Unit+5+Lesson+1+Enlightening+a+Mind+課件-【知識精講精研】高中英語北師大版（2019）選擇性必修第二冊+

Unit5Education

Lesson1EnlighteningAMindIfsomeoneisblind,howcanhelearntoreadandwrite?Ifsomeoneisdeaf,howcanhelearntoreadandwrite?Ifsomeoneisblindanddeaf,howcanhelearntoreadandwrite?Canyouthinkofanywaystoteachthemhowtoreadandwrite?

Step1Lead-inWhatdoyouknowaboutHelenKeller?NationalityProblemsLifestoriesStep1Lead-inStep2Fast-readingActivity1

Readthetextandthenchoosethebestanswer.1.What’sthemainideaofthetext?A.HowtolearnBraille?B.ThelearningexperiencesofHelenKellerwhenshestruggledagainstlife.C.HowdidHelenKellersucceed?D.Howtobeanexcellentteacher?2.WhydidHelenhaveatendencytobreakthings?A.Becauseshewastroublesome.B.Becauseshewasstubborn.C.Becauseshedesiredforunderstanding.D.Becauseshehatedothers’sympathy.Step2Fast-reading3.WhatdidAnnesufferfromearlyinlife?A.Eyesightproblems.B.Poorgradesatschool.C.Readingdisability.D.Communicationrestrictions.4.WhatdoyouthinkofAnne’steachingtechnique?A.Simplebutdull.B.Complexandboring.C.Interestingbutcomplex.D.Simpleandstraightforward5.Whywastheword“l(fā)ove”difficultforHelentolearn?A.Becauseitwasanabstractconcept.B.BecausesheknewnothingaboutfeelingC.Becauseshedidn’twanttolearnwords.D.Becauseshedidn’tloveotherpeople.Step2Fast-readingActivity1

Readthetextandthenchoosethebestanswer.1.What’sthemainideaofthetext?A.HowtolearnBraille?B.ThelearningexperiencesofHelenKellerwhenshestruggledagainstlife.C.HowdidHelenKellersucceed?D.Howtobeanexcellentteacher?Step2Fast-readingActivity1

Readthetextandthenchoosethebestanswer.2.WhydidHelenhaveatendencytobreakthings?A.Becauseshewastroublesome.B.Becauseshewasstubborn.C.Becauseshedesiredforunderstanding.D.Becauseshehatedothers’sympathy.Para.1Step2Fast-reading3.WhatdidAnnesufferfromearlyinlife?A.Eyesightproblems.B.Poorgradesatschool.C.Readingdisability.D.Communicationrestrictions.4.WhatdoyouthinkofAnne’steachingtechnique?A.Simplebutdull.B.Complexandboring.C.Interestingbutcomplex.D.Simpleandstraightforward5.Whywastheword“l(fā)ove”difficultforHelentolearn?A.Becauseitwasanabstractconcept.B.BecausesheknewnothingaboutfeelingC.Becauseshedidn’twanttolearnwords.D.Becauseshedidn’tloveotherpeople.Para.2Para.3Para.9Step2Fast-readingActivity2Readthepassage,thendividethewholepassageinto3partsandmatchthemainideaforeachpart.Part1:Para.(1)Helen’steacher–AnneSullivanPart2:Para.(2)HowAnnetaughtHelenthewordsPart3:Para.(3-11)Helen’sproblemsStep3Careful-readingActivity1

ReadPara1

andPara2:What’scharacteristicsandpersonalitiesofHelenandherteacher?

HelenKellerwasanexceptionallyspecialgirl.Bythetimeshewassevenyearsold,shestillcouldn’tspeak,readorwriteandneededtohaveeverythingdoneforher.Thiswasbecauseshecouldn’tseeorhear.Withthesesevererestrictionstohercommunication,Helen’sbehaviourwasoftenunbearable.Shewassometimestroublesome,stubbornandangry,andhadatendencytobreakthingswhennooneunderstoodher.第一課啟迪心靈

