UNIVERSIDAD NACIONAL DE COLOMBIA

DIRECCIÓN ACADÉMICA- SEDE BOGOTÁ

DIRECCIÓN NACIONAL de INNOVACIÓN ACADÉMICA – DNIA

PROGRAMA de SEGUNDA LENGUA- PLE

PROGRAMA DE SEGUNDA LENGUA- PLE
ENGLISH LEVEL II

SUBJECT CODE: 1000045

CONTENT: 6 UNITS
Previous knowledge
Before completing the tasks in this unit, it is necessary to remember how to:

Express past events.

Make comparisons and express differences.

WELCOME TO UNIT 9
In this unit you will learn to:

Make the difference between fables and myths.

Read and write stories and narrations.

Write comparison and contrast paragraphs, as well as opinion paragraphs.

 UNIT 9
THE CREATION
OF THE UNIVERSE

Image: https://www.pxfuel.com/en/free-photo-oiwdd
SPEAKING
Activity 1.1 – MYTHS & FABLES – Did you learn any fables as a child? If so, which ones? Critical
Thinking
How important was storytelling between generations in your family? What about in your place of origin?
What Myths do you know about?

What are the differences and similarities between a fable and a myth?

Myths Both Fables

 SPEAKING

Medusa
Griffin

Turtoise
which ones belong to myths, or which ones belong to both and why.

Minotaur

Fox
Owl

Crow
Activity 1.2 – MYTHS & FABLES – Look at the following pictures and discuss which ones generally belong to fables,

Images: https://www.pxfuel.com/en/free-photo-iccvd
https://pixabay.com/es/illustrations/search/minotaur/
https://www.pxfuel.com/en/free-photo-omgwf
https://www.pxfuel.com/en/free-photo-oechv
https://www.pxfuel.com/en/free-photo-ogsdf
https://www.pxfuel.com/en/free-photo-ercnl
https://www.pxfuel.com/en/free-photo-opswh
READING
Activity 2.1 – MYTHS & FABLES – Read these definitions:
Myth: a story that gives reason for events. Some myths explain natural events such as rainbows or seasons and others explain how
the world began.
Fable: a short tale that teaches a moral lesson, often with animals or inanimate objects as characters.

Activity 2.2 – MYTHS & FABLES – According to the above definitions, read the following story titles, and determine
which ones might be fables, and which ones might be myths.

The Odyssey
Pandora’s Jar
The Tortoise and the Hare
The Fox and the Grapes
Prometheus, thief of fire
The Lion and the Mouse
Theseus and the Minotaur Myth Both Fable
The Ant and the Grasshopper
HANDS ON
Activity 3 – MYTHS & FABLES – Choose a fable and a myth from the ones in Activity 2.2.
Look for information about it and take notes in the chart. Be ready to share your findings with the class.

Title: _____________________________________
Where is it originally What lesson does it aim
What is the story about?
from? to teach?

Autonomous
Task
 READING

Shinning Egg

Harvest
Noon

Pharaoh
Dawn

fruitful
Activity 4.1 – MYTHS & FABLES – Look at the following pictures and discuss what each image represents

Evening

Images: https://www.pxfuel.com/en/free-photo-jrjut
https://www.pxfuel.com/en/free-photo-xpacd
https://www.pxfuel.com/en/free-photo-xnuzp
https://www.pxfuel.com/en/free-photo-qdpoh
https://www.pxfuel.com/en/free-photo-xpxwd
READING

Activity 4.2 – THE CREATION OF THE WORLD – EGYPT - Read the text and discuss your views.

Image: https://www.pxfuel.com/en/free-photo-ovsfs
In the beginning, before there was any land of Egypt, all was darkness, and there was nothing but a great waste of water called Nun.
.The power of Nun was such that there arose out of the darkness a great shining egg, and this was Re.
Re was all-powerful, and he could take many forms. His power and the secret of it lay in his hidden names:
"I am Khepera at the dawn, and Re at noon, and Atum in the evening," he said.
And the sun rose and passed across the sky and set for the first time.

Then he named Shu, and the first winds blew. He named Tefnut the spitter, and the first rain fell.
Next he named Geb, and the earth came into being. He named the goddess Nut, and she was the sky over the Earth with her feet on one horizon
and her hands on the other.
He named Hapi, and the great River Nile flowed through Egypt and made it fruitful.
Re named all things that are upon the earth, and they grew. Last of all he named mankind, and there were men and women in the land of Egypt.
Then Re took on the shape of a man and became the first Pharaoh, ruling over the whole country for thousands and thousands of years, and
giving such harvests that forever afterwards the Egyptians spoke of the good things "which happened in the time of Re".

21st Century
Skills
Taken and adapted from: http://www.egyptianmyths.net/mythre.htm
READING
Activity 4.3 – THE CREATION OF THE WORLD – EGYPT - Read the text and match the names of the gods
mentioned with their representation on Earth.

