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• Año XX • Nro. 218 • Argentina $ 135,00

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U n iv e r s a l Children’s Day
Background
On 14th December 1954, the United Nations General
Assembly suggested that all countries should institute a
Universal Children’s Day. This remembrance aims at
creating a sense of fraternity and understanding among
children all over the world. It is also observed as a day
to promote the welfare of all the children living in this
world.
The date was chosen to commemorate the day on which
the Assembly adopted the Declaration of the Rights of
the Child in 1959 and the Convention on the Rights of
the Child in 1989. That convention, which is
internationally acknowledged, recognised many
children’s rights including the right to life, to play, to
health, to be protected from violence, to not be
discriminated, and to have their voices heard.
Teaching sequence
Level: Any
Age: Children
Aims
● reflect on the importance of children’s rights.
By doing this teaching sequence, students will:
● share different points of view.
● raise awareness on the importance of respecting
children’s rights.
Tasks
1) Write on the board the phrase: “Universal Children’s
Day”. Tell students to find information about this date
and answer the following questions:
2
GLOBAL
CULTURE
CORNER
(20th November)
a) When is children’s day celebrated in your country?
b) Why is there a universal date for children’s day?
c) What are the most important children’s rights?
2) Discuss the answers to questions a-c.
3) Tell students to sit down and close their eyes. Read
the following fragment about children’s rights aloud. Ask
students to imagine as you mention all of them.
Children have the right to protection from work that
threatens their health, education or development.
Children have the right to appropriate information.
Children have the right to express themselves.
Children have the right to protection in times of war.
Children have the right to know and live their own
culture.
Children have the right to play.
4) Then, invite students to make a collage summarising
children’s rights.
5) As a follow-up, stick students’ posters on the school
walls to remind all the community of the importance of
respecting children’s rights.
Resources to be used
● Board and chalk
● Sheets of paper
● Pencils or pens
● Cardboard sheets
● Scissors
● Glue
Yesica Galliano
Resources for teachers
http://www.un.org/en/events/childrenday/
https://www.unicef.org/crcartoons/list.htm
T
Dear colleagues, Contents
his month, The Teacher’s Magazine presents the first part of a crazy
ABC, with poems to read to children and to use as decoration for the Page 2:
classroom. You will also find activities to work with pirates for Global Culture Corner:
different ages and levels. Universal Children’s Day

In our Phonics for Kids section, a new sound is introduced with a Pages 4 to 7:
story called Brook the Woodpecker. Phonics for Kids: Brook the
Woodpecker
The school year is coming to an end, and you will find a Student Self-reflection
Sheet, for learners to reflect on their learning process. Gamification in the EFL Page 8 to 9:
Gamification in the EFL
Classroom presents different apps with which students can revise concepts in a fun
Classroom
way.
Pages 10 to 11:
There is the life of Julieta Lanteri, the first woman to vote in Argentina, to use not
Pirate Fun
only as a comprehension and writing activity, but also as a starting point for a
debate on women’s rights and discrimination. Page 12:
Pirate Jason’s Adventures
I hope you enjoy this issue and make the most of it.
Pages 13 to 14:
Karina Uzeltinger
Crazy Pirates!
Editor-in-Chief
Page 15:
A Pirate!
Pages 16 to 17:
Comparing
Pages 18 to 19:
Working with Short Films: Lou
Pages 20 to 23:
Julieta Lanteri
Page 24:
Comparatives
Page 26:
Student Self-reflection Sheet
Pages 28 to 30:
Who Goes ARGH?!

Poster 1: ABC part 1

Poster 2: Crazy Pirates
/Comparative & Superlative
Adjectives

Download another
photocopiable activity
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Cristina Baridón / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Mónica Buzada, Yesica
Galliano, Sabrina De Vita, María Paula Miner, Carla Mattioli, Carla Allende, Fabricio Inglese, 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
ISSN: 1514-142X
atención al cliente: Carlos 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
AÑO XX - Nº 218 / Recepción: Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
NOVIEMBRE 2018
Editora Responsable y Propietaria: EDIBA SRL, Pascual de Rogatis 80, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: 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
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3
 PHONICS
FOR KIDS

Brook the Woodpecker

written words. Students colour pictures, cut out the
Objectives different cards and trace words as they say them out
loud. Activity A on a page 7 evokes the story with the
• To expose children to systematic phonics picture of the pudding. In this case, students will have to
instruction. read the words and colour the pieces that contain words
• To practise the sound /ʊ/ and discover the ways pronounced with /ʊ/. Point out that spelling is the key

