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What happens on this
occasion?
Coronation Day is known by this name
because it commemorates the
anniversary of the coronation of a
monarch. In other words, it is the
official day in which a king or queen
are formally given the crown and
invested with the regalia. The
coronation of Queen Elizabeth II took
place on 2nd June, 1953.
The coronation of the new sovereign is
held after some months of their
accession due to the great amount of
time needed for preparations, in the
case of Queen Elizabeth II, it took 14
months. For over nine hundred years,
this ceremony has taken place at
Westminster Abbey in London.
The religious service is conducted by
the Archbishop of Canterbury. This
ceremony not only includes
representatives of the Houses of
Parliament, Church and State but also
the Prime Minister and many well-
known citizens. Royalty from around
the world is also invited.
Teaching sequence
Age: Young Learners/Teenagers
Level: Any
The Coronation Day of Queen Elizabeth II.
Sources and References
Objectives https://www.royal.u
k/coronation
• To encourage
students to learn about
https://www.royal.u
k/coronation-day-sp
eech-2-june-1953
the British monarchy.
• To develop intercultural awareness.
a. What is a monarchy?
• To learn vocabulary connected to the
monarchy. b. Is there a monarchy in your
country?
• To motivate students to express
themselves by means of doing arts and c. What’s the name of the Queen of
crafts. the United Kingdom.
Comment: Students may not know the
Resources answers to all these questions. They
can make predictions and then check
• Whiteboard whether they were right or wrong by
• Chalk/marker surfing the net at home. They can
work in groups and come up with
• Computers with Internet connection.
better answers than by working on
(Alternatively; students could be told
their own.
to watch the video at home for a
2. Write the word Coronation on the
flipped classroom experience)
board. Ask students to predict what
• Some paper
this ceremony consists of and tell
• Coloured pencils them to draw a picture of what they
• Cardboard sheets imagine this event is like.
3. Students share and expain their
• Scissors
drawings to the rest of the class.
• Glue
4. As a follow-up, you can tell
students to find a video on the
Tasks Internet which explains what
1. Discuss with students the Coronation Day is.
following questions: 5. Tell students to watch the video
they have chosen.
6. In groups, students make a collage
to summarise the main issues
about Coronation Day.
7. Craftwork: As a final task,
students can work in pairs
and design a new crown for
an imaginary monarch. Tell
them to consider the following
questions:
a. What colour is your crown?
b. What is it made of?
c. Is it big?
d. What elements has it got?
Yesica Galliano
 D ear colleagues,
Page 2:

Contents
The World Cup is approaching and The Teacher’s Magazine British and American Folk:
brings along a lot of activities to celebrate this event. There is a Coronation Day
poster to find different items, which can also be used to practise Pages 4 to 6:
or teach vocabulary or structures. There are also photocopiable Phonics for Kids:
activities to use with students of all ages and levels The Cute Zoo
There are two lesson plans to work on poster 2, The Seasons and the Page 7:
Senses and Winter, both can be used with very young learners and ICT Tools for the English Class:
young learners. Canva
For teenagers, you will find a short film called The Hedgehog and the Page 8:
first part of a lesson plan on “Ni Una Menos”. Working with Short Films:
Last but not least, there are the usual sections British and American The Hedgehog
Folk, Global Culture Corner and ICT Tools for the English Class. Page 9 to 10:
We hope you enjoy this issue as much as we do. The Football World Cup
Page 11 to 12:
Karina Uzeltinger
Ideas to Create Tasks Based on
Editor-in-Chief the FIFA World Cup Topic
Pages 13 to 14:
Getting Ready for the
World Cup

Download another photocopiable activity from www.ediba.com

Page 15:
World Cup Dreams
Pages 16 to 17:
Waiting for the Initial Whistle
Pages 18 to 19:
Are They Merely a Colourful
Piece of Clothing?
Pages 20 to 22:
Gender Education:
Ni Una Menos
Pages 23 to 25:
The Seasons and the Senses
Page 26 to 28:
Winter
Page 30:
Global Culture Corner:
Anne Frank
Poster 2

Poster 1

Poster 1:
The World Cup
Poster 2:
The Seasons

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photocopiable activity
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Agustina Negretti, Mónica Buzada, Yesica Galliano, Fabricio Inglese, Daiana Agesta,
Fernanda Valle, María Paula Miner, María Marta Marcelino, Geraldina Salaberry Serrano / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección general: Darío Seijas / Archivo digital: Cecilia
Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martín / Color digital: Mónica Gil, Natalia Sofio /Comunicación y atención al cliente: Carlos
ISSN: 1514-142X
Balajovsky, Maia Balajovsky / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Recursos humanos: Mariana Medina / Recursos multimedia: Martín Asteasuain, Francisco Del Valle, Aldana
Meineri , Pablo Yungblut, / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Juan Meier / Recepción: Consuelo Pérez Fernández /
AÑO XX - Nº 213 Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
JUNIO 2018
Editora Responsable y Propietaria: EDIBA SRL, Pascual de Rogatis 80, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA Impresión: IPESA Magallanes 1315 Ciudad Autonoma de Buenos Aires. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de
PUBLICACIÓN DE:
Editoriales S.A.; Av.Entre Ríos 919  1° piso  (1080) C.A.B.A.; CUIT 30-53210748-9 - República del Uruguay: Niliway S.A, Paraguay 1924, Montevideo, Tel. 0059-82-9240766, Fax 0059-82-9240761

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Suscribite a The Teacher's Magazine llamando al 0810-888-4645. Recibirás los posters impresos en tu domicilio, y la revista en formato digital se descargará
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C 1999 The Teacher’s Magazine Prohibida la reproducción total o parcial del contenido de esta revista, excepto los fotocopiables. Registro de Propiedad Intelectual Nº 5248045

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3
 Objectives:
• To expose children to systematic The Cute Zoo
phonics instruction.
• To practise the sound /u:/ and The goose, the rooster, the cockatoo,

T
discover the ways it is spelled.
even the kangaroo and the mule!
• To gain exposure to spellings
<u>, <oo> and the They all await the food at the Cute Zoo.
corresponding pronunciation.
Will it be fruit or soup?
he following tasks aim at
practising the sound /u:/
Maybe juice? Or a root?
and building associations Something blue to consume?
with its most common
spellings, <u> and <oo>. This There's the bugle, the tune, the cue!
vowel, the one closest to Cardinal
Vowel number 8, poses little difficulty Oooo! A spoon!
to students, specially if we consider
that most languages have a very It's coming soon!
similar vowel, and some accents, such
Yoo hoo!
contrastive /u:/ and /ʊ/. However, its
as Scottish English, do not pronounce

