英语教学设计 Uni 　Livingwell教学设计（Listening）.docx

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1、Unit 1 Living wel I 教学设计(Listening)1. 语言知识目标了解盲文的创始人路易斯-布莱尔的个人经历和导盲犬的工作内容。2. 语言能力目标培养学生在听前对听力材料进行预测，并激活背景知识的能力；把握细节信 息的能力。3. 情感、态度与文化意识目标通过对盲文创始人路易斯-布莱尔个人经历和导盲犬的工作情况的了解，使 学生对于盲人的生活状况有更深切的了解，更能激发他们伸出手，帮助盲人和其 他的残疾人。教学重、难点1. 教学重点：培养学生在第一遍听完后，掌握听力材料大意的能力。2. 教学难点：在听力材料开始前，如何激发学生的背景知识；在学生背景 知识缺乏的情况下，如何进行听

2、力指导。课前准备1. 学生的学习准备布置学生在课前上网查找关于盲文及创始人的情况，了解一些导盲犬工作的 情况。2. 教师的教学准备查找相关信息，有条件的话，借一本盲文书给学生看看，让学生对盲人的生 活有更加深入的了解。3. 教学用具录音机教学过程Step 1 Pre-listeningBefore the students listen, ask them to discuss the following questions:1. Do you know what Braille is?2. What is it used for?3 How does it work?4. Do you kn

3、ow what the Chinese system of Braille looks like? (See Page 53 for some hints.)Suggested answers:Braille is a system by which blind people can read by feeling raised dots on a page. Both English and Chinese system of Braille use six dots. Their forms are similar, but their meanings are different. Th

4、at*s to say, Chinese blind people cant understand the English system of Braille.设计说明在听力训练正式开始前，在班级里组织讨论，激活学生的背景知 识，有利于随后进行的关于盲文创始人路易斯-布莱尔的生平介绍的听力训练顺 利展开。如果学生的背景知识比较贫乏，教师可以对盲文作一个简单的介绍。Step 2 Listening task1. PauFs teacher has asked everyone in the class to prepare a talk about a great inventor. Liste

5、n to PauFs talk about Louis Braille. Then answer the following questions:(1) What country did Louis Braille come from?(2) What disability did he have?(3) What did books for the blind look like when Louis was a boy?(4) What were the two problems with the books for the blind?(5) What invention gave Lo

6、uis the idea for his system?(6) What advantages do you think Louiss system has?Suggested answers:(1) He came from France.(2) He was completely blind.(3) They were ordinary books with letters raised up off the page.(4) The letters were huge and difficult to read, and the books were very expensive.(5)

7、 A system for soldiers to send and receive messages in the dark.(6) I think Braille system has the advantage of being easy to learn, and so it is easy to produce books of normal size. It helps make blind people independent because they can read as much as sighted people do.2. Before the students do

8、Exercise 3 on Page 50, discuss the events in Louis Brailles life by asking questions as follows：How did Louis become blind?How old was he when he became blind?What event in his life gave Louis his idea about inventing a reading system for the blind?How old was he when this happened?How old was he wh

9、en he finally perfected the code?How old was Louis when he died?3. Listen again and ask the students to fill in the lines on the timeline.YearAgeEvent180918134181910182112182415182718185243Suggested answers：YearAgeEvent1809Born18134Became completely blind181910Sent to school in Paris182112Heard a so

10、ldier talk about a system consisting of a raisedsystem of dots182415Completed the Braille system of touch reading182718First Braille book published185243Died设计说明第一个回答问题的环节中，第5个问题的难度较大，第6 个问题需要学生自己组织语言，只需答出要点即可。在完成时间轴之前，先进行 讨论，可以降低第三个环节的难度。同时引导学生注意，介绍人物可以以时间为 线索。如果学生的口语表达能力比较强，还可以在听力训练完成后，请学生用英 语简单介绍

11、盲文的创始人路易斯-布莱尔的情况。Step 3 ListeningT： Weve got some information about Braille and known how the blind read. If the blind go out, the guide dog can help a lot. Now lets enter another listening on Page 46.1. Listen to the whole tape for the first time. Then write down the main idea of the listening.Sugg

12、ested answer：The main idea of this listening is to show how a guide dog is trained and its usefulness to its owner.2. Listen to Part 1 again and fill in the following table. Then answer the questions.Who is Lucy?Name of Sara*s motherName of Saras teacherWhat Sara wants to teach the dog firstHow did

13、Sara get to work on her own?(1) Has Sara always been blind? How do you know?(2) What will Lucy learn first at Saras home?Suggested answers：Who is Lucy?A guide dogName of SarasmotherJane RobinsonName of Sara*steacherPhilWhat Sara wants to teach the dog firstHow to take Sara toworkBy train on her own.

14、(1) No. She said her mother had helped her a lot since her accident.(2) How to get to the train station.3. Listen to Part 1 again and complete the dialogue below.PHIL： Definitely. She told mesince her accident.MOTHER : Well, Pve, but I know Sara wants to bePHIL： Welb with Lucys help she will be. How

15、s Lucy, by theway?MOTHER： Oh, its like, isnt it, Sara?SARA： Yes. Shes beeneverything in the house and she knewwhich was my bedroom.Keys：PHIL： Definitely. She told me how much youve helped her since her accident.MOTHER: Well, Pve done my best, but I know Sara wants to be more independent.PHIL： Well,

16、with Lucys help she will be. Hows Lucy settling in, by the way?MOTHER： Oh, its like shes always been here, isn*t it, Sara?SARA： Yes. Shes been smelling everything in the house and she knew which was my bedroom right away.4. Listen to Part 2 and answer the questions in pairs.(1) How did Lucy go acros

17、s the street?(2) What is Phil going to teach Lucy after lunch?(3) How will Lucy improve Sara*s life?Suggested answers：(1) She sat down at the crossing and waited till the cars stopped, then she stood up and took Sara straight across the road.(2) How to get off the train and walk to Sara*s workplace.

18、(3) Lucy will help Sara resume her previous life, become as independent as she used to be and give her the confidence to lead a normal life.5 Listen to Part 2 again and complete the dialogue below.PHIL： Well Lucy rest and then well ask herSara to thestation again.SARA： Then PhiFs going to Lucy the t

19、rain and myoffice.， Lucy and I will be going to work.MOTHER： Thats.Fm soyou.Keys：PHIL： Well give Lucy a bit of rest and then well ask her to take Sara to the station again.SARA： Then PhiFs going to show Lucy how to get off the train and take me to my office. In a few days, Lucy and I will be going to work on our own.MOTHER: Thats fantastic. Im so pleased for you.设计说明这个听力训练是围绕导盲犬进行的。听力练习的设计由掌握听力 材料大意到细节信息的听取，再到个别词语的把握，体现了从整体到局部的原则, 与阅读教学有共通之处。而且，由于练习设计得非常细致，可以作为精听的材料 来使用。Homework: Revise the whole unit, including the useful expressions andimportant drills.