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 Page 4:
Dear colleagues, Mindfulness

Contents
This month, The Teacher’s Magazine goes spooky with Halloween Pages 5 to 7:
characters in a poster, lesson plans and photocopiable activities. You will The Black Cat
also find games for young learners to practise already learned vocabulary. Page 8:
Global Culture Corner:
There is a cute story about a black cat with a white tail that longs to be all Halloween
black and its attempts to do it. The accompanying lesson plan is aimed at Pages 9 to 11:
very young learners. Halloween Characters
In the release of our Phonics Section, the sound /ae/ is introduced and
Pages 12 to 13:
Working with Short Films:
practised in a story called Pat and Brad, with lovely characters: a black cat Halloween Special
and a bat. Pages 14 to 17:
For teenagers, you wil find a step-by-step guide for them to write a horror Say a Number and a Colour…
story, and ideas to have a Day of the Dead Fair in class. You’re a MONSTER!
Page 18:
An article on Mindfulness will help us learn more about and put into Halloween is Here: Be Ready
practice some ideas along this new trend. to Be Scared!
Last but not least, there is a photocopiable activity for mother’s day for Page 19:
teenagers. Halloween Word Games
Pages 20 to 23:
We hope you make the most of this issue. Phonics for Kids:
The Teacher’s Magazine staff Pat and Brad
Pages 24 to 25:
Write a Story
Page 26:
Halloween Board Game
Page 27:
Brushes All Around: Horror
Pages 28 to 29:
Day of the Dead Fair
Page 30:
For All the Mothers of the
World
Poster 1:
The Black Cat
Poster 2:
Halloween Characters

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photocopiable activity
from www.ediba.com

Directora: Karina Uzeltinger / Dirección general: Adrian Balajovsky / Diseño y diagramación: Marcela Monardez / Colaboradores: Agustina Negretti, Mónica Buzada, Geraldina Salaberry Serrano, Mariana Prats,
Yesica Galliano, Romina Botta, María Paula Miner, Fabricio Inglese, Daiana Agesta, Juliana Tomas, Germana Tomas, Romina Gonzalez. / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección
general: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo, Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Mónica Gil, Natalia Sofio
/Comunicación y atención al cliente: Carlos Balajovsky, Maia Balajovsky / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Liliana Vera / Recursos humanos: Mariana Medina / Recursos multimedia: Martín
Asteasuain, Francisco Del Valle, Aldana Meineri , Pablo Yungblut, / Fotografía: Fernando Acuña, Mónica Falcioni, Patricia Perona / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva,
ISSN: 1514-142X
Juan Meier / Recepción: Consuelo Pérez Fernández / Sistemas y web: Leandro Regolf, Bruno Meineri / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
AÑO XIX - Nº 206
OCTOBER 2017 Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.

