Differentiated Instruction (DI) So Easy! A Lesson Plan Incorporating

Differentiated Instruction (DI) So Easy!
A Lesson Plan Incorporating Concepts of DI: Far East B1L7 Into Aesop’s World
國立蘭陽女中英文科教師
國立蘭陽女中英文科教師
蔡惠文
November, 2013
INTRODUCTION
Here, you will read the complete teaching procedure of a unit lesson taught in a
public high school in Taiwan, which incorporates the fundamental concepts of
Differentiated Instruction (Hereafter DI). This constantly tried and revised procedure
is aimed to ensure individual students equal access to academic content with their
learning differences attended to while teachers are required of minimum extra
preparation workload in addition to the usual. It has been a challenge for teachers to
meet different needs of individual students. Large classes, i.e., over 38 students per
class, make such even more frustrating. DI is an inevitable move in today’s education;
however, a sheer transplant of what is done in the west to our locus of control may
need a second thought. Based on my personal and colleagues’ experiences, the
unmodified transplant of DI would cause so much workload and pressure that the idea
becomes a “mission impossible.” Therefore, in this unit plan, it is not to demonstrate
how to do a DI activity in a certain way, which I don’t think there is any, but how to
incorporate the DI concepts into the regular teaching with some twists. I sincerely
hope and believe that DI is a vital approach that all teachers should be familiar with
and find helpful to create even more effective teaching and learning.
To see how DI concepts are incorporated in various class activities, you may
check on class periods II, III, IV and VI, subtitles highlighted in red. If, after reading
however, you have any concerns regarding time management, i.e., to finish a unit
lesson under the time constraint of 5 to 6 class periods, you are strongly suggested to
read through the whole unit plan. A psychological barrier in the teaching mode during
the teaching session of vocabulary, in particular, has to be overcome for teachers. As
far as I know, it is not uncommon to this day that high school teachers spend 1 to 2
classes teaching vocabulary words of one unit, giving extensive decontextualized
extra information (e.g., related idioms, derivatives, usages, etc.). Such excruciating
hard work is believed to exert its effect to certain degree without a doubt; however,
adjustments will definitely be needed as a different philosophy is applied in this unit
plan. It is argued that vocabulary has to be learned with various sufficient contexts
before the acquisition takes place. Therefore, students are encouraged to take an
active role in studying vocabulary on their own instead of coming to class with little
preparation, passively listening to lectures, which, sadly, is still a common learning
mentality of many intermediate and basic level English language learners in Taiwan.
Accordingly, the vocabulary teaching mainly is to explain word roots and to highlight
set phrases of the word in the example sentences. It can never be overemphasized that
contextualized learning in extensive reading is the “shortcut” to expand vocabulary
capacity. What’s better, teachers can save time for activities that encourage active
learning and thinking.
Materials: Reading CD; Far East B1L7
Handouts: Warm-up Activity; Reading Activity; Vocabulary Matching; Vocabulary
Matching-Chinese
Slides: Outline Answers: The Jay and the Peacock; Outline Answer: The Wolf and the
Mastiff
Students: 10 graders of mixed abilities (14 classes, 550 students)
Duration: 6 class periods of 50 minutes each
Differentiated Instruction: The designs incorporating DI are underlined and
highlighted in red, or II, III, IV, and VI.
UNIT PLAN
I. Activating Background Knowledge (40 minutes)
REMINDER: Before starting with the lesson, students should be familiar with the
vocabulary words and the example sentences. A quiz on the vocabulary may be given
if needed.
1.
Teacher writes “Aesop’s Fables” on the board, asks questions (see questions and
possible answers below) and elicits responses from students.
Questions & Possible answers:
Who is Aesop? What do you know about Aesop? Aesop collected fables
from many people and put them together.
2.
What is a fable? A fable is a short story that gives a moral lesson in the end.
Do you know any of Aesop’s fables? The Fox and the Grapes, The Lion and
the Mouse, The Hare and the Tortoise, etc.
Teacher writes “The Hare and the Tortoise” on the board. Teacher explains the
meaning of the two words—Hare and Tortoise (e.g., Hares are big wild rabbit;
Tortoises are similar to turtles but they are on-land animals and can’t swim.)
3.
