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 ear, colleague,
JU In this issue of The Teacher's Magazine we provide
you with a series 0/posters that will help the
students get a deeper understanding about
ecosystems' dynamics and underline the importance of avoiding
actions which harm the environment.
Is it necessary to have a textbook? When do we need to choose
one? How can we choose the best textbook? Find the answers to
these questions, as well as a useful guide to check how complete
a textbook is.
You will also get interesting information on how to incorporate
technology in the classroom.
We hope you enjoy it.
The Wachers Magaon.' team

ECOSYSTEM

Fond cOatri -

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EDIBA 5050 www.ediba.com To contact uc
50,ulOI-fr PO"..........3535 00,

-' -' -

Contact:
Poland zamowieriia@ediba.com I www.edjha.com
Spain Tel.: +22 5687787

All information in our website: www.ediba.com

By e-mail: suscripciones@ovejer.com
I By Phone: 913520918
Contact www.send.cz
By Fax: 91715 58 75 Czech Republic
L
33
-J
rICl\ c/
S ome teachers take textbooks for granted and
they use them as a valid backbone of their
daily practice; some others prefer no textbook at
Yes to textbooks
They offer a clear framework
that sometimes serves as a
No to textbooks
It is very hard to find textbooks
all. Some other teachers use textbooks in a that suit all the students' needs.
selective way, not necessarily following the syllabus; this sequence of
predetermined sequence of lessons. So, is it necessary to have lessons is thoroughly planned
by a well-formed team of
a textbook? How and when do we need to choose one?
writers. --
They provide texts, situations, They may have lessons that are
and tasks within units of work, irrelevant for students' needs or
likes, with few cross- cultural
topics.

They imply economy of time The same frame of lessons that

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

When should we choose a textbook?

It is advisable to watt a period of time, for instance a month,
to get to know your students' background knowledge, pace
and rhythm of learning, level of proficiency, needs and likes,
in order to select the most appropriate textbook for them.
How to choose a textbook?
This is a very important decision that cannot be made over a
book shop countertop in haste. One possibility is to ask the
director/coordinator to organise a book show at school so that
the staff can get acquainted with the rich offer of books
available. Likewise, you can visit specialised book shops,
where you can be assisted by experts.
There should be a three-stage evaluation process:
• Initial evaluation
• Detailed evaluation
In-use evaluation
Useful guide to check how complete a textbook is:

Yes No Can be
improved

Clear page layout (not too crowded with images, information, text, etc.).

Easy-to-read print.

Enough space for students to write.

and complete list of contents. -

Socially and culturally appropriate for students.

Enough practice for reading, writing, listening and speaking.

Integration of skills.

Plenty of practice and exercises.

Revision and self-assessment units.

Projects /final tasks.

Instances of authentic language.

Pronunciation practice.

Clear grammar boxes.

Plenty of extra vocabulary items.

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

Add-our (CD, DVD, CD-ROM, booklet with tests, internet site, extra workbook, etc.).

Fun activities.

Price.

Availability.