ESTA ES UNA
Impresión: IPESA Magallanes 1315 Ciudad Autonoma de Buenos Aires. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de
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3
 T hese activities, based on
the topic of mindfulness
are aimed at kindergarten
and lower forms though
they can also be useful for any
course.
The idea is to teach students some
techniques that allow, promote and
enhance a positive attitude towards
going back to class after the break. We
know that it is getting harder and
harder to have the ideal class in which
everybody participates, is motivated,
takes turns, is able to wait and
behaves properly. Teachers need to
find the way to help students do their
best. In order to do that, some
techniques are offered below to help
kids reflect on their behaviour, feel
relaxed, get concentrated, and ready to
work. These techniques can be applied
whenever the teacher feels that it is
time to “quiet” the atmosphere.
However, it is mostly desired after gym
classes, breaks, art lessons, etc. The
more they are applied in the class, the
better the results will be.
Getting started
In the playground, ask kids to run as
they always do at break time. After
some minutes, ask children to sit down
and become aware of how they feel
(exhausted, sweaty, hot, tired, red,
some may have a headache). Then, try
to explain a grammar point or an
activity that demands paying attention.
4
Ask: How did you feel when I started
explaining this activity? Did you feel it
was a good time for that? Did you feel
that you could pay attention? Why or
why not?
Were you able to pay attention to my
words?
Weren’t you mostly worried about the
idea of being thirsty, tired, etc?
Students will come to the idea that
they were not prepared to learn, as
their thoughts were placed somewhere
else. In that sense, encourage students
to say and explain what they were
thinking of.
This is a nice activity, because the
younger the students start learning
within the proper atmosphere, the
easier and more successful it will be.
To sum up: Enjoy the present. Be
aware of our feelings. Recognise those
that do not promote a nice atmosphere
to learn.
Technique 1
Ask kids to stand up, take a deep
breath and get ready for the first
technique.
1) Tell them to bend their bodies over,
placing their heads between their
knees. From there, they take another
deep breath and stay still for some
minutes.
2) At that time, ask students to be
quiet and listen to their heartbeats.
They may have their eyes closed.
3) Very slowly, they go back to their
upright position.
Once this activity is done, explain
any simple language item and then
ask the same questions as in the
previous activity. Students will come
up with the idea that the more quiet
and relaxed they are, the better they
can concentrate on any specific issue.
Technique 2
After the break, when everybody is
exhausted, ask kids to sit down on the
floor in a circle. Give a cup full of
water to one of the students in the
circle, and they have to pass it over to
the next student without spilling a
drop. This is done until everyone has
passed the glass of water.
This easy and nice activity is a good
opportunity to ask kids to concentrate
on one thing at a time. Generally,
when each student is passing the glass
of water, paying attention not to spill
drops of water, their heartbeats will
decrease, and attention is gained,
making them alert and attentive again.
Technique 3
Turn off the lights, and sound a
metallic instrument (for example, a
triangle).
Students raise their hands when they
stop listening to the sound. That is
also a nice opportunity to come back
to that point of relaxed mind that
allows us to learn new things.
Enjoy these techniques and be part of
this new trend called MINDFULNESS!
Juliana Tomas
 T This story is about a
black cat with a white
tail. However, it longs to
be completely black. It is
aimed at young and very young
Story
Picture 1:
Once upon a time, there was a black cat with a
white tail. It was sad, it wanted to be all black.
learners.
Picture 2:
One day, Cat had an idea. “I can paint my tail black.
Start the lesson by presenting the
first picture of the story and All I need is a paintbrush and some paint.” But it
introducing the cat. Revise black was not able to paint its tail. It was too difficult.
and white and introduce or revise Picture 3:
tail. Tell students we do not know But then, Cat poured some black paint into a bucket.
the cat’s name, and ask them to
name it.
Picture 4:
Cat stood on the bucket, on the rim, but Sarah came
Tell the story, and let students
predict what may happen next. You into the room and yelled: “Nooooo!”
can also ask them to express their Picture 5:
views on the cat’s decisions to It was so startled that poor Cat fell into the bucket.
colour its tail using a paintbrush or “What a mess!” Sarah said.
paint: Is it a good idea? Is it safe?
Will the cat be black with paint?
Picture 6:
Cat was very sad, it is was still black with a
Once you finish telling the story,
students draw and colour their white tail, and there
favourite scene. was paint everywhere!
Tell the story for a second time, Daiana Agesta
making mistakes for children to
correct you, for example: Once upon
a time, there was a brown cat with a
yellow tail, for students to say: No! A
black cat with a white tail.
Revise colours; go through the
pictures again, and ask kids what
colour the wall is in each picture.
Download another
Why does it change its colour from photocopiable activity
picture to picture? Accept any from www.ediba.com
answers (the house is haunted, the
walls have lights that change the
colour, etc.).
Revise numbers; draw different
objects on the board and place dots
on them. Count the dots on each
object and write the number.
Students do activity B on one of the
downloadable pages.

5
 Level: A1 Age: Very Young Learners/Young Learners

The Black Cat

A) Order.

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6
Level: A1 Age: Very Young Learners

The Black Cat

A) Puzzle. B) Black or white? Colour.

5
C) Colour by code.

1) Pink 4
2) Green 4 2 2
3) Purple
4) Red
5) Yellow
2

3
4
3

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7
31st October
H
Background
alloween is a celebration
that has been associated
with Pagan traditions from
Northern Europe and the
UK. Thus, it was believed
that spirits were able to make contact
with living people.
Some famous businesses took
advantage of this opportunity to make
Halloween a commercial date since
mid- or late 20th Century. Ever since
then, people buy postcards, arts and
crafts, decorations and Halloween
costumes. For this reason, it is
considered a very profitable
occasion for manufacturers working
on this field.
What do people do?
Halloween celebrations are
widespread throughout the world.
Friends, schoolmates and even some
families hold special parties and
events to celebrate this
remembrance. Some typical
activities include watching horror
films or thrillers, holding costume
parties and playing hide-and-seek in
cemeteries.
Children dress up in scary costumes
and knock on their
neighbours’ doors asking for
gifts or sweets. They scare
off their neighbours saying
that if they are not given
candies, they will play tricks
on them. (the so-called
Trick-or-Treat tradition).
Some people believe it is a
good idea to carve lanterns
out of pumpkins, as they
consider these decorated
pumpkins prevent bad
spirits from coming into
their homes.
8
Halloween
Teaching sequence for Young
Learners
Level: A1/A2
"Halloween Games"
With young children, you can organize a
Halloween party.
Tasks
1. Tell students to come to this class
wearing Halloween-related costumes.
2. Organise a Halloween parade and tell
students to model their costumes while
a presenter introduces them and
describes the clothes they are wearing.
3. Give students a picture of
Frankenstein (there is one in the poster).
Tell them that he is sad because children
are afraid of him. Students do a fashion
makeover to improve his appearance.
4. Halloween pictionary: have students
play “pictionary” on the board. They
have to draw words related to
Halloween: skulls, spiders, witches,
candies, monsters, etc.
5. Invite students to work in groups and
create Halloween monsters using
cardboard sheets, sheets of paper,
pencils and magazines. Then, tell kids
to give a name to their monsters and
write a short description of them.
Display students’ productions on the
classroom walls.
Teaching sequence for
Teenagers/Young Adults.
Level: A2/B1
Tasks
1. Tell students to bring information
about Halloween and its origins.
2. Have students work in groups of 3 or
4 and make a mind map summarising
their findings.
3. Tell students to research about
curiosities associated with this festivity
to make a classroom poster including
the unusual facts and information they
have come across.
Yesica Galliano.
Sources and References
www.history.com/topics/halloween/h
istory-of-halloween
https://www.timeanddate.com/holida
ys/us/halloween
https://halloweenhistory.org/
 O
Working with the Poster
n poster 2, you will find
Halloween characters.
Here are some ideas to
work with the poster in
class.
Present the different characters. If you
are working with very young learners,
you may want to present only a few at a
time, so as not to overwhelm kids.
When presenting a new picture,
describe it. Revise parts of the body and
ask How many eyes has the witch got?
And the monster? What colour’s the
werewolf’s face? etc.
Revise the concepts of big and small,
and point to different parts of the body
for students to say if they are big or
small (each character has a smaller
eye).
Review or teach have/has got. Choose a
character and help learners describe it.
Download another
photocopiable activity
from www.ediba.com
You can play a matching activity: write
the characters on the board and place
all the pictures around it. Children
match the name to the picture. Then,
students do activity A on page 11.
With the picture of the monster, count
the eyes, legs, nose, teeth, and arms.
Then, tell students to do activity B. For
activity C, explain that they are going
to draw another monster. You can do
this as a speaking activity, asking
children to draw as many parts of the
body as they want and to colour the character and students colour it
monster as they like. Then, go around as you say. Make as many
and, according to kids’ age and level of copies as you need, so
English, children describe their students can play a
monsters or ask questions such as, How memory game in groups. If
many eyes has your monster got? What your students can read, you
colour’s the monster’s body? etc. may want to make cards with the
On page 10, you will find the pictures words to play the game.
without colouring. You can hand them Enjoy this Halloween with your class.
out, so students colour the characters as Karina Uzeltinger
in the poster or use them to do a
“colour dictation”: You describe a
9
 Download another photocopiable activity from www.ediba.com
Halloween Characters

