a | Bullying 2 ey.Patricia Sainz Eator O22 Pages 20, 21 Pages 22 to 25It's time for the final oral exams! ’ this time of the year brings along lots of See pages 6 and 7 for some photocopiable activities on this work to prepare the final oral exams, so we story in its two versions. Pages 8 and 9 present another story ) ae presenting two posters that are ready 10 in a different context. You will find the piture cards x o use and provide varied situations for corresponding to this second story in next month's issue communicative activities Describing pictures with countable and Caring the exam, ou ean show the students he begining of wneoUntable nouns the story for them to begin to describe and later assign each Poster 2 presents six cards with food vocabulary and some version a diferent ending. Explain to them that they have to _othes which are always deseribed a8 @ pal oj compare their stories stating similarities and differences and give their conclusions. For elementary level, poster 2 provides varied pictures for the students to describe and compare so that you can assess the correct use of countable and uncountable nouns while they are carrying out a communicative task On the other hand, you may decide to use these posters for revising on those days previous to the exams. With that purpose in mind, here follow some suggestions to work with each of the posters of the present edition. We hope you find ‘them useful Two stories in one! Poster 1 presents a holiday situation in the forest with two different endings. The sequences are related to environmental problems caused either by people's negligence and carelessness or by natural disasters The two versions of the story may appear to be simple but, in fact, they may bring about lots of discussion and can be targeted to all levels and ages. Divide the students into small groups and do some brainstorming with the first two cards. Ask the students to choose one of the endings and write the story developing one idea in each paragraph and giving as ‘many details as their level allows. Once they have finished writing and before presenting it 16 the class they should edit their work to correct language, spelling and grammar mistakes. Then, have them draw thelr conclusions and state the correct behaviour and ways of preventing the problems described by the images. Follow-up e Students may make up an ending completely different from 3 ones shown in the pictures.Warm-up. Put the students in pairs and ask them to take turns calling Remind your students that countable nouns are the names of out the name of a food as you show them a card. They can things that are individual units, an apple, a cucumber, so they ‘write the names on the board in two columns, one for can be counted; they have plural forms, apples, cucumbers and Countabies, and the other for Uncountables. (More advanced _can be used with some as in some apples. In turn, uncountable | students can also sort them into Fruit, Vegetables, rnouns are the names of things such as materials or liquids Carbohydrates and Proteins.) that cannot be seen as separate units, e.g. olive oil. vinegar, ‘and can be used with some milk, so they have no plural forn as in some meat, Point out that some food items can be both countable and, ‘uncountable with a difference of meaning. For example, cheese. Explain that if you refer to different types of cheese you can say, There are three different cheeses. But you have to say, 'd like some cheese in my sandwich, because you are putting a certain quantity of cheese in your sandwich and not the whole cheese. The same would happen with chicken ‘When you refer to the bird, itis considered countable but we eat some chicken for lunch. You will find many more ‘examples of this in the cards of the poster Asking and answering questions Put the students in pairs and have them choose a car. Remind them that they have to use any in questions, i there any oil’ Are there any apples? And with singular ‘countable nouns, the indefinite article a/an, Is there an apple? Ask them to ask and answer questions about the card they have chosen, Student A: Is there any bread? Student B: Yes, there is a loaf. / o, there isn't Describe the picture In small groups students describe the picture using There is/isn't, There are/aren't and prepositions of place such as om, in, next to, in front of, behind. Show the students the card with the clothes. Focus their attention on the fact that these items of clothing having two