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ear colleague, Vln this edition we explore a fascinating topic for students of all ages, transport. Plenty of materials including posters, cards, photocopiable activities, language use features and teaching suggestions will ease your task as you deal with it. A colourful picture alphabet becomes the protagonist of poster 2 and will allow your students to extend their vocabulary through engaging games and contests. We round off this issue with the usual I.C.T Corner and Global Culture Corner, as well as an interesting article on creating comics using the English language. We hope you enjoy it. The Teachers Magazine team

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here are lots of things to teach about transport to young and not so young learners. Most of them are passionate about trains; others are interested in planes or cars. Anyway, you can take advantage of this and have an educational experience which may turn Out to be entertaining and profitable to suit your needs. Here are some ideas and suggestions to make the most of this topic. Which kinds of transport do you know? Present poster ito your students and ask them to identify the kinds of transport they already know. Introduce the new vocabulary writing the words on the board and matching them with the corresponding image in the poster. Draw a two or three-column chart on the board, write one of these headings: transport for things and transport for people / transport in the city and transport in the country / transport by Land / transport by air! transport by water. Ask the students to took at the picture and classify the means of transport according to the headings. This poster will also give you the possibility to lead the students to tell the differences between transport in the city and transport in the country; transport for people and things, etc. Below you will find more vocabulary to include in these activities. Let's go on a ride Have the students think about life without cars or planes. How would we travel? Could we travel on elephants, tigers, lions, horses, donkeys, etc.? Ask them to make a list of animals they could ride to go to school. They can also invent new means of transport and draw them on a sheet of paper. Later, they should display their transport artifacts on the notice board or on the classroom walls. Look Out! A car is coming! Discuss the different means of transport on land, sea and air. Talk about how people get to different places. Show the cards on pages 15 to 18 and ask the students to write sentences using: bus, ferry boat, plane, cargo/vessel, cruise, etc.

If the students can see the street through the classroom window, they can call out the vehicle passing by. You can turn this into a guessing game in which they predict the next vehicle, I guess a bus is parsing by next. If they work in teams you can assign points to the right guess. Describing the cards Show one card at a time and have the students describe it using There is /There are in full sentences. They can also make questions such as Is there a lorry in the picture? Yes, there is / No, there isn't. Image collection Ask the students to collect pictures of different types of transport and make transportation posters: one for Land, one for Sea and one for Air. Crafts and transport Provide the students with an array of geometric shapes: triangles, squares, circles and rectangles. Have them arrange them to create vehicles, paste them on cardboard and colour them, lithe students are older, they can cut their own shapes according to the vehicle they would like to create. Origami The students can make paper boats and planes and decorate them with bright crayon colours or tempera. To make this activity more difficult you can dictate the instructions as they fold the pieces of paper and then decorate them as they like. Using a piece of string or yarn you can put all the planes and boats together in a mobile once you have punched holes in them. You can also hang them from a coat hanger. Then the students can write sentences about these means of transport, e.g. Planes fly overseas; People travel on planes; Planes fly very high; Boats crass the tens; Boats sail in rivers, etc. A field trip If it is possible, take a trip on the school bus or walk around the neighbourhood; you could visit the airport, the train or bus station and have the students say the different forms of transport they see. You can introduce traffic signals, walk and don't walk signs, seatbells in cars, helmets when riding bikes or motorcycles, etc.

Write a list of objects and people such as letters, parcels, fridges, pizzas, vegetables, groceries, school children, sick people, firefighters, etc. and let the students choose the vehicles transporting them.

For higher levels we go further on.,. Verbs related to transport

According to your class level you may choose the verbs you need to teach from this list. The pliolocopiable activity on page 13 will provide your students with practice. You may introduce: to catch, to drive, to take, to hire, to carry, to bus, to taxi, to run, to walk, to fly, to sail, to bike, to ride a bike. Regular or irregular?

Have the students divide these verbs into two columns and write their Simple Past and Past Participle forms. Actions or nouns?