presentation is necessary to help

learners build the complete sound- they represent and the way that they cards with the words dog, fox, frog,
spelling system, and comprehend are pronounced, and circle the ones hog, crayon, rainbow, paint, pray,
most varieties of English. that have the sound /u:/. Finally, rooster, goose, cockatoo, mule, and
activity D presents the full story. others with pictures that represent
On page 5 you will find a comic strip
However, kids will have to complete those words, (you may use
that you may use as you find it here,
certain words they will be able to construction paper or recycled
or make blown-up copies and colour
recognise by now. If students have cardboard from cereal boxes; you may
them to decorate the classroom. They
difficulties with writing or even ask kids to do the cards
will help you tell the story and focus
orthography, make sure you are themselves: give them cardboard
on the sound /u:/. Say each line
available to answer questions, squares and photocopies of the
pointing at the animals and food in
monitor their progress, and assist animals and words, and ask children
the pictures and, when telling the
them. This demanding task is to colour and glue them). Now you
story for the second time, ask students
accompanied by a colouring one that are ready to play games! First, put all
to repeat each line after you. Then,
will provide background to help the cards facing down. Students have
show the pictures, point and elicit the
children follow the story and, at the to flip two at random and see that
story from the kids: they have to try to
same time, make the activity more they coincide. If they do, they remain
retell it with as many details as
appealing and entertaining. face up, until all of them are turned
possible. You can also make copies of
over. Then, ask kids to classify them

they sound. They will have an /ɒ/

this page for students to cut and glue
in order.
Activities
On photocopiable page 6, activity B,
students will have to match the
pictures to the animals, to start
familiarising themselves with the
spelling of the words heard in the
story. Activity C requires that children
look at the illustrations, think of what
4
You may use the story as a play, and
ask students to represent it for the rest
of the school; or you may ask kids to
think of a tune they know and sing
the story to that melody.
In articles on Phonics in previous
issues, the importance of sorting has
been thoroughly explained. Following
that, we suggest you use the
flashcards and pictures from The Odd
Mob and Paint a Rainbow, and
prepare cards to play a game. Make
into three groups according to the way
group, an /eI/ group, and an /u:/
group. You may take advantage of this
to point out differences in spelling and
correlations in spelling and
pronunciation.
Hope you enjoy yourselves while
learning!
Agustina Negretti
 Level: A1 Age: Young Learners

The Cute Zoo

A) Cut and glue in order.
Download another photocopiable activity from www.ediba.com

5
 Level: A1 Age: Very Young Learners/Young Learners

The Cute Zoo

B) Match.

ROOSTER
KANGAROO

MULE

COCKATOO

GOOSE

Download another photocopiable activity from www.ediba.com

C) What can they eat? Circle the words with /u:/

BLUEBERRIES SOUP
ROOTS

POTATOES

FRUIT JUICE
SPAGHETTI

D) Complete with U or OO. Colour.

THE CUTE ZOO

THE G........SE, THE R........STER, THE COCKAT........,
EVEN THE KANGAR........ AND THE M........LE!
THEY ALL AWAIT THE F........D AT THE CUTE Z.........
WILL IT BE FRUIT OR SOUP?
MAYBE JUICE? OR A R.......T?
SOMETHING BLUE TO CONS........ME?
THERE'S THE BUGLE, THE T........NE, THE CUE!
OOOO! A SP........N!
IT'S COMING S........N!
YOO HOO!

6
 Canva
Canva is a tool for creating educational flyers and
posters, collages, and social media graphics. It is very
easy to use, as it has a drag-and-drop interface which
allows you to insert photos, text and customise your
work. You can download or print the flyers to share,
and start from scratch or choose from the vast
collection of professionally-designed layouts.
There are thousands of possibilities when starting your
designs. Your photos can be cropped, scaled and
straightened. You can add text, speech bubbles, word
balloons, icons and symbols. You can also create logos,
cards, badges, postcards.
Once you create and activate your account:
1) select what you are going to design,
2) select a background,
3) add text and images (you can upload your own
images or choose from the library of professional
graphic-design elements: banners, icons, frames and
more),
4) choose from plenty of layouts, Once you have finished designing, you can send your new
work straight to Canva Print. You can also choose to
5) save your work,
publish your design as JPEG or PNG images ready for
6) share through the link provided. uploading or emailing. Or you can post them straight for
your Facebook, Twitter, LinkedIn or Instagram followers.
You can also share your designs on Canva’s free social
stream, a community where users can post their designs
publicly, follow their friends and interact with others.
Canva is available online, for iOS and Android operating
systems.
Create your account and get started!
Fernanda Valle
 Working with The Hedgehog
short films
Level: A2 Age: Pre-teens/Teenagers

A) Answer the questions.

1) Have you ever had a hedgehog as a pet?
2) Has anyone you know had one? What was/is it like?
3) What do you know about these animals?

B) To find out more about this mammal, complete the text with the following verbs in the correct tense
(present simple or present perfect).

ADAPT BE BE BECOME CAN RESEMBLE TURN

A hedgehog 1) _____________ a spiny mammal that 2) _____________ to a nocturnal way of life. The
spines protection 3) _____________ that of the porcupine, which is a rodent and is not related. The

Download another photocopiable activity from www.ediba.com

hedgehog’s spines 4) ________________hollow hairs, stiff with keratin. They are not poisonous and
5) _____________ (not) be easily detached from their bodies. When the animal 6) _____________an
adult, the spines are replaced, the process is called “quilling”. As a defence, they 7) _____________into a
tight ball, which makes the spines point outwards.
(Information taken from: https://en.wikipedia.org/wiki/Hedgehog)

C) Put the sentences in order to complete the review.

1) and how it alters the father and son’s routine. / is about a new pet / The short film
2) written by Grigory Gorin. / based on a novel / It is
3) It is / and has English subtitles. / from Russia
4) by Alexandra Tsareva. / and directed / It was written
5) Alexander Mashanov, / starred in it. / Sergey Markeev and Igor Mikhailov

D) Watch the short film at http://dailystarmovies.com/videomovies--quot-The-Hedgehog-quot-short-film-from-

Russia-(subtitles)_fMg54-4BL8sk.html, https://ru-clip.com/video/Mg54-4BL8sk/the-hedgehog
-short-film-from-russia-subtitles.html or https://www.youtube.com/watch?v=Mg54-4BL8sk.

E) Put the sequence of events in order.

1) After the father has climbed the building to get the ticket back, he realises it is actually very old, and
he will not get the new TV.
2) He sits on a bench and smiles as the two children play with the hedgehog.
3) The boy arrives with a new pet, a hedgehog, which he has swapped with a child for a lottery ticket
that he owned.
4) The kid tells his father that the ticket had the winning numbers, and the prize was a TV.
5) The father is watching a football match on TV and doing some crafts.
6) The parent takes his son to get the ticket back and collect the prize.
7) The other kid has made a pigeon with the piece of paper and has sent it to the top of a building.

