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For the entire Spanish territory ISSN 1698-5133
2
 Page 2:
Dear colleagues,
January Notes

Contents
This month, you will find many lesson plans and activities around different topics. Pages 4 to 5:
Winter is all around us, and there are some ideas and activities for very young Winter is Here
learners and young learners, including organising popcorn day. Pages 6 to 11:
Winter
You will also find two lesson plans on Healthy Habits, including a board game,
for different ages and levels of English. Pages 12 to 17:
Phonics for Kids:
In addition, there is a story called The Owl and the Where is the Bear?
Birds to practise vocabulary. Page 18 to 21:
In our section Phonics for Kids, a new sound is Healthy Food
introduced with a comic strip called Where is the Page 22 to 24:
Bear? Health Club
We hope you make the most of this issue. Pages 25 to 26:
Sport’o’meter
The Teacher's Magazine team Pages 27 to 30:
EAT A LOT OF
A SWEETS
The Owl and the Birds
Page 31:
MOVE BACK 1 SPACE WASH YOUR HANDS
5 MOVE AHEAD 3 SPACES

6 19

Winter Scene
4
20 EAT WITH DIRTY HANDS
DRINK A GLASS 7 MISS A TURN
OF WATER 3 18
MOVE AHEAD 3 SPACES
DANCE WITH
A FRIEND
21
MOVE AHEAD 1 SPACE
17
DRINK A BOTTLE
8 OF SODA
2
Poster 1:
MOVE BACK 2 SPACES
22
9 16 30
1
Poster 1

10 15 SLEEP FOR 8 HOURS

THROW THE DICE AGAIN
24
23
29
The Owl and the Birds
11
12
14
28 Poster 2:
WATCH TV FOR
4 HOURS
MISS A TURN
13
WASH YOUR TEETH
THROW THE DICE AGAIN
25 HAVE A SHOWER
ONCE A WEEK
MOVE BACK 1 SPACE
Winter Words
26 27
Health Club
Poster 2

Poster 3:
Poster 3
Seasons

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3
 T
his lesson plan, based
on the topic of winter
activities, is aimed at
beginner level. The tasks
presented offer the opportunity to
learn, review, practise, act out, and
play. The types of activities
proposed are aimed at students with
differen learning styles (logical-
mathematical, visual spacial,
kinaesthetic, verbal-linguistic). By
the end of the plan, students will be
able to talk about their favourite
indoor and outdoor activities,
specify which activity they like the
most and the least and why. board, in groups, students classify
them into Indoor and Outdoor
Objectives activities on their copybooks. Should more vocabulary come up,
In pairs, students ask and answer leave it written on the board.
7 To introduce, review or teach questions. In groups, students write a top five
vocabulary related to winter activities.
1) Do you like collecting things? What? ranking of winter activities. Compare
7 To classify those activities into lists on the board, and vote for the top
2) Do you like playing hide-and-seek?
indoor and outdoor activities. five winter activities. If students know
With whom? When?
7 To be able to reproduce a how to write in English, they may
3) What do you like doing in your free write a short paragraph about what
dialogue from a given movie.
time? they like doing in winter. For example:
4) Do you do the same things when the I like watching TV when it is cold; I like
Pre-Task day is sunny as when it is cold or playing with toys when it is freezing, etc.
Whisper to a student an outdoor rainy? What do you do in each case? Find online trailers of different films.
activity, and that learner needs to Why? Ask students if they know the name of
draw on the board a part of it (for After working in pairs, go over the the movies. Try to choose those which
example tennis and ball) for the rest questions, so students share their belong to different styles (action,
of the class to guess the activity. answers and look for similarities. romantic, adventure, etc.)
Repeat with other students. If students
To sum up, concentrate on winter Show them to students and ask,
know how to read, you may write the
activities. Say, for example: So, what 1) Have you watched any of them?
activities below each picture.
do we do when it is cold , freezing
Some examples of activities may be: cold, rainy, in winter? 2) Do they belong to the same type of
• hat parading, films?
We:
• dancing,
• watch TV, 3) What kind of movie do you like to
• playing hide and seek, watch?
• listen to music,
• clay modelling, 4) What other types of movies do you
• dance,
• jumping the rope, know?
• play inside,
• listening to music, Write them on the board. Then, ask
• play cards,
• riding a bike, students to choose their top 5 movie
• read,
• reading a book, types.
• play with toys,
• watching TV, etc.
• colour books. Choose some film titles, and write
Once the activities are drawn on the them on strips of paper. If you are not