Let them classify the verbs under these headings. They will find that bus and bike can be actions or/and nouns. Ask them to make examples to mark the difference. Examples: The soccer fans were bussed to the stadium two hours before the match, (v) They always take the bus to school. (n) The plane taxied into the hangar. (it moved very slowly). (v) As I was in a horn,,, I took a taxi to work. (a) Yesterday we biked to the park. (v) I love my bike. (s)

Which is the right preposition? Make a remember sign like this to stick on the board. Remember! •We use in into, and Out of when we are talking about cars, vans, lorries, taxis and ambulances. •We normally use on, onto, and off with other forms of transport. •We can use by with most forms of transport. •When we talk about the type of vehicle or transport we use to travel somewhere, we use by. by coach by bicycle by car by bus by plane by boat by train WARNING: But we don't say'by foot; we say on foot. (See exercise on page 14.) How do you get to school? Ask the students to tell the class how they get to school. They should give examples like these: My father/mother drives me to school; I take the bus to school; 1 walk/bike/ride my bike to

school; I take the underground/the tube to school. Going further on... ask, Where did you go/are you going on vacation? How did you get/ are you getting there? Sample answers: We went to London, England, on our last

vacation. We flew there. For our vacation this year we're driving to the South!?

Tell your your students that there is more than one way to talk about transportation. We can say, I go by bus or! go on foot, but using the verb to describe the action sounds more vivid and natural. (Go to phocopiable on page 12.) Phrasal Verbs and transport More advanced students should connect this topic with some phrasal verbs. Help them to write a reference list and use them when describing the poster. Some examples are: • Drive off - to leave in a car. The thieves drove off in a stolen

car, • Drive away - to go away driving one's car. He got in his car and drove away. • Drive out- to go to some place driving one's car. He drove out to the hospital • Slow down - to reduce speed. You should slow down at corners. • Speed up - to increase speed. You may speed up if no vehicles are coming. • Pull up/Draw up - to stop and wait. If the traffic lights are red, you mast pull up / draw up until they change to green. 'Run aground Inshore - when a ship or boat hits the coast, sometimes becoming stuck there. The ship ran ashore in that terrible storm. • Run over - hit and drive over someone or something. He accidentally ran over a skunk that was crossing the road. • Take off - leave the ground. The plane takes off at 7am.

Find this picture card and its vocabulary reference on pages 15 to i8.

•

-

• ?buch down - to land. The plane has just touched down. • Pull out - to leave the station. Look! The train is pulling out! • Pull in - to arrive at the station. We have time to buy the ticket; the train hasn't pulled in yet. • Call at -. to slop at various ports. The ship calls at three ports before arriving at the final destination. Collocations and transport Write the following words on the board and ask the students to make collocations with the means of transport on the poster. They all collocate with the word transport. • Adjectives: cheap, efficient; mass, public, to travel by/on public transport; private; local; city, urban; rural; horse-drawn, motor; air, canal, ground, land, marine, rail, railway, river, road, sea, water; passenger; freight. (Go to photocopiable on page 14.) • Verbs + 'thansport: use; arrange; provide; have access to. 'lbansport + noun: facilities, provision, services, infrastructure, network, system, business, company, group, industry, operator, organisation, manager, officer, official, consultant, planner, project, scheme, strategy, legislation, policy, budget, minister, spokesman; authority/authorities, committee, department, ministry; needs, requirements; market, sector; cools, fetes; user; worker; links, routes; congestion; police; safety; strike; union. Transport or Transportation Americans refer to transportation and British people to transport. There are terms that have different names in both, American and British English, for example, here there are some differences in railway-related vocabulary.

Railway Railway station Engine drivers (train) Guards Level crossing Platform Take your seats!

Railroad Railroad station Engineers Conductors Grade crossing Track All aboard!

Did you know. • that in China people ride electric bikes? They c-bike to work! • that in Russia and Ukrania people take "marshrutka"to work? It's a sort of share tani that people take to avoid jamming the streets with cars. Can you look for other facts is different cultures? Transport and CLIL For advanced students you may suggest projects on llansport from history (for example, horse-drawn omnibus, steam trains, palanquin, horse and cart, etc.) and Tlansport in the future such as flying cars, space travel, and any form of transport they may come up with. They can also connect transport with issues like road, rail and air safety, breakthroughs in transport, networks in their countries, ways to improve and optimise people transport, preferences, cultural differences and so on. These projects are an invaluable toot for the students to use language in a meaningful way; let them present their awn ideas and choose the topic they are interested in.

j 7

Level: All

Age: All

AT THE AIRPORT Label the picture with the words in the box.

