Background information
School: _High School _________
Teacher: _陳星秀___________
Students: 50 senior high school students, Class 2, Grade 1
Material _ A Violin and the Law _____________
Type of lesson: Reading_________
Lesson duration: __40Minutes______
Date: ________________
Aids: _a radio and the blackboard__________
Contents:1. Vocabulary
Words for Production: power, violin, beard, broken, sign, actually, actual, aim, sweet, calmly, clam, tune, hatred, wonder, dirt, note, excellently, excellent, sunshine, pause, strike, fellow, appearance
Words for Recognition: cabin, armed, forehead, decent, guy
Phrase and Expressions: point sth. at, look around, a sign of, aim at, as if, a welcome visitor, one tune after another, give way to, a look of, beat time, die away, be in thought of, have a talk with sb., give oneself up to, tell of
2. Reading: A Violin and the Law
Objectives:1. Instructional objectives
Language knowledge:
1) Students should be able to understand the meaning of the “Words for Recognition” and can use the “Words for Production” actively.
2) Student can know the formation of the Attributive Clause
Language Skills
1) Help students use predicting, guessing skills in Pre-Reading part
2) Students should use skimming, scanning, distinguishing main ideas from supporting details in While-Reading stage
3) Let students retell the whole story and imagine an ending for the story.
2. Educational objectives (affect, learning strategy and cultural awareness)
1) Let students know the power of the music and help them to realize the importance of communication. (Here means David use a violin as the tool to make Cal’s father to send his son to the police station)
2) Stimulate students’ interest in learning English culture in music part
3) Improve the efficiency of reading story by accelerate the speed of reading
3. Personal objectives
1) Use interactive model to help the students understand the main idea of the text.
2) Use task-based learning (role-play, retelling etc.) for the further study.
Focal points:
1. The general understanding of the text
2. The development of the story(beginning→conflict→climax→ending)
Difficult points:
1. The logical of the text and the predicting methods used in the text.
2. The power of the music and the characteristic of each character in the text.
Procedures and Time Allotment
Stage 1 Getting students ready for learning (1mins)
Step 1. Greetings
Stage 2 Pre-stage（Pre-reading, Pre-listening）(9mins)
Step 1(4mins) Lead-in (inspire students’ desire to learn about music and stories about music)
Play some pieces of music, and ask the students how they feel when they hear it.
Piece 1: The music played in the advertisement of Pepsi. ?Cool
Piece 2: A light music with birds and insects singing. ?Relaxed
Piece 3: The music played in a big shopping mall. ?Eager to buy.
Piece 4: A song sung between lovers. ?Romantic
T: What do you think of music? ?Magic/ Powerful
Step2: (5mins) Prediction (prepares the students for the text and inspires their desire to check if they have guessed right)
1. Look at the picture; guess what may happen in the story: Who? Where? Why? When?
2. Read the title of the text and predict whether the following statements are true or false. And then make up a story in groups.
Before this, teacher may use some pictures to present the new words with pictures such as power, violin, sign, sweat, tune, fellow, cabin, forehead etc. It may give some help for them to make up their story.
Stage 3 While-stage (While-listening, While-reading…) (20mins)
1. Skimming the text and answer the question below. (8mins)
a. Put the following sentences in the correct order. (on page 35)
b. Answer the questions to check if the students have got a brief idea about the text:
What did David want to do when he came to the cabin?
Why didn’t the old man answer David’s question
Who plays the violin?
What did the man asked David to do when David finished playing the violin?
Did David get the man he wanted? When and why?
2. Read the text carefully and do the exercise. (7mins)
a. Guess the meaning of the words in the text (decent/ forehead/ armed/ killer/ catch sight of/ die away/ beat time/ give away etc)
b. Answer questions to check if the students have got a deep understanding of the text (students are divided into several groups to discuss, questions is on page 36):
Why did David feel sweat on his forehead when he crossed the room?
Was David a welcome visitor? Etc.
3. Analyze the text. Fill the, blanks. (5mins)
Beginning:
Conflict:
Climax:
Ending:
Ask how the old man’s attitude towards David changed from the beginning to the end.
Step 4 Post-Stage (10mins)
After teacher finishes the analysis of text, the students now should understand the clue and the relationship between law and violin. So in order to make students further understand the text and improve student’s language skills. Here are three assignments:
Assignment1: Role-play (6mins)
Objectives: to make students understand the contents of the test deeply.
Methods:
（1）Divided students into several groups according to the number of characters (3 students form a group)
（2）Ask them to make a dialogue complying with the content of test
（3）Next time, teacher will ask each group standing in point of other students to present their dialogue
Assignment2: Ask some questions after reading the text (3mins)
What changed the old man? --Music
How do you think of music? --Magic/ powerful/ makes get away from evil/ reach a better understanding between people etc.
Step 5: Homework (2mins)
（1）Ask student to finish the practice on page35 about the Comprehending
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