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ahoot' is an educational website that ca'?fl used to make quizzes, discussions or surveys for your class. Students are given a 'gamepin' to participate in the activities designed by their teacher. In real time, learners will answer questions using their personal devices.

Step 1: Go to Get your free account, and then go to What's your role? Select the appropriate one for you. Then, go to Your account details, and write the required information.

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Step 4: Write the diffeceit possible answers, and select the correct one.

Step 5: Before you finish, personalize your quiz by selecting the language, privacy setting, primary audience, and difficulty level. You may also include a brief description of your activity.

Step 6: Save your quiz and, once you are done, click on Play now.

--C Step 7: Click on launch to project the quiz

Step 2: Go to Create your Kahoot!, and select one of the three options. You may create a quiz, a discussion or a survey.

(and its game-pin) on a screen at the front of your classroom.

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Step 8: Students can do this activity with

Step 3: Let's suppose you want to create a quiz. Select the option, give the quiz a name, and then click on Go! Then, write the questions, select the points and the time limit. Remember to drag an image from your —. desktop to make the game more engaging.

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their smart phone, tablet, or laptop Just by getting into the KahootJ app and entering the game-pin.

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EXTRA TIP: This app might be a great tool to assign homework! '------

It's a really powerful engaging tool! Don't miss the chance to use it!

Natalia More.

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- ear colleagues, A new school year starts and The Teacher's Magazine brings ideas for the first lessons at kindergarten. You will also find Welcome cards and a poster as well as activities to practise numbers at Kindergarten and Primary School, There are also lesson plans to work with the topics Fossils, Archaeologists, Palaeontologists and Evolution of the Cinema for different ages and levels. Last but not least, there is the first part of an article on Alternatives in Assessment. We hope you enjoy this issue and make the most of it.

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909M ON. Czech Republic

Contact: www.send,cz

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he Total Physical Response (TPR) approach to teaching a foreign language, has been developed by James J. Asher, who argues that any language can be easily learnt if we consider how babies learn their mother tongue. Before 4 producing language, an infant reacts physically to speech, and then moves to oral expression. Similarly, TPR proposes to develop listening Comprehension skills before production to associate language with action.

-Incorporate TPR while reading stories aloud to students. Students can mime the story as it is read or played, listen and stand up when a character speaks, look and point to key pictures, etc.

Encourage children to identify and react to simple classroom instructions like: point, hands up/down, stand up/sit down, open/close your books, etc.

To sum up, TPR is particularly suited to learners who are beginning to team a new language, sot hope that you have got acquainted with this technique, put it into practice and enjoy it!

As suggested by Cirafesi in English in action, these are the steps to introduce TPR techniques in the classroom: -Model: If they are learning about wild animals, for example, the teacher will say I'm a lion, and she/he will roar. -Together: Then she repeats the pbrae, and invites students to While using TPR in the classroom, the teacher gives instructions and students respond physically. Since very young learners cannot roar, too. Sometimes she encourages the whole group, and other times one child at a time. yet speak Lt with confidence, they have a natural desire to mimic and a need to move. Here are some tips to put TPR into practice in -Hesitate: Then, the teacher says the same phrase, but gives the classroom: students a moment to perform the action before seeing it. -Alone: Now, the teacher announces she is not going In play any more, so she only speaks, and children perform the action. -Integrate TPR into routines, so learners will instantly get involved in the language. At the beginning of the lesson, the -Jumble: Finally, when they have teams different actions for teacher can wave while saying Hello, and then encourage children different animals (in this case), the teacher invites one confident to mime. By asking questions like How are you?, children can student to say the phrase in front of the rest of the class, so they answer by putting their thumbs up. perform the action.

-Use simple repetitive songs, and mime actions to match the lyrics so as to turn them into action songs. As a result, students can predict their structure, participate actively and create mental links to words and meaning. Play the songs several times and encourage students to move. Repetition is essential for little children as familiarity raises confidence and helps them learn. -Adapt well-known games to suit your needs. For example: I spy with my little eye.. (Any item related to the unit studied, so children have to guess by pointing); Simon Says (It can be adapted to focus on body parts, action words and things they can touch); "Lights, camera, action!' (A student performs an activity miming, e.g. an animal, a job, using a school thing... so the others guess what it is.).

