! (see page 22) B Happy birthday, Argentinal (sLevel: Elementary THE REVOLUTION A) Find the following words in the word search and complete the text. There is one extra word you do not need. [rohtion Row O|R/F/A E/F/ T ¥|/U/H| K/O/LiPlElec country : [ny ELE Cc) R|v T/G U;/H/B Fi Ri UlO K LiacD {| Viceroy vic}o tT) y|Njulmii}x}ilviulnirielsit unrest | Patriots O}Z LiS/O|TIG Pla Ti Ri tiolt}s\Glelt|: | legacy ! 1 [tlelolrt]yialnimjilefolcliu[xlalalnls In the early 1800s Argentina was a Spanish (1)... .. and the people did not like that at all. There was social and political 2)... - therefore some (3)... .. decided to starta (4)... . Their purpose was to replace the Spanish (3)... establish a national type of government and lead the way for an independent (6)... 8) What do you think the Argentinean patriots were like? Choose concepts from the box and account for your choice. ELEGANT HONEST CLEVER | DANGEROUS | EDUCATED | CARELESS BRAVE PLAIN PowerFuL | FAMOUS SHY RICH Key: A) 1) colony:2) unrest 3) patriots) revolution) vieroy:6) country.tina! (see page 22) ippy birthday, Argen B taLevel: Pre-intermediate ‘Age: Children/Adolescents + GAZETA DE BUENOS AYRES ‘The Gazeta de Buenos Ayres was the newspaper created in June 1810 to inform about the new government's actions. Work in groups. Do some research about what happened in Buenos Aires after the May Revolution. Find out about politics, social life, fashion and clothes, typical food and drink, and so on. Complete the front page with the information you got and your own ideas. Number 1 Page 1 getaaetaabbieigirtasatepegdstssbdebattstaeadett GAZETA DE BUENOS AYRES JUNE 1810 a ‘THE WEATHER BREAKING News! | Cbverrisement) FASHION AND. (ADVERTISEMENT) i Horoscope CLotues Opinion LETTERS FROM (ADVERTISEMENT) 1 CROSSWORDS Recires ‘OUR READERS CLASSIFIED ADDS | | i | f= | | | { |‘Write true (T) or false (F). Correct the false sentences. 1) Maria’s neighbours were celebrating their son's wedding. 2)Men wore hats. +3) Maria's father played the piano. 4) Maria bought her dress in Europe. 5) Maria is meeting some friends to go to the square. Choose one of these scenes and draw it. 1) Very well-dressed women talking. 2) Men playing cards in the sitting room. 3) Maria dancing and a boy playing the piano. ‘What are they saying? Example: men playing cards IT SEEMS THIS IS MY LUCKY DAY, GENTLEMEN! Imagine you are a Creole. What is your life like? Choose one of these situations and write about it. You are an adult. A new viceroy arrived at the colonies and a celebration took place in the main square, Plaza ‘Mayor. What did you wear for this special occasion? How did you get there? Did you meet some friends? Did you go with your family? What did you do when the celebration was over? You are a child. You had to get up early to go to school. What did you have for breakfast? How did you get to. school? What did you learn at school? What did you do after school? (Study/play games/go to bed early?) You are a merchant and have an important store near Plaza Mayor. What do you sell? Where do you get your products from? Who needs your products? Who controls that your store is legal? Have you got an employee? SSS s2e8a 5 Sa = You are a housemaid and need to go shopping. Where do you go? How do you get to the place? What do you buy? In what store? Do you buy a product from a pedlar? What does she/he sell? oeee lcaMAY 25 CARDS yw» wes ey oy o) 2 HaPpy Happy Happy Happy birthday, birthday. birthday, birthday. Aygentinal Argentinal_ Argentina Avgentinal Tay Happy birthday, Argentinal wea Ne GB \ Argentina! Happy Happy birthday. Ve 3) Ge birthday. Argentinal Argentina! Seu 2 == S-y B =E E22we 24 Level: Elementary ‘Ager Children/Adolescents 1810 CUSTOMS AND TRADITIONS A) Read the following sentences and write True or False. Make the false sentences true. E]___ 1) Houses were very tall,and different from each other. [E)_—_2) Houses used to have thick walls and windows with bars. '3) Rich families lived around the Plaza Mayor. 4) Houses had just a few rooms and no gardens, '5) When it rained a lot people could not walk along the streets. 66) Women wore short dresses and many of them played the guitar. 7) In the pulpetias people could buy things and play cards, 8) Letters travelled very slowly. 