The teacher's magazine January 2014

EDIBA runla 0

• Blessings Calligrams Oral presentations

and public speakIng Global Culture Cal

fr Dear In this issue you will find useful resources to enrich your classes.

The picture stories presented on both posters will ease your task when working with students oral or written production.

Suggestions for using calligrams in your class provide numerous ways of involving students with Language and Art.

Cute Antarctic penguins will lure young learners into attractive activities involving English and Maths.

Some useful advice on public speaking rules will help older students to plan, prepare and deliver effective oral presentations.

We hope you like these and the rest of the materials in this edition.

The Thacher's Magazine team

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Getting down to work

Ghregjcatntr Pictttre stories on posters 1 and 2

tt * 'here are several ways to organise a piece of '

writing. Today we are going to deal with one of them, that is, chronological order or time order.

t This is the appropriate pattern to arrange ideas or events in the order in which they occur. Therefore,

we are presenting two posters with pictures showing a wide variety of stories the students may tell and write while they learn to put their ideas in order before writing.

Before working with the posters and the activities suggested in this edition, explain to your students that when we tell or write a story we shouldn't let our thoughts wander. We usually follow the order in which events occur and we use words called signal words to arrange the events correctly in order to make our story more interesting and clearer to the listener or reader.

To follow this pattern or organisation we use signal words such as next, then, the following morning, a few hours later, still later, that Wednesday, by noon, when site was seventeen, before the sun rose, that July, eventually, following this, after some time, finally, first, second, meanwhile, during, until, and so on. Write the list on the board.

Tell the students that their pieces of writing should answer the questions When did it happen? And In what order did it happen?

Remember! Chrono = time Logic = Order Stories are told chronologically, or in order of time.

What happens if we don't follow a logical order in our stories?

Readers always took for patterns to help make sense of the information they read. When they are not able to find a pattern, they get confused and lose interest in the text. Then, if writers follow clearly organised ideas and a logical pattern, the message will gel through. So the key point is to think carefully about which kind of structure or organisation will help the reader to better understand the information.

The stories in the posters will provide you with lots of material to teach or review vocabulary. Show the posters to your students and in small groups have them choose a story to discuss. They will list the vocabulary to be used and the signal words they consider necessary. Walk around the classroom to provide any word they do not know to add to their lists. Once they have finished, they will write a draft of their stories. Later they will edit it and do the final version which will be presented to the class.

You may want to start with the photocopiabte activities on pages 6 to 11. In most exercises the students have to put the story in the right chronological order and write sentences or paragraphs using the vocabulary given.

The exercises may be presented as a game if you previously make copies of the pictures, cut them out and put them in an envelope for the students to form the sequence. You could even mix up two or three stories and have them separate them.

As we always say, you can adapt these activities to your students' level or choose, among the pholocopiables, the one that best suits your needs. The following are some examples.

4 1 1000

Go to www.ediba.com

J and download all the picture

stories to photocopy.

Mum's hard day

Picture i

Yesterday Mum

came back from

work when we were

watching TV.

Picture 2

Then, she went to the kitchen. What a

mess! There were lots of dirty plates

and pots!

Picture 3

When she finished washing the dishes

and cleaning the kitchen, she sat in

her favourite armchair. Then, we

prepared a delicious

snack for her. She

looked so tired but

eventually she was happy to have a

good rest!

Picture i

Last Saturday I didn't feel very well. Mum touched my forehead

and said perhaps I had a temperature.

Picture 2

Next, she took my temperature with the thermometer.

Picture 3

Pretty soon, the doctor came home. He told me to get into bed,

then he checked my lungs and

heart with his stethoscope.

Picture 4

When the doctor went away, Mum

gave me some syrup that tasted strawberries.

Picture 5

While I was in bed, my friends

came to visit me. That was the best part.They made me feel much

better.

Picture 6

After some days, I was not sick any

more and I could get back to school, That was great!

V,

Level Flenetary- Age AU

A STORY IN CHRONOLOGICAL ORDER

A) Look at the pictures and number them in the right order.

