MODULE 1
Step into the Past
At the end of the lesson the student will be able to:
-
Before you start
Look at the pictures and answer the following questions. - Do you recognize these pictures? - Have you ever been to a museum? - What museums are there in Punta Arenas?
Understand and follow simple and concrete paragraphs of a specific audio. Listen with attention and recognize information and facts. Complete part of a text on a page immediately after it has been told in an audio.
Listening I 1.1
Read the story and order the paragraphs 1- 6 Listen and Check.
Braun MenĂŠndez Palace The museum is now officially the Historic Museum of Magallanes.
In 1974, the palace was declared a national monument Where once it was only a place that the elite would visit, it is now open to the community as an artistic and cultural place. and in 1983 the descendants of Mauricio Braun and Josefina MenĂŠndez donated the house and all of its belongings to the government. After 3 years of work, the Braun Menendez home was finally ready in all its splendor. 1
In 1903 Mauricio Braun asked the French architect Antoine Beaulier to build their residence in Punta Arenas with material shipped from Europe.
1.1
Listen again and answer true (T) or false (F)
1- _____ Mauricio Braun asked to an American architect called Antoine Beaulier to build their residence in Punta Arenas. 2- _____ after 3 years of work, the Braun Menendez home was finally ready in all its splendor. 3- _____ in 1872, the palace was declared a national monument. 4- _____ the museum is now open to the community as an artistic and cultural place. 5- _____ the museum is now officially the Historic Museum of Magallanes.
Listening II
1.2
Listen and complete the dialogue.
A. Hello! Excuse me. Can I trouble you for a moment? B. Sure! How can I help you? A. Well, I am lost and I would like to know how to get to __________________________. B. Hmm... ok, let me see‌.well, we are at _________________ so, you have to go to the south west _______________ to _______________, then, you have to walk diagonal to _______________, then, you have to turn to your right till you come to ______________________. Finally, you stop and the museum will be to your left. A. Oh! Thank you so much! B. You’re welcome! A. Bye
MODULE 2
Brought by the Sea
At the end of the lesson the student will be able to: -
Before you start
1- In the Word Search Puzzle, find the names of these pictures.
Create complete and coherent sentences when given a set of words in context. Read and recognize information in order to answer the questions given. Develop writing skills by creating a short letter taking into consideration different criteria.
Writing I
Complete the text with phrases from the boxes.
Shackleton monument
Polar Exposition
Merchant marine
take command shipwrecked men
Shackleton expedition Chilean consul
Brave but quiet, Luis Pardo Villalón (1882-1935) went from the ___________________ to the Chilean Navy, and then into the labyrinths of the Straits and the southern channels. In August of 1916 he was asked to _____________ of the Yelcho and depart for the rescue of the _________________ on Elephant Island. Pardo had been towed by the Emma in the third rescue attempt. In spite of the difficult winter, Pardo’s sailing abilities and the good conditions allowed the mission to be successful. His connection with the _______________ led him to be _______________ in Liverpool and he assisted them in London in 1930 with the _______________ and the inauguration of the _________________.
Writing II
Put the words in the correct order to make sentences. 1- /was / Museum / Punta Arenas / The / in 1994 / Naval and Maritime / created/ __________________________________________________________________.
2- /of the Punta Arenas Naval and Maritime Museum/ provide a window into / the
maritime and naval history of Magallanes region / The seven exhibition rooms/ __________________________________________________________________ __________________________________________________________________.
3- / for / the old Navy command station / The museum / within / is located /
Magallanes/ __________________________________________________________________.
4- /A part of / provides mute testimony / a porthole / with / to the disaster of the
HMS Doterel / a ship’s hull/ __________________________________________________________________.
5- /The / ships’ instruments / with / upper floors / of the museum / interact / to /
allow/ visitors / __________________________________________________________________.
Dear Father… When you read this letter, either your son will be dead, or will have arrived back in Punta Arenas with all the shipwrecked men. I shall not return without them. Luis Pardo
Writing III 1
Have a look at the text you are going to read and circle the best answers for these questions. Then, read the text and check your answers. a. What time of text is it? 1. A short story. 2. An advertisement. 3. An e-mail b. What is the text about? 1. Future vacation. 2. A sport competition. 3. School life.
