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 Working with
TMB: PANYEE FC
A) Answer the questions.
short films 1) What sports are popular in your city? Why?
2) What sport would you like to play in your neighbourhood? What elements do you have and
what elements do you still need to play it?
B) Look at the following photographs and guess what “TMB: Panyee FC” is about and where it is set.

C) In pairs, decide if the sentences “TMB: PANYEE FC”

are correct. Then, read the plot
This short film tells the story of a group of young boys who built a
summary to check your choices. floating football pitch on an island in the south of Thailand. It is a five-
1) The short film tells the true story of a

Download another photocopiable activity from www.ediba.com

minute documentary starred by local children, which is part of an
football team. advertising campaign for TMB (a bank from that country). Inspired by the
2) It is a micro-documentary. World Cup in 1986, a group of very young football fans from the fishing
village of Koh Panyee decided to have their own team. The island where
3) Panyee is a small floating village. they lived was rocky and there was no space for them to play this sport.
4) There is a lot of space on the island. In order to solve this problem, they collected wood and nails and built a
5) Koh Panyee is in the North of platform. They practised very often on this small homemade pitch. When
Thailand. the short film finishes, we learn that this team entered competitions on
the mainland and, eventually, won some of them. They proved that
6) Local children from the island starred pursuing our dreams is possible if we are passionate and use our skills.
in the film.
(Some information was taken from: http://theinspirationroom.com/
daily/2011/tmb-panyee-football/)

D)Watch the short film at: https://www.shortoftheweek.com/2011/12/31/tmb-panyee-fc/ or at:

https://www.youtube.com/watch?v=NfWiQC-MGAE and do the activities below.

E) Put the sequence of events in order.

1) Once it was ready, they started playing.
2) In the past, people from Koh Panyee used to watch football but didn't use to play it.
3) They worked every day after school to finish it.
4) So, they had an idea: they collected wood and tied some old fishing rafts together to build a pitch.
5) They trained a lot on this wet, slippery surface.
6) However, they did not have a place to practise or play. And there was not much space on the island.
7) They only raced with their boats.
8) A group of children thought about forming their own team.
F) This is what happened to them after they had played for a while.
Complete the sentences with verbs from the box in the past simple or past continuous.

SEE TRAVEL
One day, they1) ___________ a flyer about a one-day tournament. The villagers
2)___________ new gear for the team players. And some even 3)___________ to see
FEEL TURN
them play. In the second half of the semi-final, they 4)________________ and it 5)
BUY BUILD _______________ heavily. They 6)___________ their wet boots off and 7) ___________
LOSE BECOME more comfortable, they almost won!After that tournament, football 8)___________
Panyee’s number one pastime. They 9)___________ a smooth pitch. They
RAIN TAKE 10)___________ out to be good at this sport and have won different tournaments.

G) Answer.
1) What do you think about these children’s attitudes and actions? 2) What can you learn from them?
bought, 3) travelled, 4) were losing, 5) was raining, 6) took, 7) felt, 8) became, 9) built, 10) turned.
Key: C) 1) Correct, 2) Correct, 3) Correct, 4) Incorrect, 5) Incorrect, 6) Correct;; E) 2), 7), 8), 6), 4) 3) 1), 5); F) 1) saw, 2)
2
 D
Page 2:
ear colleagues, Working with Short Films

Contents
This month, The Teacher’s Magazine brings along lots of Pages 4 to 6:
activities for all levels and ages. Houses and Furniture
For young and very young learners, you will find the fable The Ant Pages 8 & 9:
and the Dove with ideas and photocopiable pages to work in class. There I live in a House
are also activities on the poster of Parts of the House, as well as a lesson Pages 10 to 13:
plan for young learners to practise prepositions by telling where a hamster
Phonics for Kids
is hidden.
Page 14:
For teenagers, there are lesson plans to work with three different indigenous
Happy Teacher’s Day
peoples: Wichi, Mapuche and Andean communities. According to your
students’ level of English, you may use one, or the three, in your planning. Page 15:
Brushes All Around: Egypt
You will encounter a new section, called Phonics for Kids, in which you
will find step-to-step instructions to develop phonemic awareness in Page 16:
children learning to read in English. The aim is to teach students The Mapuche People
correspondences between sounds and spelling patterns. In this issue, a Pages 17 to 19:
short rhyme is presented to introduce the sound /ɪ/. Wichi Communities in
Thanks to all who completed the survey at www.ediba.com. Your Argentina
answers will help us present you with the material you need for your Pages 20 to 22:
classes. The Andean Living Myth
We hope you make the most of this issue. Pages 23 & 24:
The Teacher’s Magazine Team How to Make the Most of
Flash Cards
Pages 25 to 30:
The Ant and the Dove
Page 31:
Global Culture Corner:
International Day of
Democracy
Poster 1:
The Ant and the Dove
Poster 2:
Parts of the House

Download another
photocopiable activity
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Marcela Monardez / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Mónica Buzada, Yesica Galliano,
Mariana Prats, Juliana Tomas, Germana Tomas, Carla Allende, María Paula Miner, Fabricio Inglese, Daiana Agesta / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección general: Dario Seijas /
Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Mónica Gil, Natalia Sofio /Comunicación y atención al
cliente: Carlos Balajovsky, Maia Balajovsky / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Recursos humanos: Mariana Medina / Recursos multimedia: Martín Asteasuain, Francisco Del
Valle, Aldana Meineri , Pablo Yungblut, / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Juan Meier / Recepción:
ISSN: 1514-142X
Mauro De Los Santos, Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
AÑO XIX - Nº 205
SEPTEMBER 2017 Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.

ESTA ES UNA
Impresión: IPESA Magallanes 1315 Ciudad Autonoma de Buenos Aires. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de
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3
 HOUSES and

T his project is aimed at

Kindergarten and
primary school students.
The purpose of these
rousing activities is to engage
Tasks
7 Tell students they are going to
watch a video in which Sally
shows parts of her house. Play
children in the process of learning and freeze the video as many
by revising parts of the house and times as you consider necessary
items of furniture, singing a song and encourage students to say the
and promoting hands-on activities to words aloud while watching.
give students the opportunity to Song “This is my house” at
create their own houses. https://www.youtube.com/
watch?v=sE2GEaQJrwc.
Linguistic Exponents Students complete photocopiable
7 Vocabulary related to parts of the activity A on page 6, in which
house. they have to circle the words has got a pet hamster called Willy, but
7 Items of furniture mentioned in the song. she cannot find it in the house. Then,
After that, tell students to match the ask students if they can help her by
7 Colours. saying where Willy is. You may
pictures of different items to the
7 Prepositions (IN –ON –UNDER). names of the rooms they are in. You encourage students to say the
can do it according to the video or prepositions in, on and under by using
Objectives according to the poster, as a memory mimes or gestures with your hands.
game. Once they have matched them, After that, tell students to complete
7 To learn new vocabulary (sofa,
tell students to colour the items of activity D.
chair, table, fork, knife, mirror, bath,
etc.). furniture by watching the video again, Once they have finished, tell them to
or as they are in the poster. In case draw, cut and colour hamsters in the
7 To watch a video to improve you prefer to do it according to the different colours they know to place
students’ listening skills. video, freeze, point and ask What them anywhere in the classroom.
7 To listen to a song to develop aural colour is the ball? to help students find Provide students with adhesive tape
comprehension skills. the items easily. and let them participate. Meanwhile,
7 To create a house using different After kids have finished matching the get students to say where the hamster
materials. pictures to the words, tell them to is by resorting to the vocabulary
circle the odd one out. Students previously learned. For example, The
Lesson 1 complete photocopiable activity C. red hamster is on the chair.