Your classes can be great whether you choose to follow the

structure of a book, or you select special material for each
Bibliography
topic or lesson; the main points to lake into account are:
flexibility, organisation and the conviction that you are the Ur, Penny, (1996). A course in Language Teaching, United Kingdom;
master of your own decisions made according to your solid Cambridge University Press.
professional criterion.
Aurea Obeso
 dJLLe
In
where everyone plays a role
he posters in this edition of The Teacher's
1' Magazine will help the students get a deeper
understanding about ecosystems' dynamics and
underline the importance of avoiding actions
which harm the environment.
What is an ecosystem?
Ask the students to say what they think an ecosystem is. Let
them express their ideas while you make notes on the board.
Then, write a definition for everybody to copy in their
notebooks. It should be similar to this one:
An ecosystem is a group of plants, animals, and other living
things that live in the same surroundings. An ecosystem also
includes non-living materials—for example, water, rocks,
soil, and sand. A swamp, a prairie, an ocean, and a forest
are examples of ecosystems.
What is a biome?
Tell your students the difference between an ecosystem and a
biome in case they do not know it. If they do, ask them to
write a description.
A biome is much bigger than an ecosystem. It has many
similar ecosystems grouped together. These large communities
contain common species and qualities. There are many kinds
of biomes: on land, marine, desert or tropical forest, among
others.
Detectives at work
Take the students to a park or a garden with magnifying
glasses and note pads in hand. Tell them that they are
detectives and they have to search for all the living organisms
in that place to reconstruct the ecosystem. Strongly
recommend that they only have to watch and take notes of
what they see, not to disturb in any way those living organisms
which, as ouch, deserve our respect.
Once back in the classroom, they will have to report their
6
rel, k
findings to the class. And if their level allows, ask them to
reconstruct the organisation of the ecosystem classifying the
organisms in producers, consumers and decomposers.
-
What role do organisms play
in the game of nature?
Explain the different roles the organisms play in an ecosystem
and that they depend on each other 10 gel their energy to live.
They get the energy they need from the food they eat. For
example:
• Plants are called producers because they produce their own
food from sunlight, water and nutrients they get from the soil.
• Animals are called consumers because they cannot prepare
their own food and depend on a different organism to get their
energy. That is why some animals eat plants and others eat
other animals for energy. We call them herbivores or
carnivores. We call omnivores those animals that eat both
plants and animals.
• Organisms that break down dead plants and animals are
called decomposers. They are very important for the
ecosystems because if they did not exist, the plants would not
get the nutrients they need and the food chain would be
broken.
Once they have reviewed or grabbed these concepts, present
poster 2. Have in mind that perhaps you need some time
before the class to dilt out all the cards and laminate them. So
you will have plenty of opportunities to use and reuse them.
Put the cards on the desk or in a box. In groups the students
take one card at a time and classify it according to these
headings you have previously written on the board: Producers,
Consumers or Decomposers. They may sellotape the cards
under the right heading.
Where do organisms play the game of nature?
Ask the students to take a world map without political
divisions to the class and several colours. They should mark
the different biomes throughout the world. They could check
 Find on pages30 and 31
picture cards with
examples of different
ECOSYSTENS
- ecosystems.
P:

07 7
n.°'
Jh$ [
I

books in the school library or search on

the Internet if you happen to have
access. Have them identify where they
live and which biome is predominant in
their country.
If you have an interactive world map, they can delimit the
biomes using a marker and settstape the animals that are
representative of each area.
Using the cards in poster 2 the students will classify the
organisms according to the place where they live. They can
sort them out among the following headings: Marine, Aquatic,
A food web shows different ways in which plants and animals
Land, Desert, Grassland, Rainforest, etc.
are linked. For example: a wolf can also eat a squirrel, a reptile
Poster I can make this task easier. Just sellotape it on the or any other animal so that a food web is formed by several
board and have the students classify the cards, using arrows in food chains connected together.
different colours to connect them with their corresponding
ecosystem.

