Unit+5+Lesson+1+Englightening+a+mind+課件 【備課精講精研】 高中英語北師大版（2019）選擇性必修第二冊

北師大版高中英語選擇性必修二Unit5Education

Lesson1EnlighteningAMindBeforeReadingIfsomeoneisblind,howcanhelearntoreadandwrite?Ifsomeoneisdeaf,howcanhelearntoreadandwrite?Ifsomeoneisblindanddeaf,howcanhelearntoreadandwrite?Canyouthinkofanywaystoteachthemhowtoreadandwrite?P30

1?

Whoissheinthepicture??

Whatdoesshedo??

Whatdoyouknowabouther?HelenKeller

(1880-1968)whosufferedcompletelossofsightandhearingat19monthslearnedlanguagewiththehelpofheryoungteacherAnneSullivanandfinallybecameaworldwidewriterandoneofthemostfamousandwidely-admiredwomenofthattime.DoyouknowhowherteacherAnneSullivantaughthertoreadandwrite?Nowlet'sreadthestorytofindtheanswer.WhileReadingReadandfinishthetasksasquicklyaspossible.Task1Whatisthestorymainlyabout?ThestoryismainlyaboutthelearningandteachingprocessesbetweenHelenKellerandherteacherAnneSullivan.Howmanypartscanthestorybedividedinto?Whatiseachpartmainlyabout?Task2BasicinformationandpersonalitiesofHelenandherteacherAnne.ThedescriptionofHelen'slearningprocess.Readthepassagequicklyandmatcheachpartwithitsmainidea.Part1(Para.1)Part2(Para.2)Part3(Paras.3-11)AnneSullivancametoteachher.HelenKellerwasborndisabledandcouldn’tcommunicatewithothers.C.HowAnnetaughtHelenthefourwords.PleaseunderlinethesignalexpressionsthatconnectthedescriptionsofHelen's

learningprocesses.Task3P32

7Readparagraphs1-2ofthestory.DiscussHelenKellerandherteacher'scharacteristicsandpersonalities.Task4Possibleanswers:?

Helenwasfrustrated,stubbornandtroublesome.

Shegotangryeasilywhenshewasnotunderstood.?

Annewasasuperbteacherwhocouldunderstand

Helen'sdifficulties.Shewassympathetic.P30

2Readtherestofthestory.Answerthequestions.Task5P30

31.HowmanywordsweretaughttoHelen?

Whatwerethey?2.Whichwordswereeasiertolearn?

Whichweremoredifficult?Explainwhy.FourwordsweretaughttoHeleninthestory:“doll”,“water”,“l(fā)ove”and“think”.?

Thewords“doll”and“water”wereeasiertolearn,

becauseHelencouldtouchthem.?

Thewords“l(fā)ove”and“think”weremoredifficult,

becausetheywerecomplexandabstractconcept

andcouldn'tbetouched.Completethediagram.Task6P32

4HowAnnetaughtHelenthefourwordsFortheword“doll”Anne_______________________________________________________________________________.1Fortheword“water”Anne_______________________________________________________________________________________________________________________________________.2Helenthoughtatfirstitwasthesweetnessofflowersbutlater__________________________________________________________________________________________________________________.“Youcannottouchlove.______________________________________________.”Fortheword“l(fā)ove”3WhenHelenwastryingtosolveadifficultproblem,Anne____________________________________________________________.Inaflash,Helen____________________________________________________________________________.Fortheword“think”4letHelenplaywiththedoll,andthenspelttheletters“D-O-L-L”onherhandputoneofHelen'shandsunderthewater.AsthewaterflowedoverHelen'shand,Annespeltout“W-A-T-E-R”intoHelen'sotherhandtouchedHelen'sforeheadandwrotetheword“think”onherhandknewthatthewordwasthenameoftheprocessthatwasgoingoninherheadshedrewmeclosertoherandsaid,“Itishere”,pointingtomyheart;butyoufeelthesweetnessthatitpoursintoeverythingWithoutloveyouwouldnotbehappyorwanttoplayCompletethediagramabouthowthelearningprocessaffectedHelenbychoosingfromtheexpressions.Task7P32

5afelthopeandjoy

bfeltpuzzledchadabreakthrough

dthoughtitwasagameegottheworldofwordsopeneduptoherfunderstoodthebeautifultruthofthewordgknewthemeaningofthewordinaflashhfeltitwasmonkey-likeimitationdollwaterlovethinkhadaburstofunderstandingfeltconfusedanddisappointeddhaebfcgP32

6Eachmemberchoosesoneword.TelltherestofthegrouphowAnnetaughtthewordandwhatimpactthelearningprocesshadonHelen.Task8?Workingroupsoffour;?Whatthewordis;?HowAnnetaughtHelen;?Helen'sreaction;?Whatimpactthelearningprocess

hadonHelenWhatqualitiesdoyouthinkHelenandAnneshowedinthestory?Choosefromthelistbelow.Findevidencetosupportyouropinion.Task9determinedperseverantkindpatientdiligentwilling

creative?