NUN
wind

dawn GEB RE shining egg

rain

water Egyptian
Gods
noon TEFNUT KHEPERA

Earth
evening
SHU ATUM
SPEAKING
Activity 4.4 – THE CREATION OF THE WORLD – EGYPT – Can you find similarities / differences between the
Egyptian story of the creation of the world and the stories you were told in your own culture?
Have you read / researched about the origin of the university in your Academic field?

wind

dawn
rain

water

noon

Earth
evening

Critical Connection to
Thinking your profession
READING
Activity 5.1 – THE CREATION OF THE WORLD – THE BIBLE
Now read the text about the creation of the universe in the Bible version.

Image: https://www.pxfuel.com/en/free-photo-emxoi
The Creation of the World (The Bible)
In the beginning everything was darkness. And God separated the darkness from the
light and called the light day and the darkness night. On the second day God created the
earth and it was full of water. On the third day God separated the water from the dry
land and he made all kind of things to put on the land. There were rocks and mountains
and valleys and deserts and beaches; there were big islands and little islands, there
were oceans and seas, rivers and lakes, but there was more to come on the third day
because God wasn’t done yet. It was time to make all the plants.
God made tall trees and short bushes vines, and flowers and he gave all the flowers a
different size and color and shape and smell. And all the grasses and plants and trees
that make seeds and fruits were made on the third day too. 21st Century
Skills
READING
Activity 5.2 – THE CREATION OF THE WORLD – THE BIBLE
Now summarize what happened on each day of the creation in the Bible version.

Image: https://www.pxfuel.com/en/free-photo-emxoi
CREATION OF THE UNIVERSE
Bible version

Day 1: - Day 2: Day 3: Day 4: Day 5: Day 6: Day 7:

-------- -------- -------- -------- -------- -------- --------
----- ------ ------ ------ ------ ------ ------

What do you think happened after the 4th day? Have you read / heard about it?
Critical Connection to
If so, do you think it’s historically accurate? Thinking your profession
WRITING
Activity 6 – CONTRASTING VERSIONS – Based on the two first stories about the creation of the world, complete
the summaries below with the missing information.

EGYPT THE BIBLE

1. God Re created water, the egg, dawn, 1. God created day and , earth and
and , rain and , land, rocks, , ,
, earth and . plants, trees, seeds, and .

2. God Re created the river that flowed 2.God created the Garden of Eden and created man. God created the
making Egypt fruitful and created mankind. woman from the man’s rib.

3. God Re converted himself into a terrestrial man, as a P . 3.God ordered them not but they
disobeyed God.
4. The Pharaoh ruled over Egypt for thousands and thousands of
years. 4.God punished Adam and Eve and expelled them from the
Garden of Eden.

Autonomous
Task
REMINDER
Contrasting Information

TALKING ABOUT CONTRAST

The Egyptian version states ___ but the Biblical version says/argues ___
The Egyptian version states ___ whereas the Biblical version argues ___
The Egyptian version states ___ . However , the Biblical version argues ___
The Egyptian version states ___ . Nevertheless , the Biblical version argues ___
The Egyptian version states ___ . Nonetheless , the Biblical version argues ___
Although the Egyptian version states ___ , the Biblical version argues ___
Even though the Egyptian version states ___ , the Biblical version argues ___

Despite (of the fact that) the Egyptian version states ___ , the Biblical version argues…
In spite (of the fact that) the Egyptian version states ___ , the Biblical version argues… Autonomous
Task
WRITING
Activity 7 – Contrasting Paragraph – Based on the previous activities, write a paragraph to compare &
contrast the two versions (Egyptian / Biblical) of the story of the creation of the universe.

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________ Autonomous
Task
 LISTENING
Activity 8.1 – ADAM & EVE - What do you know about the story of Adam & Eve?
Read the excerpts of the story introduction and organize the sentences in a logical order

Image: https://www.pxfuel.com/en/free-photo-jqksj
__ God planted the Garden of Eden and placed the man there. __ God commanded the man no to eat from that tree.
__ God created man from the dust on the earth. __ God told the man to tend and take care of the Garden.
__He blew the breath of life through his nostrils. __ In the middle of the Garden God placed the tree of knowledge of good and evil.

__The animals were given to the man so he could name them. __ God made the man fall deep asleep and created a woman from one of his ribs.
__ The animals were created to help the man to take care of the __ The man named her woman.
garden. __ The man said: This one is bone from my bone and flesh from my flesh.
__ God realized that the man needed company, not just help.

21st Century
Skills
LISTENING
Activity 8.2 – ADAM & EVE

Image: https://www.pxfuel.com/en/free-photo-jqksj
Watch the video about Adam & Eve:

When was the first time you heard about the Adam & Eve story? https://www.youtube.com/watch?v=VG3
D9EOwSyc&ab_channel=SaddlebackKids
Who told you about it?

Did you believe it was true when you heard it?

Did you ever question this story?

