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 Corttertts
Pages 4, 5
Fun through stories.
Pages 5,
Autumn leaves.
Pages F to 10
Lets meet the adverbs.
Pages 11, 12
Flashcards: Language structure.
Pages 13, 14
Flashcards: The English ports of
speech.
Pages 15, 15
Flashcards: The sentence.
Pages 11, iF
Flashcards: Sentence structure.
Pages ig, 20
Flashcards: Clause and sentence
structure.
Page 21
In this issue, we present a poster with an engaging game aimed at orat Mr and Mrs Stain.
and written practice through stories the students will make up. You will be
able to reuse and reinvent it along the year to provide extra practice, Pages 22, 23
Photocopiable activities.
review before exams or move on to a new topic.
Our flashcards on language structure and a poster on adverbs will be Pages 24, 25
ready and at hand whenever you need them. Projects 30 years after: olive and
We also bring you a practical idea to have the students organise their kicking.
timetables and have reminder messages white they practise or learn the Pages 25 to 29
Present and Past Simple Tenses, and two articles on projects and gender Respecting gender differences in
differences in the classroom which are important when preparing your the classroom.
classes.
Pages 2q to 31
Timetables and rernjrsders.
We hope you enjoy this new school year and took forward to meeting you
next month!
Poster 1
The Teacher's Magazine team Furs through stories. Autumn
leaves.
Poster 2
Let's meet the adverbs. -

I-

cler *t,/ install it at your school in 50 minutes.

King and regular sized domes.
www .[Link] No recordings: only live sessions.
 VI,
1 n poster 1 we present five sets of cards of
an engaging game aimed at oral and
written practice while making up
stories. You can choose to have your
students work individually or in groups,
using all five sets simultaneously or decide on a
limited number of sets according to the number of
students you have. If you teach reduced groups,
assign each student a set. If you teach large classes,
you can make five teams, each consisting of an even
number of students. The sets are easily identified by
having different colour [Link] is another
set of while cards, to be used by all the players.

If you have a magnet board, you can paste the poster on

a magnet sheet before you cut the cards out, otherwise
paste them on hard cardboard or laminate them.

Divide your students into groups, assign each group a

w"wA
set and hand out an equal number of white cards to
each group. Ask students to mix up all the cards and
place them face down on the table.

Students start the game in their groups, they turn up a card

each and call out the elements in them, trying to combine
them to write the beginning of the story. If the cards do not - --
provide enough information, they continue picking rip a card
at a time until they can start it. They keep on in this way,
picking up a card at a time and trying to add to the parts of
the story until there are no cards left or until a first draft of the
story is written.

Next, students write a final draft of their stories, read it to the

rest of the class and have a class vote on the best one. Finally,
all the stories are displayed on a bulletin board or stuck on the
walls.
 i
••c .•••u••r
••UCD•..•••i
Ufl•I•U :ifl•
MONDAY]ITUE!7
AY ==P0'
NDAY TUESDAY II DAY

Wr
WEDNESDAY THURSDA WEDNESDAY THURSDAY WE -
-
TI-IURSDAY

FRIDAY I
SATURDA FRIDAY SATURDAY FRIDAZI
. SATURDAY
Add
SUNDAYVER SUNDAY SUNDAY
Add a
VERB 'RM6VAERB dd c-
ell
a =
Add
NOUN Add Add - NOUN ADJECTIVE ONNIADJECTIVE
ADJEc1W1ri
Add crn Add Add an Add on Add a Add a
ADVERBNAM
IN ADVERB ADVERB NAME ADVEI[
Add
NAME

