The teacher s magazine december 2013

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Actions TO EATTO BLOW

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It's wintertime!

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Global Culture Corner: World AIDS day Emperor's Birthday - Japan

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ear colleague, Welcome to December's issue of The Teacher's Magazine.

This edition brings tots of ideas and materials to celebrate the Christmas season and the beginning of winter. We are pleased to bring you tips to prepare decorated gifts for the occasion and varied photocopiable activities. In addition, we are offering a beautiful Nativity scene you can assemble and use to adorn your classroom.

Colourful verb/action cards showing a wide array of activities that students usually carry out at home offer great opportunities for language teaching and practice.

Holiday Season greetings for everybody!

The Teacher's Magazine team

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A FLURRY OF ACTIVITIES AT HOME

Actions and their frequency p.540

aster 1 presents a colourful array of activities

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that students usually carry out al home.

1 These verb/action cards can be the first stage of leaching verbs to young learners of English.

The verbs on the poster are: hug. listen, blow, jump,

paint, cut, wash, write, sing, read, smell, cook, iron, comb, drink, eat.

These action/verb cards can be used in different ways. Here you will find a guide of graded activities. Cut the cards Out and rlaminate them.

Actions in a box Put the cards into a box; put the lid on having previously opened a slot big enough to allow children slip in a hand and draw a picture. Volunteers will lake a card, have a look at it without showing it to the class and mimic the action. The class should call out the verb represented by their mate.

Challenge the students to make a sentence including the verb; I read a story in the afternoon; I sing my favourite song; I smell flowers in the garden, My dad rooks on Sundays.

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Add frequency adverbs and time expressions to the previous activity. The students go to the box, pick up a card and in groups write sentences using the target expressions. (e.g. I often paint in the afternoon; I jump into ponds on rainy days; I blow my candles once a year/on my birthday; I always listen to music on the radio; My mom irons our clothes once a week/on

Fridays.)

You could also add a second box with strips of paper holding the frequency adverbs or time expressions you want to revise and have the students draw a card from each box. They should sellotape them on the board and write a sentence including both cards.

Can you do this!

Put the cards in a pile on the desk. The students should pick up a card and say the verb on it using can, e.g. Iran write; I can cook; Iran sing, etc. tithe student makes a mistake, they must put the card hark on the pile. The activity goes on until all the cards have been picked up.

Variant: Working in pairs, one student takes a card and asks,

Can you sing? Their mate answers, Yes, 1 can. / Na, I can't.

Do you like...?

Cut Out and laminate the images on poster 2, or print and have students colour the pictures on page 6, put them into a small box and place it on the desk, next to the box containing the cards of the poster. In turns, the students go to-the front and take a card from each box. Then, they should make sentences like the following:

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e4 ' U7 L Likes and dislikes interview

Students interview each other asking, Do you like jumping?

Yes, Ido. Shift to the third person singular and have the students speak about their mum, dad, brother or sister. E.g. Does your father like cooking? Yes, he does. / No, he doesn't. Does your mother like ironing your clothes? Yes, she does. / No, she doesn't.

Describing actions now' Put the cards in the box and ask the students to take one card at the time. They should describe the activity using now/right now.

• The children orejsmping into a pond.

• The man is cooking.

• It's her birthday; she is blowing her birthday cake candle.

• He is cutting out pictures.

• He is eating a sandwich.

• She is combing her hair.

What do you do when...?

Give the students some situations like I'm hungry/tired/thirsty, etc. and have them pick up a card according to the situation given and make up dialogues like these: • What do you do when you are tired? When I'm tired, I listen to music.

• What do you do when you are hungry? When Ire hungry, teat a sandwich.

• What do you do when you are thirsty? When I'm thirsty, I drink some water.

• What do you do when you are free? When I'm free, ]jump!

Giving suggestions Write a list of complaints on the board and ask the students to pick a card and make an appropriate suggestion.

• Mum! I'm bored?

Why don't you read a story?! You could paint!

• Mum! I'm hungry!

Why don't you eatasandwich?

• Mum! I'm thirsty!

Why don't you drink a gloss of water?

• Mum! I'm nervous! Why don't you listen to soft music?

Where do you...?

Start sentences for the students to complete mentioning the rooms where the actions lake place. E.g. I comb my hair in the ......(bathroom).

As a follow-up activity you will find some photocopiable exercises on pages 7 to 9.

DO YOU LIKE...?

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Level: Beginner

Age; All

MUM! IN BORED! What is Mum saying?

Look at the pictures and give suggestions using Whydon't you...?