"

0

B) Complete the sentences with the simple past of the verbs in the box. Underline the signal words.

dig - sow - water - begin

1) First, Jimmy ..............................a hole in the ground. Next, he ..............................a seed.

21 Then, he ..............................it.

3) After some days, a beautiful plant ..............................to grow.

C) Use the example above to write three sentences to explain another sequence.

21 ...................................................................................................................................................

31 ...................................................................................................................................................

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

KeyrA)a-2; b-u; u-i. BIll duu, rowed; 21 watered; a) began

Level Elementary+ Age All

STORIES IN CHRONOLOGICAL ORDER

A) Put the pictures in the right order and match them with the correct sentences. Underline the signal words.

°cm

11 ......... First, she picks up the nicest apple.

21 ......... Next, shetakes a kxife.Then, she peels the apple with the knife.

31 ......... Finally, she eats the delicious apple.

B) Put the pictures in the right order and match them with the correct sentences.

f 0

11 ......... One day, Peter was walking through the park. It was not a good day.

21 ......... First, he didn't watch his steps, so he tripped over a stone.Then, he fell down.

31 ......... Finally, ouch! He hurt himself and mum was not arousdl

KeyrAl a-3, b-i, c-2, B) e-2,b-i,n-3.

Level: Elementary + Age: All

A STORY N CHRONOLOGICAL ORDER

Putthe pictures in the right order and write the sequence. Finish the sentences.

1) Firstly

2) Secondly .......................................................................................................................................

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

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

5) After that .......................................................................................................................................

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

6) Lastly ..........................................................................................................................................

Iceysil d-I puree nsyunderuvear;2)f- I puton my:ockc3) b-I paton rnytreuoere4lu- I putos roytraiserui5) a- I poton ryt-ohirt6) e-1 patonrtty iacket.

8

1) Yesterday afternoon, Tommy ...........................on a bus.

I

WI' V 1*

Level: Pre-intermediate Age: All

A STORY IN CHRONOLOGICAL ORDER First of all.., courtesy

A) Tommy shows respect for a mum who is having a baby. Put the pictures in the right order, complete the

sentences and underline the signal words.

'IN

low

Key: 1) b was sitting; 2) a- stopped, not On; 3) a - stood op. :3 down.

Level: Elementary - Age: Al


A) Look at the pictures, put them into the right order and draw the pictures that are missing.

'I

p

lv 0

I I

B) Put the sequence in order and match the sentences with the pictures.

1) ......... Then, Pip came out of the egg.

( 2) ......... After some days, a chick broke the shell.

3) ......... Lastly, Pip turned into a beautiful young rooster.

4) ......... First, Mrs Hen laid an egg.

5) Next, Pip hungry delicious got and pecked at some seeds. .........

------------------------------------------------------------------------------------------

K.y:Alr)...;2l...;3)b;4lc5)c.Bt4,2,1,5,3.

10

Level F ementry +


Put the pictures in the right order and write the sequence. You can use the words in the box. Remember to put the verbs into the right tense.

firstly - secondly - then . next after that - before . lastly - to fall off - test - to pick up - to take care - box- to pat into - cage - to free

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

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

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

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

* Calli8cams are poems or phrases that are arranged '

in such a way that their shapes describe the idea that the words express. The lines create an image

' that is related to the poems content. In other words, calligrams are a piece of text in which the

design and layout of the letters create a visual image related to the meaning of the words themselves. For example, a famous artist, Guillaume Apoltinaire, born in 1918, published the book Calf fgrames, and wrote a famous calligram about The Eiffel Tower shaped as the tower itself. This type of poetry is also called shaped poetry, pattern poetry or concrete poetry; the word calligram means beautiful writing. The typeface, font or handwriting is also important to reinforce the meaning or ideas of the poem.

Tips for the class

These types of poems are very useful, since they can provide numerous ways of involving students with language and art. Here are some ideas to exploit calligrams:

If you are working with beginners, you can start with words such as fat, short, tall, bar code, grew, bridge, circle, blurred, shaky, scared, happy, sad, angry, rectangle, copy, zigzag, curly, plain, small, big, and cup.

