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Coriterts Pages 4S School year beginning: survival tips. Pages t5q The top I most voted Rew Wonders of rsats.sre.

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Pages 10 to 12 Transactional phrases to communicate in the classroom. Page 13 Planning is it really necessary? Pages 14 to 11 Photocopiable activities.

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Pages 20 21

Before saying good-bye and sending you our best wishes for these summer holidays, we would like to anticipate your next teaching period bringing you a colourful calendar that will open the door to speaking, writing and researching on the most voted natural places in the world. You will also find several survival lips to have in mind at the beginning of the school year; easy-to-make labels to make the classroom a rich learning environment and fix vocabulary in a natural way; transactional language cards to promote real communication in class and an article that will help you reflect on your planning for next year. Songs and stories and haunted underground vaults in Edinburgh with plenty of photocopiable activities complete this issue. We ltope you find them useful as fillers or complement of your yearly revision, Have a great holiday! The Teacher's Magazine team

Songs and stories. Pages 22 23 Edinburgh near everyone. Haurted underground vaults in this irtriguing city. Pages 24, 25

Label the classroom Page 26 Making friends.

Page 21 Welcome cards. Poster 1 2012-2013 Calendar Poster 2 Transactional phrases. Poster 2 Welcome.

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New web page with free resources! and coming soon .... Mr. Been Small App!

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tarting a new school year always finds teachers experiencing a mixture of ' emotions: annoyance at having to put an end to the always welcome holidays, nervousness because we do not know how things are going to turn up this year, curiosity and eagerness to get to know our students, and tiredness of just thinking about all the hard work we will have to do. Even after many years of teaching we cannot help feeling a pang in our stomachs the night before while we wonder, Will they like me? Am I going to like them? In my first years of teaching, I used to spend a lot of time preparing and photocopying a lot of revision worksheets for the first classes. I was really afraid of being unprepared, or finding myself in the middle of a class having run out of materials and not knowing what to do next. Being busy and with my hands full made me feel safer and more secure (or at least I thought so). However, after a few years teaching, I have realised that it is much better to relax, embrace the unknown and be ready to focus on what really matters: our learners. I believe the first week of class to be of real importance. It is the opportunity we have to create good bonds with our students. This will help us to avoid problems and misunderstandings in the future. In this article we will share some tips, to help you start this year on a positive note.

year 4d4 • Spend time talking and getting to know them in a real sense; asking them questions, trying to find out their likes, interests. Do not feel this is a waste of time. Do not worry if you spend a whole lesson just chatting with them. Your students will appreciate it and it may even avoid future problems, especially with the so-called "toughest students". Maybe, for some of them, this is the first time an adult listens to them. Every student has gifts or hidden talents they may be willing to share, if they are just given the opportunity to communicate,

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• A typical activity we tend to do on the first class is to discuss rules from a code of conduct, and after that, ask

students to sign it, agreeing to follow it during the year. I can bet, one month later nobody remembers any of those regulations. Why? Because students have not been asked to decide on anything, there was no room to say I don't agree on this. How can we make this activity more meaningful? First, reduce the number of rules to a manageable amount (4 or S are enough). Second, ask students to discuss in groups the "punishments" for not following them. 1 used to finish the activity here. However, Dave Dodgson', an EFL teacher and blogger from Turkey, gave me this idea: end up the activity by asking students to write 4 rules for the teacher, and devise punishments for not respecting them. Of course, you can negotiate some adjustments to them, but it is important that whatever it is agreed, you follow it to the letter to set the example. If you follow the rules, they will too.

decide not to follow the order presented in it, to skip activities or adapt them to your needs. You can even have students become the main content creators of materials this year.