Add
NUMBER YEAR NUMBER YEAR NUMBS
- YEAR

Add o
MONTH
Add •.
COLOUR __________ -
Add
MONTH
A
COLDU
J&;~;X*Add
OLOUR

hi* L7ELJ7LIJ
Add Add Add an
VER13
II1LIJ
mi!
NAME

Last Week en
-'wd Jim
saw it slept till late. He looked through the window and
was Sunny. He decided to have a camping
He took his tent and took the road on his [Link] in the mountains.
Suddenly ,
he saw black clouds covering the sky and it started to
rain. Eventually he had to cycle back home and spend the rest OP the
day
listening to music and watching Pilms in English,
 O oster I welcomes the new season that marks a
mysterious time. This is a time of balance
between day and night; a transition until the
night comes longer and brings the winter.
Autumn shows us that everything is slowly dying,
going to steep before a new birth.
Autumn equinox is intertwined with the two solstices of
winter and summer and the spring equinox. Traditionally, the
autumn equinox is a celebration of the harvest since summer
has just finished giving its fruits which were collected and
kept for the winter.
In poetry, autumn has always been associated with
melancholy: skies turn grey; people turn inwards, both
physically and mentally. Famous poems such as To Autumn by Let's bring autumn to the classroom
Keats, Autumn Song by Paul Verlaine, Yeats by William Butter
speak about the season representing old age, painful feelings Ask the children to gather leaves of different colours and
shapes and bring them to the class. Explain to the students the
of sorrow and melancholic reflection.
meaning of autumn and tell them you are going to classify the
In North America and Canada, autumn is also associated with leaves they have gathered according to their colour.
pumpkins as symbols of Halloween season which was
Present Poster I and have the students read the poem. Ask
influenced by the Celtic autumn festival of Sarrthain.
them to group the leaves that are the same colours of those
Autumn is the preferred season for the goddess of learning named in the poem.
Sarastvari, known as the goddess of autumn, Sharad, in
You may want to take them to the playground or yard of the
Indian mythology.
school and act out the poem with the leaves they have. Then,
However, the most outstanding feature of autumn is the colour they can perform and explain further actions similar to those
change in leaves wherever deciduous trees are found. Among in the poem.
the most famous regions of the world where foliage change of
colours are Canada, North America, China and Japan. Back in the classroom, hang the poster on the noticeboard and
The students can look up images of the most famous and ask the students to make a collage with the leaves left
attractive deciduous forests in autum and show their locations classifying them according to shape and colour.
on a map. They can also research on the problems of over- The students do the activities on the photocopiable on page 7
harvesting and fires and the importance of forest conservation and in groups, write their own poems and read them to the
status. class.

or
Level: Beginners Age: Children

COLOURFUL LEAVES
A) Read the poem.

Leaves are brown,

Thej are £&'nq on the grottiad.,
Leaves are red
The'j are £&-nq on mg head!
Orange leaves £,t
On them I'li c-rawl'
YeRow leaves £,
ALAtrrm is c1ing!
AuTea Obeso

B) Colour the leaves in the colours mentioned in the poem.

C) Where are the leaves falling?

C2)

Key: B) brown red, orangeyeI low; C) 1 aed 4

 ere they are. We cannot do without them.

4
* -.
-
They modify a verb, an adjective or another
adverb. They add precision to our comments
'c
and many a time reinforce the chronological idea
expressed by the verb tense. For instance, take the
sentences 'I put the same dress on again last Saturday.' If we
cover the adverbial phrase last Saturday, the sentence could
mean the person dresses up in the same dress every day. We
normally classify them according to what they express
(manner, time, frequency, degree, and so on). Many of them
are formed by adding -ly to an adjective.

But for every plus there is a minus. Adverbs are too many to
teach at a time. Practice makes them boring because it turns
repetitive. They are not usually in the grammar torus of
textbooks. Moreover, they can be placed in front, mid or end
position in a sentence and position can alter the meaning
(consider the examples, '1 remember explaining that clearly'
and '1 clearly remember explaining that'). Finally, there are
many important exceptions as regards word formation (fast,
but not fastly), meaning (high and highly are both adverbs but
they have different meanings), sentence position (adds
emphasis, calls the reader's attention) and a myriad of
combinations in adverbial phrases and clauses. It could help
to explain to students that Old English used the suffix -like
(and some other endings) to form adjectives and adverbs.
Eventually, the language evolved and -like was shortened to
-ly and many words changed little by little. As a result, today
we have adjectives and adverbs ending in -ly.

Poster 2 is divided into three sections, in section t you will

find the commonest spelling rule and some examples. You will
find practice exercises in our photocopiable section. Elicit the With higher level students, use the poster to draw exceptions
rule. Draw students' attention to spelling changes in adjectives to the rule. Either elicit words like high and highly (Eagles fly
ending in -y, in -le and -it, and to the lack of change in high. I think highly of you) or write examples and let students
adjectives ending in -i or -e. Encourage students to make work out the meanings. You could use the following
sentences using the adverbs, write them on the board and She lives near here. She is ten, nearly eleven.
highlight the verb/adjective they are modifying. Children can enter free. ln this zse, the animals move /leety.
There are some common exceptions: some words can be We arrived late for the exam. She has been frequently sicklxiety.
adjectives or adverbs depending on their use in the sentence. lam working /snxllbrthe exams. Granny hardly goes anywhere these days.
For example, It was a hard exam (adj.) I work haid to pass my
exams (adv.). Finally, point out that some words ending in -ly are adjectives,
Finally, you will find the adjective good and the adverb well not adverbs. Examples are lively, silly, friendly, ugly, elderly.
(Notice that well is an adjective in the sentence I feel veil, Show them in phrases or sentences (lively town, silty answer,
meaning in good health). Elicit sentences and highlight the friendly smile,, etc.). In order to turn them into adverbs we
words that good and well modify. For instance, Sheila sings use the expression in a... way/manner. For instance, 'She
very well. She is a really good singer. smiled in a friendly way'.
 Type of Ed verios
ADVERBS FRECUENCY ADVERBS OF ADVERBS OF CONNECTIVE
OF MANNER ADVERBS TIME PLACE ADVERBS

HOW? HOW OFTEN? WHEN? WHERE? UNK OR CONNECTION

slowly always now here however

loudly usually before outside moreover
happily sometimes then there additionally
fast never already everywhere also I

Edverios and Erornpagell to page 20

illfiiidflashcardsfor

Verb tenses grammar reference.

