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北师大版 (2019)选择性必修 第二册Unit 5 EducationLesson 1 Enlightening a Mind课文配套课件ppt
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新北师大版高中英语选择性必修二Unit5 Education Lesson1 Enlightening A MindWarming upWhat’s the meaning of “enlightening”?To enlighten means “to increase knowledge and awareness”. In Chinese, it means “启迪，指导，教导”.When did you have an enlightened moment?enlightenedI read a story and got inspired.I watched other swimmers swim and learned how to swim on my own.I thought very hard about a question and got enlightened.I listened to my mother’s teaching and got inspired.Warming upWork with your deskmate. Place a blindfold (眼罩) over your eyes. Your deskmate tries to teach you how to read and write. Swap places after a few minutes.Warming upShare your feedback of the experience with the class. Elicit the ways to teach someone who is blind to read and write.How much more difficult would it be to teach someone who is both blind and deaf to read and write?Warming up(1) Who is Helen Keller?(2) What makes her special?(3) Why did she break things?(4) What do you think about her teacher?Read paragraphs 1-2 of the story. Discuss Helen Keller and her teacher’s characteristics and personalities.ReadingReadingSuggested answer:thinkwaterdolllovelove(3)(4)(6-9)(10)(11-12)What is the difference between the two pairs of words? doll & water VS. love & thinkRead the rest of the story. Which paragraphs are the words in?Reading(1) How many words were taught to Helen? What were they?Four words were taught to Helen in the story: “doll”, “water”, “love” and “think”.(2) Which words were easier to learn? Which were more difficult? Explain why.The words “doll” and “water” were easier to learn, because Helen could touch them. The words “love” and “think” were more difficult, because they were complex and abstract concepts that couldn’t be touched.Try to answer the following questions.ReadingComplete the diagram.ReadingSuggested answers:Reading① For the word “doll”Anne _________________________________________________ ______________________________________________________.② For the word “water”Anne _________________________________________________ ____________________________________________________________________________________________________________.let Helen play with the doll, and then spelt the letters “D-O-L-L” on her handput one of Helen’s hands under the water. As the water flowed over Helen’s hand, Anne spelt out “W-A-T-E-R” into Helen’s other handReading③ For the word “love”Helen thought at first it was the sweetness of flowers but later ____________________________________________________________________. “You cannot touch love _______________________________________________________________________________________________________________________________.”④ For the word “think”When Helen was trying to solve a difficult problem, Anne ____ ______________________________________________________. In a flesh, Helen ______________________________________________________________________________________________.she drew me closer to her and said, “It is here”, pointing to my heartbut you feel thesweetness that it pours into everything. Without love you would not be happy or want to playHelen’s forehead and wrote the word “think” on her handtouchedknow that the word was the name of the processthat was going on in her headSuggested answers:Complete the diagram about how the learning process affected Helen by choosing from the expressions.a felt hope and joyb felt puzzledc had a breakthroughd thought it was a gamee got the world of words opened up to herf understood the beautiful truth of the worldg knew the meaning of the word in a flashh felt it was monkey-like imitationReadingd, ha, eb, fc, gHow many parts can the story be divided into? What is each part mainly about? Underline the signal expressions that connect the description of Helen’s learning processes.The story can be divided into three parts. The first part is paragraph 1, about Helen.The second part is paragraph 2, about Anne. The third part is from paragraph 3 to paragraph 12, about how Helen learnt words.Reading Here are some signal expressions that connect the description of Helen’s learning processes: Now that Helen grasped the key to language, she was very eager to learn more and use it as much as she could. … However, because Helen was so enthusiastic about learning, the result were amazing. …This soon led her to discover more complex words and changed her thinking process. The word “think” was also a difficult one for Helen because it is such an abstract concept.ReadingWhat qualities do you think Helen and Anne showed in the story? Choose from the list below. Find evidence to support your opinion.determined perseverant(有毅力的) kind patient diligent willing creativeeg. I think that Helen was determined to try to understand a word. She kept asking Anne questions so that she could understand the word “think”. I think Anne was perseverant, patient