1. INSTITUTO PRIVADO ALELUYA
Curso: SEXTO AÑO SECUNDARIO. NIVEL ALTO
Horas:3 módulos semanales ( 40´ los miércoles y 80´ los jueves)
Recursos tecnológicos: tv,cañón,dvd, grabador, computadoras y acceso a internet (pero en una sala
especial 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 de
ellas han ido a instituto durante muchos años o han asistido a la escuela en contra turno con una modalidad de
inglés 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 tradicionales
clases 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, el
programa tendrá como eje transversal la LECTURA COMPRENSIVA, y de los tópicos que de allí se disparen se
trabajará speaking, listening, vocabulary, entre otras.
Secuencia didáctica:HISTORIA DE UN PAIS:
http://secuencias.educ.ar/mod/resource/view.php?id=5437
En las secuencias del sitio, no he podido encontrar alguna que se ajuste a las necesidades de los cursos que he
tenido en estos últimos años, pero elegí HISTORIA DE UN PAIS,ya que me hizo a acordar a una actividad, con la que
trabajé hace dos años y con la cual las chicas trabajaron muy motivadas y entusiasmadas. Esta actividad tenía como
disparador EL ULTIMO MUNDIAL DE FUTBOL pero se podría adaptar muy bien. Me encanta el tráiler de la película
INVICTUS el cual pienso agregar a la actividad ya trabajada y que sin dudas voy a implementar este año con mis nuevas
alumnas usando como posible disparador el tema de LOS DERECHOS HUMANOS.
TODAS LAS ACTIVIDADES SERÍAN REALIZADAS
COMPLETAMENTE EN INGLES.
Tema: Historia – Lenguas - Discriminación
Subtema: Sudáfrica bajo el régimen del APARTHEID.
Nivel: Upperintermediate - Advanced
Speaking:Actividades grupales e individuales que promuevan la oralidad. Debate.
Listening: escucha de una canción.
Vocabulario: país, lenguas, geografía, historia, cultura, sociedad, actores sociales, derechos
humanos.

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 o
no recursos tecnológicos) con los puntos más importantes de esta primera lectura.
South Africa
Motto: !ke e: ǀxarraǁke (ǀXam)
"Unity In Diversity"
Flag Coat of arms
From Wikipedia, the free encyclopedia
South Africa, officially the Republic of South Africa, is a country located at the southern tip of
Africa. It is divided into nine provinces and has 2,798 kilometres (1,739 mi) of coastline.[9][10][11] To
the north of the country lie the neighbouring territories of Namibia, Botswana and Zimbabwe; to the
east are Mozambique and Swaziland; while Lesotho is an enclave surrounded by South African
territory.[12]

4. South Africa is a multi-ethnic nation and has diverse cultures and languages. Eleven official
languages 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 is
spoken by the majority of white and Coloured South Africans. Though English is commonly used in
public and commercial life, it is only the fifth most-spoken home language.[11] All ethnic and
language groups have political representation in the country's constitutional democracy comprising
a parliamentary republic; unlike most parliamentary republics, the positions of head of state and
head 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 a
variety 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 ancestry
in Africa.
Today South Africa enjoys a relatively stable mixed economy that draws on its fertile agricultural
lands, abundant mineral resources, tourist attractions, and highly evolved intellectual capital.
Greater political equality and economic stability, however, do not necessarily mean social
tranquility. 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 the
AIDS pandemic. It is ranked as an upper-middle income economy by the World Bank, one of only
four countries in Africa in this category (the others being Botswana, Gabon and Mauritius).[13] It has
the largest economy in Africa, and the 28th-largest in the world.[14] About a quarter of the
population 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 apartheid
Apartheid (Afrikaans pronunciation: [ɐˈpɐrtɦəit], separateness) was a system of legal racial
segregation 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 and
minority rule by white people was maintained.
Racial segregation in South Africa began in colonial times, but apartheid as an official policy was
introduced following the general election of 1948. New legislation classified inhabitants into racial
groups ("black", "white", "coloured", and "Indian"),[1] and residential areas were segregated,
sometimes by means of forced removals. From 1958, black people were deprived of their
citizenship, legally becoming citizens of one of ten tribally based self-governing homelands called
bantustans, four of which became nominally independent states. The government segregated