Laminate them on both
sides and have extra
practice ready whenever
you need it. Have the
I students read the theory •
PRESENT SIMPLE PAST SIMPLE PRESENT PERFECT and complete the exercises
using markers so that ftwill
be easy to erase after use.
FREQUENCY ADVERBS DEFINITE TIME ADVERBIALS INDEFINITE TIME ADVERBIALS i Or else, photocopy them
I to provide each student
with acopy.
always yesterday ever [i
often last week just / already
rarely ago recently
never the day before lately

inn
 --.
Level: Elementary 49e: Children/Adolescents

ADVERBS
A) Turn the adjectives into adverbs.

1) Peter smiled (happy) ....... ............. .. ........ when he saw the present.

2) Someone cried (loud) ........................... ... and the children looked back (nervous)..............................

3) Grandma got up (slow) ........................ ......and walked (careful)..............................to the door.

4) He ran (incredible)..............................fast and won the race.

B) Look back to the previous exercise and highlight the word (s) that is (are) modified by the adverbs in
each sentence.

C) Circle the correct word.

1) The students worked quiet/quietly.

2) Drive careful/carefully round the bends.

3) Anna is a wonderful/ wonderfully singer and a great artist.

4) We finished fast/fastly because we wanted to play.

5) Allison is strong /strcng(yswimmer.

D) Complete the sentence with an adverb. More than one answer may be correct.

2) She listened for aminute

Aunt Mary visits us

EEET'[Link]
rAm

Key: A) 1 happily; 2) loudly, nervously; 31 slowly, carefully; 41 incredibly- 13) 11 smiled; 2) cried, looked bach3)got up, walked; 4 ) fast. cl 1) quietly; 2l carefully;
3) nu rid erful;4ltast;5l [Link] Sample an5wers:1l loudly; 2langrily;3) weekly; 4l quickly, fast.
 LANGUAGE STRUCTURE
These are the basic units of the language, from the simplest to the most complex:

) The phoneme

2) The syllable

3) The word

4) The phrase

5) The clause

6) The sentence

Each of the units forms one or more elements in the following one.

i) The phoneme. A phoneme is a distinctive speech sound. Phonemes are represented by phonetic transcription.

2) The syllable. A syllable is made up of one or more phonemes.

3) The word. A word is considered the smallest unit of the language capable of carrying a meaning. It can be made
up of one or more syllables.

4) The phrase. A phrase is made up of two or more words which together make up a particular element -the subject
or the object- of clause. Phrases can be classified into:
• Noun phrases (they function as subject or object)
•Verb phrases
• Adverb phrases

) The clause. A clause is a group of words which contains a subject and a finite verb, and it may also contain an
object or an adverhuThe three types of clause are:
a) Main clause: it provides a complete expression of meaning and can stand independently.
b) Subordinate clause: it cannot stand independently and is dependent on a main clause. It is usually
introduced by a conjunction.
c) Coordinate clause: it is one of two clauses which could each stand as independent sentences and urn joined
together, usually linked by and, but or or.

6) The sentence. A sentence provides a complete expression of meaning. It is wade up of one or more clauses. It
can express a statement, a question, a command or an exclamation.
If the sentence is an imperative, it may not have a subject. In the case of an exclamation it may not have a verb.
 LANGUAGE STRUCTURE
A) Read these sentences and identify phonemes, syllables, words, phrases and clauses.
1) If its nice, well go cycling.
phonemes...........................
syllables................... ............ .----............ ....................
words................................ ....... ... ...................... ..................................
phrases.................... ................... ................ ............. ...............................
.
clauses .................. ..... .... -- ............. ................ - ........... - ..................................................................................................... -.................................

2) We bought the sofa because it was cheap.

phonemes.........- .................. .... ............................. - ............................... - ... . ............................ ..... ........------...........

syllables........-................-------------
....... - ....................................... -............................ -. ......... .....- .............. -...........
words......- ... ........................ ..... ............,......-............ ............. -. ................ - ............. -.................................
phrases.. ................-................-.................................... ... ......... .......... ............... .......... ..
clauses........... ... ........................................................ -. ...... ..... .. ........................ .. ................................... .... ... .. ............................ .........................fl.. ................................ - ........ -.

3)As we drove past the park, we saw some people lying on the grass.
phonemes.................................................................................... -. ..... - .............................. .........
syllables...............--------........... -.............. ... -................ ... ........... ... ............................ .......... .................................. ....................
words........................ .............................. ..... ............................... ....... ................................................ -....-........- ........ -----------
phrases....................................................................-....- ................................... . ... ... ......................... -.........................
clauses............................................................................................ ....... ........... .... ..... ---- ................... - ........... . ............................... ................. -........................

