CLIL COURSE MATERIALS CLASSICAL MYTHOLOGY

CLIL COURSE MATERIALS

C

LASSICAL

M

YTHOLOGY

: T

HE

O

LYMPIAN

GODS

Student worksheets

Pilar Torres Carmona

December 2008

CLASSICAL MYTHOLOGY: THE OL YMPIAN GODS

UNIT 1. MYTH AND MYTHOLOGY

STUDENT WORKDHEETS

What is a myth ?

A myth is a story about gods and other supernatural beings and how they made or shaped the world and humanity. The events told in these stories happened in a very remote past . Myths are a part of religion , and they give an explanation of the world from a moral point of view ; there is an ideology under every myth. Myths are also metaphorical ; they do not try to explain the world in a logical or scientific way, but through imagination. However, we can still use myths to understand and explore culture: its viewpoints , activities and beliefs .

Who made up

Myths are very old stories. They are so old, that we do not know who made them up: they are anonymous . People told these stories over the myths? years and this is why we have many versions of them. Sometimes these stories –or parts of them—were written down and now we can enjoy them.

Where does the word ‗myth‘ come from?

What is mythology ?

The word ‗ myth’

comes from the ancient Greek word μῦθος ―mythos‖. It means ―word, story‖ and it reveals the oral origin of these stories.

‗ Mythology’ , from the Greek words μῦθος ―mythos‖ story and λόγος

―logos‖ collection or study means both collection of stories/myths and study of the myths .

Why classical mythology?

Every civilization has its myths. We call classical mythology the body of myths of ancient Greece and Rome . We are going to study them because of their importance and influence on European culture: art, literature, music… even on everyday products and publicity! Look at two instances below:

The birth of Venus , Sandro Botticelli (1485-86)

Galleria degli Uffizi, Florence (Italy). From http://commons.wikimedia.org/wiki/Image:Botticelli_

Venus.jpg

Gillette Venus, a brand of disposable razors for women, at http://www.gillettevenus.com/uk/ .

Visit it!

Pilar Torres Carmona IES Narcís Monturiol, Barcelona

CLASSICAL MYTHOLOGY: THE OL YMPIAN GODS STUDENT WORKDHEETS

UNIT 1. MYTH AND MYTHOLOGY. ACTIVITIES

Look at the picture below. What do you see?

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

Image from http://nikeid.nike.com

, 2007

In pairs, go to the website http://en.wikipedia.org/wiki/Main_Page and find out the answer to the following questions: a) Where does the name of the brand in the advertisement come from? b) The man in the advertisement is wearing a pair of wings; why do you think he has been represented in that way? c) What is the logo of this brand? Draw it. d) What is the logo’s name? What does its name mean? To find it out look up the word in the Cambridge Advanced Learner’s Dictionary CD. You can also listen to the pronunciation. Does it have any relationship with the wings? e) In your opinion, do many people know what ‚nike‛ means? Why do you think they do/don’t? f) Think of two reasons to choose ‚Nike‛ as a sports brand name.



STAGE 3. SUMMARY CHART (Whole group oral activity except ‚Further thinking‛)

TRADEMARK LOGO SHAPE

AMERICAN

SPORTSWARE

BRAND

GREEK

MYTH

Look at the picture. It represents the

Greek goddess of Victory.

Does she seem to be running away? Why?

AMERICAN

VERSION

VS.

GREEK

VERSION

MYTH AS

METAPHOR

FURTHER

THINKING

JUST FOR

FUN

NAME

MEANING

WHAT DOES THE

WING STAND FOR

(=)?

WINGS = V _ _ _ _ _ y

Therefore , if you wear this brand, you are wearing wings, therefore you are a w_ _ _ _r.

Have you ever tried to catch a winged being –butterflies, flies, birds...?

Was it easy or difficult?

Once you caught it, was it easy or difficult to keep?

According to ancient Greeks, Victory had wings, therefore

Greeks thought that victory was d _ _ _ _ _ _ _ _ to reach and to keep.