• If your students have tried working with words, but they do not feel so confident to work with poems yet, you can try something in-between: draw the shape of an object with words, i.e. the picture of a table would be formed with the word table (for the top of the table) and four words leg (to form the legs); the picture of a cat would be formed by one word cat (for the body), two words ear, one word tail and four words leg.

• You may want to work with sentences, e.g. a sentence about family in the shape of a heart; a sentence about nature in a shape of a tree; some thoughts about friendship in the shape of a happy face; ideas about students' pets in the shape of an animal; learners' list of favourite food items in a related shape; kids' favourite music, singers or bands in the shape of headphones. • Calligramo supply students who love computers with the chance of working with different programs such as WordArt, Paint, Corel, etc. There are also useful websites, such as:

'www.wnrdle.net/ • www.imagechef.com/icfword_mosaic/ 'www.imagechef.com/ic/poem/

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• Learners who love arts and crafts can turn calligrams into lovely art projects in which they may include different materials, not just pen and

- paper.

• Using the fonts that everybody can find in a word processor, like

9, WideLatin, Vivaldi, Tempus Sans, etc, students can create poems with ideas inspired and based on such fonts.

• These videos may also give students some ideas:

• www.yoatabe.com/watch?v=IsFXv6CmDK-4 • www.youtube.com/watch?v=ZbbeL4dVfxM • www.youtabe.com/watch?feature=endscreen&s= EPY-FZT9ME8&NR=l

Calligrams are great to work with because the combination of words or sentences with an image contributes to foster students' creativity.

Aurea Obeso

[HEAT[D AN AT GAURY IN THE (LASSHUOM

and oadqe

- OF HIS PLASTIC ARTS WORKSHOP

FIND INSPIRING AND EDUCATIONAL ACTIVITIES LIKE THIS ONE IN

C&thEDIBA

FOLLOW US Join the community of those who are passionate about education at WVAY.CLUB.EDIBA.COH

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Level: Beginners Age: Children/Adolescents

DREAMING ABOUT THE HOLIDAYS

Alice hates cold weather so she is dreaming about her next summer holidays on the beach. What is she

going to do? Write about her future plans.

Relax in the Swim in the sea ---°

Rag

Take lots

, oicttres

( Ero!the

hot weather ' Ljstemi to

1

mnttSiC

,1

- .

Wear mSwim

Ker. A) I'm going to sunbathe; I'm going to swim in the tee; I'm gong to relax in the son; I'm going to take lots of pictures; I'm going to ploy volleyball-, I'm going to enjoy the hot weather, Inn going to listen to music; I'm going to Wear my swimsuit.

14 *

00

Level: Elementary Age: Chidren/AdoIescents

GRAMMAR WAVES

B) Alice is dreaming of surfing. Help her to catch the wave!

Complete the sentences with the right option.

,1.f . j) not no doesn't don't 0

like srj waves. -1

2) ride is ride rides is jfg C

j-rjen~ MY

a.. ...................... enormous waves.

3) am are

172y £rterid.S andl ...................... Camping on the bench

"\

4) have has am do

....................... a rea board Th is perect

Keyr B) 1)1 don't like small waves; 2) My friend always rides errow005 waves; 3) My friends and I are camping on the beach; 4)1 have a great board. It is perfect!

15

Level: Beginners Age: Children

RIDDLES

It reryentertaining. It has got a car

you how to make tea. But no wheels.

Or how to catch a bee, It has got a pet

If you watch it for hours But no fleas.

You are not tree! It's something that you chew.

That's my first clue.

0 It's usually mint

That's my second hint.

If you chew till noon,

You'll get a balloon.

F Mary's father had five daughters:

Lala, Lele, Lill, and Lob.

D What's the name of the last

daughter? P It can fly. It has butter in it

But you cannot eat it.

I'm long when I'm young I'm short when I'm old,

When therein no light

People think I'm gold.

G laminme lam in here What is in the center

I in her of the Barth?

But I'm not in you.

