UNIT 5 Education Section Ⅱ Lesson 1(Word教参)-【精讲精练】2024-2025学年高中英语选择性必修第二册（北师大版2019）

Section Ⅱ　Lesson 1 语料积累 教材原文 课文译文 ①exceptionally /Ik'sepʃənəli/ adv.极其，非常 exceptional adj.异常的，例外的 ②have sth done 使某事被做 ③This is because...这是因为…… ④restriction /rI'strIkʃən/ n．限制，约束，规定 restrict vt.限制；约束；限定 ⑤unbearable /ʌn'beərəbl/ adj.难以忍受的；承受不住的 bearable adj.可忍受的；支持得住的 ⑥ troublesome /'trʌbəlsəm/ adj.引起麻烦的；令人烦恼的 ⑦stubborn /'stʌbən/ adj.固执的，执拗的；倔强的 ⑧have a tendency to 有……的倾向；有……的趋势 ⑨relate to 涉及，有关；理解，认同 ⑩technique /tek'niːk/ n．技巧，手法 technical adj.工艺的，科技的；技术上的 ⑪straightforward /ˌstreIt'fɔːwəd/ adj.简单的；诚实的；坦率的；明确的 ⑫本句是so that 引导的目的状语从句 ⑬ initially /I'nIʃəli/ adv.起初 initial adj.最初的 ⑭hold up 举起；阻挡；拦截 ⑮stream /striːm/ n．水流 ⑯ precious /'preʃəs/ adj.宝贵的；珍贵的 ⑰open up 打开；开发；开始；展示 ⑱now that 既然；由于 ⑲be eager to 渴望要做…… ⑳gradual /'ɡrædʒuəl/ adj.逐渐的 gradually adv.逐步地；渐渐地 painful /'peInfəl/ adj.令人痛苦的；疼痛的；困难的 pain n．疼痛 be enthusiastic about 热衷于，对……充满热情 本句是As引导的时间状语从句 complex /'kɒmpleks/ adj.复杂的；难以理解的 本句是how引导的表语从句 gently /'dʒentli/ adv.轻柔地；平缓地，温和地 gentle adj.温和的；文雅的 point to 指向；表明 apparent /ə'pærənt/ adj.显而易见的；明白的 apparently adv.显然地 keep on doing 继续做某事 ray /reI/ n．(太阳或月亮的)光线 本句是主从复合句，其中When引导时间状语从句；that引导宾语从句 abstract /'æbstrækt/ adj.抽象的 work on 继续工作；从事于……；致力于 breakthrough /'breIkθruː/ n．突破；重大进展 with the help of 在……的帮助下 in a flash 一瞬间；立刻 本句是复合句，其中第一个that引导宾语从句；第二个that引导定语从句 本句是固定句型“It was the first/second/...time that...had done sth” come out 出现；出版；结果是 vivid /'vIvId/ adj.生动的，逼真的 vividly adv.生动地；强烈地 Enlightening a Mind Helen Keller was an exceptionally① special girl.By the time she was seven years old，she still couldn't speak，read or write and needed to have everything done② for her. This was because she couldn't see or hear.③ With these severe restrictions④ to her communication，Helen's behaviour was often unbearable⑤. She was sometimes troublesome⑥， stubborn⑦ and angry，and had a tendency to⑧ break things when no one understood her. 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 to⑨ Helen's difficulties. Anne's technique to teach Helen language was simple and straightforward⑪.Anne spelt words by writing on Helen's hand so that Helen could get a mental picture of the words⑫.She started with the word “doll”．She would let Helen play with the doll，and then spell the letters “D­O­L­L” on her hand.When they initially⑬ did this，Helen thought it was a game.She wrote about her excitement later in her book，The Story of My Life： “Running downstairs to my mother，I held up⑭ 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 monkey­like imitation.” When they were at the well one day，Anne put one of Helen's hands under the stream⑮ of water.As the water flowed over Helen's hand，Anne spelt out “W­A­T­E­R” 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 precious⑯ knowledge gave her hope and joy.Finally，she got the world of words opened up⑰ to her. Now that⑱ Helen grasped the key to language，she was very eager to⑲ 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 gradual⑳ and sometimes painful process.However，because Helen was so enthusiastic about learning，the results were amazing. 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： “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.” 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.” 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.” 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. “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”． 