Values and Pte ey oe ctw dC) child?sam classroom ' a i SWIMSUIT | ak / Using Py ame itoite Cd > ii rte a ear Poa e Ne class Jee ” me —Dear colleague, ‘This edition offers a wide range of ‘younger children, you will find new attractive ideas to introduce and practise entertaining way and several suggestions to make creative gifts to celebrate Child’s ay. Likewise, for your students at higher levels, you will find activities that will help them become better readers and writers through the effective use of linking words. Tips to work with authentic songs and several suggestions to use newspapers in the class round up this issue, We hope you find it usefull Looking forward to meeting you next month! oa ea saterials for different levels and ages. For aut ‘vocabulary related to clothing in an Pages 45 What shall T put on? Pages a7 Gifls for Child's Daw, k Page 8 Pages 9 to 23 1 rc tea coats yee dee pay aaa a pee tothe re! Cr tr Yast cae ec: wardrobe. Last, prepare signs to his month we Bing Ss abel the items of clothing. an interactive templates on pages 13, 14 ani wardrobe ta present 3 ioe OS ent vocabulary related to Pdking. 1 wi I : Let’s learn the names of ‘opportunities not only to teach these the clothes! items of clothing but also to integrate ne |) Present each item in the wardrobe 2a asking the children to repeat after seasons, weather conditions an you. You can also ask about its colours. Likewise, it will give the IATISTA cove they are confident childzen the chance of playing real- : you may also want to include lie situations, getting involved in tiers (stiped, check, dotted: zig the activities suggested and making Z Zag, spotted, etc). Tearning meaningéul. They will just & : love What shall I put on? Guide the following dialogue and let the students choose the right clothes in the wardrobe, : What's the weather like today? 8: 1° cold! Breer! ‘T: What shall I put on? S: A sweater, a woollen hat, a scarf ‘and mittens. The first step isto build the wardrobe. You can use thick cardboard and brown paint. Add a length of string to hold the hangers 48 shown in the photograph. Then, make the clothes you ‘would like to teach of Eva foam of different colours. Don’t forget to include the hangers to put the clothes in order in theWhat's the weather like today? S: It’s hot! 7: What shall [pat on? S:A Tshirt, shorts and trainers, ‘Ask two confident students to stand. in front of the wardrobe and act out these dialogues. You can include this activity as part of the routine before starting the class, Choose a different pair of students each class so that everybody acts this dialogue out. What a mess! ‘When the students are familiar with the vocabulary, pile up the clothes and the labels on your desk before the class. As soon as the children go into the classroom, tell them they are going to put their wardrobe in order. Divide them into groups of two or three students and give out the labels to stick on the wardrobe as shown in the picture. ‘Then, ask each group to choose an item. of clothing and hang it next to the label. The rest of the group should say if the ‘match is right. What are these? For a change, leave the clothes in the wardrobe and take away the labels. Scatter them face down on your desk. In turns, the children choose a label and stick it next to the corresponding item of clothing, What colour is it? What's its pattern? ‘Ask the children to practise the following dialogues in pairs. Sk: What colour is the cap? $2: It’s green, blue, yellow and red. Si: What colour is the T- shirt? Si: What's tts Guessing game In pairs, the students ask and answer questions to guess the item of clothing Si: It’s striped, $2: [s it the Tshirt? Si: No, it isn’t $2: Is it the scar? SI: Yes, it is! Poster 1 presents some items of clothing. Cut Be tee the cards, laminate re and add them to your 1 resource pack, you a will find them useful »"ew vocabulary. ae may ask them to ma , or real life z t Situations andthe } & | following are just Choose the to present or revise = According to your students’ level, you practise dialogues =, about the weather ae appropriate clothes to wear. The examples for Gifferent levels. dialogue that suits. your needs, Si: It's rainy today. What are you going to/would you wear? 82: (picking up the right card and showing it to the rest of the class} I'm going to wear/would wear my yellow raincoat and my wellingtons. SI: What would you wear if you had a business interview? ‘82: I'd wear a black suit and a necktie. Si: We are going skiing, What clothes are we going to take? $2: We are going to take a scarf, a woollen hat, gloves and a sweater. ‘We hope you find this poster usefull and make the most of it. te.Sis e atd's Dow 1's time to celebrate Child’s Day! A smile on a child's face is worth every effort in the world, don't you think? Here