4
sure which films students are familiar with, ask them to
name their favourite films. Use the strips of paper for a
miming game.
One at a time, five students go to the front, take a strip of
paper, and mime the movie; the rest of the class has to
guess the title of the movie. When it is guessed, ask What
kind of movie is it: Adventure, horror, action?
After the miming game, students can vote for their
favourite movie ever.
According to students’ level of English, they can complete
a chart about their favourite film:

Film.....................................................
Characters...........................................
.......................................................................
Setting.......................................................
Tell students to
..................................................................... share with the rest of the
class the plot of the film. If it is
Plot..................................................... available, they can also watch the film in English
............................................................ and pick a dialogue to reproduce.
As a whole class, choose a film to watch during the
English class. Tell students to bring popcorn!
Enjoy popcorn day!
Juliana Tomas
 Winter
picture. It is a good idea to laminate the puzzle so kids can

I
Keywords: winter, snowman, ice skates, ice-skating, play throughout winter with it.
mittens, jacket, hat, scarf, boots, snowflake, cocoa.
Show students the video The Snowman at
Structures: There is/are, Is it..? Are they ..? Present https://www.youtube. com/watch?v=ZE9KpobX9J8.
continuous to describe an action. Stop it at different times and ask What happens next? Tell
students to draw their favourite part of the story. Revise
n poster 3, you will find pictures of the numbers, colours and items of clothing using the video. If
seasons. This month, we will work with winter. you have access to the book, read it with your students.
Present the picture, and let students describe it. Tell students to change the ending of the story, draw a
Remind them of the use of there is/are for picture, and place it on the wall.
descriptions. If your students do not know the Have fun this winter.
structure or are just learning their first words in English, Karina Uzeltinger
accept the use of L1 and model key expressions and
vocabulary. You can also present vocabulary first, and then
ask kids to point and repeat.
In poster 2, there are some keywords related to winter. Go
through them, asking children to repeat after you. Once
they know the words, cover one of the pictures with a
sheet of paper, and show only a piece of the item on it.
Model the questions Is it a jacket? Are they mittens? for
students to ask you what item is being covered.
Ask children to find pictures related to winter from
magazines, cut them out and paste them on a large piece
of construction paper. Go around the class asking What’s
this? What colour is it? How many [hats] are there?, etc
while students are doing the collage. Once finished, place it
on one of the walls. Use it throughout the season to revise
vocabulary.
Tell kids to draw pictures of their favourite winter activities
in their notebooks.
Teach or revise items of clothing. Count how many
children are wearing boots, winter jackets, hats, scarves,
mittens and gloves. Sort the clothes by colour or size.
Count how many [blue] jackets, or [red] mittens are there.
You may also want to present a pair of for mittens and
boots.
Make a survey on favourite winter drinks. Make a chart on
the board with the preferred drinks. Then, present the
structure Do you like [cocoa]? Kids go around the class
asking their classmates the questions. Finally, count how
many children like each drink.
You can use the poster of the seasons and the cards to
revise colours and numbers, as well as key vocabulary.
On page 9 you will find the cards to play a memory game.
Make two sets of photocopies for kids to play. On page 7
there is the winter scene ready to cut out to make a puzzle.
Before cutting it out, you may ask children to colour the

6
 Level: A1 Age: Very Young Learners/Young Learners

Winter
A) Puzzle.
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7
 Level: A1 Age: Very Young Learners/Young Learners

Winter
A) Match.

SNOWMAN
ICE SKATES

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MITTENS
JACKET
HAT
SCARF
BOOTS
SNOWBALL
COCOA

8
 Level: A1 Age: Very Young Learners/Young Learners

Winter
A) Play.
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9
 Level: A1 Age: Very Young Learners/Young Learners

Winter

SNOWMAN ICE SKATES MITTENS

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JACKET HAT SCARF

BOOTS SNOWBALL COCOA

10
 Level: A1 Age: Very Young Learners/Young Learners

Winter
A) Guess and answer.

1) Is it a snowman? 5) Are they boots?