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Sources and References -Asher, J. 1., (2009), Learning Another Language through Actions: The Complete Teacher's Guide, 7th edition, California, USA, Sky Oaks Productions, Inc. -Cirafesi, W., (2001) English in Action: Learn How to Teach English Using the Bible (Teacher's Manual), Texas, USA, Clawsonmedia. -Davies, P. & Pearse, E., (2000) - Success in English Teaching, Oxford, New York, USA, OUR - Dyson, L at http://svsvw.pearsssn!ongnsari.ronsfrsylittleisland/aefdowvloads/TPR-inpre-pr:rnary-Iangaage teachisg.pdf7WT.mr_id=MLIamen9ARTICLE

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I,) ere you will find some ideas for the first days f school aimed at very young learners. though most of the following ideas are for 4#kimlergsuie. students, they may also be useful for primary teaching.

Using puppets. You can use puppets to teach Hello and Goodbye, as well as I'm + name. Some students are quite shy and would not speak out, but they would speak through a puppet Teaching Yes and No.

Introduce yourself to students saying your name, and then ask students to state theirs, or you can call the roll and tell students to say Here! when their name is mentioned. You can also give your class the name tags on page 6 to colourand write their names. You can have them laminated, and ask students to wear them in class,

You can play a game to teach Yes and No as well as I'm + name. Point to an outgoing child and change their name: for instance, say You're Peter. Encourage the child to say No! I'm [and his/her real name[. If you do not change the name, encourage the child to say Yes!

' Stand up and Sit down game.

Hello song or rhyme. It is always useful to start every class with a Hello song. If you do not have one which is Your favourite, do a Google search, and choose the one you like best or you think your class will love. Teach it on the first , day and sing along. After a few classes, students will join you!

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Teaching hello and

goodbye. lb teach Hello, leave the classroom and knock at the door, open it and say ' Hello! Encourage students to answer Hello! Then, ask two or three students logo out and knock at the door. You open it and greet the children by saying Hello! Repeat with all students, so no one feels they have been left out. A few minutes before the class ends, teach Goodbye using the same technique. Say goodbye, mime it and go out. Then, knock at the door, open it and greet everyone by saying Hello!

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Teach by showing the commands Stand up and Sit down. Ask students to imitate you. Once they know what to do when you say the commands, play a game saying .. . the words at random for them to follow the command. They will ' " have great fun doing this activity. , Do not allow students to mock others who make a mistake; remind the class it is a game ' and everyone can make a ffli5t5k.

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Age: Young learners

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p isstory is aimed at very young learners and ounglearners at beginner level. You will #ftyd the flashcards to tell the story in the

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• Change the order of the story, and ask children to come to the front and put the flashcards in order. • Use the story to teach or revise the parts of the body. lb reinforce

* vocabulary, play a game such as Touch your head/shoulders/

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• Colours • Parts of the body Read or tell the story A Round Surprise to your students, Mime the movements so that they can identify the different parts of the body.

tummy, Par tip your hand/foot, Move your head, arms, etc. Ask students to repeat the different parts of the body while moving them.

Teach a rhyme. The dinosaurs find a "ball' The dinosaurs play bodyball". The dinosaur break the baIl' The baby dinosaur flies away.

One sursri day in wi?tei a group of dinosaur friends find a round object. The dinosaurs play with it. San hits It With his head. Lucy hits it with her shoulder Max hits it with his foot. Fiona hits It With her arm. Hanna hits it With her tumjis. Ringo hits it with his hand. Lara hits it With her tail too hard. The round object hits a tree. It cracks open. A baby dinosaur comes out. It opens its wings and flies away. Working with the story. • Use the story to revise colours. Ask What colour is...? Choose a picture, and ask students to point to or touch something red/yellow/green, etc. • Ask students to draw their favourite part of the story. • Encourage students to retell the story. Start telling the story and stop at a point for students to complete the sentence. For example, One sunny day, a group of dinosaur friends find a ... If necessary, point to the item on the flashcard that they have to mention.

On pages 10 & ii, there are photocopiable activities to work with the story.

How to play bingo. Tell students to choose 4 pictures. While you take out one card, say the word and show the picture, so students can put a token on it if they have chosen ft. The first one to have four tokens on their pictures cries BINGO!

Level: Beginner

Age; Very Young Learners/Young Learners

? ROUND JPIE Colour the different characters in the story. Then, put the sequence of events in the right order.

