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 pairs and write down as many words
Background Objectives related to this historical event as they
Independence Day is a holiday • To learn about The Independence can. Elicit answers and write them on
celebrated on 4th July every year and Day of the United States of America. the board.
it is also known as “the Fourth of • To use modern apps to summarize 2) Ask students to get together in
July”. On this day, the United States of the process of independence in the groups. Tell them to find information
America celebrates the publication of USA. related to this holiday and the history
the Declaration of Independence from behind it.
Great Britain in 1776. As it is a • To acquire specific terminology
patriotic holiday, many politicians related to Independence Day. 3) Invite students to summarize the
appear at public events to express and • To develop intercultural awareness. information they have collected by
give thanks for the freedom and means of creating a timeline. They can
liberties won for all the American use websites such as Dipity or
citizens. Resources to be used Timeline.
• Whiteboard and marker. 4) Students show their timelines and
What happens on this • Sheets of paper.
summarize the main events about
Independence Day to the rest of the
occasion? • Computers with an internet
connection.
class.
There are patriotic displays, parades, 5) As a follow-up, tell students to
as well as some family events, that are • Apps to create timelines such as work in groups and imagine they are
held all over the USA. Some Dipity or Timeline. Presidential Advisors. They have to
celebrations include family meals, • Bilingual and monolingual organise official celebrations for the
barbecues and picnics, whose aim is dictionaries. American Independence Day. They
emphasizing American traditions and have to carry out the following tasks:
political freedom. • Cardboard sheets.
a) Design an official invitation.
American flags are displayed outside • Coloured markers.
b) Choose typical patriotic USA music
public buildings and in private
houses. Most of the citizens even Tasks for the parades.
organise huge firework displays which 1) Pre-task: write on the board the c) Write a short speech about the
are generally complemented by typical phrase “Independence Day in the Independence of the USA.
patriotic music. United States”. Tell students to work in Yesica Galliano

Symbol
The Statue of Liberty is a national
monument which is generally
considered a symbol of Independence
Day.

Teaching sequence
Age: Teenagers/Adults
Level: A1/A2

Sources and References

https://www.timeanddate.com/holidays/us/independence-day
https://www.constitutionfacts.com/us-declaration-of-
independence/fourth-of-july/

2
 D ear colleagues,
Page 2:

Contents
This month, The Teacher’s Magazine brings plenty of ideas to British and American Folk:
work with clothes. There is a Project on Clothes for Independence Day in the USA
Kindergarten, a poster and ideas to work with it, photocopiable
Pages 4 to 7:
activities, and a story, The Emperor’s New Clothes. Phonics for Kids:
For teenagers, there are two projects to work with Gender Education: Climb High
Gender Violence and a short film called Day One – Sunshine, which Page 8 to 12:
deals with dating abuse.
The Emperor’s New Clothes
You will also find ideas to bring Virtual Reality into our classes. Page 14:
As usual, our Phonics for Kids section deals with new sounds, with a Project on Clothes for
story called Climb High. Kindergarten
We hope you enjoy this issue as much as we do. Pages 15 to 19:
Working with the Poster:
Karina Uzeltinger Clothes
Editor-in-Chief
Page 20:
Virtual Reality
Page 21:
ICT Tools for the English
Class: Nearpod
Page 22 and 23:
Travelling Without Moving
Page 24 and 25:
Travelling Is Not Always Fun
Page 26 and 27:

Day One – Sunshine

Working with Short Films:

Page 28 and 29:

Gender Education:
Gender Violence
Page 30:
Global Culture Corner:
Friendship Day

Poster 1:
The Emperor’s New Clothes
Poster 2:
Clothes

Download another
photocopiable activity
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Agustina Negretti, Mónica Buzada, Geraldina Salaberry Serrano, Yesica Galliano,
María del Carmen Paoloni, Fabricio Inglese, María Fernanda Valle, Daiana Agesta / 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 214 Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
JULIO 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:
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3
 Climb high
• Tell the story again, this time are all pronounced with /æ/. To
Objectives showing the pictures on photocopiable
page 5. Ask children to repeat the
help students become aware of this,
ask them to repeat the differences they
• To expose children to systematic
phonics instruction. words with /ai/ after you. You are noticed and elicit other words
now ready to play “Simon says!”. You pronounced with the same sound. If
• To practise the diphthong /ai/ and may use the following instructions: you worked with the story “Pat the
discover the ways it is spelled. Bat” from the last October issue,
Climb high. Try hard!
• To gain exposure to spellings <i> , Have some rice. Have some icy cider. remind them of it. If you keep a
<igh>, <y> with pronunciation Phonics Corner in the classroom,
Take a knife. Slice the apple pie.
/ai/ point to the words pronounced with
Sigh. Fly. /æ/, and add a new area with words