legs (trousers, underpants, shorts) and two lenses (glasses, sunglasses) are always plural and they do not have a singular form, Say we always identify or describe them as a pair of (trousers) as if they consist of two separate items, e.g. a pair lof shoes. The difference here is that we can speak about one/a shoe but we cannot speak about one/a trouser. Follow-up ‘Ask your students to write one or two paragraphs using a iifferent picture from the one they have described orally| Levelt Alleves Ages Cldren/Adoescets ! CAMPING NIGHTMARE | Tell the story from the pictures. Then write it in your notebook. camping - forest - river - topitch the tent - peaceful - quiet - firelogs tomake fire - tocatch fire - todestroy - to burn down* Level: All levels ‘Aget Children/Adolescents | CAMPING NIGHTMARE | Tell the story from the pictures. Then write it in your notebook. Ve © ee \ Hes, ? all i - Ag a 7 Ney Oo IRS tte ae } These words may help you: camping - forest - river - topitch the tent - peaceful - quiet - heavy rain storm - to break/burst - devastating /severe - flood - to drag away S SSS 222 5 = 6 = ip —OO Te — Rof.. el Alllevels ‘Ages Chidren/Adolescems + CAMPING NIGHTMARE | Tell the story from the pictures. Then write it in your notebook. Bx fi 2D 2SakeZ = el ‘These words may help you: : loaded car - lilo - parasol - surfboard - racket - beach games - beautiful weather 8 L sandcastles - lotion/oil - lunch on the beach - loads oflitter - cans - plastic bottles/bags high tide - to carry litter away - water pollution - to contaminate - to spoil the enviroment* Level: All levels ‘Age! Children/Adolescents! CAMPING NIGHTMARE ! Tell the story from the pictures. Then write it in your notebook. | These words may help you: Joaded car - lilo - parasol - surfboard - racket - beach games - beautiful weather - sandcastles Iotion/oil - lunch on the beach - to play on the beach/in the water - burning sun - tosunbathe Jong hours - to play on the beach/in the water - burning sun - long hours - red skin sunburnt - sleepless nights - aches and pains - doctor’s prescription BS 6S S222 5 =6 = {>=Here is a bunch of ideas you may want to Put into practice to round up the school Self-assessment ‘The self-assessment grid on page 12 will let your students focus and reflect on their performance throughout the year. Survey ‘Completing the survey on page 13, your students will have the opportunity to express their likes about the course, which, ‘on the other hand, will be useful to plan your next-year activities. Going up! Draw a 10.step staircase on the board Lf Students can reflect on their progress and write thelr = achievements on each step hy | eitestais a ; ae ‘conclusion of their work ay throughout the year. Once they have reached the tenth step they will write down their a expectations for next year on the door Speaking strips Cut strips of paper of diferent lengths and colours and put them into a bag, Students should take a strip out and as they say how they fee! about their work during the school year they have to roll the strip around one of ther fingers. Once they have rolled it up, they should stop talking Man in the mirror Give a mirror to a student and ask them to stand at the front with their back to the class. They should say their opinion about the school year looking, at the mirror where their mates’ faces will be reflected.Time machine You can give students the activity on page 14. This time machine will take | them back to the beginning of the school year, In each month, they should write something that | happened they consider important or outstanding eee ae Certificates [ter carrying out any ofthese activites, you may want to give some feedback on your students’ performance by means of the certificate of achievement you will find on page 17. You can mention issues such as attendance, merit, postive attitude, participation in class, effort, responsibilty and so on Materials: 1. coloured drawing-paper sheets 2. photos 3. pens 4, markers 5, magazine cutouts 6. stickers 4. string ‘Aims To round off a year’s work in a cooperative, creative and fun way. Procedure Ask your students to speak about thelr favourite lesson/day, a story they have enjoyed, a special event or any anecdote they can remember vividly, a hand test they have sat for, etc. ‘Then give each student a sheet of paper. They should use all the materials suggested to represent the things they have remembered. They can add phrases or any other resource that suits the purpose. Let