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Background
Independence Day is a holiday
celebrated on 4th July every year and
it is also known as “the Fourth of
July”. On this day, the United States of
America celebrates the publication of
the Declaration of Independence from
Great Britain in 1776. As it is a
patriotic holiday, many politicians
appear at public events to express and
give thanks for the freedom and
liberties won for all the American
citizens.
What happens on this
occasion?
There are patriotic displays, parades,
as well as some family events, that are
held all over the USA. Some
celebrations include family meals,
barbecues and picnics, whose aim is
emphasizing American traditions and
political freedom.
American flags are displayed outside
public buildings and in private
houses. Most of the citizens even
organise huge firework displays which
are generally complemented by typical
patriotic music.
Symbol
The Statue of Liberty is a national
monument which is generally
considered a symbol of Independence
Day.
Teaching sequence
Age: Teenagers/Adults
Level: A1/A2
Sources and References
https://www.timeanddate.com/holidays/us/independence-day
https://www.constitutionfacts.com/us-declaration-of-
independence/fourth-of-july/
2
Objectives
• To learn about The Independence
Day of the United States of America.
• To use modern apps to summarize
the process of independence in the
USA.
• To acquire specific terminology
related to Independence Day.
• To develop intercultural awareness.
Resources to be used
• Whiteboard and marker.
• Sheets of paper.
• Computers with an internet
connection.
• Apps to create timelines such as
Dipity or Timeline.
• Bilingual and monolingual
dictionaries.
• Cardboard sheets.
• Coloured markers.
Tasks
1) Pre-task: write on the board the
phrase “Independence Day in the
United States”. Tell students to work in
pairs and write down as many words
related to this historical event as they
can. Elicit answers and write them on
the board.
2) Ask students to get together in
groups. Tell them to find information
related to this holiday and the history
behind it.
3) Invite students to summarize the
information they have collected by
means of creating a timeline. They can
use websites such as Dipity or
Timeline.
4) Students show their timelines and
summarize the main events about
Independence Day to the rest of the
class.
5) As a follow-up, tell students to
work in groups and imagine they are
Presidential Advisors. They have to
organise official celebrations for the
American Independence Day. They
have to carry out the following tasks:
a) Design an official invitation.
b) Choose typical patriotic USA music
for the parades.
c) Write a short speech about the
Independence of the USA.
Yesica Galliano
 D ear colleagues,
Page 2:

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

Day One – Sunshine

Working with Short Films:

Page 28 and 29:

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

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

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Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Agustina Negretti, Mónica Buzada, Geraldina Salaberry Serrano, Yesica Galliano,
María del Carmen Paoloni, Fabricio Inglese, María Fernanda Valle, Daiana Agesta / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección general: Darío Seijas / Archivo digital: Cecilia
Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martín / Color digital: Mónica Gil, Natalia Sofio /Comunicación y atención al cliente: Carlos
ISSN: 1514-142X
Balajovsky, Maia Balajovsky / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Recursos humanos: Mariana Medina / Recursos multimedia: Martín Asteasuain, Francisco Del Valle, Aldana
Meineri , Pablo Yungblut, / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Juan Meier / Recepción: Consuelo Pérez Fernández /
AÑO XX - Nº 214 Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
JULIO 2018
Editora Responsable y Propietaria: EDIBA SRL, Pascual de Rogatis 80, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA Impresión: IPESA Magallanes 1315 Ciudad Autonoma de Buenos Aires. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de
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3
 Climb high
Objectives
• To expose children to systematic
phonics instruction.
• To practise the diphthong /ai/ and
discover the ways it is spelled.
• To gain exposure to spellings <i> ,
<igh>, <y> with pronunciation
/ai/
T
• To make associations between
spelling and pronunciation.
• To predict accurate spelling and
pronunciation of words given.
he following story and
activities are aimed at
children who are taking
their first steps in literacy.
You may present it using
puppets or toys and then move
towards asking children to represent
it. Remember that, according to Total
Physical Response principles, language
is learned by listening to instructions
and responding to them, hence the
importance of promoting action in the
kindergarten class.
Activities
• Prepare a “mountain” piling
brownish pieces of garment, and
choose a puppet or a stuffed toy to be
Clive. Tell the following story while
showing the different actions
mentioned: make the puppet climb,
try hard, eat, drink, slice a pie, reach
the peak. Clive climbs a ladder. He climbs high, mighty
Clive climbs a mountain. He climbs high,
mighty high. He tries really hard to get
high, but he is tired. Ninety-five metres
high, he has some rice and a pint of icy
cider. By and by, he takes a knife and
slices a ripe apple pie. After a while, he
is fine to climb higher. Before night, he
reaches the final line. He can't believe
his eyes. He sighs, “What a sight! It's so
bright! I wish I could fly and see this
sight every day of my life.”
4
• Tell the story again, this time
showing the pictures on photocopiable
page 5. Ask children to repeat the
words with /ai/ after you. You are
now ready to play “Simon says!”. You
may use the following instructions:
Climb high. Try hard!
Have some rice. Have some icy cider.
Take a knife. Slice the apple pie.
Sigh. Fly.
Elicit different ways of demonstrating
the instructions and proceed to play
the game. To promote awareness on
spelling, you may copy the
instructions on pieces of construction
paper or cardboard, highlight the
letters that sound /ai/ and play the
game. At first, shout instructions, then
tell them and show the cards, and
finally just show the cards for students
to read and perform. In this way, kids
will start familiarising themselves with
the spelling of those phrases.
• By now, children will be ready to act
the whole story while you, or a child
who can read, retells it.
• Warn kids that you have become
tired, like Clive, and you are now
going to tell the story again, but since
you are not feeling at your best, you
may make mistakes. Tell them to pay
close attention to what you read, and
shout NO! whenever you say
something different from the first
version of the story. You may read
something like this:
high. He tries really hard to get
high, but he is happy. Ninety-
five metres high, he has an apple
and ham. By and by, he takes an
axe and chops awhile. Now, he is
fine to travel. Before night, he
reaches a cabin. There, he
meets a gang and they make a
racket. “I'm having the time of
my life!”, he says.
• You may have noticed
that the intrusive words
that alter the original story
are all pronounced with /æ/. To
help students become aware of this,
ask them to repeat the differences they
noticed and elicit other words
pronounced with the same sound. If
you worked with the story “Pat the
Bat” from the last October issue,
remind them of it. If you keep a
Phonics Corner in the classroom,
point to the words pronounced with
/æ/, and add a new area with words
pronounced with /ai/. You may use
the cards suggested for the “Simon
Says” game, or you may ask students
to provide their own cards with other
words. At this point, you may point
out, or elicit from children that the
most common spellings for /ai/ are
<i>, <y> and <igh>, and that
there is another sound also spelled
mostly <i>, namely /ɪ/, that was
practised with the rhyme “Sit, Pick,
Wiggle, Fit.”.
• Hand out photocopiable page 5, in
which students have to cut the frames
and glue them in order. Once they
finish, students will have the complete
story to read and practise.
• Activity B has been designed to
provide practice in sorting and
classifying words. Students circle the
words pronounced with /ai/ in order
to get to the top of the mountain.
Depending on how far in their literacy
your students are, you may just give
instructions and let them do the task,
or you may have to explain,
pronounce, ask students to repeat,
point to the words in the mountain at
random, point at words or things
around the classroom to do some
further practice on pronunciation, and
only then allow students to proceed
with the activity.
• To practise fine motor skills and
raise spelling awareness, activity C
has been designed to trace words and
circle the one that represents the
picture above.
Have fun and learn tons!
Agustina Negretti
 Level: A1 Age: Young Learners

Climb High
A) Colour, cut, and order.

What a sight! It's so bright! I

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

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

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

believe his eyes.

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

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

5
 Level: A1 Age: Young Learners

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

FLY

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FIT RACE RICE

ODD BAT HIGH FIX PAINT

PICK PAT CLIMB PEN MOB LUCK FOE

6
 Level: A1 Age: Young Learners

Climb High
C) What's this? Trace, and circle.
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FLY CLIMB FLY CLIMB