are some gift ideas that are very simple to make and cute indeed! Mushroom sweet box ‘This musbroom-shaped sweet box consists of Bt polystyrene ice-cream container and a polystyrene half ball Just glue the lid on top of the container, turn it upside down and cut out the bottom. Paint it in yellow and add Eva foam decorations such as plants, flowers and snails. To make the cap of the mushroom, paint the polystyrene half ball in red bee with white dots (instead of painting dots, you can glue tiny cotton pom-pom or paper circles), Finally, fll the container with yummy sweets and put the cap in its place. Surprise! (See photocopiable page 16.) Mouse sweet box Materials needed: corrugated cardboard, Eva foam and a small polystyrene ball Make the botiom half of a pyramid to hold the sweets. For the lid, make another pyramid without a base. It hould be big enough to fit on the box as shown in the photograph Glue eves, a tooth, whiskers and ears made of Eva foam. (Tip: tape two toothpicks at the back of the ears to keep them straight.) Finally, glue the polystyrene ball painted in black for the nose. Sweets and chocolates will complete the git. What a (Use the templates on photocopiable pages 16 and 17.) Hanging Butterfly To make this adorable butterfly to decorate the children’s rooms, use a small drinking yoghurt bottle for its body and foam balls for its head and eyes. Add Eva foam body stripes and a pair of big wings. Wrap a length of elastic around it and waich it fy! (See template on page 16.)Mini-theatres Sweet containers fildren perform mini-plays using nini-theatres. You need small boxes, acrylic paints to make tres and ice cream sticks and e plastic caps for the characters 1oW goes on! If you do not have much time, get some chip cardboard containers, decorate them with paint and Eva foam male and female characters. Fill them up with sweets and voila! If you have extra pieces of Eva foam, tulle, nylon and mineral water or soda bottle caps, make these unique pa ae dass. chan wt ee Foust be delighted! neil cases 4 / Just cut irregular pieces of floor cloth Mobiles of different colours and use little shapes of Eva foam, buttons and ribbon to decorate them. They will feel nice and soft! ‘Wooden drawer knobs, Eva foam, ye paper shredding, buttons, paint of different colours, and string will do Ae to make these attractive characters 0 be hung up for decoration. HrytLINKING WORDS ne of the main aspects of training students to be effective readers is teaching how linking words can help them understand the structure of a text, Since they connect, sentences, paragraphs and ideas, inking === words are essential o the cohesion ands 3 ise coherence of a text making the reader move smoothly from sides Besides garg cocky evening cass she races one idea to the next. “They are useful for the reader to work out the meaning of difficult sentences. These words are signals that tell you the kind of relationship the writer intends between two parts of his text: if you can understand one part, the linking word serves as a possible key to the other part.” (Nuttall, 198296). Also, the effective use of linking words makes writing natural and clear, so that the writer can easily relate the different parts of a text. Choosing the right linking word, helps them to get their ideas through. Therefore, for both, readers and writers, itis necessary to know the different kinds of linking words and their meaning, They are used to add information, show contrast, give examples, express reason, show similarity, show sequence, conclude or summarise. On poster 2 we present a list of the most common inking words that you will find useful to introduce this subject, and on pages 22 and 23 there are some sample activities for extra practice, ‘The following are just some ideas to help students get familiar with these linking words. Classifying linking words Before the class, prepare cards with the linking words ‘you want to revise. (See photocopiable on pages 20 and 21), Once you have presented the poster, scatter the cards face down on your desk and ask the students to draw columns withthe corresponding headings fr each group of linking words on the board. Divide the students into small groups. In tums, get one student of each group to take a card and stick it under the right heading on the board. When all the cards are on the board, ask each {r0up to choose one or two words from each column and write examples to read aloud to the class. Noughts and crosses Draw a pattem of nine squares on the board as shown in the picture. Write a type of linking word in each square, divide the students into two groups and assign nougits (O) to one group and crosses (X) to the other. Scatter the cards on your desk and let one group start the game: they choose a place on the grid ‘where they have to stick