2_ESO_HISTORY_ACTIVITIES

The Visigoths. Key-words in a text and a dictogloss
//Made by Javier Jiménez-Ridruejo and Angel Martín Uria. IES Alagón. Coria. Cáceres. Spain//

The teacher will read the text loudly, two or three times. The students should listen to him and try to write down the KEY-WORDS. Individually, he/she has to write the KW. In pairs or trios, they have to recreate the main parts of the text or even the whole. Straight afterwads, the teacher will give them the same text but without a number of words. Three different texts, each one has nouns, verbs and temporality chunks missing. Then, in common, they’ll recreate the whole text. At last, the teacher will give them the complete text to check the listening and writing competence. And, of course, also read it in Spanish in their textbook. At home, they have to try to answer a few questions about the text. Comprehension competence.
 * TASK **

**Germanic kingdoms and Byzantine Empire. A comparison**
//Made by Javier Jiménez-Ridruejo and Angel Martín Uria. IES Alagón. Coria. Cáceres. Spain.//

**TASK ** Make the students groups in pairs or trios. Teacher will give them a number of piece of papers in which he/she has written different sentences about Germanic Kingdoms and Byzantine Empire. Papers are mixed up. The students have to put in order making two columns, one for germanic and other for Byzantines.

When the students had been corrected by the teacher; then, they'll try to organize the sentences by political, economic and cultural topics. The last task would make a paragraph summarizing all the topics.



//Made by Javier Jiménez-Ridruejoand Angel Martín Uria. IES Alagón. Coria. Cáceres. Spain.//
 * CAROLINGIANS AND THE HOLY ROMAN EMPIRE **

Students make groups in pairs and read the short text. Then, the teacher gives them the paper with the questions. Read the questions and search information into the short texts. Fill the blanks correct looking at the titles of the columns. Put the answers in common with the other groups.
 * TASK**

Made by Mónica Lanero Táboas. IES Jalama. Moraleja (Spain)
 * ISLAM. SCRAMBLED SENTENCES **

The notebook exercise allow the teacher or students to do the same task in order to correct each sentence for the whole class on the smartboard.
 * TASK**: Students have to work in pairs or trios on a paper given by the teacher with a number of sentences having their words in a mess. They have to build sentences and to translate them into their language as well..



//Made by Mónica Lanero Táboas.IES Jálama, Moraleja, (Cáceres) SPAIN//
 * WHO IS WHO IN AL-ANDALUS? **


 * TASK**: students work in teams to find out who the characters in this game are, those related to the History of Al-.Andalus and the one who is not, that is to say, the "intruder". There´s a picture of each character and they speak to the students providing the clues to guess their names. The students have to answer the short questions each character sets in order to make them write short sentences that work as a kind of short biography of each character.

The Who is who? game can be used in two ways: either as a final review of the unit regarding Al-Andalus during a lesson, or as a task to introduce the topic, which would require extra work at home, because the students would have to search in the internet and in their text books to find out who the characters are.



**THE CASTLE IN THE MEDIEVAL AGES** //Made by Javier Jiménez-Ridruejo and Angel Martín Uria. IES Alagón. Coria. Cáceres. Spain.//

This is an exercise based on two different tasks.
 * TASK**

One, personal. They have to read definitions in English about several parts of a castle ( reading and comprehension). Their task is to join English definitions and words with the Spanish ones. Then, they must to create their own definitions of these words in Spanish. At least, they have to fill the gaps in a picture using the words just worked.

Second, **a GROUP ACTIVITY**

Look at the large image of a castle taken from Usborne's book **"Medieval World"**. 2004. Prepare with your partners a few questions about something we could see into the castle.Whatever you want: rooms, characters, actions,... Make a contest at your classroom, ruled by the teacher. Ask to other groups the questions you have prepared. Choose any group to send the question. If they don't answer properly the next one catchs the turn. Pass the bomb until one answer correctly. <span style="display: block; font-family: 'Trebuchet MS',sans-serif; text-align: justify;">Each correct answer is one point. Each answer answered in a next turn is half point. <span style="display: block; font-family: 'Trebuchet MS',sans-serif; text-align: justify;">At the end of the class, sum up all the points and proclaims the winner.

<span style="display: block; font-family: 'Trebuchet MS',sans-serif; text-align: justify;">

**MEDIEVAL TRADE** <span style="font-family: Arial,Helvetica,sans-serif;">//Made by Javier Jiménez-Ridruejo and Angel Martín Uria. IES Alagón. Coria. Cáceres. Spain.//

Make groups four/five people
 * TASK**

Take an envelope with a lot of different piece of paper.

Each color of every piece of paper has a special meaning: white are the main medieval routes, yellow the most important commodities and goods traded by the merchants, blue one means the ways of transportation, green deals with the ways of payment and business and at least red one is the dangers.

The task would be making two main columns, one for __Asian trade__ and other for __European one__. Inside these columns the students will have to organize the pieces of paper following the topics related before. Each topic has different color what allow them to recognize the information. When they are ending the exercise, the teacher will have a look to correct their work. Besides it, they would write the information in their notebook.



Smartboard exercises .Notebook 11.0
 * GAMES ON ROMANESQUE AND GOTHIC BUILDINGS **

// Made by Mónica Lanero Táboas. IES Jálama.Moraleja ( Cáceres ) SPAIN //



Smartboard exercises. Notebook 11.0
 * GAMES O N ROMANESQUE AND GOTHIC PAINTINGS **

// Made by Mónica Lanero Táboas. IES Jálama.Moraleja ( Cáceres ) SPAIN //



**COLOMBUS' JOURNEYS** <span style="font-family: Arial,Helvetica,sans-serif;">//Made by Javier Jiménez-Ridruejo and Angel Martín Uria. IES Alagón. Coria. Cáceres. Spain.//

**TASK**


 * MAKE GROUPS OF 2-3 PEOPLE
 * STUDENTS HAVE TO READ QUIETLY THE DIFFERENT SENTENCES BOTH IN A LARGE PAPER AND IN THE BOXES.
 * ASK THE TEACHER FOR THE MEANING OF THOSE WORDS UNKNOWN FOR THEM
 * THEY HAVE TO REBUILT COLOMBUS’ BIOGRAPHY WITH ALL SENTENCES
 * THE SENTENCES IN THE LARGE PAPER ARE NOT IN THE CORRECT WAY. THEY HAVE TO PUT EACH ONE INTO THE CORRECT BOXES IN ORDER TO MAKE COMPREHENSIBLE THE BIOGRAPHY.
 * SHARE THE RESULTS OF THE EXERCISE WITH OTHER GROUPS



= **Six Wives of Henry the VIII** = //made by Steve Cooke//. //Cheltenham.UK//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 19.2px;">**Task**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 19.2px;"> Students have to read in pairs the biographies of the six wives of the English King. Once it was done, they try to fill an exercise in which the teacher asks them some topics and informations read in the biographies. Exercise involves comprehension of a text.