2) Are they ice skates? 6) Is it a hat?

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3) Is it a snowman? 7) Is it a scarf?

4) Is it cocoa? 8) Are they mittens?

B) Complete with IT IS or THEY ARE.

1) ____________ ____________ a scarf.

2) ____________ ____________ mittens.

3) ____________ ____________ boots.

4) ____________ ____________ a snowflake.

5) ____________ ____________ a hat.

6) ____________ ____________ a jacket.

7) ____________ ____________ a cup of cocoa.

8) ____________ ____________ ice skates.

11
 Where is
Objectives:
• To expose children to
systematic phonics
instruction.
• To practise the diphthong
/eə/ and discover the ways
it is spelled.
• To gain exposure to
spellings <are> <air>and
<ear>.
• To make associations
between spelling and
pronunciation.
• To predict accurate
spelling and pronunciation
of words given.

T
he centering diphthong /eə/ offers little years at school.
difficulty to foreign learners, but it is important Tell the story showing the pictures. While you are
to work with it to help children establish retelling, make different voices for Sarah and Mary. Once
associations between sounds and spelling. you are sure kids understand the story and what
Teachers will have to focus on guiding towards happens, invite students one by one to say Mary's line.
proper pronunciation, mainly by warning against the
articulation of /r/. The latter will only be used for linkin You may give learners a flashcard each showing different
when the following word, or syllable in the same word, parts of the story, and they will have to say the
begins with a vowel, as in air aid or sharing. corresponding line, for example, the one who is given the
picture of the stairs has to say He's not on the stairs. In
To expose children to the sound repeatedly, a story has this way, they may reconstruct the tale as a group.
been developed; and after sharing it with the students,
several activities are presented to provide extensive When students are able to retell the story without your
practice, not only on the sound-spelling relationships but help, you may record them and upload the video, or
also on skills that are essential to acquire during the first invite other teachers or classes to listen to them.

12
the bear?
Where is the bear?
Sarah is looking for the Bear. She can't find it anywhere! No matter
how much she stares
“Where is at the air, the Bear
is nowhere!
the Bear?”

He's not on
the stairs. “Mary! Clare!
Have you seen
the Bear?”

He's not in
his lair.
“Yeah! He's
eating a pear.
Over there!”
He's not on
the prairie. “That's rare! I hope next time, the pair
of us can share the pear...”

Near the
acquarium?
Not there!

13
 Level: A1 Age: Very Young Learners/Young Learners

Where is the Bear?

SARAH IS LOOKING FOR THE BEAR.

WHERE IS HE'S NOT ON THE STAIRS.

THE BEAR?

HE'S NOT IN HIS LAIR.

HE'S NOT ON THE PRAIRIE. NEAR THE ACQUARIUM?

NOT THERE!

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SHE CAN'T FIND IT ANYWHERE! NO MARY! CLARE!
MATTER HOW MUCH SHE STARES HAVE YOU SEEN
AT THE AIR, THE BEAR THE BEAR?
IS NOWHERE!

YEAH! HE'S EATING THAT'S RARE! I HOPE NEXT TIME, THE

A PEAR. OVER THERE! PAIR OF US CAN SHARE THE PEAR...

14
 Level: A1 Age: Very Young Learners/Young Learners

Where is the Bear?

A) Circle the correct word.

PAIR – PEAR HARE – HAIR WHERE – WEAR

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THEIR – THERE STAIRS - STARES

B) Complete the words with AIR.

PR______IE ST______S L______

16
 Level: A1 Age: Very Young Learners/Young Learners

Where is the Bear?

C) Complete the words with EAR or ARE.

B______ SH______
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P______ ST______
D) Match the words that sound the same. Be careful! There is a pair that sounds different.