PIE RICE PIE RICE

NIGHT SIGHT NIGHT SIGHT

7
 e Emperor’s
New Cloes
Story
Once upon a time, there was an Emperor who was
extremely vain. He was always buying new clothes. He had
many trousers and jackets, and lots of shoes. He spent a
lot of money on his clothes.
One day, two scoundrels who wanted to fool him,
introduced themselves as weavers and tailors. They said
they had a beautiful piece of cloth that could only be seen
by wise people, kings and emperors. The emperor agreed
to have a new, magical suit, and they measured him.
The false weavers and tailors made pretend clothes using
make-believe invisible thread. The emperor visited them
in their workshop, but he could not see the cloth;
however, as he wanted to be wise, he said he saw the
beautiful cloth.
A few days later, the emperor put on his new suit. He
could not feel or see the fabric, but he did not want to be
a fool, so he said it was very soft and very colourful. He
paid the tailors handsomely.
The emperor wanted to show his new, magical clothes, so
he paraded for all his people to see him. A little child
pointed to the emperor and said: “Look! The emperor’s
wearing only his underwear.”
The emperor was embarrassed because everyone was
making fun of him. He returned to the castle and put on
some real clothes.
8
Lesson Plan
The following lesson plan on this story is aimed at very
young learners and young learners at beginner level. It can
be used on its own or as part of the clothes unit on pages
15 to 19.
Linguistic exponents
• Vocabulary related to the story: king, tailor, scissors,
cloth, items of clothing.
• Colours and numbers.
• I like [the pink jacket].
• He/She is wearing [a crown].
Present the first picture of the story. Let kids count how
many people they see; present the emperor for children to
say what clothes he is wearing and what colour they are (if
they do not know items of clothing yet, you can introduce
them at this point).
Show picture 2 and ask how many people there are and if
the emperor is wearing the same clothes as in picture 1.
Children find the differences. Tell learners that the emperor
likes wearing different clothes every day and that he
spends a lot of money on outfits.
Introduce the tailors. Bring a piece of cloth (or several
pieces) to class and present the word. Let children feel and
smell and say the colours. Tell kids that the tailors in the
story are also weavers who make their own cloth. Ask
children if they can see the cloth in the tailors’ hands,
explain that the tailors say it is a magical piece of cloth
that only very clever people can see. Can the emperor see
it? Can you see it?
Show the next picture, and let children describe what the
emperor is wearing and count how many people there are
in the picture. Point to the magical cloth, and tell them that
it is not real, it is make-believe invisible cloth.
Present picture 4. Point to the emperor getting dressed,
introduce the word underwear, and ask what colour it is.
Point to the bag of money and elicit that the emperor paid
the tailors for his new clothes. Ask children to predict what
happens next.
Let students describe picture 5, what the emperor is
wearing, what the people are wearing, etc. Point to the
child. What can the child say: “”Wow! It is a beautiful
suit!” or “Look! The emperor is wearing only underwear”?
Present the last picture, and ask where they think the
emperor is going (home, to put real clothes on). Now, tell
the story. Then, children draw their favourite part.
Introduce or revise different items of clothing the people
and the emperor are wearing. Ask children to tell you
which item they like the most. Present the structure I like
[the pink jacket] and let them express their opinions.
Retell the story again, and ask children to do activity A on
page 10, in which they have to order and colour the
pictures.
Place picture 1 on the board. Remind kids of the use of
he/she, pointing to different characters in the story or in
stories they have already read. Introduce is wearing for
clothes. Choose one character, point to it, and describe it.
Ask children to help you describe another character. Once
you have finished with all the characters in the picture,
play a guessing game. Describe a character for kids to say
who you are describing. Tell them to do activity B on page
11, in which they draw clothes for the emperor. They
describe their drawings.
Put pictures 1 and 2 on the board and remind children of
the differences they have found. Present activity C, in
which they have to find 7 differences between the two
pictures. Encourage kids to use complete sentences.
In activity D, on a downloadable page, children match
key vocabulary with the pictures.
As a final task, children design a new wardrobe of clothes
for the emperor. Place the new clothes on construction
paper to put on the wall. Use it to revise the items of
clothing in following classes.
Have fun with the story.
Sources and References
http://www.enchantedlearning.com/stories/fairyt
ale/emperorsnewclothes/
https://www.brighthubeducation.com/lesson-
plans-grades-1-2/106381-literature-unit-idea-with-t
he-emperors-new-clothes/
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9
 Level: A1 Age: Very Young Learners/Young Learners

The Emperor’s New Clothes

A) Order.

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

The Emperor’s New Clothes

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

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

Let’s learn the names of the clothes!

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

What are they wearing?

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

What shall I put on?

