182 TTM Arg Revista

182_ttm_revista_ar_Maquetación 1 23/06/15 15:28 Page 1
• Año XVII • Nro. 182 • Argentina $ 54,90

• Uruguay $ 150 • Paraguay Gs 30.000
• El Salvador U$S 3,10 • Costa Rica C 1.600
• Venezuela BsF 30 • Honduras HNL 59
• Ecuador U$S 3,40 • Perú Soles 15 • Bolivia $ 45,00
• Chile $ 1.900 I, II y XII Región $ 2.300
QR Treasure Hunt Generator! http://www.classtools.net/QR/create.php
T his Quick Response (QR) code generator

allows users to encode any type of textual
information. In this case, we are going to
encrypt questions for a Treasure Hunt game.
Step 4:
Click on “Create the QR Challenge”, and you will get a link
for your completed QR
Treasure Hunt.
Once the codes are printed on paper, students with
a QR app can scan them and decode the different questions.
Step 5:
Step 1: Click on the link, print the codes, cut them out and display
them around the school.
Provide a
title for your
quiz. Step 6:
Arrange the students in groups. At least one pupil in each
Step 2: group must have a device with a ready-to-use QR reader.
Copy your
questions Step 7:
and answers.
Students find the codes, scan them and answer the
You must
questions.
write at least
five questions.
Step 8:
Step 3: The group with most correct answers wins!
Provide a
password so Hope you and your students have fun with QR codes!
you can edit your quiz later.
Natalia Moré.
Here is the link to your completed QR Treasure Hunt

http://goo.gl/yo7a0Q
Page 2:
I
ICT: QR Treasure Hunt
Contents
Generator
n this issue of The Teacher’s Magazine, you will find lots
Pages 4 & 5
of activities to do with all ages and levels. There are lesson Using Quotations to Motivate
plans to work on Peace and Non-violence for teenagers and
Pages 6 & 7:
adults. For very young learners, you will find how to It Starts with You
reinforce Classroom Rules, and activities and cards for Children’s Day.
Pages 8 & 9:
There are activities to work with San Martín’s Day: for young learners, a Children’s Day
colouring page of the crossing of the Andes and cards, while for Pages 10 to 13:
teenagers, a biography to reinforce grammar and vocabulary. Classroom Rules
Last but not least, you will find activities to work with two short videos: Pages 14 & 15:
Signs and Paperman, which deal with the topic of love. Peace Symbols
Page 16:
We hope you enjoy this issue and make the most of it! Gandhi and Non-violence
Page 17:
The Teacher’s Magazine team Non-violence - Martin
Luther King Jr and Bob Dylan
Pages 18 & 19:
A Prize for Peaceful
Revolutionaries
Page 20:
Martin Luther King Jr.’s
speech and Bob Dylan’s song.
Page 21:
San Martín
Page 22:
San Martín - Cards
Page 23:
Children’s Day - Cards
Page 24:
Working with Videos: Signs
& Paperman
Page 26:
Global Culture Corner:
International Day of the
World’s Indigenous Peoples
Page 27:
Sport and Peace
Pages 28 to 30:
The Velvet Revolution
Poster 1
Quotes
Poster 2
Classroom rules
Directora: Karina Uzeltinger / Diseño y diagramación: Fabián Legnini / Colaboradores: Geraldina Salaberry Serrano, Agustina Negretti, Marcela Caimani Ferrer, Mariana Prats, Yesica Galliano, Fabricio Inglese, Lorena Ferrari, Silvia
Gianotti, Ana Luz Vielba Rodríguez, Sebastián Albizuri / Administración: Claudia Traversa, Sergio Vicente / Asistente de dirección: Dario Seijas / Archivo digital: Cecilia Bentivegna / Ilustración: Alberto Amadeo, Fernando Cerrudo,
Emmanuel Chierchie, Gabriel Cortina, Mariano Martin / Color digital: Gonzalo Angueira, Mónica Gil, Natalia Sofio / Comercio exterior: Walter Benitez, Pablo Fusconi / Comunicación y atención al cliente: Carlos Balajovsky, Maia
Balajovsky / Congresos y capacitaciones: Micaela Benitez, Consuelo Pérez Fernández / Corrección español: Elisabet Álvarez, Marcelo Angeletti, Nicolás Fernández Vicente, Liliana Vera / Fotografía: Fernando Acuña, Mónica Falcioni,
ISSN: 1514-142X
Aldana Meineri, Laura Monzón, Susana Natol / Marketing y publicidad: Favio Balajovsky, Fernando Balajovsky, Gastón Monteoliva, Reinaldo Perdomo / Recepción: Mauro De Los Santos, Patricia Perona / Recursos humanos: Mariana
AÑO 17 - Nº 182 Medina / Recursos multimedia: Francisco Del Valle, Pablo Yungblut / Sistemas y web: Leandro Regolf, Raúl Robbiani / Servicio técnico: José Celis / Taller de manualidades: Valentina Di Iorio, Luciana Sabatini.
AGOSTO 2015
Editora Responsable y Propietaria: EDIBA SRL, Brown 474, Bahía Blanca, Buenos Aires. Argentina.
ESTA ES UNA
PUBLICACIÓN DE: Impresión: Forma Color Impresores SRL, Camarones 1768, CABA, Argentina. / Distribución: Argentina-Interior: D.I.S.A.,Luis Sáenz Peña 1832, (1135) CABA, Tel. 011-4304-2532 / 4304-2541 Argentina/CABA: Vaccaro Hnos. Representantes de Editoriales S.A.; Av.Entre Rios 919 1° piso (1080)
C.A.B.A.; CUIT 30-53210748-9 - República del Uruguay: Distribuidora Rodesol, Cerrito 701, Montevideo; Tel. 0059-82-9240766, Fax 0059-82-9240761 - Paraguay: Distribuidora de Publicaciones Koeti, Montevideo 693, Asunción; Tel: (00595) 21445113 - Fax: (595) 21.445.113, e-mail: manuelo96@gmail.com - Bolivia: Agencia Moderna Ltda., Grupo
González, Calle Gral. Acha, E-0132 Cochabamba, La Paz; Tel.00591-4425-0074, Fax: 0059-1-4411-7024; e-mail: gonzalez@entelnet.bo - Colombia: Distribuidoras Disunidas S.A., Transversal 93 No 52-03, Bogota; Tel: 00571- 486-8000, Fax: 00571- 486-8000 int. 153 - Ecuador: Distribuidora Los Andes S.A, Disandes Ciudadela "La Garzota" Mz 27ma y Av
Agustín Freire (esquina), Guayaquil; Tel: 005934-227-1651 / 005934-227-1644, Fax: 005934-224-7138. - Costa Rica: Agencia de Publicaciones, 400 Sur y 100 Este de la Iglesia Católica de Zapote, San José; Tel: 00506- 283-9383, Fax: 00506-2326682 - Perú: Distribuidora Bolivariana S. A., Av. República de Panamá 3631/37, San Isidro; Tel. 0051-1-4412948,
0051-1-4412949, Fax 0051-1-4429747.
Escribinos a través de www.ediba.com. Anunciate con nosotros: publicidad@ediba.com.

