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individuals about Cdaculion at www.club.ediba.com
 ear colleagues,
Welcome to a new edition of The Teacher's Magazine. This
month, our main focus is on Technology. From Moss Media to
Robots, there are plenty of activities and lesson plans for different
ages and levels. Closely related, the section on short films is about
science fiction stories.
You will also find interesting theoretical articles on using mobiles in the
class and Teaching English at the Kindergarten: Routines.
We hope you like this issue as much as we do.
The Teacher's Magazine team

I11 P
Can
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ake a mental picture of a traditional
classroom. The teacher is probably at the
front writing on the board, while thestudents
sitting in rows paying attention to what the
0 eaceher says, taking down notes or raising their
hands to participate. Now think again. The teacher
might still be in front of the classroom. Students might still
be sitting in rows, but they are no longer taking notes or
looking up listening to their teacher. Instead, their laces are
illuminated by the lights of their mobiles.
Welcomed or not, banned by regulation or not, mobile phones are
here to stay. Thilli is that, despite their sometimes disruptive
nature, mobiles offer a variety of portable mullisensory resources
for learners which cannot and should not - be overlooked. In his
TED talk, Geoff Stead compared mobiles to Swiss army knives.
Mobiles have word processors, a camera, a notebook, a diary, an
encyclopaedia and other apps which are most of the elements we
use in a classroom in one single device. Furthermore, children are
experts in them? So, why keep them segregated from ELT classes?
Why not exploit their potential?
What's mobile learning?
Mobile learning is a big umbrella term which comprises any sort
of learning which is done with the aid of a mobile phone or
handhold device such as a tablet computer or an ellook reader.
The portability of these devices means that learning is not only
confined to the walls of a classroom, but that it can also take place
whenever and wherever learners want, allowing for what is called
ubiquitous learning.
It does not mean that all the class must be centred on the device.
This should be an accessory in the class, a means loan end, and
in many cases, a bridge between the classroom and the outside
world (Carrier, 2012).
I
Moreover, as Kulculska'Hulme, Norris and Donohue (2015) warn,
"No member of the class should be made to feel disadvantaged
either in or out of class, so learning tasks need lobe carefully
designed so that the desired learning Outcomes for learners are not
constrained by lack of a smartphone or tablet" (p. 22).
Another point to consider is connectivity. Not all classrooms have
wireless broadband access, and this might result into students
having to turn on their data exchange to access the Internet. This
may turn into a problem with parents or the school, as fees may
apply.
Another final point to consider is learners' level of digital literacy.
According to Cornell University and other sources, a digitally
literate person can find, evaluate, utilise, share and create content
using information technologies and the Internet. It is highly likely
that most of our students will possess the required levels of digital
literacy, especially if they are teens or young adults, but we need
lobe prepared for those who do not, and devise basic instructive
tutorials. At least, students should be able to make notes, take
photos, make
recordings, set
alarms, text and use
an Internet browser.

First steps
Not all phones are the same or have the same features. The first
step of the journey to include mobile phones in the classroom is to
find out what kind of phones students have, if they do have one. If
less than half the class has a smartphone, it might become difficult
to profit from these devices, as it would mean that a group of more
than three students would probably have to share them.

*2250
Furthermore, abandoning, or not implementing a task with
mobiles due to students' lack of skills could result in a stale of
stagnation we all want to avoid.
Smartphones features and ESL pedagogical uses
Smartphones are loaded with a number of apps available. Most of
the activities presented below are indeed simple tasks intended to
add an interactive touch to the class. In all cases, we are also
betting at the motivational power that mobiles and handheld
devices have for our students.
Camera (video)
Films and video creation: There are a number of video projects
for students to snake use of their phones. The length and
complexity of these projects will depend on students' proficiency
level, their age and their skills with their devices. The benefits of
video projects are particularly evident with pro-intermediate
students and above. They are a successful teaching resource
because they allow students to develop a product of their own,
which can be shared with others while engaging in meaningful
language teaming. Some ideas for videos are: interviews, hew-to
videos, topic presentations, newscasts and stories.

Calendar Camera (sun)

Record Homework/Tests: The calendar tool can be used to
record homework or write test dates, Start encouraging your
students to do so, until it becomes a habit. The fact of having
students type their homework instructions in English in their
mobile phones has an intrinsic value in their learning process,
as they are using English in a real life context.
Picture hunt: After you have worked a certain vocabulary area or
concepts, you might ask your students to goon a picture hunt and
shoot every item on a list, or to take photos which illustrate a
concept such as energy, pollution or something that makes you
smile.
A story in pictures: Have students shoot photos of sequential

F as irections: Asking for and

ing directions is always a
must in language classes.
Now, students can practise this
function with maps of actual
cities with their shops, city
images, maybe 10 or 20, and challenge them to tell the story
behind the sequence.
Picture Sharing: Have students share the pictures they have on
their mobile phones. They might tell the stories behind the
pictures, describe them, or work in pairs or small groups asking
and answering questions about the photos.

hi
etc., which is Record dialogues/phrases: It is always very useful to record
buil'more their own role plays, productions, speaking activities or podcasts.
motivating than They can later share them with others for peer or self-evaluation,
using a fake or with the teacher for feedback. They are especially useful to
map in check pronunciation and intonation.
paper
Notes
Notebook: Our students' phones can become their best and most
accessible notebooks. Allow and encourage students to make
notes during the class of vocabulary, grammar, or whatever they
think relevant or worth remembering. They can add voice, pictures
or even video to their notes, and they can access them to revise
important content whenever and wherever they want.
 El