Is the story in the video similar to the version you had learned about before? Critical Connection to
Thinking your profession
SPEAKING
Activity 8.3 – ADAM & EVE – Discuss your personal opinion

Image: https://www.pxfuel.com/en/free-photo-jqksj
TALKING ABOUT CONTROVERSIAL /
SENSITIVE TOPICS
Discussion markers
Reflection: I know this is controversial but…
In this moment of history and human evolution, do you think this This might sound controversial, but…
story about a man and a woman as the first inhabitants of the As controversial as this may sound, I think…
planet might be true? I don’t mean to sound judgmental, but…
I don’t mean to sound rude, but….
What is the perspective of your field of studies of this story in I don’t mean to sound blunt, but…
terms of genetics and evolution? Don’t take me wrong, but I think…
Don’t misunderstand me, but I think…
Don’t judge me, but I think…
Do you think that future generations will continue to tell the same
story, or will there be new versions for the worldwide LGTB
population, for example?
Critical Connection to Tolerance
Thinking your profession & Inclusion
WRITING
Activity 9 – Opinion Paragraph – Based on the previous activity, write a paragraph to express your personal
opinion, whether controversial or not, about the story of Adam & Eve.
TALKING ABOUT CONTROVERSIAL / SENSITIVE TOPICS
Discussion markers
I know this is controversial but…
This might sound controversial, but…
As controversial as this may sound, I think…
I don’t mean to sound judgmental, but…
I don’t mean to sound rude, but….
I don’t mean to sound blunt, but…
Don’t take me wrong, but I think…
Don’t misunderstand me, but I think…
Don’t judge me, but I think…

____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________ Autonomous
Task
 READING
Activity 10 – ELEMENTS OF MYTHS – In the myths about the creation of the universe, you may have noticed the
elements and the characteristics of them.

Image: https://www.pxfuel.com/en/free-photo-opdsc
ELEMENTS OF MYTHS
Myths: Stories that explain natural occurrences and express beliefs of right and wrong.
Moral of the story: Myths are often used to explain natural phenomena or an occurrence, to explain the
creation of the world, to explain some historical events, or to explain some ancient religious practices.
Additionally, to teach people moral lessons and to reveal the common hopes and fears of mankind. Example:
Apollo, the son of Zeus, drove the chariot of the sun across the sky, a lesson on courage and risk-taking.
Gods and Goddesses: Myths generally involve nature or the adventure of gods /goddesses and heroes. The
gods, goddesses, and heroes are super human in nature. Example: Atlas bore the weight of the world and
heavens on his shoulders.
Disguises: Other gods sometimes appear in disguised form. Examples: Zeus came to Hera as poor bird
caught in a storm, and Athena appeared as an old woman and challenged Arachne to a weaving contest.
Human emotions: they are experienced by the gods in the myths. Examples: Hera was jealous. Demeter
mourned the loss of her daughter when her daughter was abducted .
Magic: it is often present in myths. Example: Athena came full-grown out of the forehead of Zeus. Also, a
metamorphosis may occur. Example: Smyrna is turned into a myrrh tree.

21st Century
Taken & adapted from: https://int.search.tb.ask.com/search/GGmain.jhtml?searchfor=Elements+of+Myths&st
Which of these elements are present in the myths you learned in your culture / region? Skills
 HANDS ON
Activity 11.1 – TRADITIONAL COLOMBIAN MYTHS – In groups, decide one myths about a region in Colombia you
want to share with the class.

1. Do some research online about that myth:

- Where is it originally from?
- What are the elements of the myth? (from Activity 10)
- What is the story? Provide specific details
2. Explain how that myth represents the history / traditions of the region.
3. Design an image for your myth that represents the story.
4. Analyze the myth critically, and determine whether it is a good idea or
Image: https://www.bacanika.com/seccion-historias/mitos-y-leyendas-colombianas.html

not to teach that story to future Colombian generations.

5. Create a poster of your myth on www.canva.com

Critical 21st Century

Thinking Skills
 HANDS ON
Activity 11.2 – A NEW COLOMBIAN MYTH – In groups by region, create one myth related to your region in
Colombia you want to share with the class. Think of relevant information about your region that should be included /
promoted in Colombian history.

1. Prepare information about that myth:

- Where is it originally from? (where exactly in your region)
- What are the elements of the myth? (from Activity 10)
- What is the story? Provide specific details
2. Explain how that myth can represent the history / traditions of the region.
3. Design an image for your myth that represents the story.
4. Explain why it is a good idea to include that story to Colombian myths &
legends, and why it is important to teach this new story to future Colombian
Image: https://www.bacanika.com/seccion-historias/mitos-y-leyendas-colombianas.html

generations.
5. Create a poster of your myth on www.canva.com

Critical Tolerance Mind-changing

Thinking & Inclusion Opportunity
 CONGRATULATIONS!

You have finally completed the tasks in this unit!

CREDITS

PLE COORDINATOR: Nohra Vargas, M. A. in ELT Universidad Nacional

de Colombia.

ELT EDITOR: Fernando Alexander Calderón Velasco, M. A.in Creative Writing

Professor for Explora UN Mundo and the Intensive English Program
Universidad Nacional de Colombia.

ELT Designer & Editor 2020

Elena Urrutia
English Teacher – PLE Program