196.html Using Power Point for ELT http://w eltworl.net/times/2009/05 /using-powerpoint-for elt/comment-page-1/ ake.jeachers have a major role in preparing students for lite and helping them beenme responsible and upright citizens, Their commitment to make this happen must be 7 constantly renewed through. WOE, MERE ere we ender yeced 2a me invite you to jin mein short exer, us ela, close your eyes for @ couple of minutes, go back to your school =< Good teachers... 4 focus on the learner as an individual because they care about academic progress and personal development. 4% model appropriate social and personal behaviour to be imitated by their students. 3% concentrate on their students’ needs and make the curriculum flexible. 3% usually monitor progress since their focus is on the process rather than on the Final product. 9% aluays plan their lessons. look for appealing material. give feedback. inform parents about their children’s progress and respect the institution's philosophy. days and try to recall those teachers wh call those teachers who have feta print i your hear and mind. 1temember havigg excelent teachers, who helped me learn, showed me respect and encouraged me to take part in my learning process; but {also met others who I can hardly remember. How did these teachers differ? Alter giving this issue some thought, let's lst some characteristics | Which define good teaching practice, 3% motivate the students and make them responsible for their learning. 3% believe teaching goes Fat beyond the classroom walls and take every chance to set their students’ minds into action. MK reassure students’ success and =| progress to encourage them go further | on. 9% are flexible enough to adapt to different realities. This Flexibility gives them the freedom they need to get close +o theit students. ‘Lain sure many more characteristi THe lat af fs say tore errant. aver the in again, ad some more lature, nk tern ‘order of importance and see how many oi them actually describe your teaching practice. You may conclude that it needs to be checked and double-checked for your students’ benefit. "VaNt