This is probably the phone feature which teachers can take most There are thousands of apps at Apple app store and Google Play,
advantage of. Before working with the Internet, it is fundamental and a growing number of them are aimed at learning English as a
to check Wi-Fi accessibility or what kind of data contract students foreign language. These apps are, in general, engaging and user-
have got. friendly with an attractive took, and they allow for a certain
gamification of language practice. For simplification, they can be
divided into Flashcard apps, Dictionary apps, and Activity apps.
WebQuests: Traditionally, students would use their home
computers to do research assigned as homework. Having Internet
access in the classroom allows teachers to set web quests. But Flascard Apps: Mixing technology with the traditional flashcard
what is a WebQuest? According to Bernie Dodge (1995), a method can become an effective teaching tool for forgetful
WebQuest is 'an inquiry-oriented lesson format in which most or students. Flashcard apps allow them to create flashcards and play
all the information that learners work with comes from the web.' with them, as they revise vocabulary. Some very good and
WebQuests may have different stages, but they certainly need to reputable flashcard apps are: MyWordBook, Anki and Quizzlet.
count with the introduction, process and results stages. They can
vary from a simple research of a famous character to a more
complex treasure hunt in a city far away in another part of the Dictionary Apps: The time-consuming activity of looking up
world. More information on WebQuests is available at word in the dictionary is in the past. The use of online dictionaries
http:/lwvew.teachiogesglish.org.sldartirle/webquests. and apps has simplified the search, and transformed it into what it
should have always
been: a simple and
Class/Topic Icebreakers: For those teachers who generally start quick reference
a new topic asking their students what they know about it, activity. There are
mobiles can become a great source of innovation. Before actually quite a lot of
introducing anew topic or idea, asking your students to Google it dictionary apps available for
comes up as avery motivational wanner which also exercises their smartphones. However, not
language and digital literacy skills, The task will not only be all of them are good and some
focused on what to look for, but also on howls look for it. are not for free. Among the
Different searches may throw different results which will activate best paid dictionary
students' critical and analytical skills by having to select the apps are those
appropriate information. created by well-
known
publishing
Blogging: Setting and writing a blog has never been easier than homes
now, as people can create blog posts on the go from their mobiles. like
Posting texts or audio notes in a classroom blog or group is a great
opportunity to let your students experiment with the language in a
more relaxed context. Learners can post their answers in pairs or
individually, and then submit their blogs for peer or teacher
evaluation. Some simple blog ideas are: What do you do in your
free time? 'tell me about the last thing that made you smile or
made you upset, talk about your pet, etc. The possibilities are
endless. More info on blogs for ELT is available at
httpifwww.teachisgenglish.org.utiartirle/blogging-elt.
Cambridge, Longman and Oxford. As for free options, students
can always resort to Dictionary.com, the Free dictionary and
Merriam Webster's.
Activity Apps: Doing language activities does not have to be a
boring, pen-and-paper task. ESL apps encourage the practice of
skills, grammar and vocabulary through activities which are
attractive for students and took pretty much like games. Among
the many ESL apps available, the ones offered by the British
Council can be highly recommended, especially LearnEnglish
Grammar and LearngngtishPodcast for real English. Cambridge
Learning also has some interesting options like The Phrasal Verbs
Machine and English Monstruo. Some grammar practice paper
books come with their app support like My Grammar Lab, and yet
some other language learning apps like Busuu and Voxy can come
handy for certain vocabulary practice.
A,
Some final considerations
As viewed, mobile learning is a chalteging teaching resource. Most
of its so-called implementation drawbacks are based on
misconceptions and prejudices which can only be overcome
through practice, in much the same way as music and video have
been incorporated to EFL classes.
As Nicky Hockty (2010) puts it "mobile teaming does not mean
learning by mobile phone alone' It rather means incorporating
handheld devices In our classes and making use of their enormous
potential for our language leaching practice. In fact, it is believed
that incorporating mobile devices will make language teaming
more authentic and efficient, as we would not only be updating
the ESL classroom, but also making learning more content and
context aware.
Sources and References
CurSer, M. (20 2) Re-infLow to lanimate lror,nng oeM hunilhJld and mobile
beaming. 000loved 1522(5, 2515 from hmp:f/onglhogerdubriheeunoiLorg/urmirruru/ro
deflnlng-mm-lunguegr-Iearning-usng-handhold-Ond-mobrleJearrring
Uockty, N. (2010). Mobifr loomiw Oh The big p05100. Retrioved 20 July, 2015 Lm,
hOp:Ifeuom.emoderatronskills2om/lp=105
Kekuleka-Heilme A, Norele 1, Doreehor I. Mobile podseooy for English bunoowo
toonhiw: guide for eeuohrr'e. Search Council and 0500 Uoh'eLoty 2015. Oemrvrd 20 July,
2055 tmm hrrpifgeo.gI/KeetFJ
Louts, K. (2051) Rob Lewis: lao blaus for mobtlo beumeno. Reeeievod 21 Irlls, 2015 from
hepe-/fbrirretrcounoil sdobemrmmtnom/ t5l7507055/p6oilstnlho11suochrmte1tr&keCoer
tent true&pbMode=normal
lbaotor, J. Mobile blonmmg for Lu000seov Can The Pout Speak to the Oct00? Retrieved 27
July, 2015 (mm
trOp:l/wow.r 000 ee.org/wpcontentIupluads120lJJl l/TIRF MALL Papers True erpdl
onliorunorreraee-cum. 40 cr00100 550000 rntchom am bosrog coot 000521 inISe
Cfrosmom. Retrieved 21 July, 2015 from
hrtpJ/wowonitneunrumsitrosoeen050gf2012flOf4Ovreatlue'weyl teacberparr-urinq-oel -
phones-vtessroom/
 1
7 Y
~l
t
hen deciding to teach English to very young
learners, every teacher should know the
importance of routines at kindergarten.
Incorporating routines to the daily activities
gives children a sale environment, since they feel
comfortable knowing what to expect. Perez Esteve
and Roig Estruch (2009) explain that, at kindergarten,
routines have an essential role in learning for many
reasons: they give security to the little ones, create
predictable situations that children can anticipate, and by
confirming their expectations, boost their self-esteem.
Children feel motivated to learn because they are able to
predict what is going to happen.
Kitzman (2013, p. 52) states that "it is important to teach
students to follow your classroom routines'. According to her,
a teacher has to take into account these tips:
It is necessary to have a routine and stick to it as much as
possible, since a consistent routine gives children stability and
lets them know what the teacher expects.
Teaching time should include circle time (to leach the lesson
and share opinions), table time for worksheets or an art
activity, and a whole-class activity like a game.
Have a designated place for students to keep their belongings
(bags, coats, etc.) and another place to organize the classroom
resources. In this way, children know where everything is.
Finally, according to my own experience both as a
Kindergarten teacher and an English teacher, any class should
be organized around a simple but clear routine, as the
following:
Start the lesson always in the same place
same way:
ng down on the
oor (or on
cushions),
making a circle
and getting
ready to say
hello.
NdJJ .J
-As a warm up, you can retrieve what students have learned or
dune the previous lesson, letting them speak Ll, but
encouraging them to use the new vocabulary acquired. Then,
tell them what they are doing that day.
-Choose catchy repetitive songs for the different moments of
the lesson: to say Hello and Good-bye, to tidy up, to make a
circle, to be quiet. There are a lot of motivational resources on
the web, which you can adapt. You may also invent some
rhymes yourself. Remember to use gestures and movement to
clarify meaning and help children understand.
-Choose one student to be your assistant that lesson, he/she
will he in charge of helping with the material, handing out
copies, etc. Make a list so that everyone has the possibility to
help.
-Plan everything beforehand (your material, resources, space,
sitting arrangement, activities, etc.), since English lessons at
kindergarten last around 30 to 45 minutes, and children have a
short attention span.
-If you have the opportunity, you can have another circle time
before leaving, and evaluate not only the content, but also how
children worked and played, or which part of the lesson they
enjoyed the most. You can also comment on the activities you
plan to perform the following lesson.
Last but no least, I would like to mention Nora Ros (2009) who
slates that we will have to find a balance between the familiar
things and the new ones, between security and challenge,
trying not to generate tedious repetitions, but to help building
a stimulating and nurturing environment.
Mariana Puts
Sources and References
Kitaman, D. and Gunzenhauser, K. 120131 The Readiness Year, Gsnles PK-K.
USA, Canon- Detlosa Publishing, LLC.
Perez Esteve, P. and Roig Entomb, V. (2009) iEnseñarlrsglds 0 Essenar s'
lnglës?- Participation educairva n' 12. Revisla cuat,imentral del Consejo
Escolar del Estado. Una mirada ala educaciOn infantil, Espafla, Gobierno de
EspaSa, Ministenio de Eduraridn.
Ron, N. (el all 120091. Rotinos p eisnufru en to ednrarido ioftmtil: romo Sr
v,gan,za La vista eatidiana. P ed. ColecciOn 0 a 5. La EducatiOn en Ina
Primeros Afios, Buenos Aires, Argentina. Centro de pubticaciones edurativas
material didirtico. Ediciones Novedades Educatrva,.
 /