10
 Level: A1 Age: Very Young Learners

Halloween Characters
A) Match.

MONSTER
WEREWOLF
SKELETON
WITCH
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FRANKENSTEIN
MUMMY
DRACULA

11
 Working with
Halloween Special
short films Vicious
A) Complete the plot summary to find out information about the short film you are going to watch.

woman Name: 1) __________________________

Writer and director: Oliver Park
English
Genre: short/2) __________________________
minutes Language: 3) __________________________
sister Release year: 2015

horror Runtime: 12 4) __________________________.

Stars: Alex Holden, 5) __________________________, Rachel Winters
Isabelle King
Awards: Gold Award for Best International Film at Toronto After Dark and
“Vicious” Platinum Award at the LA Horror Competition (among others).
Information taken from: http://www.imdb.com/title/tt4811402/.

B) Watch the short film at:

https://www.youtube.com/watch?v=4WOYI7lVbXQ or
https://vimeo.com/143537386.
C) Answer the questions.
1) How is the atmosphere set?
2) Is there any music? What effect does it have?
3) The protagonist has a nightmare. What is it about?
4) Did you feel frightened at some point?
5) Did the ending surprised you?
D) The director wants to shoot the short film again. He wants to add dialogues between the
protagonist and her “sister”, when the latter appears in minute 6:30.
In small groups, imagine what the sisters may say to each other and write simple dialogues.

A) These are two of the protagonists of the short film Morning

Monsters.
1) Describe them.
2) What do you think the short film will be about?
3) What will these monsters do?
B) Watch it at: https://www.youtube.com/watch?v=tFNTNQ2LHTs.
C) Put the sequence of events in order.
1) Suddenly, the woman comes back home.
2) The woman leaves the house.
3) They see a piece of cake on the counter.
4) A light blue monster appears and looks at the clock.
5) They fight to get it.
6) She sees the monsters and screams loudly.
7) They both go into the kitchen.
8) It is seven o’clock in the morning.
9) They are surprised to see that the fridge is completely empty.
10) Another monster shows up. He looks angry.
D) The director wants to change the short film’s ending to turn it into a horror one. He has organised a
contest. In small groups, write an alternative ending to take part in it! Make it as terrifying as possible!

12
Download another photocopiable activity from www.ediba.com
 Level: A1/A2 Age: Teenagers

A) Unscramble the lines to find out more about the short film.
Name: “Luminour”
1) and / Mathieu Assemat / Directors: / Gregory Coelho
Release Year: 2009
2) fantasy / animation/Genre: / short/
Country: France
Running time: 8 minutes
3) her fear of darkness /can overcome /a little girl / with the help of
Momo, who is a “lightmare”. / Plot summary:
Information taken from: http://www.imdb.com/title/tt1754158/.

B) Watch the first seventeen seconds of the short film at:

https://www.youtube.com/watch?v=lNlnv-ZTVWs and then stop it
to play the memory game below.
What can you see in the little girl’s bedroom? Tick the right options:

A doll A chair A sofa

Download another photocopiable activity from www.ediba.com

A TV A window A shelf
A drawing A computer Some books
A bed A lamp Some pencils

C) Describe the protagonist, her appearance and personality.

