in different countries. Ask them to point out the words that are related to cultural aspects ( architecture, traditions, art ). Now have them do the activity in pairs. Once they have finished, ask the class if the descriptions are about positive or negative aspects. Explain that the phrases from the box are words and expressions to respectfully describe other cultures. 6. In teams, share other respectful descriptions about the cultural aspects mentioned in exercises respectful opinions about cultural aspects. Read the instructions and make a list on the board (sculptors, artists, temples, paintings, etc.). Show them images of these cultural aspects in Mexico and other countries for them to compare. Differentiated Instruction For this activity 4 and 5. Then, compare them to Mexico’s. Tell students that they are going to share other you can use the Individualized Feedback Strategy to provide struggling students with more words and expressions to give respectful descriptions ( great, marvelous, excellent, spectacular, It’s amazing how they…, Their is/are wonderful. ). Elicit from students the aspects that surprised Cortes about each category (markets: variety of products, big markets; appearance: clothes were very different and Aztecs used piercings; religion: human sacrifice, a lot of gods and idols). Product: Comic In this lesson, students will continue planning their comic. This time, ask them to make a list of the important characters who could appear on the historical moments they chose in Step 1. Also, they have to write down one or two lines that these characters might say on their scenes. These activities will be your second evidence in this unit; ask students to file them following the procedure you prefer. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What is the importance of knowing about natural, historical, and cultural aspects? Have them answer the question again but this time by recalling what they learned. Point out that nature has a strong influence on the cultural and historical aspects of a civilization, and the three aspects are important to explain who we are as society.
4 Work in pairs to paraphrase the sentences by changing the words in italics. Use the words from the box to substitute them as in the example. If you need to recall more about paraphrasing, go to page 114.
Renaissance
represented
painted
Japan
built
Artists from
sculptors
frequently
• Artists from the Renaissance sculpted many scenes from Greek Mythology. • The Egyptians constructed enormous stone temples for their gods. • Japanese painters generally depicted dragons as symbols of good fortune.
Renaissance sculptors represented many scenes from Greek Mythology. The Egyptians stone temples for their gods.
enormous
dragons as symbols of good fortune.
5 Use words from the box to describe the cultures mentioned in the previous exercise.
very advanced civilization certainly surprising
a The Egyptians were a
with great
knowledge in architecture.
b Japanese traditions and art are
.
6 In teams, share other respectful descriptions about the cultural aspects mentioned in exercises 4 and 5.Then, compare them to Mexico’s. Step 2 • Think of the possible characters who could appear on the historical moments you chose in Step 1. • Write down some lines they might say on their scene. Self-evaluation (Check the box or boxes.) I can paraphrase sentences. I can use phrases to describe other cultures respectfully. I can compare natural and cultural aspects of Mexico and other countries. Tip: Every week, choose a country and read about its geography, history, and culture. Think about the similarities and differences with yours. Comic Reader What were some aspects of Aztec culture that surprised Hernan Cortes? (pp. 56-58)
49 Unit 5
Achievement
Read historical accounts.
Teaching Guidelines
• Compare natural, historical, and cultural aspects in Mexico and other countries. • Analyze words and expressions needed to respectfully describe other cultures. • Paraphrase sentences that describe actions of people in different cultures. Development 4. Work in pairs to paraphrase the sentences by changing the words in italics. Use the words from the box to substitute them as in the example. If you need to recall more about paraphrasing, go to page 114. Remind students that paraphrasing means expressing something using other words. You may allow them to recall this theme by going to page 114. Draw students’ attention to the example. Point out that they are going to paraphrase only the part in italics. 5. Use words from the box to describe the cultures mentioned in the previous exercise. This activity will help students compare cultural aspects
Unit 5 • Activity Book p. 49
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