0
his lesson plan based on the topic of mass Give them two more songs' time In read their own pieces of
media is aimed at elementary + and pee- paper and be ready to talk about the invention/inventor when
intermediate students. It includes a game for the music is over.
students to recognise and learn about different
technological inventions and their inventors in a
funny way. We suggest activities that appeal to The game may last 20 minutes. It is a great warmer to recap
kinesthetic, musical, verbal linguistic and logical math information from a previous class, or it can also be used as a
intelligences so that most students have access to the topic trigger for the unit.
given and easily acquire it. On pages 10 and 11 you will find
photocopiable activities for different levels. After playing the game
JMftL Ask students how they imagine a television, a
Objectives: computer or a telephone device in the year
• To place technological elements in 2115. Accept any ideas. Tell students to write
chronological order, down a description for one of the devices.
They could also vote for the most
• To learn to describe them. ingenious one.
• To get to know about the inventions and
people who invented them.
• Appreciate the importance of these
inventions for society.
• To practise basic grammar structures,
• To learn new and specific vocabulary.
• To talk about the different inventors.

Description of the game

In the poster, you will find strips
of paper in different colours.
Each colour represents an
invention. Every student is
given a piece of paper
containing information on an
invention or inventor. Some
strips of papers are more
challenging than others so
that you can give each
student the one that he/she
needs. Play somemusic.
Students have to gather
themselves in groups by colours
while the music is on. [PHONE

Television is said to have
been invented b9 more
than One iflenflfsr. Among
them, Sohn Loe Bard
f-nsmift~d We first
picture in 1819, and, in
19ff, Pool Nipliosa improved
the prvvioos scjstecoo oiitts a
mechanicel camera
In IS30, floma& Noroe
invented the first
electronic telegraph
machines° The sotem
invented coo booed on
coda of 009 and short
electronic poIses vctdch
represented letters.
The Internet was net
invented b9 a person but bij
an association voted DARPA
(Defense Advanced
Research Projects Reec)
in militomj bases. What
that time cocos soled
ARPANET (Advanced
Research ProSects, A9enc9
Netovork), bsj 1946, was
known as the 'Internet'.

Radio coos invented in

In 1930, the first Based on the
1995 bit 6a91iv1mo • programmable computer telegraph, Alexander
Marconi, an Italian Graham Bell,
wascreated It was
en9ieeer flvnthsti doctor,
coiled ZI, and it coos
invention woo called invented the tnbephove
invente d b9
wire ss in 15 16
konrad Zooe
tele9raph" 4
Level: Beginner Age: Young Learners

l4f¼ I4EMA
Inventions.
Put in order the following objects from the most old-fashioned to the most updated ones. Can you mention
any features of each invention?

