The teacher''s magazine chronological order

The teacher''s magazine chronological order

and public speakIng

Global Culture Cal

fr Dear

In this issue you will find useful resources to enrich

your classes

The picture stories presented on both posters will ease

your task when working with students oral or written

production

Suggestions for using calligrams in your class provide numerous

ways of involving students with Language and Art

Cute Antarctic penguins will lure young learners into attractive

activities involving English and Maths

Some useful advice on public speaking rules will help older

students to plan, prepare and deliver effective oral

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Getting down to work

Ghregjcatntr

tt

* 'here are several ways to organise a piece of

' writing Today we are going to deal with one of

them, that is, chronological order or time order

t This is the appropriate pattern to arrange ideas or

events in the order in which they occur Therefore,

we are presenting two posters with pictures showing a wide

variety of stories the students may tell and write while they

learn to put their ideas in order before writing

Before working with the posters and the activities suggested in

this edition, explain to your students that when we tell or

write a story we shouldn't let our thoughts wander We

usually follow the order in which events occur and we use

words called signal words to arrange the events correctly in

order to make our story more interesting and clearer to the

listener or reader

To follow this pattern or organisation we use signal words

such as next, then, the following morning, a few hours later,

still later, that Wednesday, by noon, when site was seventeen,

before the sun rose, that July, eventually, following this, after

some time, finally, first, second, meanwhile, during, until, and

so on Write the list on the board

Tell the students that their pieces of writing should answer the

questions When did it happen? And In what order did it

happen?

Remember!

Chrono = time Logic = Order Stories are told chronologically,

or in order of time

What happens if we don't follow a logical order

in our stories?

Readers always took for patterns to help make sense of the

information they read When they are not able to find a

pattern, they get confused and lose interest in the text Then,

if writers follow clearly organised ideas and a logical pattern,

the message will gel through So the key point is to think

carefully about which kind of structure or organisation will

help the reader to better understand the information

The stories in the posters will provide you with lots of material to teach or review vocabulary Show the posters to your students and in small groups have them choose a story to discuss They will list the vocabulary to be used and the signal words they consider necessary Walk around the classroom to provide any word they do not know to add to their lists Once they have finished, they will write a draft of their stories Later they will edit it and do the final version which will be presented to the class

You may want to start with the photocopiabte activities on pages 6 to 11 In most exercises the students have to put the story in the right chronological order and write sentences or paragraphs using the vocabulary given

The exercises may be presented as a game if you previously make copies of the pictures, cut them out and put them in an envelope for the students to form the sequence You could even mix up two or three stories and have them separate them

As we always say, you can adapt these activities to your students' level or choose, among the pholocopiables, the one that best suits your needs The following are some examples

4 1

J and download all the picture stories to photocopy

Mum's hard day

Picture i Yesterday Mum came back from work when we were watching TV

Picture 2 Then, she went to the kitchen What a mess! There were lots of dirty plates and pots!

Picture 3 When she finished washing the dishes and cleaning the kitchen, she sat in her favourite armchair Then, we prepared a delicious snack for her She looked so tired but eventually she was happy to have a good rest!

Picture i Last Saturday I didn't feel very well Mum touched my forehead and said perhaps I had a temperature

Picture 2 Next, she took my temperature with the thermometer

Picture 3 Pretty soon, the doctor came home He told me to get into bed, then he checked my lungs and heart with his stethoscope

Picture 4 When the doctor went away, Mum gave me some syrup that tasted strawberries

Picture 5 While I was in bed, my friends came to visit me That was the best part.They made me feel much better

Picture 6 After some days, I was not sick any more and I could get back to school, That was great!

V,

Age AU

A STORY IN CHRONOLOGICAL ORDER

A) Look at the pictures and number them in the right order

"

0

B) Complete the sentences with the simple past of the verbs in the box Underline the signal words

dig - sow - water - begin

1) First, Jimmy a hole in the ground Next, he a seed

21 Then, he it

3) After some days, a beautiful plant to grow

C) Use the example above to write three sentences to explain another sequence

STORIES IN CHRONOLOGICAL ORDER

A) Put the pictures in the right order and match them with the correct sentences Underline the signal words