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individual activities

s a kindergarten teacher, you may know that the acquisition of the concept of number is not a simple process. You will find here different activities to help your students build their knowledge, not only reciting series of numbers but also incorporating them in a more natural and realistic way.

In this issue, there are two different photocopiable activities for your students to work on their own. Before they start working, explain the instructions carefully, and help students recognize the written numbers. You can show the number on the poster, and encourage the children to count aloud.

How many...? Ills important to incorporate counting and the use of numbers in the daily routine. For example, after saying hello, you can play an attendance game to count how many girls and boys are in class. Draw a chart on the board like the following, and when you name a student, they write their name on the right column. If somebody is absent, the teacher writes their name below the drawing of a house. Finally, the teacher asks: How many girls? How many boys? How many children are today at home?, and writes the number.

Poster of numbers By encouraging your students to make their own poster of numbers, you will help them a lot more than by giving thei one which is ready-to-use. You can choose any simple drawing. For instance lady bugs made out of circles: a big red one for the body, a black one for the head, and smaller black circles for the dots. You can also use paper plates. The students will put the numbers in the rigl order, and then add the number of spots Is the lady bug. This poster will be a useful resource to play games as well as when children nn to refer to a number.

Dominoes In the poster, there is a domino you cam use. Be sore of making it more resistant by sticking it on cardboard and laminating it. Keep it an attractive box, and play any time you want; especially, at the beginning of the lesson when you are waiting for all th students to arrive, or for fast finishers

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Level; Beginner

Age: Vey Young Learners

IJU4E$ IN THE ITEIJ Count the dots of each ladybug. Match them to the correct number.

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How many dots? Look at the number, and draw the spots. Then, colour the ladybugs.

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Age: Young Learners

A) Count and colour.

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B)Trace the numbers.

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D) Draw, complete and colour.

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verything that is known about dinosaurs is thanks to the study of palaeontologists. Kids have always been fascinated by dinosaurs. Why not taking advantage of this interest to encourage them to speak English and learn vocabulary related to the topic? First of all, ask children to bring information about dinosaurs from encyclopaedias, images from the Internet, drawings, magazines, toy dinosaurs, etc. Share all the information, describe the pictures and read aloud any interesting paragraph. Then, say the names of the dinosaurs, compare them and their parts of the body. While doing this warming up activity, encourage children to recycle vocabulary already learnt; for instance, parts of the body, adjectives and colours. Ask them to repeat after you some key vocabulary you want to introduce, for example: bones, teeth, vegetarian, carnivorous. Finally, organize the information and display it on a special board. Alter sticking the images, it is it on the fact that they are all illus no photographs of dinosaurs be before man evolved. Most we hi to the study of palaeontologists. skeletons in museums are recon Focus on the work of palaeontol photocopiable activity on page required for this job together wi Ask children to say which of mi a palaeontologist, and explain o tools are: magnifier, shovel, pici brush, map. Children will paint odd ones out (bucket, umbrella, There is another photocopiable you will find a puzzle. It is a pa. action. Encourage students to di picture, and then, reinforce the vocabulary related to the tools simple questions like: Can you a magnifier? or Where is the

shovel? Let students colour the image, and then (maybe with your help) cut carefully along the dotted lines. Before sticking the pieces on a coloured page, make sure your students put them in the right place. To round up this project, plan an expedition and gather the necessary tools: shovels, picks, brushes, magnifiers, pencils and notebooks. Students will put into practice the excavation of a dummy site (preferably in an open area, or in a big bucket full of sand). You will explain that they may find different archaeological remains, for instance: coins, ceramic remains, bones (maybe from a chicken or lamb), glass. Then, ask them to pretend they are palaeontologists digging up the"fossils" very carefully. They should take notes of their findings. As a closing activity, make a circle, and give each student the possibility to show and say what they have found, explain how they dug up, which tools

Age: Very Young Learners

Level: Beginner

OIL Which tools does this palaeontologist need? Paint them and cross the odd ones out.

