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Pages 4 and 5
D
How necessary is a
Contents
ear colleague,
textbook?
In this issue of The Teacher’s Magazine we provide Pages 6 to 8
you with a series of posters that will help the The game of nature, where
students get a deeper understanding about everyone plays a role.
ecosystems’ dynamics and underline the importance of avoiding Pages 9 to 14
actions which harm the environment. Photocopiable activities.
Is it necessary to have a textbook? When do we need to choose
one? How can we choose the best textbook? Find the answers to Pages 15 to 18
Mini poster: Nature and its
these questions, as well as a useful guide to check how complete organisation.
a textbook is.
You will also get interesting information on how to incorporate Page 19
technology in the classroom. April 22: International Mother
Earth’s Day.
We hope you enjoy it.
Pages 20 and 21
The Teacher’s Magazine team How well do you know
Shakespeare?
Page 22
International Book Day.
Page 23
ICT Corner: I.C.T. APPS 4 FAB
TEACHERS!
Pages 24 and 25
Global Culture Corner.
April 8th: Flower Festival in
Japan.
April 23rd: Aragon Day, Spain.
Pages 26 and 27
Technology in the classroom:
TPACK model.
Pages 28 to 31
Photocopiable activities.
Posters 1 and 2
Ecosystems of the world.
Directora: Patricia Sainz / Diseño y diagramación: Mario Madies / Colaboradores: Ana M. Martino, Mariela Starc, Aurea Obeso, Sabrina De Vita, Mariana Boubée / Administración: Claudia Traversa, Sergio Vicente / Asistente de
dirección: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Roque Angelicchio, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Gonzalo Angueira, Mónica Gil,
Viviana Kuhn, Natalia Sofio / Comercio exterior: Walter Benitez, Pablo Fusconi / Comunicación y atención al cliente: Carlos Balajovsky, Maia Balajovsky / Congresos y capacitaciones: Micaela Benitez, Consuelo Pérez Fernández /
Corrección español: Elisabet Álvarez, Marcelo Angeletti, Nicolás Fernández Vicente, Liliana Vera / Fotografía: Fernando Acuña, Mónica Falcioni, Aldana Meineri, Laura Monzón, Susana Natol / Marketing y publicidad: Favio Balajovsky,
ISSN: 1514-142X
Fernando Balajovsky, Gastón Monteoliva, Reinaldo Perdomo, Maite Valiente Matilla / Recepción: Mauro De Los Santos, Patricia Perona / Recursos humanos: Mariana Medina / Recursos multimedia: Francisco Del Valle, Leticia Magni,
AÑO 16 - Nº 167 Pablo Yungblut / Sistemas y web: Javier Canossini, Leandro Regolf, Raúl Robbiani / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
ABRIL 2014
Editor Responsable y propietario: EDIBA SRL Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
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Esta revista sólo se vende en los kioscos, aún no hemos implementando ningún sistema de suscrpción, por lo que ninguna empresa está autorizada a realizarlo.
C 1999 The Teacher’s Magazine Prohibida la reproducción total o parcial del contenido de esta revista. Registro de Propiedad Intelectual Expediente Nº 5092924- Miembro de la Asociación Argentina de Editores de Revistas. Asociados al IVC
33
S ome teachers take textbooks for granted and

they use them as a valid backbone of their
daily practice; some others prefer no textbook at
Yes to textbooks
They offer a clear framework
that sometimes serves as a
No to textbooks
It is very hard to find textbooks
that suit all the students’ needs.
all. Some other teachers use textbooks in a
selective way, not necessarily following the syllabus; this sequence of
lessons is thoroughly planned
predetermined sequence of lessons. So, is it necessary to have
by a well-formed team of
a textbook? How and when do we need to choose one? writers.
They provide texts, situations, They may have lessons that are
and tasks within units of work. irrelevant for students’ needs or
likes, with few cross- cultural
topics.
They imply economy of time The same frame of lessons that

and resources; teachers need may give organisation to some
time efficiency, and this is teachers may confine others to
solved with books’ organisation a structured line of work that
and material. inhibits their creativity.
Books are convenient, since Some teachers prefer to select
they offer a set of components material “tailor made” for their
that are thought and designed classes’ needs and likes.
to accomplish effective
learning and optimisation of
teachers’ time.
Most textbooks bring a guide
for teachers and the key to
exercises.
Students and parents feel more
confident with textbooks.
When should we choose a textbook?

