冀教版英语必修5 Unit 4 Literature for truth.doc

Unit 4 Literature for truth Section One Step 1. Words to the teacher Your students, may have already read or heard about the famous story of “The Emperor’s New Clothes,” which has been translated into Chinese. This should not, by any means, reduce students’ interest in discussing the true meaning of the story, or sharing their ideas about the message of the story. It is advisable for you to set a stage in a way that promotes active participation, discussion, and argument on the part of the students. Step 2. Pre-reading THE EMPERORS NEW CLOTHES by Hans Christian Andersen 1. Discuss the title of the unit with the class. Ask for examples of literature. Review the elements of literature and expository text. Review the meaning of fiction and non- fiction. Have a display of the two types of text in the classroom. See the following for an example of each type of text. 2. Read the piece of literature on the introductory page to the class. Explain to the class that this piece of literature is from a famous children’s storywriter, Hans Christian Andersen. The story is called “The Emperor’s New Clothes.” 3. Ask if anyone recalls this story. With the class, using the story structure as a guideline, ask the class to recall the basic outline of “The Emperor’s New Clothes.” Step 3. New words and ideas: The Emperor’s New Clothes 1. Before reading the story, the teacher should bring some real objects to class such as various types of fabric, especially colorful fabric with special patterns and a picture of a loom or a small hand loom. Talk about the fabric and how it was made. Introduce the words weave, weaver, woven. 2. Here is a list of other vocabulary related to the text. In pairs or groups, the students must categorize the words into four groups. The teacher writes the names of the three groups on the board: words related to fabric, words related to an emperor, and words related to stealing. 3. Provide the following words on strips of paper for each group or pair. tri