1. - Cartografías Pedagógicas

Transcripción

EXPLORING
CULTURE!
Cartografías pedagógicas y construcción de saberes
Convenio Interadministrativo 059 de 2015 IDEP/UPN
Materiales educativos y didácticos
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
Nancy Martínez Álvarez
Directora General IDEP
Paulo Alberto Molina Bolívar
Subdirector Académico
Jorge Orlando Castro Villarraga
Asesor Dirección IDEP
Universidad Pedagógica Nacional
Adolfo León Atehortúa Cruz
Rector Universidad Pedagógica Nacional
Alejandro Álvarez Gallego
Director Instituto Pedagógico Nacional
María Nubia Soler Álvarez
Coordinadora Académica
Sandra Patricia Rodríguez Avila
Vicerrectora de Gestión Universitaria
Diana Carolina Marín Mora
Subdirectora de Asesorías y Extensión
Grupo de Cartografías Pedagógicas y Construcción de Saberes
Materiales educativos y didácticos
Convenio Interadministrativo 059 de 2015 IDEP/UPN
Alejandro Álvarez Gallego
María Nubia Soler Álvarez
Martha Cecilia Rodríguez Rodríguez
Martha Cecilia González Molina
Rosa Edith Romero Coca
Ricardo Julio Cantillo Rueda
Oscar Orlando Martínez Cabezas
Myriam Consuelo Reyes
Patricia Galindo Pérez
Sayra Liliana Benítez Arenas
Corrección de estilo:
POLO A TIERRA - Imaginación & Comunicación Ltda.
Martha Patricia Lezama
Ilustración, diseño y diagramación
POLO A TIERRA - Imaginación & Comunicación Ltda.
Diana M. Tosse M.
Stephany Villa L.
EXPLORING CULTURE tiene como propósito brindar a los profesores un conjunto de ayudas
didácticas de aspectos culturales, que complementan el trabajo comunicativo de la enseñanza del
Inglés como lengua extranjera.
Los aspectos culturales se trabajan teniendo en cuenta la importancia que el Marco Común Europeo
da a la cultura, en donde señala que «las competencias lingüística y cultural respecto a cada lengua
se modifican mediante el conocimiento de la otra lengua y contribuyen a crear una conciencia,
unas destrezas y unas capacidades interculturales. Permiten que el individuo desarrolle una
personalidad más rica y compleja, y mejoran la capacidad de aprendizaje posterior de lenguas y
de apertura a nuevas experiencias culturales. […] El alumno no adquiere dos formas de actuar y de
comunicarse distintas y que no se relacionan, sino que se convierte en plurilingüe y desarrolla una
interculturalidad». Marco Común Europeo de referencia (2002:60)
Es preciso anotar que esta cartilla no es un texto guía donde el docente podrá encontrar la forma
de trabajar la asignatura o los aspectos gramaticales. Es entonces, un material educativo que
complementa los procesos del libro texto y que le permite al estudiante conocer, familiarizarse,
tener contacto y explorar elementos culturales de los países angloparlantes. Se pretende que esta
herramienta sea de utilidad para orientar la práctica educativa y enriquecer las actividades que se
desarrollan con los alumnos.
EXPLORING CULTURE constituye un recurso didáctico que busca fortalecer la práctica docente
y ampliar las oportunidades de aprendizaje y el desarrollo de competencias de los alumnos en
ambientes lúdicos, de convivencia e interacción, aprovechando los espacios de taller u otros
momentos académicos. En este material educativo se encontrará un conjunto de estrategias,
actividades, ejercicios y sugerencias que se pueden poner en práctica en el aula, y que podrán ser
enriquecidos a partir de la experiencia docente y del conocimiento de los alumnos.
Las temáticas que se plantean se caracterizan por su adaptabilidad, puesto que le permiten al
profesor adecuarlas a su contexto escolar según sus posibilidades y necesidades; o bien, pueden ser
utilizadas para introducir nuevas experiencias.
Estamos seguras que esta cartilla es un complemento de gran utilidad para mejorar los aprendizajes
de niñas, niños y jóvenes. Los invitamos a utilizarla y aprovecharla.
¡Diviértanse utilizando EXPLORING CULTURE!.
ORGANIZACIÓN DE EXPLORING CULTURE
Esta cartilla consta de cinco unidades cada una con los siguientes elementos:
1. Lectura de ambientación sobre la festividad, celebración o ícono.
2. Guía para el maestro con la explicación del procedimiento para cada actividad.
3. Ejercicios de comprensión lectora.
4. Actividades lúdicas.
5. Actividades manuales relacionadas con el tema central de la unidad.
TIPS METODOLÓGICOS
• Realizar actividades previas a la lectura: ejercicios de predicción, adivinar personajes,
describir imágenes.