It is advisable to wait a period of time, for instance a month,
to get to know your students’ background knowledge, pace
and rhythm of learning, level of proficiency, needs and likes,
in order to select the most appropriate textbook for them.
How to choose a textbook?
This is a very important decision that cannot be made over a
book shop countertop in haste. One possibility is to ask the
director/coordinator to organise a book show at school so that
the staff can get acquainted with the rich offer of books
available. Likewise, you can visit specialised book shops,
where you can be assisted by experts.
There should be a three-stage evaluation process:
• Initial evaluation
• Detailed evaluation
• In-use evaluation
4
Useful guide to check how complete a textbook is:
Yes No Can be
improved
Clear page layout (not too crowded with images, information, text, etc.).
Easy-to-read print.
Enough space for students to write.
Clear and complete list of contents.
Socially and culturally appropriate for students.
Enough practice for reading, writing, listening and speaking.
Integration of skills.
Plenty of practice and exercises.
Revision and self-assessment units.
Projects / final tasks.
Instances of authentic language.
Pronunciation practice.
Clear grammar boxes.
Plenty of extra vocabulary items.
Appendixes (Glossary, grammar summary, writing extras, etc.).
Add-ons (CD, DVD, CD-ROM, booklet with tests, internet site, extra workbook, etc.).
Fun activities.
Price.
Availability.
Your classes can be great whether you choose to follow the

structure of a book, or you select special material for each
topic or lesson; the main points to take into account are:
Bibliography
flexibility, organisation and the conviction that you are the Ur, Penny, (1996). A course in Language Teaching, United Kingdom;
master of your own decisions made according to your solid Cambridge University Press.
professional criterion.
Aurea Obeso
55
T he posters in this edition of The Teacher’s

Magazine will help the students get a deeper
understanding about ecosystems’ dynamics and
findings to the class. And if their level allows, ask them to
reconstruct the organisation of the ecosystem classifying the
organisms in producers, consumers and decomposers.
underline the importance of avoiding actions
which harm the environment. What role do organisms play
in the game of nature?
What is an ecosystem? Explain the different roles the organisms play in an ecosystem
Ask the students to say what they think an ecosystem is. Let and that they depend on each other to get their energy to live.
them express their ideas while you make notes on the board. They get the energy they need from the food they eat. For
Then, write a definition for everybody to copy in their example:
notebooks. It should be similar to this one:
• Plants are called producers because they produce their own
An ecosystem is a group of plants, animals, and other living food from sunlight, water and nutrients they get from the soil.
things that live in the same surroundings. An ecosystem also
includes non-living materials—for example, water, rocks, • Animals are called consumers because they cannot prepare
soil, and sand. A swamp, a prairie, an ocean, and a forest their own food and depend on a different organism to get their
are examples of ecosystems. (Source: Kids Britannica) energy. That is why some animals eat plants and others eat
other animals for energy. We call them herbivores or
carnivores. We call omnivores those animals that eat both
plants and animals.
What is a biome?
Tell your students the difference between an ecosystem and a • Organisms that break down dead plants and animals are
biome in case they do not know it. If they do, ask them to called decomposers. They are very important for the
write a description. ecosystems because if they did not exist, the plants would not
get the nutrients they need and the food chain would be
A biome is much bigger than an ecosystem. It has many broken.
similar ecosystems grouped together. These large communities
contain common species and qualities. There are many kinds Once they have reviewed or grabbed these concepts, present
of biomes: on land, marine, desert or tropical forest, among poster 2. Have in mind that perhaps you need some time
others. before the class to cut out all the cards and laminate them. So
you will have plenty of opportunities to use and reuse them.
Detectives at work Put the cards on the desk or in a box. In groups the students
Take the students to a park or a garden with magnifying take one card at a time and classify it according to these
glasses and note pads in hand. Tell them that they are headings you have previously written on the board: Producers,
detectives and they have to search for all the living organisms Consumers or Decomposers. They may sellotape the cards
in that place to reconstruct the ecosystem. Strongly under the right heading.
recommend that they only have to watch and take notes of
what they see, not to disturb in any way those living organisms Where do organisms play the game of nature?
which, as such, deserve our respect.
Ask the students to take a world map without political
Once back in the classroom, they will have to report their divisions to the class and several colours. They should mark
the different biomes throughout the world. They could check
6
Go to www.ediba.com
and download picture cards
with examples of different
ecosystems.
books in the school library or search on

the Internet if you happen to have
access. Have them identify where they
live and which biome is predominant in
their country.
If you have an interactive world map, they can delimit the

biomes using a marker and sellotape the animals that are
representative of each area.
Using the cards in poster 2 the students will classify the

organisms according to the place where they live. They can
sort them out among the following headings: Marine, Aquatic,
A food web shows different ways in which plants and animals
Land, Desert, Grassland, Rainforest, etc.
are linked. For example: a wolf can also eat a squirrel, a reptile
Poster 1 can make this task easier. Just sellotape it on the or any other animal so that a food web is formed by several
board and have the students classify the cards, using arrows in food chains connected together.
different colours to connect them with their corresponding
ecosystem.
Food chains and food webs

