Unit 5 Period One Topic Talk &Lesson 1 Comprehending(Word教参)-【状元桥·优质课堂】2024-2025学年高中英语选择性必修第二册（北师大版2019）

The Importance of Life-long Learning Nowadays, more and more people of various ages and backgrounds are continuing to study to improve themselves. Here's what they have to say about their life-long learning experience. Sun Wen—28 years old “It's never too late to learn.” That was the advice I got after I failed my college entrance exam.Now I'm about to graduate from the School of Continuing Education at Tsinghua University with a Bachelor's Degree in Computer Engineering by distance learning.Because of my new qualification①， I'm getting promoted at work. In the past, if someone like me had failed to get into university through the college exam, he would have had no chance of getting a degree.But it's different now.I decided to give myself a second chance by studying for a degree in the evenings and on weekends ❶while keeping a secure② full-time job. Frankly speaking③， the last four years have been hard work, but it's been worth it! Ms Tang—45 years old Three months ago, when my manager told me that I would be laid off④， my mind went blank and my heart swelled with anger.In the past, if someone had worked for a company for over 20 years, they would have stayed there until retirement! I suspect⑤ that they laid me off because the company was not doing that well but it still brought a lump to my throat and made me want to cry.❷I felt as if I had done something wrong！ I know this isn't true though.It's just the status of the job market at the moment. (选自北师版老教材必修5 Unit 15) 【词块采撷】 ①qualification　n．资格，资历 ②secure adj.稳定的；无忧无虑的 ③frankly speaking 坦率地说 ④lay off 裁员；解雇 ⑤suspect v．怀疑 【亮句应用】 ❶状语从句的省略 (2023·北京)When seen from afar, the mangrove forests appear more splendid.从远处看，红树林显得更加壮观。 ❷as if引导的虚拟条件句 (2023·1月浙江续写)It seemed that the bird was waiting for me, its beady eyes locked on mine as if trying to convey some deep, unspoken gratitude.这只鸟似乎在等我，它那双圆睁的眼睛紧紧地盯着我，似乎在试图表达某种深深的、不言而喻的感激之情。 语言技能：学习使用“have/get something done”结构和可以搭配使用来表达含义的单词，并且学习在对话中如何使他人信服。 素养提升：了解人类获得知识的途径及方法，了解不同社会文化中人接受教育和获得知识的方式。在此语境的引领下，养成良好的学习习惯和思维品质。 Period One　Topic Talk & Lesson 1—Comprehending [教材原文] 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 done[1] for her. This was because she couldn't see or hear. With these severe② restrictions③ to her communication, Helen's behaviour was often unbearable④. She was sometimes troublesome⑤， stubborn and angry, and had a tendency to⑥ break things when no one understood her. [1]画线部分为“have sth done”结构，表示要别人为自己做某事。 Helen's parents got a superb⑦ teacher recommended to⑧ them, a woman named Anne Sullivan.[2]Anne was a teacher and former student at a school for the blind in Boston. She'd had eyesight⑨ problems early in life as well so she could relate to⑩ Helen's difficulties. [2]句中“teacher recommended to them”和“a woman named Anne Sullivan”是省略了关系代词that/who的定语从句，分别修饰先行词teacher和a woman。 Anne's technique⑪ to teach Helen language was simple and straightforward⑫. 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 initially⑬ did this, Helen thought it was a game. She wrote about her excitement⑭ later in her book, The Story of My Life： “Running downstairs to my mother[3], I held up⑮ 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.” [3]画线部分为现在分词短语作状语，run与其逻辑主语I之间为主谓关系。 When they were at the well⑯ one day, Anne put one of Helen's hands under the stream⑰ of water.As the water flowed⑱ 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 liquid⑲ flowing over her hand[4]．