Pairing Up: Teacher asks students to write down their answers to the
question—Do you like hares or tortoises? Each student asks the question around
and finds a partner whose answer is different from theirs (i.e., People who prefer
hares partner with those who like tortoises. Teacher gives students 2 minutes to
recall the story of The Hare and the Tortoise and practice telling each other the
story in English.
4.
5.
Story Relay: Each time a student, chosen randomly, says 1 sentence to make up
the story, The Hare and the Tortoise. The process proceeds until the story is
completed.
TIPS: When doing the Story Relay with students, teacher may try incorporating
the idea of the fable structure into guiding questions to prepare students for the
later reading activity.
Teacher first distributes the worksheet (Warm-up Activity) and students work
together to find out possible literary characteristics of fables (i.e., the length of
story is usually short; structure wise, there are three parts: beginning, middle and
end. Beginning includes characters, e.g., animals /plants, and setting, e.g.,
countryside/ forests/castles. Fables usually end with a moral lesson.) Then,
teacher has students share answers and explains the concept of fable structure,
using the fable—The Hare and the Tortoise.
TIPS: The teachers may give hints by writing Long or Short, Who, Where,
Others on the board.
6.
(Optional) Animals & Western Stereotypes/Symbols (Warm-up Activity): If
time permitted, teacher helps students find out the meaning of each vocabulary
word. Then, students complete the worksheet in pairs. Finally, teacher leads a
class discussion for possible answers (e.g., owl is wise; jay is noisy, etc.).
II. Reading Activity (DI by Interest & Learning Styles & Process) (50-60 min)
1.
Students form groups of five.
TIPS: (1) If there are 43 students, the teacher may first randomly choose 3
people to stay out of the grouping process and then assign them to different
groups later to make up groups of 6 for some. In groups with 6 people, two of
them play one same role together. (2) Generally speaking, random grouping is
conducted in this activity. However, for classes composed of more basic level
2.
3.
students, certain degree of intervention is suggested so that each group has at
least one or two students to be the lead.
Teacher distributes the worksheet (Reading Activity).
TIPS: Teacher cuts the 3 page worksheet into halves and puts the one indicating
group members on the top. Teacher may assign group numbers by writing down
the group number on the worksheet before distributing.
The teacher explains each of the 4 offered tasks (Outline, Drawing, Acting,
Narration) which each student later chooses one from by interest or learning
styles.
Explanations of Tasks:
Outline—Reading Activity (1): The student(s) finish(es) the fable structure
by writing key words as the example;
Drawing—Reading Activity (2): The student(s) finish(es) the fable structure
by drawing significant details in the three boxes.
Acting—Reading Activity (3-1) (3-2): At least two from each group finish
the reading and do the acting (see worksheet for rubrics);
Narration—Reading Activity (4): One from each group plays the narrator in
the skit of the group. The student needs no extra work on writing their own
script but reads aloud the story from the textbook (see worksheet for
rubrics).
4.
TIPS: Special reminders regarding the challenge of Narration may be needed.
Students tend to underestimate the task and mistaken it to be the “easiest” job,
which, in my opinion, is just the opposite.
All students work on the fable—The Jay and the Peacocks (One of the two
fables in the article.): Students choose their preferred roles, doing the reading
together. Then, the teacher respectively gathers the students of Actors and of
Narrators, explaining what is expected of them according to the given rubrics.
TIPS: (1) Students need to be reminded to work together as a team since a group
grade will be given in addition to an individual grade. (2) The most challenging
part of this reading activity for my students is to locate the rising actions and the
conflict of the story. Accordingly, sufficient help is needed, while the students
were found to be distinctly more clear with the concept they later did the other
fable.
5.
※ The previous 4 steps take 25-30 minutes.
Activity time is up. The student of Outline collects and hands over the finished
worksheet in order, i.e., Reading Activity (1), (2), (3-1), (3-2), & (4).
6.
Students of Actors and of Narrators give presentations and are graded.
TIPS: (1) Narrators are advised to use the microphone. (2) Each presentation
requires 1-2 minutes. (3) Students at the basic level may need more time to finish
the reading activity. Consequently, in some of my classes, for example, the
presentation session was divided into two—half done in the next class period.
※
7.
Student’s Skit Presentation: http://youtu.be/rIkp0Yw-AHE
Teacher shows Outline Answers: The Jay and the Peacock and wrap up the class.
8.