T
it is spelled. to discover which words to paint. Activity B is only for
• To gain exposure to spellings <u> and <oo>. groups of students that have advanced in their reading
• To make associations between spelling and and writing process and are able to read utterances and
pronunciation. decode their meanings. If your class has not reached that
• To predict accurate spelling and pronunciation of level of literacy, you may present the task yourself, help
words given. students read word by word and, with the aid of the
flashcards and the words that appear in the previous
he tasks aim at practising the short vowel activities, guide them towards the elicitation of the
/ʊ/ and build associations with its most drawing they are expected to achieve.
common spellings, <u> and <oo>. Once you have worked with the photocopiable activities,
Although presenting such an easy sound it would be a good idea to share a gooseberry pudding,
may appear fatuous, it is necessary to and make the class memorable by engaging all the
point out its existence and realisations to senses and learning styles in the process.
help learners build the complete sound-spelling system.
Enjoy working with this sequence!
To frame the activities suggested to practise the sound,
Agustina Negretti
the story of Brook the Woodpecker was developed. In it,
rhyme and repetition of the segment appear interwoven
to better appeal to the young ones and encourage
them to memorise the tale.
If you usually tell stories following a certain
routine (adjusting lighting in the classroom to A woodpecker stoood on a gooseberry bough;
create a more intimate atmosphere, arranging Brook, the woodpecker stood tall and proud.
cushions on the floor for students to sit in a
Without wood to peck, she could try with some eggs.
circle, or simply moving to a more comfortable
area in the room), it is suggested that you do Look! That could bring peace to my mouth.
the same with this one. Remember that these
customary actions give kids a sense of security
in a world where “everything is new” and may Mr. Wolsey baked pudding with sugar.
appear overwhelming at times. Delicious all over, as good as nougat,
To enhance the experience, a comic strip is the gooseberry pudding
available on page 5, which you may show as
you tell Brook's tale; but before you start, it is
looked better that wooding.
suggested that you present just the first image
and elicit vocabulary (woodpecker, wood, Brook hid in a bush,
gooseberry bush, pudding). Once you have
made sure everyone understands what the story she looked, and looked,
is going to be about, tell it. Then, ask questions took a chance
to check understanding: Who made the
pudding? Who ate the pudding? What is the
and flew like a lance.
usual diet of a woodpecker? What happened to
Brook when she ate the pudding? Full of pudding,
Tell the story as many times as necessary, and she could no longer fly.
encourage children to repeat after you, finish
lines and, in the end, tell the story themselves. She took a cushion
It is now time to do some writing activities. and slept all night.
Activity B on a page 6 helps develop fine motor
skills, as it aims at tracing as well as recognising

4
 Level: A1 Age: Very Young Learners/Young Learners

Brook the Woodpecker

A) Look at the pictures and follow the story.

PHOTOCOPIABLE 5
 Level: A1 Age: Very Young Learners/Young Learners

Brook the Woodpecker

B) What's this? Trace, colour, and cut out.

WOODPECKER GOOSEBERRY

PUDDING LOOK

CUSHION BUSH
6
 Level: A1 Age: Very Young Learners/Young Learners

Brook the Woodpecker

A) Colour the words with /ʊ/.

O D
D GO
OO
GAR
G W SU UTH
EG MO
O K
LO
BUSH

B) Draw.

IN G. BROOK LOOKS.
OLSEY IS F U LL OF PUDD
MR. W

C__

PHOTOCOPIABLE 7
 A
Gamification in the
ccording to Wikipedia, gamification is
“…the use of game design and
mechanics to enhance non-game
contexts…”. When it is applied to
education, it implies translating gamers’
experience to an educational context, in
order to facilitate learning and influence positively
students’ behaviour. Gamers can spend countless hours
playing video games. Researchers and teachers have
become aware of this fact, and are trying to incorporate
game elements to education to motivate students in their
learning process. Some of these elements are: narrative,
immediate feedback, fun, challenges that increase in
difficulty, progress indicators (badges, points, etc.),
social connection and player control.
The advantages of incorporating gamification into
education are:
• Students become more active as they get more
ownership over their learning process.
• They become more relaxed and less stressed as regards
failure, since they can always try again.
• It is more fun.
• Their learning process becomes visible through
progress indicators.
8
• Students are more motivated to participate.
• There is more social interaction among the students.
There are many ways in which we can start gamifying
our classrooms; the best one being the one that creates
sustained engagement in your class, considers the
unique needs of your learners and does more than just
use points to motivate uninterested students. In this
article, we will provide some ideas, so that you can come
up with an engaging way of gamifying your own
classroom:
• Adapting grades: Instead of just using letter or
numerical grades, create a ladder of experience points
that the students should climb. The points are translated
into grades at the end of the term. In this way, students
are progressing towards levels of mastery, as one does in
games, making assignments and tests feel rewarding.
• Changing the classroom language and modifying the
structure of the classroom: For example, completing an
assignment can be referred to as “embarking on a
quest”, students may be divided into “guilds” or
“leagues” that cooperate to complete quests and get
points, etc. Narratives can work as a strong motivator, if
they fit the learning content (A geography lesson can be
transformed into an exploration of unknown places.)
EFL Classroom
• Awarding students with badges: It is very
important to add value to these badges: skill
levels, bonus points, etc.
• Integrating educational videogames in your
classes.
• Implementing a whole-class rewards system:
In order to encourage teamwork, the teacher may
set up a reward system in which students achieve
something as a team. For example: set a goal of
80 % of class passing a test with flying colours
and, as a reward, they may have a picnic the
following class. In this way, students will
cooperate and not compete against each other.

Technology can also be a powerful tool to help us

gamify our classrooms. There are several online
apps for that purpose. In this article, we will

• Classcraft: https://www.classcraft.com/ It is a free role-

provide a selection of them:
• Kahoot!: https://getkahoot.com/ It has been designed
based on modern audience response systems. Teachers
can create a fun learning game in minutes made from a
series of multiple choice questions. They can add videos,
images and diagrams to the questions to amplify
like a classroom. At https://www.
engagement. Kahoots are best played in a group setting,
youtube.com/watch?v=pAfnia7-rMk you can watch a
tutorial on how to create your own quizzes.
playing game that uses a system of real-life rewards and
risks. Good performance in the classroom provides
students experience points (XP), which can be used to
learn abilities like “hunting”. This, at the same time, can
give them permission to eat in class or have more time
during an exam. Negative behaviour leads to
consequences such as less time to finish an exam or
even detention. Students have to work together to win.

