Unit 5 EducationLesson 1 （ppt课件）-2022新北师大版（2019）《高中英语》选择性必修第二册.pptx

1、Unit 5 EducationLesson 1 Enlightening a Mind1.significancebe of(great)significance=be very significant 有（重大）意义/（非常）重要be of no significance 无意义/不重要significant adj.重大的；有意义的significantly adv.显著地；相当数量地练习：This matter is of no _.significance2.facilitate It would facilitate matters if 如果事情就好办多了。facilitativ

2、e adj.促进的，帮助的，使便利的facilitator n.服务商；促进者练习：Machine _ agricultural production.facilitate 3.recommend recommend sb.sth.=recommend sth.to sb.推荐某人某事recommend sb.for/as 推荐某人recommend(sb.)doing 建议(某人)做recommend sb.to do sth.建议某人做某事recommend that 建议 recommend 表示主观判断时，后面的从句通常用虚拟语气，从句中谓语用“should+动词原形”结构，shoul

3、d可以省略。练习：I _ that he(should)see a lawyer.recommend 4.apparentbe apparent(from)that 很明显；(从)可以看出be apparent(to sb.)(that)很明显apparently adv.可见；看来；显然练习：It is _ that she is upset.apparent5.disappointedbe disappointed at/by sth.对某事感到失望be disappointed in/with sb./sth.对某人/某事失望be disappointed to do sth.很失望做某

4、事disappointing adj.令人失望的disappoint vt.使失望disappointment n.失望to ones disappointment 令某人失望的是练习：He is _ with himself on the mistake.disappointedThink of some possible ways to teach someone who is blind to read and write.Then think of ways to teach someone who is both blind and deaf to read and write.AC

5、TIVATE AND SHAREPair WorkRead paragraphs 1-2 of the story.Discuss Helen Keller and her teachers characteristics and personalities.Helen was frustrated,stubborn and troublesome.She got angry easily when she was not understood.Anne was a superb teacher who could understand Helens difficulties.She was

6、sympathetic.Read the rest of the story.Answer the questions.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 lea

7、rn,because Helen could touch them.The words“love and think were more difficult,because they were complex and abstract concept and couldnt be touched.Complete the diagram.Complete the diagram.How Ann taught Helen the four words.1.For the word dollAnnelet Helen play with the doll,and then spelt the le

8、tters D-O-L-L on her hand2.For the word waterAnneput one of Helens hands under the water.As the water flowed over Helens hand,Anne spelt out W-A-T-E-R into Helens other handComplete the diagram.How Ann taught Helen the four words.3.For the word loveHelen thought at first it was the sweetness of flow

9、ers but later _.You cannot touch love _.she drew me closer to her and said,It is here,pointing to my heartbut you feel the sweetness that it pours into everything.Without love you would not be happy or want to playComplete the diagram.How Ann taught Helen the four words.4.For the word thinkWhen Hele

10、n was trying to solve a difficult problem,Anne _.In a flash,Helen _.touched Helens forehead and wrote the word think on her handknew that the word was the name of the process that was going on in her headComplete the diagram about how the learning process affected Helen by choosing from the expressi

11、ons.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 wordg.knew the meaning of the word in a flashh.felt it was monkey-like imitationComplete the diagram about how the learning process affecte

12、d Helen by choosing from the expressions.dolld.thought it was a gameh.felt it was monkey-like imitationwatera.felt hope and joye.got the world of words opened up to her Complete the diagram about how the learning process affected Helen by choosing from the expressions.loveb.felt puzzledf.understood

13、the beautiful truth of the wordthinkc.had a breakthroughg.knew the meaning of the word in a flashEach member chooses one word.Tell the rest of the group how Anne taught the word and what impact the learning process had on Helen.When Anne taught Helen the word“doll,she let Helen play with the doll,an

14、d then spelt the letters D-O-L-L on her hand.For Helen,she thought it was a game and felt it was money-like imitation.How many parts can the story be divided into?The story can be divided into two parts.Para 1 and 2 are the first part and the other paragraphs belong to the second part.What is each p

15、art mainly about?Part 1 talks about some basic information and personalities of Helen and her teacher Anne.Part 2 is about the description of Helens learning process.Underline the signal expressions that connect the description of Helens learning processes.When they initially did this,Helen thought

16、it was a game.Now that Helen grasped the key to language,she was eager to.As Helens knowledge and vocabulary expanded,she asked.What qualities do you think Helen and Anne showed in the story?Choose from the list below.Find evidence to support your opinion.determined perseverant kind patient diligent

17、 willing creativeI 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.Fill in

18、the blanks with the words from the story.When Helen was young she lost her sight and hearing.With these 1 _ to her communication,Helens behaviour 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.Annes te

19、chnique was simple and 6_.She put an object into Helens hand and spelt out the word restrictions unbearable troublesome tendency superb straightforward on her other hand.The 7 _ knowledge she taught Helen gave her hope and joy.From doll and water,Helens knowledge and 8 _ expanded and this changed he