Esta revista sólo se vende en los kioscos, aún no hemos implementando ningún sistema de suscripción, por lo que ninguna empresa está autorizada a realizarlo.
C 1999 The Teacher’s Magazine Prohibida la reproducción total o parcial del contenido de esta revista. Registro de Propiedad Intelectual Expediente Nº 5187958- Miembro de la Asociación Argentina de Editores de Revistas. Asociados al IVC
333
Using Quotations
to Motivate
A s a teacher, I am
always in the hunt
for inspiring ideas to
motivate my pupils.
How could I use them?
Being within reach and user-
oriented, these remarks from the
Some days ago, a teenage greatest minds can be used in
student of mine asked me about a countless ways to improve or
phrasal verb she had picked up in a enhance our everyday teaching. ‘I
quote, and I immediately made the like a teacher who gives you
connection. The old habit of keeping something to take home to think
a notebook of quotes excerpted from about besides homework’ (Lily
a book, a magazine or a poster Tomlin, American actress). Here are
compares to the modern updating of some ideas:
a file of ‘overlays’ (a combination of Quotations are effective
graphics, fonts or text) found on and conversation starters.
downloaded from the Internet. They are functional in assignments
or worksheets.
A quotation is a group of words or a
short piece of writing taken from a They come in handy to be used in
book, a play, speech, etc. and presentations or handouts.
repeated because it is interesting or They can be used in essay writing
useful (Oxford Advanced Learner’s or in relation to literature.
Dictionary). Proverbs and sayings They may be used to introduce new
could fit into the same category, as vocabulary, grammar structures,
they are witty remarks often based phrasal verbs, synonyms, antonyms,
on human nature. pronunciation.
Students could do research about
Why should I use quotes? the author or find out more quotes
• They foster literary awareness. on the same topic.
• They are at one’s fingertips on Students could find a quote that
the Internet. relates to an article, essay or book
• Students get used to reading they have just read.
them once and again. Teachers can use them in
• They promote self-reflection. bookmarks, name tags or welcome
They could either back one’s cards.
beliefs or provide deeper insight. A maxim could be a term’s motto or
• They promote spiritual, social a student’s choice to personalize
and cultural values. their work.
• They increase motivation and All in all, a quote can be a general
help develop high-level thinking truth, a fundamental principle, a
skills. well-known phrase or an aphorism.
They are easily available and
• Using or displaying them accessible. They deepen insight and
provides an example of how to provide food for thought. And best
contribute positively to the lives of all, they can be used in endless
of people in the educational ways by a resourceful teacher like
community. you!
•They can be displayed Silvia Gianotti
permanently or for a long time. They can be pinned on
noticeboards in classrooms, offices, waiting rooms, corridors,
etc. to make them visually rich.
4
My favourite
quotes
Education is the most powerful weapon which you can use to change the world.Nelson Mandela.
The whole purpose of education is to turn mirrors into windows. Sydney J. Harris.
Teachers open the door, but you must enter by yourself. Chinese Proverb.
I ﬁnd television very educating. Every time somebody turns on the set, I go into the other room and read a book. Groucho Marx.
Every now and then a man's mind is stretched by a new idea or sensation, and never shrinks back to its former dimensions.
Oliver Wendell Holmes Jr.
Be yourself. Everyone else is already taken. Oscar Wilde.
Don't judge each day by the harvest you reap, but by the seeds you plant. Robert Louis Stevenson.
Learning how to learn is life's most important skill. Tony Buzan.
You must be the change you want to see in the world. Mahatma Gandhi.
A journey of a thousand miles begins with a single step. Lao-tzu
Dreams don't work unless you do. John C. Maxwell.
Behind every brilliant performance there were countless hours of practice and preparation. Eric Buttterworth.
Luck is what happens when preparation meets opportunity. Seneca.
Keep your eyes on the stars, and your feet on the ground. Theodore Roosevelt.
Only I can change my life. No one can do it for me. Carol Burnett.
What lies behind us and what lies before us are tiny matters compared to what lies within us. Ralph Waldo Emerson.
Sources and References

http://www.brainyquote.com
https://www.polk-fl.net/staff/resources/documents/keystocharacter/WorkingWithQuotations.pdf
http://www.usingenglish.com/articles/quotations-for-motivation-in-esl-classroom.html
http://www.quotationspage.com
http://www.goodreads.com
http://www.lifeoptimizer.org/best-quotes/
http://en.wikiquote.org/wiki/Main_Page 5
It
Starts
T
his lesson plan is aimed at young learners at After that, invite students to talk about the situations shown in
elementary level. However, since the material the pictures.
presented is apt for other age groups as well,
adaptations can be made to use it with
children, teenagers or even adults.
B) Before reading activities
It deals with the topic of non-violence at school. 1) Energisers
Let's start by playing “Cross the line if...”. The game consists of
drawing a line or putting a piece of string on the floor to show
A) Brainstorming the division of the classroom in two halves. The students stand
First, stick some pictures or images on the board. Images may in front of the line, and cross it only if the statement the teacher
show parents yelling or discussing, someone scolding a child, reads is true for them. The statements can be changed according
children fighting, parents helping with the homework, someone to the age, context and experience of the students. Avoid getting
hitting a child, someone hugging/kissing/taking care of a child, a single student alone on one end of the line at the end of the
someone frightening/hurting/bullying a child, children playing game. To do so, think of a situation that applies to that person
together, children sharing school things/sweets, etc. and allows them to join the group (For instance, cross the line if
Then, bring a poster with a double entry chart: Very Aggressive you go to school.).
and Very Peaceful. The students, together with the teacher,
classify the pictures under the correct heading.
6
with
You
“Cross the line if...” C) While reading activity
- you have travelled abroad. Read the poem “All I Need to Know I Learned in Kindergarten”
- you have an exotic pet. by Robert Fulghum at
- you play a musical instrument. http://www.scrapbook.com/poems/doc/842.html
- you have travelled by plane.

- you have met a celebrity.
D) After reading activities
- you have been to a zoo. After reading the poem, the teacher asks these questions:
- you have watched a film at the cinema. Did you like the poem? Do you think you learned a lot in
kindergarten, at school, at home?
- you have worn a fancy dress.
Do you agree with all the things mentioned? Which ones don’t
- you play video games. you agree with? Why?
- you eat chocolate.
- you love hamburgers. E) Outcome: Making a Behaviour Contract
Under Mahatma Gandhi's popular quote “Be the change you
Once the students have crossed the line, the teacher asks them want to see in the world”, make a contract with your students.
some questions: Use some statements from the poem and students’ own ideas or
- How did you feel before crossing the line? Were you anxious? suggestions. As every contract is signed at the end, students
would do it as well.
- Were you more relaxed when you crossed the line? Why did you
Lorena Ferrari
want to be together with your group? Is it necessary to have all the
same likes and dislikes?
- What happens when you agree or disagree with someone? Do Sources and References
you stop talking to people you do not agree with? Do you respect http://www.scrapbook.com/poems/doc/842.html
others' opinion or style of living?
http://www.unicef.org/violencestudy/childfriendly.html
2) The Fist Game

