Celebrating our heritage

Teacher’s bicenTenary kiT

Celebrating our ou r

Heritage H eritage 200 years, 200 ideas

www.richmondelt.com

INTRODUCTION The year 2010 sets a very important landmark in Argentinian history: the bicentenary o our nation. It is a time to relect r elect upon our past and work or a better uture; a time to lay the oundations or a revitalised educational system in general that may shed resh light on ELT in particular. The English Department is not an isolated entity but an integral part o the school amidst its many daily activities. However, when it comes to celebrating our national holidays, we, English teachers, ind it diicult to take part in school celebrations together with the rest o the teaching sta. That is why we thought it would be timely or teachers to inally have some resource material, in English, with ideas and activities to celebrate our identity, our traditions and cultural heritage. You are already enjoying the handy activities in ‘Celebrating our Heritage’, a unique ELT resource book ull o ideas or the celebrations o our national holidays. In this kit, you will ind even more activities or your kindergarten, primary and secondary school classes. We truly hope you enjoy them!

2 © Ediciones Santillana S.A. / Richmond Publishing 2010

9 July Y

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SONG: WHERE ARE YOU GOING, CONGRESSMAN? TIME

30 minutes

GROUP DYNAMICS

Whole group

LANGUAGE

• Vocabulary related to the Congress of Tucumán: congressman, to sign, the Act of Independence • Present Continuous

SKILLS

• Listening: listening to a song • Speaking: singing a song

MATERIALS

None

PREPARATION

None

DESCRIPTION

1 Write the ollowing song on the board and sing it to your students two or three times:

Where are You Going, Congressman? (To the tune of: This is the way we brush our teeth, brush our teeth, brush our teeth, this is the way we brush our teeth, on a warm and sunny morning.) Where are you going, Congressman? Congressman, Congressman, Where are you going, Congressman? Early in July. I’m going straight to Tucumán, Tucumán, Tucumán. I’m going straight to Tucumán, To get our Independence.

2 Ask the children to repeat key phrases: Where are you going?, congressman, early

in July, straight to Tucumán, to get our Independence. 3 Sing the song again all together several times.


Young Learners ExTENSION

9 July

You can add the ollowing stanza to the song on the previous page: How are you going, Congressman, Congressman, Congressman? How are you going Congressman to get our Independence? And dierent groups o children can draw the picture o a cart, a horse, a stagecoach and a coach and stick a string to the picture to wear it as a necklace. In this way the children can orm our groups (coaches, carts, horses and stagecoaches). Every time you sing the previous stanza a dierent group may answer one o the ollowing: I’m going on horseback, Hop, hop, hop, Hop, hop, hop, Hop, hop, hop. I’m going on horseback, Hop, hop, hop. To get our independence. I’m going by cart, Crack, crack, crack, Etc. I’m going by coach, Oh, oh, oh Etc. I’m going by stagecoach, Yeah, yeah, yeah Etc.


Young Learners

11 September

DOMINGO fAUSTINO SARMIENTO. HIS LIfE IN PICTURES TIME

15 / 20 minutes

GROUP DYNAMICS

Individual work

LANGUAGE

• Little Sarmiento is..., he is..., he goes..., he makes..., he travels..., he creates…, he buys... • He is not… • Sarmiento is reading / going to school. • Other: at school, under a tree, every day, a teacher, with his students, in the army, a military man, a lot, at sea, on a boat, in the newspapers, many trains, for our country

SKILLS

Listening: listening to descriptions of pictures

MATERIALS

Photocopiable worksheet on page 6; colour pencils, glue, a pair o scissors

PREPARATION

Make copies o the worksheet on page 6 (one per child).

DESCRIPTION

1 Hand out copies o the worksheet (one per child). 2 Read out the descriptions below. There are eight descriptions (one per picture). Ask

the children to number the pictures on the worksheet as you read on. They should write the numbers (1 to 8) on the corresponding circles. The pictures are not in order. Provide an example (picture 1) by reading out the irst description and numbering the corresponding rame on the photocopy. 3 As you read on, help the children identiy the correct pictures by miming key words

and actions. Make pauses to allow the children to write the numbers. 4 Read all the descriptions once again (or or a third time i necessary) and check their

answers by circulating around the class and looking at the children’s work. 5 Ask the children to colour the pictures, cut them out and paste them into their

notebooks in the correct order.

Listen and Number Picture 1

Picture 5

Little Sarmiento is under a tree. He is reading a book.