海倫?凱勒是一個非常特殊的女孩。她七歲時，仍不會說話，不能讀書也不會寫字，一切都需要別人照顧。這是因為她看不見也聽不見。這些嚴(yán)重的障礙限制了海倫的正常交流，也讓她的行為常常令人難以忍受。海倫有時很煩人、很固執(zhí)，而且很易怒。如果沒有人能理解她的意思，她就會摔東西。Helen’sparentsgotasuperbteacherrecommendedtothem,awomannamedAnneSullivan.AnnewasateacherandformerstudentataschoolfortheblindinBoston.She’dhadeyesightproblemsearlyinlifeaswellsoshecouldrelatetoHelen’sdifficulties.海倫的父母經(jīng)人推薦，聘請了一位名叫安妮·莎莉文的優(yōu)秀老師。安妮曾是波士頓一所盲人學(xué)校的老師，也曾在那兒上過學(xué)。她小時候視力也有障礙，所以更能理解海倫所面臨的困境。Step3careful-readingActivity2HowmanywordsweretaughttoHelen?Whatwerethey?dollwaterlovethinkCompletethediagramActivity3HowdidAnneteachHelenthefourwords?Fortheword“doll”Anne_______________________________________________________________________________.1Fortheword“water”Anne_______________________________________________________________________________________________________________________________________.2Helenthoughtatfirstitwasthesweetnessofflowersbutlater__________________________________________________________________________________________________________________.“Youcannottouchlove.______________________________________________.”Fortheword“l(fā)ove”3WhenHelenwastryingtosolveadifficultproblem,Anne____________________________________________________________.Inaflash,Helen____________________________________________________________________________.Fortheword“think”4

Completethediagram.HowAnnetaughtHelenthefourwordsFortheword“doll”Anne_______________________________________________________________________________________.

letHelenplaywiththedoll,andthenspelttheletters“D-O-L-L”onherhandAnne’stechniquetoteachHelenlanguagewassimpleandstraightforward.AnnespeltwordsbywritingonHelen’shandsothatHelencouldgetamentalpictureofthewords.Shestartedwiththeword“doll”.ShewouldletHelenplaywiththedoll,andthenspelltheletters“D-O-L-L”onherhand.Whentheyinitiallydidthis,Helenthoughtitwasagame.Shewroteaboutherexcitementlaterinherbook,TheStoryofMyLife:安妮教海倫學(xué)習(xí)語言的方法簡單明了。她先在海倫手上拼寫單詞，使海倫聯(lián)想到單詞的畫面。安妮給海倫拼寫的第一個詞是“doll”。她先讓海倫和洋娃娃玩耍，然后在海倫的手上拼寫“D-O-L-L”。剛開始海倫以為這是在玩游戲。后來在《我的人生故事》一書中，海倫描述了自己的興奮之情：“Runningdownstairstomymother,Iheldupmyhandandmadethelettersfor‘doll’.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey-likeImitation.”“我跑下樓去見我母親，舉起手來，也給她拼寫字母組成‘doll’?？晌夷菚r并不知道自己在拼寫單詞，甚至壓根不知道詞匯的存在。我僅僅是亦步亦趨地用手指模仿老師?！盚owAnnetaughtHelenthefourwordsFortheword“water”Anne_____________________________________________________________________________________________________________________________________.

putoneofHelen’shandsunderthewater.AsthewaterflowedoverHelen’shand,Annespellout“W-A-T-E-R”intoHelen’sotherhandWhentheywereatthewelloneday,AnneputoneofHelen’shandsunderthestreamofwater.AsthewaterflowedoverHelen’shand,Annespeltout“W-A-T-E-R”intoHelen’sotherhand.AsAnnewroteonHelen’shand,Helensuddenlyrealisedthatthemovementofthefingersmeantthecoolliquidflowingoverherhand.Thispreciousknowledgegaveherhopeandjoy.Finally,shegottheworldofwordsopeneduptoher.一天，她們在井邊，安妮把海倫的一只手放在水流下。水緩緩流過海倫的手掌，安妮在她的另一只手上拼寫“W-A-T-E-R”。安妮在海倫手上寫的時候，海倫突然意識到，手指的動作代表的是流過自己手掌的清涼的液體。這寶貴的知識給她帶來希望和快樂。終于，她打開了語言世界的大門。HowAnnetaughtHelenthefourwordsFortheword“l(fā)ove”Helenthoughtatfirstitwasthesweetnessofflowersbutlater______________________________________________________________.“Youcannottouchlove_______________________________________________________________________________________________”.