The teacher closes his/her hand tightly and asks some students
to open it. Invite students to answer the following questions:
How did you achieve it? (Most students would say that they use
their force to open the fist.)
Is it necessary to use violence to get what you want?
Why didn't you just tell me to open the fist?
Is there any other way to reach your purpose?
Don't you think that using a violent behaviour generates more
violence?
7
a y
Children’s
C hildren’s Day was established
in different countries by
recommendation of the United
Nations General Assembly
(UNGA) in 1954. According to the UN, each
country could establish a date to promote
"fraternity and understanding among children
around the world". In Argentina, this special day
is commemorated every August.
D
You can take advantage of this especial day to reflect and
introduce important facts about children’s rights, encouraging
students to get to know them and realize their importance.
Task 4:
Then, children search for images in magazines in which
they can see vulnerated rights; for example, children at a
war, or alone, homeless, etc. They can also pay attention to
other situations in which children’s rights are respected.
The images can be displayed on cardboard divided into two
The UN Convention on the Rights of the Child has got 54 articles columns: two columns with a happy face and a sad face as
in total. You can download the full list at: headings.
http://www.everychild.ca/uploads/pa/fa/pafatA4P_2d1zBFKYCZWA/UNC
RC.pdf Task 5:
It is advisable to work with a simplified version of the main rights In pairs or in groups, depending on the number of students
adapted to your students. in the class, pupils choose one of the rights presented on
the photocopiable page to make a drawing on a sheet of
Task 1: paper using markers, glitter and other elements to illustrate
the right chosen. Make sure students write the heading
First, the teacher may want to share some cartoons which clearly.
illustrate children’s rights from the official UNICEF Web
page: http://www.unicef.org/crcartoons/. Finally, invite students to make a poster with all their
productions together.
Task 2:
After watching some of the videos, it is a good idea to
reflect on some questions: What is a right? What happens
when one or more rights are not respected?
Task 3:
There is a photocopiable page in which students have to
match different rights to their corresponding drawings.
Before doing the activity, the teacher should read each right
aloud, and let the children describe each picture.
8
Level: Beginner Age: Young Learners

CHILDREN’S DAY
Match the drawings to the children’s rights. NAME: ...........................................................................................................................
ALL THE CHILDREN HAVE THE

RIGHT TO…
EDUCATION
A FAMILY
AN IDENTITY
A NATIONALITY
RECREATION
PROTECTION AGAINST DISCRIMINATION
SHELTER
NUTRITIOUS FOOD AND WATER
HEALTH CARE
FREEDOM OF OPINION
9
Classroom Rules
T he best time to establish rules to work and
coexist in the classroom is NOW! If you have
not done it yet, this is the right time to begin
setting classroom rules. Make clear that limits
After analysing the rules together, there is a photocopiable
activity in which students have to cut out drawings which are
similar to the ones discussed above. They have to stick them on
the right column. One heading is a hand with a thumb up to
are necessary to live together in harmony and show the good actions to do in the classroom. For the bad ones,
peace, in a non-violent environment. there is a thumb down.
Incorporating the rules is a process that can start whenever you Another photocopiable page includes a set of hands with thumbs
consider it, although it is preferable to do it at the beginning of up, as the “like” from Facebook. There are many possibilities to
the course. This process continues throughout the school year, use it:
and would benefit both the group and the teacher.
First of all, each child can paint and decorate one hand, and write
The setting of these rules cannot be executed by their their mere their name on it.
enunciation. It should be done with the participation and
consensus of the group, promoting spaces to interchange
opinions, and analysing and reflecting on everyday situations in The teacher can reward the good actions of the week by using
the classroom. these “likes” to congratulate children on their good behaviour.
For instance, for saying “please”, for helping a classmate, for
raising their hand before speaking, for tidying up when the
In this issue, there is a poster with drawings that children can lesson is finished, for listening to the teacher and classmates, etc.
interpret and analyse, make oral exchanges and express their
views about some of the coexistence rules. It is advisable to work
together describing each picture, and agreeing on which of these Then, the teacher can choose either to put them on a “Board of
rules are important to your class. Surely, children would like to good actions”, or use them as badges so that students can take
express themselves in their mother tongue, so the teacher should them home, or stick them on their notebooks.
persuade them to use English by paraphrasing, encouraging them
to repeat the new words or phrases, and using the pictures to For elder kids, who are learning how to write and read, there is
convey meaning. another photocopiable activity in which students will draw each
of the rules the teacher reads aloud. Then, there are blanks that
Besides, the poster can be hung on a visible part in the can be filled in with their own rules. Finally, students sign their
classroom, so any time it is necessary, both children and teacher own commitment to respect it.
can go back to it. Mariana Prats
10
Level: Beginner Age: Very Young Learners

CLASSROOM RULES
Cut out the drawings below, and stick them in the right column.
NAME:
11
Level: Beginner Age: Very Young Learners

CLASSROOM RULES
12
Level: Beginner / Elementary Age: Young Learners

CLASSROOM RULES
Listen to your teacher. Read the rules and draw. Add 3 or 4 rules. Sign the agreement.
Step
CLASSROOM
RULES:
-DON’T SHOUT.
-LISTEN TO THE TEACHER

AND CLASSMATES.
-BE TIDY.
-DON’T PUSH
CLASSMATES.
-SAY “PLEASE”,
“THANK YOU” AND “SORRY”.
-SHARE YOUR THINGS.
-HELP EACH OTHER.
- -------------------------------------------
- -------------------------------------------
- -------------------------------------------
- -------------------------------------------
MY NAME’S ------------------------------------------- AND I PROMISE TO FOLLOW

THESE RULES SINCE THEY HELP US WORK IN A PEACEFUL CLASSROOM.
-------------------------------------------
SIGNATURE
13
Symbols
T his lesson plan based on the topic of peace
symbols is aimed at elementary level students.
The material presented includes step-by-step
4) To introduce activity B, show students the different
versions of the peace symbols. You can search images on the
Internet. If you do not have Internet access in the classroom,
teacher’s notes to guide students throughout the you can make your own flashcards with cardboard. After that,
activities and a worksheet for students to complete. Throughout tell students they will create their own version of the peace
this entertaining lesson plan, students will acquire new symbols. Students say aloud which colours they are going to
information to enrich their culture, revise colours, answer choose to paint the peace symbols. This exercise is meant to
questions, develop their reading comprehension skills, learn about promote creativity as well as to revise colours.
antonyms, use dictionaries, and design their own peace symbol.
5) Tell students that the artist Pablo Picasso created a version
of the dove with the olive branch. Ask one volunteer to read
Objectives the instructions in photocopiable activity C on page 15.
 To introduce the topic of peace symbols. Students read the text alone. Once they have finished, you can
read it aloud for the whole class, and explain any doubts.
 To revise colours.
Then, students complete activity C 1. Once they have read the
 To practise word formation. text, ask questions to check reading comprehension skills.
 To promote creativity.
6) The text has words in bold to promote the use of
 To develop reading comprehension skills.
dictionaries. Either paper or online dictionaries can be used to
 To teach how to use a dictionary. look up the words in activity D. It would be a good idea to
 To introduce the word “antonym” and its meaning. introduce the use of bilingual dictionaries, and teach how to
profit from them.
Pre- Tasks 7) Students complete photocopiable activity E on page 15 to

