Teachers bicenTenary kiT

Celebrating
200 years, 200 ideas

Heritage

our

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!

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9 July

g Learn

er
SONG: WHERE ARE YOU GOING, CONGRESSMAN?
30 minutes Whole group ocabulary related to the Congress of Tucumn: congressman, to sign, the Act V of Independence Present Continuous Listening: listening to a song Speaking: singing a song None None 1 Write the following song on the board and sing it to your students two or three times:

TIME GROUP DYNAMICS LANGUAGE

SKILLS

MATERIALS PREPARATION DESCRIPTION

Yo

un

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. Im going straight to Tucumn, Tucumn, Tucumn. Im going straight to Tucumn, To get our Independence.

2 Ask the children to repeat key phrases: Where are you going?, congressman, early in July, straight to Tucumn, to get our Independence. 3 Sing the song again all together several times.

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Young Learners
ExTENSION 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?

9 July

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: Im going on horseback, Hop, hop, hop, Hop, hop, hop, Hop, hop, hop. Im going on horseback, Hop, hop, hop. To get our independence. Im going by cart, Crack, crack, crack, Etc. Im going by coach, Oh, oh, oh Etc. Im going by stagecoach, Yeah, yeah, yeah Etc.

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Young Learners

11 September

DOMINGO fAUSTINO SARMIENTO. HIS LIfE IN PICTURES

TIME GROUP DYNAMICS LANGUAGE 15 / 20 minutes Individual work 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. O ther: 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 Listening: listening to descriptions of pictures Photocopiable worksheet on page 6; colour pencils, glue, a pair of scissors Make copies of the worksheet on page 6 (one per child). 1 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 childrens work. 5 Ask the children to colour the pictures, cut them out and paste them into their notebooks in the correct order.

SKILLS MATERIALS PREPARATION DESCRIPTION

Listen and Number

Picture 1 Little Sarmiento is under a tree. He is reading a book. Picture 2 Little Sarmiento is going to school. He goes to school every day. Picture 3 Sarmiento is a teacher now. He is at school with his students. Picture 4 Sarmiento is not at school now. He is in the army. He is a military man. Picture 5 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 6 Sarmiento is now the president of Argentina. Picture 7 President Sarmiento makes a lot of schools. His name is in the newspapers. Picture 8 President Sarmiento creates the zoo in Palermo. He buys many trains for our country. 5
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 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 Individual work, group work Columbus three ships Sailed away, he loved the sea, he was glad to see One fine day Land ho! Speaking: repeating the lines of a song blank pieces of 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 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.

GROUP DYNAMICS LANGUAGE

SKILLS MATERIALS

PREPARATION DESCRIPTION

Nina, Pinta and Santa Mara (Tune: Are you Sleeping?)

Nina, Pinta Santa Mara 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.

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Young Learners
ExTENSION

12 October & 10 November

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 3 cups from a cardboard egg carton and paint them brown. These will be the hulls of the ships. 2 Cut 6 small squares from craft foam to represent the sails. Paste 2 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 Mara were sailing in the ocean. 6 You can display the childrens production on tables. Do not forget to write out small cards with the childrens names to identify their work, and a big card with a suitable title (e.g. Columbus three ships) and your course details.

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Primary

25 May

Pri

mary
THE fIRST ASSEMbLY IN THE VICEROYALTY Of THE RIVER PLATE

TIME GROUP DYNAMICS LANGUAGE SKILLS MATERIALS PREPARATION DESCRIPTION

40 minutes Whole group, individual work Prepositions of place: next to, between, opposite, in front of Writing: completing sentences Photocopiable worksheet on page 10 Make photocopies of the worksheet on page 10 to hand out to all the children. 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. Eg.: Belgrano is sitting next to Castelli. Azcunaga is standing between Saavedra and Larrea.

Answer Key: (From left to right: Belgrano, Castelli, Saavedra, Azcunaga, Larrea, Matheu, Alberti, Paso, Moreno)
Castelli is sitting next to Belgrano. Saavedra is sitting between Castelli and Azcunaga. Moreno is sitting opposite Belgrano, next to Paso. Larrea is standing between Azcunaga and Matheu. Matheu is sitting behind the desk. Alberti is sitting in front of the window.

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 Ediciones Santillana S.A. / Richmond Publishing 2010 Photocopiable

Oil painting by Francisco Fortuny, Galeria de Cuadros Historicos de Angel Estrada y Cia. Primera Junta de Gobierno, 1810.

The Members of Primera Junta, 1810

Larrea is standing Azcunaga and Matheu. Matheu is sitting . the desk. Alberti is sitting the window.

Castelli is sitting . Belgrano.

Saavedra is sitting Castelli and Azcunaga.

Moreno is sitting Belgrano, next to .. .