20、r 9 _ process.As Helen grasped the key to language,she discovered more 10 _ words.Helen now understood the beautiful truth of the word love.precious vocabulary thinking abstractFill in the blanks with the words from the story.FOCUS ON LANGUAGE:HAVE/GET SOMETHING DONE1.Find a sentence or part of a se

21、ntence in the text which uses have/get something done and means the following:1.She could not do anything for herself._2.A great teacher was suggested to Helens parents._3.A new world of language opened up to her._She needed to have everything done for her.Helens parents got a superb teacher recomme

22、nded to them.She got the world of words opened up to her.2.Complete the sentences using have/get something done and the cues in the brackets.1.Were going to(a video of the wedding/make)have a video of the wedding made.2.I dont know whats wrong with my tyres.Ill(them/check)_.3.Ill(the washing machine

23、/repair)_ soon.have them checkedhave the washing machine repairedFOCUS ON LANGUAGE:HAVE/GET SOMETHING DONE2.Complete the sentences using have/get something done and the cues in the brackets.4.Many years ago Pauline(portrait/paint)_ by a well-known painter.5.(you ever/voice/record)_?6.(you/face/make

24、up)_ with face paint when you were a kid?had his portrait paintedHave you ever had your voice recordedFOCUS ON LANGUAGE:HAVE/GET SOMETHING DONEDid you have your face made upWrite down questions that you would want to ask Anne Sullivan.Pair WorkWhat kind of person do you think you are?What special ex

25、perience did you have that helped you relate to Helens difficulties?How did you teach Helen at the very first time?What teaching processes did Helen and you experience?Did you think it was difficult?Were there any meaningful stories you would like to share with us during your teaching process?Then a

26、ct out a role-play of the interview between you and Anne.Pair WorkStudent A(Jenny):Welcome to our Studio Channel.I am your host Jenny.Today,we are quite honored to invite Anne Sullivan to be together with us and share some of her stories.Welcome you Anne.Student B(Anne):Thank you Jenny.I am so happy

27、 to be here today.)现在分词做宾语补足语时常用于以下4种情况：1.位于感官动词后,如see,hear,feel,smell,watch,find,notice等。We saw the teacher doing the experiment.我们看到老师在做实验。I heard someone knocking at the door.我听到有人在敲门。语法：现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：2.位于使役动词后,如have,keep,get等。Dont have the students studying all day.不要让学生整天学习。语法：

28、现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：注意：以上两种结构“感官动词+宾语+宾语补足语”和“使役动词+宾语+宾语补足语”可变为被动形式。He was seen lying on the ground.有人发现他躺在地上。He was kept waiting for a long time in the cold wind.有人让他在寒风中等了很长时间。语法：现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：注意：现在分词和不定式做宾语补足语的区别：（1）在感官动词后，现在分词做宾语补足语表示动作正在进行；不带to的不定式做宾语补足语表示动作已完成。He sa

29、w her working in the garden.他看见她在花园里干活。He saw her enter the room.他看见她走进了房间。语法：现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：注意：现在分词和不定式做宾语补足语的区别：（2）在使役动词get,have后，have sb./sth.doing表动作的持续，get sb./sth.doing表示“使某人/某物开始行动起来”，侧重动作的开始；get sb.to do sth./have sb.do sth.侧重动作的结果。Mother had me go to the store and buy some s

30、alt.母亲让我去商店买些盐。语法：现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：注意：现在分词和不定式做宾语补足语的区别：I cant get him to stop smoking.He wont listen to me.我无法让他戒烟，他不会听我话的。The teacher had the student cleaning the playground the whole afternoon.老师让这个学生整个下午都在打扫操场。I cant get the car starting.我不能把车发动起来。语法：现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：

31、注意，现在分词有时用被动形式做宾语补足语，结构为“动词+宾语+being done”。I saw him being carried away on a stretcher.我看见他被人用担架抬走了。语法：现在分词做宾语补足语现在分词做宾语补足语时常用于以下4种情况：3.用于with复合结构中。With so many people looking at her,she felt nervous.这么多人看着她，她感到很紧张。4.位于表感觉，情态类动词后，如feel,find等。She felt her heart beating very fast.她觉得她的心脏跳得很快。语法：现在分词做宾

32、语补足语1.-Why did you go back to the shop?-I left my friend _(wait)there.2.A cook will be immediately fired if he is found _(smoke)in the kitchen.3.Dont leave the water _(run)while you brush your teeth.4.They use computers to keep the traffic _(run)smoothly.waiting smoking running running5.I looked up and noticed a snake _(wind)its way up the tree to catch its breakfast.6.You could hear all kinds of things _(discuss)there.7.I held the little bird in my hand and felt its heart _(beat).8.Mother caught the boy _(smoke)in the corner.winding being discussedbeating smoking