• Class Dojo: https://www.classdojo.com/ It is a great classroom. At https://www.classcraft.com/#modal-intro-

Classcraft also rewards positive interaction outside the

platform for kids, teachers and parents to be connected
to each other. Teachers can provide students with instant
feedback on their performance. Students earn points
when it is positive. Parents can also receive reports on
their children’s performance. The tool is user-friendly.
The graphics are appealing to young kids.
• Socrative: https://www.socrative.com/ It is one of the
video you can watch a webinar explaining how it works.
Gamifying may sound a bit scary at the beginning, but I
can assure you, it is going to transform your teaching
and your students’ relationship with their own learning.
Games are important, they can even change the world.

https://www.ted.com/talks/jane_mcgonigal_gaming_can_
most popular game-based classroom platforms, which Listen to Jane McGonigal in this TED talk:

make_a_better_world#t-851604, and “Let the Classroom

allows you to quickly assess students with prepared
activities or on-the-fly questions to get immediate insight
into their understanding. It supports multiple choice, Games Begin!”
true/false, and open responses items. Sabrina De Vita
 Level: A1 Age: Young Learners

Pirate Fun!
A) Match words and pictures.

SWORD TREASURE MAP HAT SHIP PEG LEG PIRATE FLAG BOTTLE EYEPATCH

B) Look at the pictures and order them to tell a story.

10 PHOTOCOPIABLE
 Level: A1 Age: Young Learners

Pirate Fun!
C) Listen to or read the story.

PAT PIRATE AND POPPY PARROT ARE FRIENDS. THEY SAIL THE SEAS TO FIND TREASURES. ONE
DAY, POPPY FINDS A BOTTLE WITH A MAP. PAT LOOKS AT THE MAP. POPPY PUTS UP THE PIRATE
FLAG, AND OFF THEY GO.

D) Read and choose.

Pat Pirate has got an eyepatch and a map. Poppy Parrot has got an eyepatch and a scarf.

Treasure Island has got three palm trees.

E) Write 3 sentences about the pirates.

PAT PET POT

Example: Pat, Pet and Pot have got peg legs.

1) ……………………………………………………………………………………………
2) ……………………………………………………………………………………………
3) ……………………………………………………………………………………………

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 11
 Level: A2 Age: Young Learners/Teenagers

Pirate Jason’s Adventures

A) Look at the pirate's treasure map, and find out what Jason did last week before he found the treasure. Use the
prompts below to follow the connectors.

shave his beard – have a hamburger and chips for lunch – find the treasure - buy a new telescope and an
eyepatch – meet some old pirates – talk to his parrot Ulysses – examine some skulls and bones – fire the
cannon.

Last Saturday, Jason found a hidden treasure on Golden Island.

1) First, Jason arrived on “Golden Island” .
2) Second, _______________________________________________.
3) Third, ________________________________________________.
4) Next, _________________________________________________.
5) After that, _____________________________________________.
6) Later, _________________________________________________.
7) Then, _________________________________________________.
8) Finally, _______________________________________________.

B) Now imagine you are a pirate and found a buried treasure on an island. Draw a map, write the name of the
island, and what you did before you found the treasure. Use vocabulary from the word bank to enlarge your
description and the connectors used above in exercise A.

Word bank:
PEG LEG-CAPTAIN-SHIP-PIRATE FLAG-HOOK-CUTLASS-COMPASS-HAMMERHEAD
SHARK – ANCHOR –TREASURE CHEST

12 PHOTOCOPIABLE
Crazy Pirates!
General Aims
• To teach vocabulary used to
describe a pirate’s face, hair and
eyes.
• To boost students’ imagination
when creating characters

Linguistic Contents
• Parts of the face, including eyes,
hair, beard, moustache and
eyepatch.
• Adjectives to describe different hair
colour.
• Colours.
• Have/has got.
Introduce or revise parts to the face.
Present the picture of the pirates on
poster 2. Encourage kids to describe
them. Introduce eyepatch, beard and
moustache. Describe their hair using
long/short and curly/straight.
Introduce words to describe hair
colour.
Students look at the poster and do
activity B on page 14. Focus on the
forms have got and has got. Relate
the descriptions of the characters to
yourself. Write on the board. Rosy you yes/no questions to guess your foam, pens and glue sticks.
has got long straight blonde hair. pirate. Model questions learners may Encourage learners to write short
They have got trousers. Explain need and write them on the board if descriptions of their characters. Paste
usage of the verb have got. Finally, necessary. Once students are familiar learners’ creations on a Fantastic
students do activity C from the with the game, a kid chooses a pirate Pirate Board.
photocopiable page. and everybody asks questions to If students are familiar with items of
guess who their pirate is. You may clothing, you may use the poster to
Play Guess Who! Tell each kid to
also ask kids to write a description revise them.
draw a pirate face and give them a
of their favourite pirate.
name. Collect the pictures and place Have fun with pirates.
them on the board. Demonstrate the Students make their own pirates.
They may need fabric, cardboard, Carla Mattioli
game. Choose a pirate, children ask
 Level: A1 Age: Young Learners

Crazy Pirates!
A) Match.

BEARD EAR EYEPATCH HAT MOUSTACHE NOSE

B) Circle and complete.
BLONDE BLACK
1) “Crazy Eyes” Harrigton has got long / short, straight / curly ___________ hair. He has got green / blue / brown eyes.