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Level: Beginner

Age: Very Young Learners

Colour the scene, cut along the dotted lines and then put the pieces together:

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the though it l'might oln seem a scientific issue with certain difficult concepts it is not impossible for students to tackle these activities. A good way to introduce children into this subject is the use of images of dinosaurs and extinct animals which are sometimes appealing to them. They can also help them to work on a basic description later. They might draw their own conclusions by paying attention to the explanations of the teacher or the suggestions of other classmates. You can adapt some of the activities to different levels and/or ages. Palaeontology is the scientific study of all living forms from the beginning of life on planet Earth up to 12,000 years ago (the start of the Holocene). Its task is to gather information and draw conclusions about the evolution of life in a period of time of about 3,800 million years. Palaeontology studies fossils and bones, and thanks to the advances in chemistry and technology, it can investigate events that happened millions of years ago. Although most people associate it with the study of dinosaurs, it also studies the evolution of unicellular and multicellular organisms that lived much earlier than them. A key concept in palaeontology is evolution, that is to say, the idea that some organisms descend from others through mutations and adaptations.

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In palaeontology, comparison and description are fundamental for the understanding of evolution. Many species that coexisted had clear differences that allowed them to live under difficult conditions, and other species survived through time thanks to their change of characteristics and habits. Another common aspect in palaeontology is the metaphor of the "jigsaw puzzle". Palaeontologists almost never work with complete data. They might find one hone, a number of bones or an incomplete fossil. That is why, it is usual to compare the work of a palaeontologist to a puzzler, trying to complete an image, trying to imagine the missing pieces and guess which piece fills which gap. In some cases, traces of insects can be found. Usually, they are trapped inside drops of amber (fossilised tree resin) that can remain intact for millions of years. .

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Task i Bring up the subject of palaeontology, and ask students if they know the meaning of the word. According to their answers, complete the idea with the information provided in the introduction, mentioning why the jigsaw puzzle is a good metaphor to explain the work of palaeontologists. It is important for students to understand that the world we know nowadays was very different millions of years ago. Task 2 Using the images of palaeontological skeletons split in 4 or pieces each, students play a game in which they pretend to be palaeontologists, and assemble the jigsaw puzzle of each animal, according to the features of the drawing and how the pieces match. Then, students will have to guess which skeleton matches each animal.

Animal Wings Beak

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Task 3

Ask students to bring pictures and information about dinosaurs and prehistoric animals. Using the following chart, students write down some physical characteristics of every animal. This activity can be done orally, with the students describing the animals and the teacher writing on the board the physical characteristics. Finally, with all the information, encourage them to describe the animal using simple and short sentences. For example, The T-Rex has short weak forearms, The pterosaur has tong wings, etc. According to their level, more complex sentences can be formed. For example, The basilosaurus uses the flippers to swim, The meganisoptera uses the wings to fly, etc. It is advisable to make a short revision of vocabulary before starting this exercise. Some adjectives that can be used are: short, tong, strong, weak, big, small, sharp, pointy, fat, thin. Colours can also be revised and used for body description. Actions verbs such as to eat, to fly, to swim, to fight, to jump, to run, to walk can also be used. Fobrtns tselese

Level: Beginner/Elenentar,

Age: Young Learners

PAL OWTOLOIT IN THE CLA$OO.1 Solve the puzzle

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•11 rchaeologists study ancient civilizations, and their way of life and customs. These Scientists research, excavate and draw conclusions throughout the discovery of artifacts, remains of buildings and cultural landscapes inhabited by multiple cultures in the past. Their main goal is to collect as much data as possible to analyse human history in depth.

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This unit is aimed at beginner level students. By a series of activities combining essential lexical and grammatical contents, your students will experience an amusing approach to the world of archaeologists.

2) Show students photocopiable activity A on page 23 , and ask them to look at the character. Point and say: This is an archaeologist. Read the text aloud for the class. Then, ask students to repeat the text to promote accurate pronunciation. Some words may be difficult to produce, so you can clap hands together with the students to help them. After reading the text, focus on reading comprehension. Ask students to complete the quiz individually, and check answers with the whole class. As there are three possible answers listed in alphabetical order, you can also profit from them by rewinding students of the alphabet letters. Explain the meaning of new words, if necessary.

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Objectives • To introduce the topic of archaeologists. • To read Communicative texts and develop reading skills. • To complete activities relating to personal information. • To answer questions and exchange information. • To promote writing skills. • lb create a character. • To learn specific vocabulary. • To playa game.

Lexical and grammatical contents . Verb to Be. • Wh-questions. • Personal pronouns. • Vocabulary on archaeology (Trowel, rock hammer,compass, etc.). • Yes/No questions.