As a pre-task, you may introduce the topic by writing the term match the antonyms of words from the text. As a pre-task, ask
peace on the board. Then, you may ask the question Do you them if they know the term “antonym”. Explain
know the word “peace”?, while pointing out the word that they are words with opposite meanings.
written on the board. After that, you may elicit answers
to these questions: What’s peace? Is peace good or bad?
Final task
Which is the opposite word of peace? Do you know any
peace symbols? 8) As a final task, students create a new
peace symbol. Brainstorm ideas about
the shape and colours they may wish to
Tasks use. Tell them that they may add any kind
1) Explain that there are different kinds of symbols which
of materials at home to decorate it. They
represent peace. Then, show your students photocopiable
can use pieces of magazines, cardboard,
activity A 1 on page 15. Tell them to point at the dove with
wool strings, buttons, etc. The following
the olive branch, the peace sign, the broken rifle, the V sign
class, they share their
and the white poppy.
productions with their
classmates.
2) Afterwards, you may ask students: Which
colour are doves? Which colour are rifle? Marcela Caimani Ferrer
Which colour are hands? Which colour
are poppies? Then, ask them to read
the instructions in photocopiable
activity A 2 on page 15, and to match
the drawings with the name of the
symbols.
3) In activity A 3, students put the letters in

order to form the words correctly. To
encourage students, you can do the first word
orally together with them. If you wish to turn this
exercise into a game, divide the class into groups of 4 Sources and References
learners. The team who finishes first is the winner. http://en.wikipedia.org/wiki/Peace_symbols
http://www.bbc.co.uk/bbcone/modernmasters/virtual-
14 exhibition/picasso/13-dove.shtml (Picasso’s Dove of Peace)
Level: Elementary Age: Young Learners/Teenagers

PEACE SYMBOLS
A) 1) Look, listen to your teacher, and point.
A B
D
C
E
2) Match the names of the symbols with the drawings in activity 1.
Dove with olive branch ____
V sign ____
Broken rifle____
Red poppy____
Peace sign____
3) Unjumble the words.

a) e/a/c/p/e :__________________
b) l/v/o/i/e:___________________
c) p/p/p/y/o:__________________
d) g/i/n/s:____________________
B) Colour the peace symbols in activity A.
C) Read the text. Pablo Picasso
Pablo Picasso was an artist. He was born in Málaga, Spain. He is famous for his paintings, but he was
also a sculptor, a ceramist and a poet. He designed one of the most popular peace symbols: the Dove of
Peace. He presented it for the first time in Paris in 1949.
D) Look up the meaning of the words in a dictionary. Write the definitions.
1) Painting:
2) Also:
3) Design (Verb):
4) First:
E) Match the antonyms.

1) peace a) last
2) famous b) out
3) first c) war
4) in e) anonymous
Key: A 2) E, C, D, B, A; 3) a) peace, b) olive, c) poppy, d) sign; D) Answers taken from wordreference.com. 1) Painting: a picture, design, or piece of art done in
paints, 2) Also: in addition, too, 3) Design (Verb): to develop, set up, and plan for a purpose, 4) First: being before all others with respect to time, order, rank,
importance, etc. ; E) 1) c), 2) e), 3) a), 4) b).
15
Level: Pre-Intermediate Age: Teenagers/Adults

GANDHI AND NON-VIOLENCE
A) How do you relate the following words to Gandhi and/or non-violence? If you can’t find a connection,
do a quick Internet search.
passive resistance - civil disobedience - fast (not eating) - peaceful opposition - boycott -
non-cooperation
B) Watch a video about Gandhi’s life at https://www.youtube.com/watch?v=GWhCniD9VkI, and order the following
sentences as they are mentioned in the video.
a) He worked for a South Africa law firm.
b) He was sent to prison.
c) He got married at the age of 13.
d) His birthday is a national holiday in India.
e) In India, he saw that Indian people were treated unfairly by the British.
f) He was born on 2nd October 1869 in Porbander, India.
g) He was assassinated in 1948.
h) Gandhi started non-violent protests.
i) One of his demonstrations was against the salt tax. It’s called the Salt March.
C) This video https://www.youtube.com/watch?v=TkHTbkPoEQ8 tells us a little more about Gandhi’s philosophy of

non-violence. Read the quotations the author introduces, and choose one. Explain to your classmates why
you chose it.
D) Find other leaders for non-violence. Choose one. In groups, make a video about their life including
quotations.

http://www.bbc.co.uk/ethics/war/against/nonviolence.shtml
http://www.nonviolenceinternational.net/seasia/whatis/book.php
Key: B) c), f ), a), e), h), b), i), g), d).

16

NON-VIOLENCE
Martin Luther King Jr. and Bob Dylan
A) Brainstorming. Write things that you can do to prevent violence.
Non-violence
B) Do you know who Martin Luther King Jr. was? Use the following words to make a short paragraph about him.
African-American - born 1929 - civil rights movement - leader - Baptist - minister - Nobel Peace Prize
non-violent approach - assassinated in 1968.
C) In 1963, Martin Luther King Jr. led a march to G) Who were Bob Dylan and M. L. King Jr.? Find more
Washington. Put together the pieces of the puzzle, and information, and choose the correct answer.
then, read the text. 1) Bob Dylan is a
a) writer. b) singer. c) poet.
2) He sings different kinds of songs. But he is

famous for his
a) protest songs. b) love songs. c) punk
songs.
3) Martin Luther King Jr. was a minister,

a) leader of a church.
b) leader of a cult.
c) leader of a non-violent movement.
4) In the “I have a dream” speech, he says that

the dream
D) True or false? a) “is the enemies’ nightmare”.
1) The march was less than 50 years ago. b) “is deeply rooted in the American dream”.
2) It was the centenary of the United States emancipation. c) “is not to change the course of history”.
3) There were only a few speakers.
4) In the speech, M. L. King Jr. called for an end to racism. 5) In the speech, he said that 100 years after
5) Bob Dylan sang the Happy Birthday song. Abraham Lincoln had declared the slaves free,
a) there was a union between people of all
E) Underline the verbs in the text. colours of skin.
b) the white people were still being segregated
F) Put these irregular verbs in the past tense. from society.
c) the black people were still being segregated
To give from society.
To sing If you want to read M. L. King’s speech and listen to Bob
To speak Dylan’s song, go to:
To have http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
(speech)
To be (is/are)
https://www.youtube.com/watch?v=vWwgrjjIMXA (song)
Key: B) Possible Answer: Martin Luther King Jr. was born in 1929. He was a Baptist minister. He was a leader in the civil rights movement for African-Americans.
He won the Nobel Peace Prize. He was assassinated in 1968; D) 1) False, 2) False, 3) False, 4) True, 5) False; E) was, was, told, delivered, called, interpreted;
F) gave, sang, spoke, had, was/were; G) 1) b, 2) a, 3) c, 4) b, 5) c.
17

