The Sound of Silence

Project by CAE “B”(Teacher: Mariana De Biassi)

The trigger for the present work on the concept of silence was an article in “Advanced Expert” about Foley artists, sound artists that mimic the actual sound sources of films in a recording studio. The text was packed full of verbs that describe sounds and actions, the exact meaning of which can be understood only by listening to and producing the actual sounds or doing the actions that cause them. 

For want of a “film” Foley session, we organised a “story telling” Foley session. The story chosen was “The Sound of Silence” by Katrina Goldsaito. 

As a first step, pages of the story were handed out to pairs of students in random order. After reading them carefully and deciding what part of the story their bits belonged to (beginning, middle or ending) they interacted with their classmates in an attempt to put the story together, which they succeeded in doing although not without effort!

Once the story had been rebuilt, in pairs they focused on their bits of the story and thought of the sounds and noises that would illustrate those scenes. After some rehearsal, which involved one student reading and the other one providing the background noise or sound, they were ready to record the session.

After the session, the class reflected on the Japanese concept of ma, the silence in the spaces between sounds, and on the title of the story “The Sound of Silence”, which reminded some of the students of the song by Simon and Garfunkel. 

Constanza and Agustín, who had already delighted us with their musical skills, played the song “The Sound of Silence” for us.

Following their amazing performance, we proceeded to analyze the lyrics of the song. The class arrived at the conclusion that the concept of silence in the song contrasts strikingly with that of ma, the Japanese concept. To get the essence of the song, groups of students analysed different stanzas and summarised each of them with the feeling they inspired. 

Finally, the project was rounded off with personal answers to the question “What does silence mean to you?” Take a look at this Padlet wall (click on the posts to access a full view):

Hecho con Padlet

Four Corners and One Video

This project is the result of CAE B students' work with the song "Seven Years" by Lukas Graham. As a warm up, they did an activity called "4 corners", which involved walking to the corner of the room representing their favourite age (4 pieces of paper with the numbers 11, 20, 30 and 60 were posted in each corner of the room). In groups they brainstormed the reasons why that was their chosen age and then shared their ideas with the rest of the class.After watching the video of the song, I asked them to go home, look for a photo of their childhood they would like to share with their classmates and think of three or four lines to explain their feelings about the photos. I told them to imitate the rhyming patterns of the song, so that the descriptions would resemble short poems. Some weeks later they brought their work to class, passed the photos round and read their poems.  As a follow-up, I suggested making a video of their photos and poems with "7 years", the song that inspired their work, playing in the background. The video was compiled by Uriel Palacios, who is an expert in visual arts.

Mariana De Biassi 

Look how ARCI students are finding themselves and losing themselves with Art!

Our Post FCE Poets

This year we read the short story called DAZZLER, and as a follow-up activity I invited my students to write a haiku summarising their understanding of the story.
A haiku is a Japanese poem which consists of three lines, with the first and third line having five syllables, and the middle line having seven.
These poems are very short and try to capture a feeling or an image, many times connected to the natural world.
My students are very hard-working and creative, but they are not very fond of following rubrics, so they wrote haikus on the topics they pleased, and I would like to share them with you because, as they said, it’s not easy to write a haiku, and some of their productions are very profound, and some really light-hearted.
Although some of them do not follow the convention 5-7-5, they do have one of the features of haikus: they condense an idea, a feeling, an emotion, in just a few words.
We hope you like them. 

Life  is  very  brief
play, kiss, love, make  friends,  enjoy
before  it  all  ends.
                                                                                                                                     by Marta Serra

Lost in the  forest
scared without a hope in hell
found way to nanny.


If youthfulness knew
and  old-age could:
what  world this  would be!

At night on the beach
clams make nice love
clacking and clashing.


If to teach is to touch,
when you gently touch my soul
I do learn I am.

                                                                                                                  by Raul Antonio Coll
Teacher: Alicia Zuliani

Class: Post FCE

Our CAE "C" Art Fans

I started the project by introducing students to the subject of art. I gave them a 

questionnaire about how sensitive they were to art  and they had to fill in the 

questions with phrasal verbs which we were dealing with at the time. Next,  they had 

to discuss the questions in pairs, then as a class and finally, I told them they might do 

something in connection to the subject. I used Padlet to display my students' work,

and it was a great success! 

If you cannot see the display properly, please follow this link:

Teacher: Mariana Gieco

Class: CAE C

CAE Project - Presentations

Stages in Project Work


One of the units of Objective Advanced, the book we have been using at ARCI, is about speeches. It begins with a reading exercise of an extract of Martin Luther King’s famous speech “I Have a Dream.” 

