Unit5Lesson1EnlighteningaMind课件高中英语北师大版选择性

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-readingStep2Fast-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-readingPara.2Para.3Para.9Step2Fast-readingActivity2Readthepassage,thendividethewholepassageinto3partsandmatchthemainideaforeachpart.Part1:Para.(1)Helen’steacher–AnneSullivanPart2:Para.(2)HowAnnetaughtHelenthewordsPart3:Para.(3-11)Helen’sproblemsStep3Careful-readingActivity1

ReadPara1

andPara2:What’scharacteristicsandpersonalitiesofHelenandherteacher?第一课启迪心灵

海伦•凯勒是一个非常特殊的女孩。她七岁时，仍不会说话，不能读书也不会写字，一切都需要别人照顾。这是因为她看不见也听不见。这些严重的障碍限制了海伦的正常交流，也让她的行为常常令人难以忍受。海伦有时很烦人、很固执，而且很易怒。如果没有人能理解她的意思，她就会摔东西。Step3careful-readingActivity2HowmanywordsweretaughttoHelen?Whatwerethey?dollwaterlovethinkCompletethediagramActivity3HowdidAnneteachHelenthefourwords?Fortheword“doll”Anne_______________________________________________________________________________.1Fortheword“water”Anne_______________________________________________________________________________________________________________________________________.2Helenthoughtatfirstitwasthesweetnessofflowersbutlater__________________________________________________________________________________________________________________.“Youcannottouchlove.______________________________________________.”Fortheword“love”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:安妮教海伦学习语言的方法简单明了。她先在海伦手上拼写单词，使海伦联想到单词的画面。安妮给海伦拼写的第一个词是“doll”。她先让海伦和洋娃娃玩耍，然后在海伦的手上拼写“D-O-L-L”。刚开始海伦以为这是在玩游戏。后来在《我的人生故事》一书中，海伦描述了自己的兴奋之情：“Runningdownstairstomymother,Iheldupmyhandandmadethelettersfor‘doll’.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey-likeImitation.”“我跑下楼去见我母亲，举起手来，也给她拼写字母组成‘doll’。可我那时并不知道自己在拼写单词，甚至压根不知道词汇的存在。我仅仅是亦步亦趋地用手指模仿老师。”HowAnnetaughtHelenthefourwordsFortheword“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，她们在井边，安妮把海伦的一只手放在水流下。水缓缓流过海伦的手掌，安妮在她的另一只手上拼写“W-A-T-E-R”。安妮在海伦手上写的时候，海伦突然意识到，手指的动作代表的是流过自己手掌的清凉的液体。这宝贵的知识给她带来希望和快乐。终于，她打开了语言世界的大门。HowAnnetaughtHelenthefourwordsFortheword“love”Helenthoughtatfirstitwasthesweetnessofflowersbutlater______________________________________________________________.“Youcannottouchlove_______________________________________________________________________________________________”.

shedrewmeclosertoherandsaid,“itishere”,pointingtomyheartbutyoufeelthesweetnessthatitpoursintoeverything.Withoutloveyouwouldnotbehappyorwanttoplay

NowthatHelengraspedthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.Childrenwhocanseeandhearlearnlanguageeasily,butforHelen,itwasagradualandsometimespainfulprocess.However,becauseHelenwassoenthusiasticaboutlearning,theresultswereamazing.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。正常的孩子能听、能看，学起语言来很容易。但对海伦来说，学习语言是个渐进的过程，有时会很痛苦。然而，由于海伦对学习有极高的热情，学习成果令人吃惊。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。这使她学会了更复杂的单词，从而改变了思维的过程。她很清楚地记得，学习“love”这个单词的难忘经历。在书中她这样描述道：“IrememberthemorningthatIfirstaskedthemeaningoftheword‘love’.ThiswasbeforeIknewmanywords.Ihadfoundafewearlyvioletsinthegardenandbroughtthemtomyteacher...MissSullivanputherarmgentlyroundmeandwroteonmyhand,‘IloveHelen.’‘Whatislove?’Iasked.Shedrewmeclosertoherandsaid,‘itishere,’pointingtomyheart...HerwordspuzzledmeverymuchbecauseIdidnotthenunderstandanythingunlesstouchedit.”“我记得有一天早上，我第一次问‘love’这个词的含义。那时我的词汇量还很有限。我在花园里发现了早开的紫罗兰，摘下一些带给老师……莎莉文老师温柔地搂着我，在我的手上写着：‘我爱海伦。’‘什么是爱？’我问道。她把我拉到身边，指着我的心脏说，‘爱在这里。’……她的话令我非常困惑，因为以往我只有触碰到实际物体，才能理解它的意思。”AlthoughthemeaningoflovewasstillnotapparenttoHelen,shekeptontryingtounderstandit.“Ismeltthevioletsinherhandandasked,halfinwords,halfinsigns,aquestionwhichmeant,‘Islovethesweetnessofflowers?’‘No,’saidmyteacher.”尽管对海伦来说，爱的意义还不明确，但她一直试着理解。“我闻了闻她手里的紫罗兰，半拼写半比划地问了个问题，意思大概是‘爱是花朵的香味吗？’‘不，’我的老师回答道。”WhenHelenandAnnewereoutsideoneday,Helenfeltthewarmthofthesun’srays.Shepointedupandaskedifthatwaslove.Whenherteachersaidthatitwasn’t,shewasconfusedanddisappointed.“Ithoughtitstrangethatmyteachercouldnotshowmelove.”一天和老师在室外，海伦感受到了阳光的温暖。她指了指太阳，问老师那是不是爱，老师说不是，海伦感到更困惑了，而且有些失望。“我觉得很奇怪，因为我的老师不能给我表示什么是爱。”HowAnnetaughtHelenthefourwordsFortheword“think”WhenHelenwastryingtosolveadifficultproblem,Anne_____________________________________________________________.Inaflash,Helen_______________________________________________________________________.touchedHelen’sforeheadandwrotetheword“think”onherheadknewthatthewordwasthenameoftheprocessthatwasgoingoninherheadn.