A PRIZE TO PEACEFUL REVOLUTIONARIES
The Nobel Peace Prize is an annual award given to people or organisations that have
done their most for peace causes. It was created in 1901 after the death of Alfred
Nobel, a Swedish inventor who donated his wealth to reward those who devoted their
lives to the benefit of humanity. Nobel’s life was contradictory, since the inventions
he made collaborated to the cruelty of wars.
A) Look at the following list of words. Some of them are related to peace and some others to war. Place them
in one of the columns according to your opinion.
weapon killed tolerance pacifist benefit army enemy democracy
conflicts rockets fraternity cannons progress dynamite
Peace War
B) The following sentences explain some of the most important facts of Alfred Nobel's life. Use the words
from the previous exercise to fill in the gaps.
1) During the Crimean …………., his father provided the Russian …………. with mines that blocked the ………….’s
naval ships.
2) In 1864, a failed experiment with nitroglycerine in his laboratory …………. Nobel’s brother and many other people.
3) Although Alfred Nobel invented …………. with the intention of using it for the construction industry, it was finally
used as a …………. in different international …………. .
4) Dynamite was an innovation for …………. and …………., which made Nobel extremely wealthy and allowed him to
have laboratories in five European countries.
5) In his final years, Nobel interchanged many letters with Bertha von Suttner, an Austrian …………. who convinced the
inventor of who convinced the inventor of the importance of peace in the world.
6) In his will, Alfred Nobel left about 265 million dollars of his wealth to fund the Nobel Prizes. These prizes were thought
for those people who gave the greatest …………. for humanity in 5 different fields: Chemistry, Physics, Medicine,
Literature and Peace.
7) According to Nobel’s will, the person who receives the Peace Prize must work for the …………. between nations.
Since 1901, 103 people and 22 organisations were recognised for cooperating with …………. and …………. .
8) As an inventor, Nobel made efforts to seek technological …………. by working with new materials like synthetic
rubber and leather, or artificial silk.
C) Some of the words in the previous exercises can be modified to change their meanings. Add prefixes
and/or suffixes to the following words (Some words may need a few changes.), and complete the sentences.
Prefixes Words Suffixes

Dis diplomat ment
democracy ing
In arm ant
pacify ism
Anti tolerance ry
weapon ive
conflict ic
kill ic
18

A PRIZE TO PEACEFUL REVOLUTIONARIES
1) There should be more politicians encouraging …………. of nations. Mother Teresa
2) Would it be a utopia to expect no …………. in revolutions? of Calcuta
3) Unfortunately, the …………. used in the 21st century is more dangerous than ever.
4) …………. is the movement that opposes all types of war and violence.
5) …………. relations are the most beneficial bond between nations.
6) Many Nobel Peace prize winners campaigned against …………. governments.
7) The main characteristic of dictatorships is that they are …………. of certain religions, social groups or political rivals.
D) Other words that need the use of suffixes are the adjectives that define nationalities. In this case, we give
you ten examples of Nobel Peace Prize laureates, and you have to find out the country where they were born
and which nationality they have.
Nobel Peace Prize Laureate Country

Eisaku Sato Henry Dunant Poland India
Mother Teresa Adolfo Pérez Esquivel France Pakistan
René Cassin Alfonso García Robles Argentina The United States
Rigoberta Menchú Lech Walesa Norway Switzerland
Martin Luther King Jr. Malala Yousafzai Mexico Guatemala
Fridtjof Nansen Japan
E) Desmond Tutu was a South African priest who fought peacefully in his country against Apartheid, a system
that strongly discriminated against black people and promoted racial segregation. He was awarded the Nobel
Peace Prize for his tireless efforts and, like many other Nobel Peace Prize laureates, was a peaceful
revolutionary. Read the most important facts of his life, and write a paragraph about Desmond Tutu. Use the
tense that best adapts to the chronological order.
1931: Birth: Kleksdorp, South Africa. Father: teacher; Mother: cleaner and cook in a school.
1943: Moves with his family to Johannesburg.
1960: Ordained Anglican Priest.
1976: During the Soweto riots, promotes economic boycott, organises peaceful marches, gives lectures
against apartheid at home and abroad, obtains support from all churches.
1980: Jailed after a peaceful march.
1984: Receives the Nobel Peace Prize.
1986: Elected first black Archbishop of Cape Town.
1994: Fall of Apartheid.
1996: Retirement from clerical life. Denounces human rights abuses, gives lectures against all types of
war and poverty, raises concern about and to fight HIV/AIDS, and supports gay and women's rights.
2011: Retires from public life.
2014: Receives his 127th honour (most of them prizes, recognitions from governments, universities and
foundations).
F) Once you have completed the task, write a paragraph about another Nobel Peace Prize laureate that you
can choose from the list at the official website: http://www.nobelprize.org/nobel_prizes/peace/laureates/

Desmond Tutu Biography - Academy of Achievement (December 6, 2013). Retrieved May 10, 2015, from http://www.achievement.org/autodoc/page/
tut0bio-1
Desmond Tutu Interview - Academy of Achievement (August 19, 2009). Retrieved May 10, 2015, from http://www.achievement.org/autodoc/page/
tut0int-1
Nobel Media; Alfred Nobel - His Life and Work; 2014; http://www.nobelprize.org/alfred_nobel/biographical/articles/life-work/
Nobel Media; All Nobel Peace Prizes; 2014; http://www.nobelprize.org/nobel_prizes/peace/laureates/
Nobel Media; Desmond Tutu – Facts; 2014; <http://www.nobelprize.org/nobel_prizes/peace/laureates/1984/tutu-facts.html>
Key: A) Words associated with war: army, enemy, killed, dynamite, weapon, conflicts, rockets, cannons; Words associated with peace: pacifist, benefit,
fraternity, progress, democracy, tolerance; B) 1) war, army, enemy, 2) killed, 3) dynamite, weapon, conflicts, 4) rockets, cannons, 5) pacifist, 6) benefit,
7) fraternity, democracy, tolerance, 8) progress; C) 1) disarmament, 2) killings, 3) weaponry, 4) pacifism, 5) diplomatic, 6) antidemocratic, 7) intolerant;
D) Eisaku Sato (Japanese), Mother Teresa (Indian), René Cassin (French), Rigoberta Menchú (Guatemalan), Martin Luther King Jr. (American), Fridtjof Nansen
(Norwegian), Henry Dunant (Swiss), Adolfo Pérez Esquivel (Argentine) Alfonso García Robles (Mexican), Lech Walesa (Polish), Malala Yousafzai (Pakistani).
19
Level: Intermediate Age: Teenagers/Adults
MARTIN LUTHER KING JR.’S SPEECH AND BOB DYLAN’S SONG.

A) Who were Martin Luther King Jr. and Bob Dylan? Decide which of the facts
correspond to which character. Then, write a text of one of the characters.
was a Baptist clergyman – created the Civil Rights Act in 1964 – sang folk music – was a social
activist – sang “The Times They Are A-Changing” – a got tired of being a singer of protest songs –
was the leader of the Montgomery Bus Boycott in 1955 – released a rock album in 1965 – was
assassinated in 1968 – gave the “I have a dream” speech – started writing poems
B) Now, read and listen to Martin Luther King Jr.’s most famous speech at
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm, and order the following issues
he mentions.
Martin Luther King Jr.
from: Wikipedia.org
1. He has a dream that one day people will rise up and believe that all men are created equal.
2. A hundred years after being declared free, black people are not free.
3. There will be no rest until people no matter of their colors* of skin can take their rights for granted.
4. Black people find themselves as immigrants in their own land.
5. They could never be free while there is police brutality among them.
6. There will be a time when people of all kinds of religions, of all colors of skin, will be able to join hands and sing the
negro spiritual: Free at last, free at last.
7. He has a dream that one day little black children will play with little white children.
Note: * color (AmE)
C) His dream is that…

Listen to the speech again, and write down what the dream is about.
D) After listening to the speech, discuss.

