3 ieee cama Grammar! i | outweighs game marking |“% Saenz, Marta Lorena Carazt Cuatd, Corrientes. % Vilvicenci, Pameta. Capital Relra, Ciudad Ausnoma de Bs. As 4% Laottnesi, Paola Angélica, Comodor Rvadava, Chubut 4 Costamagna, Mara Vernet. Artacga, Santa Fe “4% Ocampo, Eugen. San ltd, Catamare, Estas soctas del Club EDIBA (Argentina) rectbi __ Mily pronto en su domictlio un premio Dear colleague, | We hope you enjoy the varied material te this month's edition. They are mainly focused on the special needs you have | expressed in our online survey. We kindly invite you all to participate and | send your suggestions and | comments; just visit | wwwedibacom and let us| know about you. | ratte saz | tor ‘% Vonzos, Claudia Algjandra Plotter Neuguén. % Areca, Gabriela Susana, Cosqutn, Cindoba. % Ledesma, Sara Elizabeth. Posadas, Misiones Escobar, Analia Verna. Baaqueras, Chaco, % Oviedo, Zuni Librada, Frmasa, Formosa. ‘os anteriores Clubes de las revistas fueron reemplazados y unificdos, por euestionesorgaizaivas, en el nuevo Club EDIBA (Argentina). Para _ssociarteoressocot, sya eras sia det Club de esta evista, visita mest si ww-eiba com y vuelve aingresa us dae experamoe, VENESHINIER NCIC por mise 3 dads + Bahand lwo ngs como sid gan olengnecranjea en ts de ts x canneries +i cra oni picin de mi 500 (ESAS TARA DOGNESSSEN] CTE (Cente or remade fEgh ‘Genel aing Gnico cuerpo internacional examinador dependiente directo de una facultad estatalbriténica Cantos en tol pan iene 2007 * Ofeerdo ura arpa gr dees my ayo cos TT WATESTENTIUIBUER glia Examination Syndicate Zewoxorn cxganzanos spauncoge pus ome Ves de Eso Sitteonacamane pen aint svanacowm, sede 98 ‘on ai as, amuy "eo bale conto Yorrgtames | test om z snc. contactanos. rc i epi roi 4 on 0 eB each ue | one ay ay Spee ci Dovaracntpai: sch anne eerste npc eaten hel See aoe aug eos Yoh Ss vo os an ogo ne Meron cunts hones ae ‘hte sere a elites trace! Res TePeschool /Priahy ACHING THe PAzIS OF ee BOD WITH ’ FRANKIE Al FRANCINE _ ‘eaching vocabulary, especially basic words, can become boring if not made interesting, Appealing and participatory lessons will make it easier for students to learn and remember new words. Poster 1 presents the parts of the: body through two cute . characters, Frankie and Francine. Cut them out, laminate and present (0 the class in whichever way suits your students’ needs, Each character is made up of six parts, which can be stuck on the board in isolation or scattered on the floor or desk for the children to sort them out and decide whose part itis and build one or both characters. You can work with each part eliciting adjectives, This leg is short/long; This head is: big/small and so on. To make the most of the poster, use colours and possessive adjectives if your class level allows for it Let’s play games! resource for revision and an easy way to Keep your students d engaged in the last few minutes of a class. Present them as a reward for their hard work — that will give them the feeling of accomplishment that makes them Jook forward to the next class. You can make up your own game or encourage the children to invent a new one. Here are two suggestions. gs.Let’s draw with Frankie and Francine Choose one of the parts ofthe body, stick it on the board and have the idren take tums to draw the rest of the dice for "Frankie and Francine Materials: the drawings on the poster and a big dice (you can make it with a box, as shown in the photograph). Procedure: ‘Number each part of the body from one to Divide the children into two groups. In tums, give the dice to one member of each group. They have to roll it, and the one who gets the highest number starts the game. Give the first group the dice. ‘They should roll it and call the points out loud. They begin making up Frankie and Francine's bodies by sticking the part that has the number they get Gm the Dlachnaay Ifthe number is repeated, the group misses a turn, ‘The winner is the group who completes ake the body first. After working with Frankie and Francine, they can be used later to reinforce the contents learnt, for revision purposes or simply as classroom decorations. Just punch a hole in the marked places of both bodies and fasten with a paper clip or fastener. Hang them from the ceiling, a lamp or a window low enough for the children to reach so that they can play with them. Let’s chant! ‘To reinforce the vocabulary learnt, here is an action thyme about the parts of the body ~ you can replace the parts mentioned with others. My hands on my head I place, On my shoulders, on my face, Now T place them by my side, Then behind me they will hide. Now I raise them way up high, And let my hands fly, fly, fly. Now it's time to clap, clap, clap. Then T'll rest them on my lap. One... two... three, Look how quiet I can be! By Magali Rosales ie.tis said that making a habit of washing our hands ‘with soap before eating and after using the toilet could save more lives than any single vaccine, cutting, deaths from diarrhea by almost half and deaths from respiratory infections by one quarter. Over