3) Tell students that Billy has workmates, and that they are in photocopiable activity B. Ask students to complete the exercise together answering aloud. Then, repeat the right answer to each sentence to avoid confusion. Once they have finished, tell them to imagine an archaeologist and draw him/her. Finally, students give their new character a name, a surname and a nationality. 4) In photocopiable activity C, students answer the questions in pairs. Tell them that they will be reporters. They can pretend to be holding a microphone to interview his/her partner. Once the student playing the role of reporter has made all the questions, the other classmate takes his/her turn. 5) Archaeologists need many personal items when they go on an expedition. Show students Billy's bag, and explain that drawings and words are distributed at random. Your rote in this activity is to mime the use of these items as you name them. After students have guessed all the words, they can use a pencil or colour pencils to match the drawings to the equipment labels.

Activities 1) Introduce the topic by telling your students that they will meet people who love making discoveries about humans to learn how they lived in the past. Then, say the word archaeologist at a slow pace. Ask students if the word sounds familiar to them. Encourage them to repeal it after you. You can clap hands while pronouncing the syllables of the word.

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Sources and References httpJ/www.dayofarchaeology.rorss/oday-in-on-orchseolsgicaI-tosI.kit/ httpJ/www.histarch.illinois.eds/NP/tsols.html httpJ/avthrspology.acdavis.edo/ondergraduau/fieldschool/eqaipment.doc/siew http://www.digitsp.corn,au/content/12-archaeology-students

9e: Young Learners

Levels Beginner

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1) Quiz: Choose the correct option. 1) Billy is archaeologist. a doctor. an ecologist.

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2) Billy studies... plants and flowers. old civilizations. animals in danger.

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4) Billy works with his family. alone. with other archaeologists.

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C) Reporter. 1) Ask your partner about Billy, Franco, Olga and his/her archaeologist.

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a) What's your name? Billy.

a) What's your name? ...................................Olga.

b) What's your surname?

b) What's your surname?

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Where are you from?

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Where are you from?

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d) What's your job?

a) What's your name? ............................. Franco.

a) What's your name? ............ ...................................

b)What's your surname?

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c)Where are you from?

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d)What's your job?

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teTr1ati0al Da .Peace (21st Septern(eT)

Background The International Day of Peace is observed worldwide on 21st September. The United Nations General Assembly has declared this day to strengthen the ideals of peace, respect and mutual understanding among people and nations. The UN calls for the cessation of hostilities during the observance and to commemorate the occasion raising awareness on issues related to peace.

What do people do' On this day, people take part in different activities and organize events centred around peace. Events range from concerts to private gathers. Some of the activities include: toasts for peace, peace prayers, tree planting, lighting candles, art exhibitions, among others.

Symbol

• 4, Tell them to trace p: doves on cardboard shee Also, have them write In words inside them.

Teaching sequences Teenagers/Adults: Level: Any • 1. Tell students that th: International Day of Pea: observed on September 21st. • 2. Have them watch a short video about this observance at https://www.youtsbe.core/wstch?v=Osw1OJMM4M. Tell them to write down the quotes they liked best.

The dove is a symbol associated with the International Day of Peace.

• 3. Tell them to surf the net at home and find other inspirational quotes related to peace.

Teaching sequences for children:

• 4. If possible, have students come up with their own inspirational quotes. 5. Display the inspirational quotes on the school walls

Level: Any

Yestra Cotliaoo

• 1. Talk to students about the International Day of Peace. • 2. Brainstorm words associated with peace such as

"respect", "kindness", "cooperation". • 3. Tall students that doves are a symbol of peace. Encourage them to say why.

Extra Reading for Teachers hnpi/www.timemddate.cow/hoFidoyslan/ international-peace-day

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Join 0CkthEDIBA and k4 ivi enrieft our wwnibera ed.aculienol work.

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Level: Elementary

Age: Teenagers

THE 'EVOLUTION Of CIJB.ltt - fI$T fILI.1$ Note The activities are graded.

RED HORSE by Eadweard Muybridge A)Watch one ofthe firstfilims ever made at

https://www.yeutube.corn/watcb?vltqccfhsqgA B) Choose the correct option:

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1) The protagonists are... a) a horse and a woman. b) a dog and a man. C) a horse and a man.