6. education, medical care, and other public services, and provided black people with services inferior
to those of white people.[2]
Apartheid sparked significant internal resistance and violence as well as a long trade embargo
against South Africa.[3] A series of popular uprisings and protests were met with the banning of
opposition and imprisoning of anti-apartheid leaders. As unrest spread and became more violent,
state organizations responded with increasing repression and state-sponsored violence.Despite
opposition both within and outside the country, the government legislated for a continuation of
apartheid. As the 20th century went on, Apartheid became increasingly controversial, some Western
nations and institutions began to boycott doing business with the country because of its racial
policies and oppression of civil rights leading to widespread international sanctions, divestment and
growing unrest and oppression within South Africa. A long period of harsh suppression by the
government, and at times violent resistance, strikes, marches, protests, and sabotage by bombing
and 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 separating
races 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 racial
classification and introduced an identity card for all persons over the age of eighteen, specifying
their racial group.[22] Official teams or Boards were established to come to an ultimate conclusion
on 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, most
settlements had people of different races living side by side. This Act put an end to diverse areas
and determined where one lived according to race. Each race was allotted its own area, which was
used in later years as a basis of forced removal.[26] Further legislation[which?] in 1951 allowed the
government to demolish black shackland slums and forced white employers to pay for the
construction of housing for those black workers who were permitted to reside in cities otherwise
reserved for white people.
The Prohibition of Mixed Marriages Act of 1949 prohibited marriage between persons of different
races, and the Immorality Act of 1950 made sexual relations with a person of a different race a
criminal offence.
Under the Reservation of Separate Amenities Act of 1953, municipal grounds could be reserved for
a particular race, creating, among other things, separate beaches, buses, hospitals, schools and
universities. Signboards such as "whites only" applied to public areas, even including park
benches.[27] Black people were provided with services greatly inferior to those of whites, and, to a
lesser extent, to those of Indian and coloured people.[2] An act of 1956[which?] formalised racial
discrimination in employment.
Further laws had the aim of suppressing resistance, especially armed resistance, to apartheid. The
Suppression of Communism Act of 1950 banned the South African Communist Party and any other
political party that the government chose to label as 'communist'. Disorderly gatherings were
banned, 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 separate
system of education for African students and was designed to prepare black people for lives as a
labouring 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 Medium
Decree of 1974 required the use of Afrikaans and English on an equal basis in high schools outside
the homelands.[29]
Colonialism and apartheid had a major impact on women since they suffered both racial and gender
discrimination. 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] Jobs
were often hard to find but many African women worked as agricultural or domestic workers
though wages were extremely low, if existent.[57] Children suffered from diseases caused by
malnutrition and sanitary problems, and mortality rates were therefore high. The controlled
movement of African workers within the country through the Natives Urban Areas Act of 1923 and
the 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 by
the government and the pro-apartheid Dutch Reformed Church, who tried to restrict African birth
rates.
Reforms to apartheid in the 1980s failed to quell the mounting opposition, and in 1990 President
Frederik Willem de Klerk began negotiations to end apartheid, culminating in multi-racial
democratic elections in 1994, which were won by the African National Congress under Nelson
Mandela. 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 have
risen to middle or upper classes, the overall unemployment rate of blacks worsened between 1994
and 2003.[29] Poverty among whites, previously rare, increased.[30] While some have attributed this
partly to the legacy of the apartheid system, increasingly many attribute it to the failure of the
current government's policies. In addition, the current government has struggled to achieve the
monetary and fiscal discipline to ensure both redistribution of wealth and economic growth. Since
the ANC-led government took power, the United NationsHuman Development Index of South
Africa has fallen, while it was steadily rising until the mid-1990s.[31] Some of this could possibly be
attributed 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 FLAG
Album: Troubadour Genre: Reggae, Alternative HiphopReleased: February, 2009
Wavin’ Flag is one of the songs included into the second studio album of K’naan which is available
since the end of the last month. The single appears as new #99 on Billboard Hot 100 Chart. The
album 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 Somali
Canadian rapper, poet and musician. This singer has a strong influence from Bob Marley and his
voice has been compared to Emimem.
When I get older, I will be stronger
They’ll call me freedom, just like a Waving Flag
When I get older, I will be stronger
They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
Born to a throne, stronger than Rome
But Violent prone, poor people zone

9. But it’s my home, all I have known
Where I got grown, streets we would roam
out of the darkness, I came the farthest
Among the hardest survival
Learn from these streets, it can be bleak
Except no defeat, surrender retreat
So we struggling, fighting to eat and
We wondering when we’ll be free
So we patiently wait, for that faithful day
It’s not far away, so for now we say
When I get older, I will be stronger
They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
So many wars, settling scores
Bringing us promises, leaving us poor
I heard them say, love is the way
Love is the answer, that’s what they say,
But look how they treat us, make us believers
We fight their battles, then they deceive us
Try to control us, they couldn’t hold us
Cause we just move forward like Buffalo Soldiers
But we struggling, fighting to eat
And we wondering, when we’ll be free
So we patiently wait, for that faithful day
It’s not far away, but for now we say
When I get older, I will be stronger
They’ll call me freedom, just like a Waving Flag
And then it goes back, and then it goes back
And then it goes back
(OhhhhOhhhhOhhhhhOhhhh)
And everybody will be singing it
(OhhhhOhhhhOhhhhhOhhhh)
And you and I will be singing it
OhhhhOhhhhOhhhhhOhhhh)
And we all will be singing it
(OhhhOhhOhhOhh)