T
• To make associations between
spelling and pronunciation. Elicit different ways of demonstrating pronounced with /ai/. You may use
the instructions and proceed to play the cards suggested for the “Simon
• To predict accurate spelling and the game. To promote awareness on Says” game, or you may ask students
pronunciation of words given. spelling, you may copy the to provide their own cards with other
instructions on pieces of construction words. At this point, you may point
he following story and paper or cardboard, highlight the out, or elicit from children that the
activities are aimed at letters that sound /ai/ and play the most common spellings for /ai/ are
children who are taking game. At first, shout instructions, then <i>, <y> and <igh>, and that
their first steps in literacy. tell them and show the cards, and there is another sound also spelled
You may present it using finally just show the cards for students mostly <i>, namely /ɪ/, that was
puppets or toys and then move to read and perform. In this way, kids practised with the rhyme “Sit, Pick,
towards asking children to represent will start familiarising themselves with Wiggle, Fit.”.
it. Remember that, according to Total the spelling of those phrases. • Hand out photocopiable page 5, in
Physical Response principles, language • By now, children will be ready to act which students have to cut the frames
is learned by listening to instructions the whole story while you, or a child and glue them in order. Once they
and responding to them, hence the who can read, retells it. finish, students will have the complete
importance of promoting action in the • Warn kids that you have become story to read and practise.
kindergarten class. tired, like Clive, and you are now • Activity B has been designed to
Activities going to tell the story again, but since provide practice in sorting and
you are not feeling at your best, you classifying words. Students circle the
• Prepare a “mountain” piling may make mistakes. Tell them to pay words pronounced with /ai/ in order
brownish pieces of garment, and close attention to what you read, and to get to the top of the mountain.
choose a puppet or a stuffed toy to be shout NO! whenever you say Depending on how far in their literacy
Clive. Tell the following story while something different from the first your students are, you may just give
showing the different actions version of the story. You may read instructions and let them do the task,
mentioned: make the puppet climb, something like this: or you may have to explain,
try hard, eat, drink, slice a pie, reach pronounce, ask students to repeat,
the peak. Clive climbs a ladder. He climbs high, mighty
high. He tries really hard to get point to the words in the mountain at
high, but he is happy. Ninety- random, point at words or things
Clive climbs a mountain. He climbs high, five metres high, he has an apple around the classroom to do some
mighty high. He tries really hard to get and ham. By and by, he takes an further practice on pronunciation, and
high, but he is tired. Ninety-five metres axe and chops awhile. Now, he is only then allow students to proceed
high, he has some rice and a pint of icy fine to travel. Before night, he with the activity.
cider. By and by, he takes a knife and reaches a cabin. There, he • To practise fine motor skills and
slices a ripe apple pie. After a while, he meets a gang and they make a raise spelling awareness, activity C
racket. “I'm having the time of has been designed to trace words and
is fine to climb higher. Before night, he my life!”, he says. circle the one that represents the
reaches the final line. He can't believe picture above.
his eyes. He sighs, “What a sight! It's so Have fun and learn tons!
bright! I wish I could fly and see this • You may have noticed
that the intrusive words Agustina Negretti
sight every day of my life.” that alter the original story
4
 Level: A1 Age: Young Learners

Climb High
A) Colour, cut, and order.

What a sight! It's so bright! I

wish I could fly and see this
sight every day of my life!
Download another photocopiable activity from www.ediba.com

He sighs, “What a sight! It's so bright! I wish I could fly and see this sight every day of my life.”

By and by,
he takes a
knife and
slices a
ripe apple
pie. After
a while, he
is fine to
climb
higher.

Before night, he reaches the final line. He can't

believe his eyes.

Clive
climbs a
mountain.
He climbs
high,
mighty
high. He
tries really
hard to get
high, but
he is tired.

Ninety-five metres high, he has some rice and a pint of icy cider.

5
 Level: A1 Age: Young Learners

Climb High
B) Choose words with /ai/, and get to the top.

FLY

Download another photocopiable activity from www.ediba.com

FIT RACE RICE

ODD BAT HIGH FIX PAINT

PICK PAT CLIMB PEN MOB LUCK FOE

6
 Level: A1 Age: Young Learners

Climb High
C) What's this? Trace, and circle.
Download another photocopiable activity from www.ediba.com

FLY CLIMB FLY CLIMB

PIE RICE PIE RICE

NIGHT SIGHT NIGHT SIGHT

7
 e Emperor’s
New Cloes
Lesson Plan
Story The following lesson plan on this story is aimed at very
young learners and young learners at beginner level. It can
Once upon a time, there was an Emperor who was
be used on its own or as part of the clothes unit on pages
extremely vain. He was always buying new clothes. He had
15 to 19.
many trousers and jackets, and lots of shoes. He spent a
lot of money on his clothes.
One day, two scoundrels who wanted to fool him, Linguistic exponents
introduced themselves as weavers and tailors. They said • Vocabulary related to the story: king, tailor, scissors,
they had a beautiful piece of cloth that could only be seen cloth, items of clothing.
by wise people, kings and emperors. The emperor agreed
• Colours and numbers.
to have a new, magical suit, and they measured him.
• I like [the pink jacket].
The false weavers and tailors made pretend clothes using
make-believe invisible thread. The emperor visited them • He/She is wearing [a crown].
in their workshop, but he could not see the cloth; Present the first picture of the story. Let kids count how
however, as he wanted to be wise, he said he saw the many people they see; present the emperor for children to
beautiful cloth. say what clothes he is wearing and what colour they are (if
A few days later, the emperor put on his new suit. He they do not know items of clothing yet, you can introduce
could not feel or see the fabric, but he did not want to be them at this point).
a fool, so he said it was very soft and very colourful. He Show picture 2 and ask how many people there are and if
paid the tailors handsomely. the emperor is wearing the same clothes as in picture 1.
The emperor wanted to show his new, magical clothes, so Children find the differences. Tell learners that the emperor
he paraded for all his people to see him. A little child likes wearing different clothes every day and that he
pointed to the emperor and said: “Look! The emperor’s spends a lot of money on outfits.
wearing only his underwear.” Introduce the tailors. Bring a piece of cloth (or several
The emperor was embarrassed because everyone was pieces) to class and present the word. Let children feel and
making fun of him. He returned to the castle and put on smell and say the colours. Tell kids that the tailors in the
some real clothes. story are also weavers who make their own cloth. Ask
children if they can see the cloth in the tailors’ hands,
explain that the tailors say it is a magical piece of cloth