the card with the corresponding, linking word. Ifthe card matches the type of linking word, the ‘group gets a nought or a cross. The first group to complete the row of three Os or Xs wins the game. LINKING WORDS “Scesetoty cw acts totaamgyen testi instore tom smyepnrene Agha ry 8 ey os hepa rand that “detemtoro te scare ae, secvonce Bibliography Nuttall C. (1982), Teaching reading skills in a foreign language. HeinemannHil My name is Odd Octopus. I'm an office clerk. I'm preparing my lunch box before going to the of fice. Can you help me?Proud Peacock prances very proudly across the park. Look at the park. Colour the things that start with letter P. 8cHello! I'm Quick Quail. I'm making a quilt for Queen Quardelia. Can you help me so Wiite the missing letters and draw pictures i oes tohelp Quick Quai finish the quit. I can finish the quilt quickly?iF ia 8 iG 3 a 3 2 2| Templates for children’s gifts (see pages 6 and 7) mushroom decorations Bie: ePRHoloCORINeiLeE ES butterfly's wing PHOrOCOPIAE LE “eHoToet‘NAO D0(CH a, if ig iz is 18 18 . 3 LEGUIDED WRITING WRITING A BIOGRAPHY ‘WHAT AN EXCITING AND BUSY LIFE] ‘A) Look at the pictures and discuss in groups. What is happening/ was happening! happened?B) Match each extreme sport to the corresponding picture. Bungee jumping ‘Snowboarding free-running Hang-gliding €) Answer the following questions about the main character in the pictures. 1) What isthe boy's name? 2) Where was he born? Whatis that place like? 3) Describe the child's personality and hobbies. 4) What was his childhood IKE? .-sesesese '5) Where did he work during his youth? What did he do? 6) What did he enjoy doing in his free time? ‘7)Did he get married? '8) What do you think his future willbe lke? 9) Can you imagine is life as an elderly person? . Snorkelling D) Write a short biography of this character. Do not forget to include as many details as possible. Use the following linking words if necessary. When - Then ~ Later ~ Afterwards - However - So - While Since ~ Shortly afterwards - Although - But - Next E) Speaking time 1)Do you think your adult life wil be similar to his? Why? 2) Would you like to do any of the activities shown in the pictures? Why? 3) What other activities or events may turn your life into a roller coaster?in addition | on the other hand likewise consequently therefore == as aresult wae a on a . Al ae al 2B ie oe = Ce: feu af ae ae © Oo =o | in! ea sate iy ee, eis Osbrie¢ly | fesummarise in Conclusion i | fostart with aCter this/ atterwards Cinally/lastly: tae ; LINKING WORDS ‘A) Put the words in the box under the right heading. * AND * HOWEVER * EQuALLy + ALso + FOR EXAMPLE . GH ALTHOU! EG. * IN CONTRAST * BESIDES “BECAUSE =. gic * SIMILARLY ™ fee T 1s WHY « NoT ONLY... BUT ALS© THAI ; + IN ADDITION * Suc As + ON THE OTHER HAND + UKE + TN A SIMILAR WAY (Tea information Toshow similarity | Togiveexamples | To expressreason 5) Complete the following sentences with 1) He did't g0 OU esse ie the rain, 2) {failed the test soreness EStUGIES aot 3) We played better snes, We lst the match, 4) They couldn't drive home... so the road wasicy. 5) The film was too boring... - -- rit was oo long. 6) Water bird... — ducks or gulls are common inthe area, the Mayas, the Aztecs had their own religious rituals. "(ee Ypns (9 sopsee (s sne>9q fp enaNoH (E-YEREUIE (ecn np (L(g Z 20d uM SioMsUE POND (Yh{A)Fill in the blanks using the linking words in the boxes. butalso - notonly - besides - aswellas Veganism is type of vegetarian diet. A vegan diet includes fruits and vegetables (1) legumes and ‘cereals. Vegans care about animal rights, human health and the environment, so they exclude (2). meat, fish and poultry (3) svsses @ggS and diary products (4). . they avoid using products tested on animals or derived from animals, such as fur, wool and leather. however - ontheotherhand - although Vitamins are essential to have a good health. (5)... ‘they are complex chemical substances, we know the ‘composition of most of them. Water-soluble vitamins dissolve in water and are not stored in the body. (6) . ; fat-soluble vitamins dissolve in fat and are stored in body fat. Low levels of certain vitamins may cause some diseases. @.. an overdose of some vitamins can also affect health. Eating a balanced diet with a variety of food is the best way to get enough vita so - consequently - since - asaresult ® _-ne People move from one place to another, diseases can spread more easly. People may bring viruses and germs and (9) q _they can cause new diseases that were not present before, People may not have any natural protection against them, (10)... _nve they will become ill more easily and die. In turn, tourists can catch a disease when they are travelling and (11) .