Where is Sarmiento now? He is not at school. He is not in the army. He is at sea. He is on a boat. He travels a lot.

Picture 2

Little Sarmiento is going to school. He goes to school every day.

Picture 6

Picture 3

Picture 7

Sarmiento is a teacher now. He is at school with his students.

President Sarmiento makes a lot of schools. His name is in the newspapers.

Picture 4

Picture 8

Sarmiento is not at school now. He is in the army. He is a military man.

President Sarmiento creates the zoo in Palermo. He buys many trains for our country.

Sarmiento is now the president of Argentina.


© Ediciones Santillana S.A. / Richmond Publishing 2010 Photocopiable

Young Learners

12 October & 10 November

SAIL, SAIL CARAVEL! TIME

15 / 20 minutes Extension activity: 30 / 40 minutes

GROUP DYNAMICS

Individual work, group work

LANGUAGE

• Columbus’ three ships • Sailed away, he loved the sea, he was glad to see • One fine day • Land ho!

SKILLS

Speaking: repeating the lines of a song

MATERIALS

blank pieces o A4 paper (one per child), glue, red pencils; toothpicks, cardboard boxes (one every 2 or 3 children), drinking straws or brochette sticks (one per child) For the extension activity: cardboard egg cartons; brown and blue paint (tempera or water colour), paint brushes, glue, modelling clay, white crat oam

PREPARATION

None

DESCRIPTION

This is a simple but lively song that you can use to celebrate Columbus’ Day, and can be sung ater you introduce the children to some basic acts about the discovery o America. 1 Sing the song several times or the children to get amiliar with the tune. Use a

big picture or poster o Columbus and his three ships to illustrate the lyrics.

Nina, Pinta and Santa María (Tune: Are you Sleeping?) Nina, Pinta Santa María Sailed away, One fine day. Columbus loved the sea, But was glad to see Land ho! Land ho!

2 Teach the song line by line by miming some words and asking the children to

repeat each line ater you. 3 Encourage the children to make a Columbus’ lag. Hand out a blank sheet o A4

paper (one per child). Help the children old the papers into two parts and design a typical Spanish cross in the middle o both sides. Ask the children to paint the crosses red and help them glue the two olds o the lag together (design out) over a drinking straw or a brochette stick to make the mast. 4 Invite the children to sing the song once again as they wave their Columbus’ lags

in the air.


Young Learners ExTENSION


Make a scenery of Columbus’ ships: Ask the children to work in groups o two or three. Help the groups ollow the ollowing set o instructions: 1 Cut out 3 cups rom a cardboard egg carton and paint them brown. These will be

the hulls o the ships. 2 Cut 6 small squares rom crat oam to represent the sails. Paste 2 sails on top o a toothpick by gluing them together over the toothpick. Do the same with the other sails. You will now have three toothpicks with sails on them (one or each ship). Let everything dry or some minutes. Draw red Spanish crosses on the sails. 3 Insert a ball o modelling clay into the painted cups. Stick the toothpicks with the sails on them into the clay. 4 Cut a cardboard box down, removing the top and the ront lids. Paint the interior base o the box dark blue and the three interior sides light blue. Let it all dry or some minutes. 5 Glue the three ships to the interior base. It should look as i the Nina, the Pinta and the Santa María were sailing in the ocean. 6 You can display the children’s production on tables. Do not orget to write out small cards with the children’s names to identiy their work, and a big card with a suitable title (e.g. Columbus’ three ships) and your course details.


Primary

25 May

P r

i m a r y

THE fIRST ASSEMbLY IN THE VICEROYALTY Of THE RIVER PLATE TIME

40 minutes

GROUP DYNAMICS

Whole group, individual work

LANGUAGE

Prepositions of place: next to, between, opposite, in front of

SKILLS

Writing: completing sentences

MATERIALS

Photocopiable worksheet on page 10

PREPARATION

Make photocopies o the worksheet on page 10 to hand out to all the children.

DESCRIPTION

1 Tell the children you will be working on prepositions o place in this lesson. Teach and / or review the ollowing prepositions: next to, between, opposite, in front of. You may wish to go over this topic by pointing at dierent learners in the classroom and telling the class where they are sitting and / or standing.

Eg.: I am standing next to my desk. Felipe is sitting behind Paola. Alberto is sitting in front of Diego. Miriam is sitting between Federico and Sandra. 2 Now hand out the photocopies on page 10 to all the children and point out that these are members o the First Assembly (Primera Junta), our irst orm o local government. Children are supposed to look at the picture and complete the sentences below. You can irst complete a couple o sentences as an example.

