3.7 In the beginning

English first additional language

Grade 4

What a wonderful world

Module 32

In the beginning

Activity 1

To read for pleasure and information [lo 3.5]

LISTENING

One of the greatest jazz songs of the 1960s was the hit song by the American jazz trumpeter Louis Armstrong. It is called “What a wonderful world”. Listen to some of the lyrics:

I see trees of green, red roses too

I see them bloom for me and you

And I think to myself, what a wonderful world

I see skies of blue and clouds of white

The bright blessed day, the dark sacred night

And I think to myself, what a wonderful world

( George Weiss / Bob Thiele)Reference: http://www.mathematik.uni-ulm.de/paul/lyrics/louisa~1/whataw~html

Read the following passages and answer the questions that follow:

The Beginning

All people on earth want to know where they came from. How did it all begin? Different cultures have different stories to explain their existence on Planet Earth. These “stories” are often referred to as “Creation Myths”. A myth is a story that is created by people to explain that which they themselves do not understand, or cannot explain in human terms.

The creation story, with which many of us are familiar, is the story of Adam and Eve. It can be read in the Bible (Genesis 1-3). In this account of the Creation, God created order out of chaos:

“Now the earth was formless and empty, darkness was over the surface of the deep…”

Some very interesting creation myths from other cultures show many similarities. For example, the ancient Greeks believed that there was, at first, nothing but “a great empty darkness”. The only thing in this dark void was Nyx, a bird with black wings. Nyx laid a golden egg and sat on it for ages. Ultimately life began to stir in the egg. So the god of love, called Eros, was “born”. One half of the shell rose into the air and became the sky, while the other half became the earth. Eros named the sky Uranus and the earth Gaia, and made them fall in love. They had many children together.

According to Greek mythology, this was how the Greek gods came into being. Zeus, the “leader”, saw that the Earth lacked two things: humans and animals. He sent his two sons, Prometheus and Epimetheus, to Earth to create men and animals and to give each one a gift.

The Egyptians also tried to explain their place in the universe by creating myths. Ancient Egyptian creation myths echo many of the elements with which we are familiar. Their myths were based on their experiences of nature. As the Nile played a very important part in their everyday existence, it isn’t surprising that water is a basic element in their creation mythology. They also believed that in the beginning there was nothing but chaos: churning, bubbling water called Nu (or Nun). Everything originated from Nu. Ra, the sun, came out of an egg that appeared on the surface of the water. Ra’s offspring became the Egyptian gods and goddesses, and later Men were created from Ra’s tears.

The Australian Aborigine creation myth seems to start off on a milder note: There was a time when everything was still. Earth was bare. Almost all the spirits of the earth were asleep. Only the Great Father of All Spirits was awake. He gently awoke the Sun Mother. As she opened her eyes, a warm ray of light spread towards the sleeping earth.

The Great Father of All Spirits instructed her to go down to the desolate Earth to awaken the sleeping spirits and to give them forms. As she moved about, she radiated a bright light, which not only awakened all the spirits, but also made plants grow, insects and animals come to life, frozen rivers and lakes melt, and birds and animals inhabit the earth. Glorious colours abounded. The Great Father of All Spirits was very pleased with the Sun Mother’s work.

After instructing all the creatures to enjoy the abundance of things on Earth, and to live together in peace and harmony, she rose into the sky and became the sun.

Activity 2

To answer literal questions [lo 1.1.1]

1. Choose your own title for this story.

My title is ……………………………………………………………………

2. Why have you chosen it?

I have chosen it because………………………………………………

……………………………………………………………………………

……………………………………………………………………………

3. True or false?

Activity 3

To listen to simple oral instructions and locate a place on a map [lo 1.2.2]

1. Use a map of the world and find the following countries:

Egypt

Australia

Greece

Activity 4

To retell a story in the right sequence [lo 1.1.5]

2. Retell the Biblical story of Adam and Eve up to the point where they are banished from the Garden of Eden.

3. True or false?

Activity 3

To listen to simple oral instructions and locate a place on a map [lo 1.2.2]

1. Use a map of the world and find the following countries:

Egypt

Australia

Greece

Activity 4

To retell a story in the right sequence [lo 1.1.5]

2. Retell the Biblical story of Adam and Eve up to the point where they are banished from the Garden of Eden.

Assessment

Learning outcome 1: listening

The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations.

Assessment standard

We know this when the learner:

1.1 understands stories (told or read to learners):

1.1.1 answers literal questions;

• retells the story in the right sequence;

• understands oral instructions, directions and descriptions:

1.2.2 listens to simple oral directions and follows a route or locates a place on a simple map or plan.

Learning outcome 3: reading and viewing

The learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

Assessment standard

We know this when the learner:

3.5 reads for pleasure and information.