2) “Red Cheeks” Rosy has got long / short, straight / curly ___________ hair. She has got green / blue / brown eyes.

C) Complete with have got and has got. Match the descriptions to the pictures.

1) “Black Teeth” Griselda _____________ long curly hair. She _____________ an eyepatch.

2) “Broken leg” George _____________ short straight hair. He _____________ a moustache.

3) Greedy Michael _____________ long straight hair. He _____________ a beard.

4) “I ______________ short straight hair. I _____________ an eyepatch. Who am I?”

14 PHOTOCOPIABLE
 Level: A1 Age: Young Learners

A Pirate!
A) Colour.

2 1
8
5
6
2 1
2
3
7
5 7
3
7

6 6 8
1 PURPLE
8
2 GREEN 8 4 6
3 RED
5
6 3
4 BLACK 8 8
1 8
5 ORANGE 5 8
8 8
4 4
8 4
6 BLUE
7 BROWN
8 8 8
8 YELLOW 8
8 8
3 8
4

PHOTOCOPIABLE 15
 Level: A1+ Age: Young Learners/Teenagers

Comparing
A) Your language school is innovating and investing in technology for the classrooms. Look at this leaflet with
different options and complete the statements below with a comparative or superlative.

Pantanomic LED TV Smart TV Sunlight TG LED 32 inches

55 inches 3.0 as big as your
best in its price range! nothing compares! imagination... and your
Wifi and Internet Wifi and Internet, purse!
1 USB Port 2 USB Ports, Wifi and Internet,
3 HDMI Ports 4 HDMI Ports 2 USB Ports,
Warranty: 2 years Warranty: 1 year 3 HDMI Ports
Year: 2017 Year: 2018 Warranty: 2 years
Weight without stand: 17.8 Kg Weight without stand: 15.4Kg Year: 2017
Camera: Yes Camera: - Weight without stand: 5.32 Kg
Bluetooth: Yes Bluetooth: Yes Bluetooth: No

Price: 150 US $ Price: 160 US $ Price: 55 US $

Smart Tv Sunlight Optimal L Home TG Home Projector

2.0 Projector as good as at the
cool and good! have your own theaters!
Wifi and Internet, cinema! Brightness: 2,200 lumens
1 USB Port, Brightness: 2,600 lumens Lamp Life: 3,000 hours
2 HDMI Ports Lamp Life: 3,000 hours Resolution: 1024x768 (XGA)
Warranty: 1 year Resolution: 1024x768 (XGA) Warranty: 2 years
Year: 2016 Warranty: 1 year Weight: 2.9 Kg
Weight without stand: 5.1 Kg Weight: 2.5 Kg Screen Size: 112 – 668 cm
Bluetooth: No Screen Size: 203 – 508 cm Year 2016
Year: 2017 Price: 720
Price: 53 US $ US $
Price: 760 US $

1) The Optimal L Home Projector is _______________(expensive) item but it is also _________(good) gadget in terms
of use and portability.
2) Pantanomic Led TV 55 inches is ____________(heavy) than the Smart TV Sunlight 3.0, and it is actually
_____________(heavy) gadget.
3) In general, LED TVs have a ___________(long) warranty than smart TVs.
4) The Smart TV Sunlight 3.0 is ___________(new) gadget.
5) Pantanomic LED TV 55 inches has ___________(many) HDMI ports as the TG LED 32 inches.

B) Write an e-mail to your school principal advising on what technology to buy.

Include:
• Greetings.
• Options which consider different needs the school might have, for example, a projector is easier to move from one
class to the next.
• Suggestions on what to buy.
• Advice on use. (Remind staff the lamp projector needs at least 10 minutes to cool before it can be moved, for
example).

16 PHOTOCOPIABLE
 Level: A1+ Age: Young Learners/Teenagers

Comparing
c) Grammar Quiz. Choose the correct answer.
1)
a) That was the crazier day of my life.
b) That was the craziest day of my life.
c) That was as crazy day of my life.
2)
a) Ana is a lot short than you.
b) Ana is a lot shortest than you.
c) Ana is a lot shorter than you.
3)
a) Piazza Bella is the worst pizza place in town.
b) Piazza Bella is the worse pizza place in town.
c) Piazza Bella is worse pizza place in town.
4)
a) Messi is the good player in the world.
b) Messi is the best player in the world.
c) Messi is the better player in the world.
5)
a) There aren't as many women in soccer as men, but it
is a growing field.
b) There aren't as much women in soccer as men, but it
is a growing field.
c) There aren't as many women in soccer like men, but
it is a growing field.
6)
a) It's more difficulter if you don't study.
b) It's more difficultest if you don't study.
c) It's more difficult if you don't study.
7)
a) What is the cheaper disco to go?
b) What is the cheapest disco to go?
c) What is as the cheapest disco to go?

D) Work in groups. Prepare quiz questions with options for another group. Then, swap quizzes and complete the
one you have been assigned. Finally, use the poster to correct your partners.
Note: You can only see the poster when it is time to prepare questions and then check. But you cannot see the poster
while you are completing your partner's quiz.

COMPARISON OF ADJECTIVES Good

Adjectives with one syllable Comparative: better
Comparative: +er. Can't you run faster?! Superlative: the best
Superlative: +est. Bolt is still the fastest runner. Bad
or two syllables ending in “y” Comparative: worse
Comparative: +ier. Change “y” for “i”. You look happier today, Superlative: the worst
what happened? Far
Superlative: +iest. Change “y” for “i”. That was the luckiest day in Comparative: further / farther
my life! Superlative: the furthest/ the farthest

Adjectives with three syllables or more: Comparing using as… as

Comparative: More / Less. Mexico sounds more exciting to me, If two things are equal in some way, use a
let's go there! comparison with as … as ….
Superlative: The most / the least. She is the most intelligent Peter is as tall as Anna.
person I have ever met.