Eg.: Belgrano is sitting next to Castelli. Azcuénaga is standing between Saavedra and Larrea. Answer Key:

(From let to right: Belgrano, Castelli, Saavedra, Azcuénaga, Larrea, Matheu, Alberti, Paso, Moreno) •

Castelli is sitting next to Belgrano.

•

Larrea is standing between Azcuénaga and Matheu.

•

Saavedra is sitting between Castelli and Azcuénaga.

•

Matheu is sitting behind the desk.

•

Moreno is sitting opposite Belgrano, next to Paso.

•

Alberti is sitting in front of the window.


. 0 1 8 1 , o n r e i b o G e d a t n u J a r e m i r P . a i C y a d a r t s E l e g n A e d s o c i r o t s i H s o r d a u C e d a i r e l a G , y n u t r o F o c s i c n a r F y b g n i t n i a p l i O


0 1 8 1 , a t n u J a r e m i r P f o s r e b m e M e h T

. u e h t a M d n a a g a n é u c z A … … … … … … … g n i d n a t s s i a e r r a L •

. k s e d e h t . … … … … … … … … g n i t t i s s i u e h t a M •

. w o d n i w e h t … … … … … … … g n i t t i s s i i t r e b l A •

. o n a r g l e B . … … … … g n i t t i s s i i l l e t s a C •

. a g a n é u c z A d n a i l l e t s a C … … … … … … … g n i t t i s s i a r d e v a a S •

. . . … … … o t t x e n , o n a r g l e B … … … … … g n i t t i s s i o n e r o M •

Primary

25 May

REVOLUTIONS AROUND THE WORLD TIME

40 minutes

GROUP DYNAMICS

Individual work

LANGUAGE

• Time markers: when, at the beginning, in 1789, on 25 May • Vocabulary related to battles and revolutions: colony, independent, revolution, king, government, kingdom, republic, viceroy, trade, tax, attack, defend, win, emperor, invade, prisoner, assembly, discuss, vote, create, gather, meeting, resign

SKILLS

• Reading: organising events in chronological order • Writing: using time markers to write a paragraph

MATERIALS

Photocopiable worksheet on page 12; scissors, glue

PREPARATION

Make photocopies o the worksheet on page 12 to hand out to all the children.

DESCRIPTION

1 Ask the children to look up the ollowing words in the dictionary: colony, independent, revolution, king, government, kingdom, republic, viceroy, trade, tax, attack, defend, win, emperor, invade, prisoner, assembly, discuss, vote, create, gather, meeting, resign. Tell them they will need to know what these words mean to undestand the text they are going to read.

Answer Key:

1. a 2. d 3. b 4. e 5. c

TIP: Visit www.blogspot.com to create a simple class blog in just three steps.

2 Hand out the copies o page 12 to all the children in the class and tell them the text is not in the right order. They will have to cut out the dierent paragraphs irst, and then paste them in the right order into their notebooks. Let the children work on their own. I the task is too diicult or them, you can help them by writing some o these prompts on the board: at the beginning, in 1789 / 1807, on 25 May, when. When they inish, ask them to check the answers in pairs and then lay emphasis on the time markers above and how they contribute to organising the text. You can enlarge on this list by providing some more examples (e.g. finally, then, in the end, before, after, etc.). Follow-up: Ask the children to write a short paragraph about a historical event they remember rom their Social Studies classes. They must use some time markers and give the paragraph a title. Encourage peer correction and the editing o grammar and spelling mistakes. They can read their paragraphs out in the class or post them on a class blog.

Sample answer:

Our National Anthem In our History class we studied about how our National Anthem was created. In 1812 Vicente López y Planes and Blas Parera composed the lyrics and the music. When the General Constituent Assembly

met on 11 May 1813, the National Anthem was oicially approved. Some days later it was sung or the irst time at Mariquita Sánchez de Thompson’s house in the city o Buenos Aires.


a. At the beginning o the 18th century, Portugal, Spain, France, Holland and England had colonies in America.

