Unit4LiteraturefortruthSectionOneStep1.WordstotheteacherYourstudents,mayhavealreadyreadorheardaboutthefamousstoryof“TheEmperor’sNewClothes,”whichhasbeentranslatedintoChinese.Thisshouldnot,byanymeans,reducestudents’interestindiscussingthetruemeaningofthestory,orsharingtheirideasaboutthemessageofthestory.Itisadvisableforyoutosetastageinawaythatpromotesactiveparticipation,discussion,andargumentonthepartofthestudents.Step2.Pre-readingTHEEMPEROR'SNEWCLOTHESbyHansChristianAndersen1.Discussthetitleoftheunitwiththeclass.Askforexamplesofliterature.Reviewtheelementsofliteratureandexpositorytext.Reviewthemeaningoffictionandnon-fiction.Haveadisplayofthetwotypesoftextintheclassroom.Seethefollowingforanexampleofeachtypeoftext.2.Readthepieceofliteratureontheintroductorypagetotheclass.Explaintotheclassthatthispieceofliteratureisfromafamouschildren’sstorywriter,HansChristianAndersen.Thestoryiscalled“TheEmperor’sNewClothes.”3.Askifanyonerecallsthisstory.Withtheclass,usingthestorystructureasaguideline,asktheclasstorecallthebasicoutlineof“TheEmperor’sNewClothes.”Step3.Newwordsandideas:TheEmperor’sNewClothes1.Beforereadingthestory,theteachershouldbringsomerealobjectstoclasssuchasvarioustypesoffabric,especiallycolorfulfabricwithspecialpatternsandapictureofaloomorasmallhandloom.Talkaboutthefabricandhowitwasmade.Introducethewordsweave,weaver,woven.2.Hereisalistofothervocabularyrelatedtothetext.Inpairsorgroups,thestudentsmustcategorizethewordsintofourgroups.Theteacherwritesthenamesofthethreegroupsontheboard:wordsrelatedtofabric,wordsrelatedtoanemperor,andwordsrelatedtostealing.3.Providethefollowingwordsonstripsofpaperforeachgrouporpair.tricksterclothsilkthiefempireministercourtcabinetcheaterpatternmaterialthread用心爱心专心officialkingdomswindler4.Reviewtheprefix“un”Askforexamples.Askforotherprefixesthathavethesamemeaningas"un"suchasnon-,dis-,andin-.Writethefollowingwordsontheboard:visible/invisible,fit/unfit,pardonably/unpardonably.Discussthemeaningofthesewords.Whenreadingthetexttogetherwiththeclass,discussthesewordswhenfoundinthetext.5.Readthetexttogetherwiththeclass,stoppingatvariouspointstodiscussthenewvocabularyandcheckforcomprehension.Askstudentsintheirownwordswhathashappenedsofarinthestory.6.Afterreadingthestory,dividetheclassintopairsandassigneachpairacharacterinthestory.Thecharactersare:emperor,swindler1,swindler2,oldminister,andhonestofficial.Handoutalargesheetofpapertoeachgroup.Eachpairmustdrawtheirmentalimageofwhatthecharactertheyhavebeenassignedlookslike.Everyonewillhavetheirownimpression.Thestudentsshouldconsidersize,age,physicalappearance,clothing,etc.Thereisnofightorwrongdrawing.Inadditiontothedrawing,theycanalsoprovidemoreinformation,suchasname,family,wherehe/sheisfrom,likesanddislikes.SectionTwoStep1.Buildyourskills1.BuildyourcomprehensionThissectioncanbeassignedasagroupin-classactivityorforhomework.2.Buildyourvocabulary(1)Matchthewordsintheleftcolumnwiththedefinitionsontheright.AdmireLike,respect,andapproveofsomethingorsomebodyDemandAskforsomethingforcefullyShowoffBehaveinawaythatmakesone’sskills,abilities,orgoodqualitiestooobviousinordertoimpresspeopleImagineThinkofsomethingandformapictureorideaofitinone’smindDistinguish…from…Seeorunderstandthedifferencebetween(two)things(2)Beforeopeningthebookandmatchingthedefinitions,writethe5wordsontheboard:admire,demand...