-s.sscnsseeesees they may start an epidemicin their countries, too, such as ~ forinstance Information in your brain passes through neurotransmitters, which are manufactured by the nerve cells using precursors. Different neurotransmitters will have different impacts on your brain activity (12). ‘calming neurotransmitter that usually makes you more relaxed. Neurotransmitters, (13)... «dopamine and norepinephrine, make you more alert, more attentive, motivated and mentally energetic. 8B) Look at the words you wrote in the blanks. Which one(s) do we use.... 1) to express reason and result?... 2) to contrast two facts or opinions?... 3) to introduce some extra information? 4) to introduce examples. 2100 anata (29 ese Aauanb95U0>"35US 5 (4 (@euEns (EL UES‘several occasions along the academic year teachers are asked to choose the best student to honour the national flag, represent the class in an event or participate in an interschool competition. If you ask who the best student isin the statfroom, you will realise that the criterion used by every teacher is different because, though they all actually come up with an answer that honestiy describes their views, the criteria they use to make their choice is completely different. social interaction, sks or | athe tora wok gradually started to be éonsiezed by teachers who didnot see academic performance 38 the only Erterion that needed to be used when evaluating students, ‘The issue here is to agree on a series of aspects we may take into account when the time comes 10 categorise our students into groups and later on, label them according to some agreed parameters. However hard we try, we will never be able to come up with a fixed set of aspects to consider because the final decision is personal. ‘Traditionally speaking, the best student in a class was considered to be the one ‘who managed to get the highest marks in subjects such as Maths and Language because these were considered to be the important subjects in the school curriculum. Later on, this academic selection was opened up to all the subjects the students had, so the teachers simply made a general average of the marks the pupils had managed to get along the year and came up with a result which allowed them to rank the pupils from highest to lowest. Many years had to go by before aspects such as Let me first invite you to join me in an activity, Imagine the headmaster has asked you to choose a student to represent the class in an official event. ‘Try to picture in your mind the class ‘you are teaching at present, write down the name of the best student you have on a slip of paper and keepit tll you finish reading the article, but before actually coming up with the final decision, let me share with you a series of aspects I fake into account when, for example, the headmistress at school asks me to honour one of my students with the national flag. Undoubtedly enough, a good student needs to have a very good academic performance in all the areas, but he/she does not necessarily need to score the highest marks in all of them. There are many more aspects I take into account when choice time comes, The first thing I need to consider is “What is a ‘good student?” {A good student is somebody who £% is eager to leam and finds a challenge in every new academic adventure he/she undertakes, ‘96 respects adults and peers because intrapersonal and interpersonal development is as important as cognitive performance. 96 can view comments and feedback as part of the learning progress and does not consider them as criticism. 9% is responsible for his/her own learning and looks for ways in which this mental process can be optimised, ‘9% shows academic and personal growth along the academic year. I would like to point out at this stage that 1am not referring to those students who are naturally talented, bul ‘ones who make their innate talent evolve, ‘managed to Knit academic and social nets that hold him/her, if he/she happens to fall and after 4 profits from his/her innate capacity and the feedback given by all those who are part of the teaching-learning pracess. 9% knows the difference between sharing and giving and favours the former because he/she knaws it involves his/her essence as an individual 9% resorts to linking prior knowledge to new one because he/she has managed to discover that this is the way human beings actually make learning meaningful and the list can go on and on and on The second stage of the activity is to reconsider the initial question, “Who is the best student in your class?” but this time, try to bear in mind the criteria I have shared with you. Has your inital answer been affected by the considerations I have detailed? If so, what do you think this means? have tried this out among my colleagues and the results showed that only 22% of the teachers at school gave the same answer, 64% replied differently and the remaining 14% ‘came