The lessons planned in this essay were designed for a group of Year 7 students in an independent girls’ school in London. Their course of study for Classics in Year 7 was a general introduction, involving beginners’ Greek and the rudiments of Latin, but largely focused on learning about Greek mythology, Homeric epic and Roman culture. Wright's Greeks & Romans textbook was often used in class, but the content was chosen and materials designed by the class teacher. I began teaching this class just as they were finishing Greek mythology and beginning to study the Iliad and Odyssey. The sequence of four lessons, based around the Underworld was intended to provide a re-cap of the Homeric material after they had studied the two epics, as well as exploring in further detail episodes which I had skipped over for the sake of brevity in the previous sequence, such as the Odyssey's katabasis. It also looked forward to studying Roman material in the next module by introducing the Aeneid in translation.

中文翻译：

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通过接受研究方法学习一个主题可以提高 7 年级学生对古代世界的创造性反应的质量吗？

本文计划的课程是为伦敦一所独立女子学校的一组 7 年级学生设计的。他们在 7 年级的经典课程是一般性介绍，涉及初学者的希腊语和拉丁语的基本知识，但主要集中在学习希腊神话、荷马史诗和罗马文化。赖特的希腊人和罗马人教科书在课堂上经常使用，但内容是由班主任选择和设计的。我开始教这门课时，他们正在完成希腊神话并开始研究伊利亚特和奥德赛. 以黑社会为基础的四节课的顺序是为了在他们研究了两部史诗之后对荷马的材料进行重温，并进一步探索我为简洁起见而跳过的情节。之前的序列，例如奥德赛的片基. 它还期待在下一个模块中通过介绍埃涅阿斯在翻译中。