9) Some people used to walk along the streets selling many products. B) Pediars used to walk along the streets, singing rhymes to tell people what they were selling or what service they were offering. Can you guess what they sold? What did they sell? | What did they offer? 1) To make your night very bright, help yoursight with some light! | 2) Wake up and take your cup! Leave your bed and get some bread! Breakfast time is sublime! 3) Fresh and clear water for your lovely daughter! 4) After | go to the river, | your clothes will shine like silver! 5) Brushes and brooms will clean all your rooms! 6) walk along the streets, | everything is calm 7)ifyou want | 1 cai tell you the time! Key: ) 1) flow and simiar:2):3)7:4) many tooms around a bg garden: 76) Flong dresses the piano: 7978) 79). 8) 1)candles:2)mik:3) water) washing cothes;5) brushes and brooms:6) giving a report of what vas happening inthe svees;7)teling the time and ving arepor ofthe weather and the streets,S 26 22 een bw =e = 1 Level: Kindergarten | Colour the pictures.WHAT DOES THIS PEDLAR SELL? ind colour the pictures. RQ Ke EZ SS Gee CEANACHRONISMS sample: (pauches didnt drimh sodas, they drankj ‘Age: Children/Adolescents Level: Pre-intermediate MAY 1810 Time for a change ©) Now put the numbers of the paragraphs of the previous text in the. corresponding column and ‘explain the main differences between both forms of government. Before May 1810 May 1810 D) The Primera Junta had nine members, Their role in the Revolution was ‘extremely important. Do some ‘esearch to learn about them and complete the chart below with the information in the box. Origin: criollo, Spanish Profession or job: lawyer, tradesman, military man, priest, Chief of Infantry Corp Patricios Role in the first autonomous government: President, Secretary of the Treasury and Justice, Secretary of War and Government, Member, ( Origin Job/Profession | Role in the Primera Junta Cornelio Saavedra Juan José Paso Mariano Moreno Manuel Belgrano | Juan José Castelli | Manvel Alber | | Miguel de Azcuénaga | Juan Larrea \ Domingo Matheu E) Project time! ® 0 1) Choose one of the members of the Primera Junta and write a report about his life and work. Why was he so important? What did he do? 2)Make a poster with the most important facts of this Person's life and show it to your classmates, ° TZ eo aa ors as es ae ceeuaa aaay "uUpen ds eae Ue Jaquyueu Ke opo.> eecuptony a cual sud nou mony enue soquny aon Dyn oie) 900 Ler Sul Uae Renae ee soe ae A Geii9s sane opus ‘ousiow Oueiey aouen pue nseig say ieoee ay 07012 ‘OuRs6@ one 07010 0584 3507 ent AvEPSa1g “oomneg sion Key) ON019 IpenEeS OHOUED {A'S FL DIBL AEM LE DIGL eM sD Pi eee “SHaMEUE SUapMS (ysAOy,SR & a Level: Elementary > SHS eeegre= WHAT’S DIFFERENT ON 25 MAY? On 25 May, the whole school routine changes. Write about the following people using simple present and Present continuous. :choal Stay at hor [The photographer The school porter Fourth-year students| LIFE IN COLONIAL TIMES COLONIAL TIMES: LIFE IN THE CITY. Teacher's Plan Warm-up Aim: ‘ toactivate Ss schemata. * toarouse interest. + to create expectations. ‘to prepare for the task. Before reading the text, write the title “Colonial Times: Life in the city’ and discuss it with the class. Write the student's ideas, key words and vocabulary on the board. Reading A) Multiple choice Aim: *# to focus on gist (skimming). *# to develop reading skills. Procedure: Ss read the text and choose the correct Key: a;c;b. Interaction pattern: Pair-work, Cross-checking. Ss should justify their answers. 8) Sentence completion ‘Aim: to develop reading skills. Procedure: to read for specific information (scanning). Keys 1) ¢;2)b;3)d;4) a C)Free practice Aim: ‘stointegrate skis. ‘to compare and contrast the past and present context, Procedure: Ss re-read the text and think of differences between Colonial times and the present. Interaction pattern: Individual. ‘Secs oo by Rina ee Teacher's Plan Warm-up Air: * to activate Ss schemata, * tointroduce new vocabulary. * to create expectations. Procedure: picture exploitation. Oral discussion. Suggested questions: Who are these people? Do they belong to the same social class? How can you distinguish them? What are they wearing? Interaction pattern: Ss. A) Matching Aim: * to activate Ss schemata. * to introduce new vocabulary. * to prepare for the task. '* to establish imagery connected to situational context. Procedure: Ss match the names with the pictures and give reasons. Key: Creole, Aborigine, African slave, Spanish. Interaction pattern: Pair-work (Ss-Ss). Cross-checking / Whole-class discussion. 