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

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

Clothes and patterns

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

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

16
 Download another photocopiable activity from www.ediba.com

Clothes

17
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Clothes

18
 Clothes
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from www.ediba.com
 VIRTUAL REALITY in the
EFL Classroom
I f we talk about Virtual
Reality, you may think that
you will need to invest a lot
of money to bring it into your
classroom. However, that is
not true. There are plenty of devices
you can use, from very expensive ones
to even Do-It-Yourself ones.
What is Virtual
Reality?
Virtual Reality allows the user,
through wearing a VR headset, to dive
into a different environment and to
interact with the virtual objects
around them. In other words, VR is an
illusion of reality; one that exists
inside a virtual, software-based world.
When connected to a VR system, the
user might be able to move their head
around in a full 360º motion to see all
around them.
What VR headsets
can we use?
There are a lot of VR headsets you can
use. If you are interested, you can
have a look at this infographic on the
history of virtual reality: https://ww
w.digitapulse.pwc.com.au/wp-
content/uploads/2015/10/history-vir
tual-reality-infographic.jpg. There
have been lots of recent technological
developments, so if you can afford it,
you can have access to very fancy VR
headsets. However, in this article, we
are going to focus on Google
Cardboard Project, because it is free of
charge, and very easy to do.
20
What is Google
Cardboard?
Google Cardboard is a VR platform
developed by Google, named for its
fold-out cardboard viewer. It is
intended to be a low-cost system to
encourage interest and development in
VR. Users can build their own viewers
using low-cost components following
the guide published by Google here:
http://www.instructables.com/id/Ho
w-to-make-Google-Cardboard/ The
great advantage is that students can
build and decorate them on their own.
If you are not into DIY, you can
purchase a pre-manufactured one, like
those available at: https://vr.google.
com/cardboard/get-cardboard/. In
both versions, you will need to
download this app to your
smartphone to start using it:
https://vr.google.com/cardboard/do
wnload/
What are the benefits of
VR in the classroom?
• It is an active experience for
students.
• Students get really motivated and
engaged.
• The hands-on approach helps with
learning and retention.
• It provides outstanding
visualisations.
• It helps students to boost their
digital skills.
• It inspires creative learning.
What can we do in the
EFL classroom?
1) Go on a virtual field trip: With the
Expeditions app by Google
(https://edu.google.com/expeditions
/#header) teachers can direct a virtual
field trip to all over the world. The
teacher chooses a view, and the
students can watch it through their
Google Cardboard viewers.
2) Walk the streets: You may also use
Google Street View app
(https://itunes.apple.com/ar/app/go
ogle-street-view/id904418768?mt
=8). For 3D panoramic images taken
from streets all over the world.
Students can visit these places looking
all around.
3) Watch 360-degree videos: Using
the YouTube app (https://itunes.
apple.com/us/app/youtube-watch-
listen-stream/id544007664?mt=8),
you can go on full 3D adventures. You
have to search for videos as you
usually do, adding the 360 filter in
your search. Here you can see some
examples: https://www.youtube.com
/watch?v=9xn8oB8o2Jc, https://
www.youtube.com/watch?v=sT0hV
LEe5mU.
4) Take your own 3D images:
Students can use the Cardboard
Camera App to take VR pictures of the
school, their neighbourhood,
landscapes, etc. Audio can be
recorded with these images, too.
5) Create stories: Storyspheres
(https://www.storyspheres.com/)
will allow you and your students to
create your own interactive
experiences, by enhancing 360°
images with audio (music or
narration). You should upload at least
two pictures for it to work.
Have fun in class without leaving the
premises.
Sabrina De Vita
 Nearpod

