Unit5EducationLesson1EnlighteningaMind课件-高二英语北师大版选择性

LESSON1ENLIGHTENINGAMIND

LearningObjectives010203Icantellthemainideaandthestructureofthispassage.IcanretellHelen’slearningprocessesofthefourwords,theirimpactsonHelenandHelen’sfeelingsreferringtomymindmap.IcanlistreasonsforHelen’ssuccessbyanalyzingHelen’sandherteacher’squalitiesandherteacher’steachingtechnique.03Icantranslateanduse“have/getsthdone”correctly.nationalityphysicalconditioneducationworkscontributionsGuess:whoarewegoingtotalkabout?anAmericanauthorlosthersightandherhearingWnenanged7,shemetherfirstteacherandlife-longcompanion

AnneSullivan,whotaughtherlanguage.SheattendedRadcliffeCollegeofHarvardUniversityandbecamethefirstdeafblindpersontoearnaBachelorofArtsdegree.SheworkedfortheAmericanFoundationfortheBlindfrom1924until1968,duringwhichtimeshetouredtheUnitedStatesandtraveledto35countriesaroundtheglobeadvocatingforthosewithvisionloss.HelenKellerAnneSullivan安妮•莎莉文（1866-1936)，出生于美国马萨诸塞州。5岁时因一场眼疾失去大部分视力。1880年10月进入帕金斯盲人学校。此间经过两次眼部手术，安妮的视力得到部分恢复。从帕金斯盲人学校毕业后，1887年3月，安妮来到海伦•凯勒家做家庭教师。安妮用极大的爱心、耐心和毅力，成功地将海伦从一个心智未开、任性无知的小女孩逐渐培养成一个知书达理、才华横溢的少女，直至进入大学。Thinkofsomepossiblewaystoteachsomeonewhoisblindtoreadandwrite.Thenthinkofwaystoteachsomeonewhoisbothblindanddeaftoreadandwrite.PortraitofHelenKellerwhenshewas7ItisawritingofHelenKellerwhenshewas7.Therearecat,cold,catch,load,lord,coal,doll,hat,bad,good.Helenisreadingabookfortheblind.Thinkofsomepossiblewaystoteachsomeonewhoisblindtoreadandwrite.Thenthinkofwaystoteachsomeonewhoisbothblindanddeaftoreadandwrite.Readforthemainidea:Whatdoesthearticlemainlydescribe?Task1ReadthetextquicklyandanswerA.WhatHelenlearnedfromherteacher.B.HowHelencommunicatedwithherteacher.C.HowHelenlearnedwordswiththehelpofherteacher.Readforthestructure:Numberthe11paras,divide

andsummarize.

PartI:Para(-)

Backgroundinformatonabout______________and________.

PartII:Para(-)

HowHelenlearnedthewordswhichcould_________,suchas_____and_____.

PartIII:Para(-)

HowHelenlearnedthewordswhichcouldn’t________,suchas_____and_____.12Helen’sproblemsherteacher34betouchedwater511betouchedthinklovedollReadPara1-2HellerKeller&AnneSullivanReadPart1&Answer9physicalproblemsmentalproblems1.WhywasHelenan“exceptionallyspecial”girlbeforeAnnecame?2.WhywasAnnea“superb”teacherforHelen?couldn’tspeakcouldn’tseecouldn’thear

muteblinddeaftroublesome/unbearablebehavioreasytobeangrystubbornShewasateacherandformerstudentataschoolfortheblind.