11

PASSENGERS

BUS

RUNWAY

TANKER

DEPARTURE BUILDING

BAGGAGE LOADER

JETWAY

GROUND PERSONNEL

CONTROLTOWER

MARSHALLER

PILOT

0

I 0

1) .................................

5) .................................

9) ................................

2) .................................

6) .................................

10) ...............................

3) .................................

7) .................................

11) ...............................

4) .................................

8) .................................

Ky 1) rnway,2)

31) erorehaller.

departure building, 3) bus, 4) control tower, 51baggage loader. 61 tanker, 71 jetwey, 8) pilot. 9) passengers 10) ground personnel

Level: Ali

Age: All

AT THE RAILWAY STATION Label the picture with the words in the box.

LOCOMOTIVE

LITTER BIN

STATION CLOCK

PASSENGERS

PLATFORM

ENGINE DRIVER

NEWSSTAND

TICKETOFFICE

PLATFORM SEAT

FOOTTIJNNEL

PASSENGER COACH

TRACK/RAILWAY

1) .................................

5) .................................

9) .................................

2) .................................

6) .................................

10) ...............................

3) .................................

7) .................................

11) ...............................

4) .................................

8) .................................

12) ...............................

Keys 1 platform, 21 track/railway, 3) ticket office, 4) station newsstand, 5) foot tunnel. 6) station clock, 7) locomotive, 8) passenger coach, 9) engine driver, 101 passengers, 11) platform seat, 12) litter bin

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#9e: All

Level: All

AT THE BUS STATION Label the picture with the words in the box.

CONVEYOR BELT

COACH

1)

PETROL PUMP NEWSSTAND

ESCALATOR

LUGGAGE

BAGGAGE HANDLER

PLATFORM

BUS DRIVER

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

X43 :iII

4)

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

7)

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

:iI . .

Key::) coach, 2) be: driver, 31 escalator, 4) conveyor belt 5) luggage, 6) baggage handier, 7) petrol pump, 8) news:tond, 9) platform. 9 10

Level: All

Age: All

AT THE SEAPORT Label the picture with the words in the box.

LIGHTHOUSE

BERTH

DOCK

WINDSURFER

CRUISE/PASSENGER SHIP

MOTOR BOAT

CONTAINER

WAREHOUSE

DIVER

ANCHOR

CARGO VESSEL

SAILING BOAT

1) .................................

5) .................................

9) ................................

2) .................................

6) .................................

10) ...............................

3) .................................

7) .................................

11) ...............................

4) .................................

8) .................................

12) ...............................

Key: 1) dock, 2) cargo vessel, 3) eroi:e/pa:sengerthip, 4) container, 5) warehouse, 6) berth, 7) 1 ighthowe, 8) tailing boat, 9) motorboat, iO) diver, 11) anchor, 12) windnar)er.

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49e: All

Level: Ilernentary

HOW DO YOU GET TO...? ?

Rewrite these sentences using the verbs in the box. Don't forget to put them into the right tense. take - fly - ride - sail - walk - drive

ill go to work by car.

2ligotothe club

by bus.

3) At the weekends, I go to the park by bike.

4)1 always go to the supermarket on foot.

0

511 go to the library by underground.

0 61 Last year I went to Italy by plane.

7) We are travelling across our country by train.

81 He'll go to the hospital by taxi.

911 door like going downtown by car. I prefer to go by bus

10) If I

had money, I would go around the world by ship.

Key::) i drive to work; 211 take the bus to the dub; 31 As the weekends, i ride my bike to she park/i bike to the perk; 41 i aiways walk to She supermarket; 5) i take She underground to the library; SI Last year I flaw to Italy; 71 We are taking the train tone across the country; 8) He'll take a taxi to the hospital; 911 don't like driving downtown. I prefer to rake the bus; 15) if I had money, I would sail around the world. 12

Level: Pre Intermediate

Age: All

M A

WHAT DOES IT MEAN? A) Match the verbs with their corresponding meaning. VERB

MEANING

1) to carry 2)

a) to move or travel controlling a vehicle's movement.

to bus

b) to travel or move in a particular way.