. . .. . . . . . . . What has got arms

but cannot touch?

i6

.................. KwnAItheTV; SI chewing gum; cia carpet; DI a butterfly; El a candle; F) Mary; SI letter E; II) an armchair; I) letter R.

Level: Beginner

COLOURFUL WEEK Age: Children

Read the poem and colour the girls clothes. Then chant together!

Pk is mi Lavourite on Monday. 'I

Thd is my £avortrite on Tuesday.

is my £avotxrjte on UJednesdag.

i SmB £avottrite on Thursday.

ISm!javourlteOnFriday. I)

is my Lavourite on Saturday.

On Swiday my avourjte is .. D

1JJ}iat about you? j ' - - '- --------- -

• 17

BLESSINGS Read the blessings and do the ac ivities, -

Blessing Ear the ones gott love God bless allthose

who live in rag heart, who are in nij soul who enrich mt/j ]1e. God bless their love.

Whoare the people you truly love?......................................................................................................................................................

Why are they important to you'................................ ......................................................................

Choose one of there and write a short note to him/her,

B&lessiliq for all activitq When would you use or need this

ag we elijog the ride.

_________

blessing' Why'

Mag we have harmon~.

ag

M4aB we grow on the wag.

May we have good restijts. May we deserve success.

Blessing for the day Dear Father, bless the morning, the warm sun and the cool wind.

j Please bless the afternoon light

and the energy o life. Bless the blue evening that comes and the calm night Lull oL stars. May we have peace aTi the time.

s. What activities do you do throughout the day? - -

Morning Afternoon Evening Night

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

BLESSINGS

Which are you? A morning person, an afternoon person, or an evening person? Why?

Blessing for FIhavebo C,

ar rnirlc[, trth heart.

Complete:

A clear mind helps you to

A pure mouth helps you to

A loving heart helps you to

. Blessing tor J)OtjOfl ' Let there be a sate path.

Let there be a bright light. Let there be qttaf ding wings.

Finish the blessing.

Thepath will lead me to ..........................................................................................................................................................................

Thelight will help me to ...........................................................................................................................................................................

The wings will give me ............................................ ...

Today and always.

MATCHING RACE

Photocopy and cutout the cards. Students play in pairs. Distribute a copy of the cards on both pages to

each pair of students and ask them to make mini conversations by matching both parts correctly.

V Pleased to meet you. How are you?

0 Do you mind if Excuse me.

I open the window? May I sit by your side?

ui It's a beautiful day today,

Thank you very much. isn't it?

C,

o Have a nice weekend. Sorry, I'm late.

I Did you have a good trip? I hope he comes on time.

Would you help me It's my birthday today.

with the bags, please?

H Help yourself to a biscuit. Thanks for the lovely present.

Shall I call a taxi? Tomorrow's a holiday, isn't it?

Nice to meet you, too. Fine, thank you

No, of course not. Yes, of course.

Yes, lovely! You're welcome!

Thanks. The same to you. Oh, that's all right.

Yes, not too bad, thanks. So do I.

Yes, certainly, Congratulations!

My pleasure. Thank you.

I'm glad you liked a.

No there's no need thanks. Yes, that's right.

I'll walk.

Ow

PUP pk ome people say public speaking is an art that must be large enough for everybody to see. requires training. The same happens with oral When giving oral presentations, students must make their presentations at school. So public speaking message clear, so they should use everything at hand to

S rules can be applied to develop your students ensure that. Likewise, the other students will remember topics •" oral presentations skills, better if they can associate content with an image or object.

Here are some useful tips to help them plan, prepare and deliver effective presentations.

Structure Advise students to clearly divide their presentation into introduction, body and conclusion. First, they should introduce themselves, state the aim of the presentationand the points to be covered. Then, they develop the topic. And finally, they should recap knowing that the last thing they say will be the most remembered.

Timing Oral presentations should have an appropriate length. A good tip is to start saying "My name is,... I will talk about..., and the talk will last .....minutes' for the public to know what to expect.

Attention gaining devices Students should use visual props (notes, chairs, markers, pens, and other audio/visual aids), to get everybody's attention. This should be done frequently enough to keep the audience interested, , Whenever they display posters or images, these

Tips for using props Tell students not to display everything at the beginning of the presentation. They should create interest and suspense, showing the props one at a time. They should also address the audience and avoid looking at the props all the time.

