TESTS

lunes, 31 de julio de 2017

11- THE BRITISH EMPIRE and THE COMMONWEALTH


This is how it all started....

Resultado de imagen para Elizabeth I 


Elizabeth I (1533-1603), daughter of Henry VIII, was queen of England for 45 years. She never got married, and is sometimes called the "Virgin Queen". she was clever, successful and popular. in a war against Spain, she told her soldiers and sailors: "I have the body of a weak woman. But I have the heart and stomach of a king."
During her reign English sailors went to many far-away places. Sir Francis Drake sailed all the way round the world. Sir Walter Raleigh brought potatoes and tobacco from America. It was the beginning of the British Empire.

The Empire: for and against

Why were the British so interested in putting up their flag all over the world? They started with Ireland in the 16th century, and by 1770 they had the biggest empire in history. Why did the British want all these countries? The short answer is money and land. The long answer is more complicated. Each country was different. For example, India was a rich market - it was full of customers for British goods. Jamaica was a good military base against the Spanish. Australia was a big "empty" country for the British people to go and live in.

Of course, Australia wasn´t really empty. There was a population of Aborigines. All the countries in the Empire had people in them when the British arrived. In some places, like India, the British kept military control for a period of time, and then left. In other places, like Australia, they occupied the land itself. They built farms, cities, roads and railways. So they were in competition with the native people. This happened in Canada, the USA, South Africa, Australia and New Zealand.

The result was that the Inuit, Native Americans, Zulus, Aborigines and Maoris lost their land. Many also lost their lives - in fighting or from illness (the newcomers brought new viruses like smallpox, typhoid and cholera). Today many of these native people still look back to a golden age when their countries belonged to them.

 Look at a video which explains the history of the British empire in a "funny" way....



ANSWER:

1. What did the British trade from the colonies?
2. Did they promote "fair" trade?
3. Which products were very valuable?
4. COMPLETE your study notes in your PORTFOLIO and create your own map of the empire.


At the beginning of the 20th century, the British Empire contained more than one quarter of the world’s population, and covered one quarter of the world’s land surface.

The Empire fell into two distinct parts: Britain and the dominions such as Australia, Canada, New Zealand and South Africa; and those regions that were wholly or partly governed from London – Africa, India, the West Indies and the Far East.

From the mid-19th century onwards, those areas of the world under British administration began to be coloured red or pink. For many people, even today, these ‘pink bits’ are the most potent symbol of the extent of the British Empire.

A history of the British Empire and the Commonwealth is not an exclusively British history. It is a history of many nations – including Britain. While the British Empire had a substantial impact upon the countries it included, the influence was seldom one way.

More than five and a half million non-British soldiers, including Indians, Canadians, West Indians, Africans and Australians, fought for Britain during the two world wars.

As today’s Commonwealth, their countries are united by history, language and promoting the values of democracy, freedom, peace, the rule of law and opportunity for all. There are 54 countries in today’s Commonwealth, the most recent members are Rwanda (2009), Cameroon and Mozambique


(Sourcehttp://www.commonwealthonline.org.uk/overview/)

Now, watch and listen to real people giving their own personal impressions as members of the Commonwealth....

To socialize in class:

  • How many member countries are there in the Commonwealth nowadays?

  • Do all the people in the video hold the same ideas ? Account for your answer with evidence from the video.

  • What, in your opinion, is the purpose behind this video clip? 



viernes, 30 de junio de 2017

10- THE BRITISH, by Benjamin Zephaniah


Benjamin Zephaniah

The British 

(serves 60 million)

Take some Picts, Celts and Silures
And let them settle,
Then overrun them with Roman conquerors.
Remove the Romans after approximately 400 years
Add lots of Norman French to some
Angles, Saxons, Jutes and Vikings, then stir vigorously.


Mix some hot Chileans, cool Jamaicans, Dominicans,
Trinidadians and Bajans with some Ethiopians, Chinese,
Vietnamese and Sudanese.
Then take a blend of Somalians, Sri Lankans, Nigerians
And Pakistanis,
Combine with some Guyanese
And turn up the heat.
Sprinkle some fresh Indians, Malaysians, Bosnians,
Iraqis and Bangladeshis together with some
Afghans, Spanish, Turkish, Kurdish, Japanese
And Palestinians
Then add to the melting pot.
Leave the ingredients to simmer.
As they mix and blend allow their languages to flourish
Binding them together with English.
Allow time to be cool.
Add some unity, understanding, and respect for the future,
Serve with justice
And enjoy.
 

Note: All the ingredients are equally important. Treating one ingredient better than another will leave a bitter unpleasant taste.

Warning: An unequal spread of justice will damage the people and cause pain. Give justice and equality to all.



The poem we read and analysed in class belongs to the book


Click here if you want to learn more about Benjamin´s life and work.






