Lesson
as well as to the graphic elements of the text. Ask them to predict the topics (nature and gods). Tell students that they will listen and read the part 2 of the text. Tell them to pay close attention to the reader because later they will read aloud to practice and improve pronunciation. Play Track 20. Afterwards ask different students to read one sentence from the text. After each student has read, play that fragment of the track so they can compare their pronunciation and, if necessary, invite them to repeat the sentence. To finish the activity, draw their attention to the pictures again and explain the relationship between Thor, Zeus and thunders; and between Tonatiuh and the sun. Emphasize that those and many other deities from cultures around the world are related to nature. This is the first step to compare natural, historical, and cultural aspects in Mexico and other countries in the lesson. Differentiated Instruction For this activity you can use the Bubble Map Strategy to compare different civilizations. Write a list of natural elements on the board (the sun, the moon, rain, fire, the Earth, water, wind, etc.) and assign one to each student. Then, they have to find two gods related to that element. Finally, they can share them with a partner or a small team. 2. Work in teams to write two more countries on the first column. Then discuss and check the gods they could have had in the past based on the natural characteristics of those places. This activity is designed to compare more natural aspects of Mexico and other countries. Read instructions aloud and have them perform the task in small teams. First, ask them to write down two more countries, preferably from different continents. They could choose them at random from a map or a list you give them. Then, this is a good chance to use online resources to check maps or websites about the geography of the four countries. Once they identify whether the countries have oceans, volcanoes, lakes, or cenotes, they have to discuss and check the corresponding “possible” god. 3. Have you ever felt afraid of a natural phenomenon (thunderstorm, fire, earthquake, tornado, etc.)? Create and draw a god to represent it as a comic. Share and describe it to a partner. To have students make connections with personal experiences, ask them the question in the instructions. Invite them to share more details, for example, how they felt when they experienced an earthquake, or to describe a scene from a movie that shows that natural phenomenon. Finally, ask them to create a god of that natural phenomenon in the form of a comic. They can take inspiration from existing characters from comics.
Lesson
115
When we read the exact words that someone said (the
1 Listen and follow along.Then, read aloud. 20 108 115
sentences in quotation marks), we can change our voice for a better intention. For more tips on improving pronunciation, go to page 115.
People from the Past Part 2
Cristopher Columbus wrote the earliest account of a hurricane in a letter he sent to Queen Isabella in 1494: “My eyes had never seen the seas so high and angry. The sky never looked more terrible. The ashes came with such fury that we all thought the ships would be destroyed. Only God and the Monarchy can make me face this danger again.” These storms were new to the explorers, so they needed a special name. Fray Bartolomé de las Casas wrote in a book: “Four vessels
This is a good example of a characteristic of many
ancient cultures. Their deities were related to elements or forces from the natural world they saw and which
sometimes they were afraid of. The gods of the sun and the moon, for example, were common to most civilizations because everybody could see them. However, some divinities existed only in certain places thanks to the natural aspects in those regions. For instance, there were gods of corn in the Americas but not in other continents because they did not have corn. And there were not gods based on horses or sheep in the Americas as people did not know these animals before the Spaniards took them there.
were destroyed by a great tempest that the locals call Huracan .” Huracan was the name of the Mayan god of wind, storm, and re.
2 Work in teams to write two more countries on the first column.Then discuss and check the gods they could have had in the past based on the natural characteristics of those places.
God of Ocean God of Volcano God of Lake
God of Cenote
Mexico Uganda
3 Have you ever felt afraid of a natural phenomenon (thunderstorm, fire, earthquake, tornado, etc.)? Create and draw a god to represent it as a comic. Share and describe it to a partner.
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Achievement
Read historical accounts.
Teaching Guidelines • Read aloud to practice and improve pronunciation. • Compare natural, historical, and cultural aspects in Mexico and other countries. • Make connections with personal experiences. Development What is the importance of knowing about natural, historical, and cultural aspects? Ask aloud the question and invite students to answer by using previous knowledge. Learning to Learn 115 You may tell them to pay close attention to the audio to copy a good pronunciation. Encourage them to go to the Appendix if they want to read more suggestions to improve pronunciation. 1. Listen and follow along. Then, read aloud. 20 108 Invite students to read the glossary words definitions on page 108. Draw their attention to the word “deities”
70 Unit 5 • Activity Book p. 48
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