two hundred million microbes roam on our hands. Some of them can cause food poisoning, colds, flu and several s fections. In fact, researchers agree that 80 per cent of common infections are touching contaminated surfaces such as sinks, door handl and many more. Poster 2 will help you bring this subject to the class and raise awareness about the importance of keeping our hands clean. ‘Tell your students that healthy habits such as washing our hands often can protect us from getting germs or spreading them at home or school. Actions like covering ‘our mouth and nose with a tissue instead of our hands when coughing or sneezing can stop germs and prevent illnesses. This is also why we should avoid ‘putting our fingers in our eyes, nose or mouth. Start a clean hand campaign in the classroom and surely it will spread to the whole school.Hang the poster on the wall or on the noticeboard for the students to see the different bacteria that live on our hands. Ask what will happen to this child, how many infections and illnesses he can catch for not having washed his hands before cating the sandwich, Write on the board, Handwashing és important. Why? Because you are important! Have your students reflect on this and debate among themselves, Ask them why they consider it so important. Carry out a class survey to find out about your students” hand- ‘washing habits. Write alist on the board (for example, after touching my pet, before eating, etc.) and tell them to tick when | they clean their hands and how often they do so. Afterwards, you can give out copies of the photocopiable activity on page 16 for them to check if they are taking al the precautions they should. ‘The photocopiable activity (on page 17 will help them go through the necessary steps to wash their hands effectively. For a hands-on activity, take them to the ‘washbasin and have them follow the procedure on the activity Extend the learning from this activity throughout the year by always reminding your students that washing their hands is the ‘most significant step to looking after themselves. They will also help the community by preventing the spread of germs and illness. Project time! For those who are interested in doing some research ‘The poster introduces six dangerous bacteria that can cause serious illnesses if we do not keep our hands clean. However, there are many more and it will be the students’ job to do research on them. ‘Tell the students to look up information on the dangerous, bacteria that live on our hands and their effect in our organisms. Have them design other characters representing the bacteria to complement Poster 2. They may draw them, ccut them out and paste them on the poster. Are all bacteria bad? Not all bacteria are bad for us. Some of them can break down certain foods we cannot digest on our own and help us extract energy from what we eat. Others synthesise vitamin K and other vitamins that we cannot generate on ur own and increase the rate at which the cells of the intestinal lining renew themselves, ridding us of damaged cells that could bring on gastrointestinal cancer. Get your students into groups and ask them to do research oon good bacteria that help us in different ways; prepare visual aids and present their work to the class. Here is a list of harmful bacteria that live on our hands for your reference. Influenza A: causes pneumonia, Escherichia coli: causes infections when undercooked or contaminated beef is eaten. Clostridium Difficile: causes infections and diarrhea, Bacillus Sp: contaminates food. Bacteroid: gets into the ear and causes infection. Pseudomona Aeruginosa: infects cuts and woundsorking with students at ‘beginner and lower elementary levels may become a tiresome task, especially when teaching large classes and having limited timetables. This quick whole- class activity, designed to practise or review sentence patterns, verb tense forms, and subject-verb concord can be easily applied to such teaching situations. It may also serve different purposes: as a warm up, as a main activity if you need to deal with any of the grammar items in detail or to round off a lesson in a fun way. (On poster 2 you will find a set of cards ‘which you will have to cut out and laminate or paste on thick cardboard. ‘The cards contain a word each, easily {identified by their background colour: some of them are personal pronouns to form the subject of a sentence, others are verb forms, others are adverbial forms and there is one noun, common to all the possible sentences (fruit) How to play 4% Divide the students into two groups: Aand B. ‘98 Divide the blackboard into three parts: on the top left side write “Group A’, on the top right side write "Group B”, ‘and leave enough room in the middle to stick enough cards to make sentences. Draw two boxes to keep the score for each group. 