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Keyt 1) Why don't you ploy football? 2) Why don't you go for o walk? 3) Why don't you hove a swim? 4)Why don't you read? 51 Why don't you do your homework? 6)Why don't you dance? 7) Why don't you sing? 8) Why don't you cook?

Age: All

Level: Beginner

WHAT DO YOU DO WHEN IT S RAINING Look at the pictures and answer these questions with complete answers.

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1) What do you do when you are tired?

1) . ......................................................n...........................................

2)Whatdoyou dowhen you are hungry?

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3) What do you do when you are thirsty?

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

41 What do you do when you are sad?

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5) What do you do on your birthday?

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6) What do you do when you finish your homework?

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71 What do you do when your mum needs help?

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Key lnuggnnted answerslr 2)1 can when Ire hungry; 3)1 drink when rrn thirsty; 411 liuterrto music when or cad; 5)) blow the tandler on coy birthday; 6) Ilccrnp when I Crick coy homework 7)) iron the clothes when cry rnron reeds help.

Age: All

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HOW OFTEN DO YOU DO THIS ACTIVITY? Ask and answer questions about the pictures. Use these adverbs of frequency in the box.

Example: How often do you smell flowers? I often smell flowers.

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always - usually - often - sometimes - hardly ever - never

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Key (Suggested answers); 11 How often do you sIeep usually sleep 21 How often do you jump? I often jump. 3) How often do sooeat? I often eat. 4) How often do you build walls) I never build walls. 5) How often do you do homework? I always do homework. 61 Howoftnsr do you watch TV? I hardly ever wntohTV,

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hristmas is a special time in most parts of the world. It is a Christian holiday to celebrate the birth of Jesus, and also an occasion to get together with our family and friends.

In many countries it is common to set up the scene of the Nativity in homes and churches. This is a small model the stable where Jesus was born, with Mary, Joseph, Baby Jesus, shepherds and animals.

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For Christmas people decorate their homes with garlands, bright red flowers called poinsettias, holly wreaths and mistletoe. But the most popular symbol of the season is the Christmas tree, decorated with lights, colourful Ornaments and a star or an angel on top.

Poster 2 offers diverse materials to work on the days before Christmas: two thematic pictures to post on the classroom walls and a game for pair and whole class activities, in which students must find the differences between two Christmas trees.

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Let's find the differences!

• Laminate and cut out both pictures, and hang them on two opposite classroom walls.

• Divide the students into two groups and tell them to look at their corresponding picture and memorise all the elements on it.

• After five minutes, remove the pictures and ask the students to sit with a student from the other group.

• Before interacting, each student should list all the elements they recall from their picture.

• Sitting opposite each other, they read their list in turns while the other student ticks the mentioned elements.

• Finally, they compare both lists and find out what is different between the pictures.

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WHAT IS YOUR CHRISTMAS TREE LIKE?

Find the differences between your Christmas tree and your friends. Ask each other questions like:

• Has your Christmas tree got a...?

• Is there - . - ?/ Are there...?

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Level: Beginner

Age: Children

WHAT IS YOUR CHRISTMAS TREE LIKE? Find the differences between your Christmas tree and your friends. Ask each other questions like: • Has your Christmas tree got a. . Is there ... ?/ Are there.?

AWAY I Away in a manger, no crib for a bed The little Lord Jesus lay down His sweet head.

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a,hese verses from a popular Christmas song are about the scene of the birth of Jesus in a humble manger outside Bethlehem, where 'I. Jesus' parents, Mary and Joseph, travelled to •, following orders from the Roman Emperor.

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Find on pages 16 and 17 the pictures of the characters to cut out and assemble a manger scene for the Christmas celebration.

On the back of the coloured pictures (pages 15 and 18) the same characters are presented in a photocopiable version in case you want to have several sets of characters.

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'we all know, recycling and re-using plastic bottles help to preserve the world's natural resources. So, before throwing away those 3 empty bottles, we are going to raise awareness of the importance of present these crafts for Christm recyclable once they wear away.

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Treat little bottles You will need: • plastic soda

bottles • red and green fabric; red and green paper • ribbon • . a hot glue gun • a sharp knife • sweets for filling up the boxes.

Ask the students to bring empty plastic water and soda bottles they have at home. Tell them to remove their labels and wash them beforehand.

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How to:

I. Cut the bottoms off of the plastic bottles using a sharp knife to make the first cut and then trim the bottles to desired height. _________ _________ 2.Cut the necks off using the same procedure as in 1.

3.Decorate with red fabric or red paper hearts and circles and lengths of ribbon.