• Iniciar las actividades con la lectura general del texto buscando la comprensión global.
• Invitar a los estudiantes a inferir el significado del vocabulario desconocido por medio de
láminas o fijándose en el contexto.
• Animar a los estudiantes a expresar lo que comprendieron del texto: personajes, lugares,
situaciones, sentimientos, etc.
• Trabajar la comprensión lectora de manera individual o grupal para una posterior
socialización de las respuestas.
• Recopilar las actividades lúdicas en una carpeta para realizar una exposición de los trabajos.
• Utilizar material reciclable para el desarrollo de las actividades manuales.
Sobre las autoras:
Isabel Flórez Rueda es licenciada en Idiomas de la Universidad Industrial de Santander (UIS).
Realizó estudios de posgrado en Enseñanza del Inglés para Educación Básica y Educación
Especial con énfasis en Comunicación Aumentativa y Alternativa en la Universidad Pedagógica
Nacional. Actualmente se encuentra cursando la Especialización en Pedagogía en la misma
institución. Cuenta con 35 años de experiencia en el sector educativo.
Liliana María Herrera Gelves es Licenciada en Español y Lenguas Modernas de la Universidad
Pedagógica Nacional. Realizó estudios de posgrado en Pedagogía y en Educación Especial con
énfasis en Comunicación Aumentativa y Alternativa en la misma Institución. Ha trabajado en el
Instituto Pedagógico Nacional durante 13 años en los niveles de Preescolar y Básica Primaria.
CONTENTS
UNIT 1: St. Valentine’s day
Teacher’s guide
Activity Worksheet 1
Activity worksheet 3
UNIT 2:
Mother’s day
Teacher’s guide
UNIT 3:
Halloween
Teacher’s guide
UNIT 4:
Barranquilla’s Carnival
Teacher’s guide
UNIT 5:
Christmas
Teacher’s guide
St. Valentine's DAY
St. Valentine's story
Let me introduce myself. My
name is Valentine.
I lived in Rome during the third
century. That was a long, long
ago! At that time, Rome was ruled
by an emperor named Claudius.
I didn’t like Emperor Claudius,
and I wasn’t the only one! A lot of
people shared my feelings.
Claudius wanted to have a big
army. He expected men to
volunteer to join. Many men just
did not want to fight in wars. They
did not want to leave their wives
and families. As you might have
guessed, not many men signed
up. This made Claudius furious. So
what happened? He had a crazy
idea. He thought that if men were
not married, they would not mind
joining the army. So Claudius
decided not to allow any more
marriages. Young people thought
his new law was cruel. I thought
it was preposterous! I certainly
wasn’t going to support that law!
Did I mention that I was a priest?
One of my favorite activities
was to marry couples. Even after
Emperor Claudius passed his law,
I kept on performing marriage
ceremonies -- secretly, of course.
It was really quite exciting.
Imagine a small candlelit room
with only the bride and groom
and myself. We would whisper the
words of the ceremony, listening
all the while for the steps of
soldiers.
One night, we did hear footsteps.
It was scary! Thank goodness the
couple I was marrying escaped
in time. I was caught. (Not quite
as light on my feet as I used to
be, I guess.) I was thrown in jail
and told that my punishment was
death.
I tried to stay cheerful. And do
you know what? Wonderful things
happened. Many young people
came to the jail to visit me. They
threw flowers and notes up to my
window. They wanted me to know
that they, too, believed in love.
One of these young people was
the daughter of the prison guard.
Her father allowed her to visit me
in the cell. Sometimes we would
sit and talk for hours. She helped
me to keep my spirits up. She
agreed that I did the right thing by
ignoring the Emperor and going
ahead with the secret marriages.
On the day I was to die, I left my
friend a little note thanking her
for her friendship and loyalty.
I signed it, “Love from your
Valentine.”
I believe that note started the
custom of exchanging love
messages on Valentine’s Day.
It was written on the day I
died, February 14, 269 A.D.
Now, every year on this day,
people remember. But most
importantly, they think about love
and friendship. And when they
think of Emperor Claudius, they
remember how he tried to stand
in the way of love, and they laugh
-- because they know that love
cannot be beaten!
Adapted from http://isabelperez.com/St%20ValentineStory.htm
Valentine's Day in scotland
In Scotland Valentine’s Day
is celebrated by having a
festival. At the festival there
is an equal amount of young
unmarried (single) men and
young unmarried (single) ladies
who get together. Each of them
write their name or a made up
name on a piece of paper and
roll it up. The names are then
placed in a hat; one for the men
and one for the ladies. Next,
they draw a piece of paper out
of the hat. Both may end up
with two valentines but the
young man is supposed to stick
with the valentine who has
chosen his name.