Once the students have placed the living organisms where they
live, they can put simple food chains together.
Explain that a food chain shows how each living organism gets
food and how nutrients and energy are passed from one
organism to another. Food chains begin with plants and end
with animal life. A simple food chain can start with herbs and
shrubs that get their energy from the sun in a process called
photosynthesis and later they are eaten by a rabbit, then the
How much do we know?
rabbit is eaten by a wolf. The students’ examples should look To play this game you will need two dice. You can paste
like the following. images of animals on one of them and on the other, different
ecosystems. The cards of poster 2 will be placed on the desk.
In teams, the students take turns to toss a die. First, they

should toss the one with the images of the ecosystems.
According to the result, the students will have to take all the
cards of the animals that live in that ecosystem. The winner
will be the team which gathers the highest number of cards in
less time.
7
Variant: In turns each team toss the die holding the images of the • Factors that can affect or challenge an ecosystem.
animals. The students should put a food chain together. Again, the • The importance of water. Water cycle: how it affects the
winner will be the team that works faster and whose answer is ecosystems.
correct. • How do human beings interfere with the ecosystems?
In both cases they will have to explain why they have included • Dangers of deforestation. How can this problem affect
that animal/s in the ecosystem or justify the order chosen for species? Is there any solution?
the food chain. • Actions towards the defense of ecosystems and biomes. What
is the world doing about it?
If you feel the students are more confident, you may want to
ask them to choose an ecosystem and form food webs, and
sellotape them on the board drawing the arrows in different Useful websites for the students’ research:
colours to show how the animals can get their food to survive. • teachertube.com/viewVideo.php?video_id=95173&title=The_Nature_
of_Ecosystems&ref=Jessica32789
Serious matters for more advanced students • www.mbgnet.net/
• www.kids-courier.com/kids_learning/science/scienceeco_aqua.html
After reviewing the subject of how living organisms interact • www.kids-courier.com/kids_learning/science/science_terrestrial.html
with each other and the structure of ecosystems and biomes,
advanced students can go a step further. Here is a list of topics LIVE WEBCAMS
they can research on and share with the rest of the class as
presentations with the visual aids available in the classroom. • www.africam.com/wildlife/index.php
• www.wildlifefocus.org/webcam/brazil-cam.shtml
• Describe the things animals need to survive and how they • www.wildlifefocus.org/webcam/index.shtml
depend on other animals and plants.
ONLINE QUIZZES, SIMULATIONS AND ACTIVITIES
• Endangered species.
Explain what might • www.zephyrus.co.uk/foodpuzzlechain.html
happen to other • puzzling.caret.cam.ac.uk/game.php?game=foodchain
plants or animals • www.crickweb.co.uk/ks2science.html
if these animals
became
extinct.
8
Level: Pre-intermediate+ Age: Adolescents

LEVELS OF BIOLOGICAL ORGANISATION
A) Write the word that corresponds with each definition. Add an example for each level.
1) molecule 4) atom 7) tissue 10) biome

2) population 5) ecosystem 8) organ 11) community
3) biosphere 6) cell 9) organ system 12) organism
LEVEL DEFINITION EXAMPLE

a) The smallest unit of life that is able to carry out all the
…………………… ……………………………
functions of living things.
b) Different organs interacting chemically and physically for the

…………………… ……………………………
survival of an organism.
c) Different tissues that function together to perform a common

…………………… ……………………………
task.
…………………… d) A group of cells that work together in a specialised activity. ……………………………
e) A unit of two or more atoms of the same or different elements

…………………… ……………………………
bonded together.
f) A regional or global land area that is characterised by the

…………………… dominant forms of plant life, animal groups and the prevailing ……………………………
climate.
g) A basic unit of matter that consists of a dense central nucleus

…………………… ……………………………
surrounded by a cloud of negatively charged electrons.
h) Various populations of all species living together in a given

…………………… ……………………………
area.
i) Dynamic interactions between all organisms living in a

…………………… particular area and their environment working together as a ……………………………
functional unit.
j) A group of organisms of the same species in any given area at

…………………… ……………………………
the same time.
k) A form of life composed of mutually interdependent parts

…………………… ……………………………
that maintain various vital processes.
l) Those regions of the earth’s crust, waters and atmosphere in