9% Place all the mixed-up cards at the Dottom of the blackboard or on a desk at the front so that all the students can see them, 3 Students from group A and group B take tums to pick up the necessary cards to make a correct sentence. Make sure that everybody in each group has a chance to do it. After a student has completed all the words in the sentence, the class reads it and decides whether the sentence is correct or not. The reasons why a sentence is not correct should be justified, and the final decision is yours ~ the teacher's, When a sentence is correct, the student writes it in the space provided for his/her group. {3% After a certain number of rounds ~ ‘which should be even so that both ‘groups have the same opportunities ~ count the number of correct sentences each group has and write it in the corresponding box. You can decide beforehand on the number of turns to take, -according to the time available, or do it during the course of the game if you perceive that the students are losing their interest. Here isa list ofall the possible correct | sentences students can come up with: He (she, it) has (some) fruit. I (you, we, they) don’t have (any) fruit. He (she, it) doesn’t have (any) fruit, Do you (I, we, they) have (any) fruit? Does he (she, it) have (any) fruit? I (you, we, they) eat (some) fruit He (she, it) eats (some) fruit. 1 (you, we, they) don’t eat (any) fruit. He (she, it) doesn’t eat (any) fruit. Do you (I, we, they) eat (any) fruit? Does he (she, it) eat (any) fruit? I {you, we, they) can eat (some) fruit. He (she, it) can eat (some) fruit 1 (you, we, they) can’t eat (any) fruit He (she, it) can't eat (any) fruit Can I (you, he, she, it, we, they) eat (any) fruit I {you, we, they) have eaten (some) fruit He (she, it) has eaten (some) fruit. Have I (you, we, they) eaten (any) true Has he (she, it) eaten (any) fruit? I (you, we, they) have (some) fruit. | |Hil I'm Funny Frog. T like fried food a lot! Im hungry! Can you help me get to my fried food? ‘Show Funny Frog the way to his fried food. Write the words of the ‘things he finds on his way. ST aviaeseLen yg SSA ey (0928 (64s (8 sOEWY ery (Hy (¢ N00} 5H} COMED eHeY5 4 < : & 5 @ “ 3 5 4 < 5 = ‘ ¥ & % 3 E 5 5 < 2 = ¥ Rewrite the sentences using the qualities in the box. © (m excellent! TAD ssn @ I'm beavticul! Hello, there! My name is Good Goose! I have got many good qualities but I can't find the ones that start with my letter. Can you help me? © Um very big! tm @ Umkind! tm... @ Ihave the colovr o€ the grass! VM rer iupoi6 wy (§YnU90 wy (y NUNS wy (E BUHOD POOH Uy EDK LA (4240‘My name is Hairy Horse. I'm a happy horse. I live ina haunted house because I like horrible horror stories. What else do I like? Just discover by yourselves! What does Hairy Horse like? ‘The pictures and the words in the box will help you. jamburgers and hot dogs heavy metal - helicopter - Halloween - hello - harp INS ( | D What is his favourite food? i \ ? QD What is his favourite Sweet? oo... BD What is his favoutite dance? occ... Gere eera Teter 4) What is his favourite music? Ss 2D What is his favourite word? E AY © Whet is his favourite celebration? nee a 2) What is his favourite instrument? 2) What is his favourite transpott?...... 7) What is his favourite pet? 10) What is his favourite subject at school? ‘85 049s 8 Bafans asnone| (9k Vey esc auNON, HNL !udoayoy ans] Yodsuen awunons 5 (@ ey ay savewnnsu anon) sy (2 UBDMOe} 5 Uasga\> atsnone) (Oo, prom sen SHS Fenou Aaa 535m swunone IH yo G1 —2Uep ayanone SIH (E'X2UOY HONS Nore sh (eSEOp YOy pu sonbinguey se oO} onNMONG) HL AEN STaviaeseseng Q) SHAS ss eee) SS SEES OD) SSLEARNING THE PARTS OF THE BODY WITH FRANKIE AND FRANCINE 1 cutout the parts to make Frankie and Francine's bodies. SeaApLE ActiViTiES nerecapiance Acriveries (DP) Zwereceriance Actives QP) Zuewess 2 THE BODY GAME Colour the pictures on Sheet 1, A and B, and then paste Sheet 2, A and B, on top of it. Have fun asking your friends 1 tocomplete the phrases and then open the windows to seeif they were correct.DEVELOPING LISTENING SKILLS The following strategies will help you develop the ability to listen effectively: + Select the most appropriate strategy in each case. You could go from the general idea to the specific information, draw inference using contextual clues, predict, summarise. A different possibilty is fo use a bottom-up strategy such as listening for specific information or recognising ‘word-order patterns (e.g. adjective + noun), prefixes or suffixes, cognates, * Think about the subject matter you are going to listen about, Use your background knowledge of the topic in order to predict or anticipate words ‘you might find in the passage. + Read instructions carefully. If you are going to answer questions, highlight key words in them. * Concentrate on the purpose of the listening ‘ctvity; focus on the relevant information, ignore the rest. * Avoid environmental distractors inoise, music, voices, etc]. Give full attention to what you are listening to. ‘* Incase you miss some information, relax and concentrate on the next question/task. ‘Try fo guess the meaning of the words you don't know. If a word/concept is really relevant, it will be repeated. English is a redundant language. ‘In most classroom activities you can listen twice ‘to the same