Sally and her hamster Follow-up tasks Follow-up tasks

To exploit the previous activity and
Pre-task Students say what their favourite part
of the house is. Tell them to draw and turn it into a game, tell students they
Show students the picture of Sally and colour it in their notebooks. are going to play TRUE or FALSE. Stick
her pet hamster Willy in the poster. masking tape on the floor in a long
Explain that Willy is hidden in each of line crossing the middle of the room
the rooms. Then, ask What’s this? Is it
Lesson 2 and stick a T and an F letter on either
a mouse? Is Sally at school? Where is
she? Where is the hamster? Students Sally’s pet hamster Willy side. Explain that they will look at the
hamsters in the classroom and listen
may answer in L1. Then, get students In this lesson, students will revise the to you saying where the different
to describe what they can see in the vocabulary they have learned in the hamsters are; for example, you may
house by using colours to enliven the previous class by listening to the song say The red hamster is under the chair.
activity (It’s a red apple, It’s a pink and looking at the parts of the house If it is TRUE they jump on the “T” side.
doll, etc.). and items of furniture in the If they make a mistake they are out of
worksheet. You will explain that Sally the game.
4
 FURNITURE
Lesson 3 4) The lamp is in the
Sing white bath.
along! 5) The glass is on the
Pre-task brown table.
To revise the 6) The doll is under
vocabulary the yellow chair.
learned in
lessons 1 and 2, tell
students they are going to play Follow-up tasks
TIC-TAC-TOE using vocabulary To conclude the lesson plan,
related to items of furniture and play the song and sing along.
parts of the house, colours and To make the activity more
prepositions. engaging, ask students to add
Draw a TIC-TAC-TOE chart on the more items of furniture to each
board. In each square draw the of the rooms.
different parts of the house, pictures As a final project, tell students
of Willy in different places or to create their own house and
pictures of different items of their own pet using different
furniture. Before placing their token types of materials such as
on the board, students have to name cardboard, tempera, etc. To
the items or say where Willy is. If bring extra motivation to the
they do it correctly, they can place activity, students can vote for
their token, if they make a mistake, the best house. The purpose of
they miss their turn. Show on the this final task is to enhance the
board first, then divide the students use of speaking skills while
into pairs to play on their own. using proper structures and
vocabulary.
Tasks Have fun and make the most
of it.
Revise the use of prepositions by
either using the poster or placing
different items around the class. Tell María Paula Miner
students they are going to look at
the pictures on one of the
downloadable pages, draw and
colour as you say. Remind them the
use of in, on, and under.

1) The ball is on the

red sofa.
2) The blue plate is on
the chair.
3) The green car is under
the bed.
Download another
photocopiable activity 5
from www.ediba.com
 Level: A1 Age: Very Young Learners/Young Learners

Houses and Furniture

A) Watch and listen to the video, then circle the words you hear.

BED
PLATES RO
OM

LIVING ROOM FLOWERS KITCHEN

CRAYONS

Download another photocopiable activity from www.ediba.com

TEDDY BEAR
BATHROOM PLAYROOM
B) Where can you find these? Match, then colour.

LIVING ROOM
KITCHEN
BEDROOM
BATHROOM
PLAYROOM
GARDEN

C) Circle the odd one out.

GARDEN BICYCLE MIRROR FLOWERS

PLATES FORK KNIFE SOFA

BALL DOLL PLAYROOM GLASS

6
 T
make a cross under the correct picture They can also build furniture out of
according to their answers. Add up all cardboard.
the crosses and ask How many Once the houses are finished, they
children live in a house/flat? may present each house, naming each
Each pupil draws the house or flat room and/or pieces of furniture in
where they live. Stick them on each one. They can have small dolls or
hese ideas for working construction paper, and say where the figures cut out from magazines to
with poster 2 are aimed children live. For example Mary, Lucy place in the different rooms. They can
at kindergarten and and Peter live in a house. Jessy, Tom say: This is the mum. She’s in the
primary school students. and Sol live in a flat. living room.

Objectives
7 To identify houses and flats. My house book Where’s …?
7 To recognise parts of the house. Cut some sheets of paper in the shape Cut out pets or people from
7 To say where the rooms are. of a house. Staple them together on magazines. Place them in the different
7 To learn some pieces of furniture. one side. Now you have a house- rooms of the poster. Ask, for example,
7 To describe different items. shaped book. On each page ask Where’s the dog? For students to look
students to draw and colour a different for it, and say It’s in the garden.
room. On the front page they can Hand out the downloadable page
Linguistic Exponents write their names. from www.ediba.com for students to
7 For recognition: What’s this? colour. You can use the same picture,
Where’s (the doll)? Is it a (ball)? Do or any other, to tell students to place
you live in a house or in a flat? Is your Describing furniture
different items or people in different
house/flat big or small? What have you Teach or revise different items of rooms. For example: Draw Grandma
got in your (bedroom)? Which is your furniture. Tell students to describe in the playroom.
favourite place at home? Do you like them. For example: The sofa is big. It’s
playing in the (garden)? Where’s the in the living room. It’s red. On page 9 you will find activities for
hamster? older students.
7 For production: It’s a (teddy bear). Playing with puzzles
It’s in the (playroom). Yes. No. I live in Download another
a house. It’s big/small. Colours. Find pictures of houses, flats, different photocopiable activity
Prepositions. Numbers. rooms, etc. in magazines. Paste them from www.ediba.com
on cardboard and, if you want,
laminate them. Then, cut each
Activities image into four or five pieces.
Divide the children in pairs or
The house game small groups. Give each group a
Dramatise different activities for
different puzzle to solve. They Where do
students to guess in which part of the
need to say what is in the you live?
picture.
house you are doing them. For
example: mime brushing your teeth
for students to say You’re in the A block house
bathroom.
On a piece of cardboard, each
student, or group of students,
Where do you live? builds a house using blocks. The
house could be as big or small as
Draw on the board a house and a
the numbers of blocks students
block of flats. Introduce the words
have. They build it without a
house and flat (you may include the
roof, so they can see the different
words if your students can read).
Then, ask Where do you live? and
rooms inside. Tell them to build Mary, Lucy
the walls that separate each room. and I live in
8 a house.
 Level: A1 Age: Very Young Learners/Young Learners

I live in a house
A) Find.
MIRROR
CHAIR
BED
LAMP
FRIDGE
PICTURE
SOFA
WARDROBE
BATH
TELEVISION
TABLE
Download another photocopiable activity from www.ediba.com

B) Look at the picture and correct the sentences.