3) to take

C)

4) to run

dl to take things to people's houses or offices.

5) to taxi

e) to take something from one place to another.

to take people to a place by bus.

6) to hire

f) to take a means of transport after running after it.

7) to drive

g) to get in/on a means of transport.

8) to deliver

h) to pay to use something for a short period.

9) to catch

i) to move slowly on the ground (plane).

BI Write the past and the past participles of the verbs above. VERB

PAST

PAST PARTICIPLE

1) 2) 3) 4) 5) 6) 7) 8) 9)

Key. A) lIel; 21 v);31 9);41 b);51 i);6) hl;7)al;8l d);9)f). BI 1) carried, voided; 21 burred, bussed; 3) took, taken; 4) tort, run; 5) taxied, taxied; 6) hired, hired; 71 drove, driven, 8) delivered, delivered; 9) caught, caught. c) the srudentsown anrwers.

94 13

tilt 1L Level; Pre-Interniediate

Age: All

HOW DO YOU GrET TO IN oN of f or by?

...?

Al Fill in the blanks using one of these prepositions. 1) Why don't you come

the train with me to London?

2) She loves to spend several days

0

3) Sam got 4) never go

the train and walked fast to the exit. taxi. It's extremely expensive.

5) Sometimes, becomes to work 6)1 saw him

a boat with friends

his car.

a car yesterday.

7) She was very nervous. It was her first time 8) I'll get

9) We took all of our furniture 10) She came here

I

a plane. 11

the bus at the next stop.

1

a lorry.

bike.

B) Fill in the blanks with the appropriate adjective, 1) Trains are always late. They are 2) Buses are never Iate.They are very 3) Speaking on the mobile phone while driving is 4) Air transport is

_,There are very few accidents around the world.

5) it is impossible to get on a bus at peak hours. They are always 6) On Sunday mornings there are few people traveling. The underground is almost 7) TheTGV in trance isa very 8) Seats in Economy class are quite 9) However, seats in First class are very

train, It is not slow at all. . People can't rest very well. . You can stretch your legs and relax.

KwnA) 1) on; 2)orrs3l off; 4) by; 5) in; 6) rc7)ors8I off; 9) in; 10) by. 0)1) ur,reliablm 21 rtlitble, panstuaL3) dangerous; 4) safe 5)smwed;6)empty 7)feni, qulclt B) uncomfortable; 91 comfy, comfortable, spacious, roomy. 14

ON THE GO Vocabulary 1) MOUNTAINS

14) FARM

2) AEROPLANE

15) TRACTOR

3) PORT

16) RAILROAD BRIDGE

4) BEACH

17)TRAIN

5) BAY

18) PASSENGER RIVER BOAT

6) CRUISE

19) MOTORWAY

7) SHIP

20) SIDE ROAD

8) HILL

21) RING ROAD

9) OUTSKIRTS

22) COACH

10) CITY

23) LORRY

11) INDUSTRIAL AREA

24) CAR

12) FIELDS

25) BICYCLE

13) GRAIN STORAGE

26) CYCLE TRACK

R

bet 0

oster 2 presents the letters of the alphabet antj pictures for children to learn the tetlers' names and the sounds they stand for. The cards of this poster will provide many opportunities to expose the children to the letters in print. Here are some activities for helping children learn the alphabet.

h

and guide the children to catl out the letters. Then they can go through the alphabet adding the words represented in the pictures. Example: A for apple. B for book. C for cat, etc. (Find a complete list on pholocopiable page 20.)

• Have the children make the letters of their names out of ptasticine, dough or clay, then spelt them out. • Prepare a series of cards with words they already know, for example, dog, girl, bolt, etc. Ask the children to spell the words or say which words begin with the letter you say. - You: D Children: D for dog. They could provide words starting with D and say, D for dog, door and day. The rest of the class can go on adding words until you decide to change the letter. • Cut out words from old magazines or newspapers that start with a letter chosen for the day. The children can add more words or drawings of things to the list. • Distribute the photocopiable activity on page 20. Have the children cut out the cards and write the letter corresponding to the picture. • Put these cards face down on the desk. In turns, the children pick up a card and name the letter and the object. They could also spell the complete word. • Spread the cards face up on the desk and ask the children 10 put them in alphabetical order. Have them say the alphabet forwards and backwards. • Print several sets of cards and spread them on the desk. In groups of four or five, the students pick op cards to form words. They will stand in front of the class showing their cards. Their mates will spelt the word and call out the name of the object. • Put a set of cards face down on the desk. The children pick up one card, keep it and do not show it to their mates. Then they will say each other, I have letter... What letter do you have? According 10 their answers they will form the alphabet, and then raise the cards to show they have completed the task. • Ask your students to line up in alphabetical order according 10 the first letter in their names. This activity is a good icebreaker for students to learn their mates' names.