recording. Use the second time to check what you have already done. Check comprehension. Look for inconsistencies and/or incoherence. * Avoid tension. Anxiety interferes with concentration, wi \l ‘Answer according to what you listen. Do not mix answers up with your personal opinion on the topic * Learn to notice changes in the speaker's voice. ‘Changes in intonation highlight key concepts, * Beware of paraphrasing. Expressions like What mean is ...’, ‘in other words ...’, ‘i's a kind of ‘re used to explain concepts and clarify ideos. Go a step further in order to develop into an effective listener, plan and evaluate your listening Decide on the best listening strategy for each situation, use it correctly and, finally, check if you have reached your comprehension goals. Make ‘any necessary adjustments and start the whole process again ‘eareae Daviaese GSAT ()uv e S < “ 4 e = ePIADLE ActiviTic LG) vere ‘WHEN DO YOU WASH YOUR HANDS? fashing your hands frequently and efficiently helps you prevent lots of illnesses. Keep in mind when you have to do it. tis very important you do not forget. Match the sentences with the pictures. CIR After using the bathroom After sneezing Batter coughing After blowing your nose G atter touching things many people touch (such as railings, door knobs, etc.) Gatter playing After playing with your pet @ Arter touching money ® Betore preparing food D Betore eating ES¢| ASfo Ee KEEP GERMS OFF! IT ONLY TAKES 15” Put the instructions into the right order and label the pictures. i B Rinse hands with warm wafer. Apply soap and rub hands fogether for af i @ Torn o€¢ fre fap With the fowvel 4o least 10 seconds, i Prevent reinfection of your hands. G Dry hands with a clean towel or paper towel. @ Wash palms, backs oF hands, wrists, G@ Torn on the tap and wet your hands with i ingers and under Fingernails, i SPATE ST avideseaen gE Ua) SSATII VY ST Eris eS eaRE UD) SS AIST VST VISE STE REes © Pworeceviavle Activiries J) PyerecoPiaBle ActiviTiEs Scientists hove aeady discovered ond named more than {wo milion different species and milions more haven't been discovered yet. To study and keep track of living beings, they are organised in five big groups called kingdoms. Organisms which are alike or have similar characteristics tre included in the same kingdom. Number of cells, ability 10 produce food, size, abilty to move, type of reproduction ‘ond body structure are some of the characteristics taken Into account when classifying them. There are big, complex organisms like jellyfish, spiders, fish, birds, monkeys and humans. They look very different but they share some main characteristics. All of them are rmuti-celled, they can move but they can't produce their ‘own food. They belong to the Animal Kingdom There are some organisms which can produce their own food through photosynthesis and make up the Plant Kingdom. And there are other organisms that look like plants but are not plants because they can't do photosynthesis, Some members of this group look ike hats ‘ond we eat them in salads. They belong fo the Fungi Kingdom. ‘There are tiny, microscopic organisms called bacteria, ‘which have only one cell and no nucleus. Some members of the Bacteria Kingdom are harmful lke the ones that cause pneumonia but others are helpful ike the ones used to make yoghurt, even some of them live in your bowels! Bacteria are not the only microscopic organisms that exist There are other one-celled organisms that have a nucleus ‘and are also very, very tiny. Red algae and amoebas belong to this group called the Protist Kingdom. They live ‘mainly in the water. There are plant-tke, animal-ike and fungi-ike protists ‘The variety of organisms in our planet is simply amazing! A) Answer the following questions. 1) What is a kingdom in nature? 2) List the living kingdoms, 3) What characteristics do scientists consider when they classify organisms? 4) What are the main characteristics of the ‘members of the Animal Kingdom? '5) Which is the main characteristic of the ‘organisms included in the Plant Kingdom? 66) What is the main difference between a plant anda fungus? 7) Which kingdoms include one-celled organisms? \Whatis the difference between them? 8) Are all bacteria harmful? 9) What kinds of protists are there? DicHoToMoUS KEY ___ Giza. = Has the cell gof a nucleus? ia yes | Does it do photosyathesis? ap s— aD Now EVE es ey} B) Use the dichotomous key on page 18 to classify the following pictures. FUNGI BACTERIA © They have many cells, They look like plants but can't do photosynthesis. Some ate poisonous. © They have many cells. They can't do photosynthesis, They can move, swim, or fly, @ They are mictoscopic one- called organisms with a nucleus. Some look like plants and others look like: animals, @ They have many cells. They can't move. Some have flowers They do photosynthesis. @ They ate microscopic one- called organisms. They have no nucleus, Some cause diseases.PuorecoPiaBlLe ActiViTiES © Puereceviasle ActiviTiEs (2) Pueveceviapen Activiries ASHBOURNE ROYAL SHROVETIDE FOOTBALL A VERY SPECIAL FOOTBALL MATCH