Course Components
Lesson
with their partner. Tell them to choose one and use the lines to describe it. Monitor while students work to offer help if required. Differentiated Instruction For this activity you can use the Flow Map Strategy to help visual learners visualize their personal experience before they describe it with words. 5. Share your experience with another team and discuss how the conducts, values, and settings are similar to or different from the ones described in “The Master Cat.” You may organize the class into teams by joining two pairs together. Give them some time to share details about their experiences. Monitor while they work to provide them with vocabulary they may need. Finally, invite volunteers to use indirect speech to share what their classmates told them. Ask students if they think actions can show love or only words show love (words like “I love you”). Then, ask them how Mr. Browse shows his love for his daughter and have them discuss it in groups of three. After the discussion, have them share their ideas as a class. Product: Illustrated Venn Diagram In this lesson, students will establish connections between the tale they chose and a personal experience, and they will create an illustrated sequence of this experience. Read instructions aloud and explain to students they should create a sequence just as the one they did in Activity 4. Tell them not to forget to portray details of the setting. Monitor while they work to check. This activity will be your third evidence in this unit; ask students to file the list following the procedure you prefer. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What types of characters are there in a story? Ask students the question and this time invite them to answer recalling what they learned in this lesson. Explain to them that there are some other classifications, but the one they learned is the easiest.
Differentiated Instruction For this activity you can use the Individual Response Card Strategy to encourage everybody to participate. Tell students to write their impressions about the pictures from pages 20 and 22 on a sheet of paper. Then, ask them to hand the papers back to you so you may read their impressions aloud for the class to listen. 2. Listen and read. 10 106 You may ask one volunteer to read the title. Explain that this tale is also known as the “Puss in Boots.” Then, invite students to identify glossary words and check their definitions on page 106. Finally, play Track 10 for them to follow the reading in silence. Invite students to suggest words or expressions for the class glossary. Learning to Know 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 3. Work in pairs to fill in the chart writing one action in each column. To have students classify the narrator, main character, and secondary character for their actions, you may organize the class into pairs and draw their attention to the chart. Explain that they have to write the name of the characters from “The Master Cat” in the headings of the first two columns and then they must write one action each of them performed. Monitor while pairs work and check by drawing the chart on the board and inviting volunteers to write the answers. Finally, ask them: Who is missing? (the antagonist). Explain he has not appeared… yet.
Lesson
4 Reread the tale from Activity 1. Share with your partner a similar experience you have had and describe it below. 112
1 Look at the illustrations on this page and the ones on page 22. Exchange your impressions about them with your team.
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2 Listen and read.
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How can you make connections with a text? For information about this theme, go to page 112.
by Charles Perrault The Master Cat (Part 1) Long, long ago, there was a miller
rabbits ran into it and the cat pulled the string of the bag, and carried them off
who had three sons. When he died, he left his mill to the eldest son, his donkey to the second son, and his cat to the youngest, who had always been his favorite. The poor boy, with only one cat, wondered what he should do to get his bread. While he was sitting thinking about it, his cat jumped up on the table and touched him with his paw. “My dear master,” he said, “I will get you what you need to live. Only you must buy me a pair of boots and give me a bag.” The boy thought it was a wonderful thing to hear a cat talk. So, he took the cat to the shoemaker, and got him a pair of boots and gave him a nice large bag. Once the cat received what he wanted he put some lettuce leaves and ne parsley into his bag, went into a rabbit warren, and held the bag very quietly open, hiding himself behind it. Two little
Reader Do you see Mr. Browse’s love for
to his master. Early the next day, the cat took his bag and went again into the warren to catch two more ne young rabbits. But instead of carrying them home, he walked to the king’s palace and knocked at the door. “I have brought a present to the king,” said the cat. The porter let him in, and when the cat came into the king’s presence he said, “My Lord Marquis of Carabas sends these rabbits to your majesty with his respects.” After visiting the palace, the cat went home and told his master all he had done. The miller’s son laughed; but every morning the cat caught a rabbit and carried
Zellandine in his words or in his actions? How? (pp. 22-24)
Step 3 • Share personal experiences you have had similar to the one of the tale you chose. • Choose one and create an illustrated sequence of the events. Self-evaluation (Number the strategies according to the importance they have for you to understand a tale.) Analyze the effects caused by illustrations. Classify narrator, main character, and secondary characters for their actions. Reread to check understanding. Tip: Creating mental images while reading will help you visualize the actions that take place in the story. 5 Share your experience with another team and discuss how the conducts, values, and settings are similar to or different from the ones described in “The Master Cat.” Illustrated Venn Diagram
it to the palace with the same message.
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What is the dierence between a main character and a secondary character? For information about this theme, go to page 112.
3 Work in pairs to fill in the chart writing one action in each column. 112
Main character
Secondary character
Narrator
21 Unit 2
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Achievement
Achievement
Read tales.
Read tales.
Teaching Guidelines
Teaching Guidelines
• Reread to check understanding. • Establish connections with personal experiences and create images.
• Analyze effects caused by illustrations. • Classify narrator, main character, and secondary characters for their actions. Development What types of characters are there in a story? Write the question on the board and elicit answers from your students; encourage them to use previous knowledge. 1. Look at the illustrations on this page and the ones on page 22. Exchange your impressions about them with your team. You may organize the class into teams, give them some time to look at the pictures on this page and page 22, and have them analyze the effects caused by them and share their impressions. Monitor while teams work to encourage them to speak in English all the time.
Development
Learning to Learn 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 4. Reread the tale from Activity 1. Share with your partner a similar experience you have had and describe it below. You may tell students to reread the first part of “The Master Cat” to check understanding. Ask volunteers to explain in their own words what happened (the cat used his cleverness, intelligence, and intuition to solve a problem). Then, invite students to establish connections with a personal experience in which they had to solve a problem in a clever way, and share it
Unit 2 • Activity Book p. 21
Unit 2 • Activity Book p. 20
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Teacher’s Guide A comprehensive guide that contains plenty of suggestions and information to successfully guide students through their learning process, such as: • Daily plans with a step-by-step description on how to guide students to perform each of the activities included in their books; • Activity Book answer key provided at the end of the Guide ; • Instructions on how to handle the Unit Question and Lesson Questions; • Suggestions per lesson and per unit on how to work with the Reader; • An evaluation tool per unit that corresponds to the aspects to be assessed; • An introduction of the program which explains the methodology to be used and how the components are linked to create appropriate environments to perform the social practices of the language; • A scope and sequence section which gives an overall view of each of the units; • A pronunciation guide to help the teacher with the phonetics of the English language (included in the audio CD);
• A list of useful expressions in the classroom to make teacher and students more confortable with the language (included in the audio CD); • Audioscripts of the audios used in the books; • Ten photo-copiable worksheets to sum up the contents of each unit. CD It includes authentic material recorded with different pronunciations for the listening and reading activities to help students: • improve pronunciation; • practice listening skills and language abilities. • Track list for a quick reference. It also includes PDF files with: • 60 flashcards with the vocabulary used; • 10 appendix pages from the Activity Book; • 10 evaluation tools; • 10 worksheets, one per unit, that may help you expand your work.
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