Rehearsal Tell the students that they need to practise and rehearse speaking in aloud voice, making appropriate pauses, and modulating words clearly until they flow naturally. Reassure shy students that being extrovert is not a must; rehearsal can play the trick for introvert students.

Body language Students tend to stand up still next to the wall, and that is not good. They should stand up at the front glancing subtly from side to side in order 50 make eye contact with the audience. Words should lead actions: if they count, they should hold out their fingers; if they say no, they should shake their head softly. Tell students they may feel awkward, but the mark will pay off. Taking care of their personal appearance and wearing appropriate clothes are also very important aspects they should take into account.

Cards A student reading from a piece of paper is not a nice picture. Still, they can help themselves with cued cards containing words that will trigger ideas. Cards should be numbered to keep them in the right order.

Foster proper presentations and students will improve their fluency as well as their future real-life oral skills.

References www.public-speaking.org/public-speaking-props-articie.htm www.etsu.eds/scitech/Iangskil/oraihtnn

.courseworks.unirne5bedu.au/researchandwrining/oraIpresentatisns.php pesple.engr.ncsu.eds/txie/publications/oral presentation skilis.pdf

Iorien.ncl.ac.ulqming/dept/tips/present/csrnms.htm

Level: Pre-interrnediate-s. Age: Adolescents/ Adults

USEFUL EXPRESSIONS FOR ORAL PRESENTATIONS

A) Read these useful expressions for delivering oral presentations and write them in the right column below.

11 Now let us look at the first aspect, which is 10) Let ore sum up by saying...

211 have divided my presentation into ... parts 11) My name is..., and today I will be speaking about...

3) To summarise,... 121 You may interrupt me at any moment to ask questions

4) That's all I would like to say about.., and now let us focus or make comments.

on... 13) What I've tried to show in this part...

5) You may have wondered... 141 To recap what we've seen so fur...

6) So that concludes my overview. 151 Have you ever heard of...?

7) To illustrate... 16) On the plus side we can add...

8)10 give you the essential background information on 17) Another way of saying the same thing is...

91 To outline... 18)1 would like to finish by telling you that...

Introduction Body Closing

B) Write 00 or DON'T before the following recommendations:

11 ..................display enthusiasm. 81 ..................read your notes while speaking.

2) ..................dress appropriately. 9) ..................sit or lean on the desk.

31 ..................forget to have a bit of fun. 10) ..................slouch (standing with your shoulders

41 ..................integrate relevant and attractive audio- bent forward as if you were tired).

visual aids. ill ..................speak in monotone or mumble.

51 ..................maintain eye contact with the audience. 12) ..................stand in front of your visual aids.

6) ..................organise the presentation to flow 13) ..................state your main ideas at the beginning.

smoothly from one section to another. 14) ..................use acceptable language, pronunciation,

7) ..................prepare and rehearse the presentation. and enunciation.

Key: A) 11 Body; 2) 1 ntrodortioe;3I Closing; 4) Body; 5) Introdoutivnlevdy/closing;6lclosing;7l Body; 8) Body, 9) Body; 10) closing; iii introduction; 12llntroductinn; 13) Body, 141 Body, 15) introductioriltody; 161 Body; 17) Body; lBICloning. B) 1) Do, 2) Do; 3) Don't, 4) Do; 5) Do, 6) Do; 71 Do; 8) Don't; 9) Don't; 101 Don't; 11) Don't; 12) Don't 13)00; 14)00. 16.

Nlk 23

Materials You will need while, black and coloured Eva foam. If you want thicker ice blocks, use Styrofoam sheets instead.

Procedure

Using these materials, you can carry out various math-based activities for young learners to practise different language functions, such as:

• recognising numbers and number sequences in English • counting • identifying singular and plural noun forms (penguin/penguins) • expressing quantities • classifying • identifying patterns and sequences

Activities

Ordering numbers Paste each number on a single ice block and scatter the ice blocks on the floor. Ask the students to put them in the tight order while they say the numbers out loud.