…………………… ……………………………
which organisms can exist.
B) Let’s play a game. In the shortest time possible, student 1: list the levels of biological organisation from
largest to smallest. Student 2: list the levels of biological organisation from smallest to largest.
Key: A) 1) e, 2) j, 3) l, 4) g, 5) i, 6) a, 7) d, 8) c, 9) b, 10) f, 11) h, 12) k.
9
Food chain
All plants and animals need food which provides the energy they need
to live. Plants are called producers because they produce their own PHOTOSYNTHESIS
SUN
food by photosynthesis. Animals cannot make their own food. They

get their energy and biomass by consuming other
organisms. All animals are consumers.
Green plants use the energy from the

sun to make their own food. Some of
this food is used, and some is stored
1 PRODUCERS in the roots, stems, and leaves.
Plants produce their own food
by photosynthesis. They are
the first step in a food chain.
2 PRIMARY
CONSUMERS Monkeys are
Animals that consume only primary consumers.
plant matter, they are They eat fruit.
herbivores.
Ocelots are
3 SECONDARY secondary consumers.
CONSUMERS They eat monkeys.
Animals that eat primary

consumers or herbivores.
Secondary consumers are
carnivores.
4 DECOMPOSERS Decomposers (bacteria and some

Organisms such as bacteria fungi) transform the substances
and fungi that break down from dead organisms into
dead organisms and their inorganic matter which will be
wastes. used by the plant to produce its
food. And so the cycle starts again.
10
SIS
PRODUCERS
They have chlorophyll, a molecule that
absorbs sunlight and uses its energy to
transform inorganic matter into organic
matter, a process known as
photosynthesis. Chlorophyll is found in
plants, algae and cianobacteria.
Phytoplankton is the most important
oceanic and some freshwater food chains
producer.
CONSUMERS
They can be:
• Herbivores: they eat plant leaves, stems,
seeds, flowers, fruits and roots.
• Carnivores: they eat other animals.
Carnivores can be secondary, tertiary or
quaternary consumers. Secondary
consumers eat herbivores, tertiary
consumers eat secondary consumers and
quaternary consumers eat tertiary
consumers.
• Omnivores: they eat either plants or
animals.
• Necrophagous: they feed on carrion or
corpses.
• Parasites: they grow, feed, and are
sheltered on or in a different organism.
me
DECOMPOSERS
Organisms such as bacteria and fungi
that break down dead organisms and
their wastes.
They break down solid matter into liquids
n. which they can absorb.
11
Level: Elementary + Age: Children/Adolescents

MARINE FOOD CHAINS AND WEB CHAINS
A) Write the names of the ORGANISMS in the blanks.
B) Colour the circle next to the name: PRODUCER (green), CONSUMER (red), DECOMPOSER (orange).
C) Make sentences about the food web like the following.
Examples: Octopuses eat shrimps. / Shrimps are eaten by octopuses.
12

LAND FOOD CHAINS AND WEB CHAINS
A) Write the names of the ORGANISMS in the blanks.
B) Colour the circle next to the name: PRODUCER (green), CONSUMER (red), DECOMPOSER (orange).
C) Make sentences about the food web like the following.
Examples: Eagles eat rabbits. / Rabbits are eaten by eagles.
13

WHAT IS THEIR ROLE IN THE GAME OF NATURE?
Classify the living organisms and write them under the right heading. Choose a decomposer from the
pictures to complete the chart.
PRODUCER CONSUMER DECOMPOSER
14
GLOSSARY OF ECOLOGICAL TERMS