Ashbourne is situated in the middle of éngland — the ‘Midlands — in the county of Derbyshire. Ths pretty English town turns into a giant football pitch every year in February, on Shrove Tuesday and Ash Wednesday ‘The Royal Shrovetide Football Match is one of the last ‘surviving street football games. A fire destroyed the early records of how this game staried, but people have been playing it since at least the 12th century. As with all football matches, there ore two teams: the Up’Ards and the Down'Ards. The names ofthe teams reflect which side of town the players are from. There is a stream running through the town called Henmore Brook: people born north oft re called UpyArds, and people from the south of the river are known as Down'Ards. ‘The game starts when a bal is thrown to the crowd for tumed-up, as lecals cal from a special plinth in the town, centre, often by a visting dignitary. Before this, everyone sings Auld Lang Syne and God Save the Queen, ‘The gome is played through the town and there is no limit ‘on number of players. The two goal posts are three miles (about 4.8 kilometres} apart: Up'Ards try to score at Sturston Mill and Down’Ards at Cifton Mil. ‘The ball used to play is very special its larger than a standard football and filed with Portuguese cork to help ‘the ball float as it aways ends up in the river. Local craftsmen hand paint it for the occasion, often in colours ‘and designs that relate tothe dignitary chosen to turn-up the bal. ‘The game starts at 2 pm and finishes at 10 pr each day. ifthe goals scored {in local dled, the NY ball is “goaled before 5 pm, they release a new ball Y from the town centre; if not, the game ends for the day. In contrast with ‘normal football matches, people do not get many chances to kick the bal instead it is generally carried through the town asf ina giant rugby scrum. There are not many rules; the main ones are: + you may not murder or manslaughter players or other people, and you may net use unnecessary violence * carrying the bal in a motorised vehicle is forbidden + you may not hide the ball * the teams may not pass through cemeteries, churchyards cor the fown memorial gardens + no playing ater 10. ‘The ball is “gooled’ when a player hits it against the mil stone three consecutive times. The person who isin charge. ‘of scoring the goal is not random: they are chosen on the ‘way to the goal. Typicaly, the scorer is a local or at least someone with a family history in the area, When a ball is goaled, it belongs to the scorer: artists, repaint it with their name and in thelr design. If, on the cother hand, a balls not goaled, i is given to the dignitary ‘that turned it up References: wnw wikipedia.org Keyword: Shrovetide football \wwnw answers com Keyword: Ashbourne Royal Shrovetide footballREADING COMPREHENSION AMTrue or false? Justify your answers. (7) sv theta ton two afte cy (7) srteteotatis repo. (sive con oer B) Answer the following questions. 11) What does the game consist in?. 4) What happens when a team scores? 2) How different are the rules from those of a regular '5) What happens ifthe result is a draw? football match? 6) Would you like to be a player? Why? 3) What do they have to do to score a goal? C) Research: on these topic. D) Can you make up a game to play in ~ Shrove Tuesday and Ash Wednesday. your city? Don't forget to list the rules. - Unusual sports around the world = Games played at Easter sag ‘ed 04 dos or ony Kou“ (5 60 aanBnnog ym ayy pe 1966 oy He ok 9 a4 40 3p 1ey saya swe ai o Soule a4 (62 & Kj pavOnsap alan piace: SU UEU9> Jo OU KDOGON 4 (@-PURIEUS J PPA 34S CYAN eviaesenon ge 8Activities TWO REBELS AGAINST THE SPANISH GOVERNMENT Es Divide the class into small groups of two or three. D) Copy and cut out the question sheet below and divide the questions into different sets, depending on the number of groups. £) To add some difficulty, you may divide each question into individual words. Before answering them, students i WHEN WAS HE BORN? WHEN AND HOW DID HE DIE? WHAT DID HE DEFEND? JERE WAS HE FROM? 7 ‘Do exercise Aasa whole class and elicit everything have to put them nthe right order (and they win exta : students may know about these historical characters. (YOU points by doing so!) Each group will send one student to : may need to.do some research on your own beforehand!) collect the set of questions and they wil rte them down [ B) Cut out the two content sheet texts (each has two F) Explain tothe students that there are two short texts Q different parts) and post them on the walls around the about the characters in the pictures, Tupac Amaru and b classroom, without students noticing, if possible. Juana Azurduy. Students of each group will take turns to : look forthe answers on the texts posted onthe walls 6G) The first group to write down all the answers correctly 's the winner. Then, all groups share and compare their answers to complete any missing information, 1H) Finally, ask students to do exercise Bin their worksheets, WHAT WAS TUPAC AMARU’S COMPLETE NAME? WHO OR WHAT DID HE STAND UP AGAINST? WHO SUPPORTED TUPAC AMARU? WHAT WERE THE NATIVE PEOPLE'S PROBLEMS? WHEN AND WHERE WAS JUANA AZURDUY BORN? WHO DID SHE MARRY? WHAT RANK DID SHE RISE TO AS A SOLDIER? @) Paovecevianee ActiviTies DP) Puerocerianes ActiviriesMeee TWO REBELS AGAINST THE SPANISH GOVERNMENT A) Look at the pictures and try to answer the following questions. if you don’t know, use your imagination! 