PAIR HEAR
THERE PEAR
HERE STARES
STAIRS HARE
WHERE WEAR
HAIR THEIR

17
 Healthy
T
his lesson plan, based of people eating. Start a discussion teeth if consumed in big quantities. In
on the topic of healthy using the following questions as a a similar manner, make kids think
food, is aimed at A2+ guide: Is every kind of food good for what each food item contains and
students. It can also be our bodies? Why? Why not? What kind why it is good or not to our bodies.
adapted to the lower levels, of “fuel” does our body need to live? Write on the board the word
as it has many visual-spatial What happens if a body does not NUTRIENTS
activities offered, which is a funny receive food or water? How many
way to learn. The activities regular meals do you have daily? What is the meaning of nutrients? Ask
presented provide the opportunity to Which is the most important in the the class to predict the meaning of
learn and practise healthy food day and why? What do you think that word. After the discussion, point
vocabulary, to recognise the about this saying: “A person needs to out: NUTRIENTS are any substance
importance of nutrients in our body, have breakfast as a king, lunch as a that plants or animals need in order
and to specify them. prince and dinner as a beggar”? to live and grow.

To sum up, explain that food is the What nutrients do we know?

Objectives fuel of our bodies. CARBOHYDRATES
7 To revise food items. In pairs, students work on the LIPIDS
following questions. After a few VITAMINS
7 To introduce the topics healthy
minutes, every group shares with the
food, nutrients and origin of food. PROTEINS
class. Write on the board every food
7 To learn the specific name of food item that comes out from the
groups: proteins, carbohydrates, lipids discussion for a future activity.
Conclusion:
and vitamins and to classify them. Depending on the kind of fuel that we
Questions to work in pairs: load in our tanks is the kind of
7 To learn the nutrients needed in our
bodies to carry on a healthy life, and 1-What do you usually have nutrients that our body is going to
receive:
which food contains each of them. for breakfast?
Where can we find them?
Show a picture of a car getting fuel. 2-What do you usually have
And ask students questions such as for lunch?
What can you see in the picture? Why
is the car receiving fuel? Why do we fill 3-What do you usually have
our cars with fuel in their tanks? What for dinner?
happens if we do not load fuel into our 4-What do you usually have
cars? Do they run? Is every kind of fuel between meals or as
the same? Are they all good to our
cars? Why, why not? If I fill my car
snacks ?
with water, does it run? Why? Once the groups have shared and
the words are on the board, take a
The idea is that students end up
red marker to circle those food
analysing that fuel is what a car needs
items that you (teacher and
to run because it contains specific
students) consider not very healthy
elements that help the engine to
and in green those that are
ignite. It is not the same to fill the
considered healthy.
tank with water, it is filled and full,
but it is not going to run. It is not the Then, ask: Why do we think that
“food” that a car needs. There are candies are not a good fuel to our
different types of fuel, and each one body? What do they provide?
provides something to the car. For Students predict an answer. It
example, there is one free of harmful contains SUGAR. Is it very
elements such as lead. Not everything necessary to ingest sugar in big
is good for our car. quantities every day? The answer is
No. It is not healthy. It ruins our
After that discussion, show a picture

18
Food
CARBOHYDRATES: in rice, nuts, contain more than one nutrient and 4-Nutrients are found in food,
potatoes, roots, cereals, flour, pasta, may be chosen for more than one and they can be classified into
bread, sugar. group.
CARBOHYDRATES, LIPIDS,
LIPIDS: in fatty foods, butter, meat, Each group comes to the front to pick VITAMINS AND PROTEINS.
pork, yolk, milk, oils. a food item in turn. When the game is
over, each group needs to explain why 5- It is necessary to have lots
VITAMINS: in fish, yolk, eggs,
vegetable oil, dried fruits, leaves in
they have chosen that image, and if it of proteins and vitamins and
general.
is right, they get a point. fewer lipids in our daily meals.
In groups of four, they play card
PROTEINS: in chicken, fish, meat,
dairy products, soya, cereals, beans.
games with the images on page 20.
To sum up, give out the following true
Classification of food
Game on the board or false sentences for students to work according to its origin
with in their copybooks:
Food is also classified according to its
Divide the class in four groups. Each 1-Food is fuel for our bodies. origin. It can come from different
group is given a name. sources: meat, vegetables and fruits.
2-As long as you have
PROTEINS something to eat, no matter Hand out copies of a page 21 for kids
VITAMINS to complete using the vocabulary that
what, you can live a healthy
they know. At the end of the activity,
CARBOHYDRATES life. when productions are shared, more
LIPIDS 3-In order to have a healthy vocabulary can be added.
Then, stick different foods on the life, we need to have different The class is divided into groups. Each
board. The idea is to stick at least 30 foods providing different group receives a picture/image of an
images of food. They can be used
nutrients. elaborate dish. Students write down
more than once, as some of them the ingredients and nutrients that each
dish contains. Write on the board
the following phrases for students to
use.
I can see the following
ingredients...
... is an animal/meat/
vegetable/fruit.
It contains...
An example of the activity can be
done as a model:
I can see a dish containing fish,
carrots, tomatoes, lemon, vegetables.
Fish is an animal, a carrot is a
vegetable, a lemon is a fruit.
Oranges and vegetables contain
vitamins while fish contains
proteins.
Enjoy working with food.
Juliana Tomas