Musée du Louvre, Paris (France) from http://commons.wikimedia.org/wiki/Image:Bronze_Nike_Louvre_Br1679.jp

g

- Is there any difference between the versions?

According to the American sportswear brand, is victory easy or difficult to reach?

Remember its motto : Just do it!

According to the ancient Greek myth, victory was _____________________ because she __________________.

Therefore ancient Greek and contemporary Americans have a d_ ff_ _ _ nt point of view about victory. They have different i_ _o_l_g_es .

In ancient Greek μεταφορά, ‚metaphorá‛ meant ‚transport‛. Therefore metaphor occurs when we ‚transport‛/transfer the meaning from a concept (‚wing‛) to another (‚victory‛).

However , concepts mean different things to different people; in this case, ‚wings‛ meant ‚difficulty‛ to Greeks while the same concept means ‚ease‛ to Americans.

That is why metaphors and myths are durable, because they can be adapted to different circumstances.

This is the way myths work.

Think about another trademark which uses the concept of wings in its advertisements / commercials . Try to justify this use.

Invent a new brand and logo for a product using the concept of wings. Which of the meanings above (‚difficulty‛/‛ease‛ or maybe a different one) would you choose and why?

Go to the website http://youtube.com/watch?v=XeKDFGbCUGA and watch the video

‚Impossible Nike‛. What do you think is the meaning of this commercial? There is a clue here:

N_ _e wears Adidas, therefore V_ _ _ _ _ y wears Adidas, therefore if you want to be a w_ nn _r, you m_ _t wear Adidas (not Nike!).



UNIT 1. MYTH AND MYTHOLOGY. Myth as explanation of the world.

TEXT A:

1.

With your partner, read the text and decide which column in the chart below matches your text.

A volcano is an opening, or rupture, in a planet's surface or crust, which allows hot, molten rock, ash and gases to escape from below the surface. Volcanic activity tends to form mountains or features like mountains over a period of time.

Volcanoes are generally found where tectonic plates are pulled apart or come together.

1. Large magma chamber

2. Bedrock

3. Conduit (pipe)

4. Base

5. Sill

6. Branch pipe

Cross-section through a stratovolcano:

9. Layers of lava emitted by the volcano

10. Throat

11. Parasitic cone

12. Lava flow

13. Vent

14. Crater

7. Layers of ash emitted by the volcano 15. Ash cloud

8. Flank

Scientific discourse

Text___

Descriptive

Objective

Exposition of facts

Intervention of physical laws

Use of observation, experiments and demonstration

General

Adapted from http://en.wikipedia.org/wiki/Volcano

Mythological discourse

Text ___

Narrative

Metaphorical

Presentation of actions

Intervention of divine beings

Need of faith

Particular



Order the phrases below to write a summary of your text:

( )

( )

( )

( )

( )

( )

( )

( )

( ) are generally found.

You can also of a volcano. what a volcano is,

This text explains and where volcanoes forms mountains how volcanic activity see a cross-section

STUDENT WORKDHEETS



TEXT B

1.

With your partner, read the text and decide which column in the chart below matches your text.

In Aztec mythology, Popocatéptl was a warrior who loved Iztaccíhuatl.

Iztaccíhuatl‘s father sent Popocatéptl to war in Oaxaca, promising him his daughter as his wife if he returned (which

Iztaccíhuatl‘s father presumed he would not.).

Iztaccíhuatl‘s father told her that her lover had fallen in battle and she died of grief. When Popocatéptl returned, and discovered the death of his lover, he committed suicide by plunging a dagger through his heart. The gods covered them with snow and changed them into mountains. Iztaccíhuatl‘s mountain was called ―La Mujer Dormida‖ (the ―Sleeping

Woman‖). Popocatéptl became the volcano Popocatéptl, raining fire on Earth in blind rage at the loss of his beloved.