4. Fill the boxes up with sweets and put the cap on.

S. The gift is ready lobe put under the Christmas tree with a little card holding the name of the addressee.

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Santa in a big lollipop

A yummy Christmas

You will need: • red and white construction or craft paper a pompom beads • scissors • glue • big lollipops.

How to: 1. Draw and cut out Santa's hat in red construction paper.

2. Glue the brim in white.

3. Add the pompom.

4. Glue the beads for the eyes.

5. Draw and cot Out the beard in white.

6. Glue it on the bottom of the lollipop.

7. Write a message on the beard.

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You will fleea: • small plasuc soaa Dottles • ceo, wnite and black fabric • small beads for the eyes • ribbon • scissors a hot glue gun a sharp knife • lollipops, candy cones.

How to: 1. Wash the bottles thoroughly and cut them near the neck.

2. Take a piece of red cloth and wrap it around the bottle Leave the upper part free to form Santa's face. Once in position, glue the cloth onto the bottle.

3. Use a piece of white cloth to shape Santa's beard and moustache. Glue on one side. Add the beads for the eyes 4. Glue the belt around the waist of the bottle. You can make a buckle with golden paper as shown in the picture. upper part of the bottle with red It white cloth and add the brim o and close it. This Santa will

Sweet reindeer You will need: • lollipops • construction paper • small strips of construction paper or the cards • glue.

How to: Draw the antlers on construction paper and cut them out. Do the same with eyes and nose. Glue everything to form the reindeer's face. Add the card.

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SANTA'S CHRISTMAS PRESENTS Can you help Santa choose presents for your friends? Choose four friends, write their names on the cards and write the names of the present you would like for them inside each parcel.

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Age: Children

Level: Beginner

SANTA'S LONG CHRISTMAS TRAIN

H: A) Which picture is it? Read and choose A or B.

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B) Look at the picture and complete with a word from the box. first

- second - third - fourth - fifth - sixth - seventh - eighth - ninth Train B:

Train A: 1) The angel is

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11 The candy bars are 2l The reindeer is

2)Thebellis ___________.

3) The Christmas tree is

4)The candle is

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6) The bell is

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81 The bird is

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71 fifth; 81 first; 91 seventh.

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5)The Christmas tree is

5) The candle is

9) The candy bars are

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3)The mistletoe is

4)The parcel is ____________

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Level: Beginner

Age: Children

LET'S COUNT WITH SANTA!

A) Look at the picture and answe 1) How many bees can you see?

2) How many birds can you see?

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Ken A) 1)5ve 2) one 3) thee; 4) two; 5) three; 6) ten; 71 nine; 0) three; 9) one; 10) twenty-two.

Age: Children

Level: Beginner

CHRISTMAS MANDALA Colour the picture in the suggested colours.

Christmas trees: green, red, orange, blue, purple,.

• Bell: yellow, green, blue, red.

• Santa's face: white, red, pink.

• Snowman: blue, white, orange, pink, purple.

• Stars: yellow, orange, blue.

• Christmas suck: red, blue, brown, yellow

Choose any colour for the background.

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Level: Elementary

Age: All

MILLIE MADE A SNOWMAN When Millie got up she saw all the ground covered with snow, so she decided to make a snowman.

Look at the pictures and tell the story. What did she use? What did she do?

These words may help you: shovel -

wheelbarrow

- scarf - carrot - pebbles - hat

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WELCOME, WINTER!

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World AIDS Day is held on 1st December each year and is an opportunity for people worldwide to unite in the fight against HIV, show their support for people living with HIV and commemorate people who have died.

World AIDS Day was the first ever global health day and the first one was held in 1988.

Background World AIDS Day was first conceived in August 1987 by James W Bunn and Thomas Netter, two public information officers for the Global Programme on AIDS at the World Health Organization in Geneva, Switzerland.

What do people do?

World AIDS Day is an opportunity for you to learn the facts about HIV and put your knowledge into action.

If you understand how HIV is transmitted, how it can be prevented, and the reality of living with HIV today - you can use this knowledge to take care of your own health and the health of others, and ensure you treat everyone living with HIV fairly, with respect and understanding.

You can also show your support for people living with HIV on World AIDS Day by wearing a red ribbon, the international symbol of HIV awareness and support.

Class Plan Pre Intermediate (13 year-olds +) Objectives: 'To learn about this worldwide event.

'To practise reading, understanding and writing factual repoi w

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World AIDS Day DECEMR i\)

Activities: Warm up The teacher can shi they know what it represents.

Main activities Students could get the following information to read and share.

How much did they know? What didn't they know?