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• As Larry Ferlazzo points out in one of his artirles2 "When schools involve parents they are leading with their institutional self-interest and desires. When schools engage parents they are leading with the parents' self-interests (their wants and dreams) in an effort to develop a genuine partnership." Do not be afraid to ask parents for ideas, to involve them in their children's learning. If you manage to

• If you can, change your classroom set up. Think about your students preferences, how they like learning, and adapt it to their needs. Allow them to participate in the decision .making. 'fly to cater for different learning needs. Remember especially that kids need space to look around and explore. For example, you can leave some space for whole class activities and circle work with a carpet and some cushions; have a small library in the classroom and some ready-made activities for fast finishers, and many more. Be creative and think outside the box. If you do not have much space in your classroom, as it is my case, start thinking about different parts of the school that may serve the same purposes. I usually go to the library, to the school yard or to the computer lab. You can also encourage students to decorate the classrooms in whatever way they like. This will promote a feeling of belonging. You may be surprised at the results.

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• This school year do not stick to the book. Try a more flexible approach, which caters for your students' specific needs, interests, and likes. In general, we do not trust so much in our ability for creating our own activities and lesson plans. But it is unbelievable what wonderful things we can do, if we just give it a try. You are the one who knows your students best, so feel free to choose what will work in the book, to

establish a collaborative relationship with them, they may be able to help you with any problem that arises during the year. Whenever I meet a new class, I write an email or letter to them explaining my plans or ideas for the year and asking for their opinions and suggestions. I sometimes include a line or two about their child to show them that I really care about them.

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As it is stated in the Fun Theory: "something as simple as fun is the easiest way to change people's behaviour for the better." Sabrina De Vita

1 www.davedodgson.com/p/about-ne.html 2 '/.Imrning5ru.arg/LarryFerlazzoParenttngagement 3 www.thefuntheorycmI

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etcome to our 2012/13 calendar! This

f IF year we bring you a colourful calendar to learn, speak and research on the most voted natural places in the world. According to the New7 Wonders foundation in Switzerland, organisers of this global poll, the world's new seven wonders of nature include: the Amazon rainforest, Bolivia, Brazil, Colombia, Ecuador, French Guiana, Guyana, Peru, Suriname and Venezuela; Halong Bay, Vietnam; Iguazu Falls, Argentina and Brazil; Jeju Island, South Korea; Komodo, Indonesia; Puerto Princesa Underground River, the Phillippines and Table Mountain, South Africa. We would like to pay tribute to these places, which were crowned as the most voted around the world. They were voted out of 440 locations in over 220 countries. This group was reduced to 28 finalists some of which were the Great Barrier Reef in Australia; the Galapagos Islands off the coast of Ecuador, the Abu Dhabi archipelago of Bu Tinah: Mount Kilimanjaro in Tanzania; the Dead Sea in Jordan, Israel and West Bank and the Great Canyon in the USA among many, many others. Our 2012/13 calendar in poster 1 is illustrated by pictures of the lop seven most voted new wonders of nature as listed above. Once you have displayed it in your classroom, you can show your students the different places in the calendar. Tell them to describe the pictures and ask them if they know where they are. It is possible they do not know most of them. So, ask them to locate them on a map and explain to them they are going to do some projects to learn about them. A different place a month From September to April you can organise a project per month; one month for each place. Working in groups, the students will find out information of one of the seven wonders, put it together and present the project as a whole.

A topic for each group Divide the students in groups. Write the groups choose a different topic. Let's take the Amazon Rainforest as an example. The topics the students are going to do research on include: the countries it occupies, its extension; the Amazon River; species; other tropical rainforests in the world; its importance to the environment; what would happen if it was destroyed. They may apply the same topics to each wonder.

Tourists on the run Present the following situation to the class. They have decided to go on a trip to visit one of the seven wonders, so they will have to prepare for the trip from the very beginning. Preparations will include checking flights' timetables, stopovers, packing the right kind of clothing, choosing the hotel, checking for good facilities and convenient daily rates, currency needed, planning excursions, sightseeing tours, going to the airport, checking in, going through customs and arriving at the hotel. This project will involve lots of work, from looking up information on the Internet, going to travel agencies to ask for brochures and checking on package tours to all the necessary tips to get to the chosen destination. Once the students have gathered all the information they may act out different situations in every stage of the trip. They will need to team functions such as asking for information, changing currency, checking in at the airport and a hotel, going through customs, asking for food/beverage on board, asking for directions, and so on. Each group may act Out a different stage on the trip; they may even put a photo album together to show the places they have visited to their families and friends. Ambitious as it is, this project will entail using the language meaningfully, which the students will enjoy doing since it will be a true-life experience.