4) When he fell over, he broke two of his tenth.

phonemes..........................--------- ........---------------- .......................................................................... ............................................... - ................ .............

syllables................ ........................... ... ...... ............. .... ... .... ........... ...-.... ----- ..... ................. ....................................
words..................- ............................................... - .............................. - ................................................................... ................ ... ............ -....

phrases............ - ........ - ........................... - ................. -.......................

clauses..............
......... - ..... .................................. ........ ........---------- ....................................................................

5) We've got some flour, but we haven't got any sugar.

phonemes......................-...................... - ................. ..........
. ..........
syllables....- ........... ... ....-................ ......... ................................................................ ........................... ........... .... ...........
words...........,.... - ............................. - ......................................... - ............... -........................

phrases.... - ......... ... ................................................ ................ ........................ ................. -.....................

clauses ....- ........ .................... ......... - ..................................................... - ........ ........... -.... ..............

6) We packed our suitcases and left in a hurry.

phonemes........................................................ - ......................................................................... .... - .......... -..... .....
syllables. ........................... -........... ..... ................... ............................................................................. - ..... - ..... ...................................
words...................... - ................. - ......................................................... .................................................................................. ............. ................ -............
phrases.......... ... ......... ......................................................... --- ............... ......
clauses.................... ............................................. ............................... ..........................

B) Make your own sentences and mark the phonemes, syllables, words, phrases and clauses 1n them.
Verbs Example: be, have, do, work

NOUnS Example: woman, school, music

Adjectives Example: a, the, 15, new, interesting.

Articles Example: a, an, the

Adverbs Example: slowly, well, never

Quantifiers Example: every, any, some, a few

Pronun Example: my, him, yours, some

Prepositions Example: at, in, on, from

Conjuctions Example: and, but, though

Interjections Example: ah, oh, dear, er

 PART OF SPEECH QUIZ

A) Read the sentences and identify what part of speech the words in bold are

Example:
We bought a sandwich and some coffee.
(wu)

1. She took an amazing photo at the beach.

2. Where did you put the blue shirt?

3. We found the lost mallet under the bed.

4. If we walk quickly, we will arrive on time.

5. Before breakfast well check the mail.

6. Well, I don't think they'll come.

7. I've seen that wan before,

8.1 knocked at the door but nobody answered.

9. He works in a Chinese restaurant.

10. She looked at him arid smiled wisely.

B) Can you identify three more parts of speech in each sentence? Circle them in different colours.

C) Search for more examples of the parts of speech in your textbook or any other source you like.

14
 THE SENTENCE

A sentence is a group of words that contains a subject and a predicate and expresses a complete thought.

The subject represents what the sentence is about, the topic of the sentence.
The predicate expresses what is said about the subject.

in a sentence there is always a subject and a predicate.

For example:

sentence

subject predicate

verb

Lu1e,r ¶A Eir9L4u 'uJwr

The predicate always contains a verb. Sometimes the predicate is only a verb.j

sentence

subject predicate

verb

UU , ~6 I tUlJJ'.

er1tence must contain at least a subject and verb.

I
Note: Usually, in the imperative, the subject is obvious (YOU), so it is not evident in the sentence.
Example:

&3'
r!

L3L~k!
YaA oi rLL4wtteJ
 aq

THE SENTENCE
A) A sentence expresses a complete thought. Here are some examples of complete and incomplete
thoughts. Can you decide which of the following sentences are complete thoughts? Circle YES or NO.

YES NO 1) They entered the room.

YES NO 2) The door oe the left,

I] NO 3) Stop!

NO 4) Where is -she going?

O 51 A slow-moving animal without legs.

YES NO 61 Nobody came.

B) Can you identify the subject and the predicate of the sentences you marked as complete thoughts?

C) Look at the following sentences and identify their subject and predicate.

Example: Jna cLccieavte

subject
ra &4411'ujte.'m predicate
tkea, mew i'm

11 We will meet there for lunch.

21 My parents bought the house next door.

31 Aftera good rest we set off forthe coast.

4) Eat your food slowly.

5) Everybody in the room had seen the photographs.

6) lye never been to a live concert.

7) Despite the difficult situation, the doctors managed to perform the operation successfully and succeeded in

saving the boys leg.

8) Getting enough rest before an exam can result in a better performance.

 SENTENCE STRUCTURE

The basic grammatical elements of a sentence are:

• subject
• verb
• object
• complement
• adverbial adjunct

These elements can be made up of single words (examples I and 3) or phrases (examples 2 and 4).

subject verb object adverbial

complement,,,
adjv"ct
1) 4&j, JfltE1a

2) 'v1 moJ owk&

3) Rivaat, s

4) tk ewm.

The subject and the object of a sentence can also consist of an entire clause.
The watercolours we used made the painting special. (SUBJECT)
I don't understand what he wants. (OBJECT)

A sentence must include a subject and a finite . The subject generally comes before
the verb.
She fainted.

Other elements may appear in a sentence, following the

• A direct or indirect object:

I love animals. (DIRECT OBJECT)
Please, pass me (INDIRECT OBJECT) your notebook. (DIRECT OBJECT).

• A complement (an adjective or noun which follows the verb be, seem, appear, look):
Meg is my sister.
They look the happiest children on earth.