Adapted from http://en.wikipedia.org/wiki/Popocatapetl

Scientific discourse

Text___

Descriptive

Objective

Exposition of facts

Intervention of physical laws

Use of observation, experiments and demonstration

General

Mythological discourse

Text ___

Narrative

Metaphorical

Presentation of actions

Intervention of divine beings

Need of faith

( )

( )

( )

( )

( )

( )

( )

( )

2.

Order the phrases below to write a summary of your text: the story changed him into a volcano after he committed suicide of an Aztec warrior and how gods

This text tells his beloved. because he had lost

Particular



TEXTS A AND B

2.

Change partner and tell him/her what your text is about. Then compare your texts and match the text on the left with the text on the right.

1.

Text __ is descriptive because

2.

Text __ is narrative because

3.

Text __ is objective because

4.

Text __ is metaphorical because

5.

There is intervention of physical laws in text __ because

6.

There is intervention of divine beings in text

__because

7.

There is use of observation and demonstration in text __ because

8.

There is need of faith in text __ because

9.

Text __ is general because

10.

Text __ is particular because a.

there are gods in the story. b.

a volcano stands for the rage of a warrior. c.

you can see a cross-section through a volcano. d.

there is a presentation of actions. e.

no one can demonstrate that the story is true. f.

there is an exposition of facts. g.

a volcano stands for a volcano. h.

it cites volcanic activity and tectonic plates. i.

it refers to a single volcano. j.

it refers to all volcanoes.

1__; 2__; 3__; 4__; 5__; 6__; 7__; 8__; 9__; 10__

3.

Summary charts. With your partner, complete the following charts: descriptive

The scientific discourse is while the mythological discourse is narrative exposition of facts presentation of actions

In the scientific discourse there is while in the mythological discourse there is

Both the ________ discourse and the __________ discourse intend to _________ the world although in a ________ way.



Watch the Power Point presentation about Arachne and, in groups, order the following statements to read

THE STORY OF ARACHNE

A.

Disguised as an old woman she warned Arachne not to offend the gods.

B.

She also struck Arachne‘s head with the shuttle.

C.

However, Athena was outraged because Arachne had represented the gods in a disrespectful way.

D.

Athena‘s tapestry represented the scene of her victory over Poseidon.

E.

Arachne‘s tapestry represented many episodes of the infidelity of the gods, disguised as animals.

F.

That made Athena angry.

G.

Arachne laughed at her and challenged the goddess to a contest.

H.

Athena took pity on Arachne and changed her into a spider.

I.

Ashamed, Arachne ran off and killed herself.

J.

Arachne, Idmon‘s daughter, was a girl of humble birth but very good at weaving.

K.

The goddess admitted that Arachne‘s tapestry was perfect.

L.

Athena dropped her disguise and the contest began.

M.

So much praise went to Arachne‘s head.

N.

Athena lost her temper and destroyed Arachne‘s tapestry and loom.

O.

People thought that she was the best weaver and told her so.

P.

She began to claim that her art was greater than Athena‘s, the goddess of wisdom and crafts.

1 J Arachne, Idmon‘s daughter, was a girl of humble birth but very good at weaving.

2__

3__

4__

5__

6__

7__

8__

9__

10_

_

11_

_

12_

_

13_

_

14_

_

15_

_

16H Athena took pity on Arachne and changed her into a spider.

Read the story again and in groups answer the following questions:



1.

Who judged the contest? ______________________________________.

2.

Was there a winner? ___________________________________________.

3.

Although Arachne‘s tapestry was perfect, she made some mistakes. Think of two mistakes Archne made in her relationship with Athena.

1) To claim that her art was greater than Athena‘s, the goddess of wisdom and crafts.

2) To

3) To

4.

When did Archne get ashamed? ____________________________________________.

5.

What did she realise at that moment?

1) That she shouldn‘t have claimed that her art was greater than Athena‘s.

2)

That she shouldn‘t have

3) That she

6.