HIV facts • HIV stands for the Human Immunodeficiency Virus. It is a virus which attacks the body's immune system - the body's defense against diseases, •HIV can be passed on through infected bodily fluids, most commonly via sex or by sharing infected needles, syringes or other injecting drug equipment.

'There are now more people than ever living with HIV in the UK - around 100,000 —a quarter of those people are unaware they have the virus.

•There are over 34 million people who now live with HIV/AIDS worldwide.

Here are a few more facts about HIV: • Most people with HIV are infected through sexual contact.

You can now get tested for HIV using a saliva sample.

•HIV is not passed on through spitting, biting or sharing utensils.

•Only 1% of babies born to HIV positive mothers have HIV. •You can get the results of an HIV test in just 15-20 minutes.

•There is no vaccine or cure for HIV. After ending a discussion/debate on AIDS, the students can develop information sheets to take home and use them to educate and talk openly with their parents about HIV and AIDS issues. Students could also produce a poster summarising the facts they have learnt about HIV/AIDS and write advice for people to follow, to be displayed around their school/institute.

Extra reading for teachers: • Facts about AIDS: hrtp:f/aids.gov/hiv-aids-bancsfhiv-aids-tOl/how you.get-hiv-aids/ •Statistics on AIDS: httpi/www.ansfar.org/absut-hiv.and-aids/factsand-stats/statistics--worldwide/

Decernbet 23Td.

Emperor's Bithda — Japan The Emperors Birthday is a national holiday in the Japanese calendar. It is celebrated on 23rd December.

The date is determined by the reigning Emperors birth date. Emperor Akihito was born on this date in 1933.

Background In 1948, this celebration was established as a holiday by law.

Under the law, the Diet of Japan must convene and change the holiday date before the reigning emperor's birthday becomes a public holiday.

What do people do?

On 23rd December, a public ceremony lakes place at the Imperial Palace. The gates of the palace are opened to public. (The Imperial Palace is usually off limits to the public.) The Emperor, accompanied by Empress Michiko and other members of the Imperial family, appears on a palace balcony 10 greet the crowds of festive well-wishers waving tiny Japanese flags. Only on this occasion and on 2nd January can the general public enter the inner grounds of the Imperial Palace.

When the Emperor ceases his brief greeting, the crowd starts waving the flags again and the Imperial Family wave back.

Class Plan Elementary + (9 year-olds +) Objectives: • To learn about this traditional Japanese celebration.

Answers to the quiz and related information lal Japan is a mountainous set of islands off the coast of China. The islands are in the Pacific Ocean.

2c) India, Pakistan, Malaysia, Singapore and Thailand are also all part of Asia.

3d Not much of Japan can be lived on because ills so mountainous.

4b) Japan is world famous for producing and exporting electronics and cars. It has hardly any natural resources, Sal Japan is one of the richest countries in the world.The GDP (Gross Domestic Product) is nearly double that of the United Kingdom.

6bl The four main islands are: 11 Honshu 21 Hokkaido 3) Kyushu 4) Shikoku.

7al Many people live in small flats because Japan is overcrowded and so there is a lack of space.

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127,368,088 (July 2012 est.)

9b1 Anime represents Japanese animated productions featuring hand-drawn or computer animation. Oekaki is a Japanese word describing the act of drawing. lob) Four is an unlucky number as the pronunciation is similar to that of death (shi). Room and floor numbers usually skip four, and gifts are not to be given in groups of four.

Students could then write a simple report summarising the facts they have learnt about Japan.

• To practise simple questions and answers.

Activities: Warm up The teacher can show pictures for students to guess which country they will be talking about.

The teacher asks simple questions about them: • Which country is this?. Where is ir?. Whorls its capital city? . Is it big or small? • What colour is the flog?. How many people live there? • What is it famous for?

Extra reading for teachers: Emperor's birthday: hrtp:f/www.officehnlidays.cam/counsrins/japan/emporers_birthday.php hrtp:flaglobalworld.com/holidays-around-the-world/nmperors-birthdayiapan/ Japanese holidays: httpJIwwwjaparvgido cnrn'v1e2062.html

Main activities •The teacher can provide students a quiz on Japan.

Students could work in groups to answer questions and then share answers with the whole class.

You can download some pictures and aquizatwww.ediba.norn.

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THIS DKEMBEI...

VE WBH IOU HAPPY SEASON WLIDM IN T H[ COMPANY OF YOUR LOVED ONES.

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LET'S CEMAll A N1W EA TOGFE AND REAFFIRM OUR COMMITMENT TO EDUCATION.

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