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Educar

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  • 1. INSTITUTO PRIVADO ALELUYACurso: SEXTO AÑO SECUNDARIO. NIVEL ALTOHoras:3 módulos semanales ( 40´ los miércoles y 80´ los jueves)Recursos tecnológicos: tv,cañón,dvd, grabador, computadoras y acceso a internet (pero en una salaespecial donde se dictan clases de computación por lo que es muy difícil tenerlas disponibles).Diagnóstico del grupo: 25 alumnas mujeres con un nivel upperintermediate- advanced. La mayoría deellas han ido a instituto durante muchos años o han asistido a la escuela en contra turno con una modalidad deinglés intensivo. Es un grupo trabajador, divertido pero como todo alumno de sexto año, más interesado en el viaje de egresados,fiesta de promoción, y otras actividades propias de la escuela para este año, que en trabajar en las tradicionalesclases de inglés.Como ya he dicho, la mayoría de las chicas tiene un nivel alto de inglés, por lo que he decidido que este año, elprograma tendrá como eje transversal la LECTURA COMPRENSIVA, y de los tópicos que de allí se disparen setrabajará speaking, listening, vocabulary, entre otras.Secuencia didáctica:HISTORIA DE UN PAIS:http://secuencias.educ.ar/mod/resource/view.php?id=5437En las secuencias del sitio, no he podido encontrar alguna que se ajuste a las necesidades de los cursos que hetenido en estos últimos años, pero elegí HISTORIA DE UN PAIS,ya que me hizo a acordar a una actividad, con la quetrabajé hace dos años y con la cual las chicas trabajaron muy motivadas y entusiasmadas. Esta actividad tenía comodisparador EL ULTIMO MUNDIAL DE FUTBOL pero se podría adaptar muy bien. Me encanta el tráiler de la películaINVICTUS el cual pienso agregar a la actividad ya trabajada y que sin dudas voy a implementar este año con mis nuevasalumnas usando como posible disparador el tema de LOS DERECHOS HUMANOS.TODAS LAS ACTIVIDADES SERÍAN REALIZADASCOMPLETAMENTE EN INGLES.Tema: Historia – Lenguas - DiscriminaciónSubtema: Sudáfrica bajo el régimen del APARTHEID.Nivel: Upperintermediate - AdvancedSpeaking:Actividades grupales e individuales que promuevan la oralidad. Debate.Listening: escucha de una canción.Vocabulario: país, lenguas, geografía, historia, cultura, sociedad, actores sociales, derechoshumanos.
  • 2. Tiempo requerido: 3 clases de 80 ´cada una aprox.Objetivo de la secuencia En esta secuencia los estudiantes leerán, investigarán y debatirán sobre las condiciones de vida de la sociedad en Sudáfrica durante y también después del período del apartheid. También se trabajará sobre la ubicación geográfica de este país y rasgos socios económicos y culturales actuales.Destrezas implicadas Comprensión y expresión oral y escrita.Competencias activadas Léxica, gramatical.Objetivos pedagógicos Reflexionar acerca de la historia de un país angloparlante. Conocer acerca de las condiciones de vida durante el régimen del APARTHEID, después de éste y relacionarlo con la canción trabajada. Promover conciencia intercultural. Promover el uso de los equipos y de los recursos multimedia en el aula. (de ser posible con las netbooks).ANTES DE EMPEZAR El objetivo de la actividad es problematizar acerca de las características geográficas, socio económicas y culturales de un país anglo parlante como es SUDÁFRICA, a través de la lectura de distintos materiales tomados de la enciclopedia online Wikipedia.