•
coo

11 /
 !ol L?Ai
edia isaround us, and it is important for E-pals
children to establish comparisons between
The teacher can contact other similar institutions in order to
the ways of communicating today and in the
communicate via chat, e-mail or video conference. This can be
ast by investigating and differentiating them.
a great project to establish a relationship and also a helpful
W Throughout this project, children will learn about resource to use when finishing units or projects. The teacher
some aspects of communication in the past. They can evaluate what has been learnt as students tell their e-pals
will compare means of communication in the past with the what they have been doing.
ones we use today by observing images and antique media
objects: radios, television sets, newspapers, telephones,
computers; and they will discuss their influence on the lives Photocopiable activities
of people. We hope children get interested in the To work individually, there are three photocopiable worksheets
understanding of social media by assuming different roles to reinforce what children have learnt. The first one is a
when playing. matching activity in which children have to establish
relationships between means of communication and some
devices. Then, there is another task in which children have to
Activities classify different artefacts according to their use at present or
Warm up investigation in the past. Finally, you will find an activity to revise numbers
Show different means of communication, and ask students to completing an old telephone and a modem smartphone.
speak about how we communicate among ourselves. Invite
children to ask their families and search for information in
different sources about how people communicated through
Close up: Our museum
time (great-grandparents, grandparents and parents when they After working several days on the topic, encourage children to
were kids). Be sure of pre-leaching the new words, and compare the different means of communication and talk about
repeating them as many times as necessary, accompanying advantages and disadvantages. Write the answers on a chart,
them with gestures and the help of the images. Speak about including pictures.
the use and function of each of the elements. Display kids' work and invite families and the rest of the
institution to your 'Museum". A slide presentation can be
shown with the photographs obtained during the project, or
Playing with artefacts you can print and display them on the school walls. Also
Ask parents to bring some technological devices which they no exhibit some of the worksheets and the charts completed by
longer use (telephones, radios, mobile phones, etc). If they your students.
don't have any at home, they can build them with disposable
material. This will allow you to select those devices which are
used to communicate nowadays and those which are not used
or are used the least. Children can act out different situations:
watching a newscast (journalist and viewers), talking on the
phone, reading the newspaper, etc.
Students can make a timeline with the objects. For instance,
they can compare and contrast different types of telephones
(with buttons or discs, wireless, mobile phones) and put them
in order from the oldest to the most modern.
Be sure of taking many photographs while children are using
all the elements, so you can register the process.

12
Level: Beginner Age: Very Young Learners

LET COUIJICPTE
Match the elements of the following means of communication.

ri
H cfll

ye44'
13
Iffi
l
Level: Beginner Age: Very Young Learners

LET'S COMMUIJICPiTEI
Cut the different artefacts to stick them in the correct place. Which of them do we use nowadays?
Which of them were used in the past?

I
Level; Beginner Age: Very Young Learners

LET COMMUNICATE!
Complete the telephones with the numbers. Then "call" your friends and someone in your family.
 Level; Pre-Intermediate Age: Teenagers

TECUJOLO(TY IN OUR LIVE

A) The following words are associated with appliances we use every day. Write them down under the correct
heading. If in doubt, look up the words.

clsarsrsel - laptop - brake - fluorescent - steering wheel - division - booth - Wireless - Pay—Per--View
antenna - incandescent - subtraction - busy signal - flash - windshield - darkroom - software
Juk neon - multiplication - printer - rewind - stop - lens - long distance call - LED - volume - tuner
negative - remote control - redial - rear—view mirror - pause - commercial break - addition - play
mouse - AM/FM - amplifier.

Car

TV set

Radio

Computer

Microphone

Calculator

Telephone

Camera

Light bulb

Record.player

B)Place the following words In the missing gaps, according to meaning and context.

neon - remote control - add - flash - Wireless - play - busy signal - laptop - Windshield - antenna.

1.1 love listening to music in bed, putting my earphones and just press the ................ button on my MP3 player.
2.Once my brother lost the ................ and we couldn't switch channels for a week.
3................. computers are really useful for workers who commute,

4.In an interview, Lady Gaga explained she preferred ................ microphones because she dances a lot on stage.
................ in your camera, it is difficult to take pictures at night.
5.if you don't have a

6.My mother gets annoyed when she calls me and gets the .................
Mai
7.Everyone recommends visiting Piccadilly Circus and seeing its beautiful ................ lights.

8.Yesterday, my father washed his car and counted 76 dead insects on the .................

9. About 50 years ago, kids would enjoy moving the radio ................ and hearing stations from other countries.

10.1 had a teacher who said that nobody should use the calculator to ................. as it is the easiest mathematical
operation.
t
 Level: Pre Intermediate age: Teenagers

TECHIJOLOY IN Ot* L1V'E

00 l
fil C) Many of the technological appliances we have seen are present
,ç
in our daily lives. However, we may use them more or less
14p—• . ,. R±'a = according to our habits and our interests. Revise the following
11 '' adverbs of frequency with your teacher, and then complete the
o sentences according to your own experience. Finally, explain in
0 ' £ detail how you use each of them.

, Always / Usually / Sometimes / Almost never / Never

Ill................ use the cowputer.l use itto ................................................

2)1 ................ watch TV. l watch ................................................

3)1 ................listen to the radio. I listen ................................................

4)1 ................ drive the car. l drive to ................................................

5)1 ................use the calculator. I use it to ................................................

6)1 ................use the telephone. I use it to call ................................................

7)1 ................use light bulbs. I use them to ................................................

81................use the record player. I listen to ................................................