8) Cloze procedure Aim: ‘to develop reading skills. + to confirm /deny previous expectations ( Activity A) © CoLoniAL TIMES: SOCIAL CLASSES AND CLOTHES Procedure: Ss complete the text with the words given, Key: 1) Slaves; 2) Aborigines; 3) Creoles; 4) Spanish. Interaction pattern: Individual. Cross-checking, ©) Ordering and sorting Aim: * to develop interpersonal relationships through ‘opinions. * to practise vocabulary. * to develop oral skill through interaction. Procedure: Ss work in pairs to discuss and decide where to place the words. Key: Slave: ships — not free - market - servants ~ ‘no tights. Aborigine: cultivated the land - mines ~ no rights ~ raised cattle. Spanish: masters ~ Europe ~ parties ~ upper social class ~ market. Interaction pattern: Pair-work. Cross-checking (T- Ss). D) Gap filling ‘Aim: to practise lexical items in context. Procedure: scanning. Students use their dictionaries to check meanings. Key: 1) barefoot; 2) parasol; 3) fan; 4) cane; 5) comb. Interaction pattern: Individual, ‘Fa Colo yaa ez LY SSS 2eSe 5 = 6 = I=awe. Children/Adolescents, BICENTENNIAL TIMELINE A) Look at these events and put them in the right place in the timeline. DB tre battle of san Independence was The first public BB the newspaper ' Lorenzo was fought to declared in Tucumnan. —ibrary of Buenos Aires Gazeta de Buenos Ayres | prevent the Spanish from was founded. was founded to show | reertering our country. the government 5 BB tie Argentinian fiag Brey Revolution The National i was hoisted for the first Anthem was created, : time, 1814 1815, | Follow-up activity |B) Check the answers with your teacher and then write YES/NO. () tre flag was hoisted some time before the first public library was founded. |) 2) The newspaper was created two months after the Revolution. () 2) The flag could be seen during the battle of San Lorenzo, B _) aiseldiers sang the National Anthem during the battle of San Lorenzo. CO 5) Independence was declared six years after the May Revolution. i ‘9181/0181 S2A(g v2. 20K ¢ pareo> sem 'ON (y-24N 910}9q ot 1 | pavean sem 194 (gsv0n2e sauawuiano6 ax anoge adood ay a 1 S94 (e Spree pasioy sem ON (L(g PaxeDap sem asuapEd=puI "9181 Ane ;poteai> sem wouauy evONEN 24] “ELL AeW [0212107 ues o onteg SELL Arenuqe4 ou yj a 10} pasoy sem Bey euONeL ce | ‘241 TEBE Asenages ‘popuno} ser Asesqy ougnd 3514 241 ;OLB1 AAqUIEAdas ;p2pLIO, Sem EIAZED 24, -OLBL BUNE ‘VORN/ONAY MeV OLBL KEW LV :KOWLIFE IN COLONIAL TIMES PRACTICE 1 > & S@ESzQ2u & =e FS A) Find seven (7) words. They appear in any direction. The sentences in B will guide you. A mii [nies t Vv rR[p|mi[o[e t c (oa Ed BS ECE) : D pli ulele ! J CeCe a EC : H Del Maelo t $s ASP Pe Rao ; B) Write the words in the correct place. : A social class. ‘ 2) were used as means of transport. i 3) was the labour system which gave the encomendero control over the aborigines. 4) .was a system by which colonists recruited aborigines to do forced labour. : 5) were found by the aborigines and African slaves who worked in the in | Petesi (Bolivia) and then transported to Spain. } C) Put the words in the box in the correct column. : PEDLARS: MEANS OF TRANSPORT ‘STORES MISSIONS: D) Odd one out What word does not belong to the group? Why? 1) viceroy - water carrier - milkman ~ mazamorrera 2) wagon - horse - letters - galera '3) missions ~ encomendero ~ priest ~ community work aot bia MinderI: Pre-intermediate ‘Age: Children/Adolescents MAY 1810 Time for a change ‘A) Answer the following questions in small groups. 1) Why were some people called criollos? 2) Which territories were part of the Viceroyalty of Rio de la Plata? 3) What is the meaning of revolution? 4) What happened in May 1810? B) What happened before and after the May Revolution? Put the events in the right order. 