2) Do you know anything about their ives? 44) When and where did they live? 5) What did they do? 1) Are you familiar with these two people? 3) What do you think they are famous for? | 8) Which words do you associate with these two important historical characters? (There may be som and some may be used for both characters.) artist - poor - brave - soldier - leader - colonel - Peruvian - Bolivian intelligent - independentist - mother - husband - open-minded - teacher revolutionary - rich - lazy - father - determined - pioneer - doctor - warrior oo “wun eds wc spine sndnd nn 291 258 fH SU od aa pop fe LN saben fss'susus aie jue msn p opm bape test me Pel euse> ata pours en oe a4 SePunsp eed sj ne Kuan on andy usury to ees oy pm Po eos mos rans of oB1 rz ng eh py ee :uauojunn por ape sai pe sen spun Buon Ged Tae kl us dr an Sayan ond on Sets pu aod outs a poodos eno (nero uty ee nfo (og ha sm ora mera ‘sn poco oc eq 9 uo ops Asm oe 52 en 6 weneon roH> PHD a PEUEONFNDRneveceviavee Activities QP Pnerecetinnce Activinies GP) Pneweceriamce Activiries Gees THE FIGHT FOR INDEPENDENCE The inca José Gabriel Condorcanqui Noguera ‘was known as Tpac Amaru il. He was born in Tinta, Peru, on 19 March, 1738 and died in Cuzco on 18 May, 1781. He was famous for trying to free his people from the Spanish River Plate. He was the leader of the largest Independentist movement in the Peruvian Viceroyalty. He contributed to the foundation of government in the Viceroyalties of Peru and the future revolutionary movements in Latin- ‘American countries. He stood up for native people's rights and his struggle was and is stil considered to be representative of the Peruvian national identity By 1770, the native people were suffering from ‘a terrible social and economic situation. Many cof them were subject to degrading working conditions in mines and agriculture fields, ond others were unemployed because mines were closed down. ‘T5pac Amaru reported the humiliating working conditions to the Spanish authorities. He also claimed for political and social changes, but they did not listen to him and did nothing to improve the native people's situation When he rebelled against the King of Spain, he was supported by native people and Creoles. He encouraged uprisings in several provinces in both viceroyatte. ‘At the beginning, his rebel forces succeeded, There were 100,000 natives who followed their leader in all the territories between Salta and Cuzco. However, his rebellion was eventually suffocated by the Royal military forces and he was imprisoned. After several days of torture, he did not reveal any names or information. He was immediately condemned to death. On 18 May, 1781, Tupac Amaru was cruelly executed, together with his whole family and four generations of descendants. A WOMAN IN POWER, Juana Azurduy was born on 12 July, 1780 in Toroca, Bolivia, exacly in the samme year when ‘Topac Amaru launched his revolution against Spanish rule. In fact, Condorcanquis example ‘gave Juana and her generation the necessary strength and courage to defeat the Spanish government. ‘She married Manuel Ascensio Padilla, a great ‘American figure who fervently fought for his people's independence. On the same level, and surprisingly for a woman in those times, she was a revolutionary leader who fought in the War of Independence in “Alto Peru’. She was even promoted to lieutenant colonel, rank honourably granted by Manuel Belgrano. Juana Azurduy's prestige grew rapidly. Her husband's soldiers saw her as an outstanding wife and mother and, at the same time, as a ‘courageous warrior. Native people considered her a vivid presence of the Inca earth goddess Pachamama, Unfortunately, she died in exireme poverty on 25 May, 1862, after having bravely served her people and participated in the struggle for independence. Sources wa hetpseswipecinorghltuana_Azurduy hepatic mendoan.eduarefemeridansty tm Iepalesipecinorgiwik/TCSNBApac fens Mie noted Ieplovinracomajolcaboradoeneot albert lpoll/0002 juan seu ‘uwwaistoadorcomarfoiclosndependenia an. ur php Ineputinewastoradecomarfoiculosvmenatoupec ch po, la ndependenciaphp @) | |HISTORY AND OGTENCE ACTIVITIES Fos CLIL LIL is an increasingly Using English to solve the activities popular approach to the _presented, students become more EFL/ESL teaching- independent and improve their language learning process, where _ skills faster. Self-confidence and higher regular subjects such as self-esteem will be the result as they ‘geography, history and maths are taught experience using the foreign language for ina second or foreign language in order _ authentic communication. to develop the content of the subject ‘chosen while the L2 is developed In this