D) Answer the questions.
1) Who appears and turns off the lamp light?
2) Who are “nightmares” and what do they do?
3) What happens at the end?

Pictured
B) Watch the short film at:
A) Look at the image below and guess what https://www.youtube.com/watch?v=nt9D55oZCnE.
the short film is about.
C) What do you think about the film? How many
“horror stars” would you give it? Write a brief review
(include the plot summary and
your opinion).

D) Let’s write a short story

related to the film. This time,
the narrator will be the girl
in the picture.
7 What happened to her?
7 How does she feel?
7 What would she like to do?
You can choose to write a horror story, but it could also
be a love one or a tragedy. It’s up to you!

wonders of darkness, and she is not afraid of it anymore.

monsters who live in children’s bedrooms. They take all the room’s light so that children can sleep, 3) The girl sees the
“lightmare”. B) a doll, a drawing, a bed, a window, a lamp, a shelf, some pencils; D) 1) The girl’s cat appears, 2) They are
short/animation/fantasy, 3) Plot summary: a little girl can overcome her fear of darkness with the help of Momo, who is a
4), 8) 10), 7), 9), 3), 5), 1), 6). Luminoir: A) 1) Directors: Mathieu Assemat and Gregory Coelho, 2) Genre:
Key: Vicious: A) 1) “Vicious”, 2) horror, 3) English, 4) minutes, 5) Isabelle King, 6) woman, 7) sister. Morning Monsters: C) 2),
13
 D o you remember when you were a kid playing
with fortune tellers? This time, I suggest you
adapt this amusing traditional game to didactic
purposes, such as revising colours, numbers and spelling
and take advantage of it to teach new vocabulary in a
funny way.
Making a fortune teller
You will find on page 15 the blueprint for making a fortune
teller. If you do not know how to make one, you will find
step-by-step instructions at http://www.wikihow.com/
Fold-a-Fortune-Teller, or do an Internet search for a video.
How to play
Before playing, it is necessary to revise Halloween
vocabulary and pre-teach unknown words. The characters in
the fortune teller are the same as in the poster, plus a black
cat.
Ask a student to choose a colour, e.g.: “Blue”. Move your
fingers to open and close the fortune teller as you spell the
selected colour: B- L- U- E. Then, tell the same student to say
a number from 1 to 10, and open and close it as many times
as the chosen number. Finally, showing the centre of the
fortune teller to the student, ask to choose a number from it
(from 1 to 8). Open it and whisper the name of the
14
character, so the student acts it out for the rest of the class to
guess it.
You can divide the class into two teams and make it a
competition.
Extra ideas
7 You can adapt this game to the content you want to teach
or revise. The only thing you have to take care of is that
there have to be 8 items. For example, you can change
colours for words related to any topic: toys: ball, doll,
skateboard, robot, skipping rope, teddy, frisbee and kite; or
means of transport: plane, bike, boat, train, car, bus,
motorbike and van.
7 You can also increase the numbers up to 100, or to make it
even more difficult, you can write Math operations, as: 2+5,
so the one who moves the game, opens and closes it 7 times.
7 Another way to use it is by replacing the words in the
middle. For instance, if you are teaching actions, just write 8
different actions to perform: hop, jump, walk, run, fly, sing,
clap and swim.
7 Children can make their own “fortune tellers”, so they can
choose the colours and numbers they want. They can also
decide which messages/words to write on it.
Mariana Prats
Say a Number and a Colour… You’re a MONSTER!!

Download another photocopiable activity from www.ediba.com

15
 Level: A1 Age: Very Young Learners/Young Learners

Say a Number and a Colour… You’re a MONSTER!!

A) Draw the missing parts and trace the names.

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WEREWOLF MONSTER

FRANKENSTEIN SKELETON WITCH

MUMMY DRACULA BLACK CAT

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

Say a Number and a Colour… You’re a MONSTER!!

B) How many legs? Count and match with the correct number. Trace the letters.

