Unit 5 Education-Lesson 1 Enlightening a Mind 教案-2025-2026学年高中英语北师大版选择性必修第二册

Unit 5 Education-Lesson 1 Enlightening a Mind 教学目标和重难点 教学目标 Language Competence: Master key words and sentence patterns, understand the narrative logic of the text about Helen Keller and Anne Sullivan. Cultural Awareness: Comprehend the value of education and the spirit of perseverance across cultures. Thinking Quality: Develop logical and critical thinking through text analysis and discussion. Learning Ability: Cultivate autonomous and cooperative learning skills in reading and expression. 教学重难点 Key Points: Understand the main plot and character traits, master key vocabulary (e.g., relate, puzzle, disappointed) and sentence structures (e.g., have/get something done). Difficult Points: Infer the implied meaning of the text, analyze the educational wisdom in Anne’s teaching and express personal views on education. 教学过程 The teaching process is designed around the theme of “Enlightening a Mind” and focuses on the development of students’ four-dimensional core literacy. It is carried out in the order of “Lead-in → Pre-reading → While-reading → Post-reading → Summary and Homework”, with various interactive activities to ensure students’ active participation and in-depth understanding of the text. Lead-in The lead-in aims to activate students’ prior knowledge, arouse their interest in the topic, and lay a foundation for the subsequent text learning. First, the teacher shows a picture of Helen Keller and Anne Sullivan on the screen, and asks two guiding questions: “Do you know this famous woman? What do you know about her?” Students are invited to share their existing knowledge of Helen Keller, such as her disability, her achievements, and her teacher Anne Sullivan. The teacher supplements and summarizes briefly, emphasizing that Helen Keller, a deaf and blind girl, achieved extraordinary accomplishments under the guidance of Anne Sullivan, and this lesson will explore how Anne enlightened Helen’s mind and changed her life. Then, the teacher presents some key words related to the text, such as “deaf”, “blind”, “teacher”, “enlighten”, “perseverance”, and asks students to predict the main content of the text based on these words and the picture. This activity not only activates students’ vocabulary reserve but also cultivates their predictive ability, making them more focused on the text content in the subsequent reading. Pre-reading In the pre-reading stage, the focus is on helping students solve vocabulary and background obstacles, so that they can read the text smoothly. First, the teacher introduces the background of the text briefly: The text is adapted from Helen Keller’s autobiography “The Story of My Life”, which tells the process of Anne Sullivan teaching Helen Keller to read and speak, showing the power of education and the spirit of perseverance. This background introduction helps students understand the context of the text and deepen their emotional perception. Next, the teacher explains the key vocabulary and sentence structures in the text. For vocabulary, the teacher focuses on explaining words that are crucial for understanding the text, such as “relate to” (relate to), “puzzle” (confuse), “disappoint” (disappoint), “superb” (excellent), “straightforward” (simple and direct), “tendency” (tendency), etc. For each word, the teacher provides example sentences combined with the text context to help students understand its meaning and usage. For example, when explaining “relate to”, the teacher quotes the sentence from the text: “She’d had eyesight problems early in life as well so she could relate to Helen's difficulties.”, and explains that it means “understand and share the feelings of others”. For sentence structures, the teacher focuses on the structure “have/get something done”, such as “Helen's parents got a superb teacher recommended to them” and “she needed to have everything done for her”, explaining its usage and helping students master how to use it to express “asking others to do something”. After the vocabulary and sentence structure explanation, the teacher organizes a small group activity: students work in groups of 4 to discuss the question “If you were a teacher, how would you teach a deaf and blind child?”, and each group selects a representative to share their ideas. This activity not only exercises students’ oral expression ability but also makes them think about the difficulty of Anne’s teaching, laying a foundation for understanding Anne’s educational wisdom in the text. While-reading The while-reading stage is the core part of the teaching process, aiming to help students understand the text in depth, master the main plot, character traits and text structure, and develop their reading ability. This stage is divided into three parts: fast reading, careful reading and deep reading. Fast Reading The teacher asks students to read the text quickly and complete two tasks: First, find out the main characters of the text (Helen Keller and Anne Sullivan) and the main event (Anne Sullivan teaches Helen Keller to learn language and enlightens her mind). Second, divide the text into three parts according to the plot and summarize