As a follow-up, the book suggests an activity that consists of a debate on a current issue in teams and a presentation of the teams’ conclusions.


Designing Project Activities

I felt the debate needed some scaffolding and students needed information as well as specific vocabulary about their chosen issues.

That is why, after organizing themselves in teams of 4/5 students and deciding what issue they would address (it could be one of the issues suggested by the book or one of their own), I gave them a week’s time to browse the web to complete this worksheet: 

After the discussion, the book suggests that teams report back to the rest of the class through a presentation by an appointed spokesperson.

Conducting Project Activities 

However, I felt that the information discussed could be further processed and made into a multimedia presentation in which all the members of the team had a chance to contribute.

That’s why I invited each team to prepare a presentation about their issue along the following guidelines:

  • length: 8 – 10 minutes
  • use of multimedia resources: beamer, powerpoint, youtube (or any other) videos, music, photographs, etc.
  • participation of all the members of the team

We set dates for the different presentations and I encouraged them to do their best as they would be evaluated by their peers.

Project Outcomes 

Watch part of the presentations in the following video.


During the presentations, the rest of the class had to complete the following summary and assessment grid:

The purpose of the summary and the evaluation was to make sure the class would profit from the presentations and not just listen passively. As well as this, the score system turned the whole activity into a competition, which hopefully would motivate students even further. 

After the discussion, we held a humble awards ceremony during which I revealed the results of their assessment.


The whole project took about a month:

Teacher:  Mariana De Biassi

Class: CAE B

Comic Strip

How we came about the idea of a comic strip... 

Back in April I invited my students to prepare something to celebrate World Book Day.One of the ideas was writing a review of their favourite book  to be uploaded in our Virtual Classroom. We had dealt with reviews the previous year and there are several avid readers in our class, so I thought that sharing information about their fave reads would really appeal to them.

I also suggested designing a comic strip where books in a library talked to each other, knowing there is a student who loves both reading and drawing. She was the one who prepared the artwork for the book Discovering Argentina, which the class sent to participate in Macmillans Cultural Reader Competition in 2013. The outcome of all this was first Raúl’s work, which was actually a mix. He wrote a composition where characters from some of his favourite books  interact with each other in the library. 

Then Carolina came in and offered to adapt the composition to a different format: a comic strip. We had some discussions as to how the work could be best adapted so that it could appeal to a wider audience, and that’s why some new characters were introduced and others dropped.

We decided that the aim of the strip was to encourage people to go to the library and read.  That’s why the poem Library Poem by Julia Donaldson is included. Here we would like to acknowledge ARCI teacher Laura Lupo,  who prepared a wonderful contribution for Multimedia called The Magical Power of Books. My students read that poem when they attended MM some months ago.

We humbly hope this work will help ‘make sure the library will still be here tomorrow’.

Teacher:  Alicia Zuliani

ClassPost FCE


Cambridge CAE BCR is a group of adults studying with ARCI at “Bolsa de Comercio de Rosario”.

This year we have done some project work on the use of new media like mobile phones, the Internet and social networks. To carry out the work, we made use of the tools that the new technologies provide. We worked collaboratively both in class and at home through the Internet using several online tools like Google docs and forms to create a survey and write reports on the survey results, as well as some essays regarding the use of the new media for everyday communication.

To collect ideas for the project, I provided my students with some relevant input that would trigger discussion among them. Hover over the following image and then on the icons to access the videos, articles and discussion forums they were presented with:

First of all, my students conducted a survey on the use of the new media in the workplace and at home. Here is the survey they created collaboratively by using Google docs for the first draft and Google forms for the final version.

The students worked in groups to present and analyse the results of the survey in reports. Finally, they dicussed and compared the information they collected and the ideas presented in the input materials, and they worked collaboratively to write three different types of essays. All this collaborative work was done online on Google docs partly in class and partly at home and required a lot of hard work including feedback analysis and editing. 

Here’s the result of this process and my students’ time and effort:

Report 1

Report 2 

For and Against Essay

Opinion Essay

Essay suggesting solutions to a problem 1

Essay suggesting solutions to a problem 2

Both my students and I enjoyed doing this project work because the topic was appealing and very up-to-date, the tools we used were different from those used in traditional classes, the activities were meaningful and the work was collaborative, which means we shared the effort, as well as the sense of achievement and satisfaction of having accomplished the task by using English and the new media tools.

Teacher:  Gabriela Cuscione

Class: CAE BCR