The second fable—The Wolf and the Mastiff—is assigned as homework. The
teacher distributes another set of worksheet (Reading Activity). Students hand in
the assignment on the class period of IV.
TIPS: Students of Actors and Narrators need to videotape themselves and turn
in their digital works under the file name of, for the teacher’s later convenience,
Class_Group No._Class student no. (in the order of student numbers), e.g.,
112_01_12_15
III. Expert Groups (DI by Learning Styles, Process & Products) & Vocabulary
Part 1: Expert Groups (10-15 min)
1. To prepare students to do the assignment, The Wolf and the Mastiff, the teacher
conducts this activity in class. The students of Outline work on the second fable
together; so do the students of Drawing, Actors, and Narration.
2. When students turn in the assignment in next class, the teacher goes over the
story (Outline Answers: The Wolf and the Mastiff ).
ALTERNATIVES to the lesson procedure: There are two fables in the article. In this
lesson plan, the second fable is assigned as homework due to limited timeframe.
Readers may also try the following two alternatives if you find them better meeting
the needs of your locus of control: (1) the class can also be divided into halves, with
one half doing the first fable and the other doing the second one; (2) all students work
on the same task (e.g., outline) while doing the second fable together after the first in
class.
Part 2: Vocabulary Teaching (30 min)
The teacher highlights collocation and offers essential usage of the words. Since
students are required to study the example sentences and checked out the unknown
words in the dictionary beforehand, word by word translation of the example
sentences is unnecessary.
To make such lesson plan feasible within the preordained schedule requirement, it is
necessary to reduce the time spent on the teaching of vocabulary and grammar. This
also explains why students are required to study the words and example sentences on
their own before the lesson starts. To save time, teachers may try offering a handout
on which extra information about the word is given.
IV. Speaking (DI by Readiness) & Grammar
※ Students’ assignments are collected today.
Part 1: Speaking (DI by Readiness) (15-20 min)
1. The teacher shows a ppt. slide of grouping via the overhead and students are
paired up heterogeneously.
TIPS: To lower the risk of “tagging effect” (標籤效應), I sometimes would put
students in groups in advance based on their levels (see the table above). When
aiming to exert the benefits of homogeneous grouping, I would show the ppt.
slide and tell students to find their “Partner A”, or “Partner B” for heterogeneous
2.
3.
4.
grouping.
Students, by themselves, read the article of lesson 7 and circle with pencils the
words that they are not sure how to pronounce.
Students work together to help each other with the words of unfamiliar
pronunciations.
Students listen to the CD (Reading CD) and read the passage the second time.
5.
Students do the shadowing for the third time reading aloud the article.
TIPS: shadowing introduction video—
https://www.youtube.com/watch?v=xYS5RgeI6hI
6.
Stand-Speak-Sit: Students stay with the same partners. Students take turns
sentence by sentence reading aloud the passage while remaining standing.
Students sit down as an indicator of the completion of the task.
TIPS: In this activity students are encouraged to work on their speaking fluency.
To make the activity more effective as well as exciting, the teacher may ask, for
example, the first group as well as the last two groups of students that finish the
task to sing an English song as a “punishment” in the next class.
GROUPING ALTERNATIVES:
In addition to teachers grouping for students, teachers may give a quiz on vocabulary
or any other knowledge related to the readiness for the task. Then, based on the score,
students themselves find partners whose scores are close to theirs for homogeneous
grouping, or different to some degree for heterogeneous grouping (or see class period
VI below).
Part 2: Grammar (25-30 min)
Regular teaching.
Homework: Far East B1L7 關鍵句型, 三合一學生手冊 & Grammar Focus (in the
textbook)
TIPS: Again, to make such lesson plan feasible, it is necessary to reduce the time, not
the quality, spent on grammar teaching.
V. Grammar Details
The teacher goes over the homework assigned the last class with students if necessary.
VI. Closing activity & Review on Vocabulary (DI by Readiness)
1.
2.
Students are quizzed on the key words of the lesson.
The teacher reads the English words (including same words with various forms,
3.
e.g., -ing or –es, etc.) while students write down the English spelling.
Students exchange their quiz books and help each other find out how many
mistakes have been made and write down the number of the correct ones.
4.
Students open their textbooks and correct their own answers and add Chinese
meaning next to the words that they are not sure of if needed.
5.
6.