8
that only very clever people can see. Can the emperor see Ask children to help you describe another character. Once
it? Can you see it? you have finished with all the characters in the picture,
Show the next picture, and let children describe what the play a guessing game. Describe a character for kids to say
emperor is wearing and count how many people there are who you are describing. Tell them to do activity B on page
in the picture. Point to the magical cloth, and tell them that 11, in which they draw clothes for the emperor. They
it is not real, it is make-believe invisible cloth. describe their drawings.
Present picture 4. Point to the emperor getting dressed, Put pictures 1 and 2 on the board and remind children of
introduce the word underwear, and ask what colour it is. the differences they have found. Present activity C, in
Point to the bag of money and elicit that the emperor paid which they have to find 7 differences between the two
the tailors for his new clothes. Ask children to predict what pictures. Encourage kids to use complete sentences.
happens next. In activity D, on a downloadable page, children match
Let students describe picture 5, what the emperor is key vocabulary with the pictures.
wearing, what the people are wearing, etc. Point to the As a final task, children design a new wardrobe of clothes
child. What can the child say: “”Wow! It is a beautiful for the emperor. Place the new clothes on construction
suit!” or “Look! The emperor is wearing only underwear”? paper to put on the wall. Use it to revise the items of
Present the last picture, and ask where they think the clothing in following classes.
emperor is going (home, to put real clothes on). Now, tell Have fun with the story.
the story. Then, children draw their favourite part.
Introduce or revise different items of clothing the people
and the emperor are wearing. Ask children to tell you
which item they like the most. Present the structure I like
Sources and References
http://www.enchantedlearning.com/stories/fairyt
[the pink jacket] and let them express their opinions. ale/emperorsnewclothes/
Retell the story again, and ask children to do activity A on
https://www.brighthubeducation.com/lesson-
page 10, in which they have to order and colour the
plans-grades-1-2/106381-literature-unit-idea-with-t
pictures.
he-emperors-new-clothes/
Place picture 1 on the board. Remind kids of the use of
he/she, pointing to different characters in the story or in
stories they have already read. Introduce is wearing for Download another
clothes. Choose one character, point to it, and describe it. photocopiable activity
from www.ediba.com

9
 Level: A1 Age: Very Young Learners/Young Learners

The Emperor’s New Clothes

A) Order.

Download another photocopiable activity from www.ediba.com

10
 Level: A1 Age: Very Young Learners/Young Learners

The Emperor’s New Clothes

B) Draw clothes for the emperor to wear.
Download another photocopiable activity from www.ediba.com

11
 Key: The emperor's crown is different, in picture 2 there are 3 boys and a girl, one boy is wearing a cap, another is wearing football
12
clothes, the other boy is wearing jeans and a t-shirt, the lady has a pair of scissors in her hand, the emperor's suit is different.
www.ediba.com
activity from
photocopiable
another
Download
Download another photocopiable activity from www.ediba.com
C) Find 7 differences.
The Emperor’s New Clothes
Age: Very Young Learners/Young Learners Level: A1
 A Project on Clothes
for Kindergarten
F
or kindergarten children, putting on and taking
off clothes by themselves represents an Whose is it?
important step in their process towards Mix up some of the children’s clothes (for example
independence and nothing matches children’s cardigans, sweaters, jackets, scarves, shoes, etc.), pick one
sense of achievement when they find out they are up and ask Whose is it? for the owner to say Mine!
able to dress and undress without any help. This topic
provides opportunities for lots of activities, dramatisations
and games, while keeping resources to a minimum. Show and tell
Display clothes on your desk. Each kid selects an item.
Aims They show it to the class and say what it is, for example,
It’s a T-shirt. It’s blue. It’s big.
• To identify clothes.
• To revise colours.
• To count. We dress up
• To answer about quantity. A bag with clothes in it is passed around, while some
• To use adjectives (big, long, short). music is played. When the music stops, the child with the
bag takes out one item, names it and puts it on.
A colourful clothesline
Ask children to design clothes using cardboard, newspaper, Clothes bingo
white butcher paper, cloth, etc. (You can use the clothes on On a downloadable page you will find a bingo grid. Tell
pages 17 to 19 as templates). Encourage them to add children to colour the different items in the shades they
buttons, pockets, patterns, etc. Once the clothes are like. Then, call out colours for the clothing items for
finished, hang them up to decorate the classroom. children to cover the corresponding squares in the grid.
You can make a wardrobe with a large cardboard box to The first child to cover their chart is the winner.
hang the clothes inside. Cut a hole on both sides and put a
broomstick through them, hang the clothes on the hangers
on the stick. Clothes tic-tac-toe
Cut out drawings of clothes (you can use the ones on
pages 17 to 19) and arrange them on a tic-tac-toe grid.
We are dressmakers Kids can play in teams or individually. They may use
Copy the boy and girl outlines on markers or tokens. They take turns to name a picture on
page 17 and 19. Children make the chart. If they name the item correctly, they can cover it
clothes from different fabrics with their token or mark. The first player or team to cover
and dress them up. They three items in a horizontal, vertical or diagonal line is the
can also use the clothes on winner.
pages 17 to 19.
Songs
How many…? You can find the song The Scarecrow's Clothes in Singing
Give each child a picture Songs 2, with extra activities for children, available at
of a T-shirt. Ask them to www.ediba.com.
use their favourite colour There are many songs online, you can either watch the
to paint it. Make a wall videos and sing along with kids or download to your
poster and ask kids to mobile phone and take to class; some examples are:
come and stick their T-
shirts in turns, saying what Put on Your Shoes: https://www.youtube.com/watch?
colour they are. When all v=-jBfb33_KHU
students have finished, count all Clothes song: https://www.youtube.com/watch?v=
together how many T-shirts of each PzCXXuXvrU0
colour there are. Practise How
many (blue) t-shirts are there?
14
 C l o t he s
P oster 2 presents the pictures of a boy and a girl
with a variety of items of clothing to learn and
play with. It will give you plenty of opportunities
not only to teach vocabulary but also to integrate it
with other topics, such as seasons, weather and
colours. Likewise, it will give children the chance to play
real-life situations, getting involved in the activities
suggested and making learning meaningful.
As a first step, cut all the pictures out and laminate them
on both sides, so that it will be easier to stick the items on
the boy and girl. To dress the children up, you can either
paste hook and loop straps or magnet sheets on the
figures, or use masking tape rolls.