N earpod is a tool that allows teachers

to create and share content with their
students through interactive lessons,
by simply uploading a file or starting a
new presentation. Quizzes, polls, open-
ended questions, fill-in-the-blanks exercises,
slideshows, videos and other activities can be
included, as well as virtual field trips.
Once designed, teachers share their interactive
lessons. Students enter a code and the lesson is
synced to their devices. Teachers can check
students’ activities in real time and view
their answers individually or as a class.
Students interact and submit responses
through any mobile devices or PCs. They
can join Nearpod lessons anywhere.
Nearpod has a library of lessons on a great
number of subjects. Teachers can choose
from thousands of free or paid lessons
from expert educators. These lessons are
editable and customisable to fit every
student’s need.
There is a free account which allows
teachers to create polls, interactive
quizzes, slideshows and more; and a paid
account that enables educators to assign
homework, create virtual field trips and
access ready-made lessons.
We hope you create great classes with
this app!
María Fernanda Valle
 Trave lling Without
W hat do we know about
cities in the world without
having travelled there?
Probably, a lot about some, a
little less about others and just the
name of a few. The stories we get
from tourists and the iconic images
that allow us to immediately identify a
city are the first information that
comes to our mind when we think
about a particular city or even a
country.
The following game is a good
opportunity to test the knowledge that
we have of some cities around the
world, by linking the information we
are given through a description and
the way we perceive that city. During
the game, students will describe a
particular image of a city which will
have iconic man-made structures,
such as bridges, monuments,
buildings, etc. As a result, it would be
appropriate to review some
vocabulary so as to give students the
tools to make more accurate
descriptions of the image. Here are
some suggestions:
Position in the picture: on the left, on
the right, in the background, in the
foreground, on the corner, in the
middle.
Man-made structures: building,
monument, archeological site, modern,
ancient, religious building, tourist
attraction.
22
Position and surroundings: around,
over, behind, next to, in the middle,
isolated, connecting,
Size and shape: big, small, high, low,
huge, tiny, circular, rectangular,
triangular, regular, irregular.
Types of materials and parts of
buildings: wooden, steel, brick,
concrete, glass, stone, marble, iron,
dome, columns, roof, entrance, gates,
windows, towers.
Provide students with typical images
of different cities in the world. They
can be either printed or image files on
a laptop computer or mobile phone.
The following are our suggestions:
Eiffel Tower (Paris, France), Statue of
Liberty (New York, the United States),
Big Ben (London, the United
Kingdom), Corcovado (Rio de Janeiro,
Brazil), Giza Pyramids (Cairo, Egypt),
Taj Mahal (Agra, India), Colosseum
(Rome, Italy), Parthenon (Athens,
Greece), St Basil Cathedral (Moscow,
Russia), Sagrada Familia (Barcelona,
Spain), Opera House (Sydney,
Australia), Mt Fuji with pagoda in the
foreground (Tokyo, Japan), Rialto
Bridge (Venice, Italy), Arc de
Triomphe (Paris, France), Obelisk
(Buenos Aires, Argentina), San
Francisco Bay Bridge (San Francisco,
United States), Plaza de la Revolución
(Havana, Cuba), Campanile pendent
(Pisa, Italy), Burj Al Arab (Abu Dhabi,
the United Arab Emirates), De Gooyer
MOVING
Windmill (Amsterdam, Netherlands)
As a pre-task, present each picture;
students look up where it is located,
who built it, when it was built, etc.
To start the game, divide the class in
two groups. Choose a picture, a
member of the group looks at the
picture and describes it to their group.
Set a time limit for the group to guess
the city, country or the iconic place in
the picture.
For example, student A is shown a
picture of the London Eye.
There is a modern white circular
structure, similar to a wheel made of
steel. It is twice the size of a block of
flats. In the background, there are
other buildings, and in the foreground,
there’s water, probably a river.
Apparently the structure spins, and
people can use it as a tourist attraction
to have a view of the rest of the city. (If
the student knows something more
apart from what they sees in the
picture, it can be added: I know that
at night it is illuminated with coloured
lights).
Students cannot
• name the building/monument, city
or country where it is located, or take
other obvious references about it (e.g.:
in this country they speak Portuguese).
All references should be made about
what is seen in the picture.
• use key words contained in the
name of the monument/building: if
the image is that of a mosque (i.e.:
Dome of the Rock, Jerusalem), the
words mosque/church/cathedral
cannot be mentioned. The idea is to
use more explanatory vocabulary: i.e.:
it is an islamic religious building with
a regular shape, with blue and light
blue tiles on its outside walls, and one
big gold dome in the centre. In many
cases, describing the rest of the image
might help as well.
If the group guesses the monument,
the city and country, they get 3 points.
If they guess only one or two
(monument, city or country), they get
1 point for each guessed correctly.
If they do not guess at all, they can
look at the picture and if they guess
any (or more than one) of the three
they get only 1 point.
If the student describing the picture
mentions the city, country, or name of
a building, the group loses its turn.
You can ask questions to help students
who struggle to describe the picture,
for example: How big is it? What other
things do you see in the picture? What
is it made of? What is it used for?
What shape is it? What colour is it?
At the end, count the points and
decide which team is the winner.
Have fun and fly all over the world!
Fabricio Inglese
23
 Level: B1 Age: Teenagers/Adults

Travelling Is Not Always Fun

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

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

trolleybus train underground cable car water bus

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

Download another photocopiable activity from www.ediba.com

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

Travelling Is Not Always Fun

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

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

5) What comes through the exhaust pipes of vehicles.