This is the playroom. The teddy bear is under

the box. The doll is in the bath. The ball is on
the stairs. The pictures are on the floor.

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

C) Word search. Find the following pieces of furniture.

B C L O W B R S
E C H B A M E I
D X D A U I T N
T D V T I R F I
G A H H E R T L
C V B C S O F A
I D S L O R I M
P L A T E S A P

9
 W hen children acquire a
language, the process
tends to follow certain
steps. The inference of rules
will try to present most often,
highlighting spelling realisations for
it. We will provide hands-on
activities that reflect learning
and, in the case of English, spelling, cognitive processes going from
is one of the last stages in picking basic recalling to justifying
up a language. Therefore, it is decisions, in a sequenced
relevant that when we expose manner to scaffold learning
young ones to English for learning from the base to the top of
purposes, particularly in an Bloom's Taxonomy.
unnatural environment like the Starting with
classroom, we do it focusing on opportunities to
certain words, structures and manipulate word features,
characteristics of speech in order to students will be able to
facilitate the process. generalise beyond isolated
One method which has been used for examples to word groups that
over a century to teach speaking, are spelt in the same way.
listening, reading and writing, as well
as to develop phonemic awareness is
Phonics. Its goal is to help students
Tasks:
realise the correspondence between The following rhyme has
sounds and the spelling patterns. been developed to present,

sound /ɪ/. Divide students

practise and reinforce the
Listening and speaking skills are first
acquired in an aural-oral way from in groups of four. Give
the language around children’s lives. them the picture on
At this stage, they develop a rich
speaking vocabulary to start
negotiations with the people
surrounding their experiences. In this
article, and subsequent ones, we will
attempt to provide effective guide and
support to teach how the spoken
word is represented in print, since
“knowledge of the ways in which
their written language represents the
language they speak is the key to
literacy.” (Bear et al, 2012: 18)
Following the findings of Fry (2004),
who determined the highest
frequency of phoneme-grapheme
correspondences, words will be
presented in a way to lead to better
phonics instruction: it is neither
advisable nor necessary to teach
phonics or phoneme-grapheme
correspondences in alphabetical
order. As noted from these findings,

in the English language is /ɪ/.

the most frequently-occurring vowel

Therefore, it is the sound we

10
 photocopiable page 12 already with /ɪ/. Even if they have not, the watch?v=xqACbaz4Yg4,
cut out and laminated. Show next task will help them make that especially at 11:33 when Here Sits
them yourself how to react to generalisation. Explain that the The Lord Mayor is performed. The

of the phoneme /ɪ/, and students

the instructions you give: next exercise is about sounds, and rhyme shows several occurrences
Kids! Sit, Pick, Wiggle, Fit. they have to cross out the words
Repeat the rhyme several that sound differently. Point out find it very easy to reproduce while
times performing the that they should read from left to pointing at parts of the face.
actions: sit down, pick a right, and read the words aloud. We hope that this approach to
piece of the puzzle, wiggle it in You may exaggerate the developing literacy facilitates your
the air, fit the piece in the pronunciation of the vowel sounds teaching and your students'
puzzle. Once it is clear what to help students pick the odd word learning process.
they should do, ask them to -- remember that they are at a very
play as instructed. early learning stage. You will
Once you are sure realise that the words for this task Sources and References
students have have been carefully selected: they Anderson, L.W. (Ed.), Krathwohl,
assimilated the words, are all verbs with high occurrence D.R. (Ed.), Airasian, P.W.,
present them with activity in kindergarten or primary Cruikshank, K.A., Mayer, R.E.,
A on the worksheet. classrooms, and the “odd” verbs Pintrich, P.R., Raths, J., &
are pronounced with another Wittrock, M.C. (2001). A taxonomy
It is time to move to a recurrent phoneme.
more complex activity. for learning, teaching, and
By now, students Sorting words according to their assessing: A revision of Bloom's
may have realised pronunciation, students discover Taxonomy of Educational Objectives
(Complete edition). New York:
spelt with <i>
that the words consistent patterns that reveal the
logic of the spelling system. Longman.
are Individually or in groups, as you Bear, D. R., Invernizzi, M.,
pronounced consider the most appropriate Johnston, F. (2012). Words their
option, give students way: word study for phonics,
laminated cards with the vocabulary, and spelling
words provided in the instruction. 5th ed. New Jersey:
photocopiable page and ask Longman.
them to form two groups of
words according to how they Fry, E. (2004). Phonics: A Large
sound. Show them how you Phoneme - Grapheme Frequency
do it, and then ask children to Count Revised. Journal of Literacy
do the same. Walk about the Research 36(1): 85-98. Retrieved
room helping them throughout from http://jlr.sagepub.com/
the process. Eunice Kennedy Shriver National
After the recognition exercises, Institute of Child Health and
it is time to give kids the Human Development, NIH, DHHS.
opportunity to produce and (2001).
show how much they have Put Reading First: The Research
learned. Ask them to complete Building Blocks for Teaching
the words in activity C with Children to Read
the appropriate vowel. (N/A).Washington, DC: U.S.
Government Printing Office.
To keep practising, and doing Retrieved from
so in line with the activities http://files.eric.ed.gov/fulltext/
usually performed at ED458536.pdf
kindergarten, we recommend
the video available at Agustina Negretti
https://www.youtube.com/
11
 Level: A1 Age: Very Young Learners/Young Learners

PHONICS for Kids

SIT
KIDS

Download another photocopiable activity from www.ediba.com

PICK
MUNCH WIGGLE
RUN
CUT
FIT

12
 Level: A1 Age: Very Young Learners/Young Learners

PHONICS for Kids

A) Match.

SIT

PICK
Download another photocopiable activity from www.ediba.com

WIGGLE

FIT
B) Cross the odd word out.

SIT CUT WIGGLE PICK

FIT SIT RUN WIGGLE

MUNCH PICK SIT FIT

C) Write I or U.

S_T P_CK C_T W_GGLE

R_N F_T M_NCH

13
 HAPPY TEACHER’S DAY!
O n 11th September we
celebrate Teacher’s day
in Argentina, in
commemoration of
Domingo Faustino
Focusing on the jobs Sarmiento had
during his life, you can do a matching
activity (drawings and jobs) for very
young learners; play “hangman” for
the ones who already know the
task and to show it to the rest
of the school.
Finally, you can ask children to
decorate a letter of the following
phrase “HAPPY TEACHER’S DAY!”
Sarmiento. Children may know some alphabet in order to complete the Each letter has to be about an A4
important facts of his life from other words; more advanced students can sheet of paper size, put them together
subjects, so it is a good opportunity look up information on textbooks or to make a big and nice billboard to
to work with their prior knowledge the Internet to find out when and why greet other teachers on their special
and, at the same time learn some Sarmiento worked as a miner, or a day.
other interesting details of the life of soldier, etc.
our greatest teacher. Have a nice Teacher's Day with your
The activity below is an acrostic students.
You can show a picture of Sarmiento, including clues and answers about
and let students speak about what Sarmiento’s life. You can copy the Mariana Prats
they know about him. puzzle on the board to do it as a group

Level: A1 Age: Young Learners/Teenagers

Complete the puzzle and discover the mystery word.