1 ONE
2 TWO
4 FOUR
Download another photocopiable activity from www.ediba.com

6 SIX
8 EIGHT

17
 Games to play in the playground
T
eaching
kindergarten kids is
a complex task, that is
why we need to take advantage
of students’ eagerness to move
and play, so they can learn.
Below, you will find ideas and
games to work with your
students in Halloween.
Easy ideas to
decorate the
classroom
7 Cover the entrance door with
crepe paper to simulate a ghost or
a mummy. Find other ideas for
decorating doors at
http://www.theclassroomcreativ
e.com/2012/09/halloween-door-
decorations/
7 Cover windows with black
crepe paper curtains. If you need
instructions on how to make
them, visit
http://coloradomoms.com/color
adomoms/halloween-crafts-
crepe-paper-curtains-creepy-can
dles/
7 Make some jar lanterns. You
will find some great ideas at
http://ideastand.com/15-
creative-mason-jar-crafts-for-hall
oween/
7 Make some little ghosts to
hang with Christmas lights.
18
Mummy’s race Witch hat ring toss
For this game, you only need some toilet You may prepare this game using black
paper. Divide students in small groups. cardboard and birthday hats. Colour the
One of them will be the mummy and hats in black and place them on a big
the rest of the students in the group piece of cardboard. You will also need
must wrap that kid with toilet paper. some plastic rings. Give the rings to the
Once they finish, the “mummy” should kids, and they have to throw them in
run to the finish line. order to insert them around the hats.
Romina Botta
Frankenstein’s screws
This game is similar to the one in which
students have to place a tail on a
donkey. For this game, you need a big
poster of Frankenstein and pictures of
two screws. Stick the poster on a wall
and cover student’s eyes with a scarf.
Kids should place both screws as near
Frankenstein's head as possible.
Five little pumpkins song
This song is useful to revise emotions.
Prepare some pumpkin masks with the
emotions mentioned in the song (happy,
sleepy, sad, grumpy). Distribute the
masks among kids and while the song is
playing, they should be sitting on the
floor. When the song mentions an
emotion (e.g.:happy), all the kids
with that pumpkin mask
should stand up and dance;
and go on like this till the end
of the song. You may do this
as many times as your kids
want to do it.
Here you have the link to
the song: https://youtu.be
trDl36m9pgA
Bowling ghosts
You need ten tins and
three little balls. Colour
the tins like monsters.
Place them in a
pyramid shape and
give the balls to the
kids to throw and hit
as many tins as
possible.
 Level: A1 Age: Young Learners

A) Puzzle.
Halloween Word Games
1) Solve.
a) S H T G O ..................... d) HTA .....................
b) R O M O B ..................... e) WHICT .....................
c) MMMYU .....................
2) Now find those words in the puzzle. Can you find any other words?

G H O S T M
C A T X W U
H B R O O M
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H A T W Z M
C T I L X Y
W I T C H W

B) Fears.
Are you afraid of...
...spiders? ...ghosts? ...witches?

owl, two, mummy.

Key: A) 1) a) ghost, b) broom, c) mummy, d) hat, e) witch; 2) Across: ghost, cat, broom, hat, witch; Down: bat,

19
 t
his story has
been written
for children
who are
learning to decode and
blend sounds in their
first steps towards
reading. Taking
advantage of the spirit
that permeates during
October, when
Halloween is celebrated,
the characters presented
are animals that kids
will come across and
name frequently these
days. You will be able to
share a series of tasks
that will raise awareness
on spelling and
pronunciation of a
common segment in the
sound /æ/ will be
English language. The
practised and reinforced,
and students are
the sound /æ/ is 99%
expected to realise that
of the time spelt <a>.
20
The story
Pat the bat flapped her wings
like mad.
Brad the black cat sat on the
mat.
A fan moved and Pat zapped
around. 'It's a trap!' She cried.
Brad wagged his tail. 'Relax!'
He nagged her. 'Ma'am, come
down. Let's dance!'
'I can't,' said Pat. 'I'm a bat,
and bats don’t dance.'
'Fine,' said Brad. 'Then,
let's plan a Halloween
bash!'
Tasks
Prepare a bat mobile and a puppet cat. For the
mobile, you can purchase a wing-flapping bat or
do your own, following the instructions given at
https://www.youtube.com/watch?v=AqcNv7
TvuyE. For the cat, use the image available on
photocopiable page 22. Glue the cat on a plastic
milk jug or washing detergent bottle, so you can
move it around while telling the story. You may
also need to prepare a flashcard with a picture
of a ceiling fan and the word fan written below
to pre-teach the word if you do not have one in
the classroom. The same applies to the mat; if
there is one in the classroom, take advantage of
it, if not, prepare a flashcard.
Take the materials to your class, have students
following story, emphasising the /æ/ sound
sitting in a circle around you, and tell them the
whenever possible.
Pat the bat flapped her wings like mad.
(Point at the wings and ask students to repeat
the word, pull the string in the mobile so that
the bat makes the movement described, and
make a facial
expression to
convey the
meaning of
mad.)
Brad, the black cat sat on the
mat. (Move the puppet to divert
students' attention to this animal and
the mat.)
A fan moved and Pat zapped
around. 'It's a trap!' She cried.
(Keep moving the bat mobile, and try
to sound desperate.)
Brad wagged his tail. 'Relax!' He
nagged her. (Sound nonchalant,
unconcerned.)
'Ma'am, come down. Let's
dance!' (Move your body as if you
were dancing.)
'I can't,' said Pat. 'I'm a bat, and
bats don’t dance.' (sad face and
tone)
'Fine,' said Brad. 'Then, let's plan
a Halloween bash!' (Say this last
line with enthusiasm, and you may
clarify that a bash is a party.)
Once you have finished, tell the story
again. This time invite two kids to
manipulate the puppets and repeat the
words after you copying your tone.
appropriate vowel. This activity brings
Make sure students remember the
names of the animals before you hand
back the words presented in a task
from last issue. So, you may remind
out photocopiable page 23 with the
students of the rhyme and play with
characters and actions for students to
the puzzle before resuming work on
match.
the photocopiable.
Since categorisation is a key skill
Task D has been designed to help
students need to practise and acquire
students reflect on paralinguistic
in the learning process, invite them to
features of communication. Students
sort the words on photocopiable page
will draw the mouth on the smiley face
23 and place them in the
depending on the mood the character
corresponding column. Before doing
used to deliver the different lines.
so, have the words written on big
flashcards and a big chart in the You could ask students to make their
classroom. Practise sorting with the own mobiles and puppets to practise
group first, and once you are sure the story at home. You may even
students understand what they have to record yourself while telling the story
do and how to do it, hand out the and upload the video on YouTube, so
photocopiable page for students to that students can listen to it repeatedly
complete on their own. and learn it by heart.
Now, it's time for kids to show what Have fun with your students!
they have learnt and complete Agustina Negretti
photocopiable task C choosing the
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Pat and Brad

22
 Level: A1 Age: Very Young Learners/Young Learners

Pat and Brad

A) Match.