2) The horse is... a) runnin /racing. b)eating. C) walking.

3)The short film is... a) the repetition of a scene. b) a story about an animal. C) a love story.

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C) To find Out more about the film, put the sentences in order. 1) the first films / was one of / "Red Horse'/ ever

2) made by / Eadweard Mcaybridge / It was

3) shot /lt/in/1218/Was

ARRIVAL OF A TRAIN by the tumière brothers A) Watch this very old film at https://wwwyuutube.com/warch?v=b6Ppp5902Y9.

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B) Answer the questions. 11 Are people travellirs9?

2) What rnewss of transport can you see?

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3) Are people wearing formal or casual clothes?

41 Does anyone look at the camera?

C) Auction time. Play in groups. Each group will receive a certain 'amount of money", and they have tobuythe sentences they consider RIGHT. The teacher will tell you the answers, The group that collects more RIGHT sentences wins.

1) Arrival of a train was released in 1896. 2) There are other earliest films which are more famous than this one. 3) The audience was surprised by the train arriving, and ran away screaming. 4) The Lumière brothers knew that the motion of the train would attract viewers. 5) The film was shot at Provence bus station.

Age: Teenagers

Level: Elementary

THE EVOLUTION OF CWE.lA — flg$T fIL4 IN THE LION'S CAGE by Charles Chaplin A) Watch Chaplin's film at htrps://www.yootube.com/watch7v79i84xYeIZl. B) Decide if the statements are TRUE or FALSE. Then, check your answers with the teacher. 1)This video is a scene from the film The Circus 2) He did around 400 takes with a real lion. 3) The film is a silent comedy----

5) The scene took place in a park

4) It was shot in 1828

61 Chaplin wrote, directed, and produced this film.

C) Put the sequence of events in order 11 The lion is sleeping, but it moves its tail. LI 2) He gets trapped in a lion's cage. LI

5) He runs out of the cage and climbs a pole.

LI

LI

6) He tries to escape, but he can't. 7) She opens the door to let him out. [:]

HI

8) He tries going to the next cage, but there is a tiger there. LI 9) He plays dumb, and the lion wakes up.

3)The protagonist is running. LI 4) A dog barks at the man.

.......

F]

El

10) A woman sees him and faints.LI

ONE WEEK by Edward dine and Buster Keaton A) Watch this film at https://aechive.nrgldeaails/OneWeek. B) Complete the following sentences.

............................ (State your general opinion.) ..............................and he is................. (Describe his

1)1 think this film is

2)The husband is personality and physical appearance.) 3) The wife

is .................................. and she is ........................ (Describe her personality and physical appearance.)

C) Complete the summary of the plot with the verbs from the box. receive move is changes assembles walk are get

..................... married at the beginning of the film. As a wedding present, they 2) ..................... a build-it.............. ..................... ..................... 6. ..................... it. But it is stuck on the rail-road tracks and it 7) ..................... destroyed by a train.-The husband and wife put a rsrr.aa,ns,y,,ar,'.ama .....................n,,ny.

The protagonists 1)

the numbers in the boxes. The husband 4) yourself house. A person who was rejected by the woman 31 some problems with the building.The house is not in the right place, so they the house in a week.There 5)

D) Fiction or reality? Decide if these statements are fictional or real. 1) The house is spinning during the storm 2) The train crashes the house 31 The house is on a turntable 4) The actor Keaton hurt himself when he fell two stories down

Some information was taken from: https'i/en.wiklpedia.erg/wiks/

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

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

Key:RedHarae: 81 1) c), 2) a). 3) shc) 1YRed Horse'was nec of the Rrstfiusns ever, 21 itwas made by Eadweard Muybridge, 31 It was shot in 1870. Arrisnaiafa Twin: B) 1) Yes, they are, 211 can we a train, 3) They are wearing formal clothes Actually, they are the typical clothes of those times,l,4lYes, some people do: c) 11 RIGHT 2) WRONG (This one of the most famous earliest films), 31 RIGHT

is

4) RIGHT, 5) WRONG (it was shot at Provence train station.), In eh,Liaa's Cage: 81 l) True, 2) False (He did

around 2tx takes with a real lion.), 3) True, 41 False (It was abut in 1929.), 5) False (The scene taken plane In a circoa.l,6) True, Cl 1) The protagonist is running, 21 He gets trapped in a liner cage, 31 He tries to escape, but he can't, 41 He tries going to the eeoc cage. but these is tiger them. 51The lion