1. He was born in_______________.

2. His mother's name was ______________ .
3. He died in ________________ in 1888.
4. His first name was ______________.
5. In 1868, he became ___________________ of Argentina.
6. In 1831, he was forced into exile to _________.
7. He founded a newspaper called _______________.
8. He had different jobs, but we remember him as the first _______________.
9. He founded more than 800 _____________ around the country.

1.

2.

3.
4.

5.

6.

7.
8.

9.

Mystery word: Sarmiento.

Key: 1) San Juan, 2) Paula, 3) Paraguay, 4) Domingo, 5) president, 6) Chile, 7) El Zonda, 8) teacher, 9) schools;
14
 A sk students what they
know about Egypt and its
art. Write down key words
from students to classify
After watching the video for the first
time, tell students to work in pairs and
share the information they have noted
down. Go around the class and see
what information is missing, giving
How big? The material used? By
looking at the image, they try to guess
the answers.
To sum up the main ideas of the
them into Egyptian Civilisation and lesson, students answer the following
Egyptian Art. advice to each pair of students, if questions. If they do not know any
Write on the board the following necessary. Play the video for a second answers, they can do an Internet
questions for students to have as a time. Students try to answer the search to find them.
guide while watching and listening to questions with the notes they have
taken. Tell students to dictate to you 1) Which are the expressions of art
the video at that we have seen in Egypt so far?
https://www.youtube.com/watch?v their answers and copy them on the
board. As a whole class, decide how (Statues, tombs, pyramids, sphinxes,
=DHqMnR445DY. paintings.)
to answer each question correctly. If
7 What are hieroglyphics?
there are any mistakes in form, take 2) What do we know about their way
7 Where is Egypt?
notes to explain later the grammar of living? And how? (By observing
7 What do we know about Egyptian
point. Agree on an answer for each their art, we know that they were a
culture? question, write them on the board for civilised population, they believed in
7 What about their social students to copy in their notebooks or an afterlife, they had many Gods that
organisation? folders. they represented through animal
7 What are the pyramids? faces.)
Show some Egyptian works of art, and
7 What materials were used in the
ask students to analyse and describe 3) What were the colours used in their
pyramids?
what they see. Do a Google Search of works of art? (Black, green, yellow,
7 What is a sphinx?
images and choose some. Specify what blue, white - plain colours.)
7 Who were Egyptians' main Gods? to pay attention to: colours, faces,
7 What is the meaning of
4) Where did they take the colours
objects, silhouettes, scenes. Answers from? (Plants, minerals.)
mummification? Why did Egyptians do may include: some heads have animal
that? shapes, they are facing a line, in 6) Can you mention some other
profile, plain colours, no shoes, characteristics in their art? (They
This is a nice activity to teach students
objects of daily life, no perspective, painted people in profile and with no
to take notes. Tell them to write down
etc. Tell students that we can learn lots perspective. They were also fond of
key vocabulary, not complete
of things by observing paintings. relief.)
sentences for each answer. There are
sentences embedded in the video, but When the discussion is over, point out As a final task, students can work on a
if students try to copy them, they will the most important characteristics of relief to express what they have
miss the extra information in the Egyptian art: learned about Egyptian art or to
audio. Remind them of the activity express something about themselves
7 Profile paintings. or their culture using this technique.
done at the beginning of the lesson,
when you wrote key words and not 7 No perspective. Students work in groups. They can use
their complete sentences. This is not 7 Plain colours. dough, cutting sticks, bench scrapers
an easy activity for students, so they or nesting cutters to shape the dough.
Show a picture of a Sphinx and ask They have to use the characteristics of
will make many mistakes and may feel
students if they remember it Egyptian art to do the relief.
frustrated, but it is
from the video. Then,
a necessary Germana Tomas
ask: Do you imagine
study skill.
how tall it is?

15
 The Mapuche
People
T
Download another
photocopiable activity
from www.ediba.com

his lesson plan is aimed https://en.wikipedia.org/wiki/Indig etc. They write down a few sentences
at students at A2/A2+ enous_peoples_in_Argentina about them and present them orally,
level of English. It Check as a whole class. Tell students in a poster or in a slideshow
revolves around students’ to correct the false ones. presentation.
beliefs about indigenous If students are interested in the topic,
peoples in general, and the Mapuche If you want to explain the use of
peoples, refer students to they can investigate about the
people in particular. indigenous people in their area or in
http://learnersdictionary.com/qa/W
hat-is-the-difference-between-people- other areas of the country.
Objectives
7 To learn about other cultures: the and-peoples- to discuss in class. Enjoy working with the topic.
Mapuche. Tell students you will focus on the Juliana Tomas and Karina Uzeltinger
7 To be able to talk about the Mapuche culture. Hand out activity B Sources and References
Mapuche. on the downloadable page, in which http://www.donquijote.org/culture/
there is information about these chile/society/people/mapuche
Tell students to read the sentences in
indigenous people. Students decide https://www.britannica.com/topic/
activity A below and decide if they
under which heading they would Mapuche
are True or False. In this way, you will
place the information: RELIGION, https://www.interpatagonia.com/ma
check students’ previous knowledge
LANGUAGE, HISTORY. puche/index_i.html
on the topic. In small groups, students
discuss their choices. Each group Discuss the order in which each https://intercontinentalcry.org/indig
sentence should be in a text. Which enous-peoples/mapuche/
reports to the class. Then, ask learners
words or phrases helped students to http://www.mapuche-
to search the web to find if the
nation.org/english/main/feature/m_
sentences are true or false. Suggest the decide the order?
nation.htm
following websites: Students investigate about other http://dictionary.cambridge.org/es/d
http://www.iwgia.org/regions/latin- topics, such as Art, Food, Customs, iccionario/ingles/legend
america/argentina

Level: A1 Age: Teenagers/Adults

The Mapuche People

A. Read the following sentences and decide if they are True or False.
1. There are no indigenous peoples in Argentina. Indigenous
populations come from other countries.
2. There are many indigenous peoples in Argentina located mostly
in the north and the south of the country.
3. There are about 10 indigenous populations in Argentina at present.
4. Today, there are about 600,000 Amerindian inhabitants in
Argentina, the South of Argentina.
5. Indigenous peoples have their own culture, religion, beliefs and
language.
6. In Argentina, there is discrimination against indigenous peoples.