1. abiotic 11. community
The nonliving components of an ecosystem, such as A group of populations of different species that live
temperature, humidity, the mineral content of the and interact together in a particular area.
soil, etc.
12. consumer, in ecological systems
2. adaptation An organism that gets its energy from other
The evolution of features that make a group of organisms. Primary consumers are herbivores; higher-
organisms better suited to live and reproduce in their level consumers are carnivores.
environment.
13. decomposers
3. autotroph Fungi and bacteria that absorb nutrients from
An organism that obtains organic food molecules nonliving organic material and covert it into inorganic
without eating other organisms. They make organic forms.
molecules from inorganic ones by using energy from
the sun or from the oxidation of inorganic substances. 14. detritivores
Organisms such as earthworms, smaller animals and
4. biological species scavengers that live on dead organic matter as well as
A population or group of populations whose decomposers (fungi and bacteria).
members have the potential to interbreed.
15. ecological niche
5. biome It describes how an organism responds to the
One of the world's major communities which have distribution of resources and competitors and how it
many similar ecosystems grouped together. They can alters the same factors.
be classified according to the predominant
vegetation and are characterised by adaptations of 16. ecology
organisms to that particular environment. There are The study of how organisms interact in their
many kinds of biomes: marine, desert or tropical environment.
forest, among others.
17. ecosystem
6. biosphere A community and its physical environment.
The entire portion of Earth in which organisms live. It
includes the hydrosphere (the waters of the Earth in 18. family
all forms: gas, liquid and solid); the lithosphere (the A group of related similar organisms.
outer rocky layer of the Earth) and it extends into the 19. food chain
atmosphere (made up of gases and airborne It shows how food is transferred from one organism
particles). to the next starting with producers.
7. biotic 20. food web
It refers to the living organisms in the environment. The feeding relationships of the organisms in an
8. carnivore ecosystem.
An animal that eats other animals. 21. geographical range
9. colony The geographic area where a population lives.
A group of organisms of the same species living
together in close association. 22. habitat
The place where species can usually be found.
10. commensalism
A form of symbiosis between two organisms of 23. herbivore
different species. One benefits while the other is not An animal that eats plants.
harmed.
Biosphere
Nature and its

organisation
Ecosystem
Population
Organism
Community
24. kingdom 33. population

One of the three main divisions (animal, vegetable, A species that lives in a given geographic area.
and mineral) into which natural organisms and
objects are classified. 34. predator
An organism that eats other living organisms.
25. marine
Living in the sea. 35. prey
An organism eaten by another organism.
26. mutualism
Two different species associated. Both organisms 36. primary consumer
benefit. An herbivore; an organism in the trophic level of an
ecosystem that eats plants or algae.
27. nitrogen cycle
Plants take up inorganic nitrogen and turn it into 37. producer
organic compounds which are taken by animals; A photosynthetic green plant that constitutes the first
bacteria and fungi return nitrogen to the inorganic trophic level in a food chain.
state. This is how nitrogen atoms circulate and are
used forming the nitrogen cycle. 38. pyramid of energy
A diagram of the energy flow between the trophic
28. omnivore levels of an ecosystem.
An animal that consumes both meat and plants.
39. secondary consumer
29. organism A member of the trophic level of an ecosystem
An individual living thing, such as a bacterium, consisting of carnivores that eat herbivores.
fungus, protist, plant or animal.
40. species diversity
30. parasitism The number and relative abundance of species in a
A symbiotic relationship in which the one part biological community.
(parasite) benefits at the expense of another (the
host). 41. symbiosis
An ecological relationship between organisms of two
31. photosynthesis different species that live together in direct contact.
The process through which plants and algae convert
the energy from the sun into chemical energy that is 42. tertiary consumer
stored in them. A member of a trophic level of an ecosystem
consisting of carnivores that eat mainly other
32. plankton carnivores.
Microscopic organisms that swim near the surface of
oceans and lakes. 43. trophic structure
The different feeding relationships in an ecosystem
• phytoplankton that show the flow of energy and the pattern of
Organisms that float freely in water. chemical cycling.
• zooplankton
Plankton that consists of corals, rotifers, sea 44. variation
anemones, and jellyfish. Diversity among the members of a population.
April 22nd
INTERNATIONAL MOTHER EARTH DAY
19
Level: Intermediate Age: Adolescents / Adults

HOW WELL DO YOU KNOW SHAKESPEARE?
April is a special time to celebrate literature because England’s national poet, William Shakespeare,
was born and died in this month. Here are some activities to learn more about his life and works.
A) These are popular phrases coined by Shakespeare. What do you think they mean? Explain their meaning
with your own words.
1) Love is blind.
2) Break the ice.
B) Match the following phrases with their meaning. There is an extra one that does not belong to any.
1) Green eyed monster. a) This phrase is used in jokes between two people; one asks and the
other answers with a joke.
2) Knock Knock! Who’s there? b) This means you are the ruler of your world; you are free to do
whatever your want.
3) The world is my oyster. c) This phrase is used when someone is jealous of somebody or
something.
4) Make your hair stand on end. d) This means someone is a very bad and cruel person.
e) This is used when something/someone makes you frightened.
C) One of the following works was not written by Shakespeare. Underline it.
1) The Merchant Of Venice

2) A Midsummer Night’s Dream
3) The Tempest
4) Hamlet
5) King Lear
6) Othello
7) Romeo And Juliet
8) Julius Caesar
9) The Lord Of The Rings
10) Henry V
20
Level: Intermediate Age: Adolescents / Adults