The young men give their
Valentine a small gift and
the young ladies wear their
Valentine’s name over their
heart or on their sleeve. There
might also be a dance and
at the end of the festival
there might even be a lot of
marriages or romances.
TEacher's guide
ACTIVIDAD 1: WHAT’S THE STORY?
NIVEL: A1
LENGUAJE: Vocabulario de la historia,
reconocimiento de palabras y letras, expansión
de vocabulario.
DURACIÓN: 30 min.
MATERIALES: fotocopias de la hoja de trabajo
para cada estudiante, lectura de la página __,
colores, lápiz.
PLAN DE TRABAJO
Escocia y explique que la actividad a realizar
será una tarjeta de regalo para una persona
especial que se escogerá según la tradición
escocesa.
2. Indique a los estudiantes que escriban sus
nombres en una tira de papel y que la doblen.
Luego introduzca los nombres de las niñas en
un gorro y los de los niños en otro. Las niñas
escogerán un nombre de niño y viceversa.
3. Pida a los estudiantes que decoren y corten
los corazones.
1. Pida a los estudiantes que formen grupos de
4. De a cada estudiante 1/8 de cartulina
2.
5. Ayude a los estudiantes a crear un mensaje
3. Una vez organizados los párrafos, realice la
6. Invite a los estudiantes a dar su tarjeta a la
3 personas. Corte y de a cada grupo un párrafo
de la historia de San Valentín.
Indique a los grupos que deben unir los
párrafos entregados en el orden correcto para
poder formar la historia de San Valentín.
lectura de la historia para revisar la coherencia.
Ayúdese de imágenes alusivas al vocabulario
nuevo para permitir una mejor comprensión.
4. Lea a los estudiantes la casilla “Valentine’s
day in Scotland” de la página ( ). De las
explicaciones pertinentes.
5. Invite a los estudiantes a hablar sobre la
celebración de San Valentín en su país.
ACTIVIDAD 2: LOVE FLOWER CARD
NIVEL: A1
LENGUAJE: Vocabulario del salón de clase
DURACIÓN: 25 min.
MATERIALES: fotocopias de la hoja de
trabajo para cada estudiante, cartulina, tijeras,
pegante, escarcha, marcadores, colores, 2
gorros de cualquier material.
PLAN DE TRABAJO
1. Comente a los estudiantes sobre la
celebración del Festival de San Valentín en
doblada por la mitad y pídale que arme y pegue
la flor en la cara frontal de la cartulina.
alusivo a la ocasión y pídales que lo escriban en
la parte interior de la tarjeta.
persona cuyo nombre escogieron.
ACTIVIDAD 3: VALENTINE’S DAY SYMBOLS
CROSSWORD.
NIVEL: A1
LENGUAJE: Vocabulario alusivo a la
celebración de San Valentín, reconocimiento
de palabras y letras, expansión de vocabulario,
desarrollo de habilidades para el uso del
diccionario.
DURACIÓN: 20 min.
para cada estudiante, lápiz, marcadores.
PLAN DE TRABAJO
1. Pida a los estudiantes que resuelvan el
crucigrama.
2. Invite a los estudiantes a relacionar el
vocabulario con la festividad.
Let me introduce myself. My name is Valentine. I lived in Rome during the third century. That was a
long, long ago! At that time, Rome was ruled by an emperor named Claudius. I didn’t like Emperor
Claudius, and I wasn’t the only one! A lot of people shared my feelings.
Claudius wanted to have a big army. He expected men to volunteer to join. Many men just did not
want to fight in wars. They did not want to leave their wives and families. As you might have guessed,
not many men signed up. This made Claudius furious. So what happened? He had a crazy idea. He
thought that if men were not married, they would not mind joining the army. So Claudius decided
not to allow any more marriages. Young people thought his new law was cruel. I thought it was
preposterous! I certainly wasn’t going to support that law!
Did I mention that I was a priest? One of my favorite activities was to marry couples. Even after
Emperor Claudius passed his law, I kept on performing marriage ceremonies -- secretly, of course. It
was really quite exciting. Imagine a small candlelit room with only the bride and groom and myself.
We would whisper the words of the ceremony, listening all the while for the steps of soldiers.
One night, we did hear footsteps. It was scary! Thank goodness the couple I was marrying escaped in
time. I was caught. (Not quite as light on my feet as I used to be, I guess.) I was thrown in jail and told
that my punishment was death.
I tried to stay cheerful. And do you know what? Wonderful things happened. Many young people
came to the jail to visit me. They threw flowers and notes up to my window. They wanted me to know
that they, too, believed in love.