Food chains and food webs

Once the students have placed the living organisms where they
live, they can put simple food chains together.
Explain that a food chain shows how each living organism gets
food and how nutrients and energy are passed from one
organism to another. Food chains begin with plants and end
with animal life. A simple food chain can start with herbs and
shrubs that get their energy from the sun in a process called
photosynthesis and later they are eaten by a rabbit, then the
How much do we know?
rabbit is eaten by a wolf. The students' examples should look To play this game you will need two dice. You can paste
like the following. images of animals on one of them and on the other, different
ecosystems. The cards of poster 2 will be placed on the desk.
In teams, the students lake turns to toss a die. First, they
should toss the one with the images of the ecosystems.
According to the result, the students will have to take all the
cards of the animals that live in that ecosystem. The winner
will be the team which gathers the highest number of cards in
less time.
 -PI ro
where eVerjone plays 7e l
Variant: In turns each team toss the die holding the images of the
animals. The students should put a food chain together. Again, the
winner will be the team that works faster and whose answer is
correct.
In both cases they will have to explain why they have included
that animal/s in the ecosystem or justify the order chosen for
the food chain.
If you feel the students are more confident, you may want to
ask them to choose an ecosystem and form food webs, and
sellotape them on the board drawing the arrows in different
colours to show how the animals can get their food to survive.
Serious matters for more advanced students
After reviewing the subject of how living organisms interact
with each other and the structure of ecosystems and biomes,
advanced students can go a step further. Here is a list of topics
they can research on and share with the rest of the class as
presentations with the visual aids available in the classroom.
• Describe the things animals need to survive and how they
depend on other animals and plants.
• Endangered species.
Explain what might
happen to other
plants or animals
PskmMk
if these animals
became
extinct.
• Factors that can affect or challenge an ecosystem.
• The importance of water. Water cycle: how it affects the
ecosystems.
• How do human beings interfere with the ecosystems?
• Dangers of deforestation. How can this problem affect
species? Is there any solution?
• Actions towards the defense of ecosystems and biomes, What
is the world doing about it?
Useful websites for the students' research:
• teachertube.csnl/viewVides.php7video_id=95173&title=The_Nature_
of_Ecosestems&ref=Jessica327sg
• www.wbgnet.net/
• www.kidscourier.cow/kids,lvarnisg/sciesce/sciesceeco_aqua.html
• www.kids-courier.com/kids_learning/science/sciesce_terresrrial.hrml
LIVE WEECAMS
• www.africani.com/wildlife/isdeophp
• wwsv.wildlifefocos.seg/webcarn/brazil-carv.shtml
• www.wildlifefocus.org/webcam/index.shtrvI
ONLINE QUIZZES, SIMULATIONS AND ACTIVITIES
• www.zephyrus.cs.uk/foodpuzzlechaiv.html
• pszzling.raret.carv.ac.uk/game.php?game=fondchain
• www.crickweb.co.sldks2science,html
Level: Pre-internediate+ Age: Adolescents
LEVELS OF BIOLOGICAL ORGANISATION
A) Write the word that corresponds with each definition. Add an example for each level.

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

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

LEVEL DEFINITION EXAMPLE

a)The smallest unit of life that is able to carry out all the
functions of living things.

bI Different organs interacting chemically and physically for the

survival of an organism.

ci Different tissues that function together to perform a common

task.

dl A group of cells that monk together in a specialised activity..

cIA unit of two or more atoms of the same or different elements

bonded together.

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

dominant forms of plant life, animal groups and the prevailing
climate.

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

surrounded by a cloud of negatively charged electrons.

hi Various populations of all species living together in a given

area.

I) Dynamic interactions between all organisms living in a

particular area and their environment working together as
functional unit.

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

the same time.

k) A form of life composed of mutually interdependent parts

that maintain various vital processes.

I) Those regions of the earth's crust, waters and atmosphere in

which organisms can exist.

B) Let's playa game. In the shortest time possible, student 1: list the levels of biological organisation from
largest to smallest. Student 2: list the levels of biological organisation from smallest to largest.

Key:Al tiv,2) j,3t .4)9.5)61 a, lsd,ul u,9l u, 10)5, lt)h, t2) k.

:
Food chain
All plants and animals need food which provides the energy they need
to live. Plants are called producers because they produce their own
-.
SUN

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

get their energy and biomass by consuming other
organisms. All animals are consumers.

Green plants use the energy from the

sun to make their own food. Some of
this food is used, and some is stored
0 PRODUCERS in the roots, stems, and leaves.
Plants produce their own food
by photosynthesis. They are
the first step in a food chain.

OPRIMARY
CONSUMERS Monkeys are
Animals that consume only Ii11Ilis1a,Le.1s1hta.
plant matter, they are They eat fruit
herbivores.

Jr Ocelots are
OECONDARY Tsii'zui.wit.iui.
They eat monkeys.
CONUMER
Animals that eat primary
consumers or herbivores.
Secondary consumers are
carnivores.

ODECOMPOER Ibacteria and some

Organisms such as bacteria fungi) transform the substances
and fungi that break down from dead organisms into
dead organisms and their inorganic matter which will be
wastes.

( used by the plant to produce its

food. And so the cycle starts again.
 PRODUCERS
They have chlorophyll, a molecule that
absorbs sunlight and uses its energy to
transform inorganic matter into organic
matter, a process known as
photosynthesis. Chlorophyll is found in
plants, algae and cianobacteria.
Phytoplankton is the most important
I oceanic and some freshwater food chains
producer.