F) Answer in groups.
1) How does the story end?
2) Why do you think the father is smiling?
3) What has the hedgehog done in the father and boy’s family?

in it. E) 5, 3, 4, 6, 7, 1, 2.
subtitles. 4) It was written and directed by Alexandra Tsareva. 5) Alexander Mashanov, Sergey Markeev and Igor Mikhailov starred
it alters the father and son’s routine. 2) It is based on a novel written by Grigory Gorin. 3) It is from Russia and has English
Key: B) 1) is, 2) has adapted, 3) resembles, 4) are, 5) cannot, 6) becomes, 7) turn, C) 1) The short film is about a new pet and how
8
 The World Cup
Working with the Poster
On poster 1, there is a scene to find different items.
According to students’ age and level of English, you can
ask them to do some of the following activities:
With children, ask them to find objects of different colours,
for example Find or Point to something (blue).
Use the poster to
• find the mascot,
• find the World Cup,
• count the balloons, and say their colours,
• find a shoe,
• describe or tell what colours the flags are,
• find the ambulance,
• count how many players there are,
• find people wearing hats,
• count how many police officers there are,
• find people from different countries,
• count the umbrellas, and say their colours,
• find different pets (a cat, a dog, a goldfish),
• describe what people are wearing,
• find a person wearing winter clothes,
• count the flags (do not forget there are flags among
the audience as well),
• find the exit, etc.
Discuss with students about the stereotypes presented:
Why is the public mostly white in ethnicity? Why aren't
there any spectators from the far East countries? Why do we
vocabulary and grammar structures (e.g.: present simple,
imagine certain ethnicities in a determined way? Why do
continuous, conditionals, relative clauses, and so on).
we imagine people from certain countries or regions in a
Students can choose to write about the following scenes
determined way? Find pictures of the public at a football
between:
match and compare with the public in the poster. Are there
any similarities and differences? Do an Internet search to – A policeman and a player doing cartwheels
find the different ethnicities within Russia, your country – A defender and a striker
and any other country, are they represented in the picture?
– Two friends taking a selfie
With older students, introduce words related to football:
– A man wearing a cap and a woman on the left
players, referee, lineman, goal, goalkeeper, etc. Ask
students to describe what different people are doing As a follow-up activity, they can choose different characters
(standing, sitting down, eating a hotdog, running, dancing, to write more dialogues or even a paragraph telling what
drinking, wearing winter clothes, standing on their hands, happened during the match.
etc). Find whose countries the flags are, and which of Divide the class into groups and ask each group to
those are not competing in this year World Cup. investigate about a country participating in the World Cup.
You can make a competition. Divide the class into teams, Ask each group to present their country either orally or
to find the first 5 items mentioned, and to place a post-it or using a slideshow presentation. Vote for the best one.
flag on them; the next team should find the following 5 Tell students to make predictions about which team might
items, placing another colour post-it or flag, and so on. win the World Cup. Remind them to justify their choices.
Time each group and the fastest team will win a “golden This activity is great to revise the superlative form of
ball” (you can colour a ball using golden paint). adjectives and modal verbs for prediction.
In pairs, students write dialogues to tell what people are Once the World Cup is over, you can still use the poster to
saying. Depending on their level, they can use different revise already learned vocabulary.
9
 Level: A1 Age: Very Young Learners

Russia 2018 World Cup

A) This is “Zabivaka” the official mascot of the 2018 FIFA World Cup Russia. Read and colour the wolf.

Download another photocopiable activity from www.ediba.com

1. His ball is black and white. 5. His eyes are blue.

2. His shorts are red. 6. His nose is black.
3. His glasses are orange. 7. His body is white and brown.
4. His t-shirt is white and the sleeves are blue. 8. His tongue is red.

10
Ideas to Create Tasks Based on
the FIFA World Cup Topic
T
he 2018 FIFA World
Cup is starting soon,
giving teachers plenty of
opportunities to engage
students in a variety of
topics and themes. It is attractive to
any age group and level so why not
make the most of this event. The tasks
listed below are flexible enough to be
adapted to the teacher’s needs and
aims. Some activities can be a part of
a project, collaborative or topic-based
work, some others can be used to deal
with content from other subjects, or
used in more than one level. It can
also be a chance to team up with
other teachers and share ideas and
students' productions. Put the
thinking cap on and start creating!
Ideas to work with
beginners
(Young Learners):
• Let students colour the World Cup
participating countries flags. Some
students describe the flag, others
guess the country. Make a poster or a
slideshow presentation with the flags.
• Conduct activities using the World
Cup Mascot, a wolf called Zavibaka
(you can find a picture on page 10).
Colour the mascot, describe it,
compare Zabivaka with mascots from
other World Cup events, etc. Students
may choose their favourite mascot and
explain why. Students design a mascot
that may represent different national
football teams and describe it.
• Choose actions that may resemble
how players train before each match.
For example: stretch, run, etc. Using a
game like Simon Says, play with
students.
• Students design shirts (or a new kit)
for the players and describe them.
• Have a look at the score sheet and
think about possible ways of
exploiting it, such as practising
numbers, ordering the countries
alphabetically, grouping them
according to the continents they are
in, etc.
• Play finger football. Children create
and name a country, imagine its flag,
make the players’ kit and commentate
the game.
Ideas to work with A2
(Young learners - Teenagers):
• Choose and design different bingo
games: Countries, nationalities,
players, players’ names, flags, etc.
• Ask students to create the 2018 FIFA
World Cup album. Let them choose
famous players, investigate and write
about their personal information and
routine.
• Let students imagine they are
football coaches. Give them models to
write the players' routines. They can
also design a healthy diet.
• Design matching activities for the
name of the participating countries
with the flag, the continent, the map,
famous places, etc.
• Ask students to investigate about
the participating countries and
compare traditions around the world.
Let them make graphs, visual
organisers, texts, slideshow
presentations, oral presentations, etc.
• Ask students to imagine they can
interview football players. In pairs,
they write the interviews and share.
• Watch the following video with
students:
https://www.youtube.com/watch?v
= PEVRCNeCMYU
There are a number of stimulating
ways you can use it: describe how the
people are feeling, what they are
doing, identify countries, players,
suggest listening comprehension
activities; watch and find, imagine
and write how the story continues,
etc.
11
 Ideas to Create Tasks Based on
the FIFA World Cup Topic
Ideas to work with
B1/B2 students
(Teenagers- Adults):
• Let students investigate about the
different needs of the countries
participating in the World Cup. Let
them imagine they belong to an
advocacy organisation that fights for
the rights of people around the world.
Ask them to design and write petitions
asking world leaders for possible
solutions. Discuss.
• Watch the following video with
students, and ask them to think about
the feelings football provokes, why
people feel so passionate about it.
Hold a debate.
https://www.youtube.com/watch?v
=fTYgpGdvFa4
12
• Print football vocabulary and their
definitions in different sets of cards.
Make a matching game.
• Create a crossword or word search
with vocabulary related to football.
• Design a class blog. Divide students
into groups and ask each group to be
in charge of a page or article on a
given topic, for example: football
rules, history of football, etc. They can
also use different visual organisers,
for example: timelines showing
information about previous FIFA
World Cup events.
• Divide students into groups, each
group investigates about the countries
that will play against Argentina. They
may research about traditions, food,
music, weather, etc. Students design a
trip or virtual tour to those countries.
Use Google maps, Google Earth or
similar apps to locate other
participating countries. Students can
look at main cities, national parks, etc.
Choose one place and describe it.
• Divide students into groups and ask
them to make oral presentations about
Russia. Each group can talk about a
different aspect of the country
(history, economy, society, etc).
• Ask students to imagine they are
part of the Russian organising
committee. Let them think about
everything they have to take into
account to organise the World Cup.
Students write reports.
• Ask students to create The 2018 FIFA
World Cup Twitter desk. Ask students
to write tweets about everything that
happens during the World Cup.
Students can design and write memes
too.
María Marta Marcelino
 Level: A1 Age: Young Learners/Teens

Getting Ready for the World Cup

A) Look at the pictures and make predictions about the 2018 FIFA World Cup in Russia.