ShehadhadeyesightproblemsearlyinlifeaswellsoshecouldrelatetoHelen’sdifficulties.troublesomestubbornangryunbearablebad-temperedirritableWhatwordscanbeusedtodescribeHelen?ReadPara3-4Anne’ssimpleandstraightforwardteachingtechniquestoteachHelen“doll”and“water”ReadPart2,3&thinkthefollowingquestions.1212345HowHelenlearnedeachword(learningprocesses)HowHelenfeltaboutlearningeachword(feelings)Thesignificanceoflearningeachword(impactsonHelen)dollwaterlovethinkloveReadPara3andanswerthequestions:Anne’stechniquetoteachHelenlanguagewassimpleandstraightforward.AnnespeltwordsbywritingonHelen’shandsothatHelencouldgetamentalpictureofthewords.Shestartedwiththeword“doll”.ShewouldletHelenplaywiththedoll,andthenspelltheletters“D-O-L-L”onherhand.Whentheyinitiallydidthis,Helenthoughtitwasagame.Shewroteaboutherexcitementlaterinherbook,TheStoryofMyLife:WhatwasAnne’stechniquetoteachHelenlanguage?HowdidHelenfeel?Readpara3.“Runningdownstairstomymother,Iheldupmyhandandmadethelettersfor‘doll’.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey-likeimitation.”HowdidHelenfeel?AshortvideoabouthowHelenwaslearningthewords.ReadPara4andanswerthefollowingquestions.Whentheywereatthewelloneday,AnneputoneofHelen’shandsunderthestreamofwater.AsthewaterflowedoverHelen’shand,Annespeltout“W-A-T-E-R”intoHelen’sotherhand.AsAnnewroteonHelen’shand,Helensuddenlyrealizedthatthemovementofthefingersmeantthecoolliquidflowingoverherhand.Thispreciousknowledgegaveherhopeandjoy.Finally,shegottheworldofwordsopeneduptoher.WhatdidHelenrealizewhenherteacherwaswritingonherhand?HowdidHelenfeelthistime?ReadPara5-11Helen’sexplorationofthemeaningof“love”ReadPara5-11andfilloutthemindmapinyourhand.Helen’sinnerpersonalitiesPara5Knowing“love”Para6FirsttrytounderstandPara7SecondtrytounderstandPara8ThirdtrytounderstandPara10FinallyunderstoodthemeaningPara11Para9AbreakthroughCompletethediagram.Task6HowAnnetaughtHelenthefourwordsFortheword“doll”Anne_______________________________________________________________________________.1Fortheword“water”Anne_______________________________________________________________________________________________________________________________________.2Helenthoughtatfirstitwasthesweetnessofflowersbutlater__________________________________________________________________________________________________________________.“Youcannottouchlove.______________________________________________.”Fortheword“love”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;butyoufeelthesweetnessthatitpoursintoeverythingWithoutloveyouwouldnotbehappyorwanttoplay(Page32)CompletethediagramabouthowthelearningprocessaffectedHelenbychoosingfromtheexpressions.(Page32)a．felthopeandjoy

e．gottheworldofwordsopeneduptoherb．feltpuzzled f．understoodthebeautifultruthofthewordc．hadabreakthrough g．knewthemeaningofthewordinaflashd．thoughtitwasagame h．feltitwasmonkey-likeimitationdollwaterlovethink__hadaburstofunderstanding；__feltconfusedanddisappointed；____dhaebfcgFillintheblankswiththewordsfromthestory.(Page33)WhenHelenwasyoungshelosthersightandhearing.Withthese1

tohercommunication,Helen’sbehaviourwasoften2

andsometimesshewas3

,stubbornandangrywitha4

tobreakthingswhenshewasnotunderstood.AnneSullivanwasa5

teacher.Anne’stechniquewassimpleand6

.SheputanobjectintoHelen’shandandspeltoutthewordonherotherhand.The7

knowledgeshetaughtHelengaveherhopeandjoy.From“doll”and“water”,Helen’sknowledgeand8

expandedandthischangedher9

process.AsHelengraspedthekeytolanguage,shediscoveredmore10

words.Helennowunderstoodthebeautifultruthoftheword“love”.severerestrictionsunbearabletroublesometendencycomplexsuperbstraightforwardpreciousvocabularythinkingThepurposeofeducationistoreplaceanemptymindwithanopenone.WithAnne’senlightenment，greatchangeshappenedtoHelen.Findtheevidenceinthepassage.(1)Bythetimeshewassevenyearsold，shestillcouldn’tspeak，readorwriteandneededtohaveeverythingdoneforher...Shewassometimestroublesome，stubbornandangry，andhadatendencytobreakthingswhennooneunderstoodher.(L1－5)(2)Thispreciousknowledgegaveherhopeandjoy.Finally，shegottheworldofwordsopeneduptoher.(L26－27)(3)NowthatHelengraspedthekeytolanguage，shewasveryeagertolearnmoreanduseitasmuchasshecould.(L28－29)(4)AsHelen’sknowledgeandvocabularyexpanded，sheaskedmoreandmorequestions.Thissoonledhertodiscovermorecomplexwordsandchangedherthinkingprocess.(L32－34)thegoodqualitiesofHelenKellerherselfthesuperbteacherAnneSullivanTeachingTechnique:simplestraightforwardflexibleeffectiveGoodPersonality:

kind/nice/patient/perseverantconsiderate/thoughtful/creativeEagertolearn/willing:Persistent/diligent:Quick-minded:

WhatcontributestoHelenKellerasuccess?FindevidenceTask4GroupWorkENLIGHTENINGAMINDFamoussayingsbyHelenKellerThebestandmostbeautifulthingsintheworldcannotbeseenoreventouched.Theymustbefeltwithintheheart.这个世界最好和最美的事物我们无法用肉眼看到或用手触摸到，我们只能用心去感受。Keepyourfacetothesunshineandyouwillnotseetheshadows.

直面阳光，你就看不到阴影。Onecanneverconsenttocreepwhenonefeelsanimpulsetosoar.