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

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

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

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

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

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

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

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

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

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

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

A) Answer the questions.

Describe the protagonists.

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

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

“DON’T CONFUSE LOVE AND ABUSE”

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

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

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

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

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

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

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

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

affect - be - get - be - happen - be

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

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

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

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

throw - slap - pull - shake

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

prevent - force

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

tell - forbid - steal

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

send - control - use

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

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

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

Gender Education: Gender Violence

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

Download another photocopiable activity from www.ediba.com

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

2) Find synonyms for these words in the text:

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

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

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

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

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

Gender Education: Gender Violence

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

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

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

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

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

2) Complete the comparative chart.

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

Aspects in common

Differences

3) Speaking activity. Discuss the similarities and differences you wrote down and draw conclusions.
4) In small groups, choose one of the categories (taken from “LEY 26.485 VIOLENCIA CONTRA LA MUJER.
Prevención, sanción y erradicación”) and do the activities below.
Art 5: Types. 1. Physical. 2. Psychological. 3. Sexual. 4. Economic and property. 5. Symbolic.
Art 6 – Modes. a) Domestic violence against women. b) Institutional violence against women. c) Work
violence against women. d) Violence against reproductive freedom. e) Obstetric violence. f ) Media violence
against women.
a) Search for information, examples and real cases related to your category.
b) Prepare a short presentation for your classmates. Include pictures, short videos, newspapers or
magazines’ headlines and brief articles.
c) Plan an activity for your classmates to do, in order to review the category you have just presented. To
create it, you may use apps such as:
- www.learningapps.org
- www.wordwall.com
Download another photocopiable
activity from www.ediba.com 29
 INTERNATIONAL
FRIENDSHIP DAY
Background
The International Day of Friendship was set up as a follow-
up for the proposal made by UNESCO in 1998. This
proposal recognized the Culture of Peace as a set of values
and behaviours that do not make use of violence to prevent
and solve conflicts. It aimed at promoting non-violent
actions and a culture of peace in children by means of
education. It is considered that if children learn to live
together peacefully, international peace and cooperation
will be strengthened.
The programme of action included working in eight
different areas:
• foster a culture of peace in schools.
promote sustainable development;
• support participatory communication.
• uphold international peace and security.
• ensure respect for human rights;
• guarantee gender equality.
• strengthen democratic participation;
• stimulate understanding and tolerance.
The International Day of Friendship was proclaimed in 2011
by the United Nations General Assembly. This observance
is important because of the relevance friendship has for
human beings all over the world. It is assumed that
friendship between people, cultures and countries can
bridge the gaps between communities.
30
Sources and References
v=FannW447Mg
https://www.youtube.com/watch?
U (video to encourage students to
reflect on what
friendship is)
ndshipday/backgr
http://www.un.org/en/events/frie
ound.shtml
What do people do?
On this occasion, the United Nations motivate
governments, international organizations and political
leaders to hold events and activities aimed at promoting
respectful dialogue among cultures, mutual understanding
and solidarity.
Teaching sequences
Level: Any
Age: Children
Aims
During this lesson students will:
• reflect on the value of friendship
• consider the essential qualities of a good friend.
• take part in creative activities by means of designing a
collage.
• share different points of view.
Tasks
A) Invite students to watch the following short film:
https://www.youtube.com/watch?v=FannW447MgU.
Consider the following questions to
foster reflection,
1) What can you see in the video?
2) Do you think this video is connected
to friendship? Why?
3) Are you a good friend?
4) Who is your best friend?
B) Ask students to work in pairs and
consider what qualities make a good
friend. They can write a short list.
C) As a follow-up, encourage students to
illustrate what a good friend should be
like by means of creating a collage.
D) Students share their collages with the
rest of the class.
Yesica Galliano