Spelling rules
When you have consonant + vowel + consonant, double the
final consonant before –er/–est.
BIG (CONSONANT + VOWEL + CONSONANT) -bigger-the
biggest
Your cell phone case is bigger than mine, where did you get it?
• Use “Than” before the second item in a comparison.
Some Irregular Adjectives

Key: A) 1) the most expensive, best, 2) heavier, the heaviest, 3) longer, 4) the newest, 5) as many C) 1b, 2c, 3a, 4b, 5a, 6c, 7b

PHOTOCOPIABLE 17
 Level: A1/A2 Working with Short Films Age: Teenagers

Lou
A) Look at these pictures. In small groups, imagine and write the sequence of events.

B) Unscramble the words to complete the review..

THE UNSEEN 1) R – M – N – O – S – T – E in the Lost-and-Found Box

“Lou” is a Pixar’s animated 2) T – O – S – R – H film which was written and 3) D – E – D – R – T – I – C - E by Dabe
Mullins. It was released in 4) 7 – 2 – 1 - 0 and was nominated for “Best Animated Short 5) M – I – F - L” at the 90th
Academy Awards. It is about a Lost-and-Found 6) X – B - O and its peculiar interaction with a boy, who bullies other 7)
N – I – C – H – L – E – D - R.
Genres: Animation/Short/Fantasy/Comedy.
Country: 8) A – S – U

C) Watch the short film at: https://vimeo.com/254714014.

D) Stop it at 00:24.
- Describe the playground. What can you see?
- Is it similar or different from your school’s playground? How? Watch the rest of the film.

18 PHOTOCOPIABLE
 Level: A1/A2 Working with Short Films Age: Teenagers

Lou
E) Choose the correct options to answer the questions.
1) Where does the story take place? 2) What happens when the children go back to class?
a) In a square. a) The toys are collected by a strange being.
b) In the school playground. b) There is a person who collects the toys.
c) In a theme park. c) The toys are thrown away.

3) What games do children play during the break?

a) Everyone plays football.
b) A boy plays with a handheld console and two children with a rugby ball.
c) Some kids play tennis.

F) Put the sequence of events in order.

1) When the other break begins, children pick their toys from the box and start playing again.
2) A boy comes and steals some kids’ toys. He bullies them.
3) The break is over and children go back to class.
4) To get his dog back, J.J. has to return all the stolen toys and all the other lost toys, clothes and glasses as well.
5) The strange being steals this child’s school bag and hides behind the bushes.
6) A strange being collects the toys that are left behind and puts them in the Lost-and-Found box.
7) The bully and the strange monster fight over the bag for a while.
8) J.J. goes to play with the other boys.
9) The being sees the boy’s name, J.J., and remembers a lost stuffed dog that belongs to him.
10) J.J. remembers when he was little and how much he liked his toy.

G) In small groups, answer the questions.

- Why do you think J.J. bullies other children?
- Why does he change his attitude when he sees his toy?
- What could we do when there is someone like him in our classroom/school?

H) Answer and get ready to do the final task.

- What games are shown in the film? Who plays them? Is that always the case?
- Does the film portray any gender stereotypes?
- Do you think there are/should be games “for girls” and games “for boys”?

I) Poster Production
In small groups, make a poster that shows both girls and boys playing different games and/or sports. You can use
illustrations or pictures taken from newspapers, magazines, the Internet and/or make your own. Include sentences
to support your ideas.

For example:
Girls and boys like boxing/can box. // Girls box as well as boys.

E) 1) b, 2) a, 3) b; F) 3, 6, 1, 2, 5, 7, 9, 10, 4, 8. Key: B) 1) monster, 2) short, 3) directed, 4) 2017, 5) Film, 6) box, 7) children, 8) USA;

PHOTOCOPIABLE 19
 Level: A2/A2+ Age: Teenagers/Adults

Julieta Lanteri
A) Make a list of people who fought for women civil rights. Who was the first woman to vote in your country?

B) Match word and meaning. Use a dictionary.

A) A BIG PIECE OF CLOTH USUALLY WORN ON

1) ENROL THE SHOULDERS OR HEAD.

2) DICTATORSHIP B) PUT YOURSELF IN AN OFFICIAL LIST TO DO

SOMETHING LIKE VOTING, ENTERING A CLASS.

3) CIVIL RIGHTS
C) SOMETHING YOU MUST DO OR SOMETHING
YOU MUST HAVE.
4) LIBERAL
PROFESSIONS
D) WHEN A CAR HITS A PERSON OR ANIMAL.

5) SHAWL
E) WHEN A DICTATOR OR A GROUP WHICH WAS
NOT ELECTED IN ELECTIONS RULES A COUNTRY
BY FORCE.
6) REQUIREMENT

F) RIGHT TO VOTE, OWN PROPERTY, DIVORCE,

7) RUN OVER SIGN PAPERS.

G) LAW, MEDICINE.

20 PHOTOCOPIABLE
 Level: A2/A2+ Age: Teenagers/Adults

Julieta Lanteri
C) Listen to the story and follow it on the pictures below. What parts of the story are not included in the poster?