Counting forward I backward When the numbers have been ordered in the correct sequence, ask the students to walk on the numbers as you count out loud forward from Ito 10 (or S in the case of very young learners), or backward from 10 to 1 (or from 5 to 1).

Matching numbers and quantities For this activity you will need a number sequence, a set of ice blocks and the penguin figures. Place the number sequence on the board on a line and put an empty ice block below each number. Ask the students to Click as many penguins as the number above indicates in the corresponding ice block below. Note: you can take the opportunity to introduce students to

the "s" plural form of nouns by counting the penguins out loud all together:

one penguin two penguins three penguins, and so on.

This activity is aimed at practising number recognition. Paste numbers from Ito S or from 1 to to on Styrofoam ice block shapes. Draw two tines on the floor or mark them with colour tape (to set the "coast lines"). Scatter the ice blocks between the coastlines on the floor, following a number sequence. Students form a line and, one by one, they cross the icy sea stepping on the ice blocks as they follow the instructions you give them by calling Out the numbers either in a logical sequence or at random.

Penguins all around! This activity is aimed at practising quantities, prepositions and classroom objects. For this activity you will need the penguin figures. Put all the figures in a box. Give directions for the students to place the penguins around the classroom. Example: Put S penguins on the table; put 3 penguins under the chair; put 6 penguins behind the door, etc. k

Cut out white ice block shapes, coloured numbers from 0 to 9 Can you cross the icy sea? and enough black penguin figures (find the pattern on page 31).

L!II

Let's sing and move!

Ten little penguins (Students sing to the tune of Ten Little Indians" and mime the actions at the end of each stanza.)

One little, two little, three little penguins Four little, Live little, six little penguins

Seven little, eight little, nine little penguins Ten little penguins wal


Seven little, eight little, nine little penguins Ten little penguins swim!


Seven little, eight little, nine little penguins Ten little penguins clep!


Seven little, eight little, nine little penguins Ten little penguins eat!


Seven little, eight little, nine little penguins Ten little penguins sleep!

000 Find the following activities on pages :.-

26,27 and 31.

25j

Level: Beginner Age: C drer

Write the missing words. Then sing and mime the actions.

Ten Iittle penguifls Seven little, eight little, nine little penguins

One little, two little, three little penguins Ten little penguins_I

o Four little Live little, six little penguins

Seven little, eight little, nine little penguins One two little, t}iree little penguins

- Ten little penguins __________ Four little, Live little, six little penguins

I Seven little, eight littla nine little penguins

One little, two little, tJree little png Ten little penguins I

Four little, Live little, Six little penguins , Seven little, eight little, nine little penguins One little, two little, three little penguins

Ten Four little, Live little, six little penguins

Seven little, eight little, nine little penguins 0 Ten little penguiris

Key: walk; swim; crap; eat sleep.

26

Level: Beginner Age: Children

PENGUINS ON THE COAST

Count the penguins and fill in the blanks.

penguins penguins._L

__z - ---- - -

............ penguins. ...........................penguins.

ii

.peng 77 Z

—j - --- •-'Efi.±--- —j

$ 27

25° January marks the annual celebration of Scotland's

national poet Robert Burns.

Burns Night is annually celebrated in Scotland on or

around 25th January. It commemorates the life of the bard

(poet) Robert Burns, who was born on 35r5 January, 1759,

and celebrates his contribution to Scottish culture. Burns'

best known work is "Auld Lang Syne'

What do people do?

Many people and organisations hold a Bums' dinner on or around Burns' Night. These maybe informal or formal gatherings, only for men, only for women, or for both genders. Formal events include toasts and readings of pieces written by Robert Burns.

The evening centres on the entrance of the haggis (a type of sausage prepared in a sheep's stomach) on a large platter to the sound of a piper playing bagpipes. When the haggis is on the table, the host reads the "Address to a Haggis". This is an ode that Robert Burns wrote to the Scottish dish. At the end of the reading, the haggis is ceremonially sliced into two pieces and the meat begins.