1) Who’s this? What does he do?

What animal is it?

2) How many
countries are going
Download another photocopiable activity from www.ediba.com

to participate in the
World Cup? Which
country do you
support? Why?

3) What’s this? What kind

of event is going to be
held here?

B) Be prepared to learn football vocabulary and follow the matches all along the World Cup. Watch the
video at https://youtu.be/NTCD5OusVKY and tick what you can see. If you do not know any words, look
them up in a picture dictionary.

SPECTATORS A STADIUM A PENALTY AREA

A GOAL REFEREE TERRACES
FLAGS A DOME FLASHLIGHTS
DUGOUT CHEERLEADERS FOOTBALL PLAYERS
SPONSORS FANS
13
 Level: A2 Age: Young Learners/Teens

Getting Ready for the World Cup

A) Write the correct words from the box next to the definitions.

DOME DUGOUT PENALTY AREA REFEREE SPONSORS TERRACE

1) A person or an organisation that pays for or plans and carries out a project or activity.

2) A section of a British football stadium set aside for standing spectators.

3) Shelters at the side of a field where the players stay while not playing.

4) A rounded roof .

5) An area in front of the goal, usually marked by white lines.

6) A sports official usually having final authority when ruling a game.

B) Read the newspaper article at https://www.theguardian.com/football/2016/oct/21/russia-2018-zabivaka-

world-cup-mascot called Russia 2018: World Cup mascot Zabivaka the wolf unveiled in Moscow and decide if
the sentences are True (T) or False (F). Correct the false ones.

Download another photocopiable activity from www.ediba.com

1) The 2018 World Cup is going to be held in Moscow.
2) Zabivaka means “charming and social” in Russian.
3) The wolf received 53% of the one million votes in a FIFA poll.
4) The final three mascots were a tiger, a zebra and a wolf.
5) A professional designer has created Zabivaka, the official mascot.
6) Russian kids voted for the best mascot in an online poll.
7) The official mascot’s job is to cheer the local team.

C) Project. Design your own mascot for the next 2022 World Cup in Qatar. Use the following guidelines. To
enliven the task, work on Prezi and introduce your mascot to the whole class. Finally, vote for the best one.

Guidelines:
• Mascot features: Think about cultural aspects of the host country, Qatar (costume, fauna, flora, traditions)
The official mascot for the 2022 World Cup in Qatar is a __________ It has got __________
• Skills: It’s a (striker, goalkeeper, etc…) It is __________. It can __________

designed Zabivaka, 6) TRUE, 7) FALSE. The official mascot’s job is to promote the event and bring joy to the stadiums.
scores” in Russian, 3) TRUE, 4) FALSE. The final three mascots were a tiger, a cat and a wolf, 5) FALSE. A university student has
Key: A) 1) Sponsors, 2) Terrace, 3) Dugout, 4) Dome, 5) Penalty area, 6) Referee; B) 1) TRUE, 2) FALSE. Zabivaka means “the one who
14
 Level: B1 Age: Teenagers/Adults

World Cup Dreams

A) Roll the dice, play and practise structures in 2nd conditional. Discuss with your partner. What could
happen if…? What would you do if…?

You are invited to have

dinner with your You fall in love in
START
favourite team, what Moscow, would you stay
would you talk about? there? Why/Why not?

You receive two

tickets for the 2018
FIFA World Cup in OFF SIDE
Russia, what would GO BACK 1 SPACE You invent a new
you do? soccer rule, which
would it be?
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You make changes in

You have the
the world cup fixture,
opportunity to meet
which could they be? You are offered an
an Argentinian
extremely well-paid job
football player, who
at the same time the
would you meet?
matches are, would you
YELLOW CARD accept it? Why/Why not?
GO BACK 4 SPACES
PENALTY
MISS A TURN
You can choose only
one match to see,
FINISH watch one would it be?
You get lost in
Moscow, where
would you go?
Argentina wins the
2018 FIFA World
Cup, how would you
Your team star player celebrate?
gets injured at the
beginning of the
world cup, what
You can change one
would happen?
thing about the
World Cup, what
would it be?
It is the last of World
Cups, what would you do?
RED CARD
BACK TO START

GOAL!!!!!
MOVE
FORWARD 2 Your VISA expire
You can choose
SPACES You find 10.000 the same day of the
only one match
Euros, what final match, what
to watch, which
would you buy? would you do?
one would it be?

15
 Level: B1 Age: Teenagers/Adults

Waiting for the Initial Whistle

Vitali Krasnoselskikh is a Russian sports journalist
that was present during the World Cup draw. Once
the ceremony was finished, he briefly communicated
through the social media how the teams were
grouped.

A) Complete each of the phrases using the corresponding

demonym for the countries involved in each group of the
World Cup. The answers should be given in the same order as
the countries are presented.

1) Group A consists of locals, Russia, Saudi Arabia, Egypt and the always fierce Uruguay. The ………………

will have strong competition against the ……………… and the ………………, while the ……………… will

probably fight for the first place of the group.

2) The head of group B will be Portugal, the recovering team of Spain, Morocco and Iran. The …………… will

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have to struggle against the ……………… to get the first place, while the ……………… and the …………

will probably have difficulties to advance to the next round.

3) France heads group C with Australia, Peru and Denmark completing the draw. The ………………, once-

upon-a-time champions, will start against the ………………, then the ……………… (who haven't been in a

World Cup since 1982) and will finish against the ……………….

4) In group D, we find Argentina, debutants Iceland, Croatia and Nigeria. The ……………………, always a

football power will not have an easy task against the ………………, the talented ……………… or the

athletic ……………….
5) Group E consists of powerful Brazil, Switzerland, Costa Rica and Serbia. The ………………, recovering from

the last World Cup, are facing a difficult group against the ………………, the ……………… and the tough

………………….

6) Germany heads group F, along with Mexico, Sweden and South Korea. The unbeatable ……………… will

have a strong opposition against the …………………… and the ………………, while the ………………,

probably the weakest team in the group, will struggle for a place in the second round.

7) Surprisingly, group G’s head is Belgium, with Panama, Tunisia and weakened England fighting for two

spots in the second round. The ……………… will start against the debutant …………………… and the

………………, while they will have their last match against the ………………, who need to improve their

World Cup performances.

8) Perhaps the most challenging of all is group H with Poland, Senegal, Colombia and Japan. The …………

will have to show their superiority against the ………………, the improving ……………… and the

promising ………………

16
 Level: B1 Age: Teenagers/Adults

Waiting for the Initial Whistle

B) Some days later, Krasnoselskikh used the social media once again to share a quiz about data of World Cups.
Do a little research and answer his questions by using the country adjectival form appropriate for each
question.

1) Who was the referee in the 2010 semi-final between Uruguay and Germany? It was the ………………

referee Ravshan Irmatov.