Natural science wonders The students interested in nature may want to research on the ecosystems and species of each place. For example, one of the reasons to choose Komodo as one of the seven wonders was to protect the Komodo dragon, unique in this area, together with many other species including marine animals. Three larger islands, Komodo, Rinca and Padar are of volcanic origin and form a national park in Indonesia where the species are protected and safe.

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The Amazonia and the Amazon River will give thousands of possibilities to do research on: climate, environment, ecosystems and native tribes, are some examples of the topics that may appeal to the students.

Geopolitical features The study of the effects of the countries' location, population, etc. on their political character and development would complete these projects to get 10 know these countries in depth. This task will also add an extra bonus to the task already carried out by the students.

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In fact, these projects will open your students' minds further on the most voted seven wonders.

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--, Age: Chdrerr/Adolescents

Level: Pre-istermediate

WHERE IN THE WORLD ARE THE MOST VOTED rj WONDERS? Use Google Maps to locate the most voted 7 wonders. Match the names with the correct map.

A)The Axwm TainOTeS

B)Hag Ban

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D] D)Jeju Islarid

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Vietnam

E)Komodo

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Level: Elementary /Pre-intermediate

Age ChildreniAdolescents/Adu)ts

THE LARGEST LIVING LIZARD A) Read the text about Komodo dragons. Komodo dragons are the biggest and the heaviest lizards on Earth. As adults, they can reach 3 metres long and weigh over 70 kilograms. They are only found on Indonesian Lesser Sunda Islands. They have wide, flat heads, rounded snouts, scaly skin, bowed legs, curved claws, and huge, muscular tails. Their yellow tongues flick in and out all the rime. As the dominant predators, Komodo dragons eat anything they find in their way: dead animals (carrion), deer, water buffalo, pigs, smaller dragons, and sometimes human beings! They just lie camouflaging in bushes or tall grasses waiting for their prey. When it passes by, they pounce on it and sink their sharklike teeth in. They can eat huge chunks of meat because their jaws are powerful and their throats are flexible. Like snakes, they use the rips of their tongues to smell their prey. They also have an acute sense of hearing. They are quite agile is spire of their size and weight; they can run up to 18 kilometres an hour, climb up trees and swim very well. They live 30 or 40 years in the wild. Female dragons lay up to 30 eggs, which they guard for seven to eight months. When hatched, babies stay in she trees until they are strong enough to live on the ground. The Komodo dragons' wild population is estimated at 3,000 - 5,000 being their worst threat volcanic activity on the islands, fire, habitat alteration, tourism and poaching, although commercial trade in specimens and skins is illegal. B) Label the picture using adjectives and nouns and complete the facts.

Fast Facts

C) Complete the sentences. Oh, Komodo Dragon, tl ... what curved claws you have got!

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21 what powerful jows you have got! 31 ... what a flexible throat you have got! 41

...what a huge and muscular tail you have got!

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. . what a long tongue you have got!

Key: 61 11 rounded toout;2l wide, fiathead; al scaly ski o;4l powerful jaw;sl yei low tong ue;:61 large, muscular tail; 7l bowed iegs;B) cooed clawsFa st Facts: Phy5ical characteristics: 3 metres long, 70 kilograms. Habitat: Indonesia's Lesser Sunda islarrds. Diet: carrion, pgt, deer, etc. Behaviour: swim s, roes,eiirrsbs op trees, pocrsceson prey. Life espectancy: 3s-4v years. C! Stu dnres'xwe ocsocnrc.