the main idea of each part. After students finish reading, the teacher invites several students to share their answers, and then summarizes the text structure: Part 1 (Paragraphs 1-2): Introduce Helen’s situation before Anne’s arrival—she was deaf and blind, unable to communicate, and her behavior was unbearable; Part 2 (Paragraphs 3-10): Describe the process of Anne teaching Helen to learn language, including teaching “doll”, “water”, “love” and “think”; Part 3 (Paragraph 11): The result of Anne’s teaching—Helen understood the world of words and gained hope and joy. This fast reading activity helps students grasp the overall framework of the text quickly, cultivate their ability to obtain the main information, and lay a foundation for in-depth reading. Careful Reading On the basis of fast reading, the teacher asks students to read the text carefully and complete the following tasks in groups: Task 1: Fill in the table about the process of Anne teaching Helen to learn words, including the words taught, the teaching methods and Helen’s feelings. Task 2: Analyze the character traits of Helen Keller and Anne Sullivan based on the details in the text, and find out the supporting sentences. Task 3: Underline the sentences that reflect the changes of Helen’s mood and analyze the reasons for the changes. After students finish the tasks, the teacher organizes a class discussion to check the answers and deepen students’ understanding. For Task 1, the teacher guides students to sort out the teaching process: When teaching “doll”, Anne let Helen play with the doll first, then spelled “D-O-L-L” on her hand, and Helen thought it was a game at first; when teaching “water”, Anne put Helen’s hand under the stream and spelled “W-A-T-E-R” on her other hand, which made Helen suddenly realize the connection between the finger movements and the real thing; when teaching “love” and “think”, Anne used patient guidance to help Helen understand these abstract concepts. For Task 2, the teacher summarizes the character traits: Helen Keller is stubborn, eager to learn and persistent; Anne Sullivan is patient, intelligent, empathetic and responsible. The teacher asks students to read the supporting sentences aloud to deepen their understanding, such as “She was sometimes troublesome, stubborn and angry, and had a tendency to break things when no one understood her” reflects Helen’s stubbornness, and “Anne’s technique to teach Helen language was simple and straightforward” reflects Anne’s intelligence. For Task 3, the teacher guides students to find out the sentences reflecting Helen’s mood changes: from “unbearable behavior” “angry” to “excited” when learning “doll”, then to “full of hope and joy” when understanding “water”, and finally to “eager to learn more” when mastering more words. The reason for the changes is Anne’s patient teaching and the power of language, which made Helen break through the communication barrier and see the new world. In this process, the teacher pays attention to guiding students to analyze the text details, cultivate their ability to obtain specific information, and at the same time, let students feel the emotional changes of the characters, laying a foundation for deep reading. Deep Reading Deep reading aims to guide students to explore the implied meaning of the text, understand the theme of the text, and develop their critical thinking ability. The teacher puts forward the following guiding questions for students to think and discuss in groups: 1. Why could Anne Sullivan successfully teach Helen Keller? 2. What is the significance of the sentence “This precious knowledge gave her hope and joy. Finally, she got the world of words opened up to her.” in the text? 3. What can we learn from the story about education and life? After the group discussion, each group selects a representative to share their views, and the teacher makes comments and summaries. For the first question, the teacher guides students to summarize the reasons: First, Anne had the experience of visual impairment, so she could empathize with Helen’s difficulties and understand her needs; second, Anne adopted scientific and appropriate teaching methods, starting from specific things and gradually transitioning to abstract concepts, which was in line with Helen’s cognitive characteristics; third, Anne was patient and persistent, never giving up even when Helen was stubborn; fourth, Helen was eager to learn and persistent, which made her actively cooperate with Anne’s teaching. For the second question, the teacher explains that this sentence summarizes the result of Anne’s teaching, indicating that language opened a new door for Helen, let her get rid of the loneliness and helplessness of being unable to communicate, and gained the hope of life and the joy of learning, which also highlights the theme of the text—the power of education to enlighten the mind. For the third question, the teacher guides students to express their own views, such as “Education is a kind of awakening, which can help people break through difficulties and realize their potential.” “We should learn from Anne’s patience and responsibility, and from Helen’s perseverance and