911 ................use the microphone. I use it ................................................

loll ................ use the camera. I take pictures oI.............................................

Dl Many professions are strongly connected with technology. Decide which profession is more associated
with the appliances/machines mentioned in the previous exercises.

i) Taxi driver 2) Disc ,ockei 3) Tel-marketer

l) Supermarket cashier

IV,
9) Secretarl 5) Photographer

1) Electrician 9) IV reporter ci) Air traffic controller

O) 'TV show director

Key- A) Car steering wheel, windshield, brake, rear-view minor, set channel, remote control, Pay-Per-Mew, commercial break; Radio: antenna. oolurne control,
tuner, AM/FM; Computer: mouse, printer, software, laptop, Microphone: wireless, amplifier; Calculator: addition, subtraction, division, multiplicatioe;Telephone
ong distance call, redial, busy signal, booth: Camera: lens, flash, darkroom negative: Light bulb: incandescent, fluorescent, LED, neon; Record player: play, rewind,
stop, pause' (Some words may ft into more than one category.) 8)1. play, 2. remote control, 3. Laptop, 4. wireless, 5. gash, 5, busy signal, 7. noon, 8. windshield,
9. Antenna. tO. Add; D) 1) Car, 21 Record playet, 31 Telephone, 4) Computes, 51 Camera, 6) Calculator, 7) Light bulb. RI Microphone, 91 Radio, tolls set.
 Level: Pen-Intermediate Age Teenagers/Adults

EUE
A) Read the text.

Millions of years ago, men lived in caves and had few elements to survive. As they needed more elements
to live in better conditions, they started to create new objects. One of the discoveries which transformed
their lives was "fire". They learnt that by rubbing two sticks together, they could make fire. As a result, they
were able to cook, to warm themselves and so on. Since the discovery of fire, an endless list of inventions
have followed.

1) Circle true IT) or false (F).

a)Men lived in caves and had plenty of elements for survival. T F
b) Prehistoric humans were poor so they made inventions. T F
c) Fire is caused by friction. T F
d) Fire was a stepping stone to lots of other inventions. T F

2) Make a web search, and answer the following questions.

a) Which inventions related to the discovery of fire do you know?
j b) Which cooking artefacts were first used?
c) Who invented the microwave oven?
d) What ways of heating up homes do you know?
e) Who Invented gas heating? And electrical heating?

B) My favourite invention:
1) Look at the list below, and tick the invention/s you are most curious about.

Wheel L Lawp U Telephone U Irsic U Computers U Balloons U

:Other U ...............................................................................

I 2) Make a web search of the invention/s you have chosen. Then, make a brief description below including:

- Manse of the irwerstiors.

- Pate and place of discovery.
j
- inventor/s.
- l-4ow it has contributed to hunsarsity.
- Picture of the invention.

I
 Level: Pre intermediate Age: Teenagers/Adults
I
EUE4P4
C) High-Tech Gadgets.

As technology has grown at a fast pace in the last years, more and more inventions are offered to customers.
Although some people may find these objects useful for different purposes, they are not necessary for
survival. They are called high-tech gadgets. They are devices whose outstanding feature is that they are
novel.

II Look at the pictures of the inventions below and match them to their names.

HI a) Selfie slick

b) Srnartwatch

c) Fitness Tracker

d)Selfie Arm /1 j

2) Discuss the following questions with your classmates orally.

1) Do you find any of these items attractive?
I 2) Do you think they are useful for you?
3) Which items would you buy?
j 4) Why?/ Why not?

K.y Al 1lF,2) F,31T,41T

Level: Pre-Intermediate
T4E TIME M?CWJt
A) You are going to read a story about a scientist who builds a machine to travel through time. What will the
world be like in a faraway future? Make notes about who or what he is going to find. Then, read the story to
check your predictions.
'Any solid body must actually have
four dimensionsthe TimeTraveller
explained to the gentlemen at his
home in London.'Length, breadth,
thickness and... TIME! And we can
move in time as we move about in the
other dimensions of Space. I will travel
through time!: he said lively while he
showed us his Time Machine.'And tell
you the story when lam back from my
time trip The following Thursday in
September 1985, the Time Traveller
told us the most extraordinary story.
Trembling with excitement, I satin myTime Machine.!
turned the future dial and everything around me started to
change.! was travelling at a great speed far beyond my
nineteenth century. Despite fear,! stopped the machine and
I arrived at the future. It was the year 802.701 AD.!
I found myself in a paradisiacal world of smell humanoid
creatures called Eloi. I went for a walk to explore the future
and noticed there were no houses. Domes dotted the
landscape and people seemed strangely alike.! was
delighted by the great stone sphinxes, beautiful flowers and
exquisite fruits. When I went back to my invention,! found
the Time Machine was gone! Fear paralysed my mind for a
B) Read 'TheTime Machine' again and complete information about the characters and the setting of the story.
Use as many adjectives as possible to describe the characters.
Date:
Characters
11
2) Eloi
3!
41 Morlocks
Age: Teenagers
moment. But then, I decided to recover my
Time Machine. I met Weena, we made
friends and together we ventured out on
excursions. Apparently, there was nothing
to fear in thatworld of friendly, beautiful
creatures. That night, however, I learnt the
Eloi were not alone. Strange white ape-like
creatures called Morlocks lived below
ground and had the Eloi as food.
Frightened by the evil Morlocks, Weena
and I looked for a safe shelter from their
nocturnal hunting. But the Morlocks were after us! So,! built
a fire to throw them away. The fire spread and I fought
furiously against them, but in the contusion,! lost Weena. I
looked for her intensely, but! could not find her. In the
distance,! could see my Time Machine!! run after it,
followed by the Morlocks, scrambled into the Machine, and
escaped:
None of the guests in the room believed theTlme Traveller's
story. But when I went back to see him the next day, he was
preparing to travel again and I saw him vaporize in his Time
Machine.Three years later, he has not still returned.
,i&ptej nerves by nodO tv,vz
nlluntrae& by Bdrburn Osivurni
Description
A scientist.
A female Eloi Who becomes his friend.
Level: Pro Intermediate Age: Teenagers

THE TIRE WtCHItJE

C) Read the story again and put the events in order.