CONUMER
They can be:
Herbivores: they eat plant leaves, stems,
$ seeds, flowers, fruits and roots.

'tf • Carnivores: they eat other animals.

Carnivores can be secondary, tertiary or
, ' quaternary consumers. Secondary
consumers eat herbivores, tertiary
consumers eat secondary consumers and
quaternary consumers eat tertiary
. consumers.
- Omnivores: they eat either plants or
animals.
- Necrophagous: they feed on carrion or
corpses.
Parasites: they grow, feed, and are
sheltered on or in a different organism.

')ECOMPOER
Organisms such as bacteria and fungi
that break down dead organisms and
their wastes.
They break down solid matter into liquids
() (."' -- which they can absorb.

11
$
 Level: Elementary + Age: Children/Adolescents

MARINE FOOD CHAINS AND WEB CHAINS

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

R
ii
Level: Elementary + Age; Children/Adolescents

LAND FOOD CHAINS AND WEB CHAINS

A) Write the names of the ORGANISMS in the blanks.
B) Colour the circle next to the name: PRODUCER (green), CONSUMER (red), DECOMPOSER (orange).
C) Make sentences about the food web like the following.
Examples: Eagles eat rabbits. / Rabbits are eaten by eagles.
 Level: Clerrientary + Age: Children/Adolescents

WHAT IS THEIR ROLE IN THE CAME OF NATURE?

Classify the living organisms and write them under the right heading. Choose a decomposer from the
pictures to complete the chart.

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

Nature and its

orcjaniation
Ecosys

Population

ki

Organism

Commuñitj
24. kingdom
One of the three main divisions (animal, vegetable,
and mineral) into which natural organisms and
objects are classified.
25. marine
Living in the sea.
26. mutualism
Two different species associated. Both organisms
benefit.
27. nitrogen cycle
Plants take up inorganic nitrogen and turn it into
organic compounds which are taken by animals;
bacteria and fungi return nitrogen to the inorganic
state. This is how nitrogen atoms circulate and are
used forming the nitrogen cycle.
28. omnivore
An animal that consumes both meat and plants.
29. organism
An individual living thing, such as a bacterium,
fungus, protist, plant or animal.
30. parasitism
A symbiotic relationship in which the one part
(parasite) benefits at the expense of another (the
host).
31. photosynthesis
The process through which plants and algae convert
the energy from the sun into chemical energy that is
stored in them.
32. plankton
Microscopic organisms that swim near the surface of
oceans and lakes.
• phytoplankton
Organisms that float freely in water.
• zooplankton
Plankton that consists of corals, rotifers, sea
anemones, and jellyfish.
33. population
A species that lives in a given geographic area.
34. predator
An organism that eats other living organisms.
35. prey
An organism eaten by another organism.
36. primary consumer
An herbivore; an organism in the trophic level of an
ecosystem that eats plants or algae.
37. producer
A photosynthetic green plant that constitutes the first
trophic level in a food chain.
38. pyramid of energy
A diagram of the energy flow between the trophic
levels of an ecosystem.
39. secondary consumer
A member of the trophic level of an ecosystem
consisting of carnivores that eat herbivores.
40. species diversity
The number and relative abundance of species in a
biological community.
41. symbiosis
An ecological relationship between organisms of two
different species that live together in direct contact.
42. tertiary consumer
A member of a trophic level of an ecosystem
consisting of carnivores that eat mainly other
carnivores.
43. trophic structure
The different feeding relationships in an ecosystem
that show the flow of energy and the pattern of
chemical cycling.
44. variation
Diversity among the members of a population.
 April 22,
11

INTERNATIONAL MOTHER EARTH DAY

v 1OI2,.
,

U-i

Q)

000
•1
 -
---------------------------------
Level: Intermedia;' Age: Adolescents/ Adults

HOW WELL DO YOU KNOW SHAKESPEARE?

April is a special time to celebrate literature because England's national poet, William Shakespeare,
? was born and died in this month. Here are some activities to learn more about his life and works.