PHOTOCOPIABLE 21
 Level: A2/A2+ Age: Teenagers/Adults

Julieta Lanteri
D) Put these events in order.

(a) She got 1,730 votes.

(b) She started high school with a special permission.
(c) She was born in 1873 in Italy.
(d) After writing many letters to authorities again, she entered medicine studies.
(e) A car ran her over.
(f) She started the feminist party.
(g) She wrote letters to enter high school.
(h) She travelled to Argentina by ship.
(i) She voted for the first time in municipal elections.
(j) There was a dictatorship and her party didn't go to elections. Then, in 1932, she tried to organise the
party again.
(k) She could not vote for national elections.

E) Imagine you are Julieta, and you want to enter high school. Write a letter to the authorities. Include: greetings,
who you are, why you want to attend high school, why you think they should allow you to attend.

Mr. Javier Jones

Dean of Studies
Montessori High School

Dear Sir,

F) Find out about women who fought for civil rights in your country. In groups, choose one and write her story for
the school magazine or for Wikipedia if they are not included in English Wikipedia!

Correct order: c, h, g, b, d, i, j, f, a, k, e.
Key: B) 1) b, 2) e, 3) f, 4) g, 5) a, 6) c, 7) d; C) When Julieta travels on the ship from Italy, when she got married, when the car runs her over; D)

22 PHOTOCOPIABLE
 Level: A2/A2+
Julieta Lanteri
Story:
Aunt Clara had a shawl printed with the names of many
great women around the world. ‘Who is this one aunt?’
‘Oh… this is a good one. Julieta Lanteri, a doctor, a
fighter, an independent woman’
‘Tell me her story!’
So aunt Clara put the shawl on her head, closed her eyes
and began the story.
‘One day in 1873, there was another girl who was not a
princess, she was a doctor, a fighter, a politician, could not
be less…
‘She travelled from Italy to Buenos Aires on a ship with
her family; her father had inherited a house in this pushing
city and was quite well-to-do for the times, so it was a better
option than staying in her hometown.
‘Julieta, actually Giulia as she was first named in Italy,
always knew what she wanted.
“Julieta, what are you playing?”, her mother would ask.
“I'm curing the baby, I'm the doctor”. To which her mother
answered: “Oh funny girl, girls marry doctors, they are not
doctors themselves.”
“I'll be a doctor, mother”. She was sure of her objectives
but found a life full of “buts”.
‘Years after, in order to first get accepted in both high
school and university, and then in the medicine courses,
she wrote many, many letters, but she was never too tired.
She was not alone of course, her friends were other girls
with superpowers for the time like Cecilia Grierson, the first
woman doctor in Argentina, and Maria Angelica Barreda,
the first woman lawyer.
‘Once, in 1911 she enrolled to vote for the municipality
elections and was actually able to vote.’
‘Why wouldn't she be able aunt?’
‘I know, why wouldn't she? But at the beginning of the
20th Century, only some people had the right to vote. At
that time, if you wanted to vote, you needed proof of
property, the exercise of a liberal profession, and payment
of taxes. Luckily for Julieta, she fulfilled all the
requirements so she became the first woman to vote in
Argentina! But, authorities were not happy about this. In
1919, she expected to vote again for the national elections,
but she was banned from the electoral roll. The excuse was
that she didn’t have military training (only for young men),
so she attempted to enrol in service. She was not allowed
but again, she would come up with an original
answer...“Perhaps I cannot vote, but that doesn’t mean
they cannot vote for me”, she said. So she started a
feminist party and ran for office. She had 1,730 votes out
of 154,302, quite an accomplishment for the number of
voters at the time.
Note for teachers on activity F
Wikipedia in English may not have articles on some people important for local contexts. It is always interesting for
students to have a sense of publishing their materials. You could use a list of bullets for them to peer edit texts like
grammar, punctuation, sources, register.
PHOTOCOPIABLE
Age: Teenagers/Adults
She continued to run for office throughout her life, and
although she was never elected, her platform included the
right to vote for women and other civil rights like to divorce,
to own property, and to receive the same pay as men. She
also cared about public health and led the Secretary of
Health for Children in her own house. Her days were always
hectic and full of activity. In the morning, she worked at the
hospital, but received no payment; in the afternoon, she
worked at the association for children and at the feminist
party; in the evening, she wrote letters and speeches and
went to political events.’
'Wait, she worked but she didn't get money for this?'
asked Olivia.
'Exactly, that was the rule. Well, and one day we can talk
about housework'
'Did she get married? Go on, go on!'
‘She got married to a man younger than her, but they
separated a few months later, because he didn't
understand she was a busy woman. She was a doctor, an
activist, a politician and had a lot of responsibilities. All this
action stopped during Uriburu's dictatorship, which lasted
two years from 1930 until 1932. But later, as soon as the
democracy was reestablished, she started to organise her
feminist party again. There were people defending dictator
Uriburu who systematically attacked the opposition; and in
a confusing event, she was run over by an unidentified car
and died a few days later in hospital.’
'Oh no! What did the media say?'
'Well…' Aunt Clara took off her shawl printed in names.
'First, she was taken as a joke in local newspapers, only
later was she somewhat recognised and then forgotten.'
'I love her story, it's sad, though,' said Olivia and took the
shawl in her hands. ‘What about her friends? This one,
Maria Angelica Barreda.’
‘Next time!’ said Aunt Clara. ‘Now, go to bed, it's a school
night! Sleep tight, dream about your dreams.’
23
 Level: A1/A2 Age: Young Learners/Teenagers

Comparatives
SAME OR DIFFERENT?
A) Look at the picture, and make sentences comparing the children.