shedrewmeclosertoherandsaid,“itishere”,pointingtomyheartbutyoufeelthesweetnessthatitpoursintoeverything.Withoutloveyouwouldnotbehappyorwanttoplay

NowthatHelengraspedthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.Childrenwhocanseeandhearlearnlanguageeasily,butforHelen,itwasagradualandsometimespainfulprocess.However,becauseHelenwassoenthusiasticaboutlearning,theresultswereamazing.由于海倫理解了語言的關(guān)鍵，她非?？释麑W(xué)習(xí)更多語言，并且盡可能運用它。正常的孩子能聽、能看，學(xué)起語言來很容易。但對海倫來說，學(xué)習(xí)語言是個漸進(jìn)的過程，有時會很痛苦。然而，由于海倫對學(xué)習(xí)有極高的熱情，學(xué)習(xí)成果令人吃驚。

AsHelen’sknowledgeandvocabularyexpanded,sheaskedmoreandmorequestions.Thissoonledhertodiscovermorecomplexwordsandchangedherthinkingprocess.Tryingtolearntheword“l(fā)ove”wasanexperiencethatsherememberedwell.Thisishowshedescribeditinherbook: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。這使她學(xué)會了更復(fù)雜的單詞，從而改變了思維的過程。她很清楚地記得，學(xué)習(xí)“l(fā)ove”這個單詞的難忘經(jīng)歷。在書中她這樣描述道：“IrememberthemorningthatIfirstaskedthemeaningoftheword‘love’.ThiswasbeforeIknewmanywords.Ihadfoundafewearlyvioletsinthegardenandbroughtthemtomyteacher...MissSullivanputherarmgentlyroundmeandwroteonmyhand,‘IloveHelen.’‘Whatislove?’Iasked.Shedrewmeclosertoherandsaid,‘itishere,’pointingtomyheart...HerwordspuzzledmeverymuchbecauseIdidnotthenunderstandanythingunlesstouchedit.”“我記得有一天早上，我第一次問‘love’這個詞的含義。那時我的詞匯量還很有限。我在花園里發(fā)現(xiàn)了早開的紫羅蘭，摘下一些帶給老師……莎莉文老師溫柔地?fù)е遥谖业氖稚蠈懼骸覑酆??！裁词菒郏俊覇柕?。她把我拉到身邊，指著我的心臟說，‘愛在這里?！脑捔钗曳浅＠Щ螅驗橐酝抑挥杏|碰到實際物體，才能理解它的意思?！盇lthoughthemeaningoflovewasstillnotapparenttoHelen,shekeptontryingtounderstandit.“Ismeltthevioletsinherhandandasked,halfinwords,halfinsigns,aquestionwhichmeant,‘Islovethesweetnessofflowers?’‘No,’saidmyteacher.”盡管對海倫來說，愛的意義還不明確，但她一直試著理解?！拔衣劻寺勊掷锏淖狭_蘭，半拼寫半比劃地問了個問題，意思大概是‘愛是花朵的香味嗎？’‘不，’我的老師回答道?！盬henHelenandAnnewereoutsideoneday,Helenfeltthewarmthofthesun’srays.Shepointedupandaskedifthatwaslove.Whenherteachersaidthatitwasn’t,shewasconfusedanddisappointed.“Ithoughtitstrangethatmyteachercouldnotshowmelove.”一天和老師在室外，海倫感受到了陽光的溫暖。她指了指太陽，問老師那是不是愛，老師說不是，海倫感到更困惑了，而且有些失望?！拔矣X得很奇怪，因為我的老師不能給我表示什么是愛。”HowAnnetaughtHelenthefourwordsFortheword“think”WhenHelenwastryingtosolveadifficultproblem,Anne_____________________________________________________________.Inaflash,Helen_______________________________________________________________________.touchedHelen’sforeheadandwrotetheword“think”onherheadknewthatthewordwasthenameoftheprocessthatwasgoingoninherheadn.