额，前额Theword“think”wasalsoadifficultoneforHelenbecauseitissuchanabstractconcept.However,onedayasshewasworkingonasimpletask,shehadabreakthrough.ShewasmakingnecklaceswiththehelpofAnnewhenshenoticedthatshehadmadesomemistakes.Becauseshewasuncertainhowtofixthem,shestoppedtothinkcarefully.Asshedidthis,AnnetouchedHelen’sforeheadandwrotetheword“think”onherhand.“InaflashIknewthatthewordwasthenameoftheprocessthatwasgoingoninmyhead.”“think”这个词对海伦来说也很难理解，因为它很抽象。然而有一天，在做一项简单的任务时，她取得了突破。她正在安妮的帮助下做项链，这时她发现自己犯了一些错。海伦不确定该如何解决，便停下来认真思考。在她思考的时候，安妮点了点海伦的额头，在她的手上写“think”这个词。“瞬间我就明白了，我头脑中进行的活动就是这个词的意思。”那是海伦第一次明白复杂词语的意思，她触摸不到的抽象词语。这时，海伦又想起了“love”。她再次思考“love”是什么意思，恰巧这时太阳出来了。海伦指着太阳又问老师那是不是爱。安妮解释道，爱在某种程度上就像太阳和云彩。“Youcannottouchtheclouds,youknow;butyoufeeltherain...Youcannottouchloveeither;butyoufeelthesweetnessthatitpoursintoeverything.Withoutloveyouwouldnotbehappyorwanttoplay.”Inthatvividmoment,Helenfinallyunderstoodthebeautifultruthoftheword“love”.“你知道吗，你摸不到云彩，但是你能感觉到雨……你也触摸不到爱，但是你能感觉到爱给万物带来的甜蜜。没有爱，你就不会快乐，也不会想玩耍。”就在那个动人的时刻，海伦终于明白了“love”这个词语蕴含的美丽的真谛。afelthopeandjoybfeltpuzzledchadabreakthroughdthoughtitwasagameegottheworldofwordsopeneduptoherfunderstoodthebeautifultruthofthewordgknewthemeaningofthewordinaflashhfeltitwasmonkey-likeimitationCompletethediagramabouthowthelearningprocessaffectedHelenbychoosingfromtheexpressions.dollwaterlovethinkhadaburstofunderstandingfeltconfusedanddisappointedafelthopeandjoyegottheworldofwordsopeneduptoherdthoughtitwasagamehfeltitwasmonkey-likeimitationbfeltpuzzledfunderstoodthebeautifultruthofthewordchadabreakthroughgknewthemeaningofthewordinaflashStep3careful-readingStep4Groupwork

Eachgroupchoosesoneword.Thenactoutarole-playofthe“dialogue”betweenHelenandAnne.

Helen’ssuccess？dollwaterlovethinkdeterminedperseverantkindpatientdiligentwillingcreativeIthinkthatHelenwasdeterminedtotrytounderstandaword.ShekeptaskingAnnequestionssothatshecouldunderstandtheword“think”.IthinkAnnewasperseverant,patientandcreativebecauseshekepttryingdifferentwaysandwaitingforHelentodiscoverwhatwordsare.坚持不懈的勤奋的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“love”.severeres