IthinkthatHelenwasdeterminedtotrytounderstanda

word.ShekeptaskingAnnequestions

thatshecould

understandtheword“think”.?

IthinkAnnewasperseverant,patientand

creative

becauseshekepttryingdifferentwaysandwaitingfor

Helentodiscoverwhatwords

are.P32

8AfterReadinganalysing,retellingFillintheblankswiththewordsfromthestory.P33

9WhenHelenwasyoungshelosthersightandhearing.Withthese1________________

tohercommunication,Helen'sbehaviourwasoften2___________andsometimes3___________,stubbornandangrywitha4________

tobreakthingswhenshewasnotunderstood.AnneSullivanwasa5_______teacher.Anne'stechniquewassimpleand6______________.SheputanobjectintoHelen'shandandspeltoutthewordonherotherhand.The7_______knowledgeshetaughtHelengaveherhopeandjoy.From“doll”and“water”,Helen'sknowledgeand8__________expandedandthischangedher9________process.AsHelengraspedthekeytolanguage,shediscoveredmore10________words.Helennowunderstoodthebeautifultruthoftheword“l(fā)ove”.severerestrictionsunbearabletroublesometendencysuperbstraightforwardpreciousvocabularythinkingcomplexDiscussionAsastudent,whatcanyoulearnfromHelenandAnne?P33

12WritedownquestionsthatyouwouldwanttoaskAnneSullivan.Thenactoutarole-playoftheinterviewbetweenyouandAnne.?Whatquestionsyouwantto

askAnne?howAnnewouldanswerthe

questionsLanguagePointsHelenKellerwasanexceptionallyspecialgirl.Bythetimeshewassevenyearsold,shestillcouldn’tspeak,readorwriteandneededtohaveeverythingdone

forher.Thiswasbecauseshecouldn'tseeorhear.Withthesesevere

restrictions

tohercommunication,Helen'sbehaviourwasoftenunbearable.Shewassometimestroublesome,stubbornandangry,andhadatendency

tobreakthingswhennooneunderstoodher.1.have/getsth.done讓/叫/使/請別人做某事，賓語sth后過去分詞作賓補(bǔ)，sth與動(dòng)作是邏輯上的了被動(dòng)關(guān)系

Ihadmyhaircutyesterday.2.have/getsth/sb.doing讓/叫/使/請某人一直做某事或讓某種情況發(fā)生

Don’thavethebabycrying.3.havesthtodo要做某事Ihavemydinnertocook.haveatendencytodosth=tendtodosth有做某事的傾向有做某事的傾向理解，和...有聯(lián)系與...有關(guān)對...充滿熱情haveatendencytodosth.=tendtodosth.relatetoberelatedtobeenthusiasticaboutsth.Helen'sparentsgotasuperbteacherrecommendedtothem,awomannamedAnneSullivan.AnnewasateacherandformerstudentataschoolfortheblindinBoston.She'dhadeyesightproblemsearlyinlifeaswellsoshecouldrelatetoHelen'sdifficulties.1.have/getsth.done讓/叫/使/請別人做某事，這里譯為有人給海倫的父母推薦了一位優(yōu)秀的老師relateto理解，和...有聯(lián)系A(chǔ)nne'stechniquetoteachHelenlanguagewassimpleandstraightforward.AnnespeltwordsbywritingonHelen'shandsothatHelencouldgetamentalpictureofthewords.Shestartedwiththeword"doll".ShewouldletHelenplaywiththedoll,andthenspelltheletters“D-O-L-L"onherhand.Whentheyinitiallydidthis,Helenthoughtitwasagame.Shewroteaboutherexcitementlaterinherbook,TheStoryofMyLife:spell-spelt-spelt“Runningdownstairstomymother,Iheldupmyhandandmadethelettersfor‘doll’.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey-likeimitation.”舉起1.由于這些嚴(yán)重限制了她的交流，海倫的行為常常令人難以忍受。(restrictionto)2.她小時(shí)候視力也有障礙，所以更能理解海倫所面臨的困境。(relateto)Withthesesevere