Let’s learn the names of the clothes!

Use pictures to introduce each item of clothing. Ask
children to repeat after you. You can also ask about its
colour. If kids know how to read and write, they can
complete cards with the names of the items. Use the
cards and the clothes to play matching games.

What are they wearing?

Have the children dress the models and ask and
answer questions: What is she/he wearing? What
colour is the …? Why is she/he wearing a jacket?
Because it’s cold.

What shall I put on?

Present the following dialogue, choose either the drawing
of the boy or girl, and pretending they are speaking, say
the lines and let learners choose the right clothes for the
models.

15
 Clothes
A: What’s the weather like today?
B: It’s cold! Brrrrr!
No, no! It’s too cold
To teach the structure too + adjective, choose
A:What shall I put on? the winter background and dress the models in
B: A sweater, a hat, a scarf and gloves. summer clothes. Students will have to change
Once the activity is presented, ask two confident kids to act them for the appropriate ones as they say:
out the dialogue; learners can play in groups using the No, no! It’s too cold! Take the swimming suit off and put on
pictures on pages 17 to 19. a scarf, a sweater, boots, etc.
Ask them to change the setting and do the same: No, no!
Seasons and clothing It’s too hot! Take the jacket off and put on sandals and a
dress.
Ask students to choose a season and draw a picture of it on
the board. You may also provide a sheet of poster paper
and have them paste flowers, bees, trees, etc. on it, if, for
example, they have chosen spring. You can also use the
poster on the seasons published in our January issue. Once
they have completed the background scene, they can stick
both models and decide what type of clothes they should
wear. They can practise dialogues like the following:
A: It’s spring! What are they wearing?
B: (As they stick the clothes on the models) They are
wearing socks, trainers, trousers and a T-shirt.
Change the background setting and follow the same
procedure until they have learned or reviewed all the
vocabulary.
A: It’s autumn. What is he going to wear to go to school?
B: He’s going to wear a pair of trousers, a sweater, socks
and trainers.

Clothes and patterns

Ask children to draw new clothes for the models and
colour them with different patterns: check, striped, flowery,
spotted, plain. Tell them they are going to dress the
boy and the girl and speak about their clothes, She’s
wearing a spotted skirt and a plain sweater; He’s
wearing striped trousers and a spotted T-shirt; etc. For
this activity use the pictures on pages 17 to 19.
Children cut them out and colour them.

Guessing game
In pairs, kids ask and answer questions to guess the item
of clothing. For example:
A: It’s striped.
B: Is it the T-shirt?
A: No, it isn’t.
B: Is it the scarf?
A: Yes, it is.

16
 Download another photocopiable activity from www.ediba.com

Clothes

17
 Download another photocopiable activity from www.ediba.com
Clothes

18
 Clothes
Download another photocopiable activity from www.ediba.com

Download another
photocopiable activity 19
from www.ediba.com
 VIRTUAL REALITY in the
EFL Classroom
I f we talk about Virtual
Reality, you may think that
you will need to invest a lot
of money to bring it into your
classroom. However, that is
What is Google
Cardboard?
Google Cardboard is a VR platform
developed by Google, named for its
not true. There are plenty of devices
you can use, from very expensive ones fold-out cardboard viewer. It is
to even Do-It-Yourself ones. intended to be a low-cost system to
encourage interest and development in
VR. Users can build their own viewers
What is Virtual using low-cost components following
the guide published by Google here:
Reality? http://www.instructables.com/id/Ho Google Cardboard viewers.
Virtual Reality allows the user, w-to-make-Google-Cardboard/ The 2) Walk the streets: You may also use
through wearing a VR headset, to dive great advantage is that students can Google Street View app
into a different environment and to build and decorate them on their own. (https://itunes.apple.com/ar/app/go
interact with the virtual objects If you are not into DIY, you can ogle-street-view/id904418768?mt
around them. In other words, VR is an purchase a pre-manufactured one, like =8). For 3D panoramic images taken
illusion of reality; one that exists those available at: https://vr.google. from streets all over the world.
inside a virtual, software-based world. com/cardboard/get-cardboard/. In Students can visit these places looking
When connected to a VR system, the both versions, you will need to all around.
user might be able to move their head download this app to your 3) Watch 360-degree videos: Using
around in a full 360º motion to see all smartphone to start using it: the YouTube app (https://itunes.
around them. https://vr.google.com/cardboard/do apple.com/us/app/youtube-watch-
wnload/ listen-stream/id544007664?mt=8),
What VR headsets What are the benefits of
you can go on full 3D adventures. You
have to search for videos as you
can we use? VR in the classroom? usually do, adding the 360 filter in
your search. Here you can see some
There are a lot of VR headsets you can
• It is an active experience for examples: https://www.youtube.com
use. If you are interested, you can
students. /watch?v=9xn8oB8o2Jc, https://
have a look at this infographic on the
• Students get really motivated and www.youtube.com/watch?v=sT0hV
history of virtual reality: https://ww
engaged. LEe5mU.
w.digitapulse.pwc.com.au/wp-
content/uploads/2015/10/history-vir • The hands-on approach helps with 4) Take your own 3D images:
tual-reality-infographic.jpg. There learning and retention. Students can use the Cardboard
have been lots of recent technological • It provides outstanding Camera App to take VR pictures of the
developments, so if you can afford it, visualisations. school, their neighbourhood,
you can have access to very fancy VR landscapes, etc. Audio can be
• It helps students to boost their
headsets. However, in this article, we recorded with these images, too.
digital skills.
are going to focus on Google 5) Create stories: Storyspheres
Cardboard Project, because it is free of • It inspires creative learning.
(https://www.storyspheres.com/)
charge, and very easy to do. will allow you and your students to
What can we do in the create your own interactive
experiences, by enhancing 360°
EFL classroom? images with audio (music or
1) Go on a virtual field trip: With the narration). You should upload at least
Expeditions app by Google two pictures for it to work.
(https://edu.google.com/expeditions Have fun in class without leaving the
/#header) teachers can direct a virtual premises.
field trip to all over the world. The
Sabrina De Vita
teacher chooses a view, and the
students can watch it through their
20
 Nearpod