2) Against which African team did the 1986-champions Argentina lose their first 1990 game? Argentina lost

against the ……………… national team.

3) Which was the only African team to advance to the second round of the 2006 World Cup? It was the

……………… national team.

4) Which was the runner-up in the 1954 World Cup? It was the ……………… national team.
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5) Which national team was nicknamed “The Orange Clockwork” during the 1974 World Cup? It was the

……………… national team.

6) The 1958 World Cup was the only occasion when all the British nations were represented by their national

football teams. Which were these teams? Apart from the English national team, those present were the

…………, the ……………… and the ……………… national teams.

7) Which national team won the 1934, 1938, 1982 and 2006 World Cups? It was the ………… national team.

8) The 1994 World Cup had two top goalscorers. One was the Russian Oleg Salenko. Who was the other? The

other top goalscorer was the ……………… forward Hristo Stoichkov.

9) The 1966 World Cup top goalscorer playing for the Portuguese national team was not born in Portugal.

Who was he? He was the ……………… striker Eusébio.

10) Which was the third-placed team in the 1962 World Cup? It was the ……………… national team.

11) The biggest defeat a national team suffered in a World Cup was a 10-1 in 1982 against Hungary. Which

was the losing team? It was the ……………… national team.

12) The host of the 2022 World Cup will be participating in this tournament for the first time. Which is this

team? It is the ……………… national team.

13) Which national team was eliminated by Italy in the first round of the 1938 World Cup? It was the

……………… national team.

14) Which was the only national team that scored no goals in Group C during the 2002 World Cup? It was

the ……………….

15) Who was the referee in the 3rd place match between Italy and Brazil in the 1978 World Cup? It was the

……………… referee, Abraham Klein.

16) Which was the 3rd placed team in the 2002 World Cup? It was the ……………… national team.

Key and more activities on a downloadable page.

17
 Level: B1 Age: Teenagers/Adults

Are They Merely a Colourful Piece of Clothing?

The Football World Cup is about to begin, and the news about the competition are filling
newspaper headlines, the social media and street conversations. In addition, sportswear shops
renew their display windows showing football kits from different national teams. For many, it is
time to support their teams and to get dressed for the occasion.

A) Work in pairs or groups of three and discuss the following questions.

• Do you enjoy watching the Football World Cup?
• Do you use any good-luck charms during matches?
• Some people wear football shirts or paint their faces. Do you usually do so?
• Do you know the history of your national team’s shirt? Do you remember if it has changed over the
years?

B) Read the following text and decide whether the sentences given below are True (T) or False (F).

In most collective sports, the way the players representing different teams are identified is through a
uniform or kit. In order not to confuse either the players, the referee, the linesmen or the crowd, these kits
must have different colours. Football is not an exception to this rule, and from the very first Football World

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Cup, national teams wear specific kits to identify themselves from other teams. In general terms, it is
common to see the colours of the flags reflected in the national kits. Nevertheless, some of the most
successful national teams wear particular kits that are not associated with their flags.
World Cups are such a relevant landmark in the history of sport, that every detail remains unforgettable for
fans and journalists. Since the first World Cup, though few people had access to photos or documents,
football kits have been a matter of curiosity. In Uruguay ‘30, the Bolivian national team played wearing a
white shirt and black shorts (instead of the green shirt that is typical nowadays). However, the white shirts
were not plain, as every player had one big letter printed on their chest. When the Bolivian players stood in
line, the phrase “VIVA URUGUAY” could be read from the stands of the stadium. As alternative kits were not
common during that period of time, when Bolivia played against Brazil, they had to wear the Uruguayan
light blue kit, so as not to be confused with Brazil’s white kit (the classical Brazilian yellow shirt was adopted
after the catastrophic defeat against Uruguay in the final match of the 1950 World Cup known as
Maracanazo, since Brazilians thought their white shirt was a jinx).
Between the World Cups of 1934 and 1958, this lack of alternative kits in some national teams contributed to
the curious use of club kits during official matches. In Italy ‘34, during the 3rd place match played in Naples,
the Austrian players used the light blue shirt of S.S.C. Napoli against Germany, since both national teams
wore a white shirt with black shorts. In Brazil ‘50, the group match between Mexico and Switzerland in Porto
Alegre found both teams had similar colours (the Swiss used their typical red shirt, while Mexico used a
burgundy shirt during that period). As a result, the Mexicans played using the blue and white striped shirt of
the local club EC Cruzeiro (RS). In Sweden ‘58, Argentina played against West Germany in the city of Malmö.
The classical light blue and white striped shirt of the South Americans was replaced by the yellow shirt of the
IFK Malmö (a local club) which differed from the white kit the Germans wore. In Argentina ‘78, both France
and Hungary arrived at the stadium in Mar del Plata with their alternative white shirts only, and as a result,
the French borrowed the green and white striped shirt of the local club, C.A. Kimberley. Finally, during Italy
’90, Costa Rica intentionally designed an alternative kit for their typical red shirt paying homage to a defunct
club of their capital, C.S. La Libertad (the oldest in Costa Rica). They used this black and white striped shirt in
their matches against Brazil and Sweden.
Is there logic in the colours of every national football kit? Although in some cases it might seem there is not,
every decision has an explanation. For example, the white shirt and black shorts that the German national
team has worn is derived from the Prussian flag, which was a free state within the country during the 19th
century. Italy’s classical blue kit (which has nothing to do with its green, white and red flag) is connected
with the colour which identified the House of Savoy and the Kingdom of Sardinia, a region in present-day
Italy. The Netherlands’ orange kit has also a royal connection. The House of Orange-Nassau, the ruling family
of the Kingdom of the Netherlands, adopted orange as its identity colour centuries ago. In the case of
Australia, its gold and green shirt is inspired by the national colours. These represent Australia’s golden
beaches and mineral wealth, the forests and eucalyptus trees.

18
 Level: B1 Age: Teenagers/Adults

Are They Merely a Colourful Piece of Clothing?

Nowadays, national football kits have evolved hand in hand with the participation of kit manufacturers and
providers. The designs, textures and fabric used in national football kits are rigorously studied and
elaborated in order to allow players to perform at their best. In addition, manufacturers conduct huge
marketing campaigns oriented towards regular customers. For a sportswear company, it is quite different to
be the provider of the national team of Brazil, Germany or Argentina, or the sponsor of the national team of
DR Congo or North Korea. If a national team qualifies for the World Cup, sales increase significantly. Let
alone when the team they sponsor is the world champion. It is said that during World Cups there are two
parallel competitions: a sporting competition and a business competition.
1) National football teams use kits with different colours so as to be distinguished immediately from their
opposite team.
2) During World Cups, no national team has ever worn the shirt of another national team.
3) The Bolivian national team has always worn its typical green shirt.
4) Since the first World Cup, alternative kits have been used by the participating teams.
5) The Brazilian national team changed the colours of their kit after a traumatic sporting result.
6) During the 1950 World Cup, both Mexico and Switzerland had the same shirt colours.
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7) In Sweden ’58, the Argentinians wore the yellow shirt of the Swedish national team.
8) The Costa Rican national team was forced to use the shirt of C.S. La Libertad in order not to be
confused with the rivals’ colours.
9) There are national teams that do not respect the colours of the national flag in their kits.
10) Both Italy and the Netherlands have chosen the colour of their kits from the same kingdom.
11) The national colours of Australia are the same as the ones in the Australian flag.
12) Kit providers analyse thoroughly many aspects before releasing a new national football kit.
13) Kit providers seek to increase their sales to common people.
14) The final position of a national football team in the World Cup ranking has a direct effect on the sales
of the kit provider that sponsors them.