• An adverb or adverb phrase:

They arrived on time.
He drove carelessly.
We took him to the next room.
 SENTENCE STRUCTURE
Use these words and phrases to make sentences. Write each element in the correct place in the table.

puppies lovely baby animals are has been

could give to the supermarket they my best friend

this morning after the class mother ve3etoble soup

Paul the bus children her grandma cauBht

an answer nobody love she oil my life went

look for supper made to Valparaiso tired IV

adverbial
subject verb object complement
adjunct

1) nm frwtut aft na ,

Key: Suggested sentences:. Children love puppies. Baby animals are beefy. f-let grandma went to the supermarket. Nobody could give an answer.
5he has been try best friend all my lide They book tired after the class. Mother nude vegetable soup for supper. Paul ran to catch the bus.
 CLAUSE AND SENTENCE STRUCTURE
Simple, compound and complex sentences
Simple sentences
Simple sentences have one clause. A clause usually consists of a noun group for the subject and a
verb group for the predicate.

Clause
Subject Predicate
Noun group Verb group
Yz'c' tuWU44 m'caj/JAUA&L 0' 9vw& ca,staj ja'
7' stei&.

IUM4 am-i- LA-C* eat v-e~ Jaa~,.

c([Link] fJna Ln4m j wnA. cowL xsca cu
71* W. 1

Note that the second sentence contains a compound noun group subject, and the third sentence contains a compound
verb group predicate. They are all simple sentences.

Compound sentencec
A compound sentence has two or more main clauses (clauses which are equally important) joined by li
a coordinating conjunction (and, but, or).

Clause Coordinating conjunction Clause

c1corw [ owcL L c.
coQAtecL w ccunr [Link] (ne) canJ

coww kcsj cu's (Aaat cwm nrwa tkaice.

Note that if the subject of both clauses is the same, it is generally omitted in the second clause.

com plex sentences

A complex sentence includes a subordinate clause and one or more main clauses. The subordinate
clause is introduced by a subordinating conjunction (if, because, after, before) or a wh -word and it
gives information about the main clause.

Subordinate clause Main clause

it wc tnr&j kvccL - GW natU mn4as Lt.

1JXLcu rw Oe UATh tw t4wrsL

Main clause Subordinate clause

2tL av, c's LcLcu 0L uoAss ow tL
:.S . ......J +,t, un.e.
atat. .. 1.
cKLekj,1/nA.e/valL'[Link]. '[Link]-ua.c.0'[Link]

I Main clause Subordinate clause [ Main clause

t J L
L Ov, - , tJn. LnecL na1
 CLAUSE AND SENTENCE STRUCTURE
Simple, compound and complex sentences
Decide if the following sentences are simple, compound or . Then identify, indifferent
colours, the clauses of the compound and complex sentences, as well as the conjunctions.

1) drop my head on the pillow, Igo to sleep right away.

1Tt u

2) Vicky and Dante went to the basketball game last night. I

3) Sally liked the film, but Melissa thought it was boring.

4) The doctor came to see Mike and prescribed him some pills for the pain.

5) We won't be able to go unless the ice on the road melts.

6) My mum coiled the doctor and made on appointment forme.

7) Chris poured in some milk and stirred the mixture.

8) Two men who took the lawinto their own hands hove been jailed for six years.

9) The party wasn't very interesting so we left early.

10) The best time to go to Scotland is summer, when the weather is wormer.
 /
I a'his activity will let your students create a
character, by combining a hands-on technique

may provide oral and written activities,

Follow-up activities
Students can invent a planet or a kingdom where the stain
and arts and crafts elements. As a follow-up you characters come from and describe it. They should write, or
talk about weather, currency, customs and traditions,
important dates or celebrations, and draw the flag or coat of
What you will need: arms.
A piece of paper or cardboard • Colour glue. Markers or - You can revise parts of the body.
pencils - Optional: scissors and sticks. • Students can write Mr Stain's profile for the internet: what
he likes and dislikes, his everyday routines, his abilities and
Step by step favourite things.
Pour some drops of colour glut in the middle of the sheet of • Students may cut Out the stain characters and stick them on
paper. a stick, creating a puppet.
- Fold the sheet by the middle and press in different -,Pairs of students may create avery short play, with the stain
 Level: Elementary Age: Children

GUARDIAN ANGEL, TRICKY DEVIL

A) This is Nicky, he has to do many things, but he is a bit lazy today. What are the guardian angel and the

I
?
: tricky devil saying?

Write sentences using the expressions in the box.

Let's... / Why don't we...? You must... I You mustn't...

o Study Por your test

Make your bed
Play video games
Watch TV
Not go outside Go to Santiago's place
Not waste your time Play games on line
Ask Por permission Pirst Upload some photos
Use telephone Por important things Telephone your Priends
Do your homework Read a magazine
Not eat a lot oP candy Buy some sweets and lollipops
Clean your desk Skate in the park

Example: You must 5tudy for your test. Example: Lets play video games!