1. Are there any racism problems in your society? Which ones can you name?
2. Are there any violence problems in your school? Do you think you can do anything to change that?
E) Listen to one of the most famous songs by Bob Dylan, Blowin' in the wind, at
https://www.youtube.com/watch?v=vWwgrjjIMXA.
F) Now, listen again and, in small groups, discuss the questions.

1. What problems or events are presented in the song?
2. Which points of view are revealed?
3. Why is he writing the song?
G) With the answers, write a text.
H) How are “Blowin' in the Wind” and the speech related? Discuss the question,
and write down your answers.
Bob Dylan.
Sources and References from: Wikipedia.org
http://www.history.com/topics/black-history/martin-luther-king-jr
http://www.biography.com/people/martin-luther-king-jr-9365086
http://www.bbc.co.uk/history/people/martin_luther_king.shtml
http://www.biography.com/people/bob-dylan-9283052
http://www.angelfire.com/on/dylan/bio.html
Key: A) Possible answers: M. L. King Jr. was a Baptist clergyman who was a social activist. He was the leader of the Montgomery Bus Boycott in 1955. He
gave the “I have a dream” speech and created the Civil Rigts Act in 1964. He was assassinated in 1968. Bob Dylan started writing poems and singing folk
music. He sang “The Times They Are A-Changing”. He released a rock album in 1965 because he got tired of being a singer of protest songs;
B) 2, 4, 5, 1, 3, 7, 6.
20
Level: Elementary/Pre-Intermediate Age: Teenagers/Adults

SAN MARTÍN
A) Who was José de San Martín? Write down any information you know.
B) Read the text, and complete with the verbs below in the simple past.
be born – cross – die – fight – have – marry – return – sail – study – travel
José Francisco de San Martín ______________________ in Yapeyú, Corrientes, in 1778.
When he was 6 years old, he ______________________ to Spain with his family. He
_____________________ there, first at school and, later, joining the army as a cadet at the age
of eleven. He ______________________ with the Spanish army and navy against Britain first,
and France later. In 1811, he resigned his military career in Spain and returned to Argentina.
He was asked to create an army which he called “Granaderos a caballo” (Mounted Grenadiers).
He ______________________ Remedios de Escalada, and ______________________ a
daughter, Mercedes. He was Governor of Cuyo, and there, he planned a way to expel the
Spaniards from South America. In 1918, he ______________________ the Andes with his
army to liberate Chile. Once she was secured, he travelled to Peru; he was given the title of
Protective, which he later resigned. He ______________________ to Argentina after meeting
with Bolivar, and did not want to take part in a civil war. He ______________________ to
Europe with his daughter and ______________________ in France in 1850.
C) Complete Name:
this chart Born (Date &
with information Place):
from the text.
Family:
D) Match the words with the definition. Important events

1) resign a) say no in his career:
2) return b) force out
3) expel c) come back
4) refuse d) to give up a position in a
Death (Date &
formal way
Place):
E) Complete with the correct preposition.
1) He was born __________________ 1778.
2) He travelled ___________________ Spain __________________ his family.
3) He returned __________________ Argentina.
4) He expelled them __________________ Argentina, Chile and Peru.
5) He did not want to take part _________________ a civil war.
6) He died __________________ France.
Key: B) was born, travelled, studied, fought, married, had, crossed, returned, sailed, died; D) 1) d, 2) c, 3) b, 4) a; E) 1) in, 2) to, with, 3) to, 4) from, 5) in, 6) in.
21
Level: Beginner Age: Very Young Learners/Young Learners
SAN MARTÍN
Colour
22
HAPPY CHILDREN’S DAY!
Happy
Children’s Day!
Happy Children’s
Day!
From your teacher
From your teacher
Happy
Children’s
Day!
Happy
Children’s Day!
From your teacher
From your teacher
Happy Children’s Day! Happy

Children’s
Day!
From your teacher
From your teacher
23
Level: Elementary/Pre-Intermediate Age: Teenagers/Adults

WORKING WITH SHORT FILMS
PAPERMAN SIGNS
(Short animated film) (Short film)
A) Watch the video at: A) Watch the video at:

https://www.youtube.com/watch?v=1QAI4B_2Mfc. https://www.youtube.com/watch?v=KEIdACFBhGE.
B) Choose the right option.

1) The video is about two deaf people.
2) The short film is about a man in love.
3) The video is about a family.
C) Complete the sentences.
1) The man works in a/an _________________.

B) Answer these questions. 2) The man’s house is _________________.
1) Where does the man work? 3) Stacey is a/an _________________ (profession).
2) What is his profession? 4) Jason is _______, _________ and ________
3) What is the woman’s job? (personality).
4) Where does the story take place? 5) Stacey is _______, _________ and ________
(personality).
C) Decide if the statements are True or False. 6) At the end, they ________________.
Correct the false ones.
1) The two protagonists meet in an office. D) Answer the questions.
2) The man is having breakfast when he sees her again. 1) How do they communicate?
3) She is in the building across the street. 2) What is your favourite part of the story?
4) He makes plastic planes to call her attention. 3) Why do you think the lady does not speak at the end?
5) His boss gives him more planes to work.
6) He continues working when she goes away. E) Imagine Stacey's and Jason’s lives after they meet in
7) The paper planes take him on the train where the person. What are they like? Are they a happy couple?
woman is.
8) They see each other again and go for a coffee. F) Compare “Paperman” with “Signs”. Complete the
chart with sentences.
D) Let’s write a script for another
short film. PAPERMAN SIGNS
1) Who are your characters?
2) How/where/when do they meet? DIFFERENCES
3) How do they communicate?
4) What do they do at the end?
SIMILARITIES
Key: PAPERMAN B) 1) He works in an office/in a company, 2) He is an accountant/a secretary/(other personal answers), 3) She is a lawyer/a secretary/(other
answers), 4) It takes place at the train station and in the city (centre); C) 1) False, they meet at the train station; 2) False, the man is working; 3) True, 4) False,
he makes paper planes, 5) False, his boss gives him a pile of paper/more paperwork to do, 6) False, he tries to find her, 7) True, 8) True.
Key: SIGNS B) 2); C) 1) office, 2) messy, big, modern, not cosy, 3) Answers may vary: engineer, lawyer, accountant, 4) kind, simple and honest (Answers may
differ.), 5) funny, cheerful, easy-going (Other options are possible.), 6) meet on the street; D) 1) They communicate using signs/with signs; F) Some
differences are: “Paperman” is an animated short film, whereas “Signs” is not. In the first one, they meet at the train station. In the second one, they meet
while at work, looking through the window. In “Signs”, they communicate with signs. In the other, the man tries to call the woman’s attention with paper
planes. In this one, they finally meet again on the train. In the other, they meet on the street. Some similarities are: In both films, “paper” is what brings the
characters together, the man immediately falls in love, and they meet at the end. (Students may find other similarities and differences.).
24
International Day
of the World’s
Indigenous Peoples
Background Did you know…?