Why shouldn‘t she have made these mistakes? Look at the comparative table below to answer the question.

ATHENA

Goddess

Immortal

ARACHNE

Human

Mortal

Mighty/powerful Humble

Proud

Best weaver

7.

What is the moral of the story?

The moral of the story is that __________ shouldn‘t ___________ to _______________.

8.

Myths reflect the ideology of the society that made them up; look at the table above and decide if the fact of being proud is a positive or a negative value or if it depends on the kind of person who is proud.

9.

Look at the table below and consider if the society that made up this myth is a class-conscious one. Then fill in the gaps with the words in the box.

Upper social class

(ATHENA)

Mighty/powerful

Ruler and judge

Lower social class

(ARACHNE)

Humble

Judged and ruled

Proud

Best at doing something warned / compared / proud of / challenged / destroyed (2)/ reduced (2)/

disrespectful / offend / lower class / upper class /

Arachne was ..........

her art and ..........

herself with Athena. Athena, disguised as an old woman, ..........

Arachne not to

......... the gods. Arachne ..........

the goddess to a contest. She was ..........

towards the gods. Athena ..........

Arachne‘s work and tools. Finally, Athena ........... Arachne to a hideous beast: to a spider.

So it happens to ..........

people when they want to be equal to .......... people: they are ..........

and ..........

to the slightest.



Why Classical Mythology? Power Point presentation activities.

Look at these pictures and discuss the following questions with your partner/s. After you have discussed them they will be discussed by the whole class.

The academy of hair and beauty. Derby

(United Kingdom).

Tattoo and piercing Medusa,

Photograh by Pilar

Barcelona. Photograph by Pilar Torres

Torres (2008)

(2008)

 Where is Medusa‘s head represented?

 What kind of shop are these?

 What element of Medusa‘s story has been chosen here?

 Does this element have a positive or a negative meaning here?

 In your opinion, what do people think about other people who have tattoos, piercings or their hair done in dreadlocks?

 Do you think that there is a different concept of beauty here –an ‖alternative beauty‖?

 How has Medusa‘s motive changed from ancient times to nowadays?

 Do you think that knowing Medusa‘s story has helped you understand your environment better?



UNIT 2: SOURCES OF CLASSICAL MYTHOLOGY

1.

Go to the website http://historylink102.com/greece2/sources.htm

and fill in the table with the requested information about your author, then tick the degree of certainty of our knowledge about them.

QUESTION ANSWER

We are sure about this

DEGREE OF CERTAINTY

It is probable

We don’t know

What is his name?

Where was he born?

When did he live?

What kind of poetry did he compose/ write?

In what language did he write/compose his works?

(Greek / Latin)

How many works did he write?

How many of his works have survived?

Could you cite some of his works?

Could you give many details about his life?

Not informe d



2.

Now complete the table of authors with information from your classmates:

AUTHOR’S

NAME

PERIOD HE

WAS BORN OR

LIVED IN ca 8 th c BC ca 8 th -7 th c BC

525-456 BC

496-406 BC ca 480-406 BC

70-19 BC

43 BC-17 AD

LANGUAG

E

WORKS

LITERARY

GENRE

HOW

MUCH DO

WE KNOW

ABOUT

HIM?

3.

In pairs, answer the following questions: a) Who are the authors in the table we know less about? b) Who are the best known authors in the table? c) Why do you think it is so?



UNIT 2. SORUCES OF CLASSICAL MYTHOLOGY

ACTIVITIES

1.

Match each author with his period and work:

1) Virgil A) 496-406 BC

2) Aeschylus

3) Hesiod

4)

5)

Homer

Sophocles

B) 8

D) 8 th th

century BC

C) 70-19 BC

-7 th century BC

E) 526-456 BC a) Metamorphoses b) c)

Medea

Aeneid d) Agamemnon, Prometeus bound e) Oedipus the King, Antigone

6) Ovid

7) Euripides

F) 43 BC-17 AD

G) 480-406 BC f) Theogony, Works and Days g) Iliad, Odyssey

2.