19
 Level: A1/A2 Age: Young Learners

Healthy Food

chocolate beans eggs

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ice-cream biscuits orange

lettuce milk butter

beef tuna cheese

pastries potatoes chicken

20
21
Key: A) Lipids: ice-cream, pastries, biscuits, chocolate, butter, cheese; carbohydrates: ice-cream, pastries, milk, chocolate, potatoes;
vitamins: lettuce, beans, tuna, milk; proteins: beef, beans, chicken, eggs, cheese.
FRUITS VEGETABLES MEAT
B) Complete.
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Proteins Vitamins Carbohydrates Lipids

A) Place each item under the correct heading.
Healthy Food
Age: Young Learners Level: A1/A2
 HEALTH C L UB!
W
e all know that being 7 Classify food: Ask children to do this. Children have to cut out the
healthy is much more cut out pictures of different food from pieces, match them, paint them and
than not being sick. And magazines or supermarket leaflets, finally, stick the pieces on an A4 sheet
we also know that it is you can divide the board into two of paper.
much better to learn and halves: Healthy Food and Not So
acquire healthy habits while Healthy Food. Kids stick the pictures
children are young. The purpose of
7 Play a game! There is a board
in the correct part of the chart. game about healthy and non-healthy
this sequence of activities is to
habits. You only need a dice and
motivate kids to recognise and 7 What else can we do to be healthy? tokens for each child. Just throw the
incorporate good habits in order to Show pictures of people doing dice, and go ahead as many spaces as
help them being fit, healthy and physical activity, washing their hands, it indicates. If the participant lands on
strong. having a shower every day, cleaning a red or green square, read the
7 What’s your favourite food? their teeth, sleeping, spending less instructions. The one who arrives first
Children can speak and draw their time in front of the TV or computer. at the park is the winner!
favourite food, and elder students can On page 23, there is an activity to
also write about them. match drawings and 7 Health club badges:
headings. Children can There is a photocopiable
7 Introduce the 4 main meals: also cut them out and card to make badges for the
breakfast, lunch, tea and dinner. place them in different members of the health club.
Relate them to the moment of the day. areas of the school to Explain to students that to
Ask students what they eat for each help other students be members of the club,
meal. They can record their answers have healthy habits. they will have to acquire
and classify food within a meal chart healthy habits, and that
(see page 23) 7 When do you wash they will be in charge of
your hands? Speak giving advice to the people
7 Ask questions like: Why is it about the importance they know.
important to eat? What happens if we of washing our hands
and when to do it. 7 Healthy race: To
do not eat? Or if we eat many treats or finish this project, organise
fried things? What kinds of food are There is a
photocopiable jigsaw a race. By taking part in this
good for your body? Children can look contest, children will be
at a nutritional pyramid or food oval, which includes the
different moments outside, do some physical
describe the images, compare and activity and drink water. As
draw conclusions like the following: when it is important to
a prize for participating,
• We drink milk and eat cheese children can win some fruit.
to strengthen bones and teeth. Mariana Prats

• Cereals and beans are

necessary because they
provide us with energy.
• Fish, meat and eggs help us
increase the strength of our
muscles.
• Fruits and vegetables provide
many vitamins.
• Water is essential in the diet.
• We have to eat a variety of
food to have all the nutrients
we need.

22
 Level: A1 Age: Very young learners/Young learners

HEALTH CLUB!
A) Complete the chart. Draw and write.

WHAT DO YOU EAT FOR...

BREAKFAST? LUNCH? TEA? DINNER?
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B) Match the headings to the drawings. Then, colour.