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。 海伦的父母经人推荐，聘请了一位名叫安妮·莎莉文的优秀老师。安妮曾是波士顿一所盲人学校的老师，也曾在那儿上过学。她小时候视力也有障碍，所以更能理解海伦所面临的困境。 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： “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。” 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。 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，因为海伦对学习的热情极高，学习成果令人吃惊。 随着海伦的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： “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。” 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。” 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。” “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。 “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。 Ⅰ.重点词汇 ◎核心单词 1．enlighten vt.启迪；指导，教导 2．troublesome adj.引起麻烦的；令人烦恼的 3．stubborn adj.固执的，执拗的；倔强的 4．superb adj.极好的，卓越的 5．eyesight n．视力 6．relate vi.理解；相联系 7．straightforward adj.简单的，易懂的；诚实的，坦率的 8．doll n．玩偶 9．stream n．水流 10．liquid n．液体 11．precious adj.宝贵的 12．grasp vt.理解，领会 13．vocabulary n．词汇量 14．complex adj.复杂的；难以理解的 15．violet n．紫罗兰 16．ray n．(太阳或月亮的)光线 17．abstract adj.抽象的 18．concept n．概念；想法 19．breakthrough n．突破；重大进展 20．necklace n．项链 21．forehead n．额，前额 ◎拓展单词 22．except prep.除了……之外→exception n．例外→exceptional adj.例外的；特别的；杰出的→exceptionally adv.极其，非常 23．severe adj.很严重的→severely adv.很严重地 24．restrict vt.限制；约束→restriction n．限制，规定，约束→restricted adj.受限的 25．bear vt.忍受→bearable adj.承受得住的；可忍受的→unbearable adj.难以忍受的；承受不住的 26．tend vi.&vt.趋向；易于；照料；照管→tendency n．倾向 27．technique n．技巧，手法→technical adj.技术的；专业的；工艺的 28．initial adj.开始的；最初的→initially adv.起初 29．excite vt.使兴奋；使激动；刺激→exciting adj.令人兴奋的；使人激动的→excited adj.感到兴奋的；激动的→excitement n．兴奋，激动 30．imitate vt.仿效；模仿→imitation n．模仿，仿效 31．gradual adj.逐渐的；逐步的→gradually adv.逐渐地；逐步地 32．pain n．痛苦；疼痛→painful adj.令人痛苦的→painfully adv.痛苦地；苦恼地 33．enthusiasm n．热情；热心→enthusiastic adj.热心的，热衷的 34．expand vi.&vt.(使)扩大；增加→expansion n．膨胀；扩展；扩充 35．gentle adj.温和的；轻柔的→gently adv.轻柔地；温和地；平缓地 36．puzzle vt.使困惑，使迷惑→puzzling adj.令人迷惑的→puzzled adj.困惑的；迷惑的 37．apparent adj.显而易见的；明白的→apparently adv.显然地 38．disappoint vt.使失望→disappointing adj.令人失望的→disappointed adj.失望的；沮丧的→disappointment n．失望；沮丧 39．vivid adj.生动的，逼真的→vividly adv.生动地；强烈地 Ⅱ.重点短语 1．have a tendency to 有……的倾向 2．relate to 涉及，有关；理解，认同 3．hold up 举起；阻挡；拦截 4．open up 打开；开发；开始；展示 5．now that 既然；由于 6．be eager to do sth 渴望做某事 7．be enthusiastic about 热衷于，对……充满热情 8．point to 指向；表明 9．keep on doing sth 不停地做某事 10．work on 继续工作；从事于……；致力于…… 11．with the help of 在……的帮助下 12．in a flash 一瞬间；立刻 13．come out 出现；出版；结果是 Ⅲ.句式语境 1．it作形式宾语 I thought it strange that my teacher could not show me love. 我觉得很奇怪，我的老师不能向我表达什么是爱。 2．while＋doing状语从句的省略 The word “think” was also a difficult one for Helen but she had a breakthrough while working on a simple task. “思考”这个词对海伦来说也是一个困难的词，但她在做一个简单的任务时取得了突破。 3．it is the first time that＋...has/have... It was the first time Helen had understood such a complex word—a word for something she couldn't touch. 这是海伦第一次理解如此复杂的词——一个她无法触及的东西的词。 Ⅰ.What is the main idea of the text? The passage is mainly about how Helen Keller learned the words and the experiences of Helen Keller when she struggled against life. Ⅱ.Read the text carefully and choose the best answer. 1．From the passage we can know that . A．Helen knew well on how to learn abstract words B．Helen had some difficulty learning words that she couldn't touch C．