up with several names because, in fact, all students have got lots of different capacities and abilities, even those ‘who sometimes make our professional lives busier and our lessons different, harder, noisier, more creative ... Every cloud thas a silver tining, so next time you are asked to honour the best student in your class, choose them all, they all have something that makes their presence in your lessons valuable and unique, The challenge is trying to identify the beauty of the silver lining in the cloud. ‘Maria Lidia Cumporro> Activities for teens . ore often than not, working with values may turn out to be quite a difficult task, and it seems even more unattainable if designed for secondary school classes. Fortunately, the media offers a vast range of materials and resources to bring values to the surface. Newspaper articles, in particular, not only trigger fruitful discussions in terms of vocabulary and language, Dut also promote the development of thinking and reading skills, and the identification of values. Real food for thought, as it is said, Why values? In a world where negative role models, violence and social problems abound, many parents and educators believe that an emphasis on teaching values can give an answer to our conflicting society Positive social skills or values should be approached in such way that students do not interpret them in a moralising fashion. Instead, analysis and understanding certainly lead to more profitable results and contribute to create a value-based atmosphere in the classroom, In www.livingvalues.net there is a comprehensive study on how to introduce values in the classroom. The main aims of this approach are: to help students think about values and their implications, -to encourage mutual understanding, motivation and responsibility, “to inspire students to choose their own personal, social, ‘moral, and spiritual values. It is worth exploring these concepts and adapting them to the reality of our classroom. Why newspapers? ‘Newspaper articles have proven to be a useful learning tool, since they inform, entertain and can be easily obtained, ‘Newspapers help us understand and interpret the world around us, providing information relevant to life and society. This is a good reason why newspapers can be appealing to all classes. Students are exposed and encouraged to read about a great variety of topics, which range from music, sports and entertainment to science, polities and international affairs. n this ‘way, cross-curricular activities can be implemented, integrating the different subject areas. ‘Another advantage is the act of reading critically, which is a life skill that schools should definitely promote. This strategy ‘empowers comprehension, creativity and thinking skills. By contrasting ideas, sharing views and voicing their opinions, students reinforce interpersonal skills and teachers infuse value analysis into a reading class. Working with newspaper articles ‘There is plenty of material on the web, and if you click on www. thebigproject.co.uk/news/ you will have access to newspapers from all continents and read articles from a multicultural environment, Below are some suggested topics for discussion: ‘3 Swine flu: different policies in Latin America 3 Violence in football stadiums ~ police intervention ‘6 Economic crisis ~ its local and international effects ‘9 Increase in violence in schools/in the street 9 Environmental issues 4% Pop star's drug abuse ‘To start with, set the stage eliciting ideas related to the topic of the article Example: What do you think about. Who agrees/disagrees with his/her view? What other concepts are related to the article? ‘Students predict the content of the article from the headline. ‘Then they read the article and spot main ideas, supporting details, arguments, point of view, intertextual references (If any), and conclusions, To sum up the article, students may build a concept map, ‘These are some activities you may find useful to enhance thinking skills: -Think of other arguments for and against the ideas in the article “Discuss: What evidence is there of. the implications of those ideas? in the article? What are“If you were the author, how would you explain...2 Value connections Discussion procedures provide the opportunity to clarify and analyse valties. When students take part in discussion sessions they listen to each other, reflect on their own views and other people's ideas and, above all, they develop positive interactions. Strategies to work with articles and values» @ Teacher questioning Encourage sharing and understanding by posing questions, Example: Who is responsible for..? Are you saying that..? What led you to that idea...? ‘Does anyone agree/disagree with that idea? b- Ranking It consists of the listing of values statements which the students