KEVIN SALLY MIKE MARTIN VICKY

7 years old 6 years old 5 years old 13 years old 13 years old
1) Kevin/Martin ................................................................................. 4) Sally/Vicky......................................................................................
Example: Kevin is younger than Martin. 5) Vicky/Martin..................................................................................
2) Kevin/Mike..................................................................................... 6) Mike/ Kevin/Sally/Martin/Vicky .............................................
3) Mike / Kevin /Martin................................................................... 7) Mike/Sally ......................................................................................

SIMILES ON ANIMALS
Similes are figures of speech, often introduced by as or like. They are used to compare two objects or actions. They are
commonly found in literature and in everyday conversation as well.

B) Complete the similes using the following animals:

BAT, BEAR, BEAVER, BIRD, BULL, COW, GOOSE, LAMB, LION, MONKEY, MULE, OWL, PEACOCK, PIG, SNAIL
1) As gentle as a ......................................................................
2) As strong as a ......................................................................
3) As busy as a ..........................................................................
4) As wise as a ..........................................................................
5) As slow as a ..........................................................................
6) As stubborn as a ................................................................
7) As stupid as a ......................................................................
8) As brave as a ........................................................................
9) As funny as a ......................................................................
10) As cross as a ......................................................................
11) As blind as a ......................................................................
12) As dirty as a ......................................................................
13) As silly as a ........................................................................
14) As proud as a ....................................................................
15) As free as a ........................................................................

10) bear, 11) bat, 12) pig, 13) goose, 14) peacock, 15) bird.
Mike is the youngest of them all, 7) Mike is younger than Vicky; B) 1) lamb, 2) bull, 3) beaver, 4) owl, 5) snail, 6) mule, 7) cow, 8) lion, 9) monkey,
Key: A) Possible answers: 2) Kevin is taller than Mike, 3) Mike is the youngest boy, 4) Sally is shorter than Vicky, 5) Vicky is taller than Martin, 6)

24 PHOTOCOPIABLE
 Level: B1/B2 Age: Teenagers/Adults

Student Self-reflection Sheet

A) Complete the self-reflection worksheet about your learning process. Then, discuss in groups according to
your skills standards.

Name: Date:

Unit:

Topic:

Grammar:

Vocabulary:

Circle the number that best describes your Speaking skills:

achievement. 1 is Not At All and 5 is I can communicate and use the language in real situations. 1 2 3 4 5
Fluently.
I can pronounce different sounds well. 1 2 3 4 5
I am fluent most of the time. 1 2 3 4 5

Listening skills:
I can identify and distinguish main ideas. 1 2 3 4 5
I can take notes briefly and comprehend short passages. 1 2 3 4 5
I can make predictions and inferences about the speaker. 1 2 3 4 5

Reading skills:
I can use strategies to get main ideas. 1 2 3 4 5
I can summarise or paraphrase information in the text. 1 2 3 4 5
I can infer meanings of unfamiliar words. 1 2 3 4 5

Writing skills:
I can use pre-writing strategies to plan writing
(brainstorming, clustering, free writing, outlining). 1 2 3 4 5
I can use grammatical structures. 1 2 3 4 5
I can use teacher and peer feedback to edit writing. 1 2 3 4 5.

I’d like to improve my ___________________________________.

I usually make mistakes in _______________________________.
It’s necessary to ________________________________________.
I really like _____________________________________________.
I find it difficult to _______________________________________.
Reflection:
I plan to ________________________________________________.
Complete about yourself and discuss in
groups.

26 PHOTOCOPIABLE
 Level: A2/B1 Age: Teenagers

Who goes ARGH?!

A) In groups of two or three, discuss the notion of stereotype. What is a stereotype? Can you give examples?
B) How do you imagine pirates? Write down some adjectives that describe them.
C) Read the following paragraph about the origin of the image of pirates.

The image that most of us have about pirates has been constructed over a long period of time.
Photographs did not exist in the golden era of pirates. The few drawings or paintings that began to
circulate in Europe and North America during the 18th Century are related to the publication of
the first book about pirates: “A General History of the Robberies and Murders of the most
notorious Pyrates” written in 1724 by Captain Charles Johnson (the pen-name chosen by the
publisher or writer). The book became so famous, that within two years, a fourth edition was
released. It primarily described the most notorious English and American pirates that were active
in the Caribbean Sea. However, specialists agree that the author embellished their stories, or even
took the liberty of inventing many of them.

D) Look for images of the following fictional pirates:

- Captain Hook (created by J. M. Barrie in Peter Pan)
- Captain Morgan (character for the brand of rum of the same name)
- Captain Jack Sparrow (created for the films Pirates of the Caribbean)
- Red Beard (or Barbe Rouge: created by Jean-Michel Charlier and Victor Hubinon, as a character in a
comic book)
- Sandokan (created by Italian author Emilio Salgari)
- Long John Silver (created by Robert Louis Stevenson for the novel Treasure Island)

Compare the six characters. Look at how they are dressed, their physical characteristics and the objects they carry
with them. What things do they have in common?
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................
.......................................................................................................................................................................................................................................

Download another photocopiable activity from www.ediba.com

28 PHOTOCOPIABLE
 Level: A2/B1 Age: Teenagers

Who goes ARGH?!

D) Read the following text that analyses which characteristics of pirates are well documented and which are
questionable.