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way of promoting English as real communication and active language learning skills is to make sure the students know and use simple transactional phrases. Generally, it is quite hard to break the habit of using these phrases in the native language since they come so naturally that the target language is forgotten. To help the students learn and remember these simple phrases, we are presenting poster 2 with a list that can be updated with additional phrases as the need arises. This list of useful phrases will be available whenever the students need them and it will act as a reminder of the expressions they should use in class. When you teach What is it? teach I don't know as well. When the students get used to using this expression, teach Can you help me, please? so that you can provide hints for them to get the right answer or ask their mates for help. Can you say it again, please? and Can you play it again, please? are expressions your students should use during dictations or listening practice activities when they cannot understand. Take every chance to put them into practice when doing this kind of exercises. You may go on with those phrases which will help them express their wishes and have their needs met, for instance, How do you spell...? How do you pronounce... in English? Can you help rue, please? Can Igo to the toilet? These requests show the most repeated situations when the students express

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their basic needs so encouragement and repetition will do their work. When your plan does not include any of these expressions, you can spare some minutes of the lesson to review them. You may want to present this review as a game giving your students gesture prompts: shrug to have the students say I don't understand/ I don't know; start to write something on the board and stop half way to get a I don't remember or How do you spell...?; cup your ear with your hand to mean Can you say it again? etc. As a variant of this exercise, you can provide the first word of the expression and have the students complete it until they gain confidence using it. Divide your students into small groups and assign a different phrase to each group (see photocopiabte cards on page 12). They should make up a situation where the phrase will be used and act it out in front of the whole class; or you may choose to give each group a situation and ask them to act it out including the appropriate expression. For example: It is very late and the class has already started; one of the students rushes into the class and says, Sorry I'm late? Remember that the intensive use of these transactional phrases will help students enjoy using the language, develop their confidence and give them a sense of accomplishment when real communication takes place in the classroom. On the next page we present the complete list of phrases for students to have as a reference in their folders.

Level: A1

9e: All

TRANSACTIONAL PHRASES

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SORRY I M LATE • PARDON? • SAY THAT AGAIN. COME AGAIN

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CAN YOU REPEAT, PLEASE?

HOW p)YOU PRONOUNCE IN ENGLISH?

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SORRY, iPON VNOW/REMEMER.

CAN YOU HELP ME, PLEASE? NOW 90 YOU SAY IN ENGLISH?

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YOU1 PON'T UNPERSTANP. HAVE GOTA

NOW P0 YOU SPELL IS THIS RIGHT/WRONG?

. SPARE

? CAN YOU PLAY IT AGAIN, PLEASE?

CAN YOU SAY IT AGAIN, PLEASE?

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CAN I FORROW YOUR ..., PLEASE?

• WHAT'S THE MEANING OF ? • WHAT DOES MEAN?

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THE ENGLISH FOR

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GOOD AFTERNOO

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Age: All

TRANSACTIONAL PHRASES

Pardon

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How do you g o to the toilet? pronounce I g in Eng lsh.2 iLoYou5PehhuiI1

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Can you help me, please?

Can I borrow your ... please?

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What's the meaning r Wh's the English Can you say it again, mean?

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Can you play it again, please?

p See you next class!

Good morning! Good afternoon! Good evening!

Have a nice weekend!

How are you?

Have a good day!

Photocopy these phrases and use them in the activities suggested on page 10.

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whole year may be one of the most tiring and tedious activities teachers have to undertake 11 at the beginning of the year, especially because in many cases we have to hand in the plan before we actually get to know the group we are teaching. However, we may also argue that it is necessary to define our objectives and organise the contents we intend to teach. We need to make decisions before the beginning of the school year as regards what, why and how we are going to teach in an effective and long-lasting way. In order to do this, we need to reflect upon the pedagogical theories we stand by and the practices we consider most appropriate according to the students' age, level, interests and background. Planning is a mental process that involves tracing a plan of what and how we are going to teach including the contents and the activities that both students and teachers are going to perform.