them write using both their mother tongue and the target language. Finally, hold all the sheets together using the length of string 0 as to make a scrapbook. Follow-up activities ‘a Students create a cover for the scrapbook, ‘ In turns, they can take the book home. se Add pages to allow the students to write personal friendly ‘messages for other students. a You may want to include an extra page to write your own. ‘message for the group to read.SELF-ASSESSMENT a BSBSBSseeu 8 $6 = i=SPER BES=SESE 4 ‘Age? Children / Adolescents END-OF-YEAR SURVEY Dt .. NAME Coptional Duting this year T have enjoyed ... the games we played. dictations, the activities we did. Tick the corresponding box.@ SS es894 Se * i ey = rs [Se 5 Sad or a) Dea Re‘Aget Children / Adolescents When Daniel started Sth year in March, all his school things were bright and shiny. Now things are very ifferent. Can you complete this paragraph? ‘At the beginning of the year the pencils were long, now they are All 1) nnnscsunnnne + The school bag was almost empty, now it is 2) . of different. objects. The rubber was clean and now it is 3) « The folder was very thin in March, now in November it is quite 4)... « Daniel thought Sth year was going to be very difficult, but it turned out to be very 5) + and instead of having bad marks Daniel got very Ber sue Marks, He thought some subjects were going to be boring, but luckily they were quite 7) suo + His textbook Was new and expensive, now it looks very By nnernennnenne and it seems 9) . In March Daniel was sad because holidays were overs now he is 10) . because holidays are starting all over again!Te eel of, $ Level: Beginners + Age! Chien | END-OF-YEAR WORD SEARCH ! Ten words to get ten out of ten! ! A)Find the following words in this word search. end - exam - assistance - friends - holidays - term strength - accomplish - achievement - satisfied f os =|) | | | | — nl 2|>|2|\z/ Dp Dlol= o z = m MEMO Oo KS Pam an BIN << wBer|cla| ec] <| p> a/D|<|x Bf children in a collaborative activity which = will help revise vocabulary and colours. yao ¥ ~ Divide the class into four teams and name each frou ars eloun sel ie a al pelea bring magazine cutouts of things they know to name in ie English and that represent their colour. For instance: strawberries, tomatoes, cherries, hearts can represent red; cucumbers, plants, tees, grass can represent green; the sky, a butterfly, a bird, the sea can represent blue; 7 the sun, lemons, flowers can represent rE ia | yaw | Everybody will take an active part in \ : preparing the cover of the book. Each team a ; & { j / fone pe fps a Iie sus hy oer ek em toc ie peat een Seo hn a i nt crate evo abc ick inechtiennifoetoneseter | Pros ofpaper omit makes cago Eis: ty hance te Word los ar he cote ak Now, the groups will work on the pages of the book. Distribute pages the same size as the cover and of the same colours mentioned before. They will put together all the magazine cutouts they have brought from home and decide in what order they can paste them. Next, each group will say the name of the elements they have pasted on their page to the rest of the class. Finally, staple or sew the pages together inside the covers and ‘The Colour Book will be ready to be read and taken home in turns.SS S=222 B =e = ile { Level: Elementary B) Correct these sentences. DIRS aINING. coeesstnns eee Exampl 2) The womans serving hamburgers... 3) The man is playing the flute, 4) The horse is white... 5) The people are dancing tango. Ager Children/Adolescents : 10 November: TRADITION DAY IN ARGENTINA Sa A) Describe the picture using the 9 None mre ne words in the box. sunny - asado - hats - dance Play the guitar - drink mate horse - sing - tame - pastries ©) Look at the chart and make sentences. ea BRITAIN Popular drink tea Popular meal fish and chips Dinner time 6 pm National sport cricket Example: In Argentina people usually drink mate but in Britain they usually drink tea, D) Make true sentences about you. ‘Example: | don't drink mate but I drink coffee. E) Now make sentences about a member of your family or a friend. ty mother always drinks mate for breakfast.Level Presintermediate + ‘Age: Children/Adolescents + FILM PROJECT: Wall-E Before watching & She, A) After reading the following film's overview, answer the questions below. : Title: Wall-E Director: Andrew Stanton Genre: Animation/Adventure/Romance/Sci Runtime: 98 minutes Country: USA Language: English Release Year: 2008, 1) Where do you think the story takes place? 