Taking into account that the characteristics that come to our minds when we think about a pirate may
have been invented or exaggerated, others have a connection with the reality of the late 17th and early 18th
Century. As a result, there are facts about the image of pirates that are possible and others that are rather
impossible.

Possible facts:
Tricornes and/or bandannas. Pirates always had headwear. Since they were at sea for long periods of time
and almost always exposed to the Caribbean sun, bandannas could have been useful for avoiding heat
exhaustion. In addition, tricornes were the typical hats used in naval uniforms in the 18th Century.
Flintlock and cutlass. Flintlock pistols were the most used firing weapons during those times, but could
malfunction in wet conditions. As a result, the cutlass was the typical weapon during the Age of Sail, used
with a flintlock as a backup. Consisting of a short and broad blade, they were considerably easy to handle.
Earrings. They were very common among sailors, and were used to indicate that the seamen had crossed
the Equator or sailed around the world. Besides, jewels were common items in the loots pirates got.
Rotten or missing teeth. Scurvy is a disease that consists of a persistent lack of vitamin C. One of its
symptoms is the swelling of the gums and the eventual decay and loss of teeth. It was very common among
sailors, until it was discovered that the ingestion of lemon juice prevented the disease.
Alcohol abuse. On ships, fresh water became putrid in very little time, as there were no ways of keeping
it in ideal conditions. As a result, alcoholic drinks were the main means of hydration. Bumbo and grog, both
derived from rum were the most common beverages.
West Country accent. South West England has been a major contributor to fishermen and sailors for
centuries. An important number of pirates were born in this area, so this accent is usually linked to the
notion of “pirate accent”.
Jolly Roger. The typical pirate black flag (consisting of a white skull and crossbones) was indeed used by
many pirates during the 18th Century. Although not always the same (many versions existed), the Jolly
Roger was only used as a means of communicating with merchant ships. Once raised, the sailors of the
merchant ship knew they were going to be attacked and had the possibility to surrender. If not, the Jolly
Roger was removed and a red flag showed that the pirates would have no mercy.

Questionable facts
Eyepatch. These were used to cover an injured or missing eye, but apart from one or two known cases,
most examples come from fictional characters.
Hook or peg leg. Hooks or peg legs were prostheses for missing hands or legs. The only known example is
that of François Le Clerc (who was nicknamed “Peg Leg”), a French pirate who was usually the first to board
enemy ships, and lost one leg during a fight.
Hidden treasure chest. The idea of pirates burying treasure chests on islands and afterwards using maps
to look for them is inconsistent. Pirates’ treasures were food, fresh water, alcohol, weapons or clothing; and
in some cases the ships they attacked, that could be later sold to other merchants.
“Walking the plank”. This method of execution of prisoners consisted of bounding the victims’ hands and
forcing them to walk along a wooden plank or ladder until they fell and drowned. Although there is evidence
of this practice, its description is so astounding that it probably became mythical and part of the imaginary
of piracy.
Parrot pet: Fictional pirate Long John Silver had a parrot named Captain Flint as a companion. Probably
since the publication of “Treasure Island”, his parrot has also been immortalised. In the present time,
fictional pirate Hector Barbossa (from “Pirates of the Caribbean”) has a monkey as a pet.

Download another photocopiable activity from www.ediba.com

PHOTOCOPIABLE 29
 Level: A2/B1 Age: Teenagers

Who goes ARGH?!

E) Read the text once again, and decide if the following sentences are true or false.

1) The use of earrings could indicate some type of nautical achievement.

2) When pirates raised the Jolly Roger, this meant they would have no mercy towards the
sailors on the merchant ship.

3) Pirates had no way of preventing scurvy.

4) Gold and jewels were not the most important items pirates sought in the attacked ships.

5) A pistol and a short sword were the typical weapons a pirate carried with him.

6) Many pirates spoke with a particular regional accent.

7) Hooks were used as prosthetics when pirates lost a leg in combat.

8) In some cases, pirates could make money by selling the ships they assaulted.

9) Pirates chose to drink alcohol because they disliked water.

10) When prisoners were forced to “walk the plank”, they jumped into the sea and escaped
by swimming afterwards.

F) Try to find in the text the words or phrases that fit the following definitions.

1) A way of pronouncing the sounds and words of a language that is found in the 1
speech of a particular person, group or locality.

2) Artificial devices which substitute a missing or poorly functioning part of the body. 2

3) To give up into the power of another or by agreeing to stop fighting because of 3

defeat.

4) A large handkerchief often worn around the head. 4

5) A severe health condition caused by the loss of water through sweating in hot, 5
sunny and humid weather.
6
6) Being in a state of foul decay.

7) A small piece of furniture, usually made of wood and with a safe, used for storing 7
valuable items.

8) A curved piece of metal, shaped in this way in order to catch, pull or hold things. 8
9) An alcoholic liquor distilled from fermented sugar-cane. 9

10) Compassion, kindness or benevolence shown towards an offender or an enemy. 10

11) Money, goods or property taken by dishonesty or force. 11

Download another photocopiable activity from www.ediba.com

5) Heat exhaustion, 6) Putrid, 7) Chest, 8) Hook, 9) Rum, 10) Mercy, 11) Loot.
Key: E) 1) True, 2) False, 3) False, 4) True, 5) True, 6) True, 7) False, 8) True, 9) False, 10) False. F)1) Accent, 2) Prostheses, 3) Surrender, 4) Bandanna,

30 PHOTOCOPIABLE