16
 Wichi Communities
in Argentina

S Start the lesson by

asking What ideas,
images and problems come
to your mind when you
think about aboriginal people in
enter into conflict with rural
landowners who have received the
land from the state for cultivation.

Other conflicts within

alcoholic drink which is popular
throughout Argentina, Paraguay,
Uruguay and parts of Brazil. The man
uses a type of cup (a mate), and in the
movie we can see he is heating the
Latin America? Let students discuss water in a kettle.
in small groups and then share as a Argentina Algarroba is a species of flowering
whole group. Typical issues for Here, you may read the reviews below evergreen shrub or tree of the pea
current aboriginal communities for the movie The Etnographer (2012) family, the fruit of the carob tree.
include the very categorisations by Ulises Rosell. The movie may work Vegans and vegetarians sometimes use
from which they are studied, well to debate on the controversial algarroba flour instead of wheat one.
thought, and approached: the degree interests of the state and the Wichi
to which they are protagonists in community in Salta, as it deals with a Analyse with students the use of
their own stories and not mere case of abuse, as understood by the “nominalization”, that is, the post-
victims from times immemorial. Argentinian law, by a Wichi member. modern practice of using impersonal
Some of the terms to discuss with The movie digs into cultural noun phrases as subject with the
the class are national borders, oppositions because, for the explicit or implicit intention of hiding
citizenship, land, agricultural community, girls enter adulthood once information. For example, agricultural
development and natural resources. they have their first period; besides, development is clearing the forest:
usually, they are older than what their some groups, corporations or specific
When we talk about natural resources, farmers are carrying out this method
we do so with the underlying ID (when existent) says.
of land exploitation, but those people
conception that they are something at https://www.therai.org.uk/film/film are “absent” or not mentioned in the
our service. However, for the Wichi, -sales/the-ethnographer-el-etnografo text.
nature has an intrinsic role in their http://www.buenosairesherald.com/
lives. As regards citizenship, the Wichi Sin el Monte no Somos Nada (2012) is
article/112285/el-etn%C3%B3grafo- a university documentary from a
live within the Bolivian and observing-the-observer
Argentinian borders and some research group from UNS, Argentina.
members want to belong to these Show the movie trailer At https://www.youtube.com/
countries, preserving their customs. http://www.somoswichi.com/test.ht watch?v=5ea2jxcyCYU. 1:16 - 1:26,
ml, and ask What calls your attention? you may see a Google map showing
The land is another important topic, What is the rhythm like? In what the location of the communities in
because the Wichi in Argentina are language is the title? (Somos Wichi in Salta.
semi-nomadic communities, so they Spanish). Tell students to categorise the
need extended areas of land available. In activity C, there are some extracts
phrases from activity A on page 18. that show the relationship of the
For aboriginal people, private property
is an unknown notion, in that way, the Culture Note: You may want to Wichi with nature. Students read them
land belongs to all, not just to a few explain that in the beginning of the to establish the importance of diversity
people. In Argentina, they trailer, the shaman is having in language, culture and different ways
mate, a typical warm non- of understanding human experience.
Carla Allende

17
 Level: A2/B1 Age: Teenagers/Adults

Wichi Communities in Argentina

A) Categorise into Problems and threats, and
People's activities in the trailer.
We feel marginalised.
They're carrying wood.
Agricultural development is clearing the forest.
Children are playing.
The shaman is having mate.
He's fishing.
A woman is looking after children.
He's preparing algarroba.

B) Go to these sites and carry out a WebQuest.

http://www.somoswichi.com/test.html
https://en.wikipedia.org/wiki/Wich%C3%AD_languages
http://www.survivalinternational.org/tribes/wichi

Download another photocopiable activity from www.ediba.com

1) What differences and similarities can you mention between the communities along the Pilcomayo
River and the Wichi of Lapacho Mocho?
2) How many people speak the Wichi languages? Are there different accents (varieties)?
3) What threats and problems are there for the Wichi today?
4) How could a Wichi person be offended by your way of addressing them?

C) In English, what is the difference between “land”, “Earth” and “earth”. Using the dictionary or your
intuition, complete these statements with one of these words.

7 The ..................... is a planet and it travels around the Sun.

7 I am walking barefoot and I can feel the wet ..................... under my feet.
7 These families live off the .....................; they grow their own food.

D) Read how these Wichi people describe their relationship with nature. To what extent do you feel
identified with them? What is the importance of diversity in language, culture and diverse ways of
understanding human experience?

“Craft is born in el monte; the state negotiates the land […] We know for a fact without el
monte (woodland) we are nothing” Sin el Monte no Somos Nada.
Palmer (2005) tells how if a Wichi person finds a honey nest and marks the tree where he or
she found it but if, while he or she is looking for a bowl to take it, someone else finds the
honey and takes it, the first person to discover the honey has no right to demand it. So it
follows, nature cannot be appropriated.
“I live in this place called Misión Chaqueña. We're about
two thousand inhabitants, five hundred little ones speak two
languages today. It's a town founded by the English. […]
Once we get organized, [they] will come to look for the root
of culture and the land. Without that [the land] an
aboriginal person is nothing. […] Well, the land is always
there, well I don't know, the earth is like something you
feel and you capture it. […] Nature itself originates, I don't
know, one is born and all the time one sees the earth, as it
is. One goes barefoot and the earth, the land, it's like, it
protects us”. Yolanda Alfaro in Sin el Monte no Somos Nada.
18
 Level: A2/B1 Age: Teenagers/Adults

Wichi Communities in Argentina

E) Case Study. This case is based on a real case discussed in the movie The Etnographer (2012). Read the
texts suggested below and debate in groups.
7 What human rights are in tension? Consider the UN's Declaration of Human Rights and other documents.
http://www.un.org/en/universal-declaration-human-rights/
http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
https://www.un.org/development/desa/indigenouspeoples/declaration-on-the-rights-of-indigenous-
peoples.html (Extract in downloadable poster)
7 Who / what organisations should participate in the discussion?

Background Knowledge about Wichi Culture.

Wichi women
choose their
husband, and
they usually enter
double marriages:
one husband and
Download another photocopiable activity from www.ediba.com

two wives.
Besides, in these
marriages, both
women from the
same family
usually get
married to the
same man.
Girls are
considered adults
after their first period; anthropologically speaking, menstruation is a transition into adulthood for girls.
Many babies are not registered until they are older and some IDs are usually lost. Children do have a
name and an identity, but they are not registered in the national state offices.
People involved
Qatú belongs to a leader family in Lapacho Mocho. He is an activist for the Wichis' right to the use of the
land since time immemorial. He fights corporations which are deforesting the woodland.
Teodora. A woman from the Wichi community in Lapacho Mocho. Qatú 's first wife.
Estela. Teodora's daughter and Qatú's second wife.
John. An anthropologist from Oxford who has been part of the community for thirty years. He's married
to a local Wichi woman.
Other people implied: Police officers, local authorities.
The events
Qatú marries Teodora and after some time, he also marries Teodora's daughter. Teodora's daughter,
Estela, is registered as being nine but she is actually, at least, fourteen. So, they establish a double
marriage, as it is custom. Estela gets pregnant, and a local teacher sues Qatú, and he goes to jail without
trial. He spends five years in prison and is still waiting for an oral hearing. Teodora and her daughter Estela
are terribly angry. Teodora, Estela, and the new baby are in good health but want Qatú back. They cannot
pay a lawyer, so an English anthropologist who is part of the community is offering legal advice.