Al These are popular phrases coined by Shakespeare. What do you think they mean? Explain their meaning
with your own words.

11 Love is blind.
2) Break the ice.

B) Match the following phrases with their meaning.There is an extra one that does not belong to any.

11 Green eyed monster. al This phrase is used in jokes between two people; one asks and the
other answers with a joke.

: 2) Knock Knock! Who's there? bI This means you are the ruler of your world; you are free to do
whatever your want.

3) The world is my oyster. ci This phrase is used when someone is jealous of somebody or
something.

4) Make your hair stand on end. dl This means someone is a very bad and cruel person.

et This is used when something/someone makes you frightened.

C) One of she following works was not written by Shakespeare. Underline it.

1) The Merchant OfVenice

Midsummer ream,\ '

3) The Tempest

(1 41 Hamlet , .

5l King Lear .

6) Othello

7) Romeo And Juliet

Caesar "
91 The Lord Of TheRings
SHAKPe ARES
10) HenryV

20
Level: Intermediate Age: Adolescents/ Adults

HOW WELL DO YOU KNOW SHAKESPEARE?

D) Here are some fun facts about Shakespeare. Fill in the blanks with the words in the box, There is an extra
one you do not need.

languages - performed - born - twenty six - England

stage - written - words - more - girl - married

1) William Shakespeare was on April 23 and he died on April 23. 0

21 In November 1582, Shakespeare - Anne Hathaway. When they married, he was 18 and she was

31 In Shakespeare's time, plays were in outdoor theaters. Performances took place daring the
day so that the would be lit by natural light.

4) The surname "Shakespeare" was in 80 different ways, including "Shanpere" and "ShaxberdY

5) Shakespeare and his wile had three children, a and twins. Shakespeare named his twins after his
neighbour and his neighbour named his son William.
(.

6) Shakespeare's works read in at least 80

7) While most people regularly use about 2,000 .Shakespeare used more than 25,000 in his
writing.

81 If you type the word 'Shakespeare" in a search engine, you get than 30 million results.

Key; A) 1) you can fall in love with anyone; 2) to say/do something flOe to stop an awkward situation. 81 lId; 2) a; 31 b; 41 e. CI 9. 01 rI born; 2) married; 31 26;
performed; stage; 41 written, 51 girl; 61 languages; 71 word:; 81 mere.

21
C-2
APRIL 23rd, BOOK DAY!

April 23rci Book Daj!

o Books ae 1T1jIO3?5:
got, orj see in therri
what goit aIreadj have
inside 40t(.
Carlos RuizZafón, The Shadow of the Wind

-
k:

22
 I.C.T. apps
4 Lab teachers

App : STUPEFLIX
www.stupeflix.com
Stupeflix is a web application to make
awesome videos in a few clicks.
You can take pictures and record videos
with your webcam; import them from
your computer or from a Facebook,
Dropbox, Pica.sa or Flickr account. You
can add music by uploading a song or
choosing one from our library. It is also
possible to add voice-over by uploading
a sound file or using computer voices
that will read your text. Complete your
video with text slides, captions on top of
photos, transitions, maps and more.
When you create an account on
Stupeflfx, you get I HD Pass to export a
video project into a 720p HD video
masterpiece that may he shared or
-
downloaded. If you run Out of HD
Passes, you can earn more by referring
St upefi ix to your friends.
Step 1:Log in with Facebook or Coogle
and then you will have lots of images
ready to use with Stupeflix. Or you can
simply create a Stupeflix account for
free.
Step 2: Choose your video theme. If you
decide you do not like it so much after
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change it.
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order; you can rearrange it as many
times as you need to.
—
Step 4: Save it with a distinctive name
and use it online, link it to Facebook, or
download it.

[nr flTITIfl7!.....fl1i dwnu

11*z~ CULEDIBA
0

Articles, videos, stories, tales and more.

your ideas, projects and experiences.

with shared experiences.