The teacher shows the ppt. slide of grouping (same as above, class period IV)
and students are paired up homogenously.
TIPS: Grouping Alternatives: Students find their own partners by looking for
those whose correct answers are, for example, 3 more or less than theirs.
The teacher distributes the worksheet (Vocabulary Matching) and students do the
matching while having the vocabulary list (i.e., the quiz) with them.
TIPS: (1) All sentences are selected from either the textbooks or from the
supplementary information given by the teacher in class. Some sentences from
the exercise book of 三合一學生手冊 are included as well. Students are
well-informed of such.
7.
The teacher circulates and distributes the Chinese translation (Vocabulary
Matching-Chinese) to struggling learners when necessary.
REFLECTIONS
Thoughts on conducting this unit plan and reminders have been shared in
sections of TIPS for readers’ convenience. One last thing but definitely not the least to
share is the process I created the plan. After many trials of creating a successful DI
lesson plan, I felt rather frustrated and exhausted from doing so. Mainly, there was
simply too much work on creating tiered worksheets and pre-assessment mechanism.
Then, gradually coming to learn that pre-assessment might not be a must in my locus
of control, this time I was determined to make DI as less daunting for myself as
possible. Therefore, I prepared my lesson as usual—read through the article,
vocabulary and all the supplementary materials, ponder ways to activate students’
background knowledge, and design activities that encourage students to think and
speak. I had done it in no different way than I have been used to but with only a
twist—I intentionally kept my most struggling student(s) in mind, thinking of what
aids could need offered in the designs to help them learn best. Although no academic
research or study have been made on such maneuver; nonetheless, I do genuinely
hope that this unit plan may be of some inspiration to your teaching and you may find
the results rewarding as I did with my students!
ONLINE RESOURCES & REFERNCES
Differentiated Instruction for English Language Learners:
http://www.colorincolorado.org/article/41025/
Differentiated Instruction:
http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinst
ructoverview.htm
How to Differentiate Instruction:
http://www.teach-nology.com/tutorials/teaching/differentiate/
Differentiated Instruction: Adapting the Learning Environment for Students
(VIdeo):
http://education-portal.com/academy/lesson/differentiated-instruction-adapting-t
he-learning-environment-for-students.html#lesson
Our Top 10 Strategies for Helping to Inform Differentiated Instruction:
http://www.edugains.ca/resourcesDI/ProductsProjectSchools/DIProductsSeconda
ryProjects2009/9_FamStudies_H-K.pdf
How Do I Differentiate Instruction to Meet the Needs of All Learners?:
http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/pdf/Kr
onowitzCh.28.pdf
Strategies to Differentiate Instruction in Writing and Reading
http://home.comcast.net/~mariluwho/Handouts05/strategis_differentiate_11_05.p
df
Classroom strategies and tools for Differentiating Instruction in the ESL
Classroom: http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm
Differentiated Reading and Writing Instruction:
http://www.literacyleader.com/?q=balancelit
Fable Dissection Chart:
http://www.learnnc.org/lp/media/lessons/katebboyce1142004123/Hare_and_torto
ise_organizer.html
Fable Presentation Rubric:
http://www.learnnc.org/lp/media/lessons/katebboyce1142004123/Rubric_-_Prese
ntation.htm
Elements of a Fable: http://www.learnnc.org/lp/pages/2913
Literary Characteristics of Fables:
http://www.ehow.com/info_8634703_literary-characteristics-fables.html
Far East B1L7: Into Aesop’s World (warm-up activity)
※ Literary Characteristics of Fables
Length of the story: _________________
Structure: _________ parts
(1)
beginning: characters (e.g.,________ ) , setting (e.g., __________ , __________, __________ )
& rising action
(2)
middle (conflict, falling action)
(3)
end (resolution) + ______________
Example Fable:
The Hare and the Tortoise
(1) Beginning
(2) Middle
Expositions
Rising Action
Conflict
Falling Action
(Characters
(Events leading
(Struggle in the
(Events resulting
& Setting)
to conflict)
story)
from conflicts)
Characters:
Hare
Tortoise
The Hare was
boasting about
never having been
beaten in a race.
The Tortoise
challenged the
Hare to a race.
Setting:
Racing Course
The overconfident
Hare took a nap
and missed the
determined Tortoise
passing him by.