In those times, some colonies became independent countries, like the United States o America, in 1776.

b.In1806and1807,EnglandattackedBuenosAires.Thecriollos deended themselves and won. Napoleon BonapartewastheEmperorofFrance.Intheyear1808,heinvadedSpainandtookBonaparteprisoner.

c. On the 25 May, the criollos gathered outside the Cabildo. There was a new meeting, Cisneros resigned and

the Cabildo created our irst government by criollos: The First Assembly ( Primera Junta). It was the irst step towards our independence.

d. In 1789, there was a revolution in France: the people were not happy with the King. They wanted a

government by the people so the kingdom became a republic. At that time, Ferdinand VII was the King o Spain. In the colonies, the viceroy represented the King. The Spanish colonies could only trade with Spain and paid very high taxes. Many criollos in the Viceroyalty o the River Plate were not happy: they wanted to trade directly with Europe.

e. WhenBonapartewasimprisioned,thepeoplefromBuenosAiresaskedCisneros,theviceroy,tohave

a public assembly: The Cabildo Abierto .Severalyoungpeople,likeManuelBelgrano,MarianoMoreno andJuanJoséCastelliwantedagovernmentbycriollos. The Spaniards wanted the Viceroyalty. They discussed

and voted and the criollos won. The Cabildo created an Assembly ( Junta) but made Cisneros, the viceroy, president. The patriots were urious!


Primary

20 June

A PUzzLE AbOUT MANUEL bELGRANO TIME

20 minutes

GROUP DYNAMICS

Individual work

LANGUAGE

• Word formation • Simple Past (regular and irregular verbs): studied, returned, worked, joined, believed, created, died, had, came, was born, became, etc. • Wh-questions • Vocabulary related to a person’s life events (e.g. jobs, studies, family life, etc. )

SKILLS

• Reading: reading a text for detail • Speaking: asking and answering questions • Writing: writing questions

MATERIALS

Photocopiable worksheet on page 14, bilingual dictionaries

PREPARATION

Make photocopies o the worksheet on page 14 (one per student). There are two puzzles per page.

DESCRIPTION

1 Hand out the copies o the puzzle on page 14 to all the students and ask them to solve

Answer Key:

the crossword in pairs. They can reer to the reading: A Short Biography of Belgrano, in ‘Celebrating our Heritage’. 2 Ask the students to compare their answers with another pair. Check all their answers are correct.

1. Assembly 2. Buenos Aires 3. Enemy 4. Journalist 5. Women 6. Soldier 7. Battle 8. Sister 9. School 10. Flag 11. San Martín 12. Spain 13. Economist 14. Exodus


1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

M A N U E L b E L G R A N O

M A N U E L b E L G R A N O

Clues: 1. Government in which Belgrano participated. First … 2. City where Belgrano was born and died 3. Opposite o riend 4. Person who writes articles in a newspaper 5. Opposite o men 6. Person who fghts in the army 7. Fight between two armies 8. Opposite o brother 9. Place where children study 10. National banner 11. National hero, ounding ather o our nation 12. Country in Europe whose monarchs ruled and oppressed most territories in Latin America 13. Specialist in economy 14. Action in which people abandon a place

Clues: 1. Government in which Belgrano participated. First … 2. City where Belgrano was born and died 3. Opposite o riend 4. Person who writes articles in a newspaper 5. Opposite o men 6. Person who fghts in the army 7. Fight between two armies 8. Opposite o brother 9. Place where children study 10. National banner 11. National hero, ounding ather o our nation 12. Country in Europe whose monarchs ruled and oppressed most territories in Latin America 13. Specialist in economy 14. Action in which people abandon a place


Primary

9 July

THE DELEGATES GO TO TUCUMAN TIME

20 minutes

GROUP DYNAMICS

Individual work, whole group

LANGUAGE

Province names: San Juan, Catamarca, Mendoza, etc.

SKILLS

• Listening: listening to a song • Speaking: singing a song

MATERIALS


PREPARATION

Make photocopies o the worksheet on page 16 to hand out to all the students in the class. There are two puzzles per page.

DESCRIPTION

1 Tell students that at the time o the Congress o Tucumán, the provinces which ormed part o the Viceroyalty o the River Plate, were not the same as the provinces in Argentina nowadays. O all the provinces which sent delegates to the Congress, only ten exist today.

Answer Key: San Juan, Catamarca, Jujuy, La Rioja, Córdoba, Salta, Santiago del Estero, Tucumán, Buenos Aires, Mendoza

2 Students will have to ind the names o the ten provinces which sent delegates to the Congress in 1816 and whose names are still the same today.