EAT MORE HEALTHY FOOD

DRINK WATER

DO PHYSICAL ACTIVITY

LESS SCREEN TIME

HAVE A SHOWER EVERY DAY

SLEEP AT LEAST 8 HOURS A NIGHT

23
 Level: A1 Age: Very young learners/Young learners

HEALTH CLUB!
C) Wash-your-hands jigsaw. Cut the pieces by the dotted lines and put them in the correct place.

WASH YOUR HANDS

AFTER YOU GO TO THE BATHROOM

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BEFORE YOU EAT

AFTER YOU COUGH OR SNEEZE

AFTER YOU PLAY

D) Photocopy these badges for the members of the HEALTH CLUB

24
 Rules
1) Divide the class into groups of
three to five students.

N
2) Prepare strips of paper with
the names of different sports,
which will be inside a bag. Each
group will choose a
representative to go to the front
of the class and take a piece of paper questions, that can be adapted
owadays, we are from the bag. Only the representative according to the information they
surrounded by sports, of the group is allowed to see the want to receive.
sports news and sports paper with the sport’s name on it. The
facts. The influence that
mass media have on our
teacher may help if needed. Additional Rules
daily lives is very important: we are 3) The members of the group will 1) In case the representatives of a
constantly informed by the radio, start asking questions to their team do not know the answer to a
newspapers, magazines, television, representative. They will ask up to ten question, because they are not
the Internet, mobile phone widgets. Yes/No questions. E.g.: “Is it an familiarised with the sport, they can
We can immediately know the outdoor sport?”, “Is it a team sport?”, ask the teacher, who will help them
results of any football match around “Is it played on a grass surface?”. The with additional information.
the world or who won the last answers will lead the group to decide
which will be the next question and to 2) After the eighth question, if the
Bowling World Cup. When the
discard some other sports. The team has not guessed the answer yet,
Olympic Games or an important
members of the team can try to guess they can ask the following question:
international competition starts, we
the sport only three times, which are “Can you mention an item associated
tend to give opinions about sports
not counted as questions, at any stage with the sport?” This question counts
we might know little about. By
of the game. However, if they fail on as the ninth.
playing this game, students will
show how to play as a team and the third guess, they cannot continue
demonstrate how much they know asking. So, it is advisable to use the
about sports… those they know third guess only when they are sure
better and those which might seem or to wait until the last questions. If
strange to them. the team cannot guess the sport
correctly after the tenth question, or if
Before playing, revise vocabulary that they fail on the third guess, they will
might be used during the game. receive 11 points. If the team guesses
Students should recognise the the sport correctly, they will receive
difference between a team sport and the number of points of their last
an individual sport, why question; e.g: if they asked five
ball/racket/target games are called questions and then guessed correctly,
like this, or even make a revision of they will get 5 points.
the sports that will be included in the
game, and certain characteristics 4) The rest of the groups will do the
about them. You can ask students to same with their representative. When
find information about each sport on every group has participated once,
the list (see below) including number another representative will be chosen
of players, whether they are in each group. The group that gets
played/practised indoors or outdoors, fewer points will be the winner.
items associated with each sport 5) All the teams may have the list of
(helmet, club, etc), the surface where the sports that are included inside the
they are played/practised, etc. bag, as well as a list of model
25
 Suggested Racket sports: table tennis, tennis.
Net sports: table tennis, tennis,
sports for the game volleyball.
Volleyball, horse racing, golf, Water sports: swimming,
judo, pool, swimming, marathon, water polo, fishing, surfing.
surfing, weightlifting, car racing, Vehicle sports: car
tennis, chess, boxing, football racing, motorcycle racing,
(soccer), American football, cycling.
swimming, marathon, surfing,
table tennis, handball, fishing, Target sports: golf, pool, weightlifting, car racing, tennis,
cycling, baseball, ice hockey, bowling. chess, table tennis, fishing,
cycling, archery, bowling,
archery, bowling, motorcycle Sports that involve motorcycle racing.
racing, water polo, basketball. animals: horse
racing, fishing. Grass court sports
(artificial grass
Additional information included): golf,
Team sports: volleyball, football tennis, football
(soccer), American football, handball, (soccer), American
baseball, ice hockey, water polo, football, baseball, horse
basketball. racing.