One of these young people was the daughter of the prison guard. Her father allowed her to visit me
in the cell. Sometimes we would sit and talk for hours. She helped me to keep my spirits up. She
agreed that I did the right thing by ignoring the Emperor and going ahead with the secret marriages.
On the day I was to die, I left my friend a little note thanking her for her friendship and loyalty. I
signed it, “Love from your Valentine.”
I believe that note started the custom of exchanging love messages on Valentine’s Day. It was written
on the day I died, February 14, 269 A.D. Now, every year on this day, people remember. But most
importantly, they think about love and friendship. And when they think of Emperor Claudius, they
remember how he tried to stand in the way of love, and they laugh -- because they know that love
cannot be beaten!
Name: __________________________________ Date: _________________
VALENTINE’S DAY CROSSWORD PUZZLE
1
1
2
4
3
4
3
ACROSS
1.
DOWN
2. Emotion of strong affection
and personal attachment.
2. Relationship between Calvin and
2. One of the common gifts on
3.
3.
4. The symbol of love.
4. An Angel of love.
Hobbes, Charlie and Snoopy, Bart
and Millhouse.
St. Valentine’s day.
Mother's DAY
Mother's day
Mother’s day comes from ancient traditions:
Celebrations in the time of Greeks and Romans
The tradition of Mother’s Day started with the
ancient Greeks who celebrated their annual
spring festival in honor of Rhea, the mother of
many gods and goddesses in Greek mythology.
Ancient Romans also celebrated a spring festival
by the name of Hilaria in honor of Cybele, a
mother goddess, some 250 years before Christ
was born.
Celebrations in UK
In the UK, Mother’s Day celebrations started
by the name of Mothering Sunday. Mothering
Sunday came to be celebrated in the UK during
the 17th century. Children of poor families
were sent to work as apprentices and domestic
servants for the rich. These children were allowed
to visit their “Mother Church” or the Cathedral
of their home town annually in the middle of the
month. Children met their mothers after visiting
the church and presented them with flowers and
special “Mothering Cakes”.
Struggle of Anna Jarvis
A loving daughter from West Virginia, Anna Jarvis
is recognized as the “Founder of Mother’s Day”
or “Mother of Mother’s Day”. Anna was inspired
by her activist mother, Mrs. Ann Marie Reeves
Jarvis, who expressed a wish that someone
should strive to provide mothers their due
recognition. After her mother’s death in 1905,
Anna’s determination became strong and she
along with several supporters started lobbying
for the official holiday of Mother’s Day by writing
letters to the people in power. To celebrate
Mother’s Day, Anna sent her mother’s favorite
flower, carnations, to her local church requesting
people to wear them in honor of their mothers.
The idea gained immense popularity over the
years and in 1910, West Virginia became the first
state to recognize Mother’s Day as a holiday.
Adapted from: http://www.mothersdaycelebration.com/
mothers-day-history.html
HOW IS MOTHER’S DAY
CELEBRATED AROUND THE
WORLD?
Mother’s day is celebrated on the
second Sunday of May. Many people
send cards or gifts to their mother
or mother figure, or make a special
effort to visit her. Common Mother’s
Day gifts include flowers, chocolate,
candy, clothing, jewelry and treats,
such as a beauty treatment or trip
to a spa. Some families organize
an outing for all family members
or hold a special meal at home or
in a restaurant. In the days and
weeks before Mother’s Day, many
schools help their pupils to prepare
a handmade card or small gift for
their mothers.
There is a tribute that involves
wearing a flower on mother’s day.
If a girl or woman is seen wearing
a pink or red flower, it is assumed
that her mother is alive. If the flower
is white, it signifies that the girl or
woman’s mother is dead.
TEacher's guide
ANTES DE INICIAR LAS ACTIVIDADES
1. Lea y explique a los estudiantes el origen de
la celebración del día de la madre. Apóyese en
imágenes para facilitar la comprensión.
2. Invite a los estudiantes a hablar sobre el día
de la madre en su país. Establezca semejanzas y
diferencias con las costumbres de otros países.
ACTIVIDAD 1: MOTHER’S DAY YARN
FLOWER GREETING CARD
ACTIVIDAD 2: SECRET MESSAGE FOR MOM
NIVEL: A1
LENGUAJE: Vocabulario y estructuras
lingüísticas básicas, reconocimiento de letras y
sonidos del abecedario.
DURACIÓN: 20 min.
para cada estudiante.
PLAN DE TRABAJO
1. Invite a los estudiantes a resolver el mensaje
NIVEL: A1
LENGUAJE: Vocabulario relacionado con la
celebración, instrucciones de trabajo.