N earpod is a tool that allows teachers

to create and share content with their
students through interactive lessons,
by simply uploading a file or starting a
new presentation. Quizzes, polls, open-
ended questions, fill-in-the-blanks exercises,
slideshows, videos and other activities can be
included, as well as virtual field trips.
Once designed, teachers share their interactive
lessons. Students enter a code and the lesson is
synced to their devices. Teachers can check
students’ activities in real time and view
their answers individually or as a class.
Students interact and submit responses
through any mobile devices or PCs. They
can join Nearpod lessons anywhere.
Nearpod has a library of lessons on a great
number of subjects. Teachers can choose
from thousands of free or paid lessons
from expert educators. These lessons are
editable and customisable to fit every
student’s need.
There is a free account which allows
teachers to create polls, interactive
quizzes, slideshows and more; and a paid
account that enables educators to assign
homework, create virtual field trips and
access ready-made lessons.
We hope you create great classes with
this app!
María Fernanda Valle
 Trave lling Without
W hat do we know about
cities in the world without
having travelled there?
Probably, a lot about some, a
little less about others and just the
Position and surroundings: around,
over, behind, next to, in the middle,
isolated, connecting,
Size and shape: big, small, high, low,
huge, tiny, circular, rectangular,
name of a few. The stories we get triangular, regular, irregular.
from tourists and the iconic images
that allow us to immediately identify a Types of materials and parts of
city are the first information that buildings: wooden, steel, brick,
comes to our mind when we think concrete, glass, stone, marble, iron,
about a particular city or even a dome, columns, roof, entrance, gates,
country. windows, towers.

The following game is a good Provide students with typical images

opportunity to test the knowledge that of different cities in the world. They
we have of some cities around the can be either printed or image files on
world, by linking the information we a laptop computer or mobile phone.
are given through a description and The following are our suggestions:
the way we perceive that city. During Eiffel Tower (Paris, France), Statue of
the game, students will describe a Liberty (New York, the United States),
particular image of a city which will Big Ben (London, the United
have iconic man-made structures, Kingdom), Corcovado (Rio de Janeiro,
such as bridges, monuments, Brazil), Giza Pyramids (Cairo, Egypt),
buildings, etc. As a result, it would be Taj Mahal (Agra, India), Colosseum
appropriate to review some (Rome, Italy), Parthenon (Athens,
vocabulary so as to give students the Greece), St Basil Cathedral (Moscow,
tools to make more accurate Russia), Sagrada Familia (Barcelona,
descriptions of the image. Here are Spain), Opera House (Sydney,
some suggestions: Australia), Mt Fuji with pagoda in the
Position in the picture: on the left, on foreground (Tokyo, Japan), Rialto
the right, in the background, in the Bridge (Venice, Italy), Arc de
foreground, on the corner, in the Triomphe (Paris, France), Obelisk
middle. (Buenos Aires, Argentina), San
Francisco Bay Bridge (San Francisco,
Man-made structures: building, United States), Plaza de la Revolución
monument, archeological site, modern, (Havana, Cuba), Campanile pendent
ancient, religious building, tourist (Pisa, Italy), Burj Al Arab (Abu Dhabi,
attraction. the United Arab Emirates), De Gooyer

22
MOVING
Windmill (Amsterdam, Netherlands) name of the monument/building: if
As a pre-task, present each picture; the image is that of a mosque (i.e.:
students look up where it is located, Dome of the Rock, Jerusalem), the
who built it, when it was built, etc. words mosque/church/cathedral
cannot be mentioned. The idea is to
To start the game, divide the class in use more explanatory vocabulary: i.e.:
two groups. Choose a picture, a it is an islamic religious building with
member of the group looks at the a regular shape, with blue and light
picture and describes it to their group. blue tiles on its outside walls, and one
Set a time limit for the group to guess big gold dome in the centre. In many
the city, country or the iconic place in cases, describing the rest of the image
the picture. might help as well.
For example, student A is shown a If the group guesses the monument,
picture of the London Eye. the city and country, they get 3 points.
There is a modern white circular If they guess only one or two
structure, similar to a wheel made of (monument, city or country), they get
steel. It is twice the size of a block of 1 point for each guessed correctly.
flats. In the background, there are
other buildings, and in the foreground, If they do not guess at all, they can
there’s water, probably a river. look at the picture and if they guess
Apparently the structure spins, and any (or more than one) of the three
people can use it as a tourist attraction they get only 1 point.
to have a view of the rest of the city. (If If the student describing the picture
the student knows something more mentions the city, country, or name of
apart from what they sees in the a building, the group loses its turn.
picture, it can be added: I know that You can ask questions to help students
at night it is illuminated with coloured who struggle to describe the picture,
lights). for example: How big is it? What other
things do you see in the picture? What
Students cannot is it made of? What is it used for?
• name the building/monument, city What shape is it? What colour is it?
or country where it is located, or take At the end, count the points and
other obvious references about it (e.g.: decide which team is the winner.
in this country they speak Portuguese).
Have fun and fly all over the world!
All references should be made about
what is seen in the picture.
• use key words contained in the Fabricio Inglese

23
 Level: B1 Age: Teenagers/Adults

Travelling Is Not Always Fun

When people think about travelling, the first image that comes to their minds is related to holidays.
However, for many people around the world, travelling is a daily activity. For those who must cover
great distances either within a big city or to another town to go to work, travelling is even an
unavoidable habit. These people are called commuters, and in some cases, they might spend up to four
or five hours per day travelling to and back from work.