Dear Sir Bourners I am writing to request further information about Punta Arenas Naval and Maritime Museum. Firstly, I was wondering about when is the museum open. Secondly I would like to know if I can take pictures or video inside the museum. Finally, I want to book tickets for my friends by paying with my credit card. Will this be a problem? I am feeling very enthusiastic about visiting the museum, and look forward to your reply.
Yours faithfully Dan Johnson
2
Write a short reply to Dan’s e-mail. Before writing, consider the point in the list. Editing checklist Use this checklist to help you think about your work. Punctuation Do your sentences begin with capital letters and end with periods? Have you checked your work for other punctuation marks, such as question marks, exclamation marks, commas, etc.? Sentences Do all sentences make sense? Can you add any words to make them more interesting? Spelling Have you checked your work for spelling mistakes, using your dictionary? Are there any words you are not sure about? Connectors Have you used a variety of connectors in the text, such as and, or, or but? When you have finished your work, read it through and check for any changes you need to make. 3
Use the Editing Checklist to check your work for mistakes and write a final version.
MODULE 3
Salesian’s Living Memories
At the end of the lesson the student will be able to:
-
Before you start
1- Look at the pictures and answer the following questions. - Do you recognize these pictures? - Have you ever visited one of these places? - What comes to your mind when listening to the word museum?
Develop speaking skills; speak comprehensibly using an adequate range of grammar rules and vocabulary. Follow and participate in dialogues, taking into consideration intonation. Use appropriate language functions in formal and informal contexts, depending of the activity given by the teacher.
Activity I
Match the concepts in column A with the definitions in column B. The concepts will be reviewed in the next activity.
Column A
Column B
Salesians
A building in which objects of artistic, cultural, historical or scientific interest are kept and shown to the public.
Museum
Belonging to a particular place rather than coming to it from somewhere else.
Ethnography
Belonging to an early stage in the development of humans or animals.
Dioramas Indigenous Primitive
A member of a Salesian order; a member of the Society of St Francis of Sales founded in Turin by St John Bosco (1854), and dedicated to all types of educational work. The scientific description of different races and cultures. A model representing a scene with figures, especially in a museum.
Speaking I
Read the text aloud in group or in front of the class. After that, answer these questions.
A visit to the Salesians Regional Museum “Maggiorino Borgatello” covers more than a century of history and ethnography of Patagonia. Created by the Catholic Salesian order and inaugurated in 1893, it is the oldest museum in the Magallanes region. Its collection is housed on four floors, fostering knowledge in regional culture, geography, fauna, flora, mineralogy, paleontology, and business. Large dioramas recreate scenes from the lives of the indigenous Sélknam, Káwesqar, Yaganes and Tehuelches, with their primitive tools and characteristic utensils, many of which were made at the Salesian missions at Río Grande and Dawson Island, founded by Monseñor José Fagnano. One large room is dedicated to Antarctica and shows a number of preserved examples of birds and marine mammals. A map shows the locations of the Chilean bases and territorial claims in Antarctica, along with display cases with objects and information related to the whaling industry, the rescue of Shackleton’s 22 men, and vestiges of items from Deception Island. Here, in 1955 in Péndulo Cove the Pedro Aguirre Cerda base was constructed, only to be destroyed by a violent volcanic explosion in 1967. The museum contains a national photographic archive and library with more than 2,000 titles, among them the works of Father Alberto de Agostini, the great Salesian explorer who made several challenging ascents of Patagonian peaks and created graphical and audiovisual records of the indigenous peoples who had inhabited the extreme south for thousands of years.
a. When was the museum inaugurated? b. Which are the names of the indigenous tribes recreated on the museum? c. Which are the preserved examples on the museum? d. Who was Alberto de Agostini?
Speaking II
Read the following conversation in context. Then, create a dialogue following the same conversation with your partner. Practice and perform in front of the class. Each student has to perform 6 times.