issue, we present two through the content of that subject. photocopiable activities, one on the historical characters of Juana Azurduy ‘The advantages of teaching with CLIL are and Tupac Amaru (on pages 22, 23 and plentiful: the students get a greater 24) and the other on biodiversity (on involvement since they deal with pages 18 and 19}. Both can be applied to authentic contents, which increases their the teaching of history and science motivation to use the target language. through CLIL. ‘We hope these activities make your job lighter, help you to teach interactively and expand your students’ linguistic resources providing them with plenty of ‘opportunities for incidental language learning.CMU RICO MUM LUM Tt attra et Crd K his article introduces Openoffice as a tool to create didactic materials for the classroom. After a brief {introduction a practical example will be presented step by step. ‘The use of this office suite has several advantages, for teachers as itis user friendly, powerful and free of charge. You can use several operating systems, such as Apple (Leopard), MS- Windows (XP and Vista) or Linux. What is Openoffice? Its an open source suite with several independent applications such as 2 word processor (SWhter or Writer, | @ Mmastomanmae tad motes a database and a Impress (a program | !tedrnont ceo for designing © stem wy Seorienrs presentations). You can get a free copy of this suite at www.openoffice org and have access to tutorials, versions for different platforms, dictionaries and so on. (fe wort. dome with my Operon da, ratte parce n Oporottca. og The menu of Openoffice SWriter Opening the word-processor, the following sereens appear: Creating flashcards with SWriter Flashcards are basically pleces of paper, cardboard, ete. including an image and a text where the image has more importance. They are broadly used in the English class, especially at lower levels, Advantages of flashcards: ‘They are visually attractive and motivating for children. They are essential if children cannot read yet. ‘They can be adapted to the needs and level of the class. For further information, please check these links: ‘hetp://wunw flashcardexchange.com / http://en. wikipedia org/wiki/Flashcard hetp.//education.jlab.org/elementflashcards / The format ‘The first thing to do is to set the size of the element you want to create according to your preference. Follow these steps: Go to the menu and click on Format/Page; this screen will appear: The different tabs will help you to set the width, height and orientation of the document. Decide the layout of the flashcard. The image should prevail over the text as shown in the following example. PENCILThe text ‘The text should be short, attractive and placed at the bottom of the page. This will make it easier for you to cover it in case you need to do so, Go to Tools at the bottom of the screen and click on the Fontwork to choose a font from the gallery of samples. ees Click on the chosen pattern with the right button of the mouse. When the word Fontwork appears, type the word or text and press enter. The task is done. You can change the outline or colour of the letters using the Drawing Object Properties bar. 5 9) tm) Mi w) Oe omy You can use the following bar of Fontwork’s tools to modify the text. fe | Yr Aa | we AM The Image First, download the image you want to insert in the flashcard from Openclipart (www. openclipart. org), a gallery of free downloadable images with thousands of entries classified into categories. Follow these steps: Go to the menu of commands following the route Insert/Image/from file, The file is automatically inserted. In case ‘you want to modify the image, click on it with the right button of the mouse. A drop-down list with different options is displayed. This list allows to anchor (place it in fixed place of the page) the picture, modify the outline, ete. Conclusion twas shown how you can create your customised flasheard in a few steps. Openoffice offers more tools to create different types of cic resources such as slideshows and web pages. ‘Accept the challenge and explore the possibilities ofthis superb office suite which you will ind user friendly and powerful. Baa»:‘ack in 1987, when 1 walked into a classroom and an eight-year-old kid in a school uniform handed in his copybook for correction, 1 immediately grabbed my red pen, put on my glasses, corrected all the mistakes he hhad made and gave him a mark for the work he had done, which, according to my view, just made him happy or sad, At that time, I was far from considering marking as a process. ‘At present I consider marking as feedback in the sense that it is a process carried out right now by analysing what was done in the past and what needs to be done in order to have an effect in the future. Nowadays, when my students are at work, they share what they are doing when I sit down next to them or walk by their seats. The oral and/or written feedback they get is immediate and it seldom refers to completed work but concepts, ideas or opinions which are in the process of