This precious⑳ knowledge gave her hope and joy.Finally, she got the world of words opened up to her. [4]画线部分为现在分词短语作后置定语，修饰liquid, flow与其逻辑主语liquid之间为主谓关系。 Now that Helen grasped the key to language[5], 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. [5]画线部分为Now that引导的原因状语从句。 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[6]： [6]画线部分为how引导的表语从句，how在该从句中作方式状语。 “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.[7]” [7]本句为主从复合句。because在此引导原因状语从句，其中包含一个unless引导的条件状语从句。 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.”[8] [8]画线部分中it为形式宾语，that引导的从句为真正的宾语。 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[9]—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. [9]画线部分为“It is/was the first/second/…time(that)…”句型，表示“这/那是第一/二/……次做某事”。 “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”． [词汇注解] ①exceptionally/Ikˈsepʃənəli/adv.(用于形容词和副词之前表示强调)罕见，特别，非常 exceptional/Ikˈsepʃənl/adj.异常的，特别的，罕见的；杰出的 ②severe/sIˈvIə/adj.极为恶劣的，十分严重的 ③restriction/rIˈstrIkʃən/n.[C]制约因素；限制规定，限制法规；[U]限制，约束 ④unbearable/ʌnˈbeərəbəl/adj.难耐的，无法接受的，难以处理的 [反义] bearable/ˈbeərəbl/adj.可忍受的，能应付的 ⑤troublesome/ˈtrʌblsəm/adj.令人烦恼的，讨厌的，令人痛苦的 ⑥have a tendency to do sth有做某事的倾向 tendency/ˈtendənsi/n.[C]倾向 ⑦superb/sjuːˈpɜːb/adj.极佳的，卓越的，质量极高的 ⑧recommend sb/sth to sb向某人推荐某人/某物 recommend vt.推荐，举荐，介绍 ⑨eyesight/ˈaIsaIt/n.[U]视力，目力 have good/bad/poor eyesight 视力好/不好/差 ⑩relate to sb/sth能够理解并同情，了解，体恤 ⑪technique/tekˈniːk/n.[C]技巧，技艺，工艺；[U，sing. ]技术，技能；技巧 ⑫straightforward/ˌstreItˈfɔːwəd/adj.简单的，易懂的，不复杂的；坦诚的，坦率的，率直的 straightforwardly adv.直截了当地；坦率地 ⑬initially/IˈnIʃəli/adv.开始，最初，起初 initial/IˈnIʃl/adj.最初的，开始的，第一的(仅作前置定语) ⑭excitement/IkˈsaItmənt/n.[U]激动，兴奋，刺激；[C]令人激动(或兴奋)的事 in excitement兴奋地 ⑮hold up 举起，抬起 ⑯well n．[C]井，水井 ⑰stream/striːm/n.[C]流，(液)流，(气)流 ⑱flow vi.流，流动 ⑲liquid/ˈlIkwId/n.[U，C]液体 adj.液态的 ⑳precious/ˈpreʃəs/adj.宝贵的，珍贵的 grasp/ɡrɑːsp/vt.理解，领会，领悟，明白 be eager to do sth渴望做某事 gradual/ˈɡrædʒuəl/adj.逐渐的，逐步的，渐进的 painful/ˈpeInfəl/adj.令人痛苦(或难过、难堪)的；不愉快的，困难的，艰难的；令人疼痛的 enthusiastic/InˌθjuːziˈæstIk/adj.热情的，热心的 vocabulary/vəˈkæbjʊləri/n.[C，U]词汇，词汇量 large/wide/extensive vocabulary大的/丰富的/广博的词汇量 limited/small vocabulary有限的/小的词汇量 expand/Ikˈspænd/ vt.& vi.扩大，增加，增强(尺码、数量或重要性) complex/ˈkɒmpleks/adj.复杂的，难懂的，费解的 gently /ˈdʒentli/adv.温柔地，温和地，文静地，和缓地 gentle/ˈdʒentl/adj.文静的，慈祥的，温柔的，细心的 apparent/əˈpærənt/adj.显而易见，明白易懂，显然 be apparent to sb对某人来说明白易懂/显而易见 sweetness n．[U]甜，芬芳 the sun's rays 太阳的光线 ray/reI/n.[C]光线，(热或其他能量的)射线 confused/kənˈfjuːzd/adj.困惑的(用于修饰人) confusing/kənˈfjuːzIŋ/adj.难以理解的，不清楚的(用于修饰物) confuse vt.使糊涂，使迷惑 disappointed/ˌdIsəˈpɔIntId/adj.失望的，沮丧的，失意的(用于修饰人) disappointing/ˌdIsəˈpɔIntIŋ/adj.令人失望的，令人沮丧的，令人扫兴的(用于修饰物)　　 abstract concept 抽象的概念 abstract/ˈæbstrækt/adj.抽象的 concept/ˈkɒnsept/n.[C]概念，观念 breakthrough/ˈbreIkθruː/n.[C]重大进展，突破 make/achieve a breakthrough作出/取得突破性进展 forehead/ˈfɔːhed/n.[C]额，前额 in/like a flash 转瞬间，立即 in a/one way在某种程度上，不完全地 [归纳拓展] way构成的其他短语： vivid/ˈvIvId/adj.清晰的，生动的，逼真的 vivid memory 清晰的记忆 vividly adv.清晰地，生动地 文化风采 《我的生活》 《我的生活》(The Story of My Life)是海伦·凯勒的自传，这本书记录了她心理与智力成长的精彩过程。作品一经发表，立即在美国引起了轰动，被称为“世界文学史上无与伦比的杰作”，产生了巨大的影响，出版版本超百种。　 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交流，也让她的行为常常令人难以忍受。海伦有时很烦人、固执而且易怒，如果没有人能理解她的意思，她就有可能会摔东西。 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。她小时候也有视力障碍，所以能理解海伦的困境。 安妮教海伦学习语言的方法简单明了。她在海伦手上拼写单词，使海伦在脑海中形成单词(表示)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《我的生活》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，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。