One_Week_%28192e_film%29

is sleeping, but it moves its tail, 6) Ado8 bairn at

the man, 7) Awosnan sees him and faints, 81 she opens the door to let him oat, 91 He plays dumb, ted the lion wakes op. 101 Heroes out of the cage and climbs a pole. One Wee)ccl 11 get, 2) receive, 3) changes, 4) assembles. 51 are, 6) move, 711s, 8) walk; 01 t) Real, 21 Real, 31 Real, 41 Real This to prove that them were not many special effects, as there are now).

is

earning is like a journey. Occasionally, we stop to take wonderful, or not so wonderful, photos, but a lot of what happened in the journey is not recorded in our photo album. Sometimes a similar scenario occurs in our classrooms. Occasionally, we stop to take tests and see where our students are, how much they have learnt and how much they can do with what we have been teaching. However, like the photos in our trip, these are just snapshots of a very valuable process which is demeaned. On the one hand, our students go through the language learning process at different paces; they develop skills in different ways, approach language and difficulty differently and display different needs. On the other hand, most of our assessment is standardised. We evaluate the whole class with identical pen-and-paper tests, we give them the same amount of time, and expect them to achieve equally satisfactory results in different activities. The irony is obvious, but it does not mean testing should be abolished and banned from the classroom. Like the photos of our trip, testing is still necessary, but being aware of the way students approach learning calls for the implementation of alternative kinds of assessment to complement our task, especially when young and very young learners are involved.

Why do we assess! In all academic settings, assessment is needed for a number of reasons and demanded by the actors involved. Institutions, parents, feathers, and even children want to know about students' performance. Based on numbers and proficiency levels, institutions need to detemune the success of their policies and curricula. Parents need to know how their children are doing in relation to the goals of the schools and family, and how their children got the grades they got. teachers need to assess to plan for further instruction, and students need to know what they have accomplished and what requires more work (Law & Eckes, 2007).

Summative vs. Allernativé Assessment Until recently, most assessment that took place in the classroom was dominated by summalive evaluations, which torus on language points and linguistic accuracy (Shaaban, 2005). It is formal type of testing which most likely occurs at the end of the period, or at the end of a chapter or unit. The results are then used to determine what students know and do not know. Summative assessment includes written or oral productions such as dictations, quizzes, short tests, term or final exams. Though still needed for accountability reasons, summative assessment tools have met strong criticism especially since the advent of communicative language teaching (Law & F,ckes, 2007). They tend to rank students from the highest to the lowest achievers. They are one-shot deals in which students either get them right when they Sit down to do them or they do not, which increases anxiety and conditions performance. They tend to fragment skills and be decontextualized, which may lead to cultural and linguistic misunderstandings. Test questions can be poorly written or misread by students. And last but not least, they lack predictive value in that they cannot tell how a student will perform in a real-life communicative situation. At the other end of the spectrum and not without their own shortcomings, there are alternative tools for assessment. They were born its an attempt to rebel against the arbitrariness of traditional testing and scoring, and to give a more dynamic, broader picture of students' development. Alternatives in assessment: • Require students to perform, create, or produce something; • Use real-world contexts or simulations; • Enhance day-to-day classroom activities by providing assessing opportunities within those activities; • Focus on processes as well as products; • Tap into higher level thinking and problem-solving skills; • Provide information about both the strengths and weaknesses of the students; • Are likely to build intrinsic motivation (Brown, 2010).

Going to the restaurant

Not so well

OK

I

well

well

• Read the menu • Ask for a meal Non-verbal responses • Make a complaint Especially at early stages of instructions when students do not yet • Ask for the bill produce long strings of speech, physical performance responses and pictorial products are a great idea for assessment (Shaabao, 2005). They are hands-on tasks based on simple directions. For example, pointing to certain colours or sketching an animal with given characteristics.