HOW WELL DO YOU KNOW SHAKESPEARE?
D) Here are some fun facts about Shakespeare. Fill in the blanks with the words in the box. There is an extra
one you do not need.
languages — performed — born — twenty six — England

stage — written — words — more — girl — married
1) William Shakespeare was ____________ on April 23 and he died on April 23.
2) In November 1582, Shakespeare ______________ Anne Hathaway. When they married, he was 18 and she was
_____________.
3) In Shakespeare’s time, plays were _________________in outdoor theaters. Performances took place during the
day so that the ___________would be lit by natural light.
4) The surname "Shakespeare" was ______________in 80 different ways, including "Shaxpere" and "Shaxberd."
5) Shakespeare and his wife had three children, a _________ and twins. Shakespeare named his twins after his
neighbour and his neighbour named his son William.
6) Shakespeare’s work is read in at least 80_________________.
7) While most people regularly use about 2,000_________________, Shakespeare used more than 25,000 in his
writing.
8) If you type the word "Shakespeare" in a search engine, you get _______________than 30 million results.
Source: http://www.folger.edu/template.cfm?cid=2647
Key: A) 1) you can fall in love with anyone; 2) to say/do something nice to stop an awkward situation. B) 1) d; 2) a; 3) b; 4) e. C) 9. D) 1) born; 2) married; 3) 26;
performed; stage; 4) written; 5) girl; 6) languages; 7) words; 8) more.
21
APRIL 23rd, BOOK DAY!
April 23rd, Book Day!
Books are mirrors:

you only see in them
what you already have
inside you.
Carlos Ruiz Zafón, The Shadow of the Wind
22
App 3: STUPEFLIX downloaded. If you run out of HD simply create a Stupeflix account for
Passes, you can earn more by referring free.
www.stupeflix.com Stupeflix to your friends.
Stupeflix is a web application to make Step 2: Choose your video theme. If you
awesome videos in a few clicks. decide you do not like it so much after
You can take pictures and record videos you’ve started your video, you can
with your webcam; import them from change it.
your computer or from a Facebook,
Dropbox, Picasa or Flickr account. You Step 3: Upload your photos or music,
can add music by uploading a song or and add text. Do not worry about the
choosing one from our library. It is also order; you can rearrange it as many
possible to add voice-over by uploading times as you need to.
a sound file or using computer voices
that will read your text. Complete your
video with text slides, captions on top of
photos, transitions, maps and more.
When you create an account on
Stupeflix, you get 1 HD Pass to export a Step 1: Log in with Facebook or Google Step 4: Save it with a distinctive name
video project into a 720p HD video and then you will have lots of images and use it online, link it to Facebook, or
masterpiece that may be shared or ready to use with Stupeflix. Or you can download it.
23
April 18th
Flower Festival
in Japan
Background
Hana Matsuri (the Flower Festival) is a religious celebration
to commemorate Buddha's birthday. It is celebrated
yearly in the Buddhist temples all over Japan. On this
day, small buildings decorated with colourful flowers
are made at all the temples and a little statue of a baby
Buddha is placed inside. Using a small ladle, worshipers
pour a kind of sweet tea called ama-cha over this
figurine, which represents Buddha’s baptism with five
coloured perfumes. Then, they can take some ama-cha
and drink it at home as if it was holy water. They also
take cherry blossoms to the temples as an offering to
Buddha who would turn over 2,500 years this year.
Hana Matsuri is a very special celebration. We can say
that it is the celebration when a new cycle of life starts since
it is very near spring day and everything is dyed in pink
because all the cherry trees are blossoming. People go out in
the streets dressed up in bright coloured kimonos to march
to the temples singing Buddhist chants.
Processions and parades are as much colourful and children • discover the wide range of activities that take place during the
walk around a huge float containing a small Buddha sitting blooming season in Japanese cherry blossom festivals.
on a white elephant surrounded by flowers. Some temples
have parades of children dressed in period costumes from • look for picture of our national trees in blossom and where
ancient samurai to modern kimono. they can find them.
• research on the kimono and how Japanese prepare tea.
Class Plan
Pre-Intermediate students (13-year-olds +)
Objectives:
• To learn about this traditional Japanese celebration.
• To learn about Japan and describe its spring customs
and traditions.
• To review modal verbs.
Activities:
Tell the students about this festival and ask them to: Did you know?
• write a list of the things the people can do at this festival. • 2/3 of the Japanese population are Buddhists,
Example: They can chant. They can offer cherry blossoms to about 90 million people.
Buddha. They can go to the temple. • Buddhism was introduced to Japan in the 6th
• look for information about Japan: geographical location, Century AD.
capital city, number of inhabitants, form of governmet, etc. Ask • The Emperor Shomu (701–756) adopted Buddhism
them to write a card containing the main features of this as the official state religion.
country. • There are over 85,000 Buddhist temples in Japan.
24
April 23rd
Aragon Day,
Spain
People celebrate their Patron Saint, St George,
in Aragon, Spain, every year on April 23.
Background
Aragon is in the north-east of Spain. It borders
with France and the autonomous communities of
Castile and Leon, Castile-La Mancha, Catalonia,
La Rioja, Navarre and Valencia. This community
became autonomous in 1986.
St. George’s Day is the day of regional celebrations,
renamed as the Day of Aragon in 2007.
What do people do?