Read the summaries below and match them with the right title. a) This play by Sophocles shows the tragedy of a hero when finds out that he has killed his father and has married his mother. b) This play by Euripides shows the tragedy of a heroine who kills her own children in vengeance because her husband has abandoned her to marry another woman. c) This long poem takes its title from a Greek word that means ‘transformations’, because it narrates how some mythic characters were turned into animals

(Arachne), trees (Daphne), etc. d) This long poem narrates the origin of the world and of the gods, and how Zeus became the ruler of the universe. e) This epic poem tells of the wrath of Achilles, when he and Agamemnon –chief of the Greek army at Troy—quarrel and part because of a woman. Achilles then quits the fighting out of anger until Patroclus, his best friend, is killed by Trojan prince Hector. That is why Achilles decides to return to the battlefield and kills

Hector in vengeance. f) This epic poem by Virgil narrates the adventures of a Trojan hero, the only one who was able to escape safe and sound from the city when the Greeks sacked it.

He and his people then sailed across the Mediterranean Sea until they arrived in

Italy and founded the city of Alba Longa and the lineage of Rome. g) This play by Aeschylus is the tragedy of the chief of the Greek army at Troy, when he gets back home and is killed by his wife Clitemnestra and her lover

Aegistus.

3.

Which of the authors above were the three famous Athenian playwrights?

4.

Which of them wrote epic poems?



UNIT 2: SOURCES FOR CLASSICAL MYTHOLOGY (Power Point presentation)

TEXT 1

Sing, goddess, the anger of Achilles, son of Peleus, that accursed anger, which brought the

Greeks endless sufferings and sent the mighty souls of many warriors to Hades, leaving their bodies as carrion for the dogs and a feast for the birds… It all began when

Agamemnon lord of men and godlike Achilles quarrelled and parted.

TEXT 2

Tell me, Muse, the story of that resourceful man who was driven to wander far and wide after he had sacked the holy citadel of Troy. He saw the cities of many people and he learnt their ways. He suffered great anguish on the high seas in his struggles to preserve his life and bring his comrades home… Tell us this story, goddess daughter of Zeus, beginning at whatever point you will.

TEXT 3

From the Muses of Helicon let us begin our singing… Once they taught Hesiod fine singing as he tended his lambs below holy Helicon… and they gave me a branch of bay for a staff and they breathed into me wondrous voice, and they told me to sing of the family of blessed ones who are for ever.



With your partner, complete the following tables:

TEXT 1

TITLE

AUTHOR

ARGUMENT

WHO SINGS/TELLS THE

STORY?

TEXT 2

TITLE

AUTHOR

ARGUMENT

WHO SINGS/TELLS THE

STORY?

TEXT 3

TITLE

AUTHOR

ARGUMENT

WHO SINGS/TELLS THE

STORY?

STUDENT WORKDHEETS



 According to these fragments, early forms of poetry consisted of s_ _ _ _.

 Therefore, people did not read these poems but they l_ _ _ _ _ _ _ to them.

 Early poets s_ _ _ their poems to their audience by means of improvisation, because writing had not been introduced yet.

 That is why m_ _ _ _ _ was so important to them. However, in ancient times people did not know how memorisation or poetry making worked, so they explained these activities through a _ _ _ _.

 How did poets make poems, then? Find a mythological reason .



UNIT 2. SORUCES OF CLASSICAL MYTHOLOGY

ACTIVITIES

1.

Fill in the gaps in this text about the nine Muses.

The Muses, goddesses of p________, m________ and d_________, were daughters of

Zeus and the Titaness M___________. In ancient Greek, this word means

‚m_________‛. Memory was very important to poets because in those times poetry was o_________ and poets had to remember everything without the help of writing.

The main function of the Muses was to i__________ poets.

2.