DURACIÓN: 30 min.
trabajo y 1/8 de cartulina de colores para cada
estudiante, lectura de la página __, lana de
colores, cartón corrugado, tijeras, pegante.
PLAN DE TRABAJO
1. De a cada estudiante 1/8 de cartulina y la
copia de la hoja de trabajo.
2. Pida a los estudiantes que sigan las
oculto siguiendo el código indicado.
2. Lea con los estudiantes la casilla de datos
curiosos de la página ___.
ACTIVIDAD 3:
NIVEL: A1
LENGUAJE: Vocabulario del poema,
instrucciones de trabajo.
DURACIÓN: 25 min.
para cada estudiante en cartulina, tijeras,
pegante, témperas, pinceles.
instrucciones para decorar la tarjeta.
3. Invite a los estudiantes a que escriban en el
interior de la tarjeta frases alusivas al día de la
madre como:
PLAN DE TRABAJO
instrucciones para realizar la mariposa.
2. Invite a los estudiantes a repetir y
Happy Mother’'s day.
I love you Mom.
memorizar el poema.
How to make a Mother’s day yarn flower greeting card:
• Cut out the image below and paste it on a piece of cardboard folded in half.
• Glue down strands of yarn for stems, making them a bit longer than needed.
•Cover the spiral flower outlines with glue starting from the center and paste the yarn. The stems’ top
ends should be covered.
•Cut out flowerpot shapes out of corrugated cardboard and paste them in place, overlapping the
stem ends a bit.
•Tie small yarn bow ties and paste them on top of the stems - that will make the leaves.
Optional: you can make a yarn border for the card.
Name: __________________________________ Date: _________________
Use the alphabet code to solve the secret Mother’s day message
A=1
B=2
C=3
D=4
E=5
F=6
G=7
H=8
I=9
J = 10
K =11
L = 12
M = 13
N = 14
O = 15
P = 16
Q = 17
R = 18
S = 19
T = 20
U = 21
V = 22
W = 23
X = 24
Y = 25
Z = 26
LEFT HAND
X2
How to make a hand butterfly:
• Paint the palm of your hand with paint and put
them on the dotted hand marks. Let the paint dry.
• Cut around the hand prints and paste them by the
thumbs, one over the other. Cut out the butterfly’s
body shape and paste it.
•Use the cardboard leftovers to make the butterfly’s
antennas and some other decoration you may want.
•Cut the poem and paste it on the butterfly.
This isn’t just a Butterfly
As you can plainly see.
I made it with my hand
Which is a part of me.
It comes with lots of Love
Especially to say
I hope you have a very
Happy Mother’s Day
RIGHT HAND
X2
Halloween
Halloween
Halloween celebrates a lot of things, including the
lives of people who aren’t with us anymore.
Many hundreds of years ago, people called the
Celts lived in Europe and on the British Isles. The
Celts believed that the souls of the dead visited
Earth on the last day of October. They had a
festival in honor of these souls of the dead, and
they called it Samhain.
In time, the Roman Empire conquered the Celts
and took over some of their beliefs as well. This
included Samhain. The Romans combined it with
their own festivals. And since the Roman Empire
spread across a great part of the known world, the
idea that the souls of the dead visited Earth on the
last day of October spread far and wide.
Many ideas from the Roman days still survive in
the United States and in other Western countries.
Halloween is one of them.
But how did we get the name Halloween?
In the 8th Century, the Catholic Church declared
November 1st to be All Saints’ Day. The mass
that the Catholic Church celebrated that day was
called Allhallowmas. This meant “mass of all the
hallowed (saintly people)”. It was commonly called
“All Hallows’ Day.” And somewhere along the line,
the night before became known as Allhallowe’en,
which was short for “evening before All Hallows’
Day.” It was then shortened to what we now call it,
Halloween.
Why do people dress up as ghosts, goblins,
vampires, and other scary creatures?
The people who started all this Halloween
business many years ago believed that if they
appeared scary, they would scare away the spirits
of the dead who were roaming the earth on All
Hallows’ Eve. These people also carried food to the
edge of town and left it there, hoping the spirits
would eat that food and not come raid the village.
Adapted from: http://www.socialstudiesforkids.com/
articles/holidays/halloweenhistory.htm
CURIOUS FACTS?
• In the United States trick-ortreaters are welcomed by placing
lighted pumpkins known as
jack-o’-lanterns in their windows.
• The North American tradition
of trick or treat comes from the
original idea that you must be kind
to dead ancestors or they will play a
trick on you.
• In North America, people believed
that it was bad luck for a black cat
to cross your path. It was believed
that it was unlucky for a black cat to
come into their homes or travel on
their ships.