The International Day of the World’s Indigenous • The majority of
Peoples is observed on 9th August to recognize the indigenous languages are
first meeting of the United Nations Working Group considered “endangered”
on Indigenous Populations held in Geneva in 1982. since they are at a risk of
It aims at protecting and promoting the rights of the being replaced by more
world’s indigenous populations. This United dominant languages with
Nations’ remembrance also recognizes the the passage of time.
contributions and advances that indigenous peoples
make to improve on global issues such as
environmental protection. • In general terms,
indigenous peoples share common features such as
distinct languages, traditional costumes and
What do people do? practices, including spiritual ceremonies as well as a
special relation with the land and its natural
Some activities include resources.
educational forums and
classroom activities to
promote the appreciation Yesica Galliano.
and better understanding of
indigenous peoples. Special
speeches are delivered by the UN Secretary-General. There
are live performances by indigenous artists.
Teaching sequence for teenagers/adults

Level: Elementary
• 1. Tell students to find information about the International
Day of the World’s Indigenous Peoples. Students can find the
answers to the following questions:
a. When is the International Day of the World’s Indigenous
Peoples observed?
b. Why is it observed on that day?
c. What is the purpose of this observance?
d. What do people generally do to celebrate this date?
• 2. Tell students they will organize a campaign to promote

this day. They can either design a brochure or create a video
to show to the rest of the class.
• 3. Students share their productions with the rest of the

class. Brochures are displayed on the school walls. Videos
are uploaded to YouTube or a similar platform.
26
Sport and Peace

A Project done in Spain Start this project by telling students to read the UN’s website on
Sport and Peace at
http://www.un.org/wcm/content/site/sport/peace, and to find out
“The important thing in life is not the triumph but the how both concepts are related. Ask students to make a poster
struggle, the essential thing is not to have conquered but to about Sport and Peace to place it in the school halls (or
have fought well.” Pierre de Coubertin classroom walls).
T
ell students they are going to work in Give students a list of sportpeople to choose the one they would
groups, creating a Power Point or Prezi like to investigate about. Every group should choose a different
presentation about different sportspeople. one. Below, you will find some suggestions:
Students can bring their laptops or -Moshe Weinberg
information to work with in class. Students -Betty Robinson
will work on their own, selecting web pages
from which they can collect information about given -Viacheslav Fetisov
sportspeople. They should keep a vocabulary log where they -Abebe Bikila
would note down any unfamiliar words they will use in their -Jesse Owens
presentation. You will help students organize the information,
and teach them how to cite sources. -Tommie Smith and John Carlos
-Peter Norman
Each presentation should include the following items: -Ben Johnson
• A biography of the sportsperson chosen. -Devon Harris Ben Johnson
• An analysis of the situation of the country during the
sportsperson's lifetime. You can make a chart for the class to evaluate each group’s
• An analysis of the sportsperson's ideals. presentation.
• Personal quotations related to the research done.
SPORTSPERSON CHOSEN:
GROUP MEMBERS:
PRESENTATION (circle) VERY CLEAR – CLEAR ENOUGH –
NOT SO CLEAR – UNCLEAR
DID IT HAVE ALL MANDATORY ITEMS?
DID ALL GROUP MEMBERS KNOW THE PROJECT? WHO
DIDN’T?
TOOLS USED (PROGRAMME, PICTURES, EXPLANATIONS,
ETC)
YOUR FINAL MARK:
After working on this topic in such depth, students will be able

to reflect on the importance of making the most of the
opportunities we are given in life. Whether we are sportspeople,
scientists, politicians, or working citizens, we have the power to
put forward ideas that may denaturalize situations and may lead
to change.
27

THE VELVET REVOLUTION
Revolution means change. Almost always, change means resistance, adaptation, fear of
what is new. In history, there are numerous cases of violent revolutions, perhaps the most
notorious ones. However, there are some others that break the rules and have unexpected
results.
A) How much do you know about the Velvet Revolution? Read the sentences and guess if they are true or
false. Then, read the article and check.
1) Czechoslovakia was a country created with population of Czech and Slovenian origins.
2) Before the First World War, Czechs and Slovaks inhabited the Austro-Hungarian Empire.
3) During the Second World War, Czechoslovakia was invaded and many people were killed.
4) After the liberation of the country, the government was ruled by the Communist Party.
5) The demonstrations and strikes of 1989 were famous for their violence.
6) Very few people disagreed with the communist government.
7) The re-installation of democracy solved all the problems Czechoslovakia had.
8) No Slovak political parties had influence on the Czech population.
9) There was an equal division of national properties and resources.
10) After the dissolution, those citizens born in Czechoslovakia were automatically considered both Czech and Slovak.
11) The Czechoslovak anthem was split into two parts and each new country kept one as their new national anthem.
12) Slovakia chose to keep the Czechoslovakian flag as their new flag.
B) Read the article.

Like in many other cases, when a state is created by
the forced union of two or more nations, it does not
mean that there will be unity within that state. Perhaps
the example of the separation of Czechoslovakia is
unique because of the peaceful outcome and fraternal
relationship between its two nations: The Czech Republic
and Slovakia. Czechoslovakia was founded in 1918 when
the First World War finished and the Austro-Hungarian
Empire was dissolved, as an opportunity to create a
democratic state after many years of monarchical rule.
However, the majority of the population was of Czech
origin, which created a sense of oppression in the Slovak
minority in terms of religion, language and political
representation.
28