2) Who may their main characters be? 3) What do animation and Sci-Fi mean? While watcl B) Answer What can you see at the beginning of the film? What about garbage, signs and buildings? (Answer these questions about Wall€. 1) Whatis his job? 2)What objects does he collect? 3) What kind of energy does he use? | D) Put the following events in the right order. &S>+8222 8 == = DW The spaceship comes back and takes Eve away, but Wall-E manages to go with her O 2) Wall-€ looks after her, takes her for walks, until he gets too tired and resumes his previous job, = O 3) When Eve takes the plant, she is turned off. O 4) At home, Wall-E shows her his collection; one of the items is the plant. (5) They introduce each other and he shows her how he compacts garbage. (4) They travel past the Moon, the Sun, many stars until they arrive atthe “Axiom” spaceship. 1) M Another workday stats, spaceship arrives, a robot gets off andit is activated.* Level: Pre-intermediate + ‘Age! Children/Adolescents FILM PROJECT: Wall-E E) Answer the following questions. 1) What happens to Eve and Wall-£ when they arrive at the ship? .... = 4 2) How do human beings live in this place? . '3) What things, places and shops are there in the “Axiom”? 44) How long have humans been living there?. F) Match the halves to make sentences. 1)When the captain wants to see the plant, a) ..and manages to save the plant. 2) He sends Eve and Wall to get fixed .. b) ..she finds him and they take a walk in space. '3) Appoliceman sends the plant to the space. €)...but they manage to escape together with other robots. 4) Walk€ gets into that spaceship . 4d)... he realises that Eve doesnt have it. '5) Eve goes to rescue him quickly, €) ..ina small spaceship that will self-destruct. 1D aD aD *D 9D G) Complete the following sentences. 1) Eve takes the plant to the captain and he 2) The automatic pilot tells the captain that... 3) The video from the boss of *Buy/n large” explains that. 4) Due to high levels of toxicity on Earth, lif. '5) The message was sentin the year... H) Decide if the following sentences are True or False. Correct the false ones. C 11the captain finally decides not to return to their home and stay on the ship. ©) atumans an ony survive they ive onthe shi aime automatic pilot sas that they have to obey hs odes of rt coming back Carte capanis town nto dustbin See S=225 8-8 soar andeve are sent outer space D sreveisbucy damaged and Wal decides to fixer, Ey 23Level: Pre-intermediate + FILM PROJECT: Wall-E 1) Describe what happens after the captain decides to go back to Earth. » a 3). 4). 5). 6) J) Answer the following questions. 1) What happens to Wallin the end? 2) Whatis the first thing humans do when they return to Earth? After watching A) Robots Complete the chart Age! Children/Adolescents Human characteristics Robotic characteristics wall-e Eve B) Human beings Compare the lifestyles of the human beings. Life in the “Axiom” i Wall-E S 2k S-222 2 - <= = f= Eve 24 28 SS S=2822 8 = = =f Level: Pre-intermediate + ‘Aget Children/Adolescents FILM PROJECT: Wall-E { (Natural Sciences ‘A) Name the planets of the solar system, B) Name celestial bodies. (©) What are the environmental problems our planet s facing at present? 1D) What do you think will happen if we do not help our environment? (Social Sciences) ‘A) Explain the importance of the plant in the film. B) What is the role of trees and plants in nature? Project: “Recycling at school” We can do litte things to solve big problems. if we start to recycle athome and at school, we will alive ina better place and the future will not be the one shown in the film, Act ies A) Take three dust bins and label ther: Paper ~ Glass ~ Plastic, 8) Sort the rubbish out according to labels. ) Take the contents of each dustbin to recycling plants. D) Find out the right way to dispose of batteries, light bulbs, and any other dangerous material, Project: “Writing” Choose one of the following topit A) Describe the end of the film as f you were Wall-E, 'B) Can you think ofa different ending forthe flm? ©) What other things can we do to help the environment? 