Unit 2 Period 3 Developing ideas & Presenting ideas（课件）英语外研版选择性必修第一册

该高中英语课件围绕海伦·凯勒文本展开，聚焦文本结构分析、情感梳理及排比、虚拟语气等语言点。课堂导入通过失明情境设问和盲道、导盲犬图片引发思考，Pre-reading铺垫背景，While-reading以Skimming和Scanning为支架，逐步解析文体、三天计划及情感层次，构建“输入-分析-内化”的学习脉络。 其亮点在于以语言能力为基础，融合思维品质与文化意识。Scanning任务细化三天计划细节分析，训练信息提取与逻辑梳理，Post-reading演讲任务结合辩证思考提升表达与价值判断，Writing模块设计“黑暗餐厅”体验及蒙眼游戏，引导学生用生动细节和文学手法表达。资料为教师提供完整教学链条，助力学生在语言实践中培养感恩意识与人文关怀。

Unit 2 Onwards and Upwards 外研版选择性必修第一册 Developing ideas & Presenting ideas Learning objectives Master key vocabulary, parallelism and subjunctive mood in the text about Helen Keller. Analyze the text structure and sort out Helen’s three-day plans and inner feelings. Deliver logical speeches to share opinions on cherishing our senses and respecting the disabled. Write personal experience passages with vivid details and proper literary devices. Contents 1. Lead in 2. Pre-reading 3.While-reading 4.Post-reading 5.Writing 6. Summary 7. Assessment 8. Homework 01. Lead in Lead-in Lead in If you were blind, how would you feel? What difficulties would you face? a walker/cane blind tracks a guide dog Tell the importance of our sight 02. Pre-reading Lead-in Pre-reading Background Information Helen Keller (1880 —1968) was an American writer, lecturer and social activist(积极分子). Aged just 19 months old, she became ill and lost both her hearing and sight. With the help of her teacher, Anne Sullivan, she overcame her disabilities and went on to earn a Bachelor of Arts degree(文学学士学位). Lead-in Pre-reading 03. While-reading Lead-in Skimming 1.What’s the genre of the passage? Prose(散文) is a quite flexible literary genre. In English, the term “prose” is very broad and comprehensive in meaning. In broad sense, it refers to any writing not in verse form（和诗歌相对的文体）. In a narrow sense, it is confined to the literary genre as opposed to poetry, fiction and drama, much like sanwen, suibi or xiaopinwen in Chinese literature. 2.What are the main wishes of the author? She would like to be able to see for three days. Lead-in Skimming 3.What’s the structure of the passage? para. . para. . para. . 1-3 4-7 8 the author’s thoughts how to spend 3 days the author’s advice Lead-in Scanning 1.Read the passage carefully. Choose the author’s purpose and give your reasons. 1 To help readers understand what it is like to be blind. 2 To make readers without disabilities appreciate what they have. 3 To persuade readers to care about the blind. 2 Lead-in Scanning 2.Read the passage and find out what the author would do if she could see. On the first day To _______________ having helped her and accompanied her; To _______________ which have opened her mind; To ______________ in the woods and ____________________________. see the people see the books take a long walk appreciate the beauty of nature 4 On the first day, I should want to see the people whose kindness and gentleness and companionship have made my life worth living. I don not know what it is to see into the heart of a friend through that “window of the soul”, the eye. I can only ”see” through my fingertips the outline of a face. I should like to see the books which have been read to me, and which have revealed to me the deepest channels of human life and the human spirit. In the afternoon I should take a long walk in the woods and intoxicate my eyes on the beauties of the world of nature. That night, I should not be able to sleep. Lead-in Scanning 2.Read the passage and find out what the author would do if she could see. On the second day To ____________ of man’s civilization progress; To _________________ and spend the evening at _________ or at the _________. 5. On my second day, I should like to see the pageant of man’s progress, and I should go to the museums. I should try to probe into the soul of man through his art. The things I knew through touch I should now see. The evening of my second day I should spend at a theater or at the movies. go to the museums theater movies see a pageant Lead-in Scanning 2.Read the passage and find out what the author would do if she could see. On the third day To _______________again, anxious to discover new delights, new revelations of beauty. To spend the third day in the ________________. greet the dawn workaday world 6 The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. Today I shall spend in the workaday world, amid the haunts of men going about the business of life. 7 At midnight permanent night would close in on me again. Only when darkness had again descended upon me should I realize how much I had left unseen. Lead-in Scanning 2.Read the passage and find out what the author would do if she could see. Read the last paragraph and answer the questions Use your eyes as if tomorrow you would be stricken blind. And the same method can be applied to the other senses. Hear the music of voices, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow. Touch each object you want to touch as if tomorrow you tactile sense would fail... Why did the author give a hint / tip to readers? see smell hear touch taste Lead-in Scanning 3.Helen’s emotion and qualities. Use some adj. words to describe her. Love for herself & her friends Concern for human and history Care for lives of the world self nature society small big positive, friendly, strong-willed,(意志坚定的) courageous（勇敢的）... thankful/grateful, kind knowledgeable Lead-in Scanning 4.How does the writer express her emotions?And its function? By parallelism: a.段落排比（Parallel paragraphs）: On the first day, I should want to see... On my second day, I should like to see... The following morning, I should again... b.句子排比（Parallel sentences）： Use your eyes as if tomorrow... Hear the music of voices, ...as if tomorrow... Touch each object you want to touch as if tomorrow... creates a balanced flow of ideas.