and creative because she kept trying different ways and waiting for Helen to discover what words are.SpeakingFill in the blanks with the words from the story.PracticeWhen Helen was young she lost her sight and hearing. With these 1 ________________ to her communication, Helen’s behavior was often 2 ___________ and sometimes she was 3 ___________, stubborn and angry with a 4 __________ to break things when she was not understood. Anne Sullivan was a 5 ________ teacher. Anne’s technique was simple and 6 ______________. She put an object into Helen’s hand and spelt out the word on her other hand. The 7 ________ knowledge she taught Helen gave her hope and joy. From “doll” and “water”, Helen’s knowledge and 8 __________ expanded and this changed her 9 _________ process. As Helen grasped the key to language, she discovered more 10 _________ words. Helen now understood the beautiful truth of the word “love”. severe restrictionsunbearabletroublesometendencysuperbstraightforwardpreciousvocabularythinkingcomplexHelen Keller was an exceptionally special girl. By the time she was seven years old, she still couldn’t speak, read or write and needed to have everything done for her. This was because she couldn't see or hear. With these severe restrictions to her communication, Helen's behaviour was often unbearable. She was sometimes troublesome, stubborn and angry, and had a tendency to break things when no one understood her.1. have/get sth. done 让/叫/使/请别人做某事，宾语sth后过去分词作宾补，sth与动作是逻辑上的了被动关系 I had my hair cut yesterday. 2. have/get sth/sb. doing 让/叫/使/请某人一直做某事或让某种情况发生 Don’t have the baby crying. 3. have sth to do 要做某事 I have my dinner to cook. have a tendency to do sth=tend to do sth 有做某事的倾向有做某事的倾向理解，和...有联系与...有关对...充满热情have a tendency to do sth.= tend to do sth.relate to be related to be enthusiastic about sth. Helen's parents got a superb teacher recommended to them, a woman named Anne Sullivan. Anne was a teacher and former student at a school for the blind in Boston. She'd had eyesight problems early in life as well so she could relate to Helen's difficulties.1. have/get sth. done 让/叫/使/请别人做某事，这里译为有人给海伦的父母推荐了一位优秀的老师relate to 理解，和...有联系Anne's technique to teach Helen language was simple and straightforward. Anne spelt words by writing on Helen's hand so that Helen could get a mental picture of the words. She started with the word "doll". She would let Helen play with the doll, and then spell the letters “D-O-L-L" on her hand. When they initially did this, Helen thought it was a game. She wrote about her excitement later in her book, The Story of My Life:spell-spelt-spelt“Running downstairs to my mother, I held up my hand and made the letters for ‘doll’. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation.”举起1.由于这些严重限制了她的交流，海伦的行为常常令人难以忍受。(restriction to)2.她小时候视力也有障碍，所以更能理解海伦所面临的困境。(relate to)With these severe restrictions to her communication, Helen's behaviour was often unbearable.She'd had eyesight problems early in life as well so she could relate to Helen's difficulties.When they were at the well one day, Anne put one of Helen’s hands under the stream of water. As the water flowed over Helen’s hand, Anne spelt out “W-A-T-E-R” into Helen's other hand. As Anne wrote on Helen’s hand, Helen suddenly realised that the movement of the fingers meant the cool liquid flowing over her hand. This precious knowledge gave her hope and joy. Finally, she got the world of words opened up to her.as引导的时间状语从句，as意思为“当...的时候”flowing over her hand是现在分词短语作后置定语，修饰名词liquid，liquid和flow之间是主谓关系open up 开发；打开Now that Helen grasped the key to language, she was very eager to learn more and use it as much as she could. Children who can see and hear learn language easily, but for Helen, it was a gradual and sometimes painful process. However, because Helen was so enthusiastic about learning, the results were amazing.Now that...language是now that引导的原因状语从句，now that 表”既然“who can see and hear是定语从句，修饰先行词children,关系代词who指人，在从句中作主语As Helen’s knowledge and vocabulary expanded, she asked more and more questions. This soon led her to discover more complex words and changed her thinking process. Trying to learn the word “love” was an experience that she remembered well. This is how she described it in her book:how she described是表语从句Trying to learn the word动名词做主语，谓语动词用单数As Helen’s knowledge and vocabulary expanded,as引导时间状从，意思为“随着”lead sb to do sth导致某人做某事“I remember the morning that I first asked the meaning of the word ‘love’. This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher ... Miss Sullivan put her arm gently round me and wrote on my hand, ‘I love Helen.’ ‘What is love?’ I asked. She drew me closer to her and said, ‘It is here,’ pointing to my heart ... Her words puzzled me very much because I did not then understand anything unless I touched it.”before I knew many words是表语从句unless I touched it.是条件状语从句point to指向...1.随着海伦知识和词汇量的不断扩大，她提出的问题也越来越多。2.她在书中是这样描述的。