1) Affer having some secret meetings and many discussions with some Spanish people, the criollos asked Cisneros 4o resign. Then, the first independent government was formed. 2) Towards 1810, Spain was at war with France. The Spanish king was taken prisoner by the French. 3) Only Spanish people were able to be part of the government. The criollos, who ware born 40 Spanish parents in Spanish colonies, were not allowed 4o participate. 4) The government was called the Primera Junta. It was formed mainly by criollos and only 4wo Spanish men. This was the beginning of a revolution, time for deep changes in the society 5) As a consequence, the criolls from Rio de la Plata thought that this was their chance to become part of the government. ‘As the Spanish king was in jal, they considered that their viceroy could no longer rule in the king's name. 6) Before the Revolution, what is now Argentina used to be part of a Spanish colony called the Viceroyalty of the Rio de la Plata. There was a viceroy who ruled this fertitory on behalf of the Spanish king. His name was Baltasar Hidalgo de Cisneros. Q of Rio de la Plata.8 HK S2P28a 8 = 6 FIP = A) Anagrams Ai * to practise vocabulary. Procedure: ask the class if they know what an anagram is or Ss may look the word up in their dictionaries. The students put the letters in order to form the key word. Interaction pattern: Individual, Pair work, Group or whole class as a game, Key: 1) NOW GAS: WAGONS. 2) MINED OCEAN: ENCOMIENDA. 3) SAFE CARNIVALS: AFRICAN SLAVES. 4) CRUEL GUITAR: AGRICULTURE. 5) IN A BIG ROSE: ABORIGINES. Students have to choose two of these key words and define them. B) Crossword Aim: to revise vocabulary. Procedure: Ss read the references and complete the crossword. Key: ACROSS: 1) pedlars. 2) missions. 3) piano. 4) letter. DOWN: 5) servants. 6) wagon. 7) Spanish. €) Controlled practice: Gap- filling Aim: * to practise form and function of the present simple in context. * to revise ideas and vocabulary related to Colonial times. Procedure: Ss read the text and complete it with the corresponding form of the verb given in the present tense, Interaction pattern: Individual. Key: 1) isn’t; 2) live; 3) are; 4) don’t have; 5) drink: 6) go; 7) have; 8) travel; 9) sell; 10) finish; 11) come; 12) controls; 13) work; 14) is; 15) sells; 16) takes; 17) carries; 18) visit; 19) go; 20) dance; 21) play; 22) get; 23) go; 24) walk. Teacher's Plan A) Controlled-practice: gap- filling Ait + to practise form and function of the past simple in context. * torrevise ideas and vocabulary related to Colonial times. Procedure: before doing the activity, revise and analyse the structure of letters with the class. Ss complete the text with the correct form of the verb in the past tense (regular and irregular). Interaction pattern: Individual. Key: 1) organized; 2) wanted; 3) was; 4) had; 5) had; 6) took; 7) were; 8) decided; 9) brought; 10) talked; 11) played; 12) stayed; 13) was; 14) danced; 15) was. B) Less-controlled practice: T/F * to look for specific information (scanning). * to check understanding. Procedure: Ss decide whether the sentences are true or false. ifthe sentence is false, Ss write the correct version. Interaction pattern: Individual or Pair work. Key: 1) F. They were celebrating their son’s/a birthday. 2) T. 3) F. He played cards/ A boy played the piano/ He didn’t play the piano. 4) F. Her aunt bought the dress in Europe/ She didn't buy the dress in Europe. 5) T. ©) Less-controlled practice Aim: * to further understand the text. * to revise vocabulary. «to practise there is/are. Procedure: Ss choose a scene to draw. They add dialogues to the picture. Interaction pattern: Individual. Pair-work. D) Free-practice: Writing Aim: * to integrate language as a whole. Procedure: at this stage, explain or revise with the class the steps that they have to follow before writing the final version: brainstorming ideas/writing a first draft/ checking/ rewriting.LIFE IN COLONIAL TIMES COLONIAL TIMES: MEANS OF TRANSPORT AND COMMUNICATION Teacher's Plan communicated? Did all of them get the news at the same Warm-up: Listing time? S| aim: + to psychologically senstise Ss about topic. Reading to arouse interest. Matching + to develop speaking skils through interaction, Aim: + to compare and contrast the past and present. + to relate function