F) Choose one of these topics, carry out some research and prepare an oral presentation about the
Wichi people today.
7 Wichi people throughout history (relationships with missionaries, landowners and the State).
7 Wichi language. Characteristics. Is it endangered? What is its place in local schools?
7 Wichi people and the territory. How can “borders” be assigned for semi-nomadic communities?
7 Wichi people under diverse threats.

food welfare programs from the State. 4) By the use of mataco; C) 1) Earth, 2) earth, 3) land.
difficult, forcing the Wichi to seek their food further away from their traditional sources. They become dependant on
along the Pilcomayo were expert at fishing; 3) The trend of cutting the forest for farmland is making life extremely
19
Key: B) 1) Traditionally, the Wichi of Lapacho Mocho relied solely on forest game and plants, while the communities
 Level: B1 Age: Teenagers/Adults

The Andean Living Myth

A) Debate with a classmate about these questions:
Have you ever heard about myths? How would you define them? Do you believe that nowadays, there are
societies that base their beliefs on myths? What is a rite? Do you know any? What do you think is the
meaning of the expression “living myth”?
B) Read the text and, for paragraphs 2 to 5, find out in which countries the stories take place. In case you
need it, you can look up more information using key words, like names of cities or names of mountains.

1
It is true that the Inca Empire was conquered hundreds of years ago. Its economical
and social structures were replaced by the European practices that the Spaniards
brought with their arrival in the American continent. However, native mythology and
beliefs never fully disappeared. In fact, centuries after their religion was practically
absorbed by the Catholic faith, several Andean communities still share many beliefs and
ancient rites that honour their true goddess: Pachamama. In this mountainous region of
Western South America the concept of Mother Earth (Pacha: Earth, Mama: Mother) is
very clear: she gives birth to all the living creatures and is the mother of the mountains,
she is responsible for the success of harvests and the fertility of the soil; she controls
frosts and rain, thunder and storms. According to the regional myths, Pachamama is found

Download another photocopiable activity from www.ediba.com

in every corner of nature, which is why she is not worshipped in any constructed temples.
During August, Andean communities pay homage to their Mother Earth: the earth opens
her mouth and people offer her traditional food and beverages. They ask for good
harvests, health, future projects and the general well-being of society. Besides, they
thank her for her generosity, for all the
natural wonders and for the food they
eat every day.

2
It is 7 o'clock in this cold August
morning. Ariel woke up even earlier
than that, and went out to the
street to gather dry leaves from
the floor. While he is outside, piling the
leaves on a shovel with hot coal, his
siblings and mother are cleaning and
preparing the house. Ariel gets inside
with the burning leaves on the shovel.
They give off white smoke, the incense
he will use to purify their house, their belongings and their family. From the distance, the
majority of the houses in the town of San Antonio de los Cobres are covered in thick
smoke. Apparently, everyone has started their ceremony to celebrate the month of the
Pachamama. The smoke rises slowly but dissipates before reaching the top of the 3700 m
high mountains. In the garden, Ariel’s siblings have made a hole in the ground and have
piled up the soil they have removed. Ariel takes a pot filled with chicha and pours some in
the hole. After that, he drops some coca leaves inside, he lights a cigarette in his mouth,
and offers another one to the Pachamama. Finally, his mother finishes the offerings
placing some corn and potatoes in the hole. The little kids complete the ceremony by
covering the hole with an apacheta. Their neighbours start playing the siku, apparently,
the Pachamama is happy.

3
Before dawn, Antonio and his wife Marta gather with some neighbours in one of the
highest sites of El Alto (approximately 4000 metres above sea level), where they
can clearly see the Illimani mountain, which stands enormous on the horizon. They
are all wearing ponchos to keep warm during the cold morning, their heads covered
20 in colourful Andean woolen hats. Before the sun rises, Antonio and the rest of the men
 Level: B1 Age: Teenagers/Adults

start a bonfire, making it stronger by throwing alcohol to it. The women prepare the
offerings, which consist mainly of wine, coca leaves, chicha, boiled food and cigarettes.
Marta has also brought some sweets to feed the hungry Pachamama. Once the hole in
the ground is made, Antonio, who leads the ceremony, starts burying the offerings.
While the rest of the group raise their hands facing the mountain, Antonio tells the
Pachamama with respect that he represents his forefathers, and loudly hopes that their
offerings are enough to honour their goddess. Finally, he buries the last offer the group
makes: a dried llama fetus to show their gratitude to the Pachamama. The rite is
finished. Antonio and Marta look at each other and smile while Inti starts to illuminate
the day. Perhaps it is a sign that their sacrifices were enough to please the good
Mother Earth.

4
Edgar lives in Cusco, but every August 1st he travels some 100 km near the base
of the Ausangate mountain, which stands 6300 metres high. There, he performs a
traditional ceremony he learned from his grandfather and his father. Although he
is only 34, he is the eldest man in the family and is in charge of sharing all their
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goods with the Pachamama. He kneels on the floor, and arranges respectfully on a piece
of colourful cloth some objects he has brought in a leather bag: little stones, amulets,
flower petals. On his right side, he begins to lay on dry tree branches the offerings to
Mother Earth. Edgar raises a container with chicha and,
praying in Quechua, he sprays it on the branches.
He does the same with a container of wine. He
asks his family to choose three coca leaves
each, which will be given to Pachamama.
They take some for themselves, and start
chewing them. They all place the leaves
on the branches, and on them, one by
one they offer corn, sweets, beans,
gold and silver coins, quinoa. Finally,
Edgar pours some llama fat and burns
everything. They all watch the smoke
rising, hoping this sacrifice will please
their goddess.