（用how引导的表从）As Helen’s knowledge and vocabulary expanded, she asked more and more questions.This is how she described it in her book.Although the meaning of love was still not apparent to Helen, she kept on trying to understand it. “I smelt the violets in her hand and asked, half in words, half in signs, a question which meant, ‘Is love the sweetness of flowers?’ ‘No,’ said my teacher.’When Helen and Anne were outside one day, Helen felt the warmth of the sun’s rays. She pointed up and asked if that was love. When her teacher said that it wasn’t, she was confused and disappointed. “I thought it strange that my teacher could not show me love.”which meant,...定语从句，修饰先行词a question，关系代词which在从句中作主语句型：动词+it+宾语补足语＋that；that my teacher could not show me love是真正宾语，形式宾语是it keep on doing sth 继续做某事The word “think” was also a difficult one for Helen because it is such an abstract concept. However, one day as she was working on a simple task, she had a breakthrough. She was making necklaces with the help of Anne when she noticed that she had made some mistakes. Because she was uncertain how to fix them, she stopped to think carefully. As she did this, Anne touched Helen’s forehead and wrote the word “think” on her hand. “In a flash I knew that the word was the name of the process that was going on in my head.”as she was working on a simple task；as she did this,as引导的时间状从，“当...的时候” that the word was the name of the process.宾语从句，作knew的宾语that was going on in my head.定语从句，修饰先行词 the process，关系代词在从句中作主语in a flash 瞬间make mistakes/a mistake 犯错误It was the first time Helen had understood such a complex word—a word for something she couldn’t touch. At that moment, her mind returned to the word “love”. As she thought about its meaning again, the sun came out. She pointed to the sun and asked her teacher again if that was love. Anne answered Helen by explaining that love was like the sun and clouds in a way.It was the first time...是固定句式，意思为“第一次”，从句用过去完成时。 that love was like the sun and clouds in a way.宾语从句，作explaining的宾语in a way 在某种程度上come out出来；出版return to 回到；恢复到at that moment在那时“You cannot touch the clouds, you know; but you feel the rain... You cannot touch love either; but you feel the sweetness that it pours into everything. Without love you would not be happy or want to play.”In that vivid moment, Helen finally understood the beautiful truth of the word “love”.that it pours into everything.定语从句，修饰先行词sweetness，关系代词在从句中作动词pours的宾语 Without love you would not be happy or want to play.”以否定介词without引导的含蓄虚拟条件句，表述与现在事实相反的情况，谓语用“would/could/might (not) .＋动词原形”pour into 倒入；灌输AssignmentWrite a story of how you learnt things when you were really young.
新北师大版高中英语选择性必修二Unit5 Education Lesson1 Enlightening A MindWarming upWhat’s the meaning of “enlightening”?To enlighten means “to increase knowledge and awareness”. In Chinese, it means “启迪，指导，教导”.When did you have an enlightened moment?enlightenedI read a story and got inspired.I watched other swimmers swim and learned how to swim on my own.I thought very hard about a question and got enlightened.I listened to my mother’s teaching and got inspired.Warming upWork with your deskmate. Place a blindfold (眼罩) over your eyes. Your deskmate tries to teach you how to read and write. Swap places after a few minutes.Warming upShare your feedback of the experience with the class. Elicit the ways to teach someone who is blind to read and write.How much more difficult would it be to teach someone who is both blind and deaf to read and write?Warming up(1) Who is Helen Keller?(2) What makes her special?(3) Why did she break things?(4) What do you think about her teacher?Read paragraphs 1-2 of the story. Discuss Helen Keller and her teacher’s characteristics and personalities.ReadingReadingSuggested answer:thinkwaterdolllovelove(3)(4)(6-9)(10)(11-12)What is the difference between the two pairs of words? doll & water VS. love & thinkRead the rest of the story. Which paragraphs are the words in?Reading(1) How many words were taught to Helen? What were they?Four words were taught to Helen in the story: “doll”, “water”, “love” and “think”.(2) Which words were easier to learn? Which were more difficult? Explain why.The words “doll” and “water” were easier to learn, because Helen could touch them. The words “love” and “think” were more difficult, because they were complex and abstract concepts that couldn’t be touched.Try to answer the following questions.ReadingComplete the diagram.ReadingSuggested answers:Reading① For the word “doll”Anne _________________________________________________ ______________________________________________________.② For the word “water”Anne _________________________________________________ ____________________________________________________________________________________________________________.let Helen play with the doll, and then spelt the letters “D-O-L-L” on her handput one of Helen’s hands under the water. As the water flowed over Helen’s hand, Anne spelt out “W-A-T-E-R” into Helen’s other handReading③ For the word “love”Helen thought at first it was the sweetness of flowers but later ____________________________________________________________________. “You cannot touch love _______________________________________________________________________________________________________________________________.”