Read the texts about the nine Muses, then look at the pictures on the next page and write their names and the art or science assigned to each of them.

3.

Make sentences about de Muses following the pattern below:

The first Muse is because she is holding a wearing a posing

4.

Write the terms for each definition: a) ________________: a building where objects of historical, scientific or artistic interest are kept.

b) ________________: a pattern of sounds made by musical instruments, singing or computers or a combination of these intended to give pleasure to people listening to it.



1) 2)

6)


7)

3) 4)

8) 9)

IES Narcís Monturiol, Barcelona

5)

THE NINE

MUSES

Sgraffito by Lithuanian painter Rimantas Gibavičius

(1935-1993) in the vestibule of the Nine Muses on the second floor of the south building of the S. Daukantas

Courtyard (Vilnius

University, Philology faculty). 1970

C LASSICAL M YTHOLOGY : T HE O LYMPIAN GODS

Sources for the pictures of the nine Muses:

S TUDENT WORKSHEETS http://commons.wikimedia.org/wiki/Image:Urania_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Calliope_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Clio_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Erato_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Euterpe_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Melpomene_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Polyhymnia_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Terpsichore_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Thalia_in_Domus_Philologiae.JPG

http://commons.wikimedia.org/wiki/Image:Urania_in_Domus_Philologiae.JPG

Pilar Torres Carmona IES Narcís Monturiol

C LASSICAL M YTHOLOGY : T HE O LYMPIAN GODS S TUDENT WORKSHEETS

1.

Complete the family tree of the Olympian Gods and Goddesses with the information you have obtained from the presentation. Paint each label in a different colour according to the key attached to the family tree:

APHRODITE

GAIA

OCEANUS

TETHYS

THEA

HYPERION

PHOEBE

COEUS

THEMIS

IAPETUS

MNEMOSYNE

CRIUS

DEMETER

Primal gods

Titans

Olympians I

Olympians II

Other deities

Mortals


HERA

THE GREEK GODS‘

FAMILY TREE

ZEUS

IES Narcís Monturiol


2.

What is the chronological order of the events? In groups, write a number from 1to 21 next to each letter (number 1 is done). Then copy down the sentences in the correct order in the space below the table.

ORDER EVENTS

A___ Gaia persuaded Kronos, her youngest son, to attack his father.

B___

Uranos’ blood dripped down to the sea and from the foam Aphrodite came to life.

C___ Kronos swallowed his children as soon as they were born.

D 1 In the beginning there was Chaos.

E___

Rhea tricked Kronos with a stone wrapped up as a baby and he swallowed it as if it was the new born child.

F___ Kronos was banished and Zeus took his place.

G___ Out of Chaos came Gaia, the Earth.

H___ Gaia and Uranos gave birth to the first generation of gods, the twelve Titans.

I___

Uranos was so afraid of his children that he kept them in the dark centre of the earth.

J___

K___

When Zeus, the youngest child of Kronos and Rhea, was about to be born, Rhea asked Gaia and Uranos for help to save her son.

Zeus grew up hidden from his father and when he came of age decided to fight him.

L___ Gaia produced a son, Uranos, the Sky.

M___ Kronos attacked Uranos with a sharp sickle while he was asleep.

N___ Zeus gave a potion to Kronos that made him sick.

O___ Gaia was very angry with Uranos because of that.

P___

Q___

Zeus and his brothers Poseidon and Hades shared the power: Poseidon got the realm of the sea and Hades the Underworld.

Uranos was left wounded and powerless and Kronos became the new ruler of the world.

R___ Kronos threw up his five children, still alive.

S___ Gaia and Uranos hid Rhea in a cave, where she gave birth to Zeus.

T___

Kronos married his sister Rhea, and had six children: Hestia, Demeter, Hera,

Hades, Poseidon and Zeus.

U___ Along with his brothers and sisters, Zeus fought against Kronos and the Titans.



3.

In pairs, fill in the gaps with a suitable word from the box below.