Helen gave up trying when she couldn't understand the meaning of “love” D．Helen could learn language as easily as children who could see and hear 2．Which of the following statements is NOT right? A．Before seven years old，Helen could communicate with her parents in simple language. B．Anne Sullivan had some teaching experience before she came to teach Helen. C．Anne Sullivan was very patient and loved Helen very much. D．When Helen learned language，she followed a “simple to complex” way. 3．According to the passage，which of the following words may be difficult for Helen to understand? A．Chair.　　　　　　 B．Clothes. C．Hate. D．Rope. 4．In which order does the author organize the passage? A．Time. B．Place. C．People. D．The process of learning words. 答案　1－4　BACD Ⅲ.Read the text carefully and fill in the form below. How Anne taught Helen the four words For the word “doll” She would let Helen 1.play with the doll，and then spell the letters“D­O­L­L” on her hand. For the word“water” She put one of Helen's hands under the stream of water.As the water 2.flowed over Helen's hand，Ann spelt out “W­A­T­E­R” into Helen's other hand. For the word “love” Helen thought at first it was the 3.sweetness of flowers but later she understood 4.the beautiful truth of the word “love”．You can't touch love but you feel the sweetness that it 5.pours into everything. For the word “think” When Helen was trying to 6.solve a difficult problem，Anne touched Helen's forehead and wrote the word “think” on her hand.In a 7.flash, Helen knew that the word was the name of the 8.process that was going on in her head. Ⅳ.教材对接高考：续写微技能——心理活动描写 (Ⅰ)找出课文中含有心理活动描写的语句 1．Now that Helen grasped the key to language，she was very eager to learn more and use it as much as she could. 2．Her words puzzled me very much because I did not then understand anything unless I touched it. 3．When her teacher said that it wasn't，she was confused and disappointed. (Ⅱ)标出语句中描写心理活动的词汇 I thought it strange that my teacher could not show me love. [重点词汇] 1．severe adj.很严重的；严厉的；严格的 [经典佳句]　 We must be severe with ourselves and lenient with others. 我们必须严于律己宽以待人。 (1)be severe on/with sb　对某人严厉 be strict with sb 对某人严格 be strict in sth 对某事严格 (2)severely adv. 非常严重地 [即学活用]　单句语法填空/完成句子 ①Given that the driver had injured the passer­by, he was so severely (severe) punished that his parents were frustrated. ②我们的老师对她的工作很严格，对我们也很严格。 Our teacher is strict in her work and is strict with us. 2.tendency n．倾向 [经典佳句]　 The reasons relate to a variety of factors，including reduced concentration，an entertainment mindset (心态) and a tendency to multitask while consuming digital content. 原因涉及多种因素，包括注意力不集中，娱乐心态以及在消费数字内容时倾向于多任务处理。 (1)have a tendency to do sth　倾向于做某事 a tendency to/towards sth 倾向于……；有……的趋势 (2)tend vi.& vt. 倾向于；照料，护理 tend to do sth 易于做某事；往往会做某事 [即学活用]　单句语法填空/完成句子 ①These plants have a tendency to grow (grow) in the more rural areas. ②(2023·全国乙卷)I tend to travel (travel) with a few of my friends to state parks or to the countryside to go on adventures and take photos along the way. ③第一，当大部分人学习英语时，他们倾向于把注意力放在语法、句子结构和读英语的能力上。 First，when most people learn English，they tend to pay their attention to the grammar，the structure and the ability to read English. 3.expand vi.& vt.(使)扩大；增加 [经典佳句]　 We took part in a voluntary activity last Friday, which expanded our horizons.(活动介绍) 我们上周五参加了一个志愿者活动，该活动开阔了我们的视野。 (1)expand...into...　把……扩展(发展)成…… expand into... 