National Geographic - Our World
Issue link: http://www.e-digitaleditions.com/i/695862
10 Explore The World Through Cross-Curricular Topics Stimulating information about the world engages learners and prepares them for future academic success. G r a m m a r TR: 66 Work in pairs. Listen again. Answer the questions 1. How did people decorate their bodies long ago? 2. What did Maori men do to their faces in the past? 3. Why did some people paint their bodies instead 4. What body part of brides did artists paint with 5. What did people do to their ears 5,000 years ago 13 Ancient Greek women preferred golden hair to dark hair. Did Ancient Greek men like to wear their hair short? No, they didn't. Ancient Greek women didn't like short hair either. What did Ancient Greek women use to make their hair shiny? They used olive oil. Simple past: Saying what happened like liked prefer preferred brush brushed Listen. Circle the correct forms of the verbs you hear. TR: 67 10 an Egyptian woman with long hair 1. wanted didn't want 2. believed didn't believe 3. used didn't use 4. attached didn't attach 5. helped didn't help 6. protected didn't protect read. Complete the sentences about women's hair in Ancient Greece. Use the correct form of the verbs in parentheses. 1. How did women (like) to wear their hair? They (pull) their hair off their faces and (tie) it into a knot. 2. How did they (color) their hair red? They (comb) a special paint, called henna, through their hair. 3. What did they (use) to curl their hair? They (use) a metal tool, shaped like a pencil. They (curl) their hair around it. 4. Did they (place) anything on their hair? Yes, they did. They (place) fresh flowers on their hair. 11 Learn new words. Listen to learn about how people decorate their bodies now and how they decorated them long ago. Then listen and repeat. TR: 68 and 12 People bodies In the past most Maori men covered their faces in tattoos. Today some still do. Artists and feet with henna. In some cultures people ears to show that Work in groups. Think of people you know who hair and bodies. Use the simple past to describe 14 7. liked didn't like 8. washed didn't wash 9. used didn't use 10. mixed didn't mix 11. colored didn't color 12. loved didn't love 82 VIDE After you watch, read and circle the correct letter. 25 1. Which of the following reasons for exploring is not mentioned in the video? a. Exploring helps us engage more fully with our world. b. Exploring will make us famous. c. Exploring is part of human nature. 2. Why is it important to care about what's out there? a. So that we can stop asking questions. b. So that we can engage with our world and act with love. c. Because very few people do. 3. What do we use to help us explore? a. Information about the people who came before us b. Information about new species of animals c. The high-tech tools of science 4. Why is technology important for exploration? a. Because without technology, it's impossible to discover any new animal species. b. Because it lets us explore places that are otherwise inaccessible. c. Because technology is so important for conservation. Watch scene 5.1. While you watch, complete the quotes. 24 Before you watch, discuss in pairs. Why is it important to explore? 23 Work in pairs. Review your answer for Activity 23. Compare it with what you heard in the video. Discuss your comparisons with your partner. 26 Work in groups. You're in charge of a school-wide campaign to promote exploration. Create a poster or an advertisement on the benefits of exploring. Present your work to the class. 27 Choose an activity. 1. Work independently. Research one of the explorers from the video to learn more about his/her work. Share what you learn with the class. 2. Work in pairs. Make your own video, similar to this one. Interview other students and ask them, "What can we learn from exploring our region?" 3. Work in groups. Research a recent discovery of a new species. Find out who the explorers were, where they went, and what led them to the discovery. 28 1. "It's part of to be and to want to learn more about the world." 2. "It . I mean that's what exploring is about." 3. We think we know , but we don't. We think we know , but we don't. We think we , but we don't. 4. "By knowing what's out there, we ." Explorers camping near the nyiragongo volcano, Democratic Republic of the Congo 87 86