restrictions

tohercommunication,Helen'sbehaviourwasoftenunbearable.She'dhadeyesightproblemsearlyinlifeaswellsoshecouldrelatetoHelen'sdifficulties.Whentheywereatthewelloneday,AnneputoneofHelen’shandsunderthestreamofwater.AsthewaterflowedoverHelen’shand,Annespeltout“W-A-T-E-R”intoHelen'sotherhand.AsAnnewroteonHelen’shand,Helensuddenlyrealisedthatthemovementofthefingersmeantthecoolliquidflowingoverherhand.Thispreciousknowledgegaveherhopeandjoy.Finally,shegottheworldofwordsopeneduptoher.as引導(dǎo)的時(shí)間狀語從句，as意思為“當(dāng)...的時(shí)候”flowingoverherhand是現(xiàn)在分詞短語作后置定語，修飾名詞liquid，liquid和flow之間是主謂關(guān)系openup開發(fā)；打開NowthatHelengraspedthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.Childrenwhocanseeandhearlearnlanguageeasily,butforHelen,itwasagradualandsometimespainfulprocess.However,becauseHelenwassoenthusiasticaboutlearning,theresultswereamazing.Nowthat...language是nowthat引導(dǎo)的原因狀語從句，nowthat表”既然“whocanseeandhear是定語從句，修飾先行詞children,關(guān)系代詞who指人，在從句中作主語AsHelen’sknowledgeandvocabularyexpanded,sheaskedmoreandmorequestions.Thissoonledhertodiscovermorecomplexwordsandchangedherthinkingprocess.Tryingtolearntheword“l(fā)ove”wasanexperiencethatsherememberedwell.Thisishowshedescribeditinherbook:howshedescribed是表語從句Tryingtolearntheword動(dòng)名詞做主語，謂語動(dòng)詞用單數(shù)AsHelen’sknowledgeandvocabularyexpanded,as引導(dǎo)時(shí)間狀從，意思為“隨著”leadsbtodosth導(dǎo)致某人做某事“IrememberthemorningthatIfirstaskedthemeaningoftheword‘love’.ThiswasbeforeIknewmanywords.Ihadfoundafewearlyvioletsinthegardenandbroughtthemtomyteacher...MissSullivanputherarmgentlyroundmeandwroteonmyhand,‘IloveHelen.’‘Whatislove?’Iasked.Shedrewmeclosertoherandsaid,‘Itishere,’pointingtomyheart...HerwordspuzzledmeverymuchbecauseIdidnotthenunderstandanythingunlessItouchedit.”beforeIknewmanywords是表語從句unlessItouchedit.是條件狀語從句pointto指向...1.隨著海倫知識和詞匯量的不斷擴(kuò)大，她提出的問題也越來越多。2.她在書中是這樣描述的。（用how引導(dǎo)的表從）AsHelen’sknowledgeandvocabularyexpanded,sheaskedmoreandmorequestions.Thisishowshedescribeditinherbook.AlthoughthemeaningoflovewasstillnotapparenttoHelen,shekeptontryingtounderstandit.“Ismeltthevioletsinherhandandasked,halfinwords,halfinsigns,aquestion

whichmeant,‘Islovethesweetnessofflowers?’‘No,’saidmyteacher.’WhenHelenandAnnewereoutsideoneday,Helenfeltthewarmthofthesun’srays.Shepointedupandaskedifthatwaslove.Whenherteachersaidthatitwasn’t,shewasconfusedanddisappointed.

“Ithoughtitstrangethatmyteachercouldnotshowmelove.”whichmeant,...定語從句，修飾先行詞aquestion，關(guān)系代詞which在從句中作主語句型：動(dòng)詞+it+賓語補(bǔ)足語＋that；thatmyteachercouldnotshowmelove是真正賓語，形式賓語是itkeepondoingsth繼續(xù)做某事Theword“think”wasalsoadifficultoneforHelenbecauseitissuchanabstractconcept.However,onedayasshewasworkingonasimpletask,shehadabreakthrough.ShewasmakingnecklaceswiththehelpofAnnewhenshenoticedthatshehadmadesomemistakes.Becauseshewasuncertainhowtofixthem,shestoppedtothinkcarefully.Asshedidthis,AnnetouchedHelen’sforeheadandwrotetheword“think”onherhand.“InaflashIknewthatthewordwasthenameoftheprocess

thatwasgoingoninmyhead.”asshewasworkingonasimpletask；asshedidthis,as引導(dǎo)的時(shí)間狀從，“當(dāng)...的時(shí)候”thatthewordwasthenameoftheprocess.賓語從句，作knew的賓語thatwasgoingoninmyhead.定語從句，修飾先行詞theprocess，關(guān)系代詞在從句中作主語inaflash瞬間makemistakes/amistake犯錯(cuò)誤ItwasthefirsttimeHelenhadunderstoodsuchacomplexword—awordforsomethingshecouldn’ttouch.Atthatmoment,hermindreturnedtotheword“l(fā)ove”.Asshethoughtaboutitsmeaningagain,thesuncameout.Shepointedtothesunandaskedherteacheragainifthatwaslove.AnneansweredHelenbyexplainingthatlovewaslikethesunandcloudsinaway.Itwasthefirsttime...是固定句式，意思為“第一次”，從句用過去完成時(shí)。thatlovewaslikethesunandcloudsinaway.賓語從句，作explaining的賓語inaway在某種程度上comeout出來；出版returnto回到；恢復(fù)到atthatmoment在那時(shí)“Youcannottouchtheclouds,youknow;butyoufeeltherain...Youcannottouchloveeither;butyoufeelthesweetnessthatitpoursintoeverything.Withoutloveyouwouldnotbeh