S T U C U M A N A C H A R C A S H T

M E X O T U K T F H E D N T O Y W I

G E T C H I B C H A S I A O N I O U

O N T H I C H A T I N A U O E V N T

S A N T I A G O D E L E S T E R O I

A U A L K Z A R C U A Y E S I A O C

C E N N M E N D O Z A E S X D R S N

O B C S D N I C L M E N T M E I E A

R D O S O F A L I A A U N O O T O N E H U E I D E R I X N W O J V I C A

O A E N T U E R I S S O O Q H A N T

B N A D E N C I I B T S D U Y T C A

A D J U J U Y N Z E E E R E U R I M

U Y U T U C U N B A N A I N N M N A

R I O S S A L T A U L T G T S D E R

Q U A M A D O E N M A Y A A A I T C

U A B U E N O S A I R E S L A N O A

I R I V Y U T U N E U A M A U O G H

A E G S A N J U A N A B U E R E E T

S T U C U M A N A C H A R C A S H T

M E X O T U K T F H E D N T O Y W I

G E T C H I B C H A S I A O N I O U

O N T H I C H A T I N A U O E V N T

S A N T I A G O D E L E S T E R O I

A U A L K Z A R C U A Y E S I A O C

C E N N M E N D O Z A E S X D R S N

O B C S D N I C L M E N T M E I E A

R D O S O F A L I A A U N O O T O N E H U E I D E R I X N W O J V I C A

O A E N T U E R I S S O O Q H A N T

B N A D E N C I I B T S D U Y T C A

A D J U J U Y N Z E E E R E U R I M

U Y U T U C U N B A N A I N N M N A

R I O S S A L T A U L T G T S D E R

Q U A M A D O E N M A Y A A A I T C

U A B U E N O S A I R E S L A N O A

I R I V Y U T U N E U A M A U O G H

A E G S A N J U A N A B U E R E E T


Primary

17 August

THE CROSSING Of THE ANDES TIME

20 minutes / Extension activity: 120 minutes

GROUP DYNAMICS

Whole class, group work

LANGUAGE

• Following directions: go south / north / east west / , turn south / north / east / west • Simple Future

SKILLS

• Listening: listening for specific information • Speaking: giving information, explaining

MATERIALS

Photocopies o the worksheet on page 19, krat paper and plasticine in dierent colours

PREPARATION

Make photocopies o the worksheet on page 19 (one per student). There are two maps per page. Extension activity: Ask students to bring krat paper and plasticine in dierent colours.

DESCRIPTION

1 Hand out photocopies o the worksheet on page 19. 2 Tell students this is a map o the crossing o the Andes. As you read out directions, they have to mark the trails ollowed by both San Martín (in red) and Las Heras (in blue) ollowed in their journey to Chile. 3 Teach and / or review the our cardinal points: north, south, east, west by drawing a compass graphic on the board. Also teach and / or review the concept o the action verbs ‘go’ and ‘turn’ through miming.

Follow the Trail a. Follow San Martín’s trail:

Start at El Plumerillo. Go south to Mendoza. Turn north and go to Manantiales. Stop to eat and rest. Then go west, over the mountain through the Los Patos Pass and into Chile. Watch out! The Spanish troops are there!

b. Follow Las Heras trail: Start at El Plumerillo. Go

south to Mendoza. Then, go west to Uspallata and go across the mountains, through the Uspallata Pass, i nto Chile. You meet San Martín there and fight the Spanish soldiers at Chacabuco.


Primary ExTENSION

17 August

1 Divide the students into groups o ive. 2 Ask them to produce a model o the crossing o the Andes, similar to the map they

used to ollow the trails. Their model should look like this: Answer Key:

a. Trail followed by San Martín: San Martín and his troops start at El Plumerillo. They go south to Mendoza, then they turn north and go to Manantiales. Then, they go west through the Los Pasos Pass and into Chile. b. Trail followed by Las Heras: Las Heras and his troops start at El Plumerillo. They go south to Mendoza. Then, they go west to Uspallata and go across the mountains through the Uspallata Pass, into Chile.

3 Ask students to use the model to describe the trails ollowed by San Martín and

Las Heras. They can practise in groups and then report to the whole class. 4 Ask students to organize a horseback riding trip to the mountains leaving rom Mendoza City. They will work in groups. Write these questions on the board as prompts:

Go on a Trip! 1. 2. 3.

How many mules will you take? How long will the trip take? What will you eat? What will you drink?

4. 5.

Which clothes will you wear? Which trail will you follow?