.11111111........................I:z ,I'i:..............
.::,,,,,:::,,,::::,,,::

iii .i
.................. ...............................................,.... .................................i

B) Can you think of more examples?

Level: Beginner
c- )
Age: Al

WAKE UP, ANDY!

A) Andy has a very busy day today, his mum has just woken him up. Complete her words using 'have
to+verb"and the expressions in the box.

get up now / go to grandma's house / help her clean the garden I

go to the baker's / pick up my favourite magazine

Example: You have to get up now!

11

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

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

1
B) Andy is in bed and he is thinking about what he is going to do today. Complete his words using "going
to-r-verb" and the expressions in the box.

stay in bed io more minutes / go to Agustin's house I have tea at grandma's /

go to the video arcade / buy my favourite magazine
di
Example: I am going to stay in bed 10 more minutes.

11

23
 p 30 lwj!olFtn"'R
/ Jalr4
"Tell me and I will forget.
Show me and I will remember.
- Involve me and I will understand"
- Chinese proverb

*
W e first heard about projects in the 80's, when
th e communicative approach was still in its
prime. Soon, other new words were heard,
surely enjoyed it much more!
And what's a project? According to Haines ". - projects are
multi-skills activities focusing on topics or themes rather than
- which in a way were also related to projects or on specific language targets. Of crucial importance is the part
the idea of learning by doing: content or theme- which the students themselves ping in the initial choice of
based instruction, cross-curricular activities, or English across subject matter and in the decisions related to appropriate
the curriculum (in trartsversalidad tie its lengurs inglesa, as we working methods, the project timetable and the eventual end
would say in Spanish). product."
Then in the 90's perhaps newer ideas like multiple
intelligences and NLP (Neuro-Linguistic Programming) When reading this definition of project, it is easy to conclude
distracted us a bit - not to mention the blossoming CALL that in general those which appear in textbooks or posters are
(Computer Assisted Language Learning) which under its later in fact tasks. But my purpose is not to play down the role of
name of ITC (TIC, in Spanish) have kept us busy taking these tasks or projects (sometimes called mini-projects) but to
technology-friendly courses for the last years. However, the so- get the most Out of them.
called projects were already installed at least at the end of How can we turn them into real projects? By incorporating all
each unit in any textbook that claimed to be learner-centered. the steps that a project should take; Ribe and Vidal (Project
They were also suitable to be used in a mixed-ability class or Work Step by Step- Heinemann 1993) suggest the following:
to encourage cooperative learning. selecting the topic, writing an outline, researching, reporting,
processing feedback, putting it all together, presenting the
But let's clear up a bit what a project is, as sometimes tasks project, assessing and evaluating.
(in no way diminishing what a task is) are presented as A good idea to make sure each step is taken into account
projects. consists in appointing a secretary in each group to keep a
The word task can also be traced back in time to the 90's, record of the progress of the project; something as simple as:
when Jane Willis came up with her TBL framework "We choose XXX as the topic of our project" "Matias brings
(aprertdizaje por towns, in Spanish). information about ""We use PowerPoint for our
What's the difference between a task and a project? presentation" keeps all the members of the group busy and
In general terms, a task is a communicative activity with an can also be used to evaluate group work.
outcome (a concrete result). To make the concept clear, let's To take the example of the restaurant again, a project based on
lake a role-play, a typical one: waiter-customer. A role-play is that task may involve (a mind map may be used at this stage
a communicative activity (unless it is a dialogue learnt by to brainstorm all the possible sub-topics):
heart) but not a task in itself. But see what happens if we • having students do some research about restaurants in
follow these steps: town/their neighborhood; classifying them into types
• Divide the class into groups and tell each group that they (Chinese, fast food, pizza parlour, dc);
own a restaurant: • carrying out a survey to see how often adolescents/teachers
• Each group has to decide what type of restaurant they have, eat out;
choose a name, menu, prices, etc; • creating a restaurant guide;
• One or two members of each group stand up and visit • ranking restaurants as 1-5 forks;
another group's restaurant (the role-play takes place): • designing their ideal one, etc.
The students come back to their original group and vote for Of course, we should let our students decide if they want to do
the cheapest, the most expensive, the best restaurant, etc. or their research on restaurants or something more appealing to
they write a review for a magazine, for example. them like pubs, discos or clothes shops.
Our typical role-play has become a task and our students have Last, the presentation of the project should be the cherry of

24
the pie. At this stage students will need no suggestions and . Projects encourage self-confidence and risk-taking, essential
they will surely surprise us with their creativity and for students to attempt to use the language.
resourcefulness. Project work enhances long-term memory; as it is suggested
by NLP findings.
In fact, projects may be the starting point and the axis of our
leaching practice, but this may be a big change if we are used We remember:
to following a textbook or a syllabus. So fully exploiting the 20% of what we read
projects our textbooks bring or creating our own to integrate 30% of what we see
what we have been teaching is a good proposal to pepper our 50% of what we do
lessons, which may be easier to apply. And 90% of what we read, see, say and do.