Ioo
 Ap1 18"
Rower Festival ..
in japan

Background
Hww Matsuri (die Flower Festival) is a religious cetebratio:
to commemorate Buddha's birthday. It is celebrated
yearly in the Buddhist temples all over Japan. On this
day, small buildings decorated with colourful flowers
are made at all the temples and a little statue of a baby Japaii
Buddha is placed inside. Using a small ladle, worshipers
pour a kind of sweet tea called ama-cha over this
figurine, which represents Buddha's baptism with five
coloured perfumes. Then, they can take some ama-cha
and drink it at home as if it was holy water. They also
lake cherry blossoms to the temples as an offering to
Buddha who would turn over 2,500 years this year.
I-lana Malsuri is a very special celebration. We can say
that it is the celebration when a new cycle of life starts sine
it is very near spring day and everything is dyed in pink
because all the cherry trees are blossoming. People go out i
the streets dressed up in bright coloured kimonos to march
to the temples singing Buddhist chants.
Processions and parades are as much colourful and childrei • discover the wide range of activities that take place during the
walk around a huge foal containing a small Buddha sitting blooming season in Japanese cherry blossom festivals.
on a white elephant surrounded by flowers. Some temples
have parades of children dressed in period costumes from • look for picture of our national trees in blossom and where
ancient samurai to modern kimono. they can find them.

•research . the kimonoiand Ihow Japanese

.
Class Plan
Pre-Intermediate students (13-year-olds -i-)

EW
Objectives:
•To learn about this traditional Japanese celebration.
•To learn about Japan and describe its spring customs
and traditions.
.10 review modal verbs.
Activities:
Tell the students about this festival and ask them to:
Did you know?
• write a list of the things the people can do at this festival.
• 2/3 of the Japanese population are Buddhists,
Example: They can chant. They can offer cherry blossoms to about 911 million people.
Buddha. They can go to the temple.
• Buddhism was introduced to Japan in the 6th
•look for information aboutJapan: geographical location, Century AD.
capital city, number of inhabitants, form of governmet, etc. Ask • The Emperor Shomu (701-756) adopted Buddhism
them to write a card containing the main features of this as the official slate religion.
country. • There are over 85,000 Buddhist temples in Japan.

plot
241
People celebrate their Patron Saint, St George,
in Aragon, Spain, every year on April 23.

Background
Aragon is in the north-east of Spain. It borders
with France and the autonomous communities of
Castile and Leon, Castile-La Mancha, Catalonia,
La Rioja, Navarre and Valencia. This community
became autonomous in 1986.
St. George's Day is the day of regional celebrations,
renamed as the Day of Aragon in 2007.

What do people do?

Some people attend special church services to honor
the life of St George. A number of events are
organised throughout the region, including: flower
displays arranged into the form of the flag of Aragon,
which consists of nine horizontal stripes (five yellow
stripes and four red stripes) and the coat of arms of
Aragon at the center; the presentation of the Aragon
Awards to relevant people in the community; plays,
musical and cultural performances in public spaces;
communal meals; etc. The flag is displayed on public
buildings, homes and public transport vehicles.

Class Plan
Pre-intermediate students (12 year-olds +) • Everybody should cast their '-
votes and the following class, the winners should be
Objectives:
announced.
To learn about this Spanish Celebration.
Extra reading for teachers:
• To review the present perfect tense.
• www.crwfiags.com/fotwfflags/es-ar.html
• To review superlative of adjectives.
• eurotravel.answers.com/spain/the-oragon-flag-of-spain
Activities:

• Show the map of Spain and let the children say which Did you know?
country it is, where it is located, what they know about it. • Spain is the world's largest producer of olive oil.
• Describe this public holiday. • Madrid, its capital city, is in the physical center of the
country and its plaza Poerta del Sot is the exact centre
• Present the students with the 2014 School Awards. These of the country.
awards are lobe presented to those who have contributed
• The ancient Roman Aqueduct of Segovia was built in
in a positive way to the class, the school, or the community.
the 1st century A.D. and still supplies water 10 the city.
Students can suggest categories and nominees, e.g. Best
• Muslims founded the first Spanish university at
manners, Best classmate, Greatest Learning Effort, etc. Each
Valencia in 1209.
nominee should be presented with a brief comment unto
why he/she should gel the award, what he/she has done to
deserve it.