Why do we plan? We make an annual plan to determine the contents we are going to teach, the aims we have according to different factors such as the particular group of students we have, their context, specific needs and interests, the most suitable way of working with them, kinds of activities, materials and so on. The teacher is the main agent who can put the curricula into practice, since it is the teacher who actually faces students and who finally decides what to teach in each class. If teachers do not take curricular designs into their classes, they will only remain on paper and they will not show reality. We may have our own effective techniques, our perfect textbook, but we undoubtedly need to bear in mind the curricular design; study it and take it to the class.

How much of our initial planning actually corresponds to the classes we teach throughout the year? The plan we have made at the beginning of the year will serve as a model or guide, but may not be followed word by word. There might be many opportunities when we might need to change it, mainly because we may notice that other contents, activities or materials may be more appropriate for certain situations than the ones we had originally considered. Therefore, our annual plan can be used as a draft text as its contents may be constantly restructured and reorganised to fit the ever-changing reality of the teaching process.

Why should projects be included in annual planning? Throughout secondary school, students are supposed to be working on different projects, depending on the year, the school's orientation and the students' individual interests. There is a reason why this is so. Taking a foreign language class implies working on specific goals instead of just learning vocabulary and grammar. The completion of a project has to do with solving a problem through different activities and obtaining a final product. This will undoubtedly make students feel much more involved and motivated, since these projects should be somehow connected to their lives outside the school. Consequently, annual planning should undeniably include the

projects we plan to do throughout the year, according to your students' level, depending on the year they are attending and the school's orientation. Who do we plan for? Is the plan that we have to hand in aimed for the school, the schools principal or ourselves? Actually, as mentioned before, it is a guide that will help tin organise our classes. But the main recipient of this plan is the group of students in our class. Each student is a complex social individual in a specific 00cmhistorical context that cannot be left aside. They relate to their environment, language, culture, and fellow individuals. Why is planning both a challenge and a great opportunity? Planning is a mental process and we do not know how much of our annual planning will actually be taught or somehow modified according to the specific group of students and the context. While planning, we may also have to reconsider our practices, especially if they have not been effective. If our students do not pay attention in class, want to do something else, are distracted or even somehow absent, we should think about possible solutions to deal with these situations. Planning time is the perfect time to ponder these issues and figure out different possibilities to tackle problems in the near future. Planning can also be part of or reflexive practice, if we take this time to reflect upon what we do in class every day. Geraldine Salabersy Serrano

-,y Students name

. Grade

.

HOW DO YOU LEARN BEST? !, M.M "

A) Read the statements below and tick the ones that are true for you. There are no right or wrong answers. Be honest, the information you provide will help your teacher know you better and plan lessons more appropriately.

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El I write things down in order to learn or remember them. El I prefer working in groups. I prefer working independently.

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LI Ilikecopying from the board.

LI I enjoy working with photocopies. LI 111kv puzzles. LI I enjoy hands-on activities they require you to get involved and learn by doing tasks).

LI I often reflect upon my learning process. LI I like participating in role-playing and/or drama.

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LI I like activities where I physically move objects. LI 111kv activities where I am sitting and everyone is quiet. LI I prefer activities where I have to move around the classroom. LI It helps me to listen to background music when I am working. LI lam good at languages.

LI I am good at Maths. LI 1 enjoy watching films or videos. LI I enjoy listening to music. LI 1 like learning outside. LI I enjoy topics that deal with my personal life. LI l like reading and writing poems. LI I like reading and writing stories. LI I enjoy class debates or discussions.

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El It helps me remember new vocabulary when the teacher brings real objects to the classroom.

LI It helps me remember new vocabulary when the teacher brings pictures to the classroom, El I like helping my classmates. El i can read written texts and understand them.

-

LI I can speak and communicate my ideas. 1 can listen to a conversation or short tent and understand it.

LI I canwritesentencesorshorttexts. LI l can answer questions. I can make questions.

LI l can describe apicture. C I usually use classroom language. LI I like learning other subjects (Maths, Science, Social Studies, Art, etc.) in English.

