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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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1. PRACTICE II, DIDACTICS OF ELT
Teacher: Estela N. Braun
Trainees: Villoria Rocio;Pereira Amneris
School:School N°6 Dr. Ricardo Gutierrez
Coursebook:“HowdyFriends” Starter
Course: 4th Grade ‘C’-‘D’
Timetable: From13:15 to 14:45
Date: September, 1st
Topic: ‘’I’mhungry!’’
Lesson plan N°6
LEARNING OBJECTIVES:
- To identify numbers.
- To link numbers with vocabulary about food and colours.
- To practice the speaking, reading and writing macro skills.
WARM-UP:
- The teacher will begin the class greeting the students through a short
rhyme.
- The teacher will give each student a badge with their name.
- The teacher will begin the lesson writing down the date and the name of
the new topic (Numbers) on the board.
- The teacher will revise contents learnt in the previous class (Number 1 to
10).
- The teacher will introduce a new topic: numbers 11 to 20 using flashcards.
2. FIRST ACTIVITY: (PAGE 43)
-Students will have to colour the numbers.
-The teacher will say them aloud and pupils will have to repeat the numbers one
by one.
The teacher will ask different
students "what colour is number (twelve)?" Then, they will have to answer for
example ''Number (twelve) is (pink)''.
In order to practice ''numbers'' orally, the teacher will bring to the class a
ball so as to play a game. The idea is to invite the students to count from one to
twenty. The first student will have to say ''one'' and throw the ball to another
classmate in order to continue counting and so on. If someone makes a
mistake, they will have to start counting from ''one'' again.
Pattern of interaction:Student– Teacher
Macro skills: Listening,identifyingandreading.
Material: Textbook.
Timing: 10 minutes
SECOND ACTIVITY (PAGE 43)
-The students will have to solve and complete numerical operations.
-The teacher will write the math symbols on the board so as to check the activity orally.
Pattern of interaction: Student– Teacher
Macro skills: Identifying,writingandreading.
Material: Textbook.
Timing: 10 minutes
THIRD ACTIVITY:
- Students will have to write the number in the space provided. Then, they will have to
find the words in the word search puzzle.
3. Pattern of interaction:Student– Teacher
Macro skills: Identifying,writingandreading.
Material: Photocopyprovidedbythe teacher.
Timing: 15 minutes
FOURTH ACTIVITY:
-Students will have to complete the blank spaces with the correct letter so as to form a
number.
- The teacher will correct the task aloud.
Pattern of interaction:Student– Teacher
Macro skills: Identifying,writingandreading.
Material: Photocopyprovidedbythe teacher.
Timing: 10 minutes