to specific meaning, Procedure: interaction based on previous world knowledge. _ to confirm/deny previous expectations, Interaction pattern: Whole-class discussion. T-$s. Procedure: Ss match the means of transport with the Suggested prompts: Name all the means of transport that corresponding definition and read the text We may use today. Did they all exist in Colonial times? How Interaction pattern: Pair-work. did people move from one place to another? Do you think Cross checking, these means of transport were fast/comfortable? Key: wagon: 2); galera: 3); horse: 1) ‘What about communication? How do you think that people Gee Ceol by na Mandar G CotoniaL TiMEs Revision ‘new authorities in the town council. ADULTS: went to the Poster theatre, saw shows, danced minuets/waltzes. CHILDREN: Aim: played hopscotch, went to school, studied religion. SOCIAL + to revise vocabulary. CLASSES AND CLOTHES: Spanish: fan, parasol, cane, comb, + to organise information. dress. Aborigines. loincloth or long shit; barefoot or ski Procedure: itcan be done asa game by ines. shave tostick _ shoes. African slaves: barefoot. MISSIONS: church, cemetery, the words in the correct bubble. priests. ABORIGINES’ WORK: cultivated tobacco, sugar cane Key: COMMUNICATION: letters. TRANSPORT: wagon, horse, and cotton. vO = Sse28e BS =4 GB CoLoniAL TIMES: RELIGIOUS LIFE. Teacher's Plan Revision Aim: * to revise vocabulary and elicit previous knowledge. ‘to develop speaking skills through interaction. Procedure: ordering and sorting, The class may be divided in groups and they may have time to discuss their ideas before giving their answers, Interaction pattern: Group-work. Whole-class discussion. Ss should decide to which social class the words are related. Key: Mines: aborigines and slaves. Agriculture: aborigines. Governors: Spanish. Market: slaves were bought by the Spanish. Servants: African Slaves. Cattle-raising: aborigines. The words are related to different economic activities and jobs of the period, Reading A) Matching ‘Aim: to relate function to specific meaning, Procedure: Ss read the text and write the name of the pedlar to make true sentences. Key: a) milkman; b) water carrier; ) washer woman; d) mazamorrera. Less-controlled practice: after checking the first part of the activity, elicit definitions from different Ss. Example: A candle seller sold candles. LIFE IN COLONIAL TIMES —______ 8) Cloze procedure Aim: * to develop reading skills. ‘to look for specific information (scanning). Procedure: Ss read the text and complete it. Interaction pattern: Pair-work. Key: 1) slave market; 2) slaughterhouses; 3) local stores. Less-controlled practice: matching. Vocabulary recognition Aim: ‘to identify the pedlar ‘+ to check reading comprehension, * to practise vocabulary. Procedure: Ss re-read the descriptions and identity the pedlar. Ss list key words related to these people. Interaction pattern: Individual, Cross-checking (T-Ss). Key: Washer woman: 1) basket; 2) apron, Water carrier 3) hat; 4) neckerchief; 5) barrel; 6) waistcoat; 7) horse D) Free practice: Writing * to describe people. ‘to practise vocabulary. Procedure: Ss describe a pedlar by answering the questions, ‘Then, they draw the pedlar, Teacher's Plan Reading A) Question-answer Aim: ‘*10 develop reading sil (skimming, scanning and responding adequately) * to practise the past tense. Procedure: Ss read the text and answer the questions. Interaction pattern: Individual Key: 1) They came to evangelise the aborigines; 2) Evangelsation was the the aborigines’ conversion to Christianity, 3) The missions were litle towns. The priests buit ‘them to separate and protect the aborigines from the Spanish. 