1)The Time Traveller landed in the year 802.101 A.D. and met the gentle EIoi.-----

2) The Time Traveller went back to the present and told the gentlemen his story about the future,
but nobody believed him. -----

31 The Time Traveller explained the English gentlemen his notions of the dimensions of space. He
showed them his Time Machine and launched himself into a future destination. _a_

4) The Time Machine was gone. The Time Traveller learnt there were two kinds of creatures, the Eloi,
who lived above the ground, and the Morlocks, who lived below the ground. 0
51 The next day, he travelled into the future again and never returned.

hi The Time Traveller fought against the savage Morlocks. He found his Time Machine and escaped
back to his present time. -----

D) Write your own science fiction story!

Why do you think the Time Traveller has never returned? Where do you think he has gone? Write another
ending to the story. Provide information about the characters and setting of the story. Use the following map .i.
to organize your ideas.

Introduction DeveIopn1eRt Conclusion

Write about the Mention a conflict: the
Provide an ending to
characters, place and central element of the
e story. as
time of the story. Where story. It makes the
6 Crs iCt -
did the Time Traveller go? story interesting and
resolved? OW I
What and who did he keeps the reader
the story end?
find there? involved. What happened
to him there?

1
~: R

..........................................................................:iiiiiiiiiiij
El Use the following online resource to create a multimedia poster to share
the story with your partners: http://nowhive.cornn/.ThlS free online tool allows
you to embed images, videos and MP3 filet. It is very easy to use, and it
.
(
only requires you to create an account.
You can use https://soundcloud.com/ or http:// audacity.softonic.com/ to record the
story or the most interesting parts of it.

Kay: B) Date September, 1n95; the future, e02.701 A.D.; three years after the Time Traveller left again. Place: London; l) The ltrne Traveller; 2) friendly and
beautiful small humanoid creatures; 3) Weena; 4) Strange evil white ape-like creatures; C) 1) 6,2) e, 3) a, 4)s,5) I, 6)4.

21
/
 - --
Level: Beginner Age; Young Learners

TECHl'JOLOY OOT
Al Match the pictures to the actions.

cook, drive a car, sit down, talk, walk

Vr
-

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

B) Read the following text and watch the videos.

: Robots are the future in technology. Some can do almost everything a man can: walk, sit down, talk, drive
a car, cook and lots of other things! They come in different Sizes: big like a person or small like a toy; tall
like a basketball player or short like a dog; huge like a dinosaur or tiny like a mouse; they can have a lot of
: funny shapes, too, like a square, a circle or a triangle.
__
MEN
Here are some videos of the most advanced robots: '
https://www.yoatabe.com/watch?v=M8YjvHYbZ9w V

But, some: th ings can fail and robots can fall to

: the ground. Enjoy some robot-fails in this video:
https://www.youtube.com/watch?v=OjXl5p3zSZI

k
Level; Beginner Age: Young Learners

7EC4pJOLOY: OOT

Tired of doing all the 7-III

housework?
Buy your H•USEB•T

1) What can House-bot do? Think about it and complete the sentences using can or can't.
House-bat take the trash out, but it -----watch football games With yore. It -----cook
for you, it -----make your own bed and it -----wash your clothes. What it -----do is to sing,
but it -----wash the dishes. It -----clean, it -----sweep and it -----tidy the room, but it _____
do your homework!

2. Complete House-bot description using has got and hasn't got.

House-bot --------two arms and --------two legs. It ---------a tail, but it --------a head.
House-bot --------a body, but it ----------ears.

C) Make your own robot

1) Use the shapes below to make your robot. Paint it following the instructions. al The big square is red.
b) The small square is yellow.
C) All the circles are blue.
dl The triangles are orange.
e) The rectangles are green.

I
2) Name your robot.
My robot's name is ------------------------------------------------
'-'--"----' If
3) complete the following sentences.
To make my robot, I used ------- oquareo, -------circles, -------triangles and -------rectangles.
It has got many parts of the body!
My robot's -------are blue cirlces. Its -------is a big, red square. Its -------are orange triangles.
Its -----is a small, yellow square. Its -------are green rectangles.

4)Describe your robot using these adjectives (BIG, SHORT, TALL, BAD, HUGE, WIDE, FAT, SMALL, HIGH, TINY, GOOD, THIN),
the things it has got and the things it can do.

Keys B) 1)a) on; b) can't c)can;d) canj)can; 9)orVt,*h)can; I) on;j) on;k) on; 1)un't 2) l ha: got; b) has got:) hasn't got; dl has gotfi has gotg) hasn't got.
 dR
old VIIIIIIIIII

b
PEW
91
ram V A

0
his lesson plan is based on a story called Use the pictures to retell the story. Start the sentence and stop
Together Is Better that goes around the topic before the end, so children can complete the story. Give the
of working collaborativety and making flashcards to nine different children. Then, tell the story and
friends, It is aimed at kindergarten and primary the child holding the picture you are talking about, raises it up.
school students.
Choose a picture, and ask students to point to and say the
different colours.
Working with the story. On pages 25 and 26, there are photocopiable activities to work
Read or tell the story Together Is Better to your students. Use with the story.
the pictures in the poster and mime the actions while reading,
so learners can see what the girl and the robot are doing.
Teach a chant.
It is Soioardag afternoon.
It is a sunng spring dog Ella's bike is broken.
bps is bored. Bee's kite is broken, too
Her
er bike is broken ' Theg meet and plag
She loses riding her bike. Theg are best friends
And plag together eeerg dog.
See is bored, too

l'heg live in the same street

ibeg see each other Activities for primary students.
meg have on idea. You can adapt some, or all, of the activities for
kindergarten students to young learners. On page
See uses one of The the wheels of The bike. 25, there are photocopiable activities to exploit
with primary level students. You will also find
Ella climbs on Bee's shoulders
Bingo cards on poster 2.
meg piog together for wang hours
meg have fun and become friends