Students name

.

FAVOURITE

Grade

Topics

Circle the topics you would like to deal with this year.

,NATURE AND ANIMALS

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ENVIRONMENTAL ISSUES

. CELEBRATIONS SPORTS

11

THE WEATHER

MUSIC FILMS

MY CITY / MY COUNTRY

FAMOUS PEOPLE

LIFE IN THE PAST

TECHNOLOGY

LIFE IN THE FUTURE

FOOD AND COOKING

CLOTHES AND SHOPPING

OTHERS.............................................................................................................

MY EXPECTATIONS What do you expect this school year to be like? Answer the questions. 1. What do you expect this subject to be like?

2. What doyou expect from your teacher?

3. What do you expect from your classmates?

4. What do you expect from yourself?

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

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Level: All

Age: Al

WORDS, WORDS, WORDS!

How fast can you complete this chart? Challenge your friend! How many items starting with the different letters of the alphabet can you write in one minute?

Age: Adolescents

Level: Pm-Intermediate +

WORDS, MORE WORDS! A) How many words can you write out of this word?

U .... ...............

....... .

...........

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

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-------- ..... ...

..

.......

...........

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

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

............... ............. r ........ ...........

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

B) What is the meaning of the word in A? Choose the right option, 2)Itis said of something that cannot be copyrighted.

1) It is said of somebody that cannot copy something right.

C) What is curious about the word uncopyrightable? Look carefully.

D) What are these words called? 2) isogeaphs

1) isograrns

E) Is it a noun, a verb, an adjective or an adverb?

adverb

adjective

verb

noun

F) Without looking, how many letters has it got: thirteen, fourteen or fifteen?

13

14

15

)"------------------------------------------------------------------------------------------Key: B) 2;c) No I etter isrepeated; DI isogam:; Elan adjestive;F)fifteen.

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Level; Intermediate +

Age: Adolescents

WORD TRIVIA A) Answer the following questions. ?

1) What do facetious and arsenious have in common?

2) Which word is misspelled: Polish orpolish?

3) What is curious about these letters: A HIM 0 TU V WX Vt

0

4) Which 8-letter word can be written using only the right part of the keyboard?

5) Which 12-letterword can be written using only the left part ofthe keyboard?

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6) What name is formed with the first letter of the months from July to November?

7) What is curious about the word queuing?

8) Look at the word rhythm; do you notice anything in particular?

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13) Are the following statements true or false? 1) The term Mayday used for asking for help comes from the French term MAnidezwhicb is pronounced Mayoay and means Help Me. )]

2) The don over the letter i is called title.

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F3) The word pixel is a contraction of 'picture element?

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4) In Chinese, the words for crisis and opportunity are the same. 5) The Chinese ideogram for trouble symbolises 'two women living under one roof. 6) Th e wo rd ro bot co mes fro m th e Czec h wo rd ro botova t, a nd eseansto work veryhard.

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7) The stress in Hungarian words always falls on the last syllable. 8) The word brunch comes from breakfast and punch.

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C) Look up these words in the dictionary and write the definitions. arsenious facetious Polish

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polish stewardess queue brunch

D) Choose four words from exercise C and make sentences.

Key: Al 11 Both wards have the five nenuls in the right order; 21 Nose, Polish is a nationality (from Poland) and polish is verb Ito make something shiny by rubbing itl;Oh They are ail symmetric; 4) 1aiIipop5) 5tnnardnsrns;6)]aruon;7) it has got four vowels together; 8/There are no vowels in it, B) I) T2) Fir is wind tittle; 3) T:41T;55 T:BlI;71 F. the stress goes in the first syllable: 8) Fit comes from breakfast and lunch.

Teacher: you can establish different levels of difficulty when doing this activity. Low level groups can make sentences in she present continuous tense. If necessary, provide she verbs in the infinitive. With higher levels you can ask students to describe the scene using the past simple and continuous tenses, imagining this is a scene from their lass holidays.

