Learning about Language公开课教学设计模版

高中英语学习材料

（灿若寒星*制作整理）

Period 5

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。

重点难点

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－listening

Before 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 know 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.That's to say，Chinese blind people can't 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 task

1．Paul's teacher has asked everyone in the class to prepare a talk about a great inventor.Listen to Paul's 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 Louis the idea for his system? (6)What advantages do you think Louis's 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)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 Exercise 3 on Page 50，discuss the events in Louis Braille's 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 when 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. Year 1809 1813 1819 1821 1824 1827 1852

Suggested answers：

Year 1809 1813 1819 1821 1824 1827 1852 Age

4 10 12 15 18 43 Event Born Became_completely_blind Sent_to_school_in_Paris Heard_a_soldier_talk_about_a_system_consisting_of_a_raised_system_of_dots Completed_the_Braille_system_of_touch_reading First_Braille_book_published Died Age

4 10 12 15 18 43 Event ________________ ________________ ________________ ________________ ________________ ________________ ________________

[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盲文的创始人路易斯·布莱尔的情况。

Step 3

Listening

T：We've got some information about Braille and known how the blind read.If the blind go out，the guide dog can help a lot.Now let's 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. Suggested 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 teacher

Name of Sara's mother What Sara wants to teach the dog first

(1)How did Sara get to work on her own? (2)Has Sara always been blind？How do you know? (3)What will Lucy learn first at Sara's home? Suggested answers：

Who is Lucy？

Name of Sara's teacher A guide dog Phil Name of Sara's mother Jane Robinson What Sara wants to teach How to take Sara to work the dog first (1)By train on her own. (2)No.She said her mother had helped her a lot since her accident. (3)How to get to the train station. 3．Listen to Part 1 again and complete the dialogue below. PHIL：Definitely.She told me____________ since her accident. MOTHER：Well，I've____________，but I know Sara wants to be ____________. PHIL：Well，with Lucy's help she will be.How's Lucy ____________，by the way? MOTHER：Oh，it's like ____________，isn't it，Sara? SARA：Yes.She's been ____________ everything in the house and she knew which was my bedroom ____________. Keys：

PHIL：Definitely.She told me how_much_you've_helped_her since her accident. MOTHER：Well，I've done_my_best，but I know Sara wants to be more_independent. PHIL：Well，with Lucy's help she will be.How's Lucy settling_in，by the way? MOTHER：Oh，it's like she's_always_been_here，isn't it，Sara? SARA：Yes.She's 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 across 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.

(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：We'll ______Lucy______rest and then we'll ask her______Sara to the station again. SARA：Then Phil's going to ______ Lucy ______ the train and ______ my office.__ ____，Lucy and I will be going to work ______. MOTHER：That's______.I'm so ______ you. Keys：

PHIL：We'll give Lucy a_bit_of_rest and then we'll ask her_to_take Sara to the station again.

SARA：Then Phil's 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：That's fantastic.I'm 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 and important drills.