Teacher’s bicentenary kit Celebrating our Heritage 200 years, 200 ideas www.richmondelt.com INTRODUCTION The year 2010 sets a very important landmark in Argentinian history: the bicentenary of our nation It is a time to reflect upon our past and work for a better future; a time to lay the foundations for a revitalised educational system in general that may shed fresh light on ELT in particular The English Department is not an isolated entity but an integral part of the school amidst its many daily activities However, when it comes to celebrating our national holidays, we, English teachers, find it difficult to take part in school celebrations together with the rest of the teaching staff That is why we thought it would be timely for teachers to finally 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 full of ideas for the celebrations of our national holidays In this kit, you will find even more activities for your kindergarten, primary and secondary school classes We truly hope you enjoy them! © Ediciones Santillana S.A / Richmond Publishing 2010 er Yo un s July g Learn SONG: WHERE ARE YOU GOING, CONGRESSMAN? TIME 30 minutes GROUP DYNAMICS Whole group LANGUAGE SKILLS • Listening: listening to a song • Speaking: singing a song MATERIALS None PREPARATION None DESCRIPTION • Vocabulary related to the Congress of Tucumán: congressman, to sign, the Act of Independence • Present Continuous 1 Write the following 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 © Ediciones Santillana S.A / Richmond Publishing 2010 Young Learners Extension July You can add the following 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 different groups of children can draw the picture of 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 form four groups (coaches, carts, horses and stagecoaches) Every time you sing the previous stanza a different group may answer one of the following: 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 © Ediciones Santillana S.A / Richmond Publishing 2010 Young Learners 11 September domingo faustino sarmiento his life in pictures TIME 15 / 20 minutes GROUP DYNAMICS Individual work LANGUAGE • L ittle 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 of scissors PREPARATION Make copies of the worksheet on page (one per child) DESCRIPTION Hand out copies of 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 first description and numbering the corresponding frame on the photocopy 3 As you read on, help the children identify 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 for a third time if 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 Little Sarmiento is under a tree He is reading a book Picture Little Sarmiento is going to school He goes to school every day Picture 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 Sarmiento is now the president of Argentina Picture Sarmiento is a teacher now He is at school with his students Picture President Sarmiento makes a lot of schools His name is in the newspapers Picture Sarmiento is not at school now He is in the army He is a military man Picture President Sarmiento creates the zoo in Palermo He buys many trains for our country © Ediciones Santillana S.A / Richmond Publishing 2010 © 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 PREPARATION DESCRIPTION b  lank pieces of A4 paper (one per child), glue, red pencils; toothpicks, cardboard boxes (one every or 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 craft foam None This is a simple but lively song that you can use to celebrate Columbus’ Day, and can be sung after you introduce the children to some basic facts about the discovery of America 1 Sing the song several times for the children to get familiar with the tune Use a big picture or poster of 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 after you 3 Encourage the children to make a Columbus’ flag Hand out a blank sheet of A4 paper (one per child) Help the children fold the papers into two parts and design a typical Spanish cross in the middle of both sides Ask the children to paint the crosses red and help them glue the two folds of the flag 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’ flags in the air © Ediciones Santillana S.A / Richmond Publishing 2010 Young Learners 12 October & 10 November Extension Make a scenery of Columbus’ ships: Ask the children to work in groups of two or three Help the groups follow the following set of instructions: 1 Cut out cups from a cardboard egg carton and paint them brown These will be the hulls of the ships 2 Cut small squares from craft foam to represent the sails Paste sails on top of 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 for each ship) Let everything dry for some minutes Draw red Spanish crosses on the sails 3 Insert a ball of 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 front lids Paint the interior base of the box dark blue and the three interior sides light blue Let it all dry for some minutes 5 Glue the three ships to the interior base It should look as if 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 forget to write out small cards with the children’s names to identify their work, and a big card with a suitable title (e.g Columbus’ three ships) and your course details © Ediciones Santillana S.A / Richmond Publishing 2010 Primary Pri 25 May mary 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 of the worksheet on page 10 to hand out to all the children DESCRIPTION 1 Tell the children you will be working on prepositions of place in this lesson Teach and / or review the following prepositions: next to, between, opposite, in front of You may wish to go over this topic by pointing at different 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 of the First Assembly (Primera Junta), our first form of local government Children are supposed to look at the picture and complete the sentences below You can first complete a couple of sentences as an example Answer Key: Eg.: B  elgrano is sitting next to Castelli Azcuénaga is standing between Saavedra and Larrea (From left 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 © Ediciones Santillana S.A / Richmond Publishing 2010 © Ediciones Santillana S.A / Richmond Publishing 2010 Photocopiable • Larrea is standing ………………… Azcuénaga and Matheu • Matheu is sitting …………………… the desk • Alberti is sitting ………………… the window • Castelli is sitting ………… Belgrano • Saavedra is sitting ………………… Castelli and Azcuénaga • Moreno is sitting …………… Belgrano, next to ……… The Members of Primera Junta, 1810 Oil painting by Francisco Fortuny, Galeria de Cuadros Historicos de Angel Estrada y Cia Primera Junta de Gobierno, 1810 Primary 20 June a puzzle about manuel belgrano TIME 20 minutes GROUP DYNAMICS Individual work LANGUAGE SKILLS MATERIALS Photocopiable worksheet on page 14, bilingual dictionaries PREPARATION Make photocopies of the worksheet on page 14 (one per student) There are two puzzles per page DESCRIPTION • 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.) • Reading: reading a text for detail • Speaking: asking and answering questions • Writing: writing questions 1 Hand out the copies of the puzzle on page 14 to all the students and ask them to solve the crossword in pairs They can refer 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 Answer Key: are correct Assembly Buenos Aires Enemy Journalist Women Soldier Battle Sister School 10 Flag 11 San Martín 12 Spain 13 Economist 14 Exodus 13 © Ediciones Santillana S.A / Richmond Publishing 2010 10 11 12 13 14 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: Government in which Belgrano participated First … City where Belgrano was born and died Opposite of friend Person who writes articles in a newspaper Opposite of men Person who fights in the army Fight between two armies Opposite of brother Place where children study 10 National banner 11 National hero, founding father of 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: Government in which Belgrano participated First … City where Belgrano was born and died Opposite of friend Person who writes articles in a newspaper Opposite of men Person who fights in the army Fight between two armies Opposite of brother Place where children study 10 National banner 11 National hero, founding father of 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 © Ediciones Santillana S.A / Richmond Publishing 2010 Photocopiable Primary 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 Photocopiable worksheet on page 16 PREPARATION Make photocopies of 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 of the Congress of Tucumán, the provinces which formed part of the Viceroyalty of the River Plate, were not the same as the provinces in Argentina nowadays Of all the provinces which sent delegates to the Congress, only ten exist today Answer Key: San Juan, Catamarca, Jujuy, 2 Students will have to find the names of the ten provinces which sent delegates to the La Rioja, Córdoba, Salta, Congress in 1816 and whose names are still the same today Santiago del Estero, Tucumán, Buenos Aires, Mendoza 15 © Ediciones Santillana S.A / Richmond Publishing 2010 S M T E U X C O U T M U A K N T A F C H H E A D R N C T A O S Y H W T 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 C O U E B A N C L N S K M D Z E N A N I R D C C O L U Z M A A E Y E N E S T S X M I D E A R I O S E C N 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 A U N D Y A J U D U T E J U N U C C Y U I N N I Z B B E A T E N S E A D R I U E N Y U N T R M C I N A M A R I O S S A L T A U L T G T S D E R Q U U A A B M U A E D N O O E S N A M I A R Y E A S A L A A I N T O C 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 M T E U X C O U T M U A K N T A F C H H E A D R N C T A O S Y H W T 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 C O U E B A N C L N S K M D Z E N A N I R D C C O L U Z M A A E Y E N E S T S X M I D E A R I O S E C N 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 A U N D Y A J U D U T E J U N U C C Y U I N N I Z B B E A T E N S E A D R I U E N Y U N T R M C I N A M A R I O S S A L T A U L T G T S D E R Q U U A A B M U A E D N O O E S N A M I A R Y E A S A L A A I N T O C 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 © Ediciones Santillana S.A / Richmond Publishing 2010 Photocopiable 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 of the worksheet on page 19, kraft paper and plasticine in different colours PREPARATION Make photocopies of the worksheet on page 19 (one per student) There are two maps per page Extension activity: Ask students to bring kraft paper and plasticine in different colours DESCRIPTION 1 Hand out photocopies of the worksheet on page 19 Tell students this is a map of the crossing of the Andes As you read out directions, they have to mark the trails followed by both San Martín (in red) and Las Heras (in blue) followed in their journey to Chile 3 Teach and / or review the four cardinal points: north, south, east, west by drawing a compass graphic on the board Also teach and / or review the concept of 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, into Chile You meet San Martín there and fight the Spanish soldiers at Chacabuco 17 © Ediciones Santillana S.A / Richmond Publishing 2010 Primary 17 August Extension Divide the students into groups of five 2 Ask them to produce a model of the crossing of the Andes, similar to the map they used to follow 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 followed 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 from Mendoza City They will work in groups Write these questions on the board as prompts: Go on a Trip! How many mules will you take? How long will the trip take? What will you eat? What will you drink? Which clothes will you wear? Which trail will you follow? Sample Answer Our trip will take four days We will take six mules and have sandwiches, hot soup, coffee and milk, stew and chocolate We will wear