C) Using the information of the previous text, complete the crossword related to the history and
present of national team’s shirts.
1) A national team that wore a burgundy shirt during the 1950 World Cup.
2) A superstition that makes people think they have bad luck.
3) The two assistant referees that help in imparting justice during a match.
4) The country where the club IFK Malmö plays.
5) The gesture that the Costa Rican national team had with C.S. La Libertad.
6) A study carried on by a company, whose objective is to keep customers satisfied.
7) A national symbol, which in many cases, is the source of the colours of football kits.
8) The group of people gathered to see a football match.
9) The team that wins a tournament.
10) A Football World Cup is a sporting competition but also a ………… opportunity for companies.
11) The pattern that the Argentine shirt has.

1) __X___
2) ___X
3) _I______
4) _W____
5) _O____
6) ___R______
7) _L__
8) ____D
9) C_______
10) _U______
11) ____P__

C) 1) Mexico, 2) Jinx, 3) Linesmen, 4) Sweden, 5) Homage, 6) Marketing, 7) Flag, 8) Crowd, 9) Champion, 10) Business, 11) Stripes.
Key: B) 1) True, 2) False, 3) False, 4) False, 5) True, 6) False, 7) False, 8) False, 9) True, 10) False, 11) False, 12) True, 13) True, 14) True;

19
 Level: A2+/B1 Age: Teenagers

Gender Education: “Ni Una Menos” Movement

A) Imagine there is a new classmate from Thailand who does not know
what “Ni una menos” is. Look at the pictures and explain in your own
words, with the help of your classmates and teacher, what the movement
consists of.

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Watch the video at: https://www.youtube.com/watch?v=qkeFjqiSVGU.
-Why are those women there?
-What do they want?
-What does that demonstration represent/stand up against?
-Is this “Ni una menos”?

C) Compare and contrast the cases described in these newspaper headlines. Decide which is real and
which is fictional and explain your choice.

1) “Three women rape man after forcing him into a taxi and kidnapping him”
2) “A young woman stabs her ex to death after going to the club”
3) “A man kills, quarters and burns his girlfriend”

D) Case analysis. Read the interview fragment and answer the questions below.

Last Sunday, we were lucky enough to interview the famous writer of a really popular book and film
about an adolescent who falls in love with a male vampire. Let’s read the fragment that refers to what
happened to Steff when she was writing the sequel inverting genders, i.e.: a boy falling in love with a
female vampire.
Interviewer: Steffie, 10 years ago you wrote a novel cake. However, I was faced with situations that forced
about a young woman who falls in love with a me to rethink certain issues.
vampire. The book was so successful that now, 10
years later, you decided to write a similar one, Interviewer: Can you name one of these?
swapping genders. What was this experience like? Steph: A scene in particular made me learn a lot
Steph: Well, I’ve always felt uneasy when they about a reality I was not aware of. At a certain
criticized my female character, when they said she moment, the girl goes shopping, it gets late, she gets
was weak, feeble and dependent on the man to save lost and a group of men corners and harasses her. She
her; since I think that was not so. That was the first gets really scared and the vampire rescues her. When
incentive I received to create this new side of the writing this new book, the situation had to be that
story. I wanted to prove that the theme was universal, the young man went out, was walking down a street
that love happens to everyone no matter their gender. alone and a group of women harasses him… and I
wasn’t buying it! I couldn’t believe that that would
Interviewer: So it seems that you actually had no happen to a man, but I didn’t know why! So I did
difficulties, is that right? some research and I realized that I couldn’t do it. That
Steph: In fact, when I started developing this new scene had to be transformed into something else or
perspective, I thought it was going to be a piece of skipped altogether.
20
Level: A2+/B1 Age: Teenagers

Gender Education: “Ni Una Menos” Movement

1) Answer the questions.
a) What did Steph learn from this experience?
b) What does she teach us about gender violence?

2) Choose a possible synonym for the words in bold.

a) famous: renowned / mysterious
b) swapping: affecting / exchanging
c) feeble: weak / feverish
d) issues: problems / numbers
e) aware: unconscious / conscious
f) harasses: bullies / hurts
g) scared: frightened / relaxed
h) transformed: informed / changed

3) Check the verbs in italics at the beginning of the fragment.

- What tenses are used? Why?
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E) Google search. HOW MANY? Use the information gathered to debate in class.
- Check the number of results that come up when you write the following:
1) women raped by men
2) men raped by women
3) women murdered by men
4) men murdered by women
- Look at the first lines in each result and check if the results reflect what you were looking for/what you
expected.
- Why do you think these figures are so?
- What is the underlying reality that they reflect?
- Can you think of reasons why this happens?

F) Read the newspaper article and do the activities below.

What Is “Ni Una Menos”?

“Ni Una Menos” is a collective voice against gender violence
and gender inequality. It emerged because of an urgent need
for women to express themselves, so that the cruel actions
towards them are no longer ignored. In particular, they want to
make femicides visible, since statistics show that every 30 hours
a woman is murdered in Argentina. Activists, artists and
journalists started the movement, which quickly grew when
diverse members of society turned it into a massive campaign.
Thousands of people, hundreds of organisations from all over
the country, members of different political parties joined soon
afterwards. The urge is to raise awareness on what has been
happening and to demand concrete actions from the State.
The first demonstration was on 3rd June, 2015. It took place in
hundreds of squares all over Argentina. The most visible one
was at “Plaza del Congreso”, in Buenos Aires, where thousands
of demonstrators with diverse voices, identities and flags
gathered.
What are some of the objectives?
• To implement the necessary resources and monitor the “Plan
Nacional de Acción para la Prevención, la Asistencia y la
Erradicación de la violencia contra las mujeres”, a national plan
to prevent, assist and eliminate gender violence, which had been
established in Law 26.485.
• To guarantee victims’ access to the justice system. There must
be professionals qualified to work on these cases in every police
station.
• To keep a “Registro Oficial Único” (a unified official record)
to include all victims of gender violence. To produce official and
updated statistics on femicides in order to implement effective
public policies.
• To ensure and enhance “Educación Sexual Integral”
(Comprehensive Sex Education) at all levels of education, so that
students learn how to live in a violence-free and discrimination-
free society. To educate teachers and headmasters
/headmistresses, in order for them to be qualified for the task.
• To guarantee victims’ protection. To implement electronic
monitoring of criminal offenders.
What type of violence does “Ni Una Menos”
stand up against?
There is a specific type of violence, which is exerted through
action or omission. It involves uneven power relations and may
take place in the public or private sphere. It is generally known
as gender violence, and it can take different forms: physical,
psychological, sexual, economic or symbolic. All these forms
must be socially and legally condemned, since they affect
women’s lives, freedom, dignity, as well as their physical,
economic or sexual integrity.
21
 Level: A2+/B1 Age: Teenagers

Gender Education: “Ni Una Menos” Movement

1) Find in the text:

a) A date: ____________________________ Why is this date important?

b) A type of violence: ___________________________ Why is this type mentioned?

c) The antonym of “equal”: ____________________ What do these relations imply?

d) A synonym of “large, enormous, gigantic”:___________________Why have these demonstrations been

so popular?
e) The antonym of “obsolete”: _____________________ Why are statistics important and part of the
objectives of the movement?