(3) End
Resolution &
Moral (Lesson)
Resolution: The Tortoise
then won the race.
Moral:
Plodding wins the race.
中文：
中文：孜孜不倦並堅持到底
的人才能贏得最後勝利
※ Animals & Western Stereotypes/Symbols
cunning
noisy
proud
wise
evil
poor
brave
loyal or tired
of peace & purity
divine or of success
B1L7 Reading Activity (1)
Class ________ Group ________ No. ______ Name _____________
Fable:
Score:
(1) Beginning
(2) Middle
Expositions
Rising Action
Conflict
Falling Action
(Characters
& Setting)
(Events leading
to conflict)
(Struggle in the
story)
(Events resulting
from conflicts)
(3) End
Resolution &
Moral (Lesson)
Characters:
Resolution:
Setting:
Moral:
中文：
中文：
Example Fable:
Characters:
Hare
Tortoise
The Hare and the Tortoise
The Hare was
boasting about
never having been
beaten in a race.
The Tortoise
challenged the
Hare to a race.
Setting:
Racing Course
------------------------------------------------------------------------------------------------------------
B1L7 Reading Activity (2)
Class ________ Group ________
No. ______
Name _______________
Score:
Retrieved and Revised: http://www.learnnc.org/lp/pages/2913
The overconfident
Hare took a nap
and missed the
determined
Tortoise passing
him by.
Resolution: The Tortoise
won the race.
Moral: Plodding wins the
race.
中文：
中文：孜孜不倦並堅持到底的
人才能贏得最後勝利
B1L7 Reading Activity (3-1)
Class ________ Group ________ No. ______ Name _______________
Rubrics for Acting
Category
Preparedness
Good
Accepted
Poor
Student is completely
prepared and has
Student seems pretty
Student does not seem at
prepared but might have all prepared to present.
obviously rehearsed.
needed a couple more
rehearsals.
Completeness All three parts are
All three parts are
Some of the story parts are
performed.
missing.
Student works nicely with
the narrator. Acting
matches mostly with the
Student does not work
with the narrator. Acting
doesn’t match with the
the story told.
story told.
story told at all.
Facial expressions and
Facial expressions and
Very little use of facial
wonderfully and lively
performed.
Coordination & Student works very well
Cooperation
with the narrator. Acting
matches perfectly with
Enthusiasm
Score:
body language generate body language are used
a strong interest and
to try to generate
enthusiasm about the
enthusiasm, but seem
expressions or body
language. Does not
generate much interest in
story in others.
topic being presented.
somewhat faked.
------------------------------------------------B1L7 Reading Activity (3-2)
Class ________ Group ________ No. ______ Name _______________
Rubrics for Acting
Category
Preparedness
Good
Accepted
Score:
Poor
Student is completely
prepared and has
Student seems pretty
Student does not seem at
prepared but might have all prepared to present.
obviously rehearsed.
needed a couple more
rehearsals.
Completeness All three parts are
wonderfully and lively
All three parts are
performed.
Some of the story parts are
missing.
Student works nicely with
the narrator. Acting
matches mostly with the
story told.
Student does not work
with the narrator. Acting
doesn’t match with the
story told at all.
performed.
Coordination & Student works very well
Cooperation
with the narrator. Acting
matches perfectly with
the story told.
Enthusiasm
Facial expressions and
Facial expressions and
body language generate body language are used
a strong interest and
to try to generate
Very little use of facial
enthusiasm about the
story in others.
generate much interest in
topic being presented.
enthusiasm, but seem
somewhat faked.
expressions or body
language. Does not
B1L7 Reading Activity (4)
Class ________ Group ________ No. ______ Name _______________
Rubrics for Narration
Category
Preparedness
Good
Accepted
Score:
Poor
Student is completely
Student seems pretty
prepared and has
obviously rehearsed.
prepared but might have all prepared to present.
needed a couple more
rehearsals.
Speaks Clearly Speaks clearly and
distinctly almost all
Student does not seem at
Speaks clearly and
Often mumbles or cannot
distinctly most ( 84-70%) of be understood OR
(100-85%) the time, and
the time. Mispronounces
mispronounces no words. no more than one word.
mispronounces more than
one word.
Volume
Volume is loud enough to
be heard by all audience
members throughout the
presentation.
Volume is loud enough to Volume often too soft to
be heard by all audience be heard by all audience
members at least 70% of members.
the time.