warm coats and trousers, sweaters, gloves and woollen hats We will follow one of the trails San Martín followed: 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 of the students in each group to act as the group’s reporter and tell the rest of the class about the trip they organised 18 © Ediciones Santillana S.A / Richmond Publishing 2010 © Ediciones Santillana S.A / Richmond Publishing 2010 Photocopiable Primary 11 Sepember OUR SCHOOLS: PAST OR PRESENT? TIME 15 / 20 minutes GROUP DYNAMICS Pair work or trios LANGUAGE SKILLS Speaking: exchanging ideas about schools in the past and today MATERIALS Photocopiable worksheet on page 22 PREPARATION Make photocopies of the worksheet on page 22 (one per student) DESCRIPTION 1 Hand out copies of the worksheet on page 22 (one per student) • 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 Ask the students to work in pairs or trios and have a look at the pictures (A to E) Answer Key: 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 left with the ones on the right Then a National holiday celebrations they should use the complete phrases to label the pictures (A to E) b School concerts and festivals c Teacher’s lectures and limited student participation d School punishment e Computer rooms 3 Elicit and write on the board some words connected with each picture (A to E) that the students may need, to some of the following activities Sample Answers: a flag bearer, flag escort party, white school uniforms, hold the national flag 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 of the room, facing the wall, punish with a cane, punish with a ruler e computer room, typing on the keyboard, surfing the web, pointing at the screen Draw a Venn diagram on the board as follows: PAST PRESENT 20 © Ediciones Santillana S.A / Richmond Publishing 2010 Primary 11 Sepember 5 Ask the groups to identify what picture (A to E) should go into the ‘past’ section, Sample Answers: which into the ‘present’ section and which into the ‘common’ section (now and then) They should write the corresponding letters into the different sections of the * C and D (PAST) (Because we diagram can talk more in class today 6 Ask different members from each group to inform the class about their decisions with our teacher and among ourselves Today there is no They should also account for them Allow any possible answers if the reasons the physical punishment at school students give are acceptable any more.) 7 Ask different groups of students to design a floor plan of their ideal school on a *A (NOW AND THEN) (We still big piece of card paper and present it to the whole class They should think of all celebrate national holidays at the activities they would like to at school and the rooms required for them They school.) may also include the equipment needed in each room As a follow-up the groups * B and D (PRESENT) (In the may write a paragraph describing their ‘ideal school’ past there were no computers and students could not have school concerts or festivals.) Sample Answer: Classrooms School yard Computer room Music room Sports field Swimming pool Classrooms Cafeteria Our ideal school: This is a floor plan of our ideal school There are two classroom areas with large rooms that get plenty of natural light and fresh air The rooms have comfortable 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 for the students to keep their school items: books, rucksacks, clothes and notebooks 21 © Ediciones Santillana S.A / Richmond Publishing 2010 School limited student participation Computer and festivals Teacher’s long lectures and celebrations School concerts rooms National holiday punishment © Ediciones Santillana S.A / Richmond Publishing 2010 Photocopiable 25 May condar y Se 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 Photocopiable worksheet on page 24 PREPARATION Make photocopies of 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 briefly remind students of the main events leading to it before 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? 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 Variation: If this proves too difficult, transform the activity into a True and False game Answer Key: 2 Hand out the copies of page 24 Tell students to work in pairs and put in order the different events that led to the May Revolution e j d b a i g c h 10 f Extension 1 Tell students to write a newspaper article explaining how the May Revolution is normally celebrated in their town In the first paragraph, they should write about the preparation for 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 Answer Key: Suggested ideas: (Discuss these ideas with the whole class to help them plan what and how to write their articles.) • 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? • First paragraph: Are the main streets / houses / public • Third paragraph: Which is the May Revolution celebration buildings / schools especially decorated with flags / white and blue street lights? Are empanadas / hot chocolate / cake / snacks prepared to be sold at food stalls during the celebration? Does the governor / mayor deliver a speech? Do the local music bands or police and military forces music bands devise a special act / ceremony? 