To conclude, what makes it relevant to talk about projects If we incorporate projects in our classes not only our students
today when they are already in their thirties? but also we teachers will enjoy our classes much morel

All the theoretical background that supports C.L.T.

(Communicative Language Teaching) and new tendencies in
teaching and evaluation tie in with the use of project work: "There is no point in work
• Language is used for authentic purposes. unless it absorbs you
• Interaction among learners occurs naturally.
• The four linguistic skills are integrated. like absorbing game."
• The focus of the work is on content or on the project itself, - D. H. Lawrence
rather than on language structure.
• Projects can be useful for us to get an integrative evaluation
of our students as we can assess not only linguistic skills but
also learning strategies and attitudes. Prof. Lic. Maria Gabriehs Polinori
• Peer-assessment is included in the project. Venado 'ltserto- Santa Fe
• Students' intrinsic motivation is appealed to as they engage Argentina
in the project because it is interesting, relevant and thus
-iiiii,i'f1 hi ,-,s
 Ft
* here are many stereotypes as regards gender someone. Boys have more cortical area devoted to spatial-
differences, for example boys prefer competition mechanical functioning and half as much related to verbal-
games and girls tend to play more quietly" is one of emotive functioning.
them. It may be true in some cases whereas in other As regards language acquisition, research has shown that girls
cases girls will prefer a ball game while boys will choose tend to speak sooner than boys or in many cases young girls
to sit and colour a picture. So we should appreciate and celebrate acquire more vocabulary earlier on average. On the other
the diverse characteristics among girls and boys in order to make hand, in relation to mastering a second language there are no
the most of our teaching and improve kids' learning. Teachers gender differences in the ability, stilt there are big differences
who embrace these differences can inspire every child to learn the in the best ways to get boys motivated to develop a foreign
best they can. language, compared to girls.
Nowadays, after a lot of research, gender-based learning has
become an accepted reality, and has had serious implications Gender differences and learning
on how classrooms should be organised in primary and When educators meditate upon these differences, they give
secondary school. Boys and girls learn differently because of students and learning a great opportunity. Acknowledging
two factors: nature and nurture; that is to say that both gender differences may even turn a student with disruptive
functional and structural differences happen because of behaviour into an active and responsible one. The point is not
neurobiological and environmental factors that affect learning to reinforce stereotypes but to add wisdom and partial tools to
and behaviour. our classes. When educators enhance gender differences, they
warts students respectfully.
Facts
Studies indicate that girls' prefrontal cortex develops earlier Some examples
and it is larger than boys'. Girls have more serotonin, which is Several studies have shown the
a neurotransmitter that is involved in the transmission of following differences among boys
nerve impulses, and make fewer impulsive decisions than and girls:
boys. A girl's brain also experiences approximately 15% more
blood flow than a boy's. Girls have more cortical areas
devoted to verbal functioning, compared to boys who have
less oxytocin which makes them more
impulsive and less likely to sit still to talk to
 Girls tend to... Boys tend to... In the classroom...
1
I check understanding or practice
love drawing, especially pets, flowers, draw a dynamic scene of action, such as production by representing, through
trees, or people facing the viewer, with spaceships flying, monsters fighting or pictures, certain parts of story. Boys can
lots of details, cars racing. Faces do not show any detail, draw the action bits while girls can draw
characters of story.

combine written individual work, with oral

class work or the use of the workbook with
sit still fore longer period of time. sit still fore shorter period of time.
games. Accept the idea it is necessary for
boys to move in class.

be distressed by very loud noises; have in order to ease boys and girlstoleranceto
endure a higher level of background
finer aural skills; they can hear higher sound level, again alternate noisy activities
noise, about 6 to 8 decibels higher,
frequencies more eesily than boys and with quiet ones. Know how you can use
in the classroom.
they are more sensitive to sounds, your voice.

give boys TPR activities, or ask them to

pay attention to motion, direction and underline important parts of test with a
pay attention to textures and warmer
prefer cooler colors like silver, blue, black, cool colour. Call students to the front,
colours like red, yellow, orange or pink. I
grey, and brown. make them choose, point, pick cards, for
instance,

be more alert when they're standing,

keep a balanced temperature in the
be more focused when they are in a warm moving, and the room temperature is
classroom and let boys take off their
cosy room, rather coo [Link] tend to feel suffocated
sweaters; they will focus in a better way.
and stop paying attention.

when asking for descriptions, bear this

use more words to express what they feel,
give only short accounts of their feelings, difference in mind when grading papers
especially adjectives. -,
let
es noys [Link] on racss.

think about this when making groups or

be interested in action rather than talking,
interact actively and verbally with other asking students to work in pairs. Girls will
and more likely to play for long periods
girls and teed to have one best friend, talk and perform the task, while boys may
sharing just short comments.
I need the help of chart or written guide.
-
understand that girls'writing will tend to
have stronger neural connectors and a have more cortical area devoted to spatial-
be longer and full of details, while boys'
larger hippocampus which provides mechanical functioning and poorer at
will be shorser. Do not think boys perform
greater use of sensory memory details. verbal-emotive functioning.
poorly; it is natural for them to be concise.