（句式平衡，工整。） be used as a tool for persuasion. Lead-in Language Points 突然失明失聪 对……欣赏、感激 时常 特别地；尤其 值得关注 譬如 值得过 调查；探究 着手做 be stricken blind and deaf be appreciative of now and then in particular be worthy of note say for … (相当于for example) be worth living probe into go about Lead-in Language Points If 从句的谓语形式 主句的谓语形式 与现在事实 相反 did / were should / would / could / might + do 与过去事实 相反 had + done should / would / could / might + have done 与将来事实 可能相反 did / were should + do were to + do should / would / could / might + do 虚拟语气在 if 条件句中的用法 04. Post-reading Lead-in Post-reading Read and discuss the meaning of the sentence and decide whether you agree or disagree with it. Organise your talk and make notes. Give a talk about your opinion on the sentence from the passage. Give your talk to the class. Lead-in Post-reading A Sample It would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life, which sounds ridiculous but is true in fact. For one thing, we could value everything we used to take for granted. Second, we could experience the difficult situations the disabled persons have to experience every day. In turn you would be reeady to help people in diffiluty. For example, if you were blind and became a seeing person one day, can you imagine how wildly you were excited! It's natural for you to help blind people because you had the same empathy. Finally, we could raise our awareness to keep healthy. Some dieting and sleeping habits tend to lead to eye diseases or hearing problems, which we could overlook everyday. I think this is a ggod way to remind us to appreciste what we have now. Point of view Arguments and examples Conclusion 05. Writing Lead-in Writing Read the passage and answer the questions. 1 Why did the author go to the “dark restaurant” ? Because the author wanted to understand the experience of being blind, thinking eating would be the most difficult activity. Lead-in Writing Read the passage and answer the questions. 2 What difficulties did the author have during the meal? ① The author knocked over glasses and dropped food. ② The author ate much more slowly, trying to guess what was being eaten. ③ Pouring water was very difficult. ④ After failing to pick up any food with a fork for five minutes, the author decided to use hands, but stuck one hand into a bowl of warm, thick soup. ⑤ Even using a spoon, most of the soup ended up on the author’s shirt. 3 How did the author feel after finishing the meal? The author left the restaurant feeling hungry, though much more aware of the challenges that blind people face. Lead-in Writing Try to experience what it is like to have a disability and make notes. Now write a short passage to describe your experience. Lead-in Writing One possible version: 　　Today in class, we played a game called “the blind traveller”, in which one has to walk through some barriers with their eyes blindfolded. It is through this experience that I started to realise how inconvenient life could be for a blind person. 　　Not being able to see where I was going, I kept going off the path and turning in the wrong direction. What’s more, without the ability to accurately locate the position of the barriers, I often fell over them, even though I was moving at an extremely slow speed. And a loss of balance increased the difficulty of this short journey. After falling over more than ten times, I finally reached my destination on hands and knees. 　　Without sight, I couldn’t even complete this short journey of no more than 15 metres smoothly, let alone overcome all the other various difficulties in daily life. I do realise that life must be much more challenging for the blind people. 06. Summary Lead-in Summary Time Activities Emotions 1st See kind and gentle people, see the books read to her, take a walk in the woods Recall the whole day 2nd Visit museums to probe into the soul of man See a play or a movie 3rd Greet the dawn, see the busy life of ordinary people Recall the whole day Love for family and friends. Concern for human and history Care for lives of the world Self Society A whole observation of human life World 07. Assessment Lead-in Assessment Learning Objectives Score(1-5) 1.After learning, I am able to analyze the full text structure independently. 2.After learning, I am able to organize clear viewpoints and deliver a complete speech about valuing senses and caring for disabled people. 3.After learning, I am able to write a vivid personal experience passage, applying subjunctive mood and parallel structures properly. 5-完全能；4-基本能；3-不确定；2不太能；1-完全不能 08. Homework Lead-in Homework 1.Do temporary blindness help people cherish life? 要求：正反辩证，运用虚拟语气、排比、高级词汇 Some people believe being stricken blind for days can teach us to value our senses, and I partly agree. If we lose sight temporarily, we will probe into the beauty we once took for granted. We will be appreciative of every bright day, every smiling face. However, temporary experience cannot equal lifelong suffering of the blind. We should not wait for loss to learn gratitude. Instead, we ought to observe life carefully every day, listen to people around us, and feel every warm touch. Cherish what you own right now, before darkness comes. Lead-in Homework 2.对比中外残障励志人物精神内核，结合文本海伦的思想，谈谈当代青年如何践行 “珍惜拥有、心怀善意” Helen Keller and Chinese disabled role models like Zhang Haidi share the same spirit: courage and gratitude. Deprived of sight and hearing, Helen still found joy in books and nature, reminding us life is worth living. Similarly, Zhang kept studying and helped rural patients despite physical pain. The text tells us to use senses cautiously as if they would disappear tomorrow. As teenagers, we should stop ignoring small happiness. We can go about our daily life with thankfulness, probe into the difficulties of disabled groups, and always be ready to offer warmth. Only in this way can we live an upward and meaningful life. Thank you for your listening x264 0.128.2216+688+32 a17ff54 tMod [8-bit@4:2:0 X86] $