19

SONGS P"i 4

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So Fast Car by Tracy

The song is about a girl and her boyfriend,

Chapman, from the

who has got a car. She sees that as an

album Tracy

Cisaprrsarr,

choose a car, research into new designs and make an oral presentation about them.

opportunity to go away from her small

think of a journey, where they would go, how many

released in 1988 by

villageand her wea k dru n ken dad. Still,the

stops they would make and whereto refill the tank.

Elektra Records.

ride was not what she had expected.

• think they are singers and write a letter of application to ask for ajob in the new city. do

Moors Over Bourbon Street by Sting, from the album The Dream of the Blue Turtles, released in

This song is about a vampire; it is not

imagine how and when he became a vampire.

openly mentioned but there are many

research into Bourbon Street and write n brochure or

hints this is so. The character is walking

article.

around the city late at night; be is in love

• you are the vampire; write a letter to the girl.

1990 by ASM Records.

with a girl but he suffers because he know

• describe the city at night from the point of view of a

he cannot do anything about that.

vampire. • write a review of movie about vampires.

She is Leaving Home by

It is about an adolescent who has not got

the Beatles, from the

good communication with her parents so

- create a dialogue that involves the family.

album Sgt. Pepper's Lonely Hearts Cirah Barn!

she decides to run away, leaving a letter behind. She is meeting a man; meanwhile

make a list of typical arguments between adolescents and parents. - write an article about adolescents and parents.

write the letter mentioned in the song.

released in 1967, by EMI

her parents find the letter and wonder

Records.

what went wrong.

Another Day In Paradise by Phil Collins, from the album . But Seriously

A homeless woman, who begs for money

• make up the actual dialogue between the characters.

in the Street, asks a man to help her but he

• interview the man and ask him why he does not help

refuses to do so, even though he sees she

the lady.

released in 1989, by

has blisters on her feet and can't walk.

• account for the title of the song.

qua'

Virgin Records.

look for information about organisations that help -

homele people.

California Dreatrsirtg

It is about a boy who goes for a walk

- compare L.A. with other cities in California.

from the album If

because he misses L.A. It is very cold, so he

- choose their favourite season and talk about it.

finds shelter in a church, where he stays for

- find reasons why the singer goes out for a walk on such

a while,

a cold day.

You Can't Believe Your Eyes Atrcf Ears byThe Mamas and the Papas, released in 1963 by Dunhill Records.

-imagine why he moved from one city to another.

I

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Ji

vrf2)'

So

Sr'Ap'

5uc,c,5T€D

T(S

make hypotheses about why the singer is walking

City Streets by Carole

The singer is walking along the city streets

King in 1989, from the

at dawn; she can see the landscape and

alone at that time of the day.

many couples heading home while she is

•The chorus says"city streets, the stories they can tell...

alone,

they can be heaven, they can be hell", students can

album City

Streets by

Capital Records.

choose to write a story in which the streets are heaven

I

(happy ending) or hell sad ending).

Mv Girl by Madness,

A boy watts to stay home and watch TV

from the album One Step

while his girlfriend wants to go out to see

Beyond, released in 1979,

a movie, so they argue over the telephone.

• role play the conversation. suggest different possibilities to find alternatives in order to do something together. • list the positive and negative aspects of staying home

by Stiff Records.

or going out.

I Will Survive by Gloria

It is about a woman whose boyfriend left

Gaynor, from the album

some time ago and now he comes back to

• give reasons why the couple broke up. role play a couple's therapy session.

go on with the relationship, but she Love Tracks, released in 1978 by Polydor Records. Juses to do so.

ltis about a girl who talks to her father Papa Don't Preaclsby'1 because she is pregnant and afraid, but Madonna, from the

createa dialogue between the father and the daughter. la role play: the girl, the boyfriend and her friends who think she is making a mistake.

album flue B/try,

she trusts that everything will be al right

released in 1986 by

because her boyfriend supports her and

• think they are counselors and give advice to the young

they have got plans for the future.

couple and the father.