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First, you have to enter the site http://www slidestory.com and go down to the link Bownload the Slidestory Publisher (Figure 1) ET bd 5 BP eas PM es Tella story. Share your photos. Narrate in your own voice, orbrowse around Sec in F In the next window, go to the bottom and click Download the Windows Publisher lient. Go back to the homepage and click ‘on the link Join Today ¢o sign up. You will need a username and password to connect to the server via the Slidestory Publisher. Once you have logged in, you will get to your Profile Page (Figure 2). There you will be able to update your profile information and manage your slidestories and. podcasts, Figure 1 TP 1 Hf you want to upload a Power Point presentation, first save it as a .jpeg file because Slidestory only allows you to upload picture files. 26 we By |Wetcome enaish teacher 1 upd yr ey Ss my + ate iy ti Figure2 Now you are ready to create your first slidestory. Open the Publisher that you previously installed in your computer. Figure 3 shows the basic user interface. Figure. Using the Slidestory Publisher takes 4 steps: 1. Drag and drop your images onto the program Click on Add to individually add photos (Figure 4). To make itfaster you can also open the folder where you keep the: pictures, select them, drag and drop them to the add box in the Publisher. You can change the order of the pictures just dragging and dropping; itis very simple. #te EFL TEACHERS te Figures 2. Record audio for each image ‘To record your voice, just click Record. Once you have recorded the narration for all the pictures, you can preview it we 3. Add a title, description and some tags Go to Slidestory Info, click on Edit and fill in the required Information. This is important because you will not be able to publish your slidestory unless you add the required items. TP 2 In each slide you can only record your voice uP to 60 seconds. So it is important to keep the narrative short. 4, Click the Publish button Ic will take you back to your Profile Page where you will be able to watch your slidestory. You can also embed it into a blog, a social network, etc, simply by cutting and pasting the HTML code shown at the bottom (Figure 5). Our trip to Bariloche D watch this sudestory. Figures ‘To play the slideshow, click on the link Watch this Stidestory (Figure 6) Slidestory.com not only contributes to the development of receptive skills (listening, reading, watching) but also enables students to improve production skills (speaking, writing) and practise pronunciation and intonation, Let’s look at some activities you might consider using, which ean be adapted to suit different levels and ages. You may ask students to: 4 introduce and describe themselves or theit families (habits, likes/dislikes, hobbies, etc.) a share a personal experience, e., summer holidays..., Our visit to a describe a city, country or place of interest # make a tutorial about how to clean a computer, how (0 write an effective job application letter, how to make an apple pie, etc 4 create a story of interpret an existing story/poem, incorporating artwork, music, images and narration. 4% describe a process, e.g. how a car is made, how chocolate is manufactured, etc s create a movie trailer for their favourite film, a make a documentary about a topic they have studied in social or natural science, e.g, global warming, an important historical figure/event, etc. ae describe a day in the life of someone famous, a family. member or friend, fy trip #0... My last Itis a good idea to have students work in small groups so that they can choose the task they are most comfortable with in Corder to contribute to the final product. For example, one may select the photos or images, other may decide how to arrange them, and other may record the narration. In addition to fostering collaborative work, this useful and powerful Web 2.0 tool helps to increase motivation and provides variety and fun. We hope you make the most of it! Mariela StareBullying isa social issue of our time that results in dire consequences for bullies, victims, and society and, as such, needs to be urgently addressed. Herbert W. Marsh, Roberto H, Parade, Rhonda G. Craven and Linda Finger Sef Research Center University of Wester Sydney Australia physical, verbal, social or emotional abuse, characterised by repetition of the intended harm and an imbalance of power. We also , stated that itis a social phenomenon which involves much more than two people, and frequently has long-lasting effects. According to field studies carried out in different countries, most bullying occurs at school, and not on the way to or from it. The most frequent locations are the playground and classroom. No wonder teachers are concerned about it! Moreover, peer harassment is a complex dynamic which causes