Sample Answer

Our trip will take our days. We will take six mules and have sandwiches, hot soup, coee and milk, stew and chocolate. We will wear warm coats and trousers, sweaters, gloves and woollen hats. We will ollow one o the trails San Martín ollowed: we will

start at El Plumerillo, go south to Mendoza, turn north and go to Manantiales. Then, we will go west and over the mountains through the Los Pasos Pass and into Chile.

5 Ask one o the students in each group to act as the group’s reporter and tell the

rest o the class about the trip they organised.



Primary

11 Sepember

OUR SCHOOLS: PAST OR PRESENT? TIME

15 / 20 minutes

GROUP DYNAMICS

Pair work or trios

LANGUAGE

• Simple Past • Simple Present • Vocabulary related to school celebrations: flag bearer, flag escort party, white school uniforms, hold the national flag, on stage, sing with a microphone, play the guitar, students attending the concert, school desks, sitting at a desk, teacher’s lecture, lecturing, listening attentively • Vocabulary related to school punishment: bad behaviour, in the corner of the room, facing the wall, punish with a cane, punish with a ruler, computer room, typing on the keyboard, surfing the web, pointing at the screen.

SKILLS

Speaking: exchanging ideas about schools in the past and today

MATERIALS


PREPARATION

Make photocopies o the worksheet on page 22 (one per student).

DESCRIPTION

1 Hand out copies o the worksheet on page 22 (one per student).

Answer Key:

a. National holiday celebrations b. School concerts and estivals c. Teacher’s lectures and limited student participation d. School punishment

2 Ask the students to work in pairs or trios and have a look at the pictures (A to E) and the phrases in the box (1 to 5) on their worksheets. The phrases are mixed up. The groups should match the phrases on the let with the ones on the right. Then they should use the complete phrases to label the pictures (A to E). 3 Elicit and write on the board some words connected with each picture (A to E) that the students may need, to do some o the ollowing activities.

e. Computer rooms Sample Answers:

a. lag bearer, lag escort party, white school uniorms, hold the national lag b. stage, on stage, sing with a microphone, play the guitar, students attending the concert c. school desks, sitting at a desk, teacher’s lecture, lecturing, listening attentively d. bad behaviour, in the corner o the room, acing the wall, punish with a cane, punish with a ruler e. computer room, typing on the keyboard, suring the web, pointing at the screen.

4 Draw a Venn diagram on the board as ollows:

PAST

PRESENT


Primary

Sample Answers:

* C and D (PAST) (Because we can talk more in class today with our teacher and among ourselves. Today there is no physical punishment at school any more.) *A (NOW AND THEN) (We still celebrate national holidays at school.) * B and D (PRESENT) (In the past there were no computers and students could not have school concerts or estivals.)

11 Sepember

5 Ask the groups to identiy what picture (A to E) should go into the ‘past’ section, which into the ‘present’ section and which into the ‘common’ section (now and then). They should write the corresponding letters into the dierent sections o the diagram. 6 Ask dierent members rom each group to inorm the class about their decisions. They should also account or them. Allow any possible answers i the reasons the students give are acceptable. 7 Ask dierent groups o students to design a loor plan o their ideal school on a big piece o card paper and present it to the whole class. They should think o all the activities they would like to do at school and the rooms required or them. They may also include the equipment needed in each room. As a ollow-up the groups may write a paragraph describing their ‘ideal school’.

Sample Answer:

Classrooms

School yard

Computer room

Music room

Sports field

Swimming pool

Classrooms

Cafeteria Our ideal school: This is a loor plan o our ideal school. There are two classroom areas with large rooms that get plenty o natural light and resh air. The rooms have comortable desks and cushioned chairs and there are DVD players and interactive whiteboards in each room. There is a school yard that connects the classroom areas. It has got lockers or the students to keep their school items: books, rucksacks, clothes and notebooks.


1. School

limited student participation

2. Computer

and estivals

3. Teacher’s long lectures and

celebrations

4. School concerts

rooms

5. National holiday

punishment


25 May

S

y c o d a r n

e

THE MAY REVOLUTION

TIME

40 minutes / Extension activity: 60 minutes

GROUP DYNAMICS

Whole group, individual work

LANGUAGE

Vocabulary related to the May Revolution: conquer, prisoner, king, revolution, council, local, independent, government, resign, viewpoint, invade, govern, viceroy

SKILLS

• Speaking: answering questions, retelling • Reading: putting events in chronological order • Writing: writing a newspaper article about the May Revolution

MATERIALS


PREPARATION

Make photocopies o the worksheet on page 24 to hand out to all the students. There are two texts per page.