④ For the word “think”When Helen was trying to solve a difficult problem, Anne ____ ______________________________________________________. In a flesh, Helen ______________________________________________________________________________________________.she drew me closer to her and said, “It is here”, pointing to my heartbut you feel thesweetness that it pours into everything. Without love you would not be happy or want to playHelen’s forehead and wrote the word “think” on her handtouchedknow that the word was the name of the processthat was going on in her headSuggested answers:Complete the diagram about how the learning process affected Helen by choosing from the expressions.a felt hope and joyb felt puzzledc had a breakthroughd thought it was a gamee got the world of words opened up to herf understood the beautiful truth of the worldg knew the meaning of the word in a flashh felt it was monkey-like imitationReadingd, ha, eb, fc, gHow many parts can the story be divided into? What is each part mainly about? Underline the signal expressions that connect the description of Helen’s learning processes.The story can be divided into three parts. The first part is paragraph 1, about Helen.The second part is paragraph 2, about Anne. The third part is from paragraph 3 to paragraph 12, about how Helen learnt words.Reading Here are some signal expressions that connect the description of Helen’s learning processes: Now that Helen grasped the key to language, she was very eager to learn more and use it as much as she could. … However, because Helen was so enthusiastic about learning, the result were amazing. …This soon led her to discover more complex words and changed her thinking process. The word “think” was also a difficult one for Helen because it is such an abstract concept.ReadingWhat qualities do you think Helen and Anne showed in the story? Choose from the list below. Find evidence to support your opinion.determined perseverant(有毅力的) kind patient diligent willing creativeeg. I think that Helen was determined to try to understand a word. She kept asking Anne questions so that she could understand the word “think”. I think Anne was perseverant, patient and creative because she kept trying different ways and waiting for Helen to discover what words are.SpeakingFill in the blanks with the words from the story.PracticeWhen Helen was young she lost her sight and hearing. With these 1 ________________ to her communication, Helen’s behavior was often 2 ___________ and sometimes she was 3 ___________, stubborn and angry with a 4 __________ to break things when she was not understood. Anne Sullivan was a 5 ________ teacher. Anne’s technique was simple and 6 ______________. She put an object into Helen’s hand and spelt out the word on her other hand. The 7 ________ knowledge she taught Helen gave her hope and joy. From “doll” and “water”, Helen’s knowledge and 8 __________ expanded and this changed her 9 _________ process. As Helen grasped the key to language, she discovered more 10 _________ words. Helen now understood the beautiful truth of the word “love”. severe restrictionsunbearabletroublesometendencysuperbstraightforwardpreciousvocabularythinkingcomplexHelen Keller was an exceptionally special girl. By the time she was seven years old, she still couldn’t speak, read or write and needed to have everything done for her. This was because she couldn't see or hear. With these severe restrictions to her communication, Helen's behaviour was often unbearable. She was sometimes troublesome, stubborn and angry, and had a tendency to break things when no one understood her.1. have/get sth. done 让/叫/使/请别人做某事，宾语sth后过去分词作宾补，sth与动作是逻辑上的了被动关系 I had my hair cut yesterday. 2. have/get sth/sb. doing 让/叫/使/请某人一直做某事或让某种情况发生 Don’t have the baby crying. 3. have sth to do 要做某事 I have my dinner to cook. have a tendency to do sth=tend to do sth 有做某事的倾向有做某事的倾向理解，和...有联系与...有关对...充满热情have a tendency to do sth.= tend to do sth.relate to be related to be enthusiastic about sth. Helen's parents got a superb teacher recommended to them, a woman named Anne Sullivan. Anne was a teacher and former student at a school for the blind in Boston. She'd had eyesight problems early in life as well so she could relate to Helen's difficulties.1. have/get sth. done 让/叫/使/请别人做某事，这里译为有人给海伦的父母推荐了一位优秀的老师relate to 理解，和...有联系Anne's technique to teach Helen language was simple and straightforward. Anne spelt words by writing on Helen's hand so that Helen could get a mental picture of the words. She started with the word "doll". She would let Helen play with the doll, and then spell the letters “D-O-L-L" on her hand. When they initially did this, Helen thought it was a game. She wrote about her excitement later in her book, The Story of My Life:spell-spelt-spelt“Running downstairs to my mother, I held up my hand and made the letters for ‘doll’. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation.”举起1.由于这些严重限制了她的交流，海伦的行为常常令人难以忍受。(restriction to)2.她小时候视力也有障碍，所以更能理解海伦所面临的困境。(relate to)With these severe restrictions to her communication, Helen's behaviour was often unbearable.She'd had eyesight problems early in life as well so she could relate to Helen's difficulties.When they were at the well one day, Anne put one of Helen’s hands under the stream of water. As the water flowed over Helen’s hand, Anne spelt out “W-A-T-E-R” into Helen's other hand. As Anne wrote on Helen’s hand, Helen suddenly realised that the movement of the fingers meant the cool liquid flowing over her hand. This precious knowledge gave her hope and joy. Finally, she got the world of words opened up to her.as引导的时间状语从句，as意思为“当...的时候”flowing over her hand是现在分词短语作后置定语，修饰名词liquid，liquid和flow之间是主谓关系open up 开发；打开Now that Helen grasped the key to language, she was very eager to learn more and use it as much as she could. Children who can see and hear learn language easily, but for Helen, it was a gradual and sometimes painful process. However, because Helen was so enthusiastic about learning, the results were amazing.Now that...language是now that引导的原因状语从句，now that 表”既然“who can see and hear是定语从句，修饰先行词children,关系代词who指人，在从句中作主语As Helen’s knowledge and vocabulary expanded, she asked more and more questions. This soon led her to discover more complex words and changed her thinking process. Trying to learn the word “love” was an experience that she remembered well. This is how she described it in her book:how she described是表语从句Trying to learn the word动名词做主语，谓语动词用单数As Helen’s knowledge and vocabulary expanded,as引导时间状从，意思为“随着”lead sb to do sth导致某人做某事“I remember the morning that I first asked the meaning of the word ‘love’. This was before I knew many words. I had found a few early violets in the garden and brought them to my teacher ... Miss Sullivan put her arm gently round me and wrote on my hand, ‘I love Helen.’ ‘What is love?’ I asked. She drew me closer to her and said, ‘It is here,’ pointing to my heart ... Her words puzzled me very much because I did not then understand anything unless I touched it.”before I knew many words是表语从句unless I touched it.是条件状语从句point to指向...1.随着海伦知识和词汇量的不断扩大，她提出的问题也越来越多。2.她在书中是这样描述的。（用how引导的表从）As Helen’s knowledge and vocabulary expanded, she asked more and more questions.This is how she described it in her book.Although the meaning of love was still not apparent to Helen, she kept on trying to understand it. “I smelt the violets in her hand and asked, half in words, half in signs, a question which meant, ‘Is love the sweetness of flowers?’ ‘No,’ said my teacher.’When Helen and Anne were outside one day, Helen felt the warmth of the sun’s rays. She pointed up and asked if that was love. When her teacher said that it wasn’t, she was confused and disappointed. “I thought it strange that my teacher could not show me love.”which meant,...定语从句，修饰先行词a question，关系代词which在从句中作主语句型：动词+it+宾语补足语＋that；that my teacher could not show me love是真正宾语，形式宾语是it keep on doing sth 继续做某事The word “think” was also a difficult one for Helen because it is such an abstract concept. However, one day as she was working on a simple task, she had a breakthrough. She was making necklaces with the help of Anne when she noticed that she had made some mistakes. Because she was uncertain how to fix them, she stopped to think carefully. As she did this, Anne touched Helen’s forehead and wrote the word “think” on her hand. “In a flash I knew that the word was the name of the process that was going on in my head.”as she was working on a simple task；as she did this,as引导的时间状从，“当...的时候” that the word was the name of the process.宾语从句，作knew的宾语that was going on in my head.定语从句，修饰先行词 the process，关系代词在从句中作主语in a flash 瞬间make mistakes/a mistake 犯错误It was the first time Helen had understood such a complex word—a word for something she couldn’t touch. At that moment, her mind returned to the word “love”. As she thought about its meaning again, the sun came out. She pointed to the sun and asked her teacher again if that was love. Anne answered Helen by explaining that love was like the sun and clouds in a way.It was the first time...是固定句式，意思为“第一次”，从句用过去完成时。 that love was like the sun and clouds in a way.宾语从句，作explaining的宾语in a way 在某种程度上come out出来；出版return to 回到；恢复到at that moment在那时“You cannot touch the clouds, you know; but you feel the rain... You cannot touch love either; but you feel the sweetness that it pours into everything. Without love you would not be happy or want to play.”In that vivid moment, Helen finally understood the beautiful truth of the word “love”.that it pours into everything.定语从句，修饰先行词sweetness，关系代词在从句中作动词pours的宾语 Without love you would not be happy or want to play.”以否定介词without引导的含蓄虚拟条件句，表述与现在事实相反的情况，谓语用“would/could/might (not) .＋动词原形”pour into 倒入；灌输AssignmentWrite a story of how you learnt things when you were really young.
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