school maladjustment, lower grades and absenteeism among a myriad of individual effects on the students themselves, And here again, teachers are involved and affected. However, bullying can be reduced. Researchers have developed plans to diminish bully-vietim problems and foster positive changes in students’ atitudes | 1 our previous issue we defined bullying as Prevention and intervention A bullying prevention program must be aimed at increasing, awareness, developing clear rules and consistent procedures, supporting the people involved and changing the social environment at school, Peer victimisation is not an isolated phenomenon, so a whole-school approach is a must. To get started the staff and administrators need first-hand information and detailed knowledge of the school community. ‘Analysing the data thoroughly will give them invaluable information: to what extend bullying and victimisation are present, which the conflict areas are, who the involved students are and which their roles (bully, vietim, bully-victim, supporter, bystander) seem to be. They must write an anti bullying policy, including a detailed definition, procedures for dealing with reports (self-report, peer report, teachers’ report), victims’ support, bullies’ assistance and an extensive prevention program ranging from the youngest to the oldest students at school Increasing awareness will help adults to understand the problem, recognise telltale signs (attitude, body language, ‘abnormal’ grades) in students and detect harassment, enhancing the role of the community in the social relationships. Likewise, awareness will empower students to ct an discuss the issue and create a sense of easiness and safety at school. Depending on their age, they can read stories, watch videos, take part in debates, participate in discussion forums, and produce artwork. A whole-school prevention programme should include steps to develop social skills and provide kids with a variety of coping strategies. Among others we can mention: ‘96 Enhancing cooperative learning and empathy among students ‘% Building conflict resolution skills 4% Dealing with anger (bullies usually externalise it, while victims frequently internalise it) ‘9 Boosting self-concept and improving peer relationships % Developing emotional intelligence: understanding feelings in ourselves and others 9% Coping with distressing situations and negative emotions 4% Building social (interpersonal) skills ‘96 Rewarding respect, positive behaviour and pro-social attitudes. As regards sanctions, experts agree that suspension and expulsion are counterproductive practices since they do not show students how to behave socially. Trained staff must help the bully build their communication skills, and show them. how to manage and release negative feelings. At the same time, victims) should be tained on assertiveness, self-esteem building and social skills. Finally, the whole group must understand the power of witnesses in reporting, intervening, preventing escalation and creating a safe school environment, Research on bullying has shown the school context (rooms, enrolment, staff-student ratio) and the school atmosphere (academic values, discipline, expectations, parental involvement, ideals) have a decisive influence on harassment perpetration. When its members see the school as a warm, community, they have a greater sense of belonging and this attachment fosters commitment to school and acceptance of norms and rules. Intervention programmes which improve school climate have shown a clear reduction in social aggression. Research has shown that adult involvement plays an essential role in controlling or mitigating bullying and its effects. Let's share some experts’ tips for teachers: .% Include measures against bullying in your classroom rules. Keep in mind that norms work better if they have been agreed on with students beforehand. Share rules with other teachers and be consistent 9% Praise rule-following behaviour and pro-social attitude. Students will feel liked and accepted. 