2) Decide if these statements are True (T) or False (F). Correct the FALSE ones.

a) “Ni Una Menos” movement members demand capital punishment for sex offenders.

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b) Every 30 hours a member of the female sex is killed in Argentina.
c) Political parties are not involved in the “Ni Una Menos” movement.
d) Only cases of gender violence in the public sphere should be condemned.
e) Every person available in the justice system can work on cases of gender violence.

Final Task: A femicide from different perspectives

In small groups, choose one of the following instructions and develop a final product bearing in mind what
you have learned throughout the previous activities. You may record everything beforehand and take the
tape, or do it “live” (in class):
● Talk show: a host and a couple of guests debate about gender violence. One of you will have to perform the
role of an expert on the topic to define situations that may be misinterpreted.
● News programme: look for a recent case of gender violence and present it with the help of classmates
performing as a lawyer and an expert on the topic explaining why this event is an example of gender
violence.
● News programme: present a case of gender violence as if it were one more piece of news. Do not mention
the words gender violence and present it with other sports and/or entertainment pieces of information.
● A news reporter is in charge of covering the “Ni Una Menos” demonstration and interviews people asking
for their opinion on gender violence and the latest case that is still being talked about in the news
programmes.

“The Teacher’s Magazine”.

The topic of gender violence will be further developed in the next edition of

there must be professionals qualified to work on these cases in every police station.
this claim. d) False. All forms of gender violence should be socially and legally condemned. e) False. The movement demands that
2) a) False. The movement members demand the enforcement of Law 26.485. b) True. c) False. Different political parties adhere to
practices that tend to eliminate gender violence. The course of certain public policies will be determined by the result of statistics.
that society is no longer overlooking the issue. e) updated. Statistics will gather information useful to continue or abandon
uneven. Uneven relationships affect the abused person's integrity. d) massive. The demonstration was massive and that may show
demonstration was held. b) gender violence. It is mentioned because it is the reason why "Ni Una Menos" is commemorated. c)
express an idea or a state (think, seem); F) 1) a) 3rd June 2015. It is important because on that day the first "Ni una menos"
express a feeling she has had for a while (she began to feel that way in the past and continues up to now), and present simple, to
simple because she/he is referring to an action that happened in the past and it is finished. Then, the writer uses present perfect, to
renowned, b) exchanging, c) weak, d) problems, e) conscious, f) bullies, g) frightened, h) changed; 3) The interviewer uses past
https://www.clarin.com/policiales/mato-chica-descuartizo-incinero-dieron-18-anos_0_S1afyUlJAte.html; D) 2) a)
taxi-and-kidnapping-him-in-south-africa/news-story/c67fc556d6c7b9b347a8c558a69ecf69 b) False, c) True
Key: C) a) True http://www.news.com.au/lifestyle/real-life/true-stories/three-women-rape-man-after-forcing-him-into-a-
22
 The seasons and
the senses
Objectives germinator in a jar for students
to see the whole process.
• To introduce or practise vocabulary connected to
However, I find the following
the seasons.
option more eco-friendly and fun

T
• To have students experiment learning with different for kids. Take some cracked egg
materials. shells – at least, one per kid –,
• To enliven learning with an array of sensory stimuli. soil and seeds of a small size
(either grass seeds or basil,
parsley, or any other you can
think of). Instruct children to
he following activities have been designed draw a funny face on the
bearing in mind neurolinguistic needs young eggshell using, albeit carefully,
students have, and with the idea to stimulate a permanent ink marker. Add a
their learning processes through various tasks spoonful or two of soil, some seeds, and
and materials. While revising vocabulary associated with cover with more soil. Water with a sprayer, leave
the seasons, kids will be able to experiment and to develop near a source of light, and in a few days results should
their imagination. The activities could be carried out as a become visible! If you used fines herbes, the activity will
whole project on the topic, or adapted separately to have a plus, that will be the ability to smell and taste, as
complement a unit you are currently working on. well as see and touch the sprouts. Do not forget to provide
1.Explain to children that you are going to do some field and point out useful vocabulary in L2 throughout the
work. Tell them to take a pencil, some paper and provide process.
small containers (you may use empty bottles, jars, small Summer: Let's go to the beach! That may be a bit difficult
boxes, preferably materials that you would have otherwise to carry out, but with this task, students may bring the
discarded), and ask them to collect and draw whatever beach to the classroom. Elicit activities they do during the
they find curious outside. Give them enough time to do so, summer, sports that are easier to play at that time of the
and take everything back to the classroom. Once inside,
each child shows what they have drawn or collected.
Ask them about the textures, colours, temperature, smell
and even taste of the things they found. If you see that
none of the findings suffers seasonal changes, you pick
something (a leaf from a tree, a flower, a feather) that
does, and show it to the class.
2. Ask if they believe these things they discovered are
found all year round. Elicit the concept of seasons, and
provide the necessary words in English. Ask kids to
complete the poster you have previously prepared.
Produce a poster with two columns, one titled Changes
with the seasons, and the other Does NOT change with
the seasons. Once students classify pictures and
materials with your help, prompt them to reflect what
the elements in the first column have in common (they
have life – plants–, or are a part of a living creature –
feathers that animals change, leaves, etc.)
Now that you have revised the concept of seasons, you
can present different activities for students to further
grasp the concept.
Spring: Children associate this time of year mostly
with flowers and the blooming of nature. Therefore, a
nice activity to share together is growing plants or
vegetables. You can resort to the traditional seed

23
 The seasons
year, and clothing they like wearing when it is very warm.
With that information floating in the air, provide some
bowls with brown cane sugar and ask children to taste it,
smell it and feel it in their hands and faces. Now provide
some bowls with drinking water with added salt and blue
food colouring. Again, ask kids to taste it and smell it.
With those, some glue and crayons or colouring pencils –
we advise against markers because the water may spoil the
creations–, tell the young ones to design a summer picture
collage. They may use the sugar as sand, the coloured
water for the sea and they could draw themselves doing
something they usually do during the summer.
Autumn: It is a typical but nonetheless interesting activity
to collect dry leaves during this season and work from
there on. Remember that these activities aim at awakening
all the senses, so encourage students to smell, taste, feel
and listen to the sounds dry leaves make. If you do not
have access to dry leaves, you could collect fresh ones
instead. During the class, talk about what happens in Winter: Feel the snow with the help of shaving cream.
autumn and what we do during this season. Help students Use it to “draw” 2-dimensional snowmen on black
collect fresh leaves, encourage them to spot the differences construction paper. An even better idea is to mix the
between dry and fresh leaves. Now, place a white sheet of shaving cream with cornstarch, save it in the fridge for
paper on top of the collected leaves. Elicit which colours some time and you will have the texture and temperature
are associated with these in autumn, and show students of snow, though clearly not the smell. Children will love
how to transfer the shape and pattern to the page. Cut playing with this paste and you may elicit vocabulary
them out and wrinkle them to reproduce the sound dry associated with winter and winter clothes while they work
leaves make. on their snowmen.
You may design a miniature of a square or park using a Enjoy the changes the seasons bring about!
shoebox, some twigs and miniature toys and sprinkle it Use the model of the square and elicit the changes that
with the dry leaves for an autumn effect! have to be made to it according to the changes the different