• One of the most well-known
Halloween games is apple bobbing
or ducking where people try to grab
apples with their teeth. Sometimes
the apples are in a bucket of water;
sometimes they’re hanging from
the ceiling.
TEacher's guide
ACTIVIDAD 1: WHAT’S THE CELEBRATION
NIVEL: A1
LENGUAJE: Vocabulario de la historia,
de vocabulario.
DURACIÓN: 30 min.
para cada estudiante, lectura de la página __,
colores, lápiz.
PLAN DE TRABAJO
1. Indique a los estudiantes que sigan el orden
de las letras para unir los puntos y formar la
imagen.
2. Invite a los estudiantes a descubrir la
celebración a que hace alusión la imagen
presentada y pídales que hablen sobre la
celebración del Halloween en su país.
3. Haga la lectura de la página ( ). Ayúdese de
2. Invite a los estudiantes a pensar en la
relación del vocabulario nuevo con la festividad
de Halloween.
3. Lea con los estudiantes la casilla de datos
curiosos en la página ___ para aclarar la
relación de las palabras de la sopa de letras con
la celebración trabajada.
ACTIVIDAD 3: HALLOWEEN MASK
NIVEL: A1
LENGUAJE: Canto del trick or treat.
DURACIÓN: 25 min.
trabajo para cada estudiante, cartulina, tijeras,
pegante, escarcha, marcadores, colores, banda
elástica, cinta pegante.
PLAN DE TRABAJO
1. Pida a los estudiantes que decoren la
imágenes alusivas a la historia y al vocabulario
nuevo para permitir una mejor comprensión.
máscara usando marcadores, colores y
escarcha.
ACTIVIDAD 2: HALLOWEEN WORD SOUP
elástica con cinta pegante.
2. Ayude a los estudiantes a pegar la banda
3. Invite a los estudiantes a repetir después de
NIVEL: A1
LENGUAJE: Vocabulario alusivo al Halloween,
de vocabulario, desarrollo de habilidades para
el uso del diccionario
DURACIÓN: 20 min.
para cada estudiante, lápiz, marcadores.
PLAN DE TRABAJO
1. Pida a los estudiantes que encuentren las
palabras en la sopa de letras.oculto siguiendo el
código indicado.
usted el canto de “trick or treat”.
TRICK OR TREAT CHANT
Trick or Treat, Trick or Treat
I want something good to eat
Trick or Treat, Trick or Treat
Give me something nice and sweet
Give me candy and apple too
And I won’t play a trick on you!
Name: __________________________________ Date: _________________
Join the dots following the order of the numbers. Can you guess what it is?
Name: __________________________________ Date: _________________
Find the hidden words
HAPPY HALLOWEEN WITCH
JACK-O’-LANTERN
TRICK OR TREAT
DRESS UP
BLACK CAT
APPLE BOBBING
MASK
CANDIES
CUSTOMES
GHOST
SCARECRAW
BARRANQUILLA'S
CARNIVAL
It is the most important feast in the country, one of the biggest carnivals in the world,
after Rio de Janeiro’s. It reflects the jovial and creative nature of our people, through
dances, cumbias, litanies and masquerades.
The carnival originates from the blending of
old pagan feasts and catholic tradition, at the
beginning of the 19th century, by German and
immigrant influences of different countries in
the world.
It takes place the second week of February; the
cultural event is four days of intense festivity,
begins with a float parade, then, “the Great
Parade” and finally Joselito Carvajal´s Funeral.
The parades
The carnival parades are: the Guacherma, that
takes place the week before the Saturday of the
carnival, it is a night parade of dances, cumbias,
folk groups and masquerades; the Battle of
Flowers, the Great Parade and the Joselito
Carnival’s Funeral.
The Pre-carnival begins formally with whistles
that announce the New Year arrival.
The pre-carnival events begin with Lectura
del Bando, then the Toma de la Ciudad, the
Children’s Carnival and so on. The most important
celebration is the Guacherna, fantastic night
parade, two Fridays before the Saturday of
Carnival.
The Battle of Flowers is a traditional float
parade, where national celebrities, Miss
Colombia and other International Misses
participate. The Great Parade takes place usually
on the Sunday of the carnival, on road 40.
Several folklore groups, dances and masquerades
participate, except the floats.
The Funeral of Joselito Carvajal, represents the
culmination of the festivity. Different groups
participate in a parade; but everyone follows in
the funeral procession..
The most traditional costumes of Barranquilla’s
Carnival are the marimonda, garabato, congo,
monocuco, comic personages.