DESCRIPTION

1 At one point or another, whether in primary school or secondary, students must have studied the May Revolution in Spanish. However, it might be necessary to briely remind students o the main events leading to it beore doing this exercise. You can ask some questions and make comments as they speak about this issue. These are some suggested questions / comments:

T: Before the May Revolution took place in the Viceroyalty of the River Plate, somebody (who?) had conquered Spain and taken the King prisoner. Do you remember the name of the King? S: Napoleon. / The King was Ferdinand VII. T: To support the King, a central council was formed in Spain. Do you remember what happened here? Answer Key:

1. e

3. j

5. d

7. b

9. a

2. i

4. g

6. c

8. h

10. 

ExTENSION

Answer Key:

Variation: I this proves too diicult, transorm the activity into a True and False game.

2 Hand out the copies o page 24. Tell students to work in pairs and put in order the dierent events that led to the May Revolution.

1 Tell students to write a newspaper article explaining how the May Revolution is normally celebrated in their town. In the irst paragraph, they should write about the preparation or the celebration. In the second, they should write about the main event. In the last one, they can write about the celebration they remember the most. 2 Students may eventually post their articles on a class blog.

Suggested ideas: (Discuss these ideas with the whole class to help them plan what and how to write their articles.) First paragraph: Are the main streets / houses / public buildings / schools especially decorated with lags / white and blue street lights? Are empanadas / hot chocolate / cake / snacks prepared to be sold at ood stalls during the celebration? Does the governor / mayor deliver a speech? Do the local music bands or police and military orces music bands devise a special act / ceremony? •

S: Yes, a local council was formed, but members were mostly Spaniards. Local people wanted to establish a new form of government, independent from Spain.

Second paragraph: What time does the celebration start? Who presides over it? Does this person give a speech? Who else takes part in the celebration? Do the local schools attend? •

Third paragraph: Which is the May Revolution celebration you remember the most? How old were you? Did you take part in the celebration? Did you have to act as a street vendor or salesman / member o the First Assembly (Primera Junta) / recite a poem / dance? What was special about it? Why do you always remember it? •

© Ediciones Santillana S.A. / Richmond Publishing 2010

TIP: Visit www.blogspot. com to create a simple class blog in just three steps.

23

a. On25May,DomingoFrench,AntonioBeruttiandmanyotherspresentedalistwiththenamesofthosewhoshouldform part o the new council. For the frst time in the history o our country, a government, made up o locals and not chosen by Spain, was ormed. b. However, on 24 May, members o the Town Hall, mostly Spanish, ormed a new council led by Cisneros. c. The next day, the majority voted in avour o the local viewpoint: to orm a new local government and accept Cisneros’ resignation as viceroy. d. An open Town Hall Assembly was held and the two opposing viewpoints were presented: the local and the Spanish. e. In1808,NapoleonBonaparteinvadedpartofSpainandimprisonedKingFerdinandVII. f. This was the May Revolution. g.Manyfeltitwastimetohavealocalgovernment:afterall,theyhadmanagedtoprotectBuenosAiresfromthe1806 and 1807 English invasions without the help o Spain. h. This caused indignation among those who had taken part in the open Town Hall Assembly. They demanded that the new council resign and urged the people to meet at the Plaza Mayor on the 25 May to demand an explanation. i. A Central Council was rapidly ormed in Seville to govern all Spanish lands in Europe and America. This Council named Cisneros as viceroy o the River Plate, replacing Liniers, who was French and thereore might have supported Napoleon. j. ThenthenewsreachedBuenosAiresthattheFrenchhadoccupiedallofSpainandtheCentralCouncilhadbeen dissolved.ThepeopleinBuenosAiressecretlymetuptodecidewhattodo.WhowouldnowgoverntheSpanishcolonies? a. On25May,DomingoFrench,AntonioBeruttiandmanyotherspresentedalistwiththenamesofthosewhoshouldform part o the new council. For the frst time in the history o our country, a government, made up o locals and not chosen by Spain, was ormed. b. However, on 24 May, members o the Town Hall, mostly Spanish, ormed a new council led by Cisneros. c. The next day, the majority voted in avour o the local viewpoint: to orm a new local government and accept Cisneros’ resignation as viceroy. d. An open Town Hall Assembly was held and the two opposing viewpoints were presented: the local and the Spanish. e. In1808,NapoleonBonaparteinvadedpartofSpainandimprisonedKingFerdinandVII. f. This was the May Revolution. g.Manyfeltitwastimetohavealocalgovernment:afterall,theyhadmanagedtoprotectBuenosAiresfromthe1806 and 1807 English invasions without the help o Spain. h. This caused indignation among those who had taken part in the open Town Hall Assembly. They demanded that the new council resign and urged the people to meet at the Plaza Mayor on the 25 May to demand an explanation. i. A Central Council was rapidly ormed in Seville to govern all Spanish lands in Europe and America. This Council named Cisneros as viceroy o the River Plate, replacing Liniers, who was French and thereore might have supported Napoleon. j. ThenthenewsreachedBuenosAiresthattheFrenchhadoccupiedallofSpainandtheCentralCouncilhadbeen dissolved.ThepeopleinBuenosAiressecretlymetuptodecidewhattodo.WhowouldnowgoverntheSpanishcolonies?