K Finishing the lesson.

c
Point to the broken toys in the story,
and present the words bike, . -- As a final task, you may ask
kite and broken. Point to the your students to draw their
characters and ask what their . j favourite toy and their
names are. Present bored by .. "
Cd favourite friend. Display their
pointing to the pictures of works on the wait.
Ella and Bee. Make a face
as if bored. Ask students
to mime the meaning of 1Q h
the word. --
 --EH'
Level; Beginner Age; Very Young Learners

TDq7ETHEP, I ETTE
A) Put the events in the correct order.

01

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

--------- ---- ------------------------------------ ------------------------------- ............. -
-------- --- ----------------------- -------------------------------
I Level: Beginner Age: Very Young Learners

TOET4E I ETT'E
B) Who is this? C) Who is this?
1) Who is this? Ella or Bee? 1) Is this Ella or Bee?
2) Colour the character. 2) Colour the character.

000

C:- .]

C) Put the letters in order to find TOYS. Draw and colour them.

1)P III L 2)11 E1 3)E1-1 11 1)OLDL

7)CkBLOS

D) Match the weather words with their correct illustrations.

K.ycl ii BALL, Z BIKE, 31 KITE, 4) DOLL, 51 ROPE, SI CA 7) BLOCKS.

Level: Pry-Intermediate Age: Teenagers

THE LPW Of OOTIC

A)Who was Isaac Asimov? How is he connected to the Laws of Robotics? What would the laws be about? Do
an Internet search and find out.

B) Now, read the following text.

Isaac ASimOv was a science fiction writer, who wrote many stories and
novels about robots. For humans to control robots, he invented three
laws called "Laws of Robotics":
i-A robot may not injure a human being or, through inaction, allow a
human being to come to harm.
2-A robot must obey the orders given it by human beings except where
such orders would conflict with the First Law.
3-A robot must protect Its own existence as long as such protection does
L. not conflict with the First or Second Laws.
Later, Asirnov added another one called "Zeroth Law":
A robot may not harm humanity, or, by inactivity, allow humanity to come to harm.
All the laws were thought to protect humans from robots. Some people believe that robots can do everything
a man can and much more: they are stronger, faster and more intelligent. So, if robots ever rebel against
mankind, the latter will probably be eradicated. With the four laws coded in every robot, humanity is safe.
But the laws can be misunderstood, or a human may use a robot for war.
Robots are a reality today, although they can't -yet- have their own intelligence.

For more information, read: httpui/en.wikipedia.orglwikUThree_Lawsof_Robotics.

C) What do the words in bold refer to? Complete the chart.

who
its
ore
the ln++or
they
Dl Hypothetical situations
1) Conditional sentences
Complete the following sentences:
a) If a robot Ito kilt someone, the law __________ Ito be) broken.
b) If a person (to tell) a robot to destroy itself, the law
Ito be) broken.
c) If a robot (to see) a person in danger, it ____________ Ito save) him
according to the law.
dl If the whole humanity (to be) in danger, a robot
(to destroy) himself by the _____________ law.

2) "What if" story

Write a short story answering the following question: What would happen if robots
suddenly stopped following the "Laws of Robotics"?

Kee.cl Aoirrrov, the robotS, low, mankind, robots; D) 1) el killed, first, would be; b) told, third, would be;el sew, would save, first, dl wore, would destroy. Zerodr.
 Level: Elementary Age: Teenagers

CIEJCE fICTIOIJ PORT fILl

The Black Hole
Before watching
A)What is a black hole? Discuss what you know with your partners, or
find out on the Internet or an encyclopaedia.
B)What do you think the short film is about?

While watching
C)Watch the video at httpul/www.youtube.com/watch?v=P5_Msrdg3Hk.
D) Stop the video at 01:33. What l5 the man going to do next?

After watching
E)Choose the right option.

1) The mars Works in a 31 The black hole works as a Si When he is in the safe, he
ml hospital F1 a) door. ml saves his money. LI
b} school b) key. El bI gets trapped. LI
ci bank. El ci machine. Ed ci steals a lot of money. LI

21 His job is 4) With the black hole, he

a) entertaining. can take
bi boring. F1 a) a snack. LI
KI ci difficult. LI
11111110 bI a coffee. [11
ci a computer. LI

F) Why do you think the man got trapped inside the safe?
I6) If you found a black hole like the one on the video,

I
1) what would you do?
2) where would you go?

I The Sim
Before watching
NMI A) Do you know any sims from videogames or computer games?
BI What is the meaning of'sci-fl"?
Cl What do you think this animated short film is about?

While watching
D) Watch the video at https//www.youtubeconvwatch?v-szsGifSncYs.
E) Stop the video at 00:23, and answer.
1)What can the woman remember?
2)How does the woman remember the sequence of events?

After watching
F) Complete the sentences.
1)The girl-fighter is .........................................................
2) The robots are .........................................................
Level: Elementary Age: Teenagers

CIEIJCE cICTIOIJ PAT fIU.l

0) Answer the questions. H) Fill in the gaps with the verbs from the box.
1)Where is she?
2) Who does she fight against? REMEMBERS
3) Now does she kill them? IS SyF\OpSlS
PREPARED
HAS A very slim young woman 1) _______
SURVIVE trapped irs a computer simulation. She
21 -------no memories. She only 31
one order: she has to kill. She
0
is 4) -------to fight against the
most dangerous robots, but Will she 5)
2

Final Task
Imagine the plot of a Sci-Fi short film.
You can borrow ideas from different computer games.
Write its synopsis and share it with the class. Per—
Vote for your favourite synopsis and publish it with illustrations on the school noticeboard.