Barranquilla´s Carnival is one of the most
important events, the opportunity to show the
cultural diversity celebrated in Barranquilla. It is
an example of life, happiness, and union, shared
with no difference and reflects strongly the jovial
and creative spirit of our people. It is a feast of
Colombia for the world, which includes holiday
traditions based on the creativity of our people
expressed in dance, music, crafts, costumes and
ways to celebrate.
TEacher's guide
Lea y explique a los estudiantes la historia
y simbología del Carnaval. Apóyese en la
información de la lectura en la página ( ).
ACTIVIDAD 1: MARIMONDA MASK
NIVEL: A1
LENGUAJE: seguimiento de instrucciones
DURACIÓN: 45 min.
para cada estudiante en 1/8 de cartulina blanca,
papel crepé de colores amarillo, azul, rojo y
verde, hilo caucho, pegamento.
PLAN DE TRABAJO
1. Pida a los estudiantes que lean y realicen el
ejercicio de la página de trabajo.
ACTIVIDAD 3: HIDDEN MESSAGE
NIVEL: A1
celebración.
DURACIÓN: 20 min.
PLAN DE TRABAJO
PLAN DE TRABAJO
1. Indique a los estudiantes que recorten la
máscara por la línea de borde
2. Pida a los estudiantes que hagan bolitas
de papel crepé de cada color, suficientes para
cubrir las superficies de la máscara según se
indica en la gráfica.
3. Indique a los estudiantes que peguen las
bolitas de papel crepe según el color indicado
en la guía.
ACTIVIDAD 2: CARNIVAL VOCABULARY
LETTER SOUP
NIVEL: A1
celebración, desarrollo de habilidades para el
uso del diccionario
DURACIÓN: 15 min.
1.Pida a los estudiantes que escriban el
abecedario en inglés en la parte posterior de la
hoja de trabajo y que posteriormente numeren
las letras del 1 al 26; siendo 1 la letra A y 26 la
letra Z.
2.Invite a los estudiantes a que descubran
el mensaje escondido siguiendo el código
numérico.
Mensaje escondido:
“Sharing all together among music, dancing,
parades, customs, and flowers. Barranquilla’s
Carnival is a sample of Colombian’s traditions
and people’s creativity and happiness”.
Blue
Green
Yellow
Red
Blue
Name: __________________________________ Date: _________________
Find the words in the letter soup.
Who lives it, is who enjoys it!
KI NGMOMOMOGUALM
JOSEPRAPACUMBI A
ODMUSTRFLAWOSTS
SAQWXZI HKRMNCAQ
ENGRBFMNKNLOYNU
LCGARAOLI I TCAYE
I EPI UYNLTVRUWCR
TWPARADEKAQCAI A
OSADFGAHJLKOLSD
MNRBVCXZPAORDUE
FRTDRUFGHYDRUMS
MOYGARABATOMEUS
CDI SGUI SEJOSUNY
BATTLEOFFLOWERS
BATLUOGUACHERNA
King Momo
Drums
Battle of flowers
Dance
Cumbia
Garabato
Guacherna
Party
Parade
Disguise
Joselito
Carnival
Monocuco
Masquerade
Litany
Music
___ ___ ___ ___ ___ ___ ___
19 8 1 18 9 14 7
___ ___ ___ ___ ___
1 13 15 14 7
___ ___ ___
1 12 12
___ ___ ___ ___ ___ ___ ___ ___
20 15 7 5 20 8 5 18
___ ___ ___ ___ ___, ___ ___ ___ ___ ___ ___ ___,
13 21 19 9 3
4 1 14 3 9 14 7
___ ___ ___ ___ ___ ___ ___, ___ ___ ___ ___ ___ ___ ___, ___ ___ ___
16 1 18 1 4 5 19 3 21 19 20 15 13 19 1 14 4
___ ___ ___ ___ ___ ___ ___.
6 12 15 23 5 18 19
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___’ ___ ___ ___ ___ ___ ___ ___ ___
2 1 18 18 1 14 17 21 9 12 12 1 19
3 1 18 14 9 22 1 12
___ ___ ___
9 19
1
___ ___ ___ ___ ___ ___
19 1 13 16 12 5
___ ___
15 6
___ ___ ___ ___ ___ ___ ___ ___ ___’___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
3 15 12 15 13 2 9 1 14 19
20 18 1 4 9 20 9 15 14 19
___ ___ ___
1 14 4
___ ___ ___ ___ ___ ___’___
16 5 15 16 12 5 19
___ ___ ___
1 14 4
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
3 18 5 1 20 9 22 9 20 25
___ ___ ___ ___ ___ ___ ___ ___ ___.
8 1 16 16 9 14 5 19 19
Christmas
A Brief History of Christmas
Christmas is a Christian holiday that celebrates
the birth of Jesus Christ. No one knows the exact
date of Christ’s birth, but most Christians observe
Christmas on December 25th.
