Period5 Listening教学目标 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Step1 Pre－listeningBeforethestudentslisten，askthemtodiscussthefollowingquestions：1．DoyouknowwhatBrailleis?2．Whatisitusedfor?3．Howdoesitwork?4．DoyouknowwhattheChinesesystemofBraillelookslike？(SeePage53forsomehints.)Suggestedanswers：Brailleisasystembywhichblindpeoplecanreadbyfeelingraiseddotsonapage.BothEnglishandChinesesystemofBrailleusesixdots.Theirformsaresimilar，buttheirmeaningsaredifferent.That'stosay，Chineseblindpeoplecan'tunderstandtheEnglishsystemofBraille.[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。Step2 Listeningtask1．Paul'steacherhasaskedeveryoneintheclasstoprepareatalkaboutagreatinventor.ListentoPaul'stalkaboutLouisBraille.Thenanswerthefollowingquestions：,(1)WhatcountrydidLouisBraillecomefrom?(2)Whatdisabilitydidhehave?(3)WhatdidbooksfortheblindlooklikewhenLouiswasaboy?(4)Whatwerethetwoproblemswiththebooksfortheblind?(5)WhatinventiongaveLouistheideaforhissystem?(6)WhatadvantagesdoyouthinkLouis'ssystemhas?Suggestedanswers：(1)HecamefromFrance.(2)Hewascompletelyblind.(3)Theywereordinarybookswithlettersraisedupoffthepage.(4)Theletterswerehugeanddifficulttoread，andthebookswereveryexpensive.(5)Asystemforsoldierstosendandreceivemessagesinthedark.(6)IthinkBraillesystemhastheadvantageofbeingeasytolearn，andsoitiseasytoproducebooksofnormalsize.Ithelpsmakeblindpeopleindependentbecausetheycanreadasmuchassightedpeopledo.2．BeforethestudentsdoExercise3onPage50，discusstheeventsinLouisBraille'slifebyaskingquestionsasfollows：HowdidLouisbecomeblind?Howoldwashewhenhebecameblind?WhateventinhislifegaveLouishisideaaboutinventingareadingsystemfortheblind?Howoldwashewhenthishappened?Howoldwashewhenhefinallyperfectedthecode?HowoldwasLouiswhenhedied?3．Listenagainandaskthestudentstofillinthelinesonthetimeline.YearAgeEvent1809________________18134________________181910________________182112________________182415________________182718________________185243________________ Suggestedanswers：YearAgeEvent1809Born1813[来源:学|科|网Z|X|X|K]4Became_completely_blind181910Sent_to_school_in_Paris[来源:Zxxk.Com]182112Heard_a_soldier_talk_about_a_system_consisting_of_a_raised_system_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盲文的创始人路易斯·布莱尔的情况。[来源:学§科§网]Step3 ListeningT：We'vegotsomeinformationaboutBrailleandknownhowtheblindread.Iftheblindgoout，theguidedogcanhelpalot.Nowlet'senteranotherlisteningonPage46.1．Listentothewholetapeforthefirsttime.Thenwritedownthemainideaofthelistening.Suggestedanswer：Themainideaofthislisteningistoshowhowaguidedogistrainedanditsusefulnesstoitsowner.2．ListentoPart1againandfillinthefollowingtable.Thenanswerthequestions.WhoisLucy？NameofSara'smotherNameofSara'steacherWhatSarawantstoteachthedogfirst (1)HowdidSaragettoworkonherown?(2)HasSaraalwaysbeenblind？Howdoyouknow?(3)WhatwillLucylearnfirstatSara'shome?Suggestedanswers：WhoisLucy？AguidedogNameofSara'smotherJaneRobinsonNameofSara'steacherPhilWhatSarawantstoteachthedogfirstHowtotakeSaratowork(1)Bytrainonherown.(2)No.Shesaidhermotherhadhelpedheralotsinceheraccident.(3)Howtogettothetrainstation.3．ListentoPart1againandcompletethedialoguebelow.PHIL：Definitely.Shetoldme____________sinceheraccident.MOTHER：Well，I've____________，butIknowSarawantstobe____________.PHIL：Well，withLucy'shelpshewillbe.How'sLucy____________，bytheway?MOTHER：Oh，it'slike____________，isn'tit，Sara?SARA：Yes.She'sbeen____________everythinginthehouseandsheknewwhichwasmybedroom____________.Keys：PHIL：Definitely.Shetoldmehow_much_you've_helped_hersinceheraccident.MOTHER：Well，I'vedone_my_best，butIknowSarawantstobemore_independent.PHIL：Well，withLucy'shelpshewillbe.How'sLucysettling_in，bytheway?MOTHER：Oh，it'slikeshe's_always_been_here，isn'tit，Sara?SARA：Yes.She'sbeensmellingeverythinginthehouseandsheknewwhichwasmybedroomright_away.4．ListentoPart2andanswerthequestionsinpairs.(1)HowdidLucygoacrossthestreet?(2)WhatisPhilgoingtoteachLucyafterlunch?(3)HowwillLucyimproveSara'slife?Suggestedanswers：,(1)Shesatdownatthecrossingandwaitedtillthecarsstopped，thenshestoodupandtookSarastraightacrosstheroad.(2)HowtogetoffthetrainandwalktoSara'sworkplace.(3)LucywillhelpSararesumeherpreviouslife，becomeasindependentassheusedtobeandgivehertheconfidencetoleadanormallife.5．ListentoPart2againandcompletethedialoguebelow.PHIL：We'll______Lucy______restandthenwe'llaskher______Saratothestationagain.SARA：ThenPhil'sgoingto______Lucy______thetrainand______myoffice.______，LucyandIwillbegoingtowork______.MOTHER：That's______.I'mso______you.Keys：PHIL：We'llgiveLucya_bit_of_restandthenwe'llaskher_to_takeSaratothestationagain.SARA：ThenPhil'sgoingtoshowLucyhow_to_get_off_thetrainandtake_me_tomyoffice.In_a_few_days，LucyandIwillbegoingtoworkon_our_own.MOTHER：That'sfantastic.I'msopleased_foryou.[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：Revisethewholeunit，includingtheusefulexpressionsandimportantdrills.