3 Include cooperative learning in your class routine. It has ‘many pedagogical and interpersonal advantages: fosters.Pens yn oo apex students’ contact and cooperation. Be careful before deciding Sources group organisation if you suspect hostility among students = = 5 4 Aim sanctions towards negative behaviour but be careful to %* American Psychological Ass eerie 36 Dr Cow, H., Dr Craven, R.G, Finger, Ly Dr Gottfredson, D.C, Dr fate car ofthe tenses, Be song but PEST RISER ie tenes orton Co wemmmlimnngiirietnsehateve X., Dr Nishina, A., Dr Payne, A.A., Pellegrini, A.D., Dr Phye, G.D., Dr # Intervene quickly and decidedly. Show involvement, cate, Samples, Fi Dr Sanders ¢.. (2004) Buying phcatonstorthe and firmness Classroom. Edited by Chety Sanders and Gary D.Piye. Elsevier Academic ‘% Report the incident to authorities, and arrange meetings Press, USA. with parents, 96 Fleld, Evelyn M, (2007 Bully Blocking. Sic Secrets to Help Children Deal with Teosg on Supng Reise Eon esis King uber anon Digital bullying | Olweus, Dan. (200 Bulg A Scoot Mhat Meow ond What We Con cyber buying sham dane clin ring new eshnaagen Dental ag het lke mobile phones. I shares the agressveness and harmful Sewer Susan M-Eseage Dorothy LB Napatana Set A 2008) effects ofthe traditional school counterpart but, unlike t,t epegipersanand” can be anonymous and it goes on 24/7. There are many more witnesses, the source can be dificult to identify, and the victims are usually more affected since not even home isa safe place. In order to prevent i itis important to tlk with students about the risks of technology its safety rules, the fact that onlin information is not always Becurate and that there are ways to avoid or stop the perpetration: telephone companies can trace the identity of anyone sending abusive messages, internet service providers can trace e-mail audresses, adults can contact a website to force it erase the abusive material (photos, comments ec) ‘Again, seeking help is a must and the sooner adults intervene, te beter, Conclusion Very likely a large numberof children will go through some sort of bullying during their school days. Literature on the subject has given us a considerable amount of information about peer victimisation, its implications and long-lasting effects But at the same time, many research studies have shown that modelling effective ways of releasing negative feelings and fostering social skills will empower our kids and provide them with lifelong coping strategies. é Assertiveness and resilience are key survival skills today and, once again, adult (teachers, school staff, parents, community) involvement is a must. ~ Silvia GianotttLevel: Intermediate/Upper intermediate ‘Age: Adolescents/Adults USING QUOTES FOR DISCUSSION “Better to light one candle than to curse the darkness.” Chinese proverb ‘A proverb is an orally transmitted statement or saying which expresses truths about lif, ‘A) Do you know any proverbs? Do you use them in every day life? Sy 8) Miguel de Cervantes defined a proverb asa short sentence based on long experience”, What does light one candle represent? What does curse the darkness mean? ©) Do you agree with the proverb? Do you complain/protest all the time or very frequently? What about? ‘Who to? Do you know anyone who moans (complains about something not important all the time)? ‘What's your reaction towards him/her? : D) What would you do if someone close to you were in the habit of complaining? Do you think ignoring him/her is a good idea? Why/Why not? E) Informal English often has words that are left out. In our proverb the words Itis" are missing in the beginning. Which words are missing in the following statements? 1) Leaving already? It's very early! 2) You Ok? That was close! 3) Just coming! Wait for me! 4) Seen Annie lately? '5) Wish you were here! 6) See you later! Bye! F) In the proverb the adjective good is used in its comparative form, better than. Let's make comparisons. Remember that there are different rules for short adjectives, long adjectives and irregular adjectives. Cars/ bikes (safe, fast, comfortable) Beach holiday / mountain break (expensive, popular, relaxing) Country / town (noisy, polluted, quiet) Town / city (polluted, busy, easy to get around) = S=82a B= i G) Acandle sheds a weak light but it is still better than darkness. In what ways can you light a candle or shed light into big issues (darkness)? H)“If you think you're too small to make a difference, try sleeping in a room with a mosquito” African proverb. Think of the power of will and individual determination. How can single individual influence the following global issues? Pollution Traffic congestion Poverty Crime Animal rights Global warming ra 10s pur Bava anes sheds 204-349 95n ‘saufeuo> das otsausaveD sm je apis wtog aed en fad voy 0 > aay Bsn plone ‘seweluo> pepfoe sn Ue senpINpula]GUS Lod prone oy sawsue dues (I (92"'5! "nO ane fy G2” By "MOK Hy (LEAN