CT g3 UO

THE LPHBET

This game is inspired in the letters of the alphabet and different categories. Sure your students know and have played it many times but here goes a reminder with its rules. All the students play individually and they will have the grid on page 21, so make sure you have copies for everybody before the class! There is enough space to add the categories you consider appropriate; even the students can list them as they choose. Put the cards of the poster face down on your desk. You can draw a card and show it to the students. They will write the letter the card shows in the first column. See example below. At the 'Go!' the timer starts and the students have to write an answer starting with the selected letters to each category. Assign several minutes and say 'Stop!' when time is up. The scoring should be as follows: one point if the answer is correct but ten points for a student who it the only one with that answer. So, they will have to think hard to write down a word that is not so well known. The winner is the one with the most points at the end of all the rounds agreed upon (ust before starting the game. As you can see, this grid will be useful for five rounds, but you can increase the number making extra photocopies or reduce it depending on how much time there is for this game. You can also change the categories for each round. Some of the categories you may want to include are: animals, foods, cities, countries, sports, fruits, jobs, clothes, colours, vegetables, tools, u adjectives, actions, drinks, boys' girls' names, furniture etc Have fiini

L)

Age: Children

Level: Beginner

THE ALPHABET Write the letter of the alphabet and the name of the object in the spaces provided.

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

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

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

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

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

........

...... I ..............

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

t.

r)

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

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

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

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

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

I

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

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

--

......... I ...........

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

J

Key; A, apple; 2) B boolc3)C, cat; 4)D,drop, 5) E elephant; 6) F, fish; 7)G, grass; 8)H, hat 9) 1, island; iO)J)oggler; ii) Kkioa;12)L lion; 13) M, mountain; 14) N, ghr, 15) 0, orange; 16)P. pot, 17)Q quail; 18l FL river, 19)e, snake; 201T,tmne;21) U, umbrella; 22)V, violin; 23)W, worm; 24) X, xylophone; 25)Y, yoyo;261Zzebra. 20

Level: All

Age: All

LETTERORIES Have fun playing this game! Your teacher will give you the instructions.

NO

------------------------------------------------------------------------------------------21

Level; Beginner

Age: Children

TUTTI FRUTTI

U,-t It

LETTER

ANIMAL

COLOUR

OBJECT

CLOTHES

FRUIT

SCORE

A B C

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G H

L

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p R S

U TOTAL SCORE................

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www.uptoten.com UpToTenscIwol is a completely secure environment without advertising or external links. Its contents include: activities, games, songs and stories. Both teachers and students can learn, have fun, discover and interchange ideas. Step 1: By clicking on the "Schools" button at the top right of the screen, you can SIGN UP (for free!) just completing some fields about you and your institution. Then just SIGN IN and you're ready to start!

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Step 3: You can tell your students to go to www.uptoten.com and simply, without subscribing, play, colour or listen to stories.

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kias games

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Step 2: You can choose among a number of activities such as colouring, games or stories around different topics, Then you can print the pages.

Loohinq for üiraUon for cIuMe?

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Hope you enjoy the App!

Take a thunu andfuid t at f.\r't)

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Articles, videos, stories, tales and more.

your ideas, projects and experiences.

with shared experiences.

Ioo 23

Saint Patrick is the patron saint and nation Ireland. St. Patrick is credited with bringins to Ireland.

Background It is believed St. Patrick was born in the late He is most known for driving the snakes from was probably a symbol for having put an end practices. Saint Patrick's Day has come lobe associated culture: green and gold colours, shamrocks a: those who celebrate its intended meaning, thi spiritual renewal and prayer.