Secondary

9 July

POLITICAL INSTITUTIONS TIME

20 minutes

GROUP DYNAMICS

Individual work

LANGUAGE

Vocabulary related to political institutions: autonomous, elect, president, representative, monarch, administration, state, bureaucracy, executive, l egislative, judiciary, branch, bicameral, congress, chamber, deputy, senate, law, right, guarantee, preamble, power, court, federal, constitution

SKILLS

Reading: matching words to their definitions

MATERIALS


PREPARATION

Prepare photocopies o the worksheet on page 26 or all the students in the class. There are three texts per page.

DESCRIPTION

1 Hand out the photocopies o the worksheet on page 26 to all the students in the

class. 2 Tell them they will have to match dierent political institutions to their

corresponding deinitions. 3Beforestudentsstarttheactivity,gooveranyvocabularydifficultytheymayhave. 4 Once students inish, check the answers with the whole class.


Political Institutions 1. A central government with autonomous provinces. 2. Form o government by which people elect their president and representatives, rather than having a monarch. 3. …ofgovernmenthasauthorityandresponsibilityforthedailyadministrationofthestatebureaucracy. 4. The branch that has the power to create and change laws. 5. TheLegislativeBranchisabicameralNationalCongresswhichconsistsoftheChamberofDeputiesand… 6. The system o courts which interprets and applies the law. 7. It establishes the basic principles or all the laws that are made in our country. 8. ThefirstpartoftheNationalConstitutionincludes… 9. ThesecondpartoftheNationalConstitutionincludes… 10.ThetwopartsoftheNationalConstitutionareprecededby… a. b. c. d. e.

TheExecutiveBranch… the civil, social and political rights and guarantees. the Preamble TheJudiciaryBranch the organisation o the ederal government and the division o powers.

f. g. h. i. j.

Federal Republic The senate The National Constitution TheLegislativeBranch



f. g. h. i. j.




f. g. h. i. j.



Secondary


THE DISCOVERY Of AMERICA TIME

20 minutes

GROUP DYNAMICS

Group work, individual work

LANGUAGE

• Simple Past, Past Perfect • Dates: on 12 October, in the middle of the 15th century Geographical names: the Caribbean, easternmost, islands, etc. Exploration and discoveries: spices, silk, china, shipbuilders, etc. Action verbs: attack, reach, sail, occupy, charge, cross •

•

•

SKILLS

•

•

•

Listening: listening for specific information Speaking: reporting important facts Writing: writing a descriptive paragraph

MATERIALS

None

PREPARATION

None

DESCRIPTION

1 Tell the students to imagine they are sailors on one o Christopher Columbus’

ships. They have to write a paragraph describing the joy and relie they elt when spotting land, and the surprise when coming across the hal-naked natives. 2 Write on the board the ollowing words and phrases that may be o help or your students: Sample Answer:

Ater a very long and tiring trip, we were very anxious to see land. We eared we would never arrive anywhere and thought we would die on the high seas. We really elt relieved when we disembarked on this strange land and were surprised at seeing hal-naked, dark-skinned people all around us. We were araid at frst because they looked wild, but they were kind to us.

long and tiring trip, sailors anxious to see land, afraid of dying on the high seas, relieved to see land and disembark; surprised at seeing half-naked, dark-skinned people 3 Ask the students to exchange their written production with a partner. They must

check their partners’ work or any grammar, vocabulary, spelling or punctuation mistakes. They must give back their pieces o writing to their partners including some written suggestions on how to correct their mistakes.

4 Ask the students to edit their pieces using these suggestions beore they hand them

in to you.


Celebrating our heritage

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