扩展(膨胀)成…… expand on/upon sth 详述某事；充分叙述某事 (2)expansion n. 扩张，扩大；膨胀 [易混辨析]　expand，extend，spread，stretch expand (使)(尺寸、数字或数量等)扩大，增加(活动量)，扩大(活动范围) extend 延伸，延长(建筑或道路、时间等)，扩大(控制、影响力等)，伸展(手臂、腿等) spread 把(物)铺开、张开，(疾病、感情、问题或火等)蔓延，(消息、思想等)流传，传播，扩展(使能覆盖大的面积)，张开(手臂，双腿等) stretch 伸展，拉直，一般指由曲变直、由短变长的伸展，不是加长 [即学活用]　单句语法填空/完成句子 ①It was at the class meeting that our teacher expanded on the details of the activity.(应用文之求助信) ②随着孩子的成长，他们的兴趣会变广，且会变得更自信。 As children grow older，they expand their interests and become more confident. 4.apparent adj.显而易见的；明白的 [经典佳句]　 As is apparently shown above the chart, 65% of the students enjoy listening to English songs to learn English.(应用文之投稿) 如上表所示，65%的学生喜欢听英文歌曲来学习英语。 It is apparent that...　　　很明显…… apparently adv. 显然地；明显地 [名师点津]　(1)与句型“It is apparent that...”类似的表达还有“It is clear/obvious/evident that...”。 (2)apparently相当于obviously或clearly。 [即学活用]　单句语法填空/一句多译 ①(2022·全国乙卷，书面表达)Apparently (apparent)，we should spend some time considering which learning method suits us most. ②显而易见，知识在生活中扮演着重要的角色。 a．It is apparent/clear/obvious/evident that knowledge plays an important role in our life. b．Apparently/Obviously/Clearly, knowledge plays an important role in our life. 5.now that由于，既然 [经典佳句]　 Now that you have realised that your time is limited, you must study harder to have your goal achieved. 既然你已经意识到你的时间是有限的，你必须更加努力学习以实现自己的目标。 (1)now that“由于；既然”，用作连词时一般用于句首引导原因状语从句。其他引导原因状语从句的连词有：because, since, as等。 (2)表示原因的其他短语有：due to, because of, on account of, owing to, thanks to, as a result of, as a consequence of等。但这些都是介词短语，后接名词、代词等作其宾语。 [即学活用]　一句多译 既然你完成了你的作业就应该好好休息。 ①Now that you have finished your homework，you should take a good rest. ②Since you have finished your homework，you should take a good rest. 6．come out出现；出版；结果是 [经典佳句]　 As she thought about its meaning again，the sun came out. 她再次思考它是什么意思，恰巧这时太阳出来了。 come about　　发生 come across 偶然发现或遇到 come up 走近；发生；开始；上升；发芽；被提出 come up with 提出；想出；赶上 come to 苏醒；总计；达到；谈到 [即学活用]　单句语法填空/完成句子 ①My assistant's first novel came came out，which made me proud of him. ②(2022·浙江1月卷，读后续写)Aware that my partner came down with a serious disease，I had knots in my throat and rushed to hospital anxiously. ③关于中学生是否应该使用智能手机的问题在班会上被提出来了。 The problem whether the middle school students should use smartphones came up at the class meeting. [重点句型] 1．(教材原句)I thought it strange that my teacher could not show me love. 我感到奇怪，为什么老师不能告诉我什么是爱。 [句式分析]　句中it为形式宾语，strange为形容词作宾语补足语，that从句为真正的宾语。 当think, make, find, feel, consider等动词后面是不定式或从句作宾语，并且宾语带有补语时，通常用it作形式宾语，而把真正的宾语置于宾补后，构成句式：主语＋谓语＋it＋宾语补足语＋真正的宾语。 [即学活用]　完成句子 ①我发现把发生的一切解释给他听很难。 I found it difficult to explain to him what had happened. ②我觉得理解英语节目并不难。 I don't feel it difficult to understand English programs. ③我认为帮助穷人是我们的责任。 I think it our duty to help the poor. ④无论他在哪里，他都把早餐之前去散步作为惯例。 No matter where he is，he makes it a rule to go for a walk before breakfast. 2.(教材原句)It was the first time Helen had understood such a complex word—a word for something she couldn't touch. 这是海伦第一次理解这样一个复杂的词——一个她触摸不到实物的词。 [句式分析]　It was the first time(that)．..“这是第一次……”，that 引导的从句用过去完成时。 (1)It/That/This is/was the first/second/...time (that)．..是固定句型，表示“这是第一/二/……次……”。当主句用was时，从句用过去完成时；当主句用is时，从句用现在完成时。 (2)The first/second/...time引导时间状语从句时，主从句中的谓语动词常用一般过去时。 (3)It is (high) time that sb did/should do...“到该做……的时候了”(从句中谓语动词常用一般过去时或should do，should一般不能省略)。 (4)for the first time首次(在句中作时间状语) the first time...