this is important when giving instructions.

deal with multitasks well and are able to
focus on only one task at a time and they Boys will understand partitioned
make easy transitions. They also have a
make transitions more slowly, commands better than whole chunks of
longer attention span than boys.
language.

assign different roles in class to boys:

avoid social hierarchies; ranks may destroy accept hierarchies, and feel comfortable
spokesperson of the group, delegates or
a friendship, with them. They organise relationships.
representatives.

give the students a wide range of titles for

prefer nonfiction, like descriptions of real
prefer to read fiction or short stories and them to choose what to read. They will feel
events, history, and how things work. For
novels, involved, responsible and will enjoy
example, inventions.
making choices.

do not take such reactions from boys, as if

like being faced, being looked in the eye avoid eye contact and sometimes avoid
they were detached, angry or
and smiled at. physical contact.
uninterested.

3 27'
More examples make sure you use few words, you must be specific and
concise; also make the sequence very clear by saying "First,
• If you are working with stories such as Cinderella, make second, etc."
girls work on the party, the invitations, or the dresses white
boys can work on what type of car they would use to go to the • Include kinesthetic and experiential moments in the class.
party, the menu or what songs could be played by the Dl. Design activities that imply movement. Think both girls and
boys spend period after period sitting down in rows.
• If you work with CLIL, and you are studying, for instance,
the Greeks, or the Romans, you may ask boys to focus on wars • The new technologies have proved to be a valuable learning
and battleships; while girls can focus on drama and pottery. and teaching tool. Balance study time and screen time, girls
and boys appreciate that.
• Both boys and girls work very nicely with puzzles. Boys love
solving problem activities, word search activities and maps. • When asking students to talk about the past, do not ask
boys to give you a detailed report of their last holidays, if you
• Boys understand movement innately, so if the teacher walks want details ask them about the last football match they saw
around the class, or stands in different corners, she or he will or went to.
get more attention from them.
• Girls work in a very nice way when they sit in groups, or in Acknowledge gender differences in boys and girls, and you
a circle facing each other. They may complain a lot when they will understand students' performances better. Choose the
are seated next to a boy. right technique and you will make the most of your class and
• Since boys and girls hear differently, teachers should watch increase students' production.
the tone and pitch of their voices since they may send Ann'ea Obesa
contradictory messages: girls may feet sad because they think
you are yelling at them and boys on the contrary may feel Reference
excited and motivated. San, Leonard. Why Gender Matters. Broadway Books, 2005
• While working with the fantasy world, girls generally prefer Ounce, M. & Stevens, K. With Soya and Girls in Mind. Educational Leadership, 2004
to think about princesses and castles, while boys tend to think http:[Link]
about dragons and knights fighting http:[Link]

against a villain. Exploit their

likes to boost their potential
in productive skills. -
• When you need to give
instructions to boys,
 TIMETABLES
AND REMINDERS
/ t - '3E V5 TOLT
'imetables help students to work efficiently and
,, form the good habit of working in a systematic What was your timetable yesterday?
manner. They also train them to make proper use If you are dealing with the simple past, ask the students to put
of their time since they know the tasks they have to together their timetable for the previous day and say to the class
do within a certain time limit maintaining discipline and what they did yesterday.
organisation. Yesterday, Paul played tennis at 5 o'clock.
Yesterday, he had his English class.
The timetable suggested below is aimed at leisure time activities
but it can be easily drawn and adapted in accordance with the
subjects studied at school to help them form the habit of
i have to... Call grandma
organising study and activities.

Distribute the photocopiable activity on pages 30 and 31 and have Follow the same procedure with the reminders. The students can
the students colour the images to make them more attractive. make new ones if they need to. Ask them to tell the class what
Once they have finished, you may choose to paste the they have to do.
photocopies on magnet sheets and cut them out. Then the I have to call gnirtdrna this afternoon.
students will have their awn portable timetable to take home and
stick it on the fridge so that it will be easily seen.

What is your timetable?

The students put together the
timetable and tell the class the
different activities they have
programmed using the simple present
tense.
Ex:
On Mondays at 5 o'clock. I play tennis.
On Wednesday at 4 o'clock, I have my
English class.

Ask a student about their partner's timetable 'I

and let them speak about their friends'
activities using the third person singular of the
present simple tense,
On Mondays at 5 o'clock, Paul plays tennis.
On Wednesday at 4 o'clock, he has his English class.

20
Days of the week Activities Weather

7A
Call grandma ed the pet

Tea with girls Need a big hug'.

Play station Mum's

with boys cakes'n sweets

Out for a ride Sleep tight

Grandma &
On the phone ID

grandpa visiting

Homework time It's my birthday

Santa's coming
Party time
tonight

Washing time Holidays'.

Tidying up Back to school!

 alati [Link]

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