A)  Look at the statements below. Tick the ones which match your understanding of what the poet is saying in The British. Try to find lines from the poem to support the statements.
  1. All people deserve to be treated with respect.
  2. It takes time for people to live in harmony.
  3. We have to work at getting along with all kinds of people.
  4. Everyone is equal.
  5. It´s exciting to live in a multicultural society.
  6. Benjamin Zephaniah is passionate about justice and equality.
B)  The Romans, Angles, Saxons, Jutes and Normans all came to Britain hundered of years ago. What point do you think Benjamin Zephaniah is making by including them in the poem?

C)  The poem is written like a recipe. 
  1. What words/phrases and other features in "The British" make the poem look like a recipe? To your list of cooking verbs, add at least five or six extra ones. You may also find a picture to illustrate their meanings !
  2. Why has Zephaniah chosen to write this poem like this?

 

Benjamin Zephaniah recites his poem with a group of students.

WATCH the video and then practise reading it aloud! 



Don´t forget to include a copy of the poem in your PORTFOLIO!

Feel free to LEAVE A PERSONAL COMMENT on the poem! 

Grace

domingo, 18 de junio de 2017

9- THE BRITISH CROWN

To truly understand somebody´s culture, we should first go back to their origins and roots and understand how their identity was shaped  along time.

How much do you know about Britain and its people? What is exactly Britain? And who are the British?


WHAT IS WHAT? WHICH IS WHICH? 



  • England?
  • United Kingdom?
  • Great Britain?
  • Commonwealth Realm?
  • Crown Dependencies?
  • British Overseas Territories?

  • Watch the video . Don't worry if you cannot understand every single word! Pay attention to the pictures and, only if necessary, activate the subtitles.


     














    So..., as you may have noticed there are many different terms...

    1- Which are political terms?
    2- Which are geographical terms?


    • ANSWER THESE QUESTIONS.  

      The answers will be corrected and shared in class!


    1. Is the UK a single country? What is it?
    2. Which is the biggest island? And the most populated one?
    3. Which is the second biggest island?
    4. Which is the complete name for the UK?
    5. Is Great Britain a geographical or political term?
    6. Mention the islands that are NOT part of Great Britain.
    7. Is the Republic of Ireland also part of the UK?
    8. What do the UK and the Republic of Ireland have in common?
    9. How many countries are there in Great Britain? And in Ireland?
    10. Mention at least 5 countries that used to be part of the Empire.
    11.  According to British tradition, who did God give power to?
    12. Which are the independent nations that , in spite of beingindependent, still recognize the Crown as their Head of State. Make a list of these nations.
    13. Name the Crown Dependencies.
    14. Are the British on good terms with the Spanish government concerning Gibraltar? (Are they friends? Is there any conflict between them?)
    15. What is the situation like in regards to our Malvinas Islands? Why does Argentina claim the soverreighnty? (Mind you! You won´t find the answer to this question on the video!!)
    16. Draw a list with the British overseas Territories. Are they independent? What does the Crown give them?
    17.  
       
       

  • In your PORTFOLIOdraw the chart describing THE CROWN. Add any piece of information / drawing / images you want to complete your entrance or just to enliven it!


    Special thanks to  Stella for sharing the activity!!  😊😊

    lunes, 29 de mayo de 2017

    8- We Refugees


     In this new post, we´ll be focusing on one of the world´s current social issues, an issue which is affecting thousands and thousands of people in the world today.   We Refugees is a documentary video named after Benjamin Zephaniah´s famous poem: WE REFUGEES was published in one of his most popular books,  "Wicked World".

    But, what does it mean to be a 'refugee'? Is it the same as being an immigrant? 
    And the answer is:  .... Well, it´s not exactly the same!

    A refugee is a person who has fled armed conflict or persecution and who is recognised as needing of international protection because it is too dangerous for them to return home. They are protected under international law by the 1951 refugee convention, which defines what a refugee is and outlines the basic rights afforded to them. 

     

    The convention’s basic principle is that refugees should not be expelled or returned to situations where their life and freedom would be under threat. Once someone has been recognised as a refugee, they are supposed to be given access to social housing and welfare benefits and helped to find a job and integrate into society. The UN refugee agency (UNHCR) estimates that there are almost 60 million forcibly displaced people around the world, including those displaced within their own countries.

    (Retrived from:  https://www.theguardian.com/world/2015/aug/28/migrants-refugees-and-asylum-seekers-whats-the-difference )

     

    WATCH the video and listen to real refugees talking about their personal experiences. Pay special attention to the reasons why they were forced to leave their home countries as well as to their future expectations.



    We Refugees from Lutheran Community Services NW on Vimeo.

    ...Striking and moving, isnn´t it?


    The video begins with a quotation from Zephaniah´s poem

     We Refugees:



    I come from a great old forest
    I think it is now a field
    And the people I once knew
    Are not there now.

    Click   HERE to read the complete poem WE REFUGEES online.


    As you may have noticed,  this poem  is closely connected with the short story we´ve recently read and worked out in class, The Promised Land, by Frederik Mulapa.