額，前額Theword“think”wasalsoadifficultoneforHelenbecauseitissuchanabstractconcept.However,onedayasshewasworkingonasimpletask,shehadabreakthrough.ShewasmakingnecklaceswiththehelpofAnnewhenshenoticedthatshehadmadesomemistakes.Becauseshewasuncertainhowtofixthem,shestoppedtothinkcarefully.Asshedidthis,AnnetouchedHelen’sforeheadandwrotetheword“think”onherhand.“InaflashIknewthatthewordwasthenameoftheprocessthatwasgoingoninmyhead.”“think”這個詞對海倫來說也很難理解，因為它很抽象。然而有一天，在做一項簡單的任務(wù)時，她取得了突破。她正在安妮的幫助下做項鏈，這時她發(fā)現(xiàn)自己犯了一些錯。海倫不確定該如何解決，便停下來認(rèn)真思考。在她思考的時候，安妮點了點海倫的額頭，在她的手上寫“think”這個詞?！八查g我就明白了，我頭腦中進(jìn)行的活動就是這個詞的意思?！?/p>

ItwasthefirsttimeHelenhadunderstoodsuchacomplexword-awordforsomethingshecouldn’ttouch.Atthatmoment,hermindreturnedtotheword“l(fā)ove”.Asshethoughtaboutitsmeaningagain,thesuncameout.Shepointedtothesunandaskedherteacheragainifthatwaslove.AnneansweredHelenbyexplainingthatlovewaslikethesunandcloudsinaway.那是海倫第一次明白復(fù)雜詞語的意思，她觸摸不到的抽象詞語。這時，海倫又想起了“l(fā)ove”。她再次思考“l(fā)ove”是什么意思，恰巧這時太陽出來了。海倫指著太陽又問老師那是不是愛。安妮解釋道，愛在某種程度上就像太陽和云彩?！癥oucannottouchtheclouds,youknow;butyoufeeltherain...Youcannottouchloveeither;butyoufeelthesweetnessthatitpoursintoeverything.Withoutloveyouwouldnotbehappyorwanttoplay.”Inthatvividmoment,Helenfinallyunderstoodthebeautifultruthoftheword“l(fā)ove”.“你知道嗎，你摸不到云彩，但是你能感覺到雨……你也觸摸不到愛，但是你能感覺到愛給萬物帶來的甜蜜。沒有愛，你就不會快樂，也不會想玩耍。”就在那個動人的時刻，海倫終于明白了“l(fā)ove”這個詞語蘊(yùn)含的美麗的真諦。afelthopeandjoybfeltpuzzledchadabreakthroughdthoughtitwasagameegottheworldofwordsopeneduptoherfunderstoodthebeautifultruthofthewordgknewthemeaningofthewordinaflashhfeltitwasmonkey-likeimitationCompletethediagramabouthowthelearningprocessaffectedHelenbychoosingfromtheexpressions.dollwaterlovethinkhadaburstofunderstandingfeltconfusedanddisappointedafelthopeandjoyegottheworldofwordsopeneduptoherdthoughtitwasagamehfeltitwasmonkey-likeimitationbfeltpuzzledfunderstoodthebeautifultruthofthewordchadabreakthroughgknewthemeaningofthewordinaflashStep3careful-readingStep4Groupwork

Eachgroupchoosesoneword.Thenactoutarole-playofthe“dialogue”betweenHelenandAnne.

Helen’ssuccess？dollwaterlovethinkdeterminedperseverantkindpatientdiligentwillingcreativeIthinkthatHelenwasdeterminedtotrytounderstandaword.ShekeptaskingAnnequestionssothatshecouldunderstandtheword“think”.IthinkAnnewasperseverant,patientandcreativebecauseshekepttryingdifferentwaysandwaitingforHelentodiscoverwhatwordsare.堅持不懈的勤奮的Step4GroupworkStep4Groupwork

Helen’ssuccess

Anne-ateacher

Helen-astudenteffort

highambitiontoughintelligentdiligentdevotionuselovecourageoptimisticpatientlynurtureeducationFillintheblankswiththewordsfromthestory.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“l(fā)ove”.severerestrictionsunbearabletroublesometendencycomplexsuperbstraightforwardpreciousvocabularyt