Planning a Visit to the museum Ana: Vella. Why don’t you take Vincent somewhere this Sunday? Vella: Hmm...Should I take him to the Salesian regional Museum? Ana: Yeah! I think he will love it. It will be very educational for him! (Getting the Entry Tickets) A: ____________________________________________________________________ B: ____________________________________________________________________ A: ____________________________________________________________________ B: ____________________________________________________________________ A: ____________________________________________________________________ B: ____________________________________________________________________ A: ____________________________________________________________________ B: ____________________________________________________________________ A: ____________________________________________________________________ B: ____________________________________________________________________ A: ____________________________________________________________________ B: ____________________________________________________________________
MODULE 4
The Unforgettable Story
At the end of the lesson the student will be able to:
- Reinforce skills related to grammar, vocabulary, pronunciation, and writing. The student will be able to read and understand grammatical structures and new lexical items.
- Improve reading skills; skimming, scanning, predicting, and reading for detail comprehension.
Before you start
- Read for enjoyment. Students will ideally discover not only the usefulness but also the pleasure of being able to read in a second language.
1- Scramble the words with the help of the clues: _______________________
_______________________
MMUSEU (An old house with antiques)
PODAR OTOLIP (A Chilean navy ship)
_______________________
_______________________
EREROLPX (Discover a new place)
CESGAIRRA (The princess vehicle)
_______________________
_______________________
ACITRATN (A cold place)
TOFRSE (A land with trees)
Reading I 1
Read the text.
The Patagonia Institute was founded in 1969 as a center for research focused on the science and history of the Magellan region. Within an expansive park, the “Museum of Memories” brings together old buildings, carriages, furniture, and utensils of the pioneer period. The José Menéndez pavilion has on display a bowsprit found on Greenwich Island in the South Shetland Islands archipelago, recovered by the crew of the Chilean Navy ship, the Piloto Pardo. The museum features a library specializing in Patagonian and Antarctic subject matter, including a cartographic collection and a special archive of old magazines. The library has a book store for purchase of works published by the University of Magallanes, which took over the Institute in 1985. The botanist Edmundo Pisano created the Carl Skottsberg botanical garden, with plant communities representing the various biomass features of the region, including the Patagonian steppe, the deciduous Magellan forest and the evergreen Magellan forest. When Skottsberg was in Punta Arenas he was merely a young Antarctic explorer, but would soon become one of the greatest botanists of the 20th century. He described the city as it was over a hundred years ago as a cosmopolitan place, “…a babel of tongues. Pretentious stone buildings, interspersed with corrugated-iron houses, dozens of hotels and American bars, howling gramophones, the rattling of cocktails in the mixing - that is the first impression”.
2
Answer the multiple choice questions: 1- The Patagonia Institute was founded in: a. 1998
b. 1970
c. 2010
d. 1969
c. Antique tools
d. Dresses
c. Scientist
d. Pilot
2- The main research is focused on:
a. Aborigines
b. The science and history
3- Edmundo Pisano was a: a. Botanist
b. Politic
4- The Carl Skottsberg botanical garden was created by: a. Piloto Pardo
b. Skottsberg
c. Edmundo Pisano
d. Carl S.
Reading II
According with the text above match the column A with the column B: Column A 1. 2. 3. 4.
1969 The Piloto Pardo 1985 Edmundo Pisano 5. Carl Skottsberg
Column B a. b. c. d.
Botanical garden. The Chilean Navy ship. The Patagonia Institute was founded. Botanist. e. The library has a book store for purchase of works published.
Reading III
Complete the text with the help of the words below:
Skottsberg
valleys
channels
geological
Island
Patagonian Ice
botanist collected
Magellan Expedition
After participating in Otto Nordenskjold’s Swedish Antarctic Expedition, Carl ___________ (1880-1963) wanted to return to where they had visited previously, and so he planned the Swedish________________ of 1907-09, this time to study the _________ changes resulting from the _________ Age, along with the formation of the Patagonian ___________ and the Andean __________, the flora and fauna, and the indigenous groups. Onhis second trip to Chile in 1916-17, the famous ___________________ and classified hundreds of examples of plants from places that included ChiloÊ, Easter Island, and Robinson Crusoe _____________, where he photographed the last surviving endemic sandlewood. Among the ____________ species he described, we find this forest violet.