eagerness to learn.” “In life, we should never give up when encountering difficulties, and we should always keep a positive and eager attitude towards learning.” In addition, the teacher guides students to analyze the expression skills of the text, such as the use of details and contrast. For example, the details of Anne putting Helen’s hand under the stream when teaching “water” vividly show Anne’s teaching wisdom; the contrast between Helen’s behavior before and after Anne’s arrival highlights the great influence of education. This helps students improve their ability to appreciate the text and deepen their understanding of the theme. Post-reading The post-reading stage aims to help students consolidate the knowledge learned, apply the language points and text themes to practical expression, and realize the migration and application of knowledge. This stage includes three activities: language practice, theme discussion and creative expression. Language Practice The teacher designs some language practice tasks to help students master the key vocabulary and sentence structures learned in the text. Task 1: Fill in the blanks with the correct forms of the key words (relate, puzzle, disappoint, superb, straightforward). The sentences are closely combined with the text context and real life, such as “The teacher’s ________ teaching method helped us understand the difficult knowledge easily.” (straightforward) “I was ________ because I didn’t pass the exam.” (disappointed). Task 2: Rewrite the sentences using the structure “have/get something done”, such as “Helen’s parents asked someone to recommend a superb teacher.” → “Helen’s parents got a superb teacher recommended.” This activity helps students consolidate the language points and improve their ability to use language flexibly. Theme Discussion The teacher organizes a class discussion with the topic “What is the true meaning of education?” Students are invited to combine the text story, their own learning experience and social phenomena to express their views. The teacher guides students to think deeply: Education is not only the transmission of knowledge, but also the awakening of the mind, the cultivation of character and the shaping of life. Just like Anne enlightened Helen’s mind, good education can help people find their potential, overcome difficulties and become better people. In the discussion, students can freely express their opinions, and the teacher encourages different views, cultivating students’ critical thinking and oral expression ability. Creative Expression The teacher assigns a creative writing task: Ask students to write a short passage (about 150 words) with the title “The Power of Education”, combining the story of Helen and Anne, and their own understanding of education. Before writing, the teacher guides students to sort out the writing ideas: first, briefly introduce the influence of the text story on themselves; second, combine their own experience to talk about the role of education in their growth; finally, express their expectations for education. After students finish writing, the teacher selects several excellent works to read in class, and makes comments and guidance, pointing out the advantages and areas for improvement of the works. This activity not only exercises students’ writing ability but also deepens their understanding of the theme of education. Summary and Homework First, the teacher summarizes the whole lesson: In this lesson, we have learned the story of Anne Sullivan enlightening Helen Keller’s mind, understood the main plot and character traits, mastered the key vocabulary and sentence structures, and deeply realized the power of education. We have also cultivated our reading, speaking and writing abilities through various activities. The teacher emphasizes that we should learn from Anne’s patience and responsibility, and from Helen’s perseverance and eagerness to learn, and cherish the opportunity of education to become better people. Then, the teacher assigns homework, which is divided into basic homework and extended homework to meet the needs of different students. Basic homework: 1. Recite the key words and sentences in the text. 2. Retell the story of the text in your own words (about 100 words). Extended homework: 1. Read Helen Keller’s autobiography “The Story of My Life” and write a book review (about 200 words). 2. Interview your teacher or classmates about their views on education, and sort out the interview records. This kind of homework design not only helps students consolidate the knowledge learned in class but also expands their horizons and cultivates their autonomous learning ability. In the whole teaching process, the teacher adheres to the student-centered concept, designs various interactive activities, guides students to participate actively, and focuses on the development of students’ four-dimensional core literacy. Through the combination of reading, speaking, listening and writing, students can not only master the language knowledge but also understand the theme of the text, and realize the integration of knowledge learning and quality improvement. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $