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Countries in the.

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AmericaTt.i A., Continent a and lesson plans

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ctic Unit: duck and kangaroo

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WASHINGTON D.C.

OTTAWA

SAN JUAN

SANTIAGO

CAYENNE

BRASILIA

GEORGETOWN

ASUNCION

BELMOPAN

BOGOTA

BRIDGETOWN

GUATEMALA CITY

CARACAS

HAVANA

BUENOS AIRES

KINGSTON

LIMA

MEXICO CITY

LA PAZ

MONTEVIDEO

MANAGUA

PANAMA CITY

NASSAU

PARAMARIBO

PORT-AUPRINCE

QUITO

SAN JOSE

TEGUCIGALPA

SANTO DOMINGO

PORT-OF-SPAIN SAN SALVADOR

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ear colleague, In this edition you will find plenty of lesson plans and activities to work with different levels and age groups. Postez shows a farm where spring and autumn changes are present, while poster 2 presents bingo cards to work on American countries and their capital cities, which will give way to engage sIudenf actively in learning about the continent.

In addition, Fingerprint Thees will appeal to kindergarten children who will work with the colours of the spring and autumn and Edward Lear's The Duck and the Kangaroo, a poem primary students will love to work on.

Last, but not least, you will find an article on using pictures in the classroom.

We hope you make the most of this issue!

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All information in our website: www.ediba.com By e-mail: suscripcianeukovejer.com

By Phone: 91352 09 18

By Fax: 91715 58 75

Czech Republic

Contact: www.send.cz

are one of many symbols that soveref f ulags countries use, not only to identify themselv

The flag description could be done in different ways, according to the level of the students:

but also to create a feeling

41N

• The teacher gives the instructions, white a volunteer draws the flag on the board. Then s/he gives the students a written description of each flag to match with the one they have drawn (page 6, activity B).

I of belonging among its

citizens. Many flags have been modified throughout history driven by political changes, but others have remained intact for hundreds of years.

In this lesson plan, students will follow instructions to draw flags from different countries of the world.

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• The teacher starts working orally, but then s/he gives students the texts to follow the instructions.

Objectives: • To introduce students to the world of flags.

• co revise some basic vocabulary.

To give and follow instructions.

• To have fun drawing.

• To show appreciation and respect for different peoples and their cultures

•

• The teacher makes copies of the texts below, so that the students can work on their own. %0__.._.__.___.__,,,,\

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1 Step 1: Place the pencil tip in the centre of the flag.

Step 2: Draw a straight tine that finishes on the top left vertex. Draw another line, but this time from the centre to the bottom left vertex.

You have drawn a triangle. Paint it blue.

Step 3: From the centre of the flag, draw a straight horizontal line that finishes on the right side of the flag. The top half uot be leftwhite, and the bottom half must be painted red.

You have drawn the flag of the Czech Republic.

-'

Before entering into the world of flags, it is a good idea to revise some basic vocabulary, First of all, colours, including the notions of tight and dark, then teach or review certain positions, such as left. right, centre, top, bottom, and in the middle. Finally, 1 focus on some shapes, like stripes, stars, circles, triangles, rectangles, crosses, crescents.

You may find page 6, activity A useful.

Once you have finished with the revision, it is time to draw, If you tell your students to follow the steps, at the end of the process they will have drawn ten different national flags.

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Tip: The first flog could be drawn on the board, all together. The teacher gives the instructions, asking for a volunteer to come to the board to draw what s/he will dictate. The rest of the students may work on their individual worksheets.

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FLAG

To introduce the topic, you can start by describing your country's flag, in this way you also revise or introduce new vocabulary; then _ you can use flags from different countries introduce or review the lexis needed for the task. Here are some suggestions: • Triangles: Jamaica • Horizontal stripes: Germany • Vertical stripes: Ireland • Crescent Algeria • Stars: China • Cross: England Circle: Korea

FLAG

2 Step 1: Draw a vertical stripe that divides the flag in two equal halves. Paint it red.

I • Step 2: On each half of the flag, draw four equal horizontal stripes. Focus your attention on the left side of the flag. On the centre of the top stripe draw a star.

Step 3: On both sides, the top stripe must be painted blue, the second must be left white, the third one, should be light green and the bottom one painted yellow. Paint the star in yellow.

You have drawn the flag of the Central African Republic.

FLAG

_

3 Step 1: Divide the flag into three equal vertical parts.

Step 2: Draw a star in the middle of the central part.

Step 3: Paint the left part in dark green, the star in yellow, the central part in red and the right part in yellow.

You have drawn the flag of Cameroon.

L 0

FLAG

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Step 1: Draw a cross in the middle of the flag. It should go from top to bottom and from left to right. Paint it red.

Step 2: If you look at the flag now, you can see four equal squares. In the middle of each one, you should draw a small cross.

Step 3: Paint the four small crosses in red.

You have drawn the flag of Georgia.

FLAG 5 Step 1: Divide the flag in three equal horizontal stripes.

Step 2: In the middle of the central stripe, draw a small star. Paint it black.

Step 3: Paint the top stripe in red, the middle stripe in yellow and the bottom one in dark green.

You have drawn the flag of Ghana.

FLAG 6

*

Step 1: Place the pencil tip in the middle of the top horizontal side. Starting from there, * draw a vertical line that finishes in the middle of the bottom horizontal side. Do the same, but this time draw a horizontal line from the middle of the left vertical side that finishes in the middle of the right vertical side. Both lines have formed four rectangles.

Step 2: Paint the bottom left rectangle in blue and the top right rectangle in red. The other two rectangles must be left white.

Step 3: In the middle of each white rectangle, draw one small star. The one in the top left rectangle must be painted blue and the other one red.

You have drawn the flag of Panama.

FLAG t Step 1: Divide the flag in three equal horizontal stripes.

Step 2: Divide the top stripe in two equal horizontal stripes. Do the same with the bottom stripe. You have now four equal stripes and a wider one in the middle.

Step 3: Paint the middle stripe in dark blue. The top one and the bottom one should be painted red. The other two must be left white.

You have drawn the flag of Thailand.

FLAG 8 Step 1: Divide the flag in three equal horizontal stripes.

Step 2: In the middle of the central stripe draw a small circle.

Step 3: Paint the top stripe and the circle in orange. Paint the bottom stripe in light green. The centre stripe must be left white.

You have drawn the flag of Niger.

FLAG 9 Step 1: Place the pencil tip in the centre of the flag. Draw a straight line that finishes on the top left vertex. Draw another line, but this time from the centre to the bottom left vertex. You have drawn a triangle.

Divide the rest of the flag in four equal horizontal stripes.

Step 2: In the middle of the triangle draw a crescent with both ends facing to the right. Between both ends you must draw four little stars one below the other.

Step 3: The top stripe must be painted in yellow; the second must be left white. The third stripe must be painted red and the bottom one in light blue. Paint the triangle in green and leave the crescent and the stars white.

You have painted the flag of the Comoros.

FLAG io Step 1: Draw a big circle in the centre of the flag.

Step 2: Paint the circle in red.

Step 3: Leave the rest of the flag white.

You have drawn the flag of Japan.

Follow-up activities • Ask students to choose a flag, write down the instructions to draw it and read them to a classmate so that they draw the flag they have thought of. It can be either an invented flag or one that they already know or one they have looked up. Once they have finished, they check if the designs have been drawn correctly.

• Students choose a flag and look for information about the country the flag belongs to: continent, capital city, neighbouring countries, etc. They can also locate the country on a map.

• Students do the crossword puzzle on page S to revise the vocabulary presented in this lesson plan.

• THE WORLD OF FLAGS in the classroom. Assign each student a country. They should draw the flag and bring basic information about that country. Display all the drawings on the watts of your classroom to bring the flags of the world in your class.

-'

Level: Beginner/ Elementary

Age: Children

THE WORLD OF FLAGS A) Match the following words with their corresponding picture.

horizontal stripes

vertical stripes

crescent

star

:::.

::: triangle

?

B) Follow your teacher's instructions to draw the flags (on the next page).

Then, match these descriptions to the flags you have drawn. al This flag has got a green triangle with a white crescent and four small white stars in it. There are also four horizontal stripes coloured yellow, white, red and light blue. b}This flag has got a big red cross in the middle and four small red crosses on each of the squares. c) This flag has got three horizontal stripes, with a small orange circle in the one in the middle. The top stripe is orange, the bottom one is light green and the central one is white. d)There are four squares in this flag.The white ones have got a star in the middle, one is red, the other is blue.The top left square is white, the bottom left one is blue, the top right one is red and the bottom right one is white. el This flag has got a triangle on the left and two horizontal stripes. The triangle is blue, the stripe on the top is white and the one on the bottom is red. f)This flag is white with a big red circle in the middle. g) In this flag there are three equal vertical stripes, with a star in the middle.The stripes, from left to right, are coloured in dark green, red and yellow, and the star is yellow, too. h)This flag has got three equal horizontal stripes. In the middle there is a small black star.The top stripe is red, the middle one is yellow and the bottom one is green. il This flag has got four horizontal stripes and a vertical one. On the centre of the top stripe there is a yellow star. The horizontal stripes are blue, white, light green and yellow.The vertical stripe is red. j) This flag has got five horizontal stripes, the middle one is wider and painted in dark blue.The top and bottom stripes are red and the other two are white.

KyrBIal Flat 9, b) Flag 4rnl Flag 8,d) Flag 6;eI Flag 1; f) Flag 10, g) Flag 3;hl Flag 5; 1) Flag 2;j) Flag 7.

61

Level: Beginner I Elementary

Age; Children

THE WORLD OF FLAGS Follow your teacher's instructions and draw and colour the different flags. Then write the name of the country they belong to.

Cameroon - Central African Republic Comoros - Czech Republic - Georgia - Ghana Japan - Niger - Panama - Thailand

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1........................................

2........................................

3........................................

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H Key 1) Czech Republic; 21 CetraI African Republic; 3) Cameroon; 4l Georgia: 5)Ghana6) Pro:, 7) Thailand; 8) Niger; 9) Comoros; :01 J:pan.

7

Level: Beginner/ Elementary

Age: Children

THE WORLD OF FLAGS Look at the flags of the countries you have drawn and complete the following crossword puzzle.

a.________________________

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a) It is red and big and it is placed on the centre of the Japanese flag. b)The flag of Ghana has a star painted in this color.

C) The

color in which is painted the circle on the flag of Niger.

d) The orientation of the stripes on the flag of Cameroon, el The number of colours you can find on the flag of the Czech Republic. f) The number of equal stripes found on the flag of Thailand. g) The star on the flag of the Central African Republic is painted in this colour. h) You can see four of these on the flag of Panama.

I) On this country's flag you can find five crosses. j) There are four of these on the flag of the Comoros.

Key: d Circle; bl Black; nl Orange; dl Vertical; a) Three I) Four; gl Yellow; hl Rectangles; i) Genrgia;i) stare.

Level: Pre-intermediate/intermediate

Age: Adolescents/Adult!

LATIN AMERICA

a

AMERICA Whenever the term Latin America is used, not everyone is exactly sure about what area it refers to. In fact, many people confuse Latin America with South America or Hispanic America.

However, the most accurate definition involves all the American countries and people that speak a Romance language (a language derived from Latin) as their mother tongue, that into say Spanish, Portuguese and French.

So the English and Dutch (West Germanic languages) speaking countries of the continent are automatically excluded.

Latin American countries have shared a common history since the establishment of the European colonies, from the 15th century to the independence movements of the 19th century. This has affected both the characteristics of their populations and the organisation of their economies. For example, their natural resources were directly extracted from the soil and were transported to the newly built ports. That is the reason why the most important cities in the region are located on the coast. In addition, the market of slaves and the exploitation of natives provided the number of people needed to do the hard work.

While in the Viceroyalty of New Spain (present Mexico, Central America and Caribbean islands) the main sources of wealth were the

gold and silver mines and the cocoa plantations, in Peru were the silver mines and in the Governorate General of Brazil, the sugar cane and the gold mines. Only when the independent governments passed their first laws, the population started to have its present characteristics. The abolition of slavery and the immigration laws were a key factor in its composition. Nowadays, most Latin American populations have African, Indigenous, Spanish, Portuguese, Italian, French, German, Arab, Jewish or Asian ancestries.

As regards its geographical features, Latin America is one of the most heterogeneous subcontinents in the world. In its extensive area there are mountain ranges, deserts, forests, jungles, plateaus or lowlands. In addition, its latitudinal disposition offers a wide range of climates, from the equatorial and tropical high temperatures to the temperate and cold temperatures of the subtropical and subpolar latitudes.

Being a region of great contrasts, Latin America's variety and mixture of ethnics have created a cultural wealth that is hard to find in other parts of the world. Latin American artists have been praised internationally because of their works in many fields, proudly defending and promoting the Latin American idiosyncrasy. Some of the most recognised are Julio Cortรกzar (Argentinian writer), Frida Khalo and Diego Rivera (Mexican painters), Gabriel Garcia Mรกrquez (Colombian writer), Mario Benedetti and Juan Carlos Onetti (Uruguayan writers), Mario Vargas Llosa (Peruvian writer), Canon Fuentes )Mexican writer), Violeta Parra (Chilean musician), Caetano Veloso and Gilberto Gil (Brazilian musicians), Ruben Blades (Panamanian musician), Silvio Rodriguez (Cuban musician), among many others.

Ages Adolescents/Adults

Levels Pre-interreediate/Intermediate

LATIN AMERICA Before reading: A) What do you know about Latin America? Read and decide if these sentences are True or False.

I F 11Latin America includes all the countries located south of the United States.

I F 2) Latin America is a synonym for Hispanic America.

I F 31 In Latin America, people speak a Romance language French, Portuguese or Spanish).

I F 41 Al, Latin American countries were once European colonies.

I F 5llhese countries were markets for the slave trade.

I F 61 Latin America has mountains, jungles, deserts and plateaus.

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LfJ 7lThe climate is similar along the subregion.

Now, read the text on the previous page and check your answers.

After reading: B) Write the opposite of...

1 Icorrect

.

2) misinterpret 3) independent 4) fact 5) directly

(

6)

approximately

C) Write examples for each category.

Weather types

Geographic features

Artists

Languages

D) In the text, find the synonyms of the following words/expressions.

O

ri) first language 2) acclaimed 3) renowed 4) etcetera E) Complete with other words that belong to the same family as...

1) enslaved 2) independence 3) abolished 4) continent

Follow-up activities 1) Students look for information about the artists mentioned in the test and make an oral presentation about them.

2) Students choose a region from Latin America, do research on it and present their results to the class.

3) Students investigate and compare the economies of different countries from Latin America, imports, exports, etc.

Key: All) F:2) F: 311:4)1: 51T: 6) T; 71 F: Eli) incorrect; 2) interpret 3) dependent: 41 fiction/fantasy/story: 51 indirectly: 6) exactly: Cl Weather: equatorial and tropical high temperatures, temperateand ovid temperatures: geographic features: mountain ranges, deserts, jungles, lowlands, forests, plateaus: artists: Garcia Mรกrguen cortaeor, Rlades, Rivera, among others: languages: Spanish, Portuguese, French, English, etc. D) 1) mother tongue; 21 praised: 31 recognised; 4) among many others: Eli) slave, slavery; 2) dependent independent independently: 3) abolition, abolish; 4) subcontinent: continental.

10

While using the bingo

Qneofthe %

posters in this issue includes ; fdB bingo cards to o play Ihe game. The cards have information about certain countries in the American continent (except for some Caribbean islands).

The students will play the game and learn about the countries while they practise speaking skills.

In addition to the game itself, you can use the cards to deal with different topics.

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Aid

Objectives • Become aware of the similarities and differences among the countries in the American continent.

• Improve speaking skills.

• Respect other countries' symbols of identity.

• Respect others' ideas and beliefs.

Lexico-grammatical and pragmatic contents • Vocabulary related 10 geography: location, countries and capital cities, and currency.

• Vocabulary 10 describe flags and coats of arms.

• Comparatives and superlatives.

• Tarn-taking.

• Holding the floor while speaking.

Who says bingo first?

In this game, students have some basic information about certain countries in the American continent on their cards and the teacher has the capital cities. Every time the teacher reads out a capital city, they will mark its corresponding country on their bingo card. The student who marks all hit/her countries first is the winner.

Before using the bingo To introduce the topic, ask students to name some countries that belong to the American continent. Locate them on the map. Then, have them name the capital cities of the countries they mentioned.

To start working on countries and their capitals, do the activities on page 12.

Ask students what information they have on their cards about each country (flag, coal of arms, languages spoken, and currency). Make them compare the information on each of the four countries to find some similarities. Ask them to report their findings Is the class

With elementary students You can work with flags asking students 10 choose one from their card and describe it to their partner for him/her to draw it or guess the country it belongs to. You may find pages 4 and 5 useful for this activity.

Activity C on page 13 is ideal for revising comparatives and superlatives. As a final task, students may do activity D.

With pre-intermediate and intermediate students (Pholocopiable on page 14) In Activity A, students classify the countries according to their location. They can work in pairs, first applying their previous knowledge, and then checking the information on a map.

Activity B is a research task based on some peculiarities of the American countries.

In activities C and D students work with the countries' coals of arms. First, they work in groups of four with their own cards, comparing them; then they answer the questions focusing on specific details. Answers may vary according to the cards students have. The following exercise was designed to deal with four specific coats of arms; students have to describe them.

As a final task, students choose one country and look for information about it to prepare a five minute oral presentation. You can ask students to search for information on one of the following topics: a) How the country gained its independence. b) The countries' main resources. ci Imports and exports. Main industries. d)Different native peoples that dwell there. elMain geographic features.

Age:

Level: All

.

Adolescents

LEARNING ABOUT COUNTRIES IN THE AMERICAN CONTINENT Capital cities

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A) Write the missing vowels to find out the capital cities of some countries in Central America and North America. Match them to their corresponding country.

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1) Mexico

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2) Costa Rica

b)

3) Puerto Rico

c)W_sh_ngt_n

4) Canada

d)N_ss_

5) Guatemala

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Cuba

7) The

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USA

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Honduras

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9)

Belize

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Match capital cities to their corresponding countries from South America. ii Santiago

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ioi The Bahamas

B)

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2)

Asunción

a) Colombia b) Peru

3) Montevideo

ci

Argentina

4) Paramaribo

d)

Paraguay

5) Cayenne

e Suriname

6) Georgetown

o French Guinea

7) Caracas

giVenezuela

8) Lima

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9) Brasilia

i) Brazil

Chile

10) Bogota

j Bolivia

ui Quito

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Guyana

12) Buenos Aires

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Ecuador

13) La Paz! Sucre

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Uruguay

KayrAl 1) h Mexico City; 2> b, Sort Jose; 3)), San inert; 4) a, Ottawa; 5) e, Guatemala City; 6)), Hai 7) c, Washington D.C.; 8) Tegucigalpa; 9)g, Belrnopan;tO)d Nassau; B)1)b;2)d;3)rn;4)e;s)i;6)k;7)g;8)b;9H;1O)a;11)I;121c13)).

12

Level: Elementary

Age: Adolescents

LEARNINQ ABOUT COUNTRIES IN THE AMERICAN CONTINENT Flags A) Go to page 6 to look for information on different geometric shapes and elements.

B) Choose a flag from your card and describe it to a partner so that they can guess what country it belongs to.

Cori.tries C) Read the chart, answer the questions and complete the sentences with the missing countries.

BRAZI L

PANAMA

ARGENTINA

I

Population: 3,661,868 (estimate -2013)

Population: 201.032,714 estimate -20131

Population: 118,395,054 )estimate -2013)

Area: 75,517 km2

Area: 8,515,767 km2

Area: 1,972,550 km2

Area: 2,780,400 km2

Highest Point: Bard Volcano 13,475 ml

Highest Point: Pico da Neblina 12,994 ml

Highest Point: Aconcagua (6,960.8 ml

Official Language: Spanish

Official Language: Portuguese

Highest Point: Pico de Orizaba or CitlaltĂŠpetl (5,636w)

Population: 41,660.417 (estimate -2013)

Official Language: Spanish

Official Language: Spanish and other native languages

1) Which country has the highest peak?

2) Which country is the most populated?

31 What is the most spoken language?

4)

is the least populated.

51

is larger than

61

is more populated than

71

has the lowest peak.

Dl Choose one country from the American continent.

1) Prepare a short report about the chosen country including the following information:

I-

Population Capital city -

Other main cities National anthem

National sport

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National animal 2) Design a poster or a multimedia presentation based on your report.

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KeyBt Personal answers; Clii Argentina; 21 Brazil; 31 Spanish; 41 Panama; 5) Personal Answers, for example: Argentina is larger than Mexico; 6) Personal Answers, for example: Brazil is more populated than Argentina; 71 Brazil.

Age: Adolescents

Level; Pie-intermediate/Intermediate

LEARNING ABOUT COUNTRIES IN THE AMERICAN CONTINENT

North Central or South America?

A) Decide whether these countries are part of South America, Central America or North America.

Complete the chart. tlesalcadc, 2)Canada 3)Argentina 4)Cosranlcr 5) HuiU 6) French Guiana 7) Oraail 8) Guyana 9) Guatemala 10) Paraguay lt)Cu)ombia 12) tarbadot 13)Puerto Rico 14)Vanaruela r5)Cuba 16)Trinidad Honduras and ""go 17)

r8)Oorninicu 19)Jamaiva an) Peru Zr)Merico 22) Bolivia 23) Dorr,inivalr Republic 24)Uruguay 25) United tIGer ofAnrerica 26)Nioaragua 17) tellee 28) Panama fl)The Bath amar 30) Chile at) Suriname 32) E—der

B) Do some research and answer these questions.

1)Why does Puerto Rico use the US Dollar as its currency?

2)Why is Spanish the most spoken language in the American continent?

3)Why does Honduras have more than one official language?

4) Name some of the 69 languages spoken in Mexico.

5) Compare the currency and the exchange rate of three different countries.

Coats of arms C) In groups of four, have a look at your cards and answer. Which country's Coat of arms has... a) human beings? b) animals? Which ones? c) weapons?

dl plants? Which ones? e) a landscape? fI mountains?

g) the sun? hi ships? ii water?

Dl Take a close look at these countries' coats of arms.

S Costa Rica

PIETAS FIDES Suriname

1rRuow, Trinidad and Tobago

1)Choose one and describe the elements you can see.

2) Choose a different coat of arms and do some research on it. Find oat: • Elements included in the different sections (e.g. top-left, top-right) • Choice of colours • Date of adoption 3)Write a description of the coat of arms you have chosen and then publish it on the school's notice board.

4) Describe your country's coat of arms and publish it.

Ker.Al al 3,6,7,8,10,11,14, 20,22,24, 30, It, 32; ci 2,21,25; bI the remaining countries; B) Personal answers; Cl Personal answer; (depending on their cards); 0) Personal answers;

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F

eptember is a month of changes because a new fingers into yellow, orange, and brown paint and smear them seasonarrives:autumn/fall in the Northernon the tree branches or on the ground to make leaves. Th e Hemisphereand spring in the Southern groups who got spring wilt dip their fingers into green, red, S Hemisphere. and blue paint and smear them on the tree branches to make teaves and flowers. Finally, they wilt wrile Autumn or Spring ."e, some useful tips to carry out an art project on this as a heading. topic with small children.

S

l

1) Ask the students to look at the photographs on pages 16 and 17 and prompt them to describe what they see and talk

Extra ideas

about seasons: What's the weather like? What colour is the sky? What colour are the trees? Look at these flowers? How many flowers can you see? What colour are they? Can you see any birds/insects? What's your favourite season, autumn or spring?

You can play Vivaldi's Four Seasons as background music while the children are painting. This will create an atmosphere for them to express themselves creatively.

2) Draw a tree trunk with bare branches on a big piece of cardboard paper. Show it to the children and ask, What's

missing here? (leaves/ flowers) Tell them, This tree has no leaves or flowers. Let's paint them

with our fingers!

'

3) Divide the class i n to small groups and assign a different season to each. The groups who got autumn will dip their

The fingerprinting activity can be done outside, maybe in the schoolyard or in a nearby park where the children can sit under a tree or on the grass.

Play a guessing game with the pictures. Ask, What can I see? can see.., five trees! Which picture is it? / What can I see? t can see.., a lot of green leaves! Which picture is is? Etc. Make sure all the students have the chance to participate.

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15

Level: Kinder

Age: Kinder

FINGERPRINT TREES Fingerprint the leaves on each tree. Make sure you choose the right colours for Autumn and Spring.

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r, Edward. 11889Nonsense Drolleries.

The Duck and the Kangaroo'

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Objetives

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• To read and understand a poem.

• To find rhymes.

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Linguistic features

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A) Read the clues on the photocopiable page so that the students guess the animals. Then, ask them to think about features of other animals in order to keep on guessing, e.g. Iris very big. Its colour is grey. It has a tong trunk. (An elephant)

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Dl Ask the students to recognise rhyming words in the poem. With small children, you may read it aloud and have them clap when they hear a rhyming word. Older students may underline or circle the words in the poem. E.g. Kangaroo/too; hop/stop; etc.

Introduce words/phrases like pond, hop, be still (not moving), cloak, wet, a ride.

For the actions you may play "Simon Says". For example. Simon says hop/ go for a ride/ stay still. Ask the children to repeat new words and phrases such as angrily, happily, as a secret, laughing, and so on in order to consolidate vocabulary.

Your .t are Vet and cold.

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8) First read the title of the poem and elicit some ideas about what may happen between these two animals.

Then read the poem as expressively as you can as the students follow along silently focusing on prosodic features such as stress, intonation, pauses and rhythm. Finally, ask the kids to do task B on the worksheet (matching stanzas with pictures).

Cl Ask the children why the kangaroo didn't want to take the duck for a ride (task Q. They should find the problem and its solution in the poem.

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• I wish I were a...

• Cesn you do it?

• Parts of the body.

• Possessive 's )genitive).

• Prosodic features: intonation, stress and rhythm.

El The students cut out the parts of the body of different animals and combine them to create a crazy animal. Then, they describe its physical features and abilities.

Playing games • Flay the game Can you do it? Show students some useless skill you may have like moving your ears without touching them and ask them Can you do if? Then, students go about the classroom asking their friends if you can do some crazy (though not dangerous) thing.

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Play this memory game ins circle.

Each child says: I wish? were a/an... (animal). Every child repeats all the previously mentioned animals and adds his/her own.

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Level: Elementary

Age: Children

THE DUCK AND THE KANGAROO

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A) Guess the animal.

1) It can swim and fly.There's a famous ugly one.

2) It lives in Australia. It loves mummy's bag. It hops.

B) Listen and read the poem.

The Duck and the Kangaroo

o Said the Duck to the Kangaroo,

Your Leet are tmpleasa4wet and cold

Good gracious! how Bolt hop!

AM wouldprobabl give one the me-

Over the Lields and the water too,

Matizr said the Kangaroo.

Asigou never would stop!

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is abore in tnd nastlj pond.

And I long to go out in the world beorad (.

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I wish I could hop like Jouf

I have thought over that cornpletelg, And I bought Lour pairs id worsted socks ulhith Lit mg web-Leet raeat1.

Please give me a ride on jour back) would sit quite still and sag nothing but'Quack' The whole ol the long dagthrough' And wedgoto the Dee, and the jellgBoLee,

And to keep out the cold Jle bought aclo& Arid even, day a cigar Ill sTnok to follow rni own dear true Love oLaKangaroo!

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Over the land and over the sea—

Said the Kangaroo. Ion read!

Please take mea ride! Odo!

Ailin the rnooullghtpale;

Said the Duck to the Kangaroo.

But to balance me well dear Duck sit steady!

And

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Said the Duck As I sat on the rocks,

Said the duck to the Kangaroo.

Said the Duck to the Kangaroo.

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Said the Kangaroo to the Duck This reres some little reLlectiru

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Perhaps on the whole it might bring me luck AM there seems but one objection, 1JJJ-iich is, il gouli let me speak so boll

eat the end oLmgtair

So awalj theg went with a hop and a bound And theg hopped the whole world three times round AM who so hap pg,—O who, As the duck and the Kangaroo?

Lear, Edward, 1889. Nonsense Drolleries.

Level: Elementary

Age: Children

THE DUCK AND THE KANGAROO C)Listen to the poem and match the stanzas (I-IV) with the pictures (1-4).

'

st stay still Y

Your Peet are wet and cold.

Pour pairs oP socks and a cloak

How you hop.

Give me

a ride.

D)Why doesn't the kangaroo want to take the duck for a ride at first? How do they solve the problem?

PROBLEM

SOLUTION

Key.Al it aducicl) a kangaroo; Ctstanzanly II: picture4;stanzaIII: picture 3;stanaa IV. picture 2; ttanzaV picture 1; D) P,oblenr: The duck has wet feet and is cold; Solution: The duck wears socks and a cloak, and smokes a cigar to keep out the cold.

•

16.

21

------------------------------------------------------------------------------------- -0 Level: Elementary

Age: Children

THE DUCK AND THE KANGAROO El Cut out these parts of the body. Draw any missing part. Put them together to make a crazy animal and describe it.

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'he world around us changes with each season.

It .t important to help children understand the changes providing them with hands-on activities t to explore the aspects of the two equinoxes we have every year.

Poster 1 will introduce this subject and wherever you are, either in the northern or southern hemisphere, you will have the possibility of presenting those activities corresponding to the season of the year you are going through or both at the same time.

Stick the poster on the notice board or a wall and let the children describe it. What is going on? What aspects of the poster represent spring /autumn?

Explain to your students that they are going to learn about spring and autumn equinoxes and the changes they bring about.

First things first What is an Equinox?

An Equinox occurs when the sun is positioned directly over the equator so the night is equal in length to the day. It is believed that in this time of the year the world is in perfect balance since day length is exactly the same at all points on the earth's surface except at each pole.

How many Equinoxes are there in a year?

Only two, the spring equinox, which falls around March 20th and the autumn equinox which falls around September 22nd in the northern hemisphere and the other way round in the southern hemisphere.

Where does the name Equinox come from?

It comes from Latin aequus that means equal and nox meaning night. It is when the night and day are almost equally long.

The Spring Equinox It occurs when the sun passes the equator moving from the southern to the northern hemisphere and the North Pole begins to lean towards the sun again.

Welcome spring' Ask the students to took at the poster and point out the signals they can associate with what happens in spring. For example: the rainbow, the bees buzzing around, the birds in their nests, children running outdoors, mother duck with her ducklings, the hen with her chicks, the frog jumping stones, ants working to take food to their nest, mother rabbit with her bunny, etc.

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What about flowers?

Ask the children what happens after the long winter.

Talk about how a seed grows.

Make sure they understand that we have to plant it underground, then we have to water it, and then it turns into a plant or a tree.

Phntocopiable on page 25 will provide practice on this subject.

Have them think about what flower they would like to be.

They should say: If I were a flower, 1 would be a rose. More advanced students may add a reason: ... because its petals are very soft / it smells great / I like its colour.

Do-as-the-seeds-do game Once you have finished the previous activity, tell the children that they will be seed planted underground.

Have them crouch down and pretend you water them walking around. Then tell them that the sun is shining up in the sky so they can grow. They should slowly grow up and say what plant they are.

Ask them to take a sheet of paper and draw the process from the seed to the full-grown plant.

Hairy heads!

Gather some old stockings beforehand, fill them with pot soil and tie them up. Place each stocking in a plastic container such as a food tray and wet the soil.

Then the children take a handful of grass seeds and sprinkle them on top of the stockings. Keep them wet. In a few days, grass will begin growing out of the stocking heads. Ask the children to tell you what happened with the seeds they dropped on the heads.

Starting a vegetable garden A similar activity is to plant seeds in a seed tray with cells. If you do not have one, you can also use plastic egg boxes or half a grapefruit peel. As tools they may use spoons instead of trowels since the cells are small.

Show the children some different seeds and tell them to describe and classify them. Point out their shapes, sizes, and colours. Have them count the seeds, place the right number in each cell and write appropriate labels. You may also ask them to start a garden journal to keep record of the progress.

Once the seeds have sprouted and the plants begin to grow, you may start a vegetable garden and have the harvest in the autumn equinox.

The Autumn Equinox It occurs when the sun passes the equator moving from the northern to the southern hemisphere and the North Pole begins to till away from the sun.

Autumn is the time to gather the main harvests and keep away what is needed for the winter. Ask the children to have a look at the poster and say which images show that autumn has arrived. They may make sentences like these: There are a lot of apples on the trees. The apples need harvesting. The farmer keeps the harvest in the barn/gathered the harvest and put it into the barn, etc.

Welcome Autumn!

Tell the children you are going Is set up a monument to autumn and the fruits of the earth so they have to gather items that represent this season, such as pumpkins, corn, apples, leaves, etc. The drawing of an animal they like or a scarecrow would complete the monument. Explain that this

season is a time for gratitude towards the earth that provides us with the food we need to be healthy.

Autumn crafts Children's creativity will be stimulated and encouraged by the colours of nature and some items autumn provides. Have them make wreaths of fallen leaves of different colours, decorations with corn, leaf prints using red, yellow and brown paint or real works of art dipping the corn cobs in paint and printing them on sheets of butcher paper. They may complete the painting with leaves and pictures or drawings of pumpkins, apples, pears, etc.

The vegetable garden in autumn If you have prepared a vegetable garden with the children last spring, after the harvest, it will need some care to get it ready for the winter. You may help the students to draw a plan for the following weeks to prepare it for cold weather. It is also a good time to plant some crops that will produce during winter, such as lettuce, radishes and cauliflower. Write down the time you should plant spring bulbs and remember to dig them into the ground during the autumn. The students will see some changes when spring arrives.

Tell the students to make cards holding the names of crops that can be planted in this season and stick them on the vegetable garden in the poster. This will serve as a plan that may be taken to their vegetable gardens at school or at home.

Did you know?

In Japan there is a tradition to honour your ancestors visiting their graves around the autumn equinox. Thus, people reconnect with the past of their family and remember the valuable place they have in their family tree.

Level

Age: Children

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A SEED GROWS Cut out the cards, put them into the right order and paste them on a separate sheet of paper. Colour the pictures and add a title to your task.

(_)

Level: Beginner/Elementary

Age: Children/Adolescents

SPRING IS IN THE AIR! Spring is a season that appeals to your senses in many ways. Write sentences about what you see, hear, smell and touch.

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

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26

Level: Beginner/Elementary

Age: Children/Adolescents

AUTUMN IS HERE! Autumn is a season that appeals to your senses in many ways. Write sentences about what you see, hear, smell and touch.

S Another way of encouraging students to interact in class is to Anonymous show a picture only to half a group and ask them to describe to the 0111w trait what they can see, This second group will then have to report what the other students have seen, as ictures are an excellent resource for English accurately as possible. language teaching. In this article, we are going to explore some of the applications and benefits Moreover, the frozen image of a film segment can be of using pictures in our everyday classroom employed to make students pull out all the vocabulary they practice. In order to make them more memorable, can recognise. This activity can also be set as a competition they have been summed up in the following acrostic: among different groups of students and the winner is the group that can retrieve more vocabulary items in a given time.

"A picture speaks a thousand words."

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44 Predict Teachers can make students look at pictures or watch a particular film segment so that they can predict what the topic of the lesson or the activity will be about. The idea is to use pictures to activate or trigger students' background knowledge, which is essential for the construction of new knowledge,

Interact Teachers can foster students' interaction by resorting to games like Pictionary, in which players have to guess particular words or chunks of language based on their team members' drawings. This is a fun activity that can be used with students of all ages to revise, for instance, some vocabulary they have already dealt with,

Create A sequence of pictures can be used as a guide for students to write or tell a story. However, in order to fire students' imagination, teachers can ask them to create a story based on just a single picture. This exercise can be particularly interesting if the teacher encourages students to employ specific tenses (for example past simple and past continuous), a particular semantic field or certain functional language items in their story. Besides, if teachers are familiar with applications like Pixton (www.pixton.com/es) or Comic Life (http://plasq.cons) among others, they can create strips for students to complete with the necessary language and expressions or students can design the comics themselves!

Talk Pictures can be employed to break the ice by asking students to describe what they can see, especially to encourage beginner students to speak in class. Most teachers know that there are students who immediately may go silent when asked a question; research has shown that those students find it very hard to cope with the foreign language plus the content or ideas necessary to answer that unexpected question.

