UNIT 5 SECTION 2 LESSON 1-【创新教程】2025-2026学年高中英语选择性必修第二册五维课堂同步Word教案（北师大版2019）

SECTION Ⅱ　LESSON 1 [教材原文] ENLIGHTENING A MIND 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. 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. 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 “D­O­L­L” 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： “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 monkey­like imitation.” 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 “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 precious knowledge gave her hope and joy.Finally，she got the world of words opened up to her. 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. 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”． [汉语译文] 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“D­O­L­L”。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，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“W­A­T­E­R”。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，因为海伦对学习极高的热情，学习成果令人吃惊。 随着海伦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。 ●基础单词 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．　precious　 adj. 宝贵的 9．　grasp　 vt. 理解，领会 10．　vocabulary　 n. 词汇量 11．　complex　 adj. 复杂的；难以理解的 12．　abstract　 adj. 抽象的 13．　concept　 n. 概念；想法 14．　breakthrough　 n. 突破；重大进展 ●拓展单词 1．　severe　 adj.很严重的→　severely　 adv.很严重地 2．　restrict　 vt.限制；约束→　restriction　 n．限制，规定，约束→　restricted　 adj.受限的 3．　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 4．　tend　 vi.&vt.趋向；易于；照料；照管→　tendency　 n．倾向 5．　initial　 adj.开始的；最初的→　initially　 adv.起初 6．　gradual　 adj.逐渐的；逐步的→　gradually　 adv.逐渐地；逐步地 7．　pain　 n．痛苦；疼痛→　painful　 adj.令人痛苦的→　painfully　 adv.痛苦地；苦恼地 8．　enthusiasm　 n．热情；热心→　enthusiastic　 adj.热心的，热衷的 9．　expand　 vi.&vt.(使)扩大；增加→　expansion　 n．膨胀；扩展；扩充 10．　apparent　 adj.显而易见的；明白的→　apparently　 adv.显然地 11．　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 12．　vivid　 adj.生动的，逼真的→　vividly　 adv.生动地；强烈地 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 1．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。 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。 2．It was the first time(that)．..“这是第一次……”，that 引导的从句用过去完成时。 It was the first time Helen had understood such a complex word­a 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。 Ⅰ.Read the text and finish the following exercises. (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)True(T) or False(F)． 1．Helen couldn't see or hear but she behaved well. (　F　) 2．The word “water” was easy for Helen to understand because she could touch it.(　F　) 3．Helen thought “love” might be the sun because the sun was shining and it was very warm when her teacher taught her the word.(　T　) 4．“Love” and “think” are both specific words that are objects you can touch.(　F　) 5．As she held an object，Helen's teacher spelt the word into her other hand.(　T　) 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.B　2.A　3.C　4.D 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. 1．severe adj.很严重的；严厉的；严格的 (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 ◆[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。 ◆[“四翼”考查]——基础性 单句语法填空 ①Anyone breaking the law will be 　severely　 (severe) punished. ◆[“四翼”考查]——创新性 翻译句子 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 (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 ◆[经典佳句] There is a tendency towards regional cooperation. 有一种地区性合作的趋势。 ◆[“四翼”考查]——基础性 单句语法填空 ①These plants have a tendency 　to grow　 (grow) in the more rural areas. ◆[“四翼”考查]——应用性 完成句子 ②First，when most people learn English，they　 tend to pay their attention to the grammar　，the structure and the ability to read English. 首先，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。 3．relate vi.理解；相联系 (1)relate A to B把A和B联系起来 relate to ...涉及……，与……相关；能够理解并同情 (2)related adj.相关的，有联系的 (3)relative adj.相对的；有关的 n．亲戚 (4)relation n．关系；亲属 (5)relationship n．关系；关联 ◆[经典佳句] We should relate new ideas to our past experience. 