Unit 5 Education Lesson 1 Enlightening a Mind 课文知识点详解 课件-2024-2025学年高二英语北师大版（2019）选择性必修第二册

Lesson1 ENLIGHTENING A MIND 1 Helen Keller was an exceptionally special girl. By the time she was seven years old, she still couldn’t speak, read or write and needed to have everything done for her. This was because she couldn’t see or hear. With these severe restrictions to her communication, Helen’s behaviour was often unbearable. She was sometimes troublesome, stubborn and angry, and had a tendency to break things [when no one understood her]. # by the time: 到了...时候 # have sth done：需要别人为自己做某事 # restricted adj. 受限制的；保密的 # restrict vt. 限制；约束；限定 # have a tendency to do sth. 有做某事的倾向 # This is because...: 这是因为... 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 to Helen’s difficulties. # got sb./sth. done：需要别人为自己做某事 # 盲人学校 # relate vi. 理解；相联系 Anne’s technique to teach Helen language was simple and straightforward. 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 initially did this, Helen thought it was a game. She wrote about her excitement later in her book, The Story of My Life: # 动词不定式短语作定语，修饰名词technique。 # 从...开始 # (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。 # 以便于；为了 # spell-spelt-spelt “Running downstairs to my mother, I held up 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.” # 现在分词短语作状语 # -like: 像...一样 # hold up: 举起；支持住；延迟，阻碍 When they were at the well one day, Anne put one of Helen’s hands under the stream of water. As the water flowed 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 liquid flowing over her hand]. This precious knowledge gave her hope and joy. Finally, she got the world of words opened up to her. #well一词多义： adj.健康的；n.水井 # stream: （烟，气，液体的）流，股 # flow over: 流过 # 现在分词做后置定语，“正在流动的水” # got sth done：需要别人为自己做某事 #“当……的时候”，引导时间状语从句 #“当……的时候”，引导时间状语从句 Now that Helen grasped the key to language, 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. # now that: 由于，既然；引导原因状语从句 # the key to: ...的关键 # be eager to do sth.: 渴望做某事 # 尽可能地多 # be enthusiastic about : 对……热情洋溢：对某事物或某人充满热情和热爱 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]: # “随着”，引导时间状语从句 # 动名词短语做主语，谓语动词用单数 # lead-led-led; lead sb. to do sth.：引导某人做某事 # 动名词作定语，修饰process “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.” # draw-drew-drawn; 拉、拖动；绘画 # 现在分词作状语，表伴随 # 引导原因状语从句 # 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.’ # keep doing sth. 持续做某事,不停地做 # smell-smelt-smelt / smell-smelled -smelled # 半拼写半比划 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].” # n. & a. & prep. & ad. # it是形式宾语，真正的宾语是my teacher could not show me love # feel the warmth of... 感到...的温暖 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]}.” # 原因状语从句 # 在...的帮助下 # 瞬间 # have a breakthrough: 有了突破 # 时间状语从句；“当...时候” # be doing... when...正在做...这时... 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]. # It is/was the first/second... time that sb. have/had done... 这/那是某人第一/二次...做某事 # 在某种程度上 # 又想起了 “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”. # by the time: 到了...时候 15 Thank you! 16 null 376584.03 $$