BAT
CAT
MAT
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FAN
B) Sort and place in the right column.
MAT SIT PICK CAT WIGGLE BAT FAN FIT
A i

C) Write A or I.
D) How do they feel? Draw the faces.
C_T 1. It's a trap!
W_G GLE 2. Let's dance!
B_T
F_N
3. Bats don't dance.

F_T 4. Let's plan a Halloween bash!

P_CK
23
 Write a Story
E
Would You Like to Be the Next Edgard Allan Poe?
dgar Allan Poe (1809 -
1849) was an American
mainstream writer, critic,
poet and editor who
specialised in mystery, horror and
gruesome tales.
Poe had a natural flair for writing short
stories and poems, especially because
he fused linguistic devices and creative
techniques which captured readers’
attention. His major works were The
black cat, The tell tale heart and The
raven, among others.
The following activity, which orbits
around Poe's ideas, is meant to foster
imagination, creativity as well as to
motivate students to improve their
writing skills and discover the core
elements of fiction.
On each of the photocopiable pages,
students will deal with linguistic
strategies and blueprints for
accelerating the process of writing in an
ingenious way.
Get students to follow the guided steps
below to create the most successful
Level: A2/B1/B2
A) Brainstorm ideas for your horror story and write them all.
24
horror story ever. Then, ask them to
work with activities A, B, C and D.
Step 1: Brainstorming
Tell students to brainstorm ideas of
what they may write. Although they
may be somewhat irrelevant or lack
complete sense, once a wide range of
words has been gathered, you are ready
to start outlining the plot.
Step 2: Build the setting
and meet the
characters
The setting is of paramount importance,
since it enables the reader to be
immersed in the place and time in
which the story happens.
As regards the characters, it is
fundamental that students explore who
the protagonists of the story will be and
their traits, as well as their physical
appearance, so as to describe them
thoroughly all along the horrific scenes.
Time to rack your brain!
Step 3: The conflict
Remind students to make sure they
develop a story in which the characters
mount opposition either to society,
among protagonists (antagonists) or
nature.
Step 4: The climax
Once students have driven the story to
controversial situations, pave the way
for a central point full of strain and
decisiveness. Confrontation and
difficulties will arise as well as the final
outcome.
Step 5: Falling action and
conclusion
Whereas the falling action is the
resolution of the conflict itself, the
conclusion will lead to the final result
of the story.
María Paula Miner
Age: Teenagers/ Adults
 Level: A2/B1/B2 Age: Teenagers/ Adults

Roll the dice!

B) Roll the dice as many times as you want, and decide on the characters and the setting of your story. Feel
free to make any necessary adjustments. Then, take notes and match the characters and the setting
according to your ideas.
Setting Characters
A large area of A devastated town Four-legged A discreet nanny
waste ground aliens

A haunted An underground
A spooky A pack of wolves
house station
shadow

An abandoned
A desert island
mental A burly butcher A firefighter
institution
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First attempt Second attempt Third attempt Fourth attempt

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

Round 1!
C) Think about the possible conflicts your story may present. Write them down. Then draft your
ideas below.

CONFLICT 1: CONFLICT 3:

Man vs. Man Man vs. Nature

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

CONFLICT 2: CONFLICT 4:
Man vs. Society Man vs. Self

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

All hands on deck

D) Summarise your ideas on this story planner to begin writing the scariest story ever!

25
26
Level: A1

Describe
Frankenstein
physically

GO BACK 2
START 3
SPACES
4 5
What’s this?
Name 5 famous
horror
2
characters
1

What's this?
Dracula can….
But he can’t….
6
Move 2 spaces
forward to
the ghost
9
8

What does
12 10
a witch use MISS A TURN
A) Roll the dice, move a token, read and play until you reach the end.