S TUDENT WORKSHEETS

Therefore; then (3); meanwhile; firstly; however (2); at the end; finally; after that (2); later; so that (2); so; secondly

(1) In the beginning there was Chaos. (2) Out of Chaos came Gaia, the Earth. (3) Gaia _______ produced a son, Uranus, the Sky. (4) _______ Gaia and Uranus gave birth to the first generation of gods, the twelve Titans. (5) Uranus, _______, was so afraid of his children that kept them in the dark centre of the earth, _______ (6) Gaia was very angry because of that. (7) _______Gaia persuaded Kronos, his youngest son, to attack his father. (8) _______ Kronos attacked Uranus with a sharp sickle while he was asleep. (9) Uranus’ blood _______ dripped down to the sea and from the foam Aphrodite came to life. (10) Uranus was left wounded and powerless and Kronos became the new ruler of the universe. (11) _______ Kronos married his sister Rhea and they had six children: Hestia, Demeter, Hera, Hades, Poseidon and Zeus. (12) Kronos, _______, swallowed his children as soon as they were born. (13) When Zeus, the youngest child of Kronos and Rhea, was about to be born, Rhea asked Gaia and Uranus for help to save her child. (14) They _______ hid Rhea in a cave, where she gave birth to Zeus. (15) _______ Rhea tricked Kronos with a stone wrapped up as a baby and he swallowed it as it if was the new born child. (16) _______, Zeus grew up hidden from his father and when he came of age he decided to fight him. (17) _______, he gave a potion to Kronos that made him sick so that (18) he threw up his five children still alive.

(19) _______, along with his brothers and sisters, Zeus fought against Kronos and the Titans. (20)

_______ Kronos was banished and Zeus took his place. (21) _______ Zeus and his brothers

Poseidon and Hades shared the power: Poseidon got the realm of the sea and Hades the

Underworld.



4.

Many words we use in our studies come from ancient Greek. Fill in the table below with the word that results from combining the given stems. What do the new words mean? a- non-/without

-logy study

-gony origin poly- many mono- one single

metry measure cosmo- order; univers theo- god geo- earth

----

--- ---

---

---

---

---

---

---

5.

Write the following words next to their definition (from Cambridge Advanced Learner’s

Dictionary CD).

Aphrodisiac, Erotic, Titanium, Uranium, Chaos, Titanic a) _____________: A state of total confusion and lack of order. b) _____________: Related to sexual desire and pleasure. c) _____________: A light strong metallic element. d) _____________: A heavy metal which is radioactive and is used in the production of nuclear power and in some types of nuclear weapon. e) _____________: Something, usually a drug or food, which is believed to cause sexual desire in people.



UNIT 3. THE ORIGIN OF THE WORLD AND OF THE GODS

WHY GODS ARE IMMORTAL (Group and pair work)

S TUDENT WORKSHEETS

1.

Read the text below and answer the questions that you can with the information from the text.

TEXT 1 (group 1)

Diomedes, meanwhile, had gone in pursuit of Aphrodite with his spear, knowing what a timid goddess she was. After a long chase through the crowd he caught up with her and stabbed her soft hand at the base of the palm. The point pierced her flesh where the palm joins the wrist. Out came the goddess‘ immortal blood, the ichor that runs in the veins of the gods, who eat no bread and drink no sparkling wine and so are bloodless and called immortals.

Adapted from Homer, Iliad , V, 330-340

Penguin classics, 2003 a) What do gods have instead of blood? b) Why are gods immortal? c) What do they eat and drink? d) What do mortals eat and drink? e) Do you think that gods grew old? Justify your answer.

2.

Now fill in the table with the information gathered from the other groups’ texts to show the differences between gods and humans. are immortal are mortal

GODS while HUMANS

3.

You now know the differences between gods and humans. But in what were they similar? Discuss it with your partner and try to find three things that gods and humans had in common according to Greek mythology. Here you have some questions to help you. a) What did both gods and humans look like? Give some examples. b) How did both gods and humans behave? Give some examples. c) Could both gods and humans be wounded?





