06. Session 5

-Artistic and cultural.

-To interact with other students using the writing symbols of Egyptian culture in an adequate way.

-To discover other culture through its Gods.

Methodological(Learning to learn)

– To apply and assimilate the content to make descriptions and ask questions about Egyptians Gods.

-To handle effectively an array of resources to transform information into personal knowledge.

Personal(Autonomy, initiative and decision taking)

-To develop group, pair and individual activities with creativity, confidence and responsibility.

-To comprehend descriptions (reading and listening) related to Egyptians gods.

-Egyptians gods’ description.

-Hieroglyphs use.

-Complex clothes.

-Make and answer questions to guess Egyptians gods using the correct structure.

-Recognize and demonstrate that they have understood the most important vocabulary, and they have interiorized grammar structures to describe Egyptians gods.

Egyptians’ god names, vocabulary related to each kind of god (strength, evil serpent, flood and so on) and vocabulary linked to the physical description.

-To integrate and practice new concepts of Egyptian culture to previous knowledge.

-To expand knowledge autonomously by making question and giving answers.

-To discuss about which the correct answer is.

-Identify Egyptians Gods descriptions with the correct name and image.

-Understand and to analyse readings’ and listening’s information.

-What is she/he? She/he is a/an… /

-Is she/he wearing a/an…? Yes she/he is, No he/she isn’t.

– Has she/he got some objects? Yes, he/she has, No, she/he has not

-What does she/he do? She/he is a/an…

-Language coming across when making descriptions about Egyptians gods.

After that, pupils will recite the Egyptian poem (Annex 1) that they learnt in the first session. Students know that after the poem the class begins and that they will start by developing activities and learning new content.

–Annex 12

To start this session, the teacher will use as a resource the contents explained in the previous session (hieroglyphics) in order to make the students discover the Egyptians Gods.

So, first of all, the teacher will write in the blackboard an Egyptians God name using hieroglyphics and also he/she will hang on a picture of the God pupils are going to decipher. Then, to motivate pupils, teacher will make them discover the hidden message. Once they have discovered what was the name behind the hieroglyphics teacher will explain students that the name they have decoded is the name of an Egyptian God, and then he/she will explain that in Egypt they were polytheists (that means that they believed in many Gods, as for example Anubis that was the God of death, and so on).

Once the teacher has exemplified the activity pupils are going to do, students will have to make groups of 4. To continue, the teacher will give to each student a worksheet with some hieroglyphics and then with their work groups they will have to decode which names are behind those hieroglyphics.

In the Annex 12 We can find the worksheet we will give to our pupils to make this activity.

Whole class

Anubis = God of death

Ra = God of sun

Sekhmet = God of strength

To match each description with the correct name of the God and its image students must work in pairs. First of all, they will have to pay attention to teacher because before they read the descriptions by themselves, the teacher will read aloud the descriptions and will let pupils match what they have listened (descriptions) with the name of god accompanied with its appropriate picture.

After doing the listening activity, students will read the descriptions by themselves and will correct their own mistakes.

At the end of the activity, for teacher to be sure that the whole class have done the activity correctly, they will correct the worksheet all together. The way to correct the worksheet will be the following one: teacher will choose one pupil and the student, who will have been chosen, will have to read aloud a description and say the answer. Then, the teacher will ask to the others if they agree or not with the answer given by its classmate in order to make the students share why they have chosen one description or another depending on the name and image of the god.

We will pursue with the correction of the activity using the same process explained above.

One pupil will have a picture of an Egyptian god in his/her head with the correct name, and the student will have to make questions to his/her classmates to guess what God his/her classmate have in his/her head. But pupils can answer questions just using yes or no answers. The questions that the classmate can make are:

Are you a …? Yes, I am / No, I am not. 

Do you wear…? Yes, I do / No, I do not.

Have you got…? Yes, I have / No, I have not.

Do you… (Action)? Yes, I do / No, I do not.

These questions will be written in the blackboard, as a help for pupils. With this activity, students use and practice the different structures they have been reading in the previous activities, and they will have learnt in previous units.

In the (Annex 14) you can find the cards with the Egyptians gods’ picture accompanied with its appropriate name, and also a model of the diadem pupils will wear on its head to avoid see what god they have to guess by asking questions to its classmates.

–School material

The first exercise is a crossword, where pupils have to find out some of the Egyptians gods they have learnt through brief clues.

The second exercise consists on fill in the gaps. Students will have a picture of some Gods with briefs descriptions and they will have to guess which vocabulary or structure, have to write in each one according to the image below.

Pupils will have ten minutes to do the worksheet, but if they do not finish the activity, they will have to finish it at home as homework.

The worksheet they will have to do individually is available in Annex 15.

To finish with the class, they will listen to a song, where they can sing and make the actions and movements. With the song, pupils know that they have to pick up school material and that after the song the class finishes.

It is not necessary that songs were goodbye songs. Here we have found two examples:

http://www.youtube.com/watch?v=Xcws7UWWDEs

http://www.youtube.com/watch?v=SEfhM3T4aV0

-Can pupils recognize Egyptians gods and their characteristics?

-Can pupils make questions and answers to make descriptions about Egyptians gods?

– Can pupils use the language (vocabulary and grammar) learnt to describe and to play games?

-Participate actively and positive attitude.