5
The terraces of potato plantations
can be seen from almost every corner
of the town of Socoroma, at 3000 m of
altitude. Perhaps the sight has been the same
for the last 600 years, when the place was dominated by the Inca Empire. These same
terraces are one of the places where the Pachallampe is held, a celebration before the
season of potato sowing begins. This festivity starts with a procession from the town up
to the fields. Javier and Eugenio are always happy to be part of it, since they met and
fell in love in a past Pachallampe. The procession is led by a donkey, which is adorned
with a crown of flowers and carries the potato seeds in a sack. A group of musicians
plays the guitar, accordion and violin, while a singer sings some coplas in Aymará. Once
in the planting field, Javier burns incense and the smoke is directed to some Catholic
saint statues. Next, Eugenio pours some drops of alcohol on the earth and on the sacks
of seeds, asking for permission from the Pachamama. The children in the group give the
seeds to the women, who start sowing the land. In these Andean communities, both
children and women are considered a symbol of fertility. At the end of the day,
everybody drinks chicha and beer while dancing the huaynos. Javier and Eugenio wonder
if a new couple is falling in love.
21
 Level: B1 Age: Teenagers/Adults

The Andean Living Myth

C) The words in italics in the text are not in English, most of them are regional terms of the Andean
communities. Try to guess which one matches the meanings given below. If you cannot find any, use a
dictionary to help you.
1) An alcoholic beverage that is made with corn, very similar to beer.
2) A language spoken by Andean communities, primarily in Bolivia, Perú and in Northern Chile and
Argentina.
3) A wooden wind musical instrument, that consists of different-sized pipes attached to one another.
4) A South American animal, belonging the family of the camelids, that is used for its meat and as a means
of transporting goods.
5) One of the official languages in Peru, with approximately 8 million speakers, which was the main
language of the Inca Empire.
6) A big stone left in a particular place as a reminder of something. Incas used to leave them on the sides of
the roads to thank Pachamama for their trips.
7) A type of popular music and dance originated in the Andes.
8) A plant that is grown in South America. Its leaves can be chewed or consumed as tea with nutritional

Download another photocopiable activity from www.ediba.com

properties.
9) A type of clothing used for protection against the cold, which consists of a single sheet of fabric with
only one opening for the head.
10) The ancient sun god, worshipped by the Incas.
11) A poetic form that consists of four verses and is used in Spanish songs and literature.
12) A plant originally grown in the Andes, which had a sacred value for the Incas. It is believed that the
emperor sowed the first seeds of each season with golden agricultural tools.

D) Read the text again and decide if the sentences below are true or false, or there is no information
about it in the text.
1) There are churches constructed to honour Pachamama.
2) When communities perform ceremonies for Pachamama, they ask her for things, but also thank her
for others.
3) If a harvest is not good, Andean communities believe this was a decision of Pachamama.
4) The incense used in San Antonio de los Cobres is usually prepared with much anticipation.
5) Ariel offers Pachamama only regional products.
6) Antonio and his group start a fire to burn their offerings.
7) Their sacrifice includes offering their goddess a dead animal.
8) Antonio and Marta believe the sacrifice they made has pleased Pachamama.
9) Edgar has invented his own way of hounouring Mother Earth.
10) Edgar performs the rite speaking only in Spanish.
11) Edgar’s family do not offer only food in their ceremony.
12) The festivity held in Socoroma is a combination of different beliefs.
13) In Socoroma, everybody is allowed to sow the potato seeds.
14) All the Andean communities live in mountainous environments.
15) Chicha is a product that has an important role in these communities.

information, 4) False, 5) False, 6) False, 7) True, 8) True , 9) False, 10) False, 11) True, 12) True, 13) False, 14) True, 5) True.
Siku, 4) Llama, 5) Quechua, 6) Apacheta, 7) Huayno, 8) Coca, 9) Poncho, 10) Inti, 11) Copla, 12) Quinoa; D) 1) False, 2) True, 3) No
get married, they go on a honeymoon trip, etc. B) Paragraph: 2) Argentina 3) Bolivia 4) Perú 5) Chile. C) 1) Chicha, 2) Aymará, 3)
studies, they go on a trip (generally to Bariloche); when a girl turns 15, she has a ball or is given a trip to Disneyland; when people
most important rights, etc.; as for rites, Argentina society has many: When schoolchildren finish their primary and secondary
22 Key: A) Possible answers may include that our society is based in the beliefs of capitalism, private property, life being one of the
How to Make the Most of
Flash Cards