What do people do? Many Irish attend mass to offer prayers for mi worldwide. In many cities around the world, St. Patrick's very important since the Irish spread their cut traditions around the world. Generally, this th with parades, music and songs, Irish food anc activities for kids such as crafts, colouring am

Class Plan Elementary students (9-year-olds +) Objectives:

.10 learn about St. Patrick and Ireland. To review the alphabet. To learn vocabulary related to this celebration. Activities: •The teacher will show a picture of St. Patrick and the flag of Ireland, briefly comment on the celebration and copy key words on the board: green, shamrocks, snakes, parades. At the end of the talk, the teacher will erase the words. • Students will then work on the worksheet (see page 26). They will complete the missing letters from the words, then colour St. Patrick's picture. The teacher will later instruct them how to colour the rest of the pictures. They can later make a mini-spelling competition using the new words.

0

241

Did you know? • Gaelic is the most commonly spoken language in Ireland, next to Irish and English. • Titanic, the unsinkable ship, which sank in its maiden voyage, was built in Ireland. • Ireland's oldest pub, Sean's Bar, was founded some 900 years ago. There are more Irish people living OUTside of Ireland than IN.

'4aTch 21st

Iraqi Spring Da 1.

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Spring Day or Nowruz, the traditional Iranian New Year, is celebrated in Iraq by the Iraqi Kurdistan. The Kurdistan Region is an autonomous region in northern Iraq bordering Turkey (north), Syria (west), and Iran (east).

Background Nowruz is a traditional Zoroastrian holiday, the first monotheistic religion established in the world. In Iraq, it is called Spring's Day since the celebration falls in the spring season. In Iraqi Kurdistan region, Nowruz is considered lobe the start or the first day of spring.

What do people do? Important activities, such as jumping over the fire, dancing traditional and modern music, are some of lh fun and exciting activities seen in the street during the holiday. The people wear their best clothes, especially the women who wear colourful attires.

Extra reading for teachers:

--

• www.krg.srg/p/p,aspx?l12&p=212 • www.cpt.org/cptnet/201 3/05/56/iraql-kurdistan-spring 2013 update

Class Plan Elementary students 18 year oils +1 Objectives: -To learn about Spring Day in Iraq. -To learn about typical clothes in Iraq. 'To describe people's physical appearance. Activities: __________ -The teacher shows the map with the flag and asks children which country they belong to. 'The teacher briefly describes this national day. .11w teacher presents pictures of typical costumes for this celebration (see page 27). The teacher introduces/revises clothing vocabulary. -The teacher then asks students to describe their favourite clothes among the ones provided.

Example: He/She is wearing...

Did you know? • The traditional music of Iraq is the maqam, which is a sweet and slow rhythm based on Arabic poetry. • It is offensive to use one's left hand while eating because it is considered to be unclean. • If someone admires an Iraqi's possession, the Iraqi will usually insist that this person takes it. • The popular story Alibaba and the Forty Thieves was written around 1,000 years ago in Iraq.

'(

25

GLOBAL CULTURE CORNER • March 17th, St. Patrick's Day (see page 24). :omplete the words with the missing letters from the table.

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Oil C. omics are appealing to everyone, especially primary school students. However, not all English teachers have the technical ability to t create comic strips or, if they do, the process in time-consuming, though it is certainly worthwhile to see the results.

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In this article we will explore the possibilities that computers offer to create comics containing texts in English. Teachers can create their own materials suited to the specific needs and objectives of a certain class and students will be able to develop their reading and writing skills.

It takes just a while to learn how to use this online application, which is ideal for English teachers to create their own comics gallery. The overall process is very intuitive and easy to follow. Strip generator This interesting website is more complex and allows for higher quality finishing details. You can access from snnipgeserator.csm and sign up like more than 200,000 users. But it is also possible to test the application from Create a new strip/No sign up required. To edit your comic there are four tabs

First, we will overview two online applications to create comics, Pixton and Stripgenerator, and then we will focus on two software classics such as Fotohalloon and Comic Life. With their advantages and disadvantages, they all can be used by both teachers and students.

Click on this tab to select the format of your comic strip, either an individual frame or a multiple-panel strip. Here you will find a gallery of characters called People/Beings, divided into eleven groups. Use the drag and drop function to drop them Into the panels.