blossoming. This feedback is what fosters their learning until it gets into full bloom. As you can see, I have been using the term feedback instead of ‘marking so far because I consider the latter as something static which refers to a rigid product whereas feedback is flexible, interactive and it always brings about a future outcome. MARKING. FEEDBACK Learning is a product. Learning is a process. Itis done in the present but it refers to the past. The future is seldom considered, [tis done in the present, it refers to the past but the final Idea is that of modifying the present so that the future outcome is richer. It is aimed at students, parents, the teacher and the school authorities. Itis given by the teacher for the student. Iis evaluative and rigid. Students do not know what the teacher's aim is, Itis descriptive. Advice on future behaviour is given to the student against learning intentions and success criteria. Students are considered a group and their performance is matched to the aims of the curriculum, Students are individuals. Every student is standing at a certain stage in the process and the paramount idea is to decide how ‘the learning gap can be bridged. There is no learning dialogue between the student and the teacher. The student receives a grade. Comments are seen as communication. Learning dialogue between the teacher and the student is encouraged, Only those students who are linguistically talented feel a sense of achievement. It encourages positive motivation and self-esteem, ‘These are some other reasons why I favour feedback over marking Although 1 think that my marking/ feedback has improved and its implications for learning have increased over the years, helping my students become more aware of their own earning has definitely broadened my insight. These are only some of the aspects I have started working on:“9% Marking/feedback can be improved by sharing with my The challenge lies in thinking that, as troublesome or iSKY a8 ‘students both learning intentions and success criteria before it may be, I have the power to steer away from the well- they actually get to work. I tried doing this last week and the _ trodden teaching path and take a new one for my students’ result was positive because I had the feeling | was giving them benefit and my own professional development. a map, a compass and their final destination before placing ; them in unknown territory. Apart from getting closer from a ‘Maria Lidia Camporro socio-affective point of view, they had the tools they needed to bridge the gap between their current performance and the desired one. My personalised, time-wise feedback was considered as a set of directions to help them get where they were going to. ‘9% Marking/feedback should be aimed at students. I do understand that schools are institutions which le within a system having its own rules and parents have been brought up within this traditional system, However, I have confirmed that implementing a more flexible and student-centred marking/feedback system facilitates self-assessment, encourages student-teacher and peer dialogue about learning, helps to clarify ‘what good performance is and can provide students with the elements they need to narrow the learning gap, 8 My correction code has been updated. 1 had used one for years and, although it differed from class to class according to each group's level, it was based on my teaching aims overlooking my students’ needs, One of the ways in which my correction code has become more realistic and democratic was by agreeing with students on certain criteria and how it could be carried out, We came along with a more updated, teacher: student negotiated version of a correction code with prompts which actually triggered reflection and meaningful learning. ‘To conclude, 1 would like to mention that I have Included a more focused success criterion in my lessons and thanks to this, marking/feedback has become more manageable and meaningful because now students know what I am looking for when I read their work. Ihave to admit that I need to make a conscious effort to put my green pen away when I come across a spelling or grammar mistake or not to imagine the headmistress or parents’ reaction when they find that some “serious” language mistake has been overlooked. I suppose this is the process that someone like me, whose mother tongue is not English and who has been trained to correct (or overcorrect), needs to review for the students” sake| | i nary he Iwona fee i Happy = i Happy Lot. Argentin Argestina! a Argeting ja! agen! 7 ay } ti hi ch ae re ep ney i Happy eth | woppy Birth Reyne Argentina! Arges ina! went Roms Argeatie \ i ' | | . ‘birthday, | Happy » Birth cy “May Happy Birthday, | H {Happy jay, | Happ; 7 Birth er Argeatngt PNG Argeriaal at \ ag en ee nei yea ae reas Nee Boa0 ig mh fom | ati a _ ! Mappy Birthaa, aetna _Nopey beh Mappy Birthday Moar ay, | Argentina! q qe ats Argenttaa! Argent ina! Argen' a 2 i a, ceca ee eres irthaa ee tate i i Argentina! Argentina! 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