1.


TEXT 2 (group 2)

The divine Calypso seated Hermes on a brightly polished chair. The goddess now put some ambrosia on a table, drew it to his side, and mixed him a cup of red nectar. The Messenger began to eat and drink, and when he had dined and refreshed himself, he answered Calypso‘s questions.

Adapted from Homer, Odyssey , V, 85-95


2.


GODS while HUMANS

3.





S TUDENT WORKSHEETS


1.


TEXT 3 (group 3)

The goddess and the man reached the great cavern together and Odysseus seated himself on the chair that Hermes had just left. The Nymph placed at his side the various kinds of food and drink that mortal men consume, and sat down facing the noble Odysseus. Her maids set ambrosia and nectar beside her, and the two helped themselves to the meal spread before them.

Adapted from Homer, Odyssey , V, 191-198


2.


GODS while HUMANS

3.




Revision activities for units 1, 2 and 3

S TUDENT WORKSHEETS

1.

Look at this picture of a shop’s sign in Barcelona. Then read the text from the

Wikipedia and answer the questions.

In Greek mythology ,

Hēbē

( Greek

: Ἥβη) is the goddess of youth ( Roman equivalent:

Juventas ). She is the daughter of Zeus and

Hera . Hêbê was the cupbearer for the gods and goddesses of Mount Olympus , serving their nectar and ambrosia .

From http://en.wikipedia.org/wiki/Hebe_(mythology)

A) In your opinion, is Hebe a good name for a cosmetics and perfumes shop? Justify your answer.

B) Why did Hebe (= Youth) serve nectar and ambrosia to the gods?

C) In your opinion, why did ancient Greeks imagine their gods young and immortal?

2.

Look at these vases and write the correct name in the boxes.

Body; handle; neck; foot; lip; mouth; stem



3.

Complete the following table. You can use the words in the exercise above.

Shape Name Use Description

Amphora

It was used to store and transport food.

This vase consists of a large____, a narrow

____, two vertical ______ and a short ______ without stem

This vase consists of a short and wide ______ on a long ______ and of two vertical and high

______.

This vase consists of a wide and shallow

_______ on a thin ______ and two horizontal

_________.

____________________ a bell-shaped body on a

________ stem and two

__________ handles

This vase consists of an

S-________ body, a trefoil-_______ ________ and a _________ handle.

This vase consists of a broad _________ on a short ______, a narrow

________ and ______ handles: two _______ and one _______.

This

__________________ of a

________ and _______ body on a short ______ and a single handle on the _______.



4.

Read the following text by the Greek historian Herodotus (ca. 485-425 BC) and answer the questions.

‚I think that Hesiod and Homer lived no more than four hundred years before my time, and they were the ones who created the gods’ family trees for the Greek world, gave them their names, assigned them their honours and areas of expertise, and told us what they looked like.‛

Herodotus, The Stories , translation by Robin Waterfield

Oxford World’s Classics, 2008

Oxford University Press

A) According to Herodotus, when did Homer and Hesiod live?

B) Why does Herodotus say that Hesiod and Homer crated the gods’ family trees and gave them their names?

C) Herodotus also refers to the gods’ aspect. According to the literary and artistic sources, what did Greek gods look like?

5.

How did Rhea trick Kronos to prevent him from eating little Zeus?


CLIL COURSE MATERIALS CLASSICAL MYTHOLOGY

CLIL COURSE MATERIALS

LASSICAL

YTHOLOGY

HE

LYMPIAN

GODS

Pilar Torres Carmona

December 2008

THE NINE

MUSES

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CLIL COURSE MATERIALS CLASSICAL MYTHOLOGY

CLIL COURSE MATERIALS

LASSICAL

YTHOLOGY

HE

LYMPIAN

GODS

Pilar Torres Carmona

December 2008

THE NINE

MUSES

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