rank in accordance to their own values position. Example: in connection with immigration 1 think immigrants should be given the chance to settle in a new country. agree with the idea that immigrants should pay a high tax to 40 to another country. Tagree with the idea that immigrants should pay a low tax 10 {g0 to another country. Tthink that immigrants should be sent back to their own. country, c- Values survey and interviews ‘These activities encourage a better understanding of other people’s values. After all the answers have been gathered, ‘they are put together to see the range of views and values. Example: Conduct a survey of or interview students/teachers about their views in relation to... d- PMI (this strategy was developed by Edward de Bono) PMI stands for Plus, Minus and Interesting statements about the idea or value under discussion. Students list the positive, negative and interesting aspects of the idea or situation, Example: What are the pluses, minuses and points of intrest inthis statement from the article? One way to protect you from viruses ist stay away from e- Consequences chart Its a way of recording the consequences of decisions and actions based on the values that one holds Example: Young criminals should be reedueated horbterm consequences Tongeterm consequences f+ Moral dilemmas Students are presented with a problem which they have to solve contrasting values and ideas Example Political partes that meet the legal requirements of the country's legislation have the chance to participate in an election process [Neo Nazi groups and parties are spreading in Europe, ‘Should they or should they not go to the polls? g- SWOT analysis ‘This technique involves identifying Strengths, Weaknesses, Opportunities and Threats (SWOT) to explore a situation oF value. Example: Brainstorm responses to this statement: Is compulsory voting in. national elections important to maintain democracy? Students benefit from this approach in several ways: -their critical skills are reinforced, -telationships inside and outside the classroom improve, -they are encouraged to discover things about themselves and {eel confident about their own attainments. Working with values facilitates the students’ personal growth and development so that they integrate themselves into society with better tools and purpose. Claudia Cabrera Sources Olen, Rebecca, Geting the Most Out of Teaching with Newspapers. Selasie USA (2002), iounalvingvatues net tnebigprojet.co.ut/news tun schools ne. (on an schoo’ nm etu.an there sa value-conneetd ist of activites to implement. The strategies described here have been taken from this site, but the ‘examples have been modifieds there a person in the whole world that doesn't respond mentally, physically or emotionally to a song? Is there any student that doesn’t enjoy listening to a song or a teacher who doesn’t enjoy using it in the classroom? ‘Authentic (ungraded or popular) songs are one of the best ‘ways of teaching a foreign language. The atmosphere is more relaxed when listening to a song. Students are generally highly ‘motivated and their attitude is usually positive. As a consequence, they will get involved more easily Students, from beginner to advanced levels, may all profit from authentic songs. Depending on the kind of activities you prepare for a particular song, some students may understand some lines in the lyrics, others may get a general idea of the content and others might just learn a few new words; they will all, for sure, enjoy them and whatever they have learnt, they ‘will remember it for future reference and use, ‘Authentic songs can help the students develop the four skills (reading, writing, listening and speaking) and they are a good example of the language in use, which is fundamental for the development of the learning process. So, have in mind the advantages authentic material offers the moment you pick the songs out and prepare different activities that integrate those skills you would like to practise. ‘Whether to practise or revise language content (grammatical or lexical), to encourage listening and reading comprehension, to present a topic or language content, to stimulate speaking through discussions, (of to encourage creativity, the most important thing is to find the appropriate song that will suit your purposes. In short, authentic songs are a useful resouree forthe EFL teacher. Make use of this powerful tool; itis not so hard to put into practice and it turns out to be really effective as students Jearn while having fun. Let’s use authentic songs Songs may be exploited more thoroughly by preparing warm- up activities, while-istening activities and follow-up activites ‘The following suggestions may be applied to any song you may choose for a given group taking into account their level and speci