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)，出生于美國馬薩諸塞州。5歲時因一場眼疾失去大部分視力。1880年10月進(jìn)入帕金斯盲人學(xué)校。此間經(jīng)過兩次眼部手術(shù)，安妮的視力得到部分恢復(fù)。從帕金斯盲人學(xué)校畢業(yè)后，1887年3月，安妮來到海倫?凱勒家做家庭教師。安妮用極大的愛心、耐心和毅力，成功地將海倫從一個心智未開、任性無知的小女孩逐漸培養(yǎng)成一個知書達(dá)理、才華橫溢的少女，直至進(jìn)入大學(xué)。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“l(fā)ove”ReadPara5-11andfilloutthemindmapinyourhand.Helen’sinnerpersonalitiesPara5Knowing“l(fā)ove”Para6FirsttrytounderstandPara7SecondtrytounderstandPara8ThirdtrytounderstandPara10FinallyunderstoodthemeaningPara11Para9AbreakthroughCompletethediagram.Task6HowAnnetaughtHelenthefourwordsFortheword“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;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“l(fā)ove”.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.這個世界最好和最美的事物我們無法用肉眼看到或用手觸摸到，我們只能用心去感受。Keepyourfacetothesunshineandyouwillnotseetheshadows.

直面陽光，你就看不到陰影。Onecanneverconsenttocreepwhenonefeelsanimpulsetosoar.

一個人內(nèi)心有了飛翔的沖動，就不會滿足于在地上爬行。

+“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結(jié)構(gòu)Weusethestructurehave/getsomethingdonewhenwewanttosaythatweasksomeoneelsetodosomethingforus.have/getsomethingdone結(jié)構(gòu)用來表達(dá)要別人為自己做某事。比較下列句子：Ifixedthewashingmachine.(Ididitmyself.)Ihadmywashingmachinefixed.(Iaskedsomeonetofixitforme.)Herepairedtheroof.(Hedidithimself.)Hegottheroofrepaired.(Heaskedsomeonetorepairitforhim.)GrammarHave/getsomethingdoneTenseHave/getsomethingdonePresentSimple一般現(xiàn)在時Ihave/getmyhaircut.PastSimple一般過去時Ihad/gotmyhaircut.PresentContinuous現(xiàn)在進(jìn)行時I’mhaving/gettingmyhaircut.PastContinuous過去進(jìn)行時Iwashaving/gettingmyhaircut.PresentPerfect現(xiàn)在完成時I’vehad/gotmyhaircut.PastPerfect過去完成時Ihadhad/gotmyhaircut.SimpleFuture一般將來時Iwillhave/getmyhaircut.I’mgoingtohave/getmyhaircut.GrammarLanguagepoints1.NowthatHelengraspedthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.由于海倫理解了語言的關(guān)鍵，她非常渴望學(xué)習(xí)更多語言，并且盡可能運(yùn)用它。beeagertodosth渴望做某事【例句】①

Weareeagertocomehere.我們熱切盼望來到這里。②

Hewaseagertogetintopolitics.他渴望進(jìn)入政界。③

RobertwaseagertotalkaboutlifeintheArmy.

羅伯特很想談?wù)勱戃娚?。?/p>

Ourcompanyiseagertoexpandintonewmarkets.

我們公司急欲開辟新的市場。⑤

Assoonaswearrivedontheislandwewereeagertoexplore.

我們一來到島上就急不可耐地開始探險。Nowthat在此引導(dǎo)原因狀語從句，意為“既然，由于”，通常位于主句之前，表示主句目前的狀況是由于nowthat提到的某件事所造成的后果或影響。2.ShewasmakingnecklaceswiththehelpofAnnewhenshenoticedthatshehadmadesomemistakes.她正在安妮的幫助下做項(xiàng)鏈，這時她發(fā)現(xiàn)自己犯了一些錯。withthehelpof在……的幫助下【例句】①Hemadehimselfunderstoodwiththehelpofgestures.

他用手勢讓人們了解他的意思。②

Withthehelpofhisteacher,hemaderapidprogressinmathematics.

在老師的幫助下，他的數(shù)學(xué)成績進(jìn)步飛快。③WiththehelpoftheChinesedockers,theforeignseamangotbackthewatchhehadlost.

在中國碼頭工人的幫助下，那個外國海員找回了他丟失的手表。Languagepoints3.InaflashIknewthatthewordwasthenameoftheprocessthatwasgoingoninmyhead.瞬間我就明白了，我頭腦中進(jìn)行的活動就是這個詞的意思。inaflash瞬間【例句】①WaithereandI’llbebackinaflash.在這等著，我馬上回來。②Theanswerhadcometohiminaflash.他一下子就有了答案。③Theceremonywasoverinaflash.典禮很快就結(jié)束了。④Fiveyearshaveelapsedinaflash.一晃就是5年。⑤

I’llhavethisreporttypedupinaflash!我馬上就把這份報告打印出來！⑥Justcallusonthisnumberifyouhaveanyproblems,andwe’llbebackina

flash.

如果你有任何問題，打這個電話給我們，我們馬上就回來。Languagepoints練習(xí)學(xué)案詞匯拓展exceptionallyadv及其非?！鷈xceptionaladj異常的，例外的→exceptionn例外異議→exceptprep.除……之外severeadj嚴(yán)重的→severelyadv嚴(yán)格地嚴(yán)厲的→severityn嚴(yán)格猛烈restrictionn限制規(guī)定→restrictedadj受限制的保密的→restrictiveadj限制性的約束的restrictvt限制約束tendencyn傾向→tendentiousadj有偏見的有傾向的→tendv趨勢傾向照顧relatev理解相聯(lián)系→relatedadj相關(guān)的有關(guān)系的→relatednessn關(guān)聯(lián)性→relativen親戚相關(guān)物→relationn關(guān)系initiallyadv起初→initialadj最初的→initializev初始化enthusiasticadj熱心的→enthusiasmn熱心熱情→enthusiastn狂熱者→enthusev使熱心expandv擴(kuò)大→expendableadj可消費(fèi)的→expendingn支出花費(fèi)complexadj復(fù)雜的→complexityn復(fù)雜性abstractadj抽象的→abstractedadj心不在焉的→abstractionn抽象空想中文英文有做某事的傾向haveatendencytodosth

理解；涉及

relateto腦海里的圖像

amentalpicture流過充滿

flowover由于既然

nowthat渴望做某事

beeager/keentodosth/longtodosth伸出手臂摟著某人

putone’sarmaround/roundsb抽象概念anabstractconcept/idea

失明/失聰loseone’ssight/hearing

瞬間

inaflash從某個方面來說

inaway生動的時刻thevividmoment

AsAnnewroteonHelen’shand，Helensuddenlyrealisedthatthemovementofthefingersmeantthecoolliquidflowingoverherhand.從句類型：

主干：

翻譯：

2.NowthatHelengraspedthekeytolanguage,shewasveryeagertolearnmoreanduseitasmuchasshecould.從句類型：