Lesson
mattresses on the bed) so they can participate in the discussion. Write their conclusions on the board so they may copy them in their books. 2. Continue exploring the tale. Look at the illustration, read the title, and together with your partner answer the question. You may organize the class into pairs and, to anticipate content based on titles and images, tell students to look at the book and ask one volunteer to read the title aloud. Have students look for details that are not shown in the picture from the previous activity (like the pea below the mattresses). Read the question aloud and encourage pairs to use the details from both pictures to answer the question. Monitor while they work to offer help when required. Check by asking pairs to read their answers aloud. 3. Listen and read the tale. Circle unknown words and work with your partner to define them by considering the context. 8 106 Before listening and reading, you could tell students to look for glossary words and go to page 106 to read their definitions. Then, read instructions aloud and explain to students that they will identify unknown words and expressions while they are listening and following the reading in silence. Play Track 8 for them to do so. Finally, ask each pair to mention the words and expressions they circled and encourage them to use the context to define them; if the pair cannot do it, invite the rest of the class to help. If nobody can, ask them to use a dictionary to look up the definition. Make sure to copy all words and definitions on the board so students may include them in their class glossary. For homework, ask students to bring the text of their favorite tale in English. Differentiated Instruction For this activity you can use the Open-ended Statement Strategy to help students say their definitions. You may provide them with the beginning, e.g., (a) knock: the sound heard when someone hits a door or a window with… and then mime the end for them to say it (your closed hand).
How Can I Relate with Tales?
Social Practice of the Language To read fantastic tales Achievements •Explore fantastic tales. •Read tales. •Compare and contrast conduct, values, and settings. Product: Illustrated Venn Diagram Recreational and Literary Environment
1 To start exploring the tale, look at the picture and discuss with your class.
• What do you think is the theme of this tale? • Who was it written for? • Why did the author write it?
2 Continue exploring the tale. Look at the illustration, read the title, and together with your partner answer the question.
What is this tale about?
3 Listen and read the tale. Circle unknown words and work with your partner to define them by considering the context. 8 106
The Princess and the Pea by Hans Christian Andersen
There was once a prince who wanted to marry a real princess. But his mother, the queen, was very demanding and wanted nothing but the best for her son. One evening, a storm came on; rain poured down in torrents when a knock was heard at the door of the palace. It was a girl asking for shelter . She was all wet and her dress muddy; she looked awful. Yet she claimed to be a real princess. The queen, who didn’t believe she was a princess, went into the bedroom where the girl was going to sleep, took all the bedding off
and laid a pea on the bottom; then, she took 20 mattresses and laid them on top of the pea. The next morning, she asked the girl how she had slept. “Oh, very badly! Heaven only knows what was in the bed, but I was lying on something hard,” the princess said. Then they knew she had spoken the truth because nobody but a real princess could possibly have such sensitive skin. So, the prince took her for his wife. There, that is a true story.
16 Lesson 1
Achievement
Explore fantastic tales.
Teaching Guidelines
• Activate previous knowledge to predict theme, purpose, and audience. • Anticipate content based on titles and images. • Identify and define new words and expressions.
Development What is the plot of a story?
Write on the board the question: What is the plot of a story? Encourage students to use previous knowledge to answer. 1. To start exploring the tale, look at the picture and discuss with your class. You could draw students’ attention to the picture and ask one volunteer to describe it. Then, to activate previous knowledge to predict theme, purpose, and audience, read aloud each of the questions to guide the discussion and elicit students’ opinions. If students already know this tale, encourage them to share what they recall about it. If they don’t, invite them to pay attention to the details in the picture (like the many
Unit 2 • Activity Book p. 16
32
Made with FlippingBook - Online magazine maker