characteristic Warm-up activities Puzzle / Crossword Provide a puzzle or crossword forthe students to solve Include no more than ten key words from the song. Later on sive out gap filling exercise with the ites, Guess the title Find pictures that represent the words in the title of a song and display them on the board. Let students say words until they find the correct ones. You can further ask them to put those ‘words in order so that they can guess the title of the song. Hang Man Play Hang Man on the board for the students to guess the ttle of the song. Then, ask your students to predict what the topic of the song is. They should confirm or reject their guesses after listening to the song. Brainstorming Some songs are great for brainstorming ideas, words or ‘expressions. You can write the ttle ofthe song on the board and ask your students to say what comes to their minds. Makea list on the board so that you can go back to it once your students have listened to the song. You could tick what ideas, were closer to the lyrics of the song or what words or expressions were mentioned in it. Remember that in brainstorming there are no wrong ot right answers. Encourage the use of the target language according to the level you are ‘working with. While-listening activities First listening: play the complete version while the students read the lyrics without solving any activity. This technique helps them get used to the rhythm of the song, the singer's, accent and as an introduction to what they are supposed to do during the second listening Second listening: students start working on the song, ‘Third listening: this will probably be necessary for some students to complete what hasn’t been solved before while others will need it for checking Fourth listening: generally, students like the song so much that they will ask you to play it again just for singing along. Make sure your students understand what each listening time is for and that they follow the instructions. Choose one of the following activities for a complete song or use a different activity for each stanza, Choose the lines Prepare a worksheet with the lyrics of two songs that are about the same topic. Insert the lines ofthe first song into the lines of the second so that the songs are mixed up but still in order. Students listen to one song and tick the lines they hear. Put the stanzas in order Mix up the order of the stanzas in a song and ask the students to put them in the correct order as they listen to it. Match Split the lines of a song into two columns. The students should find the pairs while listening, Cloze ‘While stucents listen to the song, they fill in the blanks, Remember not to erase a word in every single line becausestudents will probably get lost if there are too many spaces together. You can provide a box with the words they should use, and even include some extra words to add some difficulty. Put the lines in order ‘The students listen and order the lines in a stanza. Circle the word you hear Choose a stanza and write two options separated by a slash for some of the words. Let students listen to that stanza and circle the word they hear. Remember to provide grammatically correct ‘words so that students have a purpose for listening. Cross out extra information ‘Add some extra words in each line. The students should cross them out as they listen to the song, Follow-up activities Find the topic Students discuss what the topic ofthe song is (for example: love, friendship, jealousy, money, etc). You can give them five or six options or just let them come up with the words. Ask them to find words or expressions connected to that topic and ‘make a list on the board Draw a comic strip Students make a comic strip (in a sequence of four or five squares) ofthe content of the song. They may include bubbles if they consider it necessary. Vocabulary 1 Give your students some sentences to complete using the new vocabulary in the song, Vocabulary 2 Find pictures that represent eight or ten key words in the song. ‘Ask the students to label the pietures using those words. Make a poster Students make a poster to represent the theme of the song and display it on the classroom walls ‘True or false Prepare five or six sentences based on the content ofthe song and ask your students to say whether those statements are true or false, What's the best title? ‘work with the song without providing the title. Once you have finished, give your students four or five possible titles and. encourage a group discussion for deciding which one isthe best, option and why, Find out about the singer/band, Give your students the following chart for them to do some research and complete with the right information. SINGER/BAND NATIONALITY AGE DATE/S OF BIRTH ‘TYPE OF MusIC FAMOUS SONGS FAMOUS ALBUMS Micaela Emilia Bertoya