1 = totally agree 5= totally disaq I like the teacher explaining

everything to me

2

3

4 -

I prefer to Work alone

1

2

3

4

5

I like acting

1

2

3

4

5

2

3

4

Presentations Regular presentations provide us with valuable input on students' written and oral abilities as well as on their interests and organizational skills. Presentations come in different formats (dramatisations, interviews, lectures, role plays, etc.), and they are very motivating for students since they can be accompanied with a wide range of multimedia resources such as Powerpoint presentations, videos, photos, etc. For presentation ideas in the ESL classroom: httpi/esLfs.eeln/tesrhers/sapportlagis7p.htrn

I like listening to songs in English l like reading

1

2

3

4

5

I prefer to discover grammar rules

1

2

3

4

-

In the next issue, we will continue explaining other alternatives in assessment. Diana Baud aces

Self-assessment Although politically incorrect in a teacher-centred classroom, selfassessment is a powerful tool to develop intrinsic motivation and student autonomy. The results rendered by a self-evaluation might not be as objective as desired, since students might be too harsh or too flattering with their own performance. However, studies have proved that, if students are properly guided and are aware of the criteria used for assessment, they will become very accurate in their judgment of and responsible for their work. Self-assessment can be directed at a number of aspects of the learning process: class participation, activity performance, functions performance, lesson objectives, multiple intelligences, etc. Below there are three examples of self-assessment guides, each assessing different aspects of the learning process.

Activity: Wlsttt I learned: Problems?: Solistions?:

Sources and References Brown, D., (2010), Language Assessment. Principles and Classroom Practices. UK, Longman. Law, B. & Eckes, M., (2007), Assessment and ESL. An Alternative Approach. Winnipeg, Potage and Main Press. Shaaban. K., (2005), Assessment of Young Learners. In English Teaching Forum.Vol. 43. McKay, P., (2008), Assessing Young Language Learners, Cambridge, Cambridge University Press.

Level: Intermediate

Age: Teenagers/Adults

P8ILOOPTO

!

A) Read the following text.

The Philosoraptor is a mixture of two different kinds of things: a philosopher and a Velociraptor. A philosopher is a person who wants to know everything about everything. And how do they try to do that? Simply: by asking a lot of questions. "Who am I? Where dome come from? How do we thinkrarejust some of the questions a philosopher asks to himself and to the world. AVelociraptor is kind of dinosaur that lived about 75 million years ago. Itwas a carnivore with enormous claws in each toot, which he used to hunt and eat. It's also one On the most familiar dinosaurs to us due to its role in the Jurassic Park films. So what does a philosopher have to do with a nelociraptor? Well, Philosoraptor is Meme. According to Wikipedia, a meme is "an idea, behavior, or style that spreads from person to person within a culture". Each of them has a unique feature: people use them to make jokes. Philosoraptor's feature is to ask funny, crazy and interesting questions about life, people, love or anything anyone can think of. Here are some examples:

S I

So when someone wants to make a joke or to ask a question they may use this meme: the Philosoraptor. (Source: www.9gag.com)

I I I

B) Do the following activities: 1) Find the words in bold type from the text in this puzzle.

EOIWLYYFBXRCTEM OMIEKFEMPEVAFMQ TLEDZAEJHGHRRRD NIUMTTDPOAMNSMQ Y I U H 0 KY F I SVM FGRCFSWALCSVZJD ZEHQOITVSFZOXNA uN LU B KLET NRQ TO WO 1 ViE KKEWOEHVI( UH.dAHSSPBBBO IG PWKJNBTTLNXLHDN DI K F B I A Q IA D WI VG DCWBZYXQOSBDIP CHARACTERSNXi SR GSOQWRSGFDZSWDH

I

I L

2) Match each word with its meaning. a) Philosopher

1) An animal that eats meat.

b) Questions

21 An idea, concept or character that spreads through the Internet.

cI Carnivore

31 A person who asks a lot

dl Claw

4) A quality that something or someone can have.

ci Mene

5) A sharp curved part on the toe an animal.

fi Feature

hI An interrogative sentence.

of

questions.

of

3) It was said that philosophers ask many questions. Here are some examples. Complete them with a suitable wh-word. phrase is this cogito ergo sum"? is the purpose of life? did Aristotle live? was Socrates sentenced to death?

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

Kar.Bll) 1.

2) a)3,b)6,n)1,dl5,02,04; 3) a) What/Whose, 5) Which, c)where,when, dlWhy,Wher/'Nhere.

'THIS MONTH

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TRACTIVE EXTRA-LARGE MATERIAL --

to Improve motivation and foster learning in your English classes.

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