Background

Robert Burns was born in Alloway, Scotland, on January, 1759. He died in Dumfries, Scotland, on 21i July, 1796. He was a bard (poet) and wrote many poems, lyrics and other pieces that addressed political and civil issues. Perhaps his best known work is 'Auld Lang Syne", which it sung at New Year's Eve celebrations in Scotland, parts of the United Kingdom, and other places around the world. Burns is one of Scotland's important cultural icons. He is also known as: "Rabbie Burns"; the "Bard of Ayrshire"; "Scotland's favourite son"; and, in Scotland, "The Bard'

Robert Burns' acquaintances held the first Burns' dinner on 21-1 July, the anniversary of his death, in Ayrshire, Scotland, in the late 1700s. The date was later changed to 2511 January, which marks his birthday. Burns' dinners are now held by people and organisations with Scottish origins worldwide, particularly in Australia, Canada, England, and the United States.

Objectives:

• To learn about Robert Burns and his place in history. • To learn about Scotland. • To write a short poem,

Activities:

• The teacher will show a clip (2'40") about Robert Burns: www.scotland.org/oideo-gaIIeryf#the'story'of-robertburns

If this is not possible, the teacher can ask students to watch it at home before the class.

• Students work in groups preparing a short biography of Robert Burns by completing a form (see page 301.

• Robert Burns truly loved his country, Scotland. Students can write a short poem to show their love oItheir country. The teacher can suggest rhyming words to use in the poems: blue/true; moke/take;man/plon;fate/Jate; head/dead; well/bell; son/sun; round/sound; bright/right; men/pen; etc.

Extra reading for teachers:

• www.scstland.org/celebrate-srotland/burns-night/address-ts'a'haggis • ww-wbbc.co.uldarts/robertburns/burns night runnjng_order.shtml • wwwndinburgh.org/see'do/events/burns-night

Did you know that...? • ...the modern game of golf originated in Scotland in the 15th century?

• .. Scotland has 790 islands, of which 130 are inhabited?

• ...there are three officially recognised languages in Scotland; English, Scots and Scottish Gaelic?

• ...the thistle is a national symbol of Scotland?

OOW 28

3ant.aiY 26" AustraBaDaj

- Class Plan Australia Day Elemernary + (8 yen

..-- a—. --..=•y - obiectives: ' To learn about Australia and Australia Day.

Australia Day is on 260 January and commemorates the To revise simple present to describe habits. establishment of the first European settlement at Port

Jackson, now part of Sydney, in 1788. Activities:

The teacher shows the Australian Flag and asks children which

Background country it is from.

It is an opportunity for Australians to come together to • The teacher briefly describes this national day. Then, hands out celebrate their country and culture. They reflect upon the a sheet for them to describe in groups: What do Australians do on achievements of the nation and explore ways to make the this day? Where do they go? What do they eat? country even better in the future. Students could write sentences in their notebooks (see page 30).

What do people do?

Many people have a day off work and go on a picnic in a park, go shopping, play sports or watch sports events.

In some towns and cities, citizenship ceremonies are held on Australia Day. These are ceremonies to welcome immigrants who have been granted Australian citizenship. Although official, these ceremonies often have a festive atmosphere.

Australia Day is a public holiday in all states and territories. All schools and post offices are closed.

Which are Australia Day's symbols?

The main symbols of Australia Day are the symbols of Australia. These include the Australian national flag, with its representations of the Union Jack, the Commonwealth Star and the five stars of the Southern Cross, and the national anthem 'Advance Australia Fair". Other symbols include the Golden Wattle, which is the national floral emblem, the opal, which is the national gemstone and the national colours of green and gold.

Extra reading for teachers:

• w—austral iaday.com.au/ • publrchslidays.com.au!austral,a-day/

Did you know that...? • ...Australia is the smallest, flattest, and driest inhabited continent in the world?

• . Australia was the second country to give women the vote in 1902?

• ...over 200 different languages and dialects are spoken in Australia including 45 indigenous languages?

basZ,

Level: Beqrners Age: Children

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The teacher's magazine January 2014