Primary

25 May

REVOLUTIONS AROUND THE WORLD

TIME GROUP DYNAMICS LANGUAGE 40 minutes Individual work Time markers: when, at the beginning, in 1789, on 25 May ocabulary related to battles and revolutions: colony, independent, revolution, V king, government, kingdom, republic, viceroy, trade, tax, attack, defend, win, emperor, invade, prisoner, assembly, discuss, vote, create, gather, meeting, resign Reading: organising events in chronological order Writing: using time markers to write a paragraph Photocopiable worksheet on page 12; scissors, glue Make photocopies of the worksheet on page 12 to hand out to all the children. 1 Ask the children to look up the following 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. 2 Hand out the copies of 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 different paragraphs first, and then paste them in the right order into their notebooks. Let the children work on their own. If the task is too difficult for them, you can help them by writing some of these prompts on the board: at the beginning, in 1789 / 1807, on 25 May, when. When they finish, 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 from their Social Studies classes. They must use some time markers and give the paragraph a title. Encourage peer correction and the editing of grammar and spelling mistakes. They can read their paragraphs out in the class or post them on a class blog.

SKILLS MATERIALS PREPARATION DESCRIPTION

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.

Sample answer: Our National Anthem In our History class we studied about how our National Anthem was created. In 1812 Vicente Lpez 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 officially approved. Some days later it was sung for the first time at Mariquita Snchez de Thompsons house in the city of Buenos Aires.

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a. At the beginning of 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 of America, in 1776.

b. In 1806 and 1807, England attacked Buenos Aires. The criollos defended 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 first government by criollos: The First Assembly (Primera Junta). It was the first 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 of 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 of 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 Jos 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 furious!

Ediciones Santillana S.A. / Richmond Publishing 2010 Photocopiable

Primary

20 June

A PUzzLE AbOUT MANUEL bELGRANO

TIME GROUP DYNAMICS LANGUAGE 20 minutes Individual work Word formation imple Past (regular and irregular verbs): studied, returned, worked, joined, S believed, created, died, had, came, was born, became, etc. Wh-questions Vocabulary related to a persons life events (e.g. jobs, studies, family life, etc.) Reading: reading a text for detail Speaking: asking and answering questions Writing: writing questions Photocopiable worksheet on page 14, bilingual dictionaries Make photocopies of the worksheet on page 14 (one per student). There are two puzzles per page. 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 are correct.

SKILLS

MATERIALS PREPARATION DESCRIPTION

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

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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

Clues:
1. Government in which Belgrano participated. First 2. City where Belgrano was born and died 3. Opposite of friend 4. Person who writes articles in a newspaper 5. Opposite of men 6. Person who fights in the army 7. Fight between two armies 8. Opposite of brother 9. 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

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

Clues:
1. Government in which Belgrano participated. First 2. City where Belgrano was born and died 3. Opposite of friend 4. Person who writes articles in a newspaper 5. Opposite of men 6. Person who fights in the army 7. Fight between two armies 8. Opposite of brother 9. 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

9 July

THE DELEGATES GO TO TUCUMAN

TIME GROUP DYNAMICS LANGUAGE SKILLS MATERIALS PREPARATION DESCRIPTION 20 minutes Individual work, whole group Province names: San Juan, Catamarca, Mendoza, etc. Listening: listening to a song Speaking: singing a song Photocopiable worksheet on page 16 Make photocopies of the worksheet on page 16 to hand out to all the students in the class. There are two puzzles per page. 1 Tell students that at the time of the Congress of Tucumn, 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. 2 Students will have to find the names of the ten provinces which sent delegates to the Congress in 1816 and whose names are still the same today.

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

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 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 U E A N L N K M Z E A N R D C O U Z A A Y E E S S X I D A R O S C 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 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 U E A N L N K M Z E A N R D C O U Z A A Y E E S S X I D A R O S C 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 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

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Primary

17 August

THE CROSSING Of THE ANDES

TIME GROUP DYNAMICS LANGUAGE SKILLS MATERIALS PREPARATION 20 minutes / Extension activity: 120 minutes Whole class, group work Following directions: go south / north / east west / , turn south / north / east / west Simple Future Listening: listening for specific information Speaking: giving information, explaining Photocopies of the worksheet on page 19, kraft paper and plasticine in different colours 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. 1 Hand out photocopies of the worksheet on page 19. 2 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 Martn (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.

DESCRIPTION

Follow the Trail

a. Follow San Martns 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 Martn there and fight the Spanish soldiers at Chacabuco.

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Primary
ExTENSION

17 August

1 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 Martn: San Martn 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 Martn 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!
1. How many mules will you take? 2. How long will the trip take? 3. What will you eat? What will you drink? 4. Which clothes will you wear? 5. 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 Martn 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 groups reporter and tell the rest of the class about the trip they organised.

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 Ediciones Santillana S.A. / Richmond Publishing 2010 Photocopiable

Primary

11 Sepember

OUR SCHOOLS: PAST OR PRESENT?