CHRISTMAS SYMBOLS
On this day, many go to church, where they
take part in special religious services. During
the Christmas season, they also exchange gifts
and decorate their homes with holly, mistletoe,
and Christmas trees. The word Christmas comes
from Cristes Maesse, an early English phrase that
means Mass of Christ.
• Angel: an angel told the shepherds of the birth of
Jesus. Angels come in many forms for Christmas
decorations including the tree topper.
The story of Christmas comes mainly from
the Gospels of Saint Luke and Saint Matthew
in the New Testament. According to Luke, an
angel appeared to shepherds outside the town
of Bethlehem and told them of Jesus’ birth.
Matthew tells how the wise men, called Magi,
followed a bright star that led them to Jesus.
FACTS
• Santa Claus has a Dutch origin. He was
developed from St. Nicholas who was a real
person. St. Nicholas, was the patron saint of
school boys. He brought gifts to the children.
• The idea that Santa Claus comes down the
chimney originated in Norway, where children
hang Christmas stockings on the fireplace mantel.
• Christmas trees have pagan origins. When
pagans became Christian, they used evergreens
(a sacred tree) for the holiday by decorating them
with nuts and candles. They sang Christmas carols
as they danced around the Christmas tree.
• Christmas colors are red and green. Today,
traditional Christmas activities include caroling,
making and giving gifts, sending cards to family
and friends, and enjoying festive dinners and
parties.
• Advent Wreath: four candles placed on a wreath.
One candle is lit each Sunday before Christmas in
anticipation of Christ’s birthday.
• Bells: church bells rang to announce the birth of
Jesus. They still ring today.
• Candles: represent the light that Jesus brought
to earth. Pagans who converted to Christianity
used candles on the sacred evergreen tree.
• Christmas caroling: is a medieval custom of
singing and dancing around a Christmas tree.
Early carols weren’t holy enough for singing inside
a church, so caroling was done outside.
• Christmas stockings: there is a legend associated
with the origin of the Christmas stockings. St.
Nick, who wanted to remain anonymous and help
a poor family, threw gold coins down their
chimney. They fell into a stocking that was
hanging there to dry.
• Christmas tree Lights: the lights represent Christ
as being the “Light of the World.” Lights also
represent stars. Candles were first used as lights
on the Christmas tree.
• Gifts: the first Christmas gifts were given by the
Wisemen to Baby Jesus.
• Reindeer : reindeer were the animals chosen by
St. Nicholas to pull his sleigh. His reindeers’
names are Dasher, Dancer, Prancer, Vixen, Comet,
Cupid, Donner and Blitzen. Rudolph the
Red-nosed Reindeer is the most famous.
• Star: the Star of Bethlehem guided the Three
Wisemen to Baby Jesus.
• Three Wise men: three kings travelled far to see
Jesus. They brought their best treasures for gifts.
TEacher's guide
ACTIVIDAD 3: NATIVITY
Lea y explique a los estudiantes la historia y
los hechos importantes del Día de la Navidad.
Apóyese en la información de la lectura en la
página ( ).
NIVEL: A1
LENGUAJE: Seguimiento de instrucciones
DURACIÓN: 40 min.
trabajo, colores o marcadores, pegante, tijeras.
ACTIVIDAD 1: CHRISTMAS WORD SEARCH
NIVEL: A1
celebración, desarrollo de habilidades para el
uso del diccionario.
DURACIÓN: 15 min.
para cada estudiante, diccionario inglés –
español.
PLAN DE TRABAJO
1. Pida a los estudiantes que resuelvan la sopa
de letras.
2. Invite a los estudiantes a buscar el
significado de las palabras en el diccionario.
ACTIVIDAD 2: CHRISTMAS TREE
NIVEL: A1
LENGUAJE: Seguimiento de instrucciones de
trabajo.
DURACIÓN: 40 min.
para cada estudiante en cartulina blanca,
escarcha verde, roja o azul, pegamento, cinta
pegante, tijeras.
PLAN DE TRABAJO
instrucciones de la hoja de trabajo para armar
el árbol navideño. Invítelos a decorarlo con
escarcha.
PLAN DE TRABAJO
1. Pida a los estudiantes que decoren, recorten
y peguen las figuras del pesebre.
Cut out the two shapes and cut along the dotted lines to the middle.
Slide the two pieces together and open out. Use tape to hold them together.
Cut the figures and paste them on the manger.

1. - Cartografías Pedagógicas

Transcripción

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