1. Online applications Pixton

In this section you will find a gallery of everyday objects such as watches, hats orTV sets. On the right there are tools to edit the selected object, only In black and white.

Access the website www.pixton.com/es/my-home and sign up for free with your email address. Then you can create your comic in three steps: • Click on Mto see a gallery of eight different comic formats from the so-called Sunday Funny to The Classic. We will choose the Quickie. • Then choose a layout, in this case we have selected a threestrip sequence. From the icons on the left, you can add characters, speech bubbles, objects or props and a background. When you click on any of the icons, a new screen will open showing a great variety of them. As you can see in this example, we have picked two characters.

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Click on this tab to select one out of three types of bubbles. Doable click on the bubble to type the text. You can choose the paragraph distribution, the font size or attributes like bold type or italics. Editing options are basic, but enough.

This is how the strip will took:

• Th add text in English, click on the speech bubble and a text pointer will appear. This is how the comic strip looks:

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The final step is to publish the comic strip. Remember that if you have chosen the No sign-up required access, the strip will be unnamed.

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Image 1

Editing the scenes is very simple. In the lop left area of the comic strip, there is a tool bar to add characters, text, geometric shapes or landscape backgrounds. There is also a second tool barIJIJJ.i to change the background colour, eliminate or save your work. 28

Other similar websites: • www.artisancam.org.uk/ • www.wakebeliefscomio,com/Comix/ • bitstrips.conn/landing

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Software to create comics

Now we will see how to create comics using classic software programs. This is a good option for students to work on their own computers, without depending on an Internet connection Comic Life This program is not free though you can download a temporary copy from corniclife.corn. You will access a blank screen where you will not be able to make drawings or insert pre-designed shapes. The graphic component has to be added by the user. First, you have to create the basic structure for the comic strip. Drag and drop a template from the right side of the screen. Also on the right, there are three image search options;

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CPtfj Image 3 • If you click on Photos, the program will automatically search for images that have been stored in your computer. • By clicking on Explorer you will be able to select any graphic item saved in your computer, • And clicking on Capture you can capture images being taken with your webcam. Bubbles can be added by dragging and dropping them from a gallery at the bottom of the screen. Inserting the text is very easy because in the selected bubble there automatically appears the text "Your words here" showing where to type your text. The bubble shape can be modified just by clicking on the button ,. and selecting a new one from the available styles. To edit the text there are four icons in the upper menu bar;

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Bigger Smaller

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Colors Fonts

Images Fotoballoon This is a simple application to add text bubbles on an image as well as a wide variety of visual effects. The final product will not be a comic strip, but a funny card with stunning visual effects without knowing much about photo editing. Once you open the program, there appears a file browser to import images from your computer. Select the image, which will be displayed full-screen, and follow these steps; • Right-click on the image and select Edit image from the drop-down menu. • At the top of the screen there will appear an edit tool bar to apply any changes you might consider necessary. • Insert text bubbles by clicking on New Balloon from the upper icon bar. The inserted text can be easily modified from the menu. In the image below are shown the screens to add text.

Irmge4 From left to right, these icons will enable you to enlarge or reduce the font size, change the colour or select a different font type. As you see, this is a user-friendly program to create funny cartoons, but remember that you will have to add the graphic items. The final result can look like this;

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The strong point of this program is that, not being a photo editing application, it offers a variety of possibilities to edit the original image. For example, in the upper tool bar there are two interesting functions: • Image: provides a wide range of graphic editing actions such as darkening up the image, rotating it or changing its size. • Filters: enables the user to soften borders or adjust colours, among other actions. In the image below we have applied our image the effects show and watercolour.

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Screen capturer

In order to avoid signing up, you can use a screen capturer, which takes a picture of the screen or part of it and enables you to convert the captured image into a graphic format to be saved or printed. Of all the available screen captarers we recommend you to use Screenhuster, which can be downloaded for free from: wwww:sdornsoft comlproducts/screeohunter.htrn. This is how the basic screen looks:

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This program can be downloaded from the webpage www.foroballoon.comleae/fbp_us.exe, and it is ideal to be used by inexperienced students.

From this screen you can choose the basic innings such as the key combinations to activate the program, the features of the captured area or the resulting graphic file format. This program is very simple and user-friendly.

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