13
Do you like to fly?
7
Spooky Board Game

Sweets?
11
Mention 3
terrifying films!
Finish
Is it scary?
18

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14 19
TRICK OR
15
16 17
……?
Age: Young Learners

T
Emil Nolde
The following ideas can be
used with students of
different ages and levels of
English. Some activities may
be adapted to suit your class.
Remind students of Halloween. Ask
what topic is associated with this
celebration? to get to the topic of
HORROR.
Print copies of the following works of
art, cut each copy into four or more
pieces, mix them up and put each part
in a different place in the classroom.
Divide the class in groups and tell each
group to find the parts of one of the
paintings. Provide each group with a
copy of the painting they have to find.
Fancisco de Goya (1746-1828) from
Spain: painting at
https://es.pinterest.com/pin/43410485
1555168433/ or at
http://pre13.deviantart.net/7906/th/p
re/i/2010/205/1/9/goya__s_saturno_c
opy_by_foliver.jpg.
Emil Nolde (1867-1956) from
Germany: painting at
http://www.epdlp.com/cuadro.php?id
=656.
James Ensor (1860-1949) from
Belgium: painting at
https://www.wikiart.org/en/james-
ensor/skeletons-fighting-over-a-pickle
d-herring-1891.
Play some “horror” music while kids
walk around trying to find the pieces
from the paintings. Some links are
provided for reference.
https://www.youtube.com/watch?v=
4S-5ihzUkM4,
https://www.youtube.com/watch?v=
MwToTZc9qOk,
https://www.youtube.com/watch?v=
WWUHh9t7Tj0,
Fancisco de Goya
James Ensor
Place the paintings on the board.
Present the names of the artists. You
can ask older students to find
information about each artist, pictures
of main works, etc.
Discuss with students shapes and
colours in each painting, what they like,
or not, about each one. Provide any
vocabulary needed for the discussion.
Follow-up activities
Masks
Tell students they will create masks to
decorate the classroom. The masks can
be three-dimensional or drawn on
paper. Keep in mind the features
associated to horror: colours (black,
grey, white), lights and shadows,
fainted lines.
1- Masks on paper: Once the face
chosen is designed, students decorate it
with pieces of papers, wool, etc.
creating horrifying details.
2- Three-dimensional masks: with
glue, tape and newspaper, students
make a ball. Once the ball is done they
cover it with a plain colour. The ball
can be wrapped up with cloth or paper;
it can also be painted. Finally, the
students decorate it with horrific
details.
Face painting
Provide students with paint appropriate
for body painting art and some ideas
for the students to copy. Tip: food
colouring can be used to paint faces, it
is sold in bakery shops and it is quite
cheap.
Now, it is time for the students to paint
their “horror faces”. Divide the class in
groups and each group is given red,
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photocopiable activity
from www.ediba.com
black and white facial painting. Let
their imagination fly!
You can use this activity and the
previous one to revise colours, parts of
the face, materials, etc.
Pumpkins
Materials needed: balloons, paper,
glue.
1) Blow up a balloon and tie it.
2) Cover it with paper and glue in
turns. (Place a cover of glue on the
balloon and stick onto it strips of paper,
then another layer of glue and again
paper on it).
3) Let it dry.
4) Explode the balloon using a thin pin.
The paper covering will be left in the
shape of the balloon.
5) Decorate the paper balloon as if it
were a pumpkin, cut out the eyes and
mouth.
6) Colour it in orange and trace some
lines to reproduce the image of a
pumpkin.
7) Place a torch inside it.
Present the set of instructions for
students to read and follow. Point out
the tense used in the instructions and
discuss why the infinitive is used.
Presenting the productions
Make an art installation in the
classroom showing all the materials
they have been working with: masks,
paintings, poems, spiders, webs,
puzzles, pumpkins, etc.
Play “horror” music and invite the rest
of the school to visit the installation.
Enjoy the hard work!
Germana y Juliana Tomas
27
 T he celebration of
Halloween has a European
origin in the Celtic speaking
Celtic speaking nations and which
was adopted by the American people
through the Scottish and Irish
immigrants. However, the Day of the
Dead is a Mexican tradition.
Nowadays, it is held from October
31st until November 2nd, but before
the arrival of the Spaniards to the
American continent, the Aztecs
dedicated two months to honour their
dead.
For the Mexican natives, death was a
vital part of life, and it was celebrated
in many ways. A custom that survived
for many centuries is the preparation of
altars to honour the dead. On those
altars, the families remember their dead
by telling anecdotes of their lives,
sharing the food the dead used to enjoy,
lighting candles, putting flowers, eating
sugar skulls, among many others. It is
important to understand that the
celebration of the Day of the Dead is a
national holiday in Mexico, so this
festivity is celebrated by almost
everyone. Altars are prepared in houses
and offices, in schools, universities,
town halls and, of course, in
cemeteries. The Day of the Dead has
such an importance that UNESCO
declared it Intangible Cultural Heritage
in 2008. The streets are also a place for
celebrating. There, people parade and
visit fairs in which the main figures are
decorated skulls and skeletons dressed
in colourful clothing. Mexican people
are proud of this event, and they share
it with the world even as a tourist
attraction.
For instance, in Toluca (some 60 km
from Mexico City), a yearly cultural
festival and fair is held to coincide with
the Day of the Dead: the “Feria y
Festival Cultural del Alfeñique”. The
alfeñique is sugar dough which is used
28
to create sweets in the shape of skulls,
skeletons, crosses, tombs, animals and
many other figures. During this
thematic fair, apart from parades,
theatre plays, concerts,
conferences and hundreds of
stands that sell alfeñique
sweets, it is held a typical
contest in which the best
alfeñique artists are given
awards.
Activities
Let’s recreate a “Day of the
Dead Fair” in which the
students become alfeñique
artisans who tell invented anecdotes
about their artistic skulls. Students
make their own sugar skulls and
then write short sentences telling
what their skull used to do when it
was alive (as a way of recreating
the Mexican tradition). In this way,
they choose a name and make their
sentences, using either the past
simple or the expression used to as
an indicative of past habits. They
can mention the profession they
used to have, as well as the place
where they used to live, what they
used to enjoy, how they died, etc.
For example:
This is the skull of Edgardo. He
used to be a baker. He used to live
in a small town. He used to enjoy
watching cowboy movies and
listening to rancheras. He died
when he fell from a tree trying to
rescue his cat.
As a way of integrating the work of
all the students, once the sugar
skulls have been moulded and
decorated, and the sentences have
been written or thought of, the fair
begins. Every student shows their
skull to the rest and tell their
sentences. When everyone has finished,
they vote for the most original
presentation. You can have two
categories: “most original skull” and
“most original description”.
When it comes to creating the sugar
skulls the students will need:
7 Powdered sugar (200 g)
7 egg white (1/2; one-half)
7 a few drops of lemon juice
7 food colouring (many colours)
7 a fine paintbrush
7 a fork
7 a little container with water for
cleaning the paintbrush
7 a small bowl for mixing the
dough.
7 Pour the egg white into a small
bowl or container. Add a few drops of
lemon juice and mix with a fork.
7 Sprinkle sugar onto the mix and
stirr slowly using your fingertips. The
dough must be rather sandy.
7 Take about half of the dough and
place it on the palm of your hand. Keep
working it until you form a ball about
the size of your palm. The dough must
be dry. However, if it is too difficult to
mould, add one or two drops of lemon
juice to soften it. Make sure it is not too
humid, as it will lose its shape when it
starts to dry.
7 Once the ball has a good texture, use
your fingers to make little holes for the
eyes.
7 Then, take the ball between the
index and thumb and press gently to
form the jaw.
7 With the help of a fork, you can
make the shape of the teeth. With the
tip of the paintbrush, you can mark the
two holes of the nose.
7 Once the shape of the skull is ready,
leave it to dry for at least three hours.
7 Now, it is time to free your mind.
Using a variety of food colouring, the
sugar skulls can be decorated in any
way you might like. If you want, you
can start by painting the eye holes,
nose and details of the teeth in black,
and then decorate the rest of the skull.
Handle the skull with care while
painting it, as you might touch food
coloring that might still be wet.
7 Leave the decorated skull to dry.
An interesting idea to avoid spending
too much money is to ask students to
bring just one case of food colouring
each, so if they share, the colour
alternatives are greater. In this way,
they share all the colours and everyone
has the opportunity of using the ones
they want.
In order to give ideas to the students on
how to decorate the skulls, the teacher
can show them different examples by
searching images on the Internet. Some
key words are “calacas decoradas” or
“calaveras Mexicanas”. In addition, it is
also a good opportunity for learning or
revising the basic parts of the
head/skull, such as eyes, nose,
teeth/tooth, cheekbones, chin, jaw,
forehead, the crown or back of the head.
Of course, the skulls are edible! Have
fun celebrating an original Day of
the Dead.
Fabricio Inglese
29
 Level: A2/B1 Age: Teenagers