Some people attend special church services to honor
the life of St George. A number of events are
organised throughout the region, including: flower
displays arranged into the form of the flag of Aragon,
which consists of nine horizontal stripes (five yellow
stripes and four red stripes) and the coat of arms of
Aragon at the center; the presentation of the Aragon
Awards to relevant people in the community; plays,
musical and cultural performances in public spaces;
communal meals; etc. The flag is displayed on public
buildings, homes and public transport vehicles.
Class Plan
Pre-intermediate students (12 year-olds +) • Everybody should cast their
Objectives: votes and the following class, the winners should be
announced.
• To learn about this Spanish Celebration.
• To review the present perfect tense. Extra reading for teachers:
• www.crwflags.com/fotw/flags/es-ar.html
• To review superlative of adjectives.
• eurotravel.answers.com/spain/the-aragon-flag-of-spain
Activities:
• Show the map of Spain and let the children say which Did you know?
country it is, where it is located, what they know about it. • Spain is the world’s largest producer of olive oil.
• Describe this public holiday. • Madrid, its capital city, is in the physical center of the
country and its plaza Puerta del Sol is the exact centre
• Present the students with the 2014 School Awards. These
of the country.
awards are to be presented to those who have contributed
in a positive way to the class, the school, or the community. • The ancient Roman Aqueduct of Segovia was built in
the 1st century A.D. and still supplies water to the city.
Students can suggest categories and nominees, e.g. Best
manners, Best classmate, Greatest Learning Effort, etc. Each • Muslims founded the first Spanish university at
nominee should be presented with a brief comment as to Valencia in 1209.
why he/she should get the award, what he/she has done to
deserve it.
25
A re you trying to incorporate the latest

technology into your classroom without giving
too much thought to it? Are you always too
eager to bring into your next class that new tool
soon as possible. Technology is not the answer to all the
questions and the solution to all the problems we may
encounter in our teaching practice. Technology in itself is not
going to revolutionise education. That is a utopia.
you have just come across through Twitter? Do you
As Judy Harris explains in this video about the TPACK model
often design a whole class around that flashy new online tool
(http://www.youtube.com/watch?v=HDwWg_g0JGE), we should not
your colleague has told you about in the teachers’ room? If you
build a house around a faucet. On the contrary, we should
answer yes to more than one of these questions, then you are
incorporate technology in order to enrich our classes taking
another technology worshipper. You do not differ too much
into account our curricular and pedagogical needs. That’s why
from the characters depicted in the video Bendito Machine III
I find the TPACK approach so interesting. If you are not
(www.youtube.com/watch?v=xiXOigfDb0U)
familiar with it, here is a summary of the main ideas proposed
I am a big fan of incorporating by Koehler and Mishra (2006).
new technologies in the According to this model, when we design a class we need to
classroom. However, I believe make 3 THREE important decisions in the following order:
that we have to be more
• curricular knowledge, i.e. deciding on the topic to be covered
conscientious about the
and the objectives to be achieved by the students;
decisions we make, when
we bring them to school, in • pedagogical knowledge, i.e. selecting the type of activities we
order not to fall into the trap want to do, the final product, the teacher and students roles,
of becoming a fanatic. The assessment strategies, and so on and so forth;
fact that we have found a
• and only after all this has been set we can focus on
fantastic new online tool does
technology knowledge, i.e. choosing and looking for the
not mean that we MUST use it as
appropriate technological
resources that will help us
to achieve our aims for
that class.
Even though these three
elements are very
important, the TPACK
approach goes beyond
taking them into
account in isolation,
emphasising the new
kinds of knowledge
that lie at the
intersections between
them, resulting in
four other kinds of
knowledge teachers
need to take into
account when
teaching with
technology. In this
graph you can
clearly see them:
26
how it can be adapted for educational purposes, since most of it