      COMPULSORY ACTIVITY:


    1. Write down or stick a copy of the poem in your portfolio.
    2. Practise reading it aloud. 
    3. Choose any two stanzas from the poem and explain them using your own words as far as possible.
    4. What message do you think Zephaniah is trying to convey through this poem? Explain.

    You may wish to leave us a message in the comments section below! 

    Grace



      jueves, 11 de mayo de 2017

      7- Will English Always Be the Global Language?


      Linguists have different ideas regarding the future of English as a global language. Let´s listen to David Crystal lecturing on the future of English as a global language and find out what his position is.

      Watch only until minute 11:18 (you won´t need to pay attention to the last 4 minutes on the interview in order to complete these activities)




      ACTIVITY 1:
      As you listen, try to complete what he says:

      1- Language is global for one reason only, and that is the ........................ 
      2- ....................... drives language. There´s no other reason to speak .................................. .
      3- A the moment, ............... .......................... people in the world speak English.
      4- There´s ............................................... so many people .................................... a language before!
      4- The world needs a global language because countries................................................. .
      5- 

      ACTIVITY 2:
      David Crystal mentions five different reasons which explain why English
      became global. Transcribe those reasons.
      1- .......................................................................................................................
      2- .......................................................................................................................
      3- ......................................................................................................................
      4- ......................................................................................................................
      5- ...................................................................................................................... 


      ACTIVITY 3:
      When asked about the Future of English, Crystal forsees two different scenarios. Which are those scenarios?
         A- ....................................................................................................................

         B- ....................................................................................................................

      6- A Global Language

        Let´s meet and listen to part of an interview with profesor David Crystal, author of "English as a Global Language", talking about GLOBAL ENGLISH . Then, answer the questions:

       

      TASK:  Watch the video clip and answer the questions.

      1. What makes a language global?
      2.  He says "power means different things at different times". Why? What different types of power does he mention?
      3. Crystal says "English has been at the right place at the right time". Why does he think so?

       The answers will be discussed in class next week!  

       


      Grace :-)

      jueves, 20 de abril de 2017

      5- The History of English


      glitter maker


      ENGLISH has evolved from a language spoken by a few people into the most widely spoken language in the world.

       This video will definitely help you understand some of the issues we have been discussing so far in class. You will see it is divided into different chapters which show different stages in the historical development of the language. 





      After watching (perhaps twice or three times), complete the activities which follow.  The answers will be socialized in class... 

      Make sure you include these activities  in your PORTFOLIO.

      Don´t worry that much if you do not understand every sigle word! Pay attention to pictures and images.... they will help you understand.


      ACTIVITY 1:

      Answer these questions
      1. Who led the Norman invasion into England? At that time, who spoke French?  Who spoke Latin? Who spoke English?
      2. How many words did the English absorb from the Normans?
      3. How many words and phrases are said to have been incorporated or "invented" by Shakespeare?
      4. When was The Authorized or  King James´ translation of the Bible printed? Why was this translation so important?
      5. Why did so many words had to be invented during the 17th century?
      6. Where does the word BARBICUE come from? How about BOOMERANG and YOGA?
      7. How many entries did the First Dictionary of the English Language contain? 
      8. When did the first Oxford English Dictionary appear?
      9. Which aspects of the American culture have contributed largely to the spread of English throughout the wrorld?
      10. When was the first e-mail sent? Where from?  
      11. When did the Internet start?
      12. What do the abbreviations IMHO, BTW, LOL and FAQ mean?
      13. Can native speakers claim the ownership of Global English?
      14. Approximately, what percentage of the world population is able to (at least) ask for directions in English?
      ACTIVITY 2:

      The video is divided into 10 chapters. IN YOUR PORTFOLIO, write down the title given to each of those chapters and include some key information related to it. You may also want to stick/add related pictures/images to liven up your portfolio entrance.

      ACTIVITY 3:

      LANGUAGE IN USE:

      A_ The following are some of the idiomatic expressions which were used in King James´s translation of the Bible. Look up their meanings.

      1. "A bird in the hand is worth (than) two in the bush".
      2. " A wolf in sheep´s clothing".
      3. "A leopard can´t change its spots".

      B_ Follow-up activity


      As you may imagine, English is full of popular sayings and idiomatic expressions related to the animal world. You will find some of them below. Look them up in a dictionary and think of the correct Spanish counterpart. Include this activity in your PORTFOLIO as well!

      • Let the cat out of the bag.
      • To take the bull by the horns.
      • "It´s raining cats and dogs".
      • "Birds of a feather flock together".
      • To Smell rat.
      • "Don´t look a gift horse in the mouth".
      • "Don´t be a chicken Little".
      • "When the cat´s away, the mice will play".
      • To work like a dog.
      • To bark up the wrong tree.
      • "Don´t  bite the hand that feeds you".
      • "To take someone under your wing".
      • To be as happy as a pig in mud.
      • "I could eat a horse!".
      • "He´s a wolf in sheep´s clothing".
      • "There´s a frog in my throat".

      Resultado de imagen para a frog in my throat

      These activities will be shared and checked in class. Make sure you start woring on them!

      grace :-)