第一次……(引起时间状语从句) [即学活用]　完成句子 ①这是这对双胞胎第一次为母亲准备早餐，因此他们既激动又紧张。 This was the first time that the twins had prepared a breakfast for their mother, so they were excited and nervous.(读后续写之心理描写) ②是你专心学习的时候了。 It's time that you should put/put your heart into your study. ③我第一次读这本书时，就被它吸引住了。 The first time I read the book, I was attracted by it. ④这是他第一次独自旅行，所以他感到紧张和兴奋。 It is the first time that he has traveled alone, so he feels nervous and excited. Ⅰ.教材语块必备 1．both blind and deaf 聋哑 2．the precious knowledge 珍贵的知识 3．key to language learning 语言学习的关键 4．an abstract concept 抽象的概念 5．the sweetness of flowers 花香 6．feel hope and joy 充满希望与快乐 Ⅱ.单词拼写/完成句子 1．The artist combines different techniques (技术)in the same painting. 2．Scientists have made a breakthrough (突破) in their treatment of that disease. 3．The research shows that preschool children are capable of thinking in abstract (抽象的) terms. 4．这是他第二次向老师撒谎。 It was the second time that he had told a lie to his teacher. 5．那个年轻人住在法国时学会了一点法语。 The young man picked up a little French while living in France. Ⅰ.单句语法填空 1．As an educator (educate)，I want to see my students succeed. 2．Life has become unbearable (bear) to her. 3．My initial (initially) reaction was to decline the offer. 4．(2023·浙江1月卷续写)I parked my car outside the farm and walked past a milking house which had apparently (apparent) not been used in many years. 5．They insist on sticking to the law. 6．There is a tendency for this disease to run in families. 7．(2021·新高考Ⅰ卷)As the twins looked around them in disappointment (disappoint), their father appeared. 8．He was full of sympathy for her, yet he didn't know what to say. 9．These problems are closely related (relate)． 10．Usually，our teachers often give some evaluation (evaluate) on us according to the performance in their eyes. Ⅱ.完成句子 1．I insist that you (should) go with me (你和我一起去)． 2．We expressed our sympathy (表达了我们的同情) for her loss. 3．To our great disappointment (让我们感到失望)，the sports meeting was put off once again. 4．They failed to grasp the importance of his words (理解他的话的重要性)． 5．Tom was very enthusiastic about the place (热衷于那个地方)． Ⅲ.课文语法填空 Have you ever heard some 1.inspiring (inspire) stories of the disabled? Helen Keller was one 2.that/who deserved to be mentioned.Helen, a well­recognised female author, had several strong 3.restrictions (restrict) to her body.She could not read or write at her early age, but later she mastered several languages.Anne Sullivan, a teacher at a school for the disabled, played an irreplaceable role in Helen's growth and achievements.Anne adopted simple approaches 4.to teaching, 5.repeatedly (repeated) spelt new words by writing on Helen's hand, and asked her to imitate.In other words, she would not learn the words 6.unless they could be touched, such as water, dolls etc.Gradually, her interest grew and she explored complicated and abstract words.In the process of learning the word “think”， she struggled a lot and made breakthroughs by accident when 7.finishing (finish) small tasks.As for the word “love”， she 8.was discouraged (discourage) from trying many times without understanding it.Despite many failures, Anne kept on encouraging her 9.to try (try) while Helen carried on thinking and suddenly realised it was as beautiful as the sun and clouds.It was Anne that 10.enlightened (enlighten) Helen's mind and brought a broad world to her. 学科网（北京）股份有限公司 $$