As a practical example,
the didactic use of a myth is presented to introduce the visit to the Roman
town of Emerita Augusta (Mérida,
Spain).
In addition, specific exercises designed taking into account basic competencies and their evaluation criteria indicators are shown. Definitely, this project has been created to approach art and English as a Second Language from a novel perspective, using innovative educational spaces outside traditional classrooms, and collaborating with museums.
There are three stages, A, B and C. On stage A, teachers prepare students for the visit:
ACTIVITIES:
Session I
Activity I.1: Read and learn the most important gods and goddesses in the Olympus
Activity I.2: Read and write about our solar system
Activity I.3: Complete the chart with the genre ofthe god, specifying the word god (for male deities) or goddess (for femaledeities) and also say of what he or she is a deity.
In addition, specific exercises designed taking into account basic competencies and their evaluation criteria indicators are shown. Definitely, this project has been created to approach art and English as a Second Language from a novel perspective, using innovative educational spaces outside traditional classrooms, and collaborating with museums.
There are three stages, A, B and C. On stage A, teachers prepare students for the visit:
ACTIVITIES:
Session I
Activity I.1: Read and learn the most important gods and goddesses in the Olympus
Activity I.2: Read and write about our solar system
Activity I.3: Complete the chart with the genre ofthe god, specifying the word god (for male deities) or goddess (for femaledeities) and also say of what he or she is a deity.
Activity I.4: Connect with arrows days of the week and gods and goddesses. A hint: three gods are Roman and the rest are Nordic deities..
Activity
I.5: Mythology Quizz, please circle theright answers.