has not been created for pedagogical purposes.
Finally, the intersection of all three circles results in: Technological
Pedagogical Content Knowledge (TPACK).
Activity types
In order to make planning lessons easier by using technology,
Judy Harris and her team at “College of William and Mary
School of education” have developed what they call as activity
types for the different subjects taught at schools. They “capture
what is most essential about the structure of a particular kind
of learning action as it relates to what students do when
engaged in that particular learning-related activity (e.g. group
discussion; role play; fieldtrip)”. Then, they provide possible
technologies to be used to achieve that learning objective. If
you want to have a look at the activities developed for teaching
foreign languages, you can visit this wiki:
http://activitytypes.wmwikis.net/World+Languages
“Effective technology integration for pedagogy around specific

subject matter requires developing sensitivity to the dynamic,
transactional relationship between these components of
“Reproduced by permission of the publisher, © 2012 by tpack.org” knowledge situated in unique contexts. Individual teachers,
grade-level, school-specific factors, demographics, culture, and
other factors ensure that every situation is unique, and no
Pedagogical Content Knowledge (PCK): Knowledge that allows
single combination of content, technology, and pedagogy will
you to organise and adapt the content in the best way to be
apply for every teacher, every course, or every view of
taught. teaching.” (Source: http://www.matt-koehler.com/tpack/what-is-
Technological Content Knowledge (TCK): Knowledge about how tpack/)
content and technology influence each other. It implies knowing Let’s incorporate technology into our classes, but only after we
what type of technology is the best for teaching the content and have made informed decisions about why and how we are
how to use technology effectively in the classroom. going to use it. Technology is not a sacred object to be revered;
it is just another tool we should have at hand to be used when
Technological Pedagogical Knowledge (TPK): Knowledge about
needed.
how education and technology influence each other. It implies
knowing what type of technology is available at the moment, and Sabrina De Vita
27
EASTER CARD
HAPPY
EASTER!
28
Level: Beginner Age: Children

MR RABBIT’S FAMILY
The Rabbit family is getting ready for this year’s Egg Hunt Day. Can you help them colour the eggs?
Colour the picture and write the words in the correct place.
Grandpa Dad Mum brother sister
29

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S ome teachers take textbooks for granted and

They imply economy of time The same frame of lessons that

When should we choose a textbook?

Useful guide to check how complete a textbook is:

Enough space for students to write.

Clear and complete list of contents.

Socially and culturally appropriate for students.

Enough practice for reading, writing, listening and speaking.

Plenty of practice and exercises.

Revision and self-assessment units.

Projects / final tasks.

Instances of authentic language.

Clear grammar boxes.

Plenty of extra vocabulary items.

Appendixes (Glossary, grammar summary, writing extras, etc.).

Your classes can be great whether you choose to follow the

T he posters in this edition of The Teacher’s

books in the school library or search on

If you have an interactive world map, they can delimit the

Using the cards in poster 2 the students will classify the

Food chains and food webs

In teams, the students take turns to toss a die. First, they

Level: Pre-intermediate+ Age: Adolescents

1) molecule 4) atom 7) tissue 10) biome

LEVEL DEFINITION EXAMPLE

b) Different organs interacting chemically and physically for the

c) Different tissues that function together to perform a common

…………………… d) A group of cells that work together in a specialised activity. ……………………………

e) A unit of two or more atoms of the same or different elements

f) A regional or global land area that is characterised by the

g) A basic unit of matter that consists of a dense central nucleus

h) Various populations of all species living together in a given

i) Dynamic interactions between all organisms living in a

j) A group of organisms of the same species in any given area at

k) A form of life composed of mutually interdependent parts

l) Those regions of the earth’s crust, waters and atmosphere in

Key: A) 1) e, 2) j, 3) l, 4) g, 5) i, 6) a, 7) d, 8) c, 9) b, 10) f, 11) h, 12) k.

food by photosynthesis. Animals cannot make their own food. They

Green plants use the energy from the

Animals that eat primary

4 DECOMPOSERS Decomposers (bacteria and some

Level: Elementary + Age: Children/Adolescents

Level: Elementary + Age: Children/Adolescents

Level: Elementary + Age: Children/Adolescents

PRODUCER CONSUMER DECOMPOSER

GLOSSARY OF ECOLOGICAL TERMS

Nature and its

24. kingdom 33. population

Level: Intermediate Age: Adolescents / Adults

e) This is used when something/someone makes you frightened.

1) The Merchant Of Venice

Level: Intermediate Age: Adolescents / Adults

languages — performed — born — twenty six — England

1) William Shakespeare was ____________ on April 23 and he died on April 23.

6) Shakespeare’s work is read in at least 80_________________.

APRIL 23rd, BOOK DAY!

April 23rd, Book Day!