A) For commuters, choosing the right means of transport is very important. The reasons for this could
be the cost, availability, and comfort, among others. Which of the following means of transport are
more common in your city/country? Have you ever commuted? Do you know someone who does? Do
you know cities in which commuting is a common practice? Which are the pros and cons of the means
of transport below? Discuss in groups and then, tell the class.

trolleybus train underground cable car water bus

carpooling plane bus
B) Certain cities in the world have means of transport that can be considered not very common. Read

Download another photocopiable activity from www.ediba.com

the following paragraphs and decide which of the means of transport mentioned in activity A are
usually used by the people in the following texts. Pay attention to the context to figure out the correct
answers.
1) Eva works as a cashier in a supermarket in La Paz and travels to her job from El Alto, where she lives. She
can choose from many means of transport, but she cannot stand being stuck in traffic jams. In addition, she
enjoys watching the cityscape from the heights. She takes the blue line, the red line and the orange line,
which ends its route two blocks away from her job.
2) The city of New York never sleeps, especially during the rush hour. Luckily, Chris feels comfortable
travelling from the Bronx to his job, in JFK airport every day. Throughout the 34 km distance, he listens to
music or plays with his mobile phone, while other commuters read the newspapers or simply stare at the
floor. These passengers never realise they cross two rivers or how mad drivers get on the surface, though
they need to remember to change lines!
3) Yalta is a typical beach resort for the Russians and Ukrainians and it is the place where Irina works as a
hotel receptionist. She was born and raised in Alushta, a small town 41 km east from Yalta, and has to travel
that distance every day. Her choice to arrive at work perhaps is not the fastest, but certainly the cleanest
and the least noisy. It is true that she has sometimes arrived a bit late due to problems with the overhead
wires, but that does not happen often.
4) Ricardo is a Brazilian teenager who lives in Sao Paulo. He is 17 and plays football for Santos Futebol Clube
in the city of Santos, some 80 km south from his hometown. He travels every day from Sao Paulo to Santos
and back. The club pays for his tickets, otherwise he would not be able to train with his teammates. He likes
travelling next to the driver, as the other 50 passengers are always strangers. Manuel, the driver he knows
the most, says his autograph will cost fortunes in the future.
5) For Nittha, arriving at her job on time is vital. The school where she works as a science teacher is located
in Bangkok, 21 km away from the district where she lives, Pak Kret. At first she tried travelling by bus, taxi or
even tuk-tuks, but the cost and delays due to the traffic jams were unsustainable. Fortunately, a colleague
told her that the Chao Phraya River could be her solution. Nowadays she spends half the time and money
to get to her workplace and back.
6) Fernando rides his bike every weekday from his house in Tristán Suárez to the station. There, he always
chooses the last wagon, where there is enough space for bikes and for people to travel standing. More and
more passengers get on as the unit approaches Buenos Aires city. He cannot believe some can sleep with
all the noise. Once the 33 km to Buenos Aires are complete, he gets off with his bike and rides to the
carpenter’s shop where he works.
7) Guadalupe, Rodolfo and Ulises are not friends, just acquaintances. However, they see each other every
day and enjoy their company. They all live in Ciudad Neza and work in Mexico City. They must travel 30 km
between both cities twice a day. They all own their own vehicles, but a local envirenmental law states
24
 Level: B1 Age: Teenagers/Adults

Travelling Is Not Always Fun

which number plates can be used on certain days in order to reduce gas emissions. Since this prohibition,
they have been sharing their vehicles and the cost of fuel. They sometimes even agree on which radio
station they should listen to.
8) While commuters travel to their workplaces, Paloma’s case is quite different. She travels while working.
The 700 km that separate Maracaibo from Caracas are covered in a bit more than an hour, but there are
times when she does the journey up to four times a day. As part of a crew, her job is sometimes routine.
However, windy and stormy days tend to make passengers a bit nervous.

C) Read the text once again and find the words or phrases that correspond to the definitions given
below.
1) A three-wheeled motor vehicle used as a taxi.
2) The team of people who work operating an airplane.
3) A particular time during the day when an important number of people travel to and from work or
school.
4) A document that certifies that a person has paid a price and is entitled to a particular service.
Download another photocopiable activity from www.ediba.com

5) What comes through the exhaust pipes of vehicles.

6) One of the units of a train where passengers are seated.
7) A line of high wires that runs across streets or highways and feeds energy to electric vehicles.
8) The congestion that is caused by the presence of numerous vehicles.

D) Read the next sentences about the people in activity B. Use the phrasal verbs and nouns given
below to complete them.
Phrasal verbs: calm down pile up walk away run over step aside stick around
stand over call off
Nouns: jet bridge traffic jam pier road wagon cabin bus trunk tunnel
1) The waves were so strong that when the water bus got close to the …………, Nittha had to …………
so as not to get wet.

2) Chris and the rest of the passengers …………… in line through the …………… until they reached the
station platform. They were evacuated after one of the brakes got damaged.

3) Some metres before arriving at the final station, two guards entered Fernando’s ………………… and

…………… everyone, perhaps looking for a suspect.

4) Paloma and the rest of the crew were walking through the …………… when the airport’s authorities
announced through the speakers that their flight had been …………… because of the fog.

5) As soon as the …………… dissolved, Rodolfo speeded up and accidentally …………… a stray dog.

6) Eva stepped inside the cable car …………… and immediately realised she had to …………… two
tourists that suffered from fear of heights.

7) Due to an electrical malfunction, Irina had to …………… for almost 30 minutes until the trolleybus was
back on the …………….