当水流过海伦的手掌时，安妮在她的另一只手掌中拼写“W-A-T-E-R”。安妮在海伦手上拼写的时候，海伦突然明白，手指的动作代表的是流过自己的手掌的清凉的液体。这宝贵的知识给她带来了希望和快乐。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。看得见、听得着的孩子学起语言来很容易，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。 随着海伦知识面和词汇量的不断扩大，她提出的问题也越来越多。这使她很快学会了更复杂的单词，从而改变了她的思维过程。她很清楚地记得努力学习“love”这个单词的难忘经历。她在书中这样描述道： “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。我在花园里发现了几朵早开的紫罗兰，摘下来带给老师……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物才能理解它的意思。” 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，海伦感到困惑且失望。“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)，因为它是一个如此抽象的概念。然而有一天，当她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。由于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一个如此复杂的词语的意思——一个(代表)她触摸不到的东西的词语。那时，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。安妮向海伦解释道，爱在某种程度上就像太阳和云彩。 “你知道，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。 Step One　Fast reading Ⅰ.Read the passage quickly and then fill in the blanks. Helen Keller was an exceptionally special girl who couldn't 1. see or 2. hear . ↓ Helen's parents got a superb 3. teacher , a woman named Anne Sullivan. ↓ Anne's technique to teach Helen language was simple and 4. straightforward . She spelt words by writing on Helen's hand. ↓ Trying to learn the word “love” was an 5. experience that she remembered well. Ⅱ.The main idea of the passage is 　the learning experiences of Helen Keller when she struggled against life　. Step Two　Detailed reading Read the text (P30～31), then choose the best answer. 1．Why did Helen often break things? A．She wasn't understood by others. B．She couldn't explain herself in words. C．She wanted to show her existence. D．She wasn't satisfied with her parents. 答案　A 2．How did Sullivan teach Helen words at first? A．Show Helen pictures or real objects. B．Explain its meaning and ideas patiently. C．Help Helen to feel the objects while teaching. D．Try all kinds of methods and go to different places. 答案　C 3．Why was Helen's teacher so important to her? A．Her teacher could look after her and dress her. B．Only her teacher could punish her. C．Her teacher could understand her situation and teach her how to communicate. D．Her teacher could teach her how to communicate with others. 答案　C 4．What's the purpose of mentioning the words “love” and “think”？ A．To prove what is the best way to teach a blind and deaf child. B．To show how bright Helen was though she was not in good health. C．To set an example for students to understand abstract terms. D．To show how Sullivan taught Helen to understand abstract terms. 答案　D Step Three　Post reading Activity 1　美句欣赏 1．Read the passage carefully and find the sentences to describe the mood.(细读短文并找出心理描写的句子) When her teacher said that it wasn't, she was confused and disappointed. 2．Read the passage carefully and find the sentences to describe a person.(细读短文并找出人物描写的句子) She was sometimes troublesome, stubborn and angry, and had a tendency to break things when no one understood her. 3．Read the passage carefully and find the parallel sentences.(细读短文并找出排比句) 　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.　 Activity 2　文本讨论 1．If you can't see or hear, will you lose heart? Why or why not? 答案　略 2．What qualities do you think Helen and Anne Sullivan showed in the story？What can we learn from them? 答案　略 Step Four　Sentence learning 译文： 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。 学科网（北京）股份有限公司 $$