Team sports with more than 8 Sports practised in

players: football (soccer) (11), Sports that involve circuits: horse racing,
American football (11), baseball (9). tables: pool, table tennis, chess. marathon, car racing, cycling,
motorcycle racing.
Team sports with fewer than 8 players: Sports that require helmets: car
volleyball (6), handball (7), ice hockey racing, American football, cycling, Sports in which players run:
(6), water polo (7), basketball (5). baseball, ice hockey, motorcycle volleyball, marathon, tennis, football
racing, horse racing. (soccer), American football, handball,
Indoor sports: volleyball, judo, baseball, basketball.
pool, swimming, weightlifting, tennis Sports without
(outdoors also possible), chess, physical contact Sports in which draws (ties) are
boxing, table tennis, handball, between probable results: football (soccer),
cycling (outdoors also players: chess, handball, water polo.
possible), ice hockey, volleyball, horse
racing, golf,
Items associated with some of
bowling, water polo, the sports: pool (cue stick), golf
basketball. pool,
(club), surfing (board), weightlifting
Ball sports: volleyball, golf, (barbell), chess (board and pieces),
pool, tennis, football (soccer), boxing (gloves), fishing (rod), baseball
American football, table (bat and gloves), ice hockey (stick and
tennis, handball, baseball, puck), archery (bow and arrow),
bowling, water polo, bowling (pins), car racing (steering
basketball. wheel), motorcycle racing
(handlebars), cycling (pedals).
Fabricio Inglese
26
The OWL and the BIRDS
T
his fable is about an
owl predicting the Who uses bows and
future, and the rest of the
birds not paying attention
arrows?
Ask children what characters they
to the owl’s wise words. It is
know use bows and arrows, Robin
aimed at very young and young
Hood and native Americans are just a
learners.
few examples. If you want to make a
Keywords: owl, birds, mistletoe, bow and arrow at school, you can
poison, seeds, net, archer, bow, arrow. follow the steps given in this website:
Expressions: beware of. https://theimaginationtree. om /diy-
bow-arrow-kids/.
Present the first picture of the story. If
you have been working with the
section Phonics for Kids, your Do we eat birds?
students will be familiar with the Go through the story again, and ask
word owl and its pronunciation. children if they eat birds. Remind
Present or revise the different animals them that chickens, ducks, turkeys are
there, count the birds, say their birds, but we do not hunt them
colours, and ask students why they anymore.
think they are all gathered. Accept
answers in L1. What do birds eat?
Tell the story, stopping after each Present pictures of different food birds
picture for students to make eat: seeds, grains, insects, worms, fish
predictions about what will happen and mice; and ask children what they
next. Point to the different objects in think birds eat. They may know birds
the keywords as they appear in the eat seeds or grains. Show them the
story. video at https://www.youtube.com
After telling the story, tell children to /watch?v=8vL_2rF8JHU in which
draw their favourite part. You can there are some characteristics birds
place their drawings on the wall. have, including what they eat.
Ask children where there could be
signs with the phrase beware of. Make Karina Uzeltinger
some signs and place them around the
school.

Story: Once upon a time, there was Later, Owl said: “Beware of
an owl who was very wise. Owl knew a men, they are your enemy. They
lot about the world. So, one day, Owl will make arrows with your own
gathered some birds from the woods feathers and catch you all.” The
and told them about a tiny little tree and birds did not believe what Owl said.
she said “Beware of this tiny little tree. It But then, the birds saw how their
will grow and be used to poison you.” The friends and family members were
birds did not believe what Owl said. caught, using poison, nets and
Owl then said, pointing to flax seeds, arrows, and knew that Owl was
“Beware of these tiny little seeds, indeed a wise bird. And from that
because they will be used to make nets day on, they paid attention to what
to catch you.” The birds did not believe Owl said.
what Owl said.
27
 Level: A1 Age: Very Young Learners/Young Learners

The Owl and the Birds

A) Order.

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28
 Level: A1 Age: Very Young Learners/Young Learners

The Owl and the Birds

A) Match words and pictures.

OWL
BIRDS
MISTLETOE
POISON
SEEDS
NET
Download another photocopiable activity from www.ediba.com

ARCHER
BOW
ARROW

B) Circle items related to birds.

C) What do birds eat?

SEEDS GRAINS WORM FISH MOUSE

29
 Level: A1 Age: Very Young Learners/Young Learners

The Owl and the Birds

A) Help the bird to escape.

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30