4) The aborigines worked the land. They cultivated sugar cane, sweet potato, pumpkin, tobacco, cotton and yerba mate. 8) Word map. Aim: *t0 look for specific information (scanning). +0 organise vocabulary ina diagram, Procedure: Ss identify the key words in the text, underline them and complete the dlagrar with the words, Interaction pattern: Pair work Jom ©)Discussion ‘to develop effective communication skills through negotiation of information, +10 solve a problem using language as a means, ‘+ to make predictions. * 10 rise Ss’ awareness through the discussion of past events. Procedure: Ss may discuss in small groups and then report their ideas to the class, Write key words or phrases on the: board and then read what actually happened. Ss may ook for _more information to share with the class, Interaction pattern: Ss-Ss. Whole-class discussion, Key: The missions were becoming so powerful that people in ‘government did nt trust them. In 1767, the Spanish king, Charis expelled religious people from America and the ‘missions were abandoned. Questions for guided discussion: Why did the Spanish king ‘expel the priests? Why were they a menace tothe process of (te ergamise) ib because they (le wand) te cebbrate thuin son's bithday. You won't laline this! Everybody ©) (to be) wevy well dremed. Wem) (te wean) crinelines under thein dus and beauliful combs on their huads. Lome of them abe®) _____ (te: hane) fam Ten © te be) tery eegant im suits and hate J ® (to decide) to wean a mew duss that my aunt °) (lo bring) from han last tip, to Eunopt. Jt i» Craulifull During the panty, my moth ©) __ (te talk) swith, oth women and my fathu (©) (te play) cards. Chew, ) (io te) a boy playing the plame in the siting room, 10 @) (to damex) wallges amd minuets mest of the, time! JL) (to le) a quat cebbration!| = Seu © = Hope you can ge to one of URew, parlor soon! Chuy am quell Will, this vs oll for new. J mush go! I'm meting my friends ire a fw minus to go for a walk onound, the maine squant Low,Bis ee (o1ee 0181) ie > Uoynjeaey few «~~ OE Je Joquuequeci@ — Whteawasew<2g or = a ureelebrations for the Bicentennial have ° already started and are (> expected:to continue throughout 2010. They are not only related to the May Revolution itself but also to many different aspects of the culture and history of Argentina, In this special issue, we are glad.to: present a booklet with varied activities based on the culture and customs in the Viceroyalty of the Rio de la Plata just before a new government was settled after the revolution, These activities were designed according to CLIL (Content and Language Integrated Learning) programme. Their main objective is to provide students with opportunities for incidental language learning. The benefits are plentiful. They will didéctica para el idioma get a greater involvement since the materials presented are on an authentic subject they are dealing with.’A greater involvement implies that motivation increases. Consequently, skills will improve much faster and students will feel a sense of independence, accomplishment and self-confidence while they are using the language meaningfully. egos de mesa yAuclo-uenasgradvaes para vor tus aluaos, Furthermore, the exercises aim to develop the students’ writing and reading comprehension skills; expand their vocabulary through matching; labelling, classifying and defining words and word-map Completion Discussion topics will also help ther improve their oral skills A step-to-step detailed plan with aims, procedures and keys to every exercise makes this booklet a real asset for teachers. We hope you can make the most of it * Docenies, alumna y padres compare ooges en inglés, ‘Una ists nractvaon tu esuoa! winucreaciviypropscom ar inlo@éreactlypops.com.ar_ Era Mive 6 CABA (1424) Tel: 11) 4432-5860ft hs is issue offers lots of materials to commemorate the Argentine Revolution " of May 25, 1810 in the English class. On the next pages you will find engaging photocopiable activities to work with your students different patterns for constructing a colo! to display on a signboard and a model for a photo ard that can be adapted to different learning levels, since it can be finished either by colouring it or by writing a.m the occasion. On page 30 you will find the picture of the Cabildo buildin 2 and 31, different colonial characters to be used in varied activities students design a coloni signboard like the picture sho speech bubbles and write the dialogues characters would hold or paste the figur construction paper, cut ther lower flap to keep them upright. Students can act ut the dialogues or describe the situations. yf YES, PLEASE. THEY SMELL GOOD! AN | HAVE TWO, PLEASE? HERE YOU ARE, SIR. TWO DELICIOUS HOT PASTRIES FOR YOU. THANK YOU. HOW MRUCH ARE THEY? WO PESOS, SIR. THANK YOU VERY MUCH,