J ust like fire or any other

technological device, flash
cards could be helpful or
you may get burnt; that is, you may
and so does the teacher. So there is no
point whatsoever, and we lose the
chance of exploiting the interesting Teachers will choose games depending
resource cards may in fact be. Instead, on the kind of flash cards they have.
lose the chance to exploit them fully
it is advisable to either reveal only There are at least two types of flash
and perhaps ruin students'
areas of the flash card or just show it cards: big ones to be used with the
relationship with these materials. So
quickly, and then try to make students whole class and individual ones
let's make our flash card use
guess the object shown and prompt owned by every student. At the same
fireproof.
the English version if necessary. It is time, you may also have two cards
Some teachers tend to simply show a important to remember the showing the same concept so as to
card and then ask, What's this? when, information gap needed to raise at make pairs. The number and type of
even though students may not know least basic interest in what the flash flash cards you have determines if the
how to express it in the foreign card is showing. games will be played as a whole class
language, they already know what it is or in pairs.
Some options for flash card
use include games like:
7 Pass the card until the music 7 Running card dictation.
stops. Students sit in a circle and pass Have two separate sets of
around the flash cards until the music cards on your desk. Divide
stops. Then, they hide their flash card the class in two. For each
and the teacher or a student from group, one student runs
another group asks Is it a pencil to your desk and looks at
sharpener? / Is it an eraser? until he or the card on the top of the set
she guesses the item shown. and then runs back to the table to
7 Pairs. If you have a set of cards dictate it to his or her group. Then,
with pairs, you may play a memory another student runs, and so on until
game. The cards should be mixed and one group is ready.
face down. Every child takes a turn to 7 Odd one out. Using cards from a
discover a pair of cards and plays set of vocabulary learned in previous 7 Quitters You may use flashcards to
twice if they get it right. The player projects, stick the cards on the board, prompt writing tasks. Distribute the
with more cards is the winner. so that students discover the item flash cards randomly and explain the
which is not related. writing task. Following Daywalt's The
7 Snap! Students have their own set
Day the Crayons Quit, ask students to
of cards, they play in pairs. Students 7 Justify! Shuffle the set of cards and
imagine their erasers, school bags or
shuffle the cards face down and then offer children two cards from the set.
folders quit, so they will write a letter
count to three to show one card; if the They need to justify the relationship
to you pretending they are one of
card coincides with the partner's card, between the two items. For example,
these items. So, the letter may start:
the first student to say “snap!” gets There is an eraser under the chair.
Dear teacher, I quit because you...
both cards. The winner is the student
7 Guess! Students need to describe Then, you have to guess which item
who finishes with more cards.
purpose, shape or any other every student was pretending to be.
7 Writing in the air. Distribute cards characteristic of the items in the set.
If you would like more ideas, you may
randomly. Students don't show the For example, “I use it when I make
visit
card; instead, they have to write the mistakes.” “It's used to write.” “It is
https://www.teachingenglish.org.uk
word in the air and a partner has to round.”
/article/using-flash-cards
guess.
Carla Allende
 T his well-known Aesop
fable tells the story of a
little ant who falls into
the river and a dove who
saves it; and when the dove needs
river bank, the dove is looking at the
ant, the dove is flying, the ant is going
(swimming) to the shore, etc.
To help students with key vocabulary
and to gain fluency while speaking,
According to their
age, ask your students to
draw (and write) their favourite part
and explain why they liked it.
Retell the story making mistakes,
help from a hunter, the ant does it start telling the story and stop for when students realise the information
immediately. It deals with the topic them to add the word or phrases to is wrong, they say STOP! and correct
of helping others for the sake of finish the idea. For example: Once it. For example: Once upon a time,
helping, not to get a reward. upon a time, there was a little … (ant) there was a little ant who was very
This lesson plan is aimed at Young and who was very …. (thirsty), so it went hungry. (STOP! It was very thirsty), so
Very Young Learners, but it can also be to … (the river bank). it went to a restaurant. (STOP! to the
used with older students at A1 level. On pages 26 to 29 you will find river bank), etc.
activities to do with kids, including On pages 29 and 30 you will find
Lesson Plan for ordering the story, helping the ant to photocopiable activities. For activity
Very Young Learners get to the shore and classifying
pictures.
C, students have to cut and colour the
pictures on page 26 and match them
Present the first picture of the story. to the correct sentence. If you prefer,
Point to the ant and ask kids what Discuss with children why the hunter
wants to trap the dove. Possible you may ask them to make their own
they think the ant is doing (accept books, in which case, they will also
answers in L1); then, point to the dove answers may include to eat it, to have
it as a pet, to sell it in a pet shop. If have to draw the cover page. If you
to introduce the word. Tell children choose this second option, discuss
that the story is about the little ant you are working on a project about
animals, you may want to work with with students what information we
and the dove. Tell or read the story find on the cover of a book. Go to the
with the help of the flashcards on children on a campaign to discourage
people from buying animals that are library and analyse covers from
poster 1, point to key vocabulary and different books for children, tell kids
let children make predictions on how not pets.
to find similarities in them, discuss
the story goes on. Lesson Plan for how the title is presented, Are the
After this first reading, children draw covers colourful or not? Is the author
their favourite part of the story. Go Young Learners mentioned? What other information is
around the class asking What’s this? Explain to your students you are going there on the cover? Once students have
What colour is it? to reinforce to tell them a fable. If you have collected all the information, they
vocabulary. worked with previously published design their own covers. You may
Tell the story a second time making fables, remind them of The Ant and want to discuss beforehand the name
mistakes for children to correct you. the Grasshopper or The Lion and the of the “Publishing House” they will
For example: Once upon a time there Mouse. You may want to introduce use in their productions (it could be
was a blue ant who was very thirsty key vocabulary in the Word Bank on the school name or any other).
and went to the river bank to have page 28 at this stage, or directly from Another option could be to ask
some fish. the poster. students to draw their own pictures
for the sentences. Once the books are
You can use the flashcards of the story Present the first picture of the story,
finished, children can show their
to revise numbers and colours. For and let students describe it. According
productions to other classes, take
example, ask students to count the to their age and level of English, they
them home or leave them in the
trees, the flowers, the animals, the may name the different objects they
library for other students to check out.
leaves, etc. see, or they can make sentences about
them. Ask them to predict what the Have fun working with this fable.
If you are teaching present
story will be about. Using the cards in Karina Uzeltinger and Daiana Agesta
continuous, you can use the pictures
poster 1, tell or read the story,
on the poster for kids to describe what
pointing to each character or miming Download another
is going on: The ant is going to the
the actions if necessary. photocopiable activity
from www.ediba.com 25
 Level: A1 Age: Very Young Learners/Young Learners

The Ant and the Dove

A) Order.

Download another photocopiable activity from www.ediba.com

26
 Level: A1 Age: Young Learners

The Ant and the Dove

Key words
A) Word bank.

DOVE

ANT
TREE

Download another photocopiable activity from www.ediba.com

LEAF

CAGE RIVER

HUNTER THIRSTY BITE

28
 Level: A1 Age: Young Learners

The Ant and the Dove

B) Match.

dove
Download another photocopiable activity from www.ediba.com

ant

leaf

hunter

29
 Level: A1 Age: Young Learners

The Ant and the Dove

The ant goes to the river bank.

C) Match the sentences with the pictures on page 26.

It falls into the river.

A dove drops a leaf near the ant.
The ant arrives at the river bank.

Download another photocopiable activity from www.ediba.com

A hunter traps the dove.
The ant bites the hunter and the
dove flies away.
D) Match beginnings and endings to tell the story.

1) A little ant a) climbs onto the leaf.

2) The ant b) is very thirsty.
3) A dove c) bites the man on the foot.
4) The ant d) goes to the river bank and falls in.
5) A hunter e) flies away.
6) The dove f) wants to put the dove in a cage.
7) The ant g) drops a leaf near the ant.
8) The dove h) is trapped in a cage.

Key: D)1) b, 2) d, 3) g, 4) a, 5) f, 6) h, 7) c, 8) e.

30
 International
Day of Democracy
15th September

T
Background What do people do? 2. Tell students to look at the pictures
and find a connection among all of
Many worldwide organisations, local
them. You can ask them the following
his United Nations’ governments and non-governmental
questions:
observance gives people organisations hold different events to
the opportunity to analyse promote democracy and respect for a. What can you see in the pictures?
the state of democracy universal human rights. These events b. What are the people doing?
throughout the world. generally include debates, press
conferences, speeches by famous
c. Are they free to do what they like?
Democracy cannot only be
considered in terms of an attainable people who are mostly leaders or 3. Tell students to work in groups and
educators. make a collage illustrating what
goal but also as a gradual process
democracy is for them.
which requires full participation and Some people design flyers or posters
support by the international and have them placed at universities, 4. Have them watch a video and make
community and bodies, national public buildings or places around the them reflect on what democracy
governments as well as citizens. city to show people what democracy is implies. Tell them to add more ideas to
Only if all these actors take part, about and to connect it with other their collages after watching the video
democracy can be really guaranteed issues such as freedom of speech, at https://www.youtube.com/
for every citizen living in this world. tolerance and respect for human watch?v=Arn8Fp1jyok&list=PL177
rights. 5CD2417822B7A. There are spelling
Democracy comprises different values
mistakes in the video (oun for own
such as respect for civil liberties,
and expresion for expression).
respect for human rights such as Teaching sequence for teenagers:
universal suffrage, freedom of speech, 5. Tell students to display their
among others. Democracy also Level: Any productions on the school walls for
provides an ideal environment for the Tasks the rest of the students to see what
protection and fulfilment of human they have been learning about.
1. Stick on the board different pictures
rights. These values are included in connected to democracy (people voting Yesica Galliano.
the Universal Declaration of Human their representatives, people holding up
Rights which was proclaimed by the their hands as if they were debating,
United Nations General Assembly in Sources and References
people expressing their views, a picture
Paris on 10th December 1948. of the constitution, etc.) http://www.un.org/en/events/demo
cracyday/index.shtml
https://www.timeanddate.com/holid
ays/un/international-democracy-day

31