Lesson
students that you will play the track for them to follow the reading in silence to identify all the words and expressions that describe characters, objects, and places. Play Track 9 for them to perform the task and check orally. Finally, to have them value the words they circled, ask: Why are all these words important? (they help the reader create a mental image of the characters, objects, and places; without them, they would be dull). Differentiated Instruction For this activity you can use the Mini Lesson Strategy to remind students that we use adjectives to describe people, places, and things. Elicit examples from them before working on the activity. 2. Review the words used to describe places in the story. Then, with your partner, compare the place where the story develops with the place where you live. Fill in the Venn Diagram. To have students contrast the settings of tales with familiar settings, you may elicit from them the definition for setting (the place and time in which a story occurs). Then, draw their attention to the Venn Diagram. Explain to them that this type of graphic organizer is used to establish similarities and differences. Tell them they should draw the similarities between the two places in the middle, and in each of the sides the aspects that are exclusive to each of the places. Give students some time to perform the task while you monitor walking around to check. Invite volunteers to share their drawing with the class. 3. Work in teams to share if you have ever gotten into trouble as Peter Rabbit did. You may organize the class into small teams and ask volunteers to summarize Peter’s experience using their own words (he disobeyed his mother, put himself in danger but finally returned home safely; his mother didn’t say anything, but she realized what he had done). Ask students: Have you ever had an experience in which you put yourself in danger because of disobeying your parents? Encourage them to talk about their experiences within their teams. After a few minutes, invite teams to share the most interesting/ funniest experience they shared.
Lesson
1 Listen and read the tale.With your partner, circle words and expressions that describe characters, objects, and places. 9 106
by Beatrix Potter The Tale of Peter Rabbit
Once upon a time there were four little Rabbits, and their names were: Flopsy, Mopsy, Cotton-tail, and Peter. They lived with their Mother underneath the root of a very big r tree. One morning, Mrs. Rabbit had to go out. She told her children that they could go into the elds or down the lane but never into Mr. McGregor’s garden. “Your Father had an accident there; he was put into a pie by Mrs. McGregor,” she explained. Flopsy, Mopsy, and Cottontail, who were good little bunnies, went down the lane to gather blackberries. But Peter, who was very naughty, ran straight away to Mr. McGregor’s garden and ate all his lettuce, French beans, radishes, and parsley. Mr. McGregor got extremely mad. “I will catch you!” he shouted and ran after Peter all over the garden. He caught
him but fortunately Peter managed to escape. He jumped out of a window and, terri ed, sat down to rest. He didn’t know the way
out. After a while, he began to wander about, he met some animals but none of them helped him. Peter was desperate and began to cry. Finally, Peter found the way out and slipped underneath the gate, and was safe at last. He ran home and when he arrived, he just opped down upon the nice soft sand in the rabbit-hole. His mother didn’t say anything; she put him to bed, and gave him a dose of chamomile tea. But Flopsy, Mopsy, and Cotton-tail had bread and milk and blackberries for supper.
2 Review the words used to describe places in the story.Then, with your partner, compare the place where the story develops with the place where you live. Fill in the Venn Diagram.
The place where the tale develops
The place where I live
3 Work in teams to share if you have ever gotten into trouble as Peter Rabbit did.
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Achievements
• Explore fantastic tales • Read tales.
Teaching Guidelines
• Value words and expressions used to describe a character, an object, or a setting. • Contrast the setting of tales with familiar settings. • Relate tales with personal experiences. Development How can you retell the words somebody else used? Ask students the question and elicit students’ answers. 1. Listen and read the tale. With your partner, circle words and expressions that describe characters, objects, and places. 9 106 You may organize the class into pairs and give them some time to identify glossary words and read their definitions on page 106. Then, draw their attention to the pictures on this and the next page and ask: Do you know this tale? Encourage students who know it to share what they remember. Then, explain to
Unit 2 • Activity Book p. 18
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