8) Ricardo regretted having put his backpack in the …………… since the luggage of the rest of the
passengers had been …………… over it.

piled up.
wagon – stood over, 4) jet bridge – called off, 5) traffic jam – ran over, 6) cabin – calm down, 7) stick around – road, 8) bus trunk –
Rush hour, 4) Ticket, 5) Gas emissions, 6) Wagon, 7) Overhead wires, 8) Traffic jam; D) 1) pier – step aside, 2) walked away – tunnel, 3)
25
Key: B) 1) Cable car, 2) Underground, 3) Trolleybus, 4) Bus, 5) Water bus, 6) Train, 7) Carpooling, 8) Plane; C) 1) Tuk-tuk, 2) Crew, 3)
 Working with Day One – Sunshine
short films
Level: A2 Age: Pre-teens/Teenagers

A) Answer the questions.

Describe the protagonists.

B) Start watching the short film at
https://www.youtube.com/watch?v=1L6HB97lbrQ or
https://vimeo.com/253674230. STOP it at 00:49’.
1) What kind of relationship do they seem to have?
2) What activities do they do together?
3) Have you ever been in a relationship like theirs?

C) Watch the rest of the short film and discuss in groups the
meaning of its finishing line:

“DON’T CONFUSE LOVE AND ABUSE”

D) Decide if the statements are True (T) or False (F).

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Correct the false ones.
1) The two protagonists meet at school.
2) They start dating and do fun activities together.
3) They go skiing and dancing.
4) He gives her flowers, chocolates and teddy bears.
5) He starts being controlling and jealous.
6) She feels free to choose what clothes to wear.
7) He is jealous of her friends.
8) She tries to calm him down but feels as if she is drowning.
9) In the final scene, they break up.

E) Unscramble the sentences in order to point out some of the boyfriend’s actions.
1) when they go out. // what clothes to wear // The boy tells his girlfriend
2) for himself // and a light meal for her. // He orders a hamburger
3) when one of the girl’s friends // He expresses his anger // hugs her.
4) He texts // even when she is at school. // her all the time,
5) then returns with flowers. // storms out and // He gets mad at her,

F) Answer.
1) What do you think about the boy’s actions?
2) Would you tolerate any of them if your girlfriend/boyfriend/partner behaved or acted like that?
3) What would you do?

G) This is a poster to raise awareness on this type of violence.

Read it and do the activities below.
(Information adapted from https://www.dayoneny.org/dating-abuse/)
1) Have you ever seen any of these signs?
2) What did you do?
3) Look up the definition of “to put down”. What does it imply?

H) To find out more about the type of gender violence called

dating abuse, complete the text with verbs from the boxes in
the present simple.

affect - be - get - be - happen - be

26
 Working with Day One – Sunshine
short films
Level: A2 Age: Pre-teens/Teenagers

Dating abuse 1) _____________ a type of gender violence which is characterised by a pattern of control and
violent behaviour. It can be seen in any kind of relationship: casual, serious, and it 2) _____________ people
regardless of their gender, sex, culture, class. In abusive relationships, the abuse 3) _____________ repeatedly
and 4) _____________ worse over time. Those who 5) _____________ abusive and violent may do the
following:
demand - call - threaten - tell

Verbal abuse
They 6) _____________ you names and/or put you down.
They 7) _____________ you what to wear and what to do.
They 8 ) _____________ to hurt you.
They 9) _____________ to know where you are and who you are with.

be - let - go - accuse
Download another photocopiable activity from www.ediba.com

Emotional abuse
They 10) _____________ you of cheating.
They 11) _____________ through your belongings (behind your back or not).
They do not 12) ____________ you be with your family and friends.
They 13) ____________ extremely jealous.

throw - slap - pull - shake

Physical abuse
They 14) _____________ and/or grab you.
They 15) _____________ or punch you.
They 16) ____________ your hair.
They 17) ____________ objects at you.

prevent - force

Sexual abuse
They 18) _____________ you to do what you do not want to do.
They 19) _____________ you from using birth control.

tell - forbid - steal

Financial abuse
They 20) _____________ you to work or sabotage your job opportunities.
They 21) _____________ you how to spend your money.
They 22) ____________ your identity, property and/or inheritance.

send - control - use

Technological abuse
They 23) _____________ your social networks, steal your passwords or demand to know them.
They 24) _____________ you insulting messages or unwanted pictures.
They 25) ____________ any kind of technology to check on you.

(Adapted from https://www.dayoneny.org/dating-abuse/)

23) control, 24) send, 25) use.
demand, 10) accuse, 11) go, 12) let, 13) are, 14) shake, 15) slap, 16) pull, 17) throw, 18) force, 19) prevent, 20) forbid, 21) tell, 22) steal,
mad at her, storms out and then returns with flowers; H) 1) is, 2) affects, 3) happens, 4) gets, 5) are 6) call, 7) tell, 8) threaten, 9)
3) He expresses his anger when one of the girl’s friends hugs her, 4) He texts her all the time, even when she is at school, 5) He gets
E) 1) The boy tells his girlfriend what clothes to wear when they go out, 2) He orders a hamburger for himself and a light meal for her,
feel free, he tells her what to wear, 7) T, 8) T, 9) T, 10) F, in the final scene, she is feeling bad/sad/scared and he shows up with flowers;
27
Key: D) 1) T, 2) T, 3) F, they go ice skating and dancing, 4) F, He gives her flowers and different stuffed animals, 5) T, 6) F, she does not
 Level: A2 - B1 Age: Teenagers/Adults

Gender Education: Gender Violence

A) Do the following images portray scenes of gender violence? Explain why..

Download another photocopiable activity from www.ediba.com

B Read only Roia’s case at https://www.theguardian.com/society/ng-interactive/2015/jun/02/domestic-
violence-five-women-tell-their-stories-of-leaving-the-most-dangerous-time and do the activities below.
1) Find in the text the following numbers in the text:
a) The number of times women attempt to leave an abusive relationship before succeeding in doing so:
________________
b) How long Roia was in hospital before leaving her husband: _____________________
c) How long she was married to her abusive partner: ___________

2) Find synonyms for these words in the text:

a) Harmed d) Horrific
b) Fulfilling e) Outspoken
c) Doused f ) Escalated

3) True (T) or False (F)?

a) Roia Atmar found the support she needed to leave her husband at the Patricia Giles Centre.
b) Her family and friends never suspected she was being abused because her partner portrayed their family
as an exemplary one.
c) Roia’s spouse frequently abandoned the family, so they felt helpless and lonely.
d) When women decide to leave their abusive relationships, they feel safe and do so without any problem.
e) The whole community should provide a safe network for women.