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 of the First Assembly (Primera Junta) / recite a poem / dance? What was special about it? Why 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 of the new council For the first time in the history of our country, a government, made up of locals and not chosen by Spain, was formed b However, on 24 May, members of the Town Hall, mostly Spanish, formed a new council led by Cisneros c The next day, the majority voted in favour of the local viewpoint: to form 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 of 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 formed in Seville to govern all Spanish lands in Europe and America This Council named Cisneros as viceroy of the River Plate, replacing Liniers, who was French and therefore might have supported Napoleon j T hen 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 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 of the new council For the first time in the history of our country, a government, made up of locals and not chosen by Spain, was formed b However, on 24 May, members of the Town Hall, mostly Spanish, formed a new council led by Cisneros c The next day, the majority voted in favour of the local viewpoint: to form 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 of 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 formed in Seville to govern all Spanish lands in Europe and America This Council named Cisneros as viceroy of the River Plate, replacing Liniers, who was French and therefore might have supported Napoleon j T hen 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 Who would now govern the Spanish colonies? © Ediciones Santillana S.A / Richmond Publishing 2010 Photocopiable Secondary 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, legislative, judiciary, branch, bicameral, congress, chamber, deputy, senate, law, right, guarantee, preamble, power, court, federal, constitution SKILLS Reading: matching words to their definitions MATERIALS Photocopiable worksheet on page 26 PREPARATION Prepare photocopies of the worksheet on page 26 for all the students in the class There are three texts per page DESCRIPTION 1 Hand out the photocopies of the worksheet on page 26 to all the students in the class 2 Tell them they will have to match different political institutions to their corresponding definitions 3 Before students start the activity, go over any vocabulary difficulty they may have 4 Once students finish, check the answers with the whole class 25 © Ediciones Santillana S.A / Richmond Publishing 2010 Political Institutions A central government with autonomous provinces Form of government by which people elect their president and representatives, rather than having a monarch …of government has authority and responsibility for the daily administration of the state bureaucracy The branch that has the power to create and change laws The Legislative Branch is a bicameral National Congress which consists of the Chamber of Deputies and… The system of courts which interprets and applies the law It establishes the basic principles for all the laws that are made in our country The first part of the National Constitution includes… The second part of the National Constitution includes… 10 The two parts of the National Constitution are preceded by… f Federal a The Executive Branch… g Republic b the civil, social and political rights and guarantees h The senate c the Preamble i The National Constitution d The Judiciary Branch e the organisation of the federal government and the j The Legislative Branch division of powers Political Institutions A central government with autonomous provinces Form of government by which people elect their president and representatives, rather than having a monarch …of government has authority and responsibility for the daily administration of the state bureaucracy The branch that has the power to create and change laws The Legislative Branch is a bicameral National Congress which consists of the Chamber of Deputies and… The system of courts which interprets and applies the law It establishes the basic principles for all the laws that are made in our country The first part of the National Constitution includes… The second part of the National Constitution includes… 10 The two parts of the National Constitution are preceded by… f Federal a The Executive Branch… g Republic b the civil, social and political rights and guarantees h The senate c the Preamble i The National Constitution d The Judiciary Branch e the organisation of the federal government and the j The Legislative Branch division of powers Political Institutions A central government with autonomous provinces Form of government by which people elect their president and representatives, rather than having a monarch …of government has authority and responsibility for the daily administration of the state bureaucracy The branch that has the power to create and change laws The Legislative Branch is a bicameral National Congress which consists of the Chamber of Deputies and… The system of courts which interprets and applies the law It establishes the basic principles for all the laws that are made in our country The first part of the National Constitution includes… The second part of the National Constitution includes… 10 The two parts of the National Constitution are preceded by… f Federal a The Executive Branch… g Republic b the civil, social and political rights and guarantees h The senate c the Preamble i The National Constitution d The Judiciary Branch e the organisation of the federal government and the j The Legislative Branch division of powers © Ediciones Santillana S.A / Richmond Publishing 2010 Photocopiable Secondary 12 October & 10 November 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 of Christopher Columbus’ ships They have to write a paragraph describing the joy and relief they felt when spotting land, and the surprise when coming across the half-naked natives 2 Write on the board the following words and phrases that may be of help for your students: Sample Answer: After a very long and tiring trip, we were very anxious to see land We feared we would never arrive anywhere and thought we would die on the high seas We really felt relieved when we disembarked on this strange land and were surprised at seeing half-naked, dark-skinned people all around us We were afraid at first 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 for any grammar, vocabulary, spelling or punctuation mistakes They must give back their pieces of 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 before they hand them in to you 27 © Ediciones Santillana S.A / Richmond Publishing 2010