  • 3. Esta actividad se puede realizar mediante una fotocopia, como es mi caso, o a través de las netbooks que sería lo ideal. *Empezaría ubicando a SUADFRICA en el mapa y preguntaría si alguien sabe de que país se trata. Los estudiantes pueden aportar información de acuerdo a sus conocimientos previos, debido a la popularidad que adquirió en los últimos años.OBSERVAR Y COMPRENDER En esta sección los estudiantes leerán acerca de las características generales y contemporáneas de Sudáfrica para estudiar un país angloparlante con una historia colonial. *Empezaríamos leyendo el texto en voz alta (por parte de las alumnas). El texto contiene mucho vocabulario pero que se podrá inferir del contexto o se los facilitaría yo sino se quiere perder tiempo en la búsqueda en el diccionario por parte de las alumnas. A medida que se avanza con la lectura, se van haciendo preguntas para facilitar y chequear la comprensión.Si se cree necesario, se les puede pedir que realicen una especie de mapa conceptual (usando ono recursos tecnológicos) con los puntos más importantes de esta primera lectura.South AfricaMotto: !ke e: ǀxarraǁke (ǀXam)"Unity In Diversity" Flag Coat of armsFrom Wikipedia, the free encyclopediaSouth Africa, officially the Republic of South Africa, is a country located at the southern tip ofAfrica. It is divided into nine provinces and has 2,798 kilometres (1,739 mi) of coastline.[9][10][11] Tothe north of the country lie the neighbouring territories of Namibia, Botswana and Zimbabwe; to theeast are Mozambique and Swaziland; while Lesotho is an enclave surrounded by South Africanterritory.[12]
  • 4. South Africa is a multi-ethnic nation and has diverse cultures and languages. Eleven officiallanguages are recognised in the constitution.[11] Two of these languages are of European origin:South African English and Afrikaans, a language which originated mainly from Dutch that isspoken by the majority of white and Coloured South Africans. Though English is commonly used inpublic and commercial life, it is only the fifth most-spoken home language.[11] All ethnic andlanguage groups have political representation in the countrys constitutional democracy comprisinga parliamentary republic; unlike most parliamentary republics, the positions of head of state andhead of government are merged in a parliament-dependent President.About 79.5% of the South African population is of black African ancestry,[4] divided among avariety of ethnic groups speaking different Bantu languages, nine of which have official status.[11]South Africa also contains the largest communities of European, Asian, and racially mixed ancestryin Africa.Today South Africa enjoys a relatively stable mixed economy that draws on its fertile agriculturallands, abundant mineral resources, tourist attractions, and highly evolved intellectual capital.Greater political equality and economic stability, however, do not necessarily mean socialtranquility. South African society at the start of the 21st century continued to face steep challenges:high crime rates, ethnic tensions, great disparities in housing and educational opportunities, and theAIDS pandemic. It is ranked as an upper-middle income economy by the World Bank, one of onlyfour countries in Africa in this category (the others being Botswana, Gabon and Mauritius).[13] It hasthe largest economy in Africa, and the 28th-largest in the world.[14] About a quarter of thepopulation is unemployed[15] and lives on less than US $1.25 a day.[16]PRODUCIR Y COMUNICAR La propuesta consiste en conocer acerca de la historia de Sudáfrica, especialmente durante pero también después del período del APARTHEID. Para esto se les dará un texto tomado de Wikipedia, editado con algunos párrafos sobre este tema. Se propone en primer término que observen dos carteles de la época y que comenten y debatan sobre ellos.
  • 5. Luego, ya que el tema de la discriminación racial seguro sale a la luz, se les dará una serie de preguntas que orientarán la lectura del nuevo texto, hacia la búsqueda de información como por ejemplo: WHAT DID THE APARTHEID CONSIST ON? HOW LONG DID IT LAST? WHEN AND WHY DID IT FINISHED? NAME THE MOST IMPORTANT POINTS RELATED TO: families, education, women, among others.South Africa under apartheidApartheid (Afrikaans pronunciation: [ɐˈpɐrtɦəit], separateness) was a system of legal racialsegregation enforced by the National Party government in South Africa between 1948 and 1994,under which the rights of the majority non-white inhabitants of South Africa were curtailed andminority rule by white people was maintained.Racial segregation in South Africa began in colonial times, but apartheid as an official policy wasintroduced following the general election of 1948. New legislation classified inhabitants into racialgroups ("black", "white", "coloured", and "Indian"),[1] and residential areas were segregated,sometimes by means of forced removals. From 1958, black people were deprived of theircitizenship, legally becoming citizens of one of ten tribally based self-governing homelands calledbantustans, four of which became nominally independent states. The government segregated
  • 6. education, medical care, and other public services, and provided black people with services inferiorto those of white people.[2]Apartheid sparked significant internal resistance and violence as well as a long trade embargoagainst South Africa.[3] A series of popular uprisings and protests were met with the banning ofopposition and imprisoning of anti-apartheid leaders. As unrest spread and became more violent,state organizations responded with increasing repression and state-sponsored violence.Despiteopposition both within and outside the country, the government legislated for a continuation ofapartheid. As the 20th century went on, Apartheid became increasingly controversial, some Westernnations and institutions began to boycott doing business with the country because of its racialpolicies and oppression of civil rights leading to widespread international sanctions, divestment andgrowing unrest and oppression within South Africa. A long period of harsh suppression by thegovernment, and at times violent resistance, strikes, marches, protests, and sabotage by bombingand other means, by various anti-apartheid movements, most notably the African National Congress(ANC), followed.The state passed laws which paved the way for "grand apartheid", which was centred on separatingraces on a large scale, by compelling people to live in separate places defined by race. In addition,"petty apartheid" laws were passed. The principal apartheid laws were as follows:[21]The first grand apartheid law was the Population Registration Act of 1950, which formalised racialclassification and introduced an identity card for all persons over the age of eighteen, specifyingtheir racial group.[22] Official teams or Boards were established to come to an ultimate conclusionon those people whose race was unclear.[23] This caused difficulty, especially for coloured people,separating their families as members were allocated different races.[24]The second pillar of grand apartheid was the Group Areas Act of 1950.[25] Until then, mostsettlements had people of different races living side by side. This Act put an end to diverse areasand determined where one lived according to race. Each race was allotted its own area, which wasused in later years as a basis of forced removal.[26] Further legislation[which?] in 1951 allowed thegovernment to demolish black shackland slums and forced white employers to pay for theconstruction of housing for those black workers who were permitted to reside in cities otherwisereserved for white people.The Prohibition of Mixed Marriages Act of 1949 prohibited marriage between persons of differentraces, and the Immorality Act of 1950 made sexual relations with a person of a different race acriminal offence.Under the Reservation of Separate Amenities Act of 1953, municipal grounds could be reserved fora particular race, creating, among other things, separate beaches, buses, hospitals, schools anduniversities. Signboards such as "whites only" applied to public areas, even including parkbenches.[27] Black people were provided with services greatly inferior to those of whites, and, to alesser extent, to those of Indian and coloured people.[2] An act of 1956[which?] formalised racialdiscrimination in employment.Further laws had the aim of suppressing resistance, especially armed resistance, to apartheid. TheSuppression of Communism Act of 1950 banned the South African Communist Party and any otherpolitical party that the government chose to label as communist. Disorderly gatherings werebanned, as were certain organizations that were deemed threatening to the government.
