Lesson
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
1 Look at the illustrations on this page and the ones on page 22. Exchange your impressions about them with your team.
106
2 Listen and read.
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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
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
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
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Achievement
Read tales.
Teaching Guidelines
• 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.
Unit 2 • Activity Book p. 20
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