Pitch
Pitch is often used and it
Pitch is used but the
conveys emotions
appropriately.
emotion it conveys
emotion it conveys often
sometimes does not fit the does not fit the content.
content.
-------------------------------------------------------------
Class: __________________
Group: ______________
Members:
(1) Outline (Graphic Organizer): No. ______, Name _______________
(2) Graphic Organizer:
No. ______, Name _______________
(3-1)
Acting:
No. ______, Name _______________
(3-2)
Acting:
No. ______, Name _______________
(4)
Narration:
No. ______, Name _______________
Group Score:
Pitch is rarely used OR the
1.
Birds of a _____________ flock together.
2.
The theater is not far—it’s within walking _____________.
3.
My dad has _____________ beer bottles from over fifty different countries.
4.
Because of the war, thousands of people left their homes and many of them _____________ to death.
5.
Don’t judge a person by his/her _____________.
6.
This action movie is highly _____________ by the young; however, I don’t think much of it.
7.
People will judge you by looking at your _____________.
8.
George _____________ out of the office to find his secretary.
9.
Some planets are so _____________ from the earth that we can only imagine what they are like.
B1L7
Vocabulary Matching
10. He is a man of wisdom and strong _____________ values.
11.
Richard was too _____________ to admit that he had made a mistake.
12. You had better _____________ yourself in the library, or the librarian will throw you out.
13. Tina has made giant _____________ in her studies after a year of hard work.
14. I felt a warm sense of _____________ when I saw my grandparents’ brick house.
15. Parents should learn to give _____________ to their children to help build their confidence.
16. He ___________ to be exhausted after the exam since he hit the sack as soon as he got home.
17. If you are not _____________ with the product, you can return and get a refund.
18. _____________ yourself before making your final decision. Stay calm and think carefully.
19. The bulletin board is _____________ with pictures and students’ compositions.
20. The students are _____________ with this song because they have heard it several times.
21. Parents always take great _____________ in their children’s achievements.
22. A microscope allows us to make significant _____________ about tiny unknown beings.
23. Grandma has a large _____________ of antique teapots.
24. President Lincoln has been known for abolishing _____________.
25. My teacher _____________ me for my drawing skills.
26. Although Jeremy Lin was born into a family of Taiwanese parents, he is _____________ to the U.S.
27. I can’t ___________ __________ the answer to the question.
28. On my trip, I have ______ _____________ _______ companies, and Lisa was one of them.
29. Because of a lack of money, the owner ________ ________ _________ ________ _______ close his store.
30. Because she hardly eats, that model is nothing but _________ __________ __________.
31. The man _____________ _____________ his dog so it can’t leave the yard.
32. The patient _____________ _____________ in pain.
33. You can’t criticize others _____________ _____________. Please show some respect.
1.
物以類聚。
2.
戲院並不遠—就在走路就到的距離。
3.
我爸爸已經蒐集了超過五十個不同國家的啤酒罐。
4.
因為戰爭的關係，數以千計的人離開家園並當中有許多都餓死了。
5.
勿以貌取人。
6.
這部動作片受到年輕人的高度讚賞；然而我並不覺得它多好。
7.
人們會因著你的同伴來評價你這個人。
8.
George 大步走出辦公室找他的秘書。
9.
有些星球離地球很遠以至於它們的樣子只能靠想像的。
10. 他是一個有智慧並有強烈道德觀的男人。
11.