一个人内心有了飞翔的冲动，就不会满足于在地上爬行。

+“You

cannot

touch

the

clouds,

you

know;

but

you

feel

the

rain

…

You

cannot

touch

love

either;

but

you

feel

the

sweetness

that

it

poursintoeverything.Withoutloveyouwouldnotbehappyorwanttoplay.”Readandthink.FocusonlanguageHave/getsomethingdone结构Weusethestructurehave/getsomethingdonewhenwewanttosaythatweasksomeoneelsetodosomethingforus.have/getsomethingdone结构用来表达要别人为自己做某事。比较下列句子：Ifixedthewashingmachine.(Ididitmyself.)Ihadmywashingmachinefixed.(Iaskedsomeonetofixitforme.)Herepairedtheroof.(Hedidithimself.)Hegottheroofrepaired.(Heaskedsomeonetorepairitforhim.)GrammarHave/getsomethingdoneTenseHave/getsomethingdonePresentSimple一般现在时Ihave/getmyhaircut.PastSimple一般过去时Ihad/gotmyhaircut.PresentContinuous现在进行时I’mhaving/gettingmyhaircut.PastContinuous过去进行时Iwashaving/gettingmyhaircut.PresentPerfect现在完成时I’vehad/gotmyhaircut.PastPerfect过去完成时Ihadhad/gotmyhaircut.SimpleFuture一般将来时Iwillhave/getmyhaircut.I’mgoingtohave/getmyhaircut.GrammarLanguagepoints1.NowthatHelengraspedthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.由于海伦理解了语言的关键，她非常渴望学习更多语言，并且尽可能运用它。beeagertodosth渴望做某事【例句】①

Weareeagertocomehere.我们热切盼望来到这里。②

Hewaseagertogetintopolitics.他渴望进入政界。③

RobertwaseagertotalkaboutlifeintheArmy.

罗伯特很想谈谈陆军生活。④

Ourcompanyiseagertoexpandintonewmarkets.

我们公司急欲开辟新的市场。⑤

Assoonaswearrivedontheislandwewereeagertoexplore.

我们一来到岛上就急不可耐地开始探险。Nowthat在此引导原因状语从句，意为“既然，由于”，通常位于主句之前，表示主句目前的状况是由于nowthat提到的某件事所造成的后果或影响。2.ShewasmakingnecklaceswiththehelpofAnnewhenshenoticedthatshehadmadesomemistakes.她正在安妮的帮助下做项链，这时她发现自己犯了一些错。withthehelpof在……的帮助下【例句】①Hemadehimselfunderstoodwiththehelpofgestures.

他用手势让人们了解他的意思。②

Withthehelpofhisteacher,hemaderapidprogressinmathematics.

在老师的帮助下，他的数学成绩进步飞快。③WiththehelpoftheChinesedockers,theforeignseamangotbackthewatchhehadlost.

在中国码头工人的帮助下，那个外国海员找回了他丢失的手表。Languagepoints3.InaflashIknewthatthewordwasthenameoftheprocessthatwasgoingoninmyhead.瞬间我就明白了，我头脑中进行的活动就是这个词的意思。inaflash瞬间【例句】①WaithereandI’llbebackinaflash.在这等着，我马上回来。②Theanswerhadcometohiminaflash.他一下子就有了答案。③Theceremonywasoverinaflash.典礼很快就结束了。④Fiveyearshaveelapsedinaflash.一晃就是5年。⑤

I’llhavethisreporttypedupinaflash!我马上就把这份报告打印出来！⑥Justcallusonthisnumberifyouhaveanyproblems,andwe’llbebackina

flash.

如果你有任何问题，打这个电话给我们，我们马上就回来。Languagepoints练习学案词汇拓展exceptionallyadv及其非常→exceptionaladj异常的，例外的→exceptionn例外异议→exceptprep.除……之外severeadj严重的→severelyadv严格地严厉的→severityn严格猛烈restrictionn限制规定→restrictedadj受限制的保密的→restrictiveadj限制性的约束的restrictvt限制约束tendencyn倾向→tendentiousadj有偏见的有倾向的→tendv趋势倾向照顾relatev理解相联系→relatedadj相关的有关系的→relatednessn关联性→relativen亲戚相关物→relationn关系initiallyadv起初→initialadj最初的→initializev初始化enthusiasticadj热心的→enthusiasmn热心热情→enthusiastn狂热者→enthusev使热心expandv扩大→expendableadj可消费的→expendingn支出花费complexadj复杂的→complexityn复杂性abstractadj抽象的→abstractedadj心不在焉的→abstractionn抽象空想中文英文有做某事的倾向haveatendencytodosth

理解；涉及

relateto脑海里的图像

amentalpicture流过充满

flowover由于既然

nowthat渴望做某事

beeager/keentodosth/longtodosth伸出手臂搂着某人

putone’sarmaround/roundsb抽象概念anabstractconcept/idea

失明/失聪loseone’ssight/hearing

瞬间

inaflash从某个方面来说

inaway生动的时刻thevividmoment

AsAnnewroteonHelen’shand，Helensuddenlyrealisedthatthemovementofthefingersmeantthecoolliquidflowingoverherhand.从句类型：

主干：

翻译：

2.NowthatHelengraspedthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.从句类型：