Warner Bros. Records.

guess what the future will be like for the character.

•thirtkabout prejudices people have towards different

Skater Boy by Avril

Itsa story a bout two com pletely d ifferent

Lavigne, from the album

characters: a girl who did ballet and a boy

things.

Let Go, released in 2002

who was a skater; the girl's friends gave

• write a letter from the girl to the boy, or vice versa.

by Arista Records.

her advice, which makes the couple break

describe the boy and the girl.

up. In the end, the boy is very successful

compare the different lifestyles.

while the girl ends up at home watching

-

TV

s Aurea obel The titles and pictures of the songs and the albums are real. Their referenceir justinformative and for dwvtirrri purposes.

21

-#q Level: Pre-intermediate/Intermediate

Age: Children/Adolescents

EDINBURGH NEAR EVERYONE Hacrted underground vaults in this irtriguirt9 city A) Find the following words related to the Edinburgh vaults (-0 -11). haunted - underground - rooms - merchants - craftsmen - bridge - sunlight - ventilation - overcrowded

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0) Put the following paragraphs in the right order.

9

C) Answer the questions using your own words. 1) Why did the Edinburgh Council have to build

-

- -

-

the New City?

-

•

v-------

3) Why were the vault: extremely uninhabitable? 4) Do you believe that there could be g hosts living

it

the vaults?

D) Read part 2 to find out more and choose the right word.

E) After reading both parts of the text, answer these questions.

1) Do you believe any of thesehaunted vaults stories? 2) Have you ever heard similar stories about places in your city? 3) What do you think is the effect of these stories on students and on tourists?

F) Imagine you were in Edinburgh vaults last night. Write a story telling us what happened. Who did you go with? What/who did you find? What did you do? (It can be a horror or funny story).

Key: Al Avttrtsr uentilatienctafrsrnren meehant huuoted;Ooe'n: overcrowded, sunlight, bridge, underground. mown 51 1432.0 11 Because these were a let of people living its the Old Town of Edin burg b;2l Merchants, craftsmen and also families used them to stow then pttsducts; 3)They were uninhabitable because there was no sun l!ghr and no ventilation Is: waste and used water had noway out); 4) ttudento'ariswern Dill tepont; 21 people; 3)talos;4l attention; 5) died; 6) girl; 7)dol I; a) d[d;9) been; 10) expl a nation; 11) peopie.E) Stud L-ntSr a nswers.

I

4

always add context to language learning Il soisuals we are going to give you some ideas to make

a p-'--

V

quick and easy-to-make labels to name objects around the classroom. They will create a rich learning environment and allow for repetition and a proper starting point for the students to fix vocabulary in a natural way. You may use these labels to present other areas of vocabulary such as the parts of the body, tools, professions, fruits and vegetables, and so on. You may also prepare the labels and have the students tape pieces of paper holding on them the words you would like them to learn.

-

....................-m::m• ....

-

Materials • Paper towel tubes • Sellotape tubes • Hessian rectangles • Felt rectangles • Cardboard trays • Plastic containers lids • Dotted, striped or checked paper • Cardboard of different colours • Eva foam strips • Paint • Coloured markers • Glue • Scissors.

Convex labels Cut the paper towel and aellotape tubes in halves. Cover them with a piece of dotted or checked paper. Paste a strip of Eva foam or cardboard. These labels are appropriate to stand on your desk or any other flat surface.

Soft labels Take the hessian and felt rectangles. Paste smaller cardboard rectangles on them; choose contrasting colours to make them more attractive. Add pieces of felt, dotted, striped of checked paper to cover the borders of the cardboard rectangle and frame the label. You may want to add a soft piece of Velcro so that you can fasten these labels to any other surface holding a piece of rough Velcro. The advantage is that you can use any surface such as walls, board, noticeboard, carboard, etc.

Hard labels Paint the cardboard trays with shocking pink paint and paste a plastic container lid in the middle. It will be ready to write your label with coloured markers.

25

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