Richard 太驕傲而無法承認他犯了錯。
12. 你在圖書館時最好守規矩點，否則圖書館員會趕你出去。
13. 在一年的辛勤努力後 Tina 在課業上有大幅的進步。
14. 當我看到祖父母的紅磚房時，感受到一份溫暖的熟悉感。
15. 父母應學習給予他們的孩子讚美以助其建立自信。
16. 他似乎考完試後累壞了，因為他一到家就倒頭睡。
17. 如果你不滿意這產品，你可以退回並獲得退費。
18. 在你做最後決定前冷靜一下。保持冷靜並仔細地思考。
19. 佈告欄上裝飾著圖畫和學生的作文。
20. 學生對於這首歌很熟悉，因為他們已經聽過好幾遍了。
21. 父母總是以他們小孩的成就為榮。
22. 顯微鏡使我們能從微小未知的生物得到重大的發現。
23. 奶奶蒐藏了許多骨董茶壺。
24. 林肯總統因廢除奴隸制度而聞名。
25. 老師讚美我的我的繪畫技巧。
26. 雖然林書豪出生於一個台灣父母的家庭，但他是個土生土長的美國人。
27. 我想不出來這個問題的答案。
28. 在旅程中，我有許多同伴，而 Lisa 就是其一。
29. 因為缺乏資金，老闆不得不關掉他的店。
30. 那位模特兒受到只剩皮包骨，因為他幾乎不吃東西。
31. 那個男子把他的狗綁住，這樣一來狗就無法離開院子了。
32. 那個病人痛苦地大叫。
33. 你不能任意批評他人。請表現一點尊重。
B1L7
Vocabulary Matching-Chinese
遠東 B1L7 課文
A fable is a short story, or folktale, which uses animals as characters and teaches us some kind of “moral” or
moral lesson. Many people are familiar with Aesop’s Fables. The following are two of them. Maybe you can figure
out the moral each fable is trying to teach you.
The Jay and the Peacock
A jay that was not satisfied with his appearance walked into a yard where peacocks lived. He found that on the
ground were a number of feathers. “They must have fallen from the peacocks when they were changing feathers. I
can collect and use them to decorate my body,” thought the jay. Then he tied the feathers to his tail and strode with
pride toward the peacocks. But the peacocks soon discovered the jay’s trick, and they said, “Look! On his tail are the
feathers that fell from us! He is a big cheater!” They then strode up to him, pecked at him, and plucked away his
borrowed feathers. The jay had no choice but to go back to the other jays. However, his companions, who had
watched his behavior from a distance, were angry at him. They said, “Now you have learned a lesson. It is not only
fine feathers that make fine birds.”
The Wolf and the Mastiff
One night a wolf, who was almost skin and bone, met a fat mastiff. After the wolf said hello to the big dog, he
praised its good looks. “If you like,” answered the mastiff, “you can get as fat and strong as I am.” “What do I need to
do?” asked the wolf. “Almost nothing,” answered the mastiff. Then they took a walk together.
As they went
along, the wolf noticed a spot on the mastiff’s neck. “What’s that mark?” “Oh, nothing special, just the collar I wear
when I am tied up.” “Tied up!” cried out the wolf, stopping suddenly. “Do you mean you can’t always run around at
will?” “Well, not always, but does that matter?” said the mastiff. “It matters a lot to me,” said the wolf, and he ran
once more back into his native forest.
Moral: Better to starve free than to be a fat slave.
Fable:
The Jay and the peacock
Score:
(1) Beginning
Expositions
(Characters &
Setting)
Characters:
Rising Action
(Events leading to conflict)
Jay was not
jay
satisfied with his
peacock appearances
and thus
Setting:
collected
yard
peacocks’
feathers in
attempt to look
like them.
(2) Middle
(3) End
Conflict
Falling Action
(Struggle in the
(Events resulting from
story)
conflicts)
Peacocks
Peacocks
discovered. pecked at
him and
plucked
away his
borrowed
feathers.
Resolution &
Moral (Lesson)
Resolution:
He went back to the
other jays but the other
jays were angry at him.
Moral:
It’s not only fine feathers
that make birds.
中文：
中文：並非漂亮的羽毛就能使
得一隻鳥漂亮/一個人的美
得一隻鳥漂亮 一個人的美
麗不在外在
Fable:
The Wolf and the Mastiff
Score:
(1) Beginning
Expositions
Rising Action
(Characters &
Setting)
(Events leading to
Characters:
conflict)
The wolf
wolf
wanted to
mastiff
get as fat
Setting:
and strong
possibly
countryside as the
mastiff.
(2) Middle
Conflict
(Struggle in the story)
The wolf noticed
a spot, which
was caused by
the collar the
mastiff usually
needed to wear,
on the mastiff’s
neck
(3) End
Falling Action
Resolution &
(Events resulting from
conflicts)
The wolf was
shocked by
the fact that
the mastiff
couldn’t run
around at will.
Moral (Lesson)
Resolution:
The wolf ran back into
his native forest.
Moral:
Better to starve free
than to be a fat slave.
中文：
中文：享有自由時挨餓也好
過當個奴僕卻飽足/自由
過當個奴僕卻飽足 自由
至上