°cm

11 First, she picks up the nicest apple

21 Next, shetakes a kxife.Then, she peels the apple with the knife

31 Finally, she eats the delicious apple

B) Put the pictures in the right order and match them with the correct sentences

11 One day, Peter was walking through the park It was not a good day

21 First, he didn't watch his steps, so he tripped over a stone.Then, he fell down

31 Finally, ouch! He hurt himself and mum was not arousdl

KeyrAl a-3, b-i, c-2, B) e-2,b-i,n-3

A STORY N CHRONOLOGICAL ORDER

Putthe pictures in the right order and write the sequence Finish the sentences

1) Firstly

2) Secondly

5) After that

6) Lastly

Iceysil d-I puree nsyunderuvear;2)f- I puton my:ockc3) b-I paton rnytreuoere4lu- I putos roytraiserui5) a- I poton ryt-ohirt6) e-1 patonrtty iacket

1) Yesterday afternoon, Tommy on a bus

I

WI'

V

1*

A STORY IN CHRONOLOGICAL ORDER

First of all , courtesy

A) Tommy shows respect for a mum who is having a baby Put the pictures in the right order, complete the

sentences and underline the signal words

'IN

low

Key: 1) b was sitting; 2) a- stopped, not On; 3) a - stood op :3 down

A STORY IN CHRONOLOGICAL ORDER

A) Look at the pictures, put them into the right order and draw the pictures that are missing

B) Put the sequence in order and match the sentences with the pictures

1) Then, Pip came out of the egg

( 2) After some days, a chick broke the shell

3) Lastly, Pip turned into a beautiful young rooster

4) First, Mrs Hen laid an egg

5) Next, Pip got hungry and pecked at some delicious seeds

K.y:Alr) ;2l ;3)b;4lc5)c.Bt4,2,1,5,3

-A STORY IN CHRONOLOGIC -AL ORDER

Put the pictures in the right order and write the sequence You can use the words in the box Remember to put the verbs into the right tense

firstly - secondly - then next after that - before lastly - to fall off -

test - to pick up - to take care - box- to pat into - cage - to free

' in such a way that their shapes describe the idea

that the words express The lines create an image

' that is related to the poems content In other

words, calligrams are a piece of text in which the

design and layout of the letters create a visual image related to

the meaning of the words themselves For example, a famous

artist, Guillaume Apoltinaire, born in 1918, published the book

Calf fgrames, and wrote a famous calligram about The Eiffel

Tower shaped as the tower itself

This type of poetry is also called shaped poetry, pattern poetry

or concrete poetry; the word calligram means beautiful

writing The typeface, font or handwriting is also important to

reinforce the meaning or ideas of the poem

Tips for the class

These types of poems are very useful, since they can provide

numerous ways of involving students with language and art

Here are some ideas to exploit calligrams:

If you are working with beginners, you can start with words

such as fat, short, tall, bar code, grew, bridge, circle, blurred,

shaky, scared, happy, sad, angry, rectangle, copy, zigzag, curly,

plain, small, big, and cup

• If your students have tried working with words, but they do

not feel so confident to work with poems yet, you can try

something in-between: draw the shape of an object with

words, i.e the picture of a table would be formed with the

word table (for the top of the table) and four words leg (to

form the legs); the picture of a cat would be formed by one

word cat (for the body), two words ear, one word tail and four

• Calligramo supply students who love computers with the chance of working with different programs such as WordArt, Paint, Corel, etc There are also useful websites, such as: 'www.wnrdle.net/

can turn calligrams into lovely art projects in which they may include different materials, not just pen and

- paper

• Using the fonts that everybody can find in a word processor, like

9, WideLatin, Vivaldi, Tempus Sans, etc,

students can create poems with ideas inspired and based on such fonts

• These videos may also give students some ideas:

- OF HIS PLASTIC ARTS WORKSHOP

FIND INSPIRING AND EDUCATIONAL ACTIVITIES LIKE THIS ONE IN

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DREAMING ABOUT THE HOLIDAYS

Alice hates cold weather so she is dreaming about her next summer holidays on the beach What is she going to do? Write about her future plans

Relax in the Swim in the sea -°

G RAMMAR WAVES

B) Alice is dreaming of surfing Help her to catch the wave!

Complete the sentences with the right option

a rea board Th is perect

Keyr B) 1)1 don't like small waves; 2) My friend always rides errow005 waves; 3) My friends and I are camping on the beach; 4)1 have a great board It is

perfect!

RIDDLES

It

You are not tree!

It's something that you chew

That's my first clue

That's my second hint

If you chew till noon, You'll get a balloon

F Mary's father had five daughters: Lala, Lele, Lill, and Lob

It has butter in it

But you cannot eat it

I'm long when I'm young I'm short when I'm old, When therein no light People think I'm gold

G laminme

But I'm not in you

What has got arms but cannot touch?

i6

KwnAItheTV; SI chewing gum; cia carpet; DI a butterfly; El a candle; F) Mary; SI letter E; II) an armchair; I) letter R

COLOURFUL WEEK

Read the poem and colour the girls clothes Then chant together!