Key: The ifiark F1eI: El 111121 bI 31 ol 41 t), II b); Fl Possible answer: Because he is greedy, too ambitious.

The Sim Bl Sci-5"is the short form of science fiction; Eli) She can remember nothing, she has no memories; 21 She has to kill; G) 1) Possible answer a modern
building, in the future), 2) She fights robots and arson 3) She mooes oem stell gently and uses different weapons H) 1) is 2) hot, 3) remembers, 41 proposed,
5) survive,

(1
aceia annual conference 2015
Saturday, 14th November Seville

THE
LEARNING
JOURNEY
(0 (a (a C
( al 0
ABILITY SKILLS INSTRUCTION PRACTICE IMPROVEMENT
 r • ',,
0
ii this section, we will be dealing with the
importance of error correction, and how it
should be implemented and treated in our
classes.
Justification
Teachers correct student's assignments in an effort to help
students improve the use of L2, but they sometimes feet that
this effort does not pay off because students do not read those
corrections. Teachers often complain about correcting written
work for being time consuming and useless, since learners just
look at the mark and put the work aside. In addition, students
do not learn anything new with this correction method since
the teacher does all the work and students are not involved. It
makes us think that, as teachers, we should take action and
start working differently. It is a good idea to implement KoIb's
experiential model to revise oral as well as written work (Kolb,
1984).
''hL
Tips for teachers
Teachers must exploit errors as items in the learners'
curriculum. To achieve this objective, Kolb's experiential
learning model can be applied. Kolb created a cycle of learning
where the learner experiences, reflects, thinks and acts.
'Concrete experiences' lead to 'observations and reflections'.
These reflections are then assimilated into 'abstract concepts'
with implications for action, which the person can 'actively
test' and experiment with, which enables the creation of 'new
experiences'.
The main system of the cycle is the following:
• Concrete experience: In this first step, the teacher listens to
the students performing an activity and records their errors.
The teacher acts as an observer.
• Observation and reflection: In the second lesson, the
teacher presents all the recorded errors from the previous class
and asks students to correct them. The teacher acts as a
coordinator here,
_
After talking with the students and
analysing these speaking task errors,
they decide to continue working with
writing analysis. Students hand in their
writing tasks, the teacher corrects their
work, and then analyse errors together. It
is recommended to analyse no more than
ten errors; otherwise, students may
believe they are making a lot of
mistakes. Teachers run the risk that
students may feet they cannot use the
language at all.
All the errors should be jumbled so as
not to make students feel ashamed. The
teacher writes on the board, the students
copy and analyse the words together. It
is absolutely essential that students
check the mistakes, and the teacher only
listens to their answers and aids them, in
case they do not know how to continue.
As a result, they learn a large number of
structures, phrases or grammar rules
with this system, and they can feel
comfortable doing so.
• Active experimentation: Students are
encouraged to use the corrected
vocabulary. They can do oral or written
exercises in a control environment, for
example fill-in-the-gaps or multiple
choice. The teachers role is again that of
an observer.
• NV concrete experience: Students
can practise the new vocabulary through
discussions, presentations, interviews, or
any oral or written activity. New errors
may appear and be stored for future
exploitation.
If is possible to enter the cycle at any
stage and follow it through its logical
sequence. Effective learning only occurs
when learners execute all four stages of
the model. Therefore, no stage of the
cycle is as effective as a learning
procedure on its own.
Every written task students perform is
revised, errors are analysed and doubts
are explained. The teacher takes all
students work and takes down notes of
their errors, and does a similar activity to
what has been explained before. For
example, the teacher writes on the beard
'appears a ghost', and students discuss
about this phrase. Students may net
notice the error, as there is interference
from their first language: students say
that they ordered the words in a similar
way to their mother tongue structure.
They should deal with verbs such as
"exist" and "appear" more frequently to
start using them correctly. Steps 3 and 4
of the cycle are carried out, and the cycle
starts again every time their written
work is corrected.
This model must be applied regularly to
be taken seriously by students. If it is
used too often, it will get students tired.
But flit is used very little, learners will
lose interest, since they will see the
model as something irrelevant to be used
only once or twice a year
In conclusion, teachers can use KeIb's
experiential model as a tool in their
teaching practice as a way of correcting
mistakes appropriately, making students
part of the process. In this manner,
students will use critical thinking and
error correction will be easily
internalised.
Silvana E Schneider
Concrete 44,
experience
I
Active Reflective
experimentation observation
Abstract
conceptualization
KoLb's Experiential Mode'

Sources and References

Atherton, J. (2(03). Learning and Teaching; Experiential Learning. Retrieved 17 July 2015 from
http://www.learrrisgandtearhing.ivfo/learning/experience.htnssixzz3gl NclRdb
Business balls (nd.). Kolb Learning Style. Retrieved 17 July 2015 from http://www.busivessbalIs.com/koIbIearnlngstyIes.htw
Honey, P. &Mumford, A. (1982). Manual of Learning Styles. London: P. Haney.
Kolb, D. A. (1984). Experiential learntng: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
The following web sites have further information on Kolbo Experiential Learning Theory and Learning Styles Model:
Experiential Learning
httpi/mswiearningsnrtteaching.nfo/learnisg/experience.htm#iooxigt NclRdb
httpi/www.learningfromevperience.com/
httpJ/www.businessbslls.rorn/kolblearningstyles.htm
 ATIEt4TjOt7
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