  • 7. Education was segregated by means of the 1953 Bantu Education Act, which crafted a separatesystem of education for African students and was designed to prepare black people for lives as alabouring class.[28] In 1959 separate universities were created for black, coloured and Indian people.Existing universities were not permitted to enroll new black students. The Afrikaans MediumDecree of 1974 required the use of Afrikaans and English on an equal basis in high schools outsidethe homelands.[29]Colonialism and apartheid had a major impact on women since they suffered both racial and genderdiscrimination. Oppression against African women was different from discrimination against men.They had very few or no legal rights, no access to education and no right to own property.[56] Jobswere often hard to find but many African women worked as agricultural or domestic workersthough wages were extremely low, if existent.[57] Children suffered from diseases caused bymalnutrition and sanitary problems, and mortality rates were therefore high. The controlledmovement of African workers within the country through the Natives Urban Areas Act of 1923 andthe pass-laws, separated family members from one another as men usually worked in urban centers,while women were forced to stay in rural areas. Marriage law and births[58] were also controlled bythe government and the pro-apartheid Dutch Reformed Church, who tried to restrict African birthrates.Reforms to apartheid in the 1980s failed to quell the mounting opposition, and in 1990 PresidentFrederik Willem de Klerk began negotiations to end apartheid, culminating in multi-racialdemocratic elections in 1994, which were won by the African National Congress under NelsonMandela. The vestiges of apartheid still shape South African politics and society.[4]In post-apartheid South Africa, unemployment has been extremely high. While many blacks haverisen to middle or upper classes, the overall unemployment rate of blacks worsened between 1994and 2003.[29] Poverty among whites, previously rare, increased.[30] While some have attributed thispartly to the legacy of the apartheid system, increasingly many attribute it to the failure of thecurrent governments policies. In addition, the current government has struggled to achieve themonetary and fiscal discipline to ensure both redistribution of wealth and economic growth. Sincethe ANC-led government took power, the United NationsHuman Development Index of SouthAfrica has fallen, while it was steadily rising until the mid-1990s.[31] Some of this could possibly beattributed to the AIDSpandemic and the failure of the government to take steps to address it.[32]Una última pregunta podría ser: DO YOU THINK RACIAL SEGREGATION GOES ON IN AFRICA?WHY?EXPANSIÓN Esta etapa consta de dos actividades. La primera sería ver y discutir el “trailer” de la película Invictus, que trata sobre la Sudáfrica post-apartheid. Deténganse en las imágenes y
  • 8. la importancia de la República del Arcoiris. Esta actividad proveerá la ocasión de aplicar los conocimientos adquiridos previamente. http://www.youtube.com/watch?v=RZY8c_a_dlQ Si se tiene tiempo suficiente, se puede trabajar con la película completa. Yo no la vi, por eso no la propongo ahora, pero calculo que daría mucho para trabajar en la parte oral tanto de producción como de recepción. Y la segunda actividad y ya de cierre sería trabajar con la canción “Wavin’ Flag”. Pero la versión original, no la realizada para el mundial de futbol. En esta canción se puede apreciar perfectamente la vida en SUDÁFRICA y se puede realizar un lindo cierre comparando y usando las metáforas que tiene la letra con todo lo trabajado anteriormente.WAVING FLAGAlbum: Troubadour Genre: Reggae, Alternative HiphopReleased: February, 2009Wavin’ Flag is one of the songs included into the second studio album of K’naan which is availablesince the end of the last month. The single appears as new #99 on Billboard Hot 100 Chart. Thealbum sold about 15,000 copies on its first week of release. Other songs released are: ABc’s,Somalia, Bang Bang, Dreamer, If Rap Gets Jealous and I Come Prepared. K’naan is a SomaliCanadian rapper, poet and musician. This singer has a strong influence from Bob Marley and hisvoice has been compared to Emimem.When I get older, I will be strongerThey’ll call me freedom, just like a Waving FlagWhen I get older, I will be strongerThey’ll call me freedom, just like a Waving FlagAnd then it goes back, and then it goes backAnd then it goes backBorn to a throne, stronger than RomeBut Violent prone, poor people zone
  • 9. But it’s my home, all I have knownWhere I got grown, streets we would roamout of the darkness, I came the farthestAmong the hardest survivalLearn from these streets, it can be bleakExcept no defeat, surrender retreatSo we struggling, fighting to eat andWe wondering when we’ll be freeSo we patiently wait, for that faithful dayIt’s not far away, so for now we sayWhen I get older, I will be strongerThey’ll call me freedom, just like a Waving FlagAnd then it goes back, and then it goes backAnd then it goes backSo many wars, settling scoresBringing us promises, leaving us poorI heard them say, love is the wayLove is the answer, that’s what they say,But look how they treat us, make us believersWe fight their battles, then they deceive usTry to control us, they couldn’t hold usCause we just move forward like Buffalo SoldiersBut we struggling, fighting to eatAnd we wondering, when we’ll be freeSo we patiently wait, for that faithful dayIt’s not far away, but for now we sayWhen I get older, I will be strongerThey’ll call me freedom, just like a Waving FlagAnd then it goes back, and then it goes backAnd then it goes back (OhhhhOhhhhOhhhhhOhhhh)And everybody will be singing it(OhhhhOhhhhOhhhhhOhhhh)And you and I will be singing itOhhhhOhhhhOhhhhhOhhhh)And we all will be singing it(OhhhOhhOhhOhh)