TIME GROUP DYNAMICS LANGUAGE 15 / 20 minutes Pair work or trios Simple Past Simple Present ocabulary related to school celebrations: flag bearer, flag escort party, white V 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, teachers lecture, lecturing, listening attentively ocabulary related to school punishment: bad behaviour, in the corner of the V 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. Speaking: exchanging ideas about schools in the past and today Photocopiable worksheet on page 22 Make photocopies of the worksheet on page 22 (one per student). 1 Hand out copies of the worksheet on page 22 (one per student). 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 left 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 of the following activities.

SKILLS MATERIALS PREPARATION DESCRIPTION

Answer Key: a. National holiday celebrations b. School concerts and festivals c. Teachers lectures and limited student participation d. School punishment e. Computer rooms

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, teachers 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.

4 Draw a Venn diagram on the board as follows:

PAST

PRESENT

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Primary

11 Sepember

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 festivals.)

5 Ask the groups to identify 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 different sections of the diagram. 6 Ask different members from each group to inform the class about their decisions. They should also account for them. Allow any possible answers if the reasons the students give are acceptable. 7 Ask different groups of students to design a floor plan of their ideal school on a big piece of card paper and present it to the whole class. They should think of all the activities they would like to do at school and the rooms required for them. They may also include the equipment needed in each room. As a follow-up the groups may write a paragraph describing their ideal school.

Sample Answer:

Classrooms

Computer room

School yard Classrooms

Music room

Sports field

Swimming pool

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.

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1. School 2. Computer 3. Teachers long lectures and 4. School concerts 5. National holiday
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limited student participation and festivals celebrations rooms punishment

25 May

Se
TIME

condar

y
THE MAY REVOLUTION
40 minutes / Extension activity: 60 minutes Whole group, individual work Vocabulary related to the May Revolution: conquer, prisoner, king, revolution, council, local, independent, government, resign, viewpoint, invade, govern, viceroy Speaking: answering questions, retelling Reading: putting events in chronological order Writing: writing a newspaper article about the May Revolution Photocopiable worksheet on page 24 Make photocopies of the worksheet on page 24 to hand out to all the students. There are two texts per page. 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: 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.
9. a 10. f

GROUP DYNAMICS LANGUAGE SKILLS

MATERIALS PREPARATION DESCRIPTION

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 2. i 3. j 4. g 5. d 6. c 7. b 8. h

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.

ExTENSION

Answer Key:

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.
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

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

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

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 do you always remember it?

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a. n 25 May, Domingo French, Antonio Berutti and many others presented a list with the names of those who should form O 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. n 1808, Napoleon Bonaparte invaded part of Spain and imprisoned King Ferdinand VII. I f. This was the May Revolution. g. any felt it was time to have a local government: after all, they had managed to protect Buenos Aires from the 1806 M 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. hen the news reached Buenos Aires that the French had occupied all of Spain and the Central Council had been T dissolved. The people in Buenos Aires secretly met up to decide what to do. Who would now govern the Spanish colonies? a. n 25 May, Domingo French, Antonio Berutti and many others presented a list with the names of those who should form O 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. n 1808, Napoleon Bonaparte invaded part of Spain and imprisoned King Ferdinand VII. I f. This was the May Revolution. g. any felt it was time to have a local government: after all, they had managed to protect Buenos Aires from the 1806 M 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. hen the news reached Buenos Aires that the French had occupied all of Spain and the Central Council had been T dissolved. The people in Buenos Aires secretly met up to decide what to do. Who would now govern the Spanish colonies?
Ediciones Santillana S.A. / Richmond Publishing 2010 Photocopiable

Secondary

9 July

POLITICAL INSTITUTIONS
TIME GROUP DYNAMICS LANGUAGE 20 minutes Individual work 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 Reading: matching words to their definitions Photocopiable worksheet on page 26 Prepare photocopies of the worksheet on page 26 for all the students in the class. There are three texts per page. 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 efore students start the activity, go over any vocabulary difficulty they may have. B 4 Once students finish, check the answers with the whole class.

SKILLS MATERIALS PREPARATION DESCRIPTION

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Ediciones Santillana S.A. / Richmond Publishing 2010

Political Institutions 1. A central government with autonomous provinces. 2. Form of 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 of courts which interprets and applies the law. 7. It establishes the basic principles for 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 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 j. The Legislative Branch e. the organisation of the federal government and the division of powers. Political Institutions 1. A central government with autonomous provinces. 2. Form of 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 of courts which interprets and applies the law. 7. It establishes the basic principles for 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 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 j. The Legislative Branch e. the organisation of the federal government and the division of powers. Political Institutions 1. A central government with autonomous provinces. 2. Form of 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 of courts which interprets and applies the law. 7. It establishes the basic principles for 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 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 j. The Legislative Branch e. the organisation of the federal government and the division of powers.
Ediciones Santillana S.A. / Richmond Publishing 2010 Photocopiable

Secondary

12 October & 10 November

THE DISCOVERY Of AMERICA

TIME GROUP DYNAMICS LANGUAGE 20 minutes Group work, individual work 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 \ Listening: listening for specific information Speaking: reporting important facts Writing: writing a descriptive paragraph None None 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: 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.

SKILLS

MATERIALS PREPARATION DESCRIPTION

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.

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