24
and the senses
seasons provoke. Work together to revise vocabulary and youngsters to talk about what they have worked on and
add colour, textures, sounds and even smells (using the result in front of them.
scented candles or perfumes) to the miniature. It is a very nice idea to help them reflect on how they feel
It is a great idea to work on a flip book, although it may be about learning this way, which words they remember the
quite demanding if you are working with very young most and why they think that is, and which activities they
learners. You may provide 4 or 8 pages with the body found most interesting and would like to do again
shape and the lines along which they should cut. sometime.
Now ask children to draw on the shape according to each Enjoy these experiences because learning with the senses
season – it is suggested, that with very young learners, you makes sense!
provide an outline at a time, and fully work on it before Agustina Negretti
changing.
Something very interesting that
you should try is to provide
textured paint, which you can
do adding sand, sugar, glue or
small pieces of paper to paint
or tempera, so that kids
experiment and can express
themselves with new
vocabulary to describe how
they feel while painting or
fingerpainting.
Once they are pleased with the
final product, tell them to cut
along the lines, avoiding the
left margin. It is essential that
you closely supervise this task
to ensure its success. Once
students have one or two –
your choice – drawings per
season, staple the pictures
together along the margin and
suggest they play interchanging
parts. Go around the class
eliciting vocabulary and asking
 Winter
I
Keywords: winter, snowman, ice skates, ice-skating, children to colour the picture. It is a good idea to laminate
mittens, jacket, hat, scarf, boots, snowflake, cocoa. the puzzle so kids can play throughout winter with it.
Structures: There is/are, Is it..? Are they ..? Present Show students the video The Snowman at
continuous to describe an action. https://www.youtube. com/watch?v=ZE9KpobX9J8.
Stop it at different times and ask What happens next? Tell
students to draw their favourite part of the story. Revise
n poster 2, you will find pictures of the numbers, colours and items of clothing using the video. If
seasons. This month, we will work with winter. you have access to the book, read it with your students.
Present the picture, and let students describe it. Tell students to change the ending of the story, draw a
Remind them of the use of there is/are for picture, and place it on the wall.
descriptions. If your students do not know the
structure or are just learning their first words in English, Have fun this winter.
accept the use of L1 and model key expressions and Karina Uzeltinger
vocabulary. You can also present vocabulary first, and then
ask kids to point and repeat.
In downloadable cards, there are some keywords related
to winter. Go through them, asking children to repeat after
you. Once they know the words, cover one of the pictures
with a sheet of paper, and show only a piece of the item on
it. Model the questions Is it a jacket? Are they mittens? for
students to ask you what item is being covered.
Ask children to find pictures related to winter from
magazines, cut them out and paste them on a large piece
of construction paper. Go around the class asking What’s
this? What colour is it? How many [hats] are there?, etc.
while students are doing the collage. Once finished, place it
on one of the walls. Use it throughout the season to revise
vocabulary.
Tell kids to draw pictures of their favourite winter activities
in their notebooks.
Teach or revise items of clothing. Count how many
children are wearing boots, winter jackets, hats, scarves,
mittens and gloves. Sort the clothes by colour or size.
Count how many [blue] jackets, or [red] mittens are there.
You may also want to present a pair of for mittens and
boots.
Make a survey on favourite winter drinks. Make a chart on
the board with the preferred drinks. Then, present the
structure Do you like [cocoa]? Kids go around the class
asking their classmates the questions. Finally, count how
many children like each drink.
You can use the poster of the seasons and the cards to
revise colours and numbers, as well as key vocabulary.
On a downloadable page you will find the cards to play a
memory game. Make two sets of photocopies for kids to
play. On page 27 there is the winter scene ready to cut out
to make a puzzle. Before cutting it out, you may ask

Download another
photocopiable activity
26 from www.ediba.com
 Level: A1 Age: Very Young Learners/Young Learners

Winter
A) Puzzle.

27
 Level: A1 Age: Very Young Learners/Young Learners

Winter
A) Match.

SNOWMAN
ICE SKATES

Download another photocopiable activity from www.ediba.com

MITTENS
JACKET
HAT
SCARF
BOOTS
SNOWBALL
COCOA

28
 ANNE FRANK
Frank’s diary and to write a short letter in reply to her.
Background They could consider the following questions:
a. Why are you writing to Anne Frank?
The Diary of Anne Frank b. What would you like to tell her?
In 1942, more precisely on June 12th, a teenage girl from c. Express how you would feel if you were in her shoes.
the Netherlands called Anne Frank got her most beloved
possession. She received a diary which she later used to
write down her experience while she was hiding from the Aims of this teaching sequence
Nazis during the Holocaust. On its first page, she wrote to By doing this teaching sequence students will:
her diary as if it was her most intimate friend. She wrote:
• learn about Anne Frank’s life and legacy.
“I hope I will be able to confide everything to you, as I
have never been able to confide in anyone, and I hope you • surf the web to research information about Anne Frank.
will be a great source of comfort and support.” By writing • display their artistic potential by creating a comic strip in
this diary, Anne Frank not only felt supported but also which they summarise Anne Frank’s life.
empowered to struggle against injustice and frustration.
• feel empathy towards other people. In this case, in task 6,
Through her writing, she gave voice to many refugees who
when students read Anne Frank’s diary, they not only get
did not have the chance to express how they felt about
to know her real feelings, but they can also put themselves
being deprived of freedom.
in her shoes and empathise with her suffering.
Yesica Galliano
Teaching sequences for teenagers/adults
1. Write the following words on the board: Nazis- The
Holocaust - Anne Frank - diary - refugee - injustice -
oppression - war - refugee camp - hiding.
2. Ask students to guess what the connection is between all
those words.
3. Tell students to find information about Anne Frank’s life.
4. Encourage them to create a comic strip in which they
summarise Anne Frank’s life in different frames including
images as well as speech bubbles.
5. Students share the comic strip they have created with
the rest of the class.
6. Invite students to read an original extract from Anne

Sources and References

http://www.holocaustedu.org/education/research/t
his-week-in-history/june-12-1942-anne-frank/
http://time.com/4803406/anne-frank-diary-
anniversary/
https://annefrank.org.uk/annefrankday
http://teacher.scholastic.com/frank/diary.htm
http://www.bbc.co.uk/annefrank/timeline.shtml
30