我们应该将新想法和我们以往的经历相联系。 We shall discuss the problem as it relates to our specific case. 我们应针对我们的具体情况来讨论这个问题。 ◆[“四翼”考查]——基础性 单句语法填空 ①They seek to improve 　relation　(relate) between the two countries. ②Word came that our school was going to hold a class meeting whose topic is 　related　(relate) to traditional Chinese customs. ◆[“四翼”考查]——应用性 完成句子 ③It is difficult to 　relate his argument to the facts　. 把他的论证与事实相联系很困难。 4．expand vi.&vt.(使)扩大；增加 (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 ◆[经典佳句] The teacher asked students to expand a sentence into a story. ◆[“四翼”考查]——基础性 单句语法填空 ①Could you expand 　on　 this point，please? ◆[“四翼”考查]——应用性 完成句子 ②As children grow older，they 　expand their interests　 and become more confident. 随着孩子的成长，他们的兴趣会变广，且会变得更自信。 5．apparent adj.显而易见的；明白的 (1)It is apparent that... 很明显…… (2)apparently adv. 显然地；明显地 ◆[经典佳句] It was apparent that his house had been searched before he came back and the secret documents were missing. 显然在他回来之前有人搜过他的房子——那些秘密文件不见了。 [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。 ◆[“四翼”考查]——基础性 单句语法填空 ①She didn't go.　Apparently　 (apparent) she never got my letter. ◆[“四翼”考查]——创新性 一句多译 显而易见，知识在生活中扮演着重要的角色。 ②　It is apparent/clear/obvious/evident that　，knowledge plays an important role in our life. ③　Apparently/Obviously/Clearly　，knowledge plays an important role in our life. 6．now that由于，既然 (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。 ◆[经典佳句] Now that you're here，why not have a drink? 既然你来了，为什么不喝一杯呢？ ◆[“四翼”考查]——基础性 单句语法填空 ①Owing 　to　 the bad weather，the plane had to change its course. ◆[“四翼”考查]——创新性 一句多译 既然你完成了你的作业就应该好好休息。 ②　Now that you have finished your homework　，you should take a good rest. ③　Since you have finished your homework　，you should take a good rest. 7．come out出现；出版；结果是 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 (oneself)苏醒；总计；达到；谈到 ◆[经典佳句] When does her new book come out? 她的新书什么时候出版？ ◆[“四翼”考查]——应用性 完成句子 ①He 　came across　 this story while he was doing a computer search of local news articles. 他在电脑上搜索地方新闻时偶然发现了这个故事。 ②He thought and thought until he　 came up with　 a good business plan. 他左思右想，终于想出一个绝妙的生意点子。 ③The problem whether the middle school students should use smartphones 　came up　 at the class meeting. 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。 1．(教材P31)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。 [句式结构]　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。 ◆[规律总结] 当think, make, find, feel, consider等动词后面是不定式或从句作宾语，并且宾语后带有补足语时，通常用it作形式宾语，而把真正的宾语置于宾语补足语之后，构成：“主语＋谓语＋it＋宾语补足语＋真正的宾语”的句式。 ◆[经典佳句] I found it difficult to explain to him what had happened. 我发现把发生的一切解释给他听很难。 ◆[误区规避]　试译下句： 我感到帮助别人是我们的职责。 (可能失误)I feel to help others our duty. (正确表达)I feel it our duty to help others. (错误分析)失误句纯属汉语语序翻译，未学会此类句型的结构模式。 ◆[“四翼”考查]——应用性 完成句子 ①I don't 　feel it difficult to understand　 English programs. 我觉得理解英语节目并不难。 ②I think 　it our duty to help the poor　. 我认为帮助穷人是我们的责任。 ③No matter where he is，he 　makes it a rule to go for a walk　 before breakfast. 无论他在哪里，他都把早餐之前去散步作为惯例。 2．(教材P31)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。 [句式结构]　It was the first time(that)．..“这是第一次……”，that 引导的从句用过去完成时。 ◆[规律总结] (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...“到该干……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……(引导时间状语从句) ◆[经典佳句] That was the first time (that) he had made a mistake in his work. 那是他工作中第一次出现差错。 ◆[误区规避]　语法填空： This is the first time this year that I 　________　 (visit) the Great Wall. (可能失误)填visit/visited (正确表达)填have visited (错误分析)对于规律记忆不精准。这种句型的从句时态要使用完成时：had/has/have done.It is/was the ...time中的is/was决定使用had done还是has/have done。 ◆[“四翼”考查]——应用性 完成句子 ①　It's time that you should have/had a holiday 　. 是你该度假的时候了。 ②　The first time I read the book，　 I was attracted by it. 我第一次读这本书时，就被它吸引住了。 ③　It is the first time that he has traveled alone　，so he feels nervous and excited. 这是他第一次独自旅行，所以他感到紧张和兴奋。 学科网（北京）股份有限公司 $$