Mother’s Day
A) Write in 1 minute as many words as you can about Mother’s Day. Check with your partner, and then tell
the teacher.
B) Read the poem.

For all the mothers around the world

Dear mom, I know that you loved me
from the first moment you heard
that I was in your womb,
without even knowing me.
Since that very moment,
you never stopped loving me
and caring for me.
Every time I was ill or sad
and every time I was happy,
you've always loved me
as a mother’s or a baby’s.
As a child, I used to wonder
if you were a fairy
'cause every time you
looked at me,
your eyes lighted up.
They still have their brightness
when we look at each other
and I still believe you are an angel.
I am more than grateful

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without any objections or conditions.
I know that no matter what I do
or decision I take,
you will always be there for me,
with open arms if I need comfort
or with a wide smile if I am happy.
I could not say how such a great love
can grow this big in a body as small
for having you as my mother
and that's why I have loved you
since the very first time I saw you.
You will always be my loving mother
and I will always be your beloved child;
and in this day, like every day,
I want to say to you
how much I love you.
Romina Gonzalez

C) Are there any words that you don’t understand? Look them up in a dictionary.
D) Complete with a synonym:

Every time I was ill or ____________ As a child I used to _______________

and every time I was happy, if you were a fairy
you've always loved me 'cause every time you
without __________________ or conditions looked at me,
your eyes ______________.

E) Work in groups and discuss the following questions.

1) What do you know about your mother's childhood? Do you remember your childhood?
2) How do you imagine your mother in her pregnancy? Have you ever asked her how she felt when she
knew about her pregnancy?
3) Can you imagine how your mother feels every time you do something nice for her?
4) Do you know how she feels when you do something not so nice?
5) What do you think about mother's unconditional love? Do you think you can love under certain
conditions only?
F) Now it is your turn. Write a short poem for your mother.
Key: D) down, restrictions, think, shine.

30