Therefore, when using a picture, silent learners may feel more confident to speak as half of the difficulty is reduced.

Understand It is worldly-known that a picture speaks a thousand words so whenever there is an item or object that you want to show your students and help them to remember the word for it, you can try showing them a picture.

Flashcards are an invaluable resource for teaching or revising vocabulary; they can be easily downloaded or created online.

However, you should be careful about Copyright and Usage Restrictions. It is always advisable to check if the air picture is copyright and if so, you should contact the owner to ask for

permission. Acknowledging and citing the sources may also allow the students who are fascinated by the pictures to retrieve them by themselves.

Reflect Images can be used to expose our students to a multisensory experience; in other words, pictures not only give you the chance to think about what you can see but also to reflect upon your other senses by considering what you can hear, smelt and touch in that situation. This is a useful exercise for teachers who train students for speaking exams. In most cases, speaking exams are taken in pairs and students often worry that they may run out of words or ideas because their partner will have already said everything about the picture they have been assigned. By taking into account their other senses, your students can add new information and will be able to avoid repetition and, of course, to add variety.

Enact As it has already been mentioned, in any class, there may usually be someone who is shy or quiet and most of the time teachers ask ourselves how we can draw them out of themselves and encourage them to speak in the foreign language. If you ask your students (regardless of how old they are) to draw a mask, put it on and pretend to be someone else, they may feel less self-conscious. Putting themselves into somebody else's shoes can give students the chance to express themselves in a more straightforward way. However, teachers should be careful with this type of activity as the student's personality will be a determining factor for the success or failure of this suggestion.

In conclusion, pictures can be exploited in several ways in the English classroom. I hope the ideas presented above will stimulate teachers to come up with a variety of effective and enjoyable activities that can make the language more memorable for students.

Lic. Maria Fernando Rosso

Sources • Snot Daniel. 50 Activities Based on Visual Material retrieved from http;//danielbrint.blogspot.com.ar/ Canning-Wilson, Christine. Using Pictures in EFL and ESL Classrooms.

Retrieved from Sler.oric.ed.gos/fulltext/ED445526.pdf Marton, Andrea. Power of the imaget ways souse photographs is ELY. Retrieved from http3/worldteacher

andrua.blogspot.com.ar/2013/1O/power-ot-image-ways-ns-usephotographchsnsl • Olbano, Larissa. How English Language Teachers Can Use Pictures or the Classroom. 05 December 2013. Retrieved from http://blog.britishwuncii.org/2013/12/08.

• Van der Werif, Joep.'Using Pictures from Magazines". The Internet TESL Journal, Vol. IX, No. 7, July 2003, Retrieved from httpJhteslj.org/.

Date last accessed 15 March 2014.

• Yosuf, Gabar. The Advantage of Using Pictures in Teaching Genre: Horror/cc Recount, Procedure,Descriptive, and Report Tear, Retrieved from bttp://2tenvhsarrasvo.blogspos.vom.ar/201 l/O4/aduantago'of-usivg-pietsres'r' teach ng html

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www.animOto.cOni -.

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This website is a fun easy way to create and share amazing Mom using our own pictures, clips, words and music, Step 1: Enter your email and password to create an account.

Step 5: When you are happy with your video, stop and produce it. Then you can choose to copy its tin. it on Facebook or Twitter, e-mail it, etc.

Step 2: Choose a style among the options.

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I Step 3: You can purchase a full month trial period or make a 30 second video for free. 'fry this!

Hope you enjoy the App!

Step 4: Add pictures from your computer or upload them from your Flickr, Facebook, or Instagram accounts. You can also choose to add text at any point of your presentation.

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SepeYnIDer 21th

Wo1c GTatitt.de Da TIWIK

This date gives people the chance to show theii appreciation and gratitude to everyone and for everything in their lives.

Background A group within the United Nations created this celebration so that people could in different ways express their appreciation for all the good things that groups and individuals do to make life better for others. The idea was to do this globally and to acknowledge the contributions, with awards handed out to honour the spirit and good work.

What do people do?

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On this day people appreciate and return all the favours and good deeds that others have done for them.

We can express thahks to people in a number of simple ways - helping in the kitchen, making a thank you note, volunteering to do the shopping, etc.

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Class Plan Elementary (8 year-olds +) Objectives: To learn about World Gratitude Day. To revise the modal can for possibility.

To learn how to make a thank you card.

Activities: .The teacher will writeTHANKS on the board in different languages. Students will guess what is celebrated on this date.

•The teacher will ask students what things they can be grateful for.The teacher can suggest a few ideas: lam grateful foe my family, my friends, my pet, etc.

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•The teacher will describe how the date was established (see above) and what people can do to show their gratitude.

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Did you know?

•Students will work in groups to create activities they can do to sayThanksl E.g. We can help mum in the kitchen after lunch. We can prepare breakfast on Saturday morning.

• The UN has its headquarters in the city of New York.

It also has offices in Geneva, Vienna and Nairobi.

• Students will make a thank you card to somebody special.

• The United Nations issues its own postage stamps.

Extra reading for teachers: • www.examiser.com/article/september-21-world-gratitude-day

• The UN was established on October 24, 1945.

• UN peacekeepers help over 150 million people across the world.

31

'THIS MONTH TeacAe

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to improve motivation and foster learning in your English classes.

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