4) Answer.
a) So, what is gender violence?
b) What does it encompass?
c) What other cases do you know?

C) Contrastive analysis on gender violence: the law in Argentina and The Council of Europe Convention
(on preventing and combating violence against women and domestic violence).
1) Read the information provided in these links and the extracts (taken from those sites):
European Union: https://rm.coe.int/168008482e; https://ec.europa.eu/anti-trafficking/sites/antitrafficking
28 /files/eu_guidelines_on_violence_against_women_and_girls_1.pdf
 Level: A2 - B1 Age: Teenagers/Adults

Gender Education: Gender Violence

Extract:
“Violence against women” is understood as a violation of human rights and a form of discrimination against
women and shall mean all acts of gender‐based violence that result in, or are likely to result in, physical,
sexual, psychological or economic harm or suffering to women, including threats of such acts, coercion or
arbitrary deprivation of liberty, whether occurring in public or in private life.
(Art. 3 a, Council of Europe Convention on preventing and combating violence against women and
domestic violence)

Argentina Republic: http://novedades.filo.uba.ar/sites/novedades.filo.uba.ar/files/6%20ley-26485%20

violencia%20contra%20a%20la%20mujer.pdf

Extract:
LEY 26.485 VIOLENCIA CONTRA LA MUJER. Prevención, sanción y erradicación.
ARTÍCULO 4º — Definición. Se entiende por violencia contra las mujeres toda conducta, acción u omisión,
que de manera directa o indirecta, tanto en el ámbito público como en el privado, basada en una relación
desigual de poder, afecte su vida, libertad, dignidad, integridad física, psicológica, sexual, económica o
Download another photocopiable activity from www.ediba.com

patrimonial, como así también su seguridad personal. Quedan comprendidas las perpetradas desde el
Estado o por sus agentes. Se considera violencia indirecta, a los efectos de la presente ley, toda conducta,
acción omisión, disposición, criterio o práctica discriminatoria que ponga a la mujer en desventaja con
respecto al varón.

2) Complete the comparative chart.

Contrastive Analysis. (Consider: Law 26485 VIOLENCIA CONTRA LA CETS No. 210 - Council of Europe
Definition, types of violence MUJER Prevención, sanción y Convention on preventing and
described, cases included, etc.) erradicación. – Argentina combating violence against women
and domestic violence – European
Union

Aspects in common

Differences

3) Speaking activity. Discuss the similarities and differences you wrote down and draw conclusions.
4) In small groups, choose one of the categories (taken from “LEY 26.485 VIOLENCIA CONTRA LA MUJER.
Prevención, sanción y erradicación”) and do the activities below.
Art 5: Types. 1. Physical. 2. Psychological. 3. Sexual. 4. Economic and property. 5. Symbolic.
Art 6 – Modes. a) Domestic violence against women. b) Institutional violence against women. c) Work
violence against women. d) Violence against reproductive freedom. e) Obstetric violence. f ) Media violence
against women.
a) Search for information, examples and real cases related to your category.
b) Prepare a short presentation for your classmates. Include pictures, short videos, newspapers or
magazines’ headlines and brief articles.
c) Plan an activity for your classmates to do, in order to review the category you have just presented. To
create it, you may use apps such as:
- www.learningapps.org
- www.wordwall.com
Download another photocopiable
activity from www.ediba.com 29
 INTERNATIONAL
FRIENDSHIP DAY
Sources and References
v=FannW447Mg
https://www.youtube.com/watch?
Background U (video to encourage students to
reflect on what
The International Day of Friendship was set up as a follow- friendship is)
ndshipday/backgr
up for the proposal made by UNESCO in 1998. This http://www.un.org/en/events/frie
proposal recognized the Culture of Peace as a set of values ound.shtml
and behaviours that do not make use of violence to prevent
and solve conflicts. It aimed at promoting non-violent
actions and a culture of peace in children by means of
education. It is considered that if children learn to live
What do people do?
together peacefully, international peace and cooperation On this occasion, the United Nations motivate
will be strengthened. governments, international organizations and political
leaders to hold events and activities aimed at promoting
The programme of action included working in eight
respectful dialogue among cultures, mutual understanding
different areas:
and solidarity.
• foster a culture of peace in schools.
promote sustainable development; Teaching sequences
• support participatory communication. Level: Any
• uphold international peace and security. Age: Children
• ensure respect for human rights;
Aims
• guarantee gender equality.
During this lesson students will:
• strengthen democratic participation;
• reflect on the value of friendship
• stimulate understanding and tolerance.
• consider the essential qualities of a good friend.
The International Day of Friendship was proclaimed in 2011
by the United Nations General Assembly. This observance • take part in creative activities by means of designing a
is important because of the relevance friendship has for collage.
human beings all over the world. It is assumed that • share different points of view.
friendship between people, cultures and countries can Tasks
bridge the gaps between communities.
A) Invite students to watch the following short film:
https://www.youtube.com/watch?v=FannW447MgU.
Consider the following questions to
foster reflection,
1) What can you see in the video?
2) Do you think this video is connected
to friendship? Why?
3) Are you a good friend?
4) Who is your best friend?
B) Ask students to work in pairs and
consider what qualities make a good
friend. They can write a short list.
C) As a follow-up, encourage students to
illustrate what a good friend should be
like by means of creating a collage.
D) Students share their collages with the
rest of the class.

Yesica Galliano

30