Pk is mi Lavourite on Monday

'I Thd is my £avortrite on Tuesday

BLESSINGS

Read the blessings and do the ac ivities, -

Blessing Ear the ones gott love God bless allthose

who are in nij soul

who enrich mt/j ]1e

God bless their love

Whoare the people you truly love? Why are they important to you'

Choose one of there and write a short note to him/her,

B&lessiliq for all activitq When would you use or need this

ag we elijog the ride.

_

blessing' Why'

Mag we have harmon~

ag

M4aB we grow on the wag

May we have good restijts

May we deserve success

Blessing for the day Dear Father, bless the morning, the warm sun and the cool wind

What activities do you do throughout the day? - -

Morning Afternoon Evening Night

Complete:

A clear mind helps you to

A pure mouth helps you to

A loving heart helps you to

Blessing tor J)OtjOfl '

Let there be a sate path

Let there be a bright light

Let there be qttaf ding wings

Finish the blessing

Thepath will lead me to Thelight will help me to

Today and always

MATCHING RACE

Photocopy and cutout the cards Students play in pairs Distribute a copy of the cards on both pages to

each pair of students and ask them to make mini conversations by matching both parts correctly

V

Pleased to meet you How are you?

0

Do you mind if Excuse me

I open the window? May I sit by your side?

ui It's a beautiful day today, Thank you very much

isn't it?

C,

o Have a nice weekend Sorry, I'm late

I

Did you have a good trip? I hope he comes on time

Would you help me

It's my birthday today

with the bags, please?

H

Help yourself to a biscuit Thanks for the lovely present

Shall I call a taxi? Tomorrow's a holiday, isn't it?

Nice to meet you, too Fine, thank you

No, of course not Yes, of course

Yes, lovely! You're welcome!

Thanks The same to you Oh, that's all right

Yes, not too bad, thanks So do I

Yes, certainly, Congratulations!

My pleasure Thank you

I'm glad you liked a

No there's no need thanks

Yes, that's right I'll walk

Ow

PU

ome people say public speaking is an art that must be large enough for everybody to see

requires training The same happens with oral When giving oral presentations, students must make their presentations at school So public speaking message clear, so they should use everything at hand to

S rules can be applied to develop your students ensure that Likewise, the other students will remember topics

•" oral presentations skills, better if they can associate content with an image or object Here are some useful tips to help them plan, prepare and

deliver effective presentations

Structure

Advise students to clearly divide their presentation into

introduction, body and conclusion First, they should

introduce themselves, state the aim of the presentationand

the points to be covered Then, they develop the topic And

finally, they should recap knowing that the last thing they say

will be the most remembered

Timing

Oral presentations should have an appropriate length A good

tip is to start saying "My name is, I will talk about , and

the talk will last minutes' for the public to know what to

expect

Attention gaining devices

Students should use visual props (notes, chairs, markers,

pens, and other audio/visual aids), to get everybody's

attention This should be done

frequently enough to keep the

audience interested, ,

Whenever they display

posters or images, these

Tips for using props

Tell students not to display everything at the beginning of the presentation They should create interest and suspense, showing the props one at a time

They should also address the audience and avoid looking at the props all the time

Rehearsal

Tell the students that they need to practise and rehearse speaking in aloud voice, making appropriate pauses, and modulating words clearly until they flow naturally Reassure shy students that being extrovert is not a must; rehearsal can play the trick for introvert students

Body language

Students tend to stand up still next to the wall, and that is not good They should stand up at the front glancing subtly from side to side in order 50 make eye contact with the audience Words should lead actions: if they count, they should hold out their fingers; if they say no, they should shake their head softly Tell students they may feel awkward, but the mark will pay off Taking care of their personal appearance and wearing appropriate clothes are also very important aspects they should take into account

Cards

A student reading from a piece of paper is not a nice picture Still, they can help themselves with cued cards containing words that will trigger ideas Cards should be numbered to keep them in the right order

Foster proper presentations and students will improve their fluency as well as their future real-life oral skills

References www.public-speaking.org/public-speaking-props-articie.htm www.etsu.eds/scitech/Iangskil/oraihtnn

.courseworks.unirne5bedu.au/researchandwrining/oraIpresentatisns.php pesple.engr.ncsu.eds/txie/publications/oral presentation skilis.pdf Iorien.ncl.ac.ulqming/dept/tips/present/csrnms.htm