The first years of democracy were not easy because of Fortunately, the division of the land was easy as the
the growing inner tensions. Unfortunately, the country two new countries respected the historical borders that
was invaded by Nazi Germany in 1939 and, during the separated the Czech and Slovak nations. The
whole Second World War, only a small group of Czechoslovak Koruna (local currency) ceased to exist
Czechoslovaks resisted against the German Army. The some months after the independence and both new
war left many civilians massacred and cities in ruins. countries created their own Korunas. Nowadays,
From 1945 onwards, and thanks to the liberation of the Slovakia uses the Euro while the Czech Republic still
country in the hands of the Soviet Union, uses the Czech Koruna. The national resources and
Czechoslovakia fell under the influence of communism. properties were divided according to the population of
The rise of the Communist each new country. As 2/3 of the
Party meant that the population were Czech and 1/3 was
country would become a Slovak, the resources were also
one-party state with no divided following that aspect. In
chances of democracy or terms of citizenship, all the
political elections. inhabitants born within the
borders of each new country were
Forty-four years later, in considered citizens of that state and
November 1989, with an the dual citizenship was not
evident decline of accepted.
communism in the whole
world and, more importantly, The Czechoslovak anthem was
the fall of the Berlin Wall, a curiously composed with the first
series of demonstrations part in Czech and the second one
started to be organised in in Slovak. Both new countries kept
Czechoslovakia. Groups of the part in their language as their new
students, workers and artists joined in order to show national anthem. By the time of the dissolution, the
their growing discontent with the government; an Czechoslovakian national football team was
action that led to mobilisations and general strikes. participating in the 1994 FIFA World Cup qualification
Day after day, more people became aware of the power rounds. A new national team was created to represent
of these pacific demonstration. As there was no violent both new countries which was called RCS
reaction from the police, the strikes in Prague and (Representation of Czechs and Slovaks). Once the
Bratislava included 75% of the population and the competition finished, each country created their own
demonstrations gathered 800,000 and 100,000 people national football team, which also happened for all
respectively. Finally, the revolution succeeded when, on sports. The most controversial case of the separation
10th December, the first non-communist president was was that of the national flags, as Slovakia created their
elected. own new flag with the coat of arms, but the Czech
Republic kept the Czechoslovakian flag, violating a law
Once democracy was reestablished, internal problems that forbade the new countries to use Czechoslovakian
began all over again. The growth of the Czech economy symbols.
was faster than the Slovak’s, which marked an
important difference in the living standards within the
country. In addition, Czech political parties had no C) In the article there are two major events with
influence on Slovakia and vice versa. This evident metaphorical names: The Velvet Revolution and The
disconnection between the two nations reached its Velvet Divorce. Which name belongs to the fall of
highest point when Czech and Slovak political leaders communism in Czechoslovakia and which to the
started to peacefully negotiate the dissolution of dissolution of Czechoslovakia? Can you tell why the
Czechoslovakia. As a result, they decided that, by 1st words revolution and divorce have been used?
January 1993, the Czech Republic and Slovakia would
be two independent states. However, a great number of
important decisions had to be made regarding territory,
economy and citizenship, among others.
29

D) Complete the following crossword about Czechoslovakia. Follow the clues, and check with the information
in the text.
1) ____C_
2) ____Z______
3) ____E_
4) ____C____
5) H______
6) _O_______
7) S_____ _____
8) __L___
9) __O_____
10) _ _ _ _ _ _ V _ _ _ _ _ _
11) _____A
12) ____K_
13) ___I
14) _ _ _ _ _ _ A
1) The organised force that did not react violently to the demonstrations and strikes.
2) The status of a person who has been born in a specific country.
3) The musical composition that Czechs and Slovaks divided.
4) The system of government that was intended for Czechoslovakia after the First World War.
5) One of the two monarchies that controlled the Empire before the First World War.
6) The socio-economic order that prevailed in the Soviet Union.
7) The country that liberated Czechoslovakia after the Second World War.
8) The fabric that is metaphorically used to name the Czechoslovakian Revolution.
9) The RCS was created for this sport.
10) What was the decision of the Czech Republic about their new flag like?
11) The name of the Czechoslovak currency.
12) One of the two ways in which the Czechoslovaks complained about the communist government.
13) The way the ruling party of Germany was regarded during the Second World War.
14) One of the two monarchies that controlled the Empire before the First World War.
Key: A) 1) False, 2) True, 3) True, 4) True, 5) False, 6) False, 7) False, 8) True, 9) False, 10) False, 11) True 12) False; C) Fall of communism in Czechoslovakia: Velvet
Revolution, Dissolution of Czechoslovakia: Velvet Divorce; D) 1) Police, 2) Citizenship, 3) Anthem, 4) Democracy, 5) Hungary, 6) Communism, 7) Soviet Union,
8) Velvet, 9) Football, 10) Controversial, 11) Koruna, 12) Strike, 13) Nazi, 14) Austria.

KAMM, Henry; At fork in road, Czechoslovaks fret; The New York Times; October 9, 1992
http://www.nytimes.com/1992/10/09/world/at-fork-in-road-czechoslovaks-fret.html
KUSÁ, Dagmar; Country Report: Slovakia; EUDO Citizenship Observatory; 2013
http://eudo-citizenship.eu/admin/?p=file&appl=countryProfiles&f=Slovakia.pdf
30

182 TTM Arg Revista

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

182 TTM Arg Revista

Uploaded by

Copyright:

Available Formats

182_ttm_revista_ar_Maquetación 1 23/06/15 15:28 Page 1

• Año XVII • Nro. 182 • Argentina $ 54,90

QR Treasure Hunt Generator! http://www.classtools.net/QR/create.php

T his Quick Response (QR) code generator

Here is the link to your completed QR Treasure Hunt

Escribinos a través de www.ediba.com. Anunciate con nosotros: publicidad@ediba.com.

Be yourself. Everyone else is already taken. Oscar Wilde.

Learning how to learn is life's most important skill. Tony Buzan.

A journey of a thousand miles begins with a single step. Lao-tzu

Dreams don't work unless you do. John C. Maxwell.

Luck is what happens when preparation meets opportunity. Seneca.

Sources and References

- you have travelled by plane.

2) The Fist Game

Level: Beginner Age: Young Learners

ALL THE CHILDREN HAVE THE

PROTECTION AGAINST DISCRIMINATION

NUTRITIOUS FOOD AND WATER

Level: Beginner Age: Very Young Learners

Level: Beginner Age: Very Young Learners

Level: Beginner / Elementary Age: Young Learners

-LISTEN TO THE TEACHER

-SHARE YOUR THINGS.

-HELP EACH OTHER.

MY NAME’S ------------------------------------------- AND I PROMISE TO FOLLOW

Pre- Tasks 7) Students complete photocopiable activity E on page 15 to

3) In activity A 3, students put the letters in

Level: Elementary Age: Young Learners/Teenagers

3) Unjumble the words.

B) Colour the peace symbols in activity A.

C) Read the text. Pablo Picasso

D) Look up the meaning of the words in a dictionary. Write the definitions.

E) Match the antonyms.

Level: Pre-Intermediate Age: Teenagers/Adults

a) He worked for a South Africa law firm.

b) He was sent to prison.

c) He got married at the age of 13.

d) His birthday is a national holiday in India.

f) He was born on 2nd October 1869 in Porbander, India.

g) He was assassinated in 1948.

h) Gandhi started non-violent protests.

C) This video https://www.youtube.com/watch?v=TkHTbkPoEQ8 tells us a little more about Gandhi’s philosophy of

Sources and References

Key: B) c), f ), a), e), h), b), i), g), d).

Level: Pre-Intermediate Age: Teenagers/Adults

2) He sings different kinds of songs. But he is

3) Martin Luther King Jr. was a minister,

4) In the “I have a dream” speech, he says that

Level: Pre-Intermediate Age: Teenagers/Adults

weapon killed tolerance pacifist benefit army enemy democracy

conflicts rockets fraternity cannons progress dynamite

Prefixes Words Suffixes

Level: Pre-Intermediate Age: Teenagers/Adults

Nobel Peace Prize Laureate Country

Sources and References

Level: Intermediate Age: Teenagers/Adults

MARTIN LUTHER KING JR.’S SPEECH AND BOB DYLAN’S SONG.

Note: * color (AmE)

C) His dream is that…

D) After listening to the speech, discuss.

F) Now, listen again and, in small groups, discuss the questions.

G) With the answers, write a text.

Level: Elementary/Pre-Intermediate Age: Teenagers/Adults