25
 Li
TP=re you trying to incorporate the latest
technology into your classroom without giving
too much thought to it? Are you always too
3 eager to bring into your next class that new tool
You do not differ too much from the characters depicted in the
video Bend ito Machine III
(httpo//wsvw.yootobe.eonvwatch?v=oxoigfDbtu)
I am a big fan of incorporating new technologies in the
you have just come across through Twitter? Do you
classroom. However. t believe that we have to he rem-v
ng
ing a
ae tool

ching

odel
I not
d
ng
 I

flJ t d~f IDTh

into account our curricular and pedagogical needs. That's why
I find the TPACK approach so interesting. If you are not
familiar with it, here is a summary of the main ideas proposed
by Koehler and Mishra (2006).
According to this model, when we design a class we need to
make 3 THREE important decisions in the following order:
• curricular knowledge, i.e. deriding on the topic 10 be covered
and the objectives to be achieved by the students;
• pedagogical knowledge, i.e. selecting the type of activities we
want to do, the final product, the teacher and students roles,
assessment strategies, and so on and so forth;
• and only after all this has been set we can focus on
technology knowledge, i.e. choosing and looking for the
appropriate technological resources that will help us to achieve
our aims for that class.
Even though these three elements are very important, the
TPACK approach goes beyond taking them into account in
isolation, emphasising the new kinds of knowledge that lie at
the intersections between them, resulting in four other kinds of
knowledge teachers need to take into account when leaching
with technology. In this graph you can clearly see them:
-- ----
Technological
Pedagogical Content
Knowledge
(TPACK) \
/
\ htep://actioitytypes.wmwikis.netfWotld+Languages
Pedagogical Content Knowledge IPCK): Knowledge that allows
you to organise and adapt the content in the best way to be
taught.
Technological Content Knowledge ITCKI: Knowledge about how
content and technology influence each other. It implies knowing
what type of technology is the best for teaching the content and
how to use technology effectively in the classroom.
Technological Pedagogical Knowledge (TPK): Knowledge about
how education and technology influence each other. It implies
knowing what type of technology is available at the moment, and
how it can be adapted for educational purposes, since most of it
has not been created for pedagogical purposes.
Finally, the intersection of all three circles results in: Technological
Pedagogical Content Knowledge (TPACK).
Activity types
In order to make planning lessons easier by using technology,
Judy Harris and her team at "College of William and Mary
School of education" have developed what they call as activity
types for the different subjects taught at schools. They "capture
what is most essential about the structure of a particular kind
of learning action as it relates to what students do when
engaged in that particular learning-related activity (e.g. group
discussion; role play; fieldlrip) ' Then, they provide possible
technologies to be used to achieve that learning objective. If
you want to have a look at the activities developed for teaching
foreign languages, you can visit this wiki:

TechnolocaI Technological
Pedagogical Technological Content Effective technology integration for pedagogy around specific
Knowledge Knowledge
Knowledge subject matter requires developing sensitivity to the dynamic,
TPK TCK)
transactional relationship between these components of
knowledge situated in unique contexts. Individual teachers,
grade-level, school-specific factors, demographics, culture, and
other factors ensure that every situation is unique, and no
Pedagogical Content
Knowled e Knowledge
K single combination of content, technology, and pedagogy will
apply for every teacher, every course, or every view of
teaching." (Source: hnp://woew.matt-koehler.corn/tpack/what-is-
tpack/)
/
Pedagogical Let's incorporate technology into our classes, but only after we
Content
Knowledge
/ have made informed decisions about why and how we are
(PCK) going to use it. Technology is not a sacred object to be revered;
Contexts •_- it is just another loot we should have at hand to be used when
- needed.

Sabrima Do Vita
R,p10,,,,d by p,00isc11 of is,p,biheo 2012 by ipOI 005'

27
•
 it
I

ifl EASTER CARD

IF
Level: Beginner Age: Children

MR RABBITS FAMILY

-j
The Rabbit family is getting ready for this year's Egg Hunt Day. Can you help them colour the eggs?
Colour the picture and write the words in the correct place.

Grandpa Dad Mum brother sister

7/

( -
 ; w
/
ifI
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