Unit 5 Education Lesson 1 Enlightening a Mind 课文讲解 课件-2026-2027学年高中英语北师大版选择性必修第二册

Unit5 Lesson1 课文详解 1 GENERAL TEACHING 课文讲解 PART ONE Helen Keller was an exceptionally special girl. ①By the time she was seven years old, she still couldn’t speak, read or write and needed to ②have everything done for her. adv. 极其，非常 ① by the time 到了...时候 ② have sth done：需要别人为自己做某事 本句为____________引导的_________从句 by the time 时间状语 到她七岁的时候，她仍然不会说话、阅读，也不会写字，一切都需要别人替她完成。 ③This was because she couldn’t see or hear. With these severe restrictions to her communication, Helen’s behaviour was often unbearable. adj. 很严重的 ③ This is because... 这是因为... n. 限制;规定;约束 本句为________引导的_____从句 because 表语 这是因为她既看不见也听不见。由于她的交流受到这些严重的限制，海伦的行为常常让人难以忍受。 adj. 难以忍受的;承受不住的 She was sometimes troublesome, stubborn and angry, and ④had a tendency to break things when no one understood her. adj. 固执的;执拗的;倔强的 adj. 引起麻烦的,令人烦恼的 ④ have a tendency to do sth. 有做某事的倾向 她有时爱惹麻烦、性情执拗易怒，每当没人理解她的时候，她就倾向于摔砸东西。 本句为______引导的_________从句 when 时间状语 Helen’s parents ⑤got a superb teacher recommended to them, a woman named Anne Sullivan. Anne was a teacher and former student at ⑥a school for the blind in Boston. ⑤got sb./sth. done 让别人为自己做某事 adj. 极好的；卓越的 ⑥ a school for the blind 盲人学校 海伦的父母请人给他们推荐了一位非常出色的老师，一位名叫安妮・沙利文的女士。安妮是波士顿一所盲人学校的老师，也曾在这所学校就读。 She’d had eyesight problems early in life as well so she could ⑦relate to Helen’s difficulties. v. 理解；相联系 n. 视力 ⑦relate to 理解；共情；与…… 产生共鸣 她早年也有视力方面的问题，所以她能够理解海伦遇到的种种困境。 Anne’s technique to teach Helen language was simple and straightforward. Anne spelt words by writing on Helen’s hand ⑧so that Helen could get a mental picture of the words. adj. 简单的，易懂的；诚实坦率的 n. 技巧；手法 ⑧ so that 为了，以便 安妮教海伦语言的方法简单易懂。安妮通过在海伦手上写字来拼写单词，这样海伦就能在脑海中形成单词的意象。 本句为_________引导的_________从句 so that 目的状语 She ⑨started with the word “doll”. She would let Helen ⑩play 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 ⑪wrote about her excitement later in her book, The Story of My Life: adv. 起初；最初 n. 玩偶 n. 兴奋；激动 她从单词“doll”开始教起。她会让海伦把玩玩偶，接着在她的手上拼写出字母 “D-O-L-L”。她们刚开始这么做的时候，海伦以为这只是一场游戏。后来她在自己的著作《我的生活》中写下了当时内心的激动： 本句为______引导的_________从句 when 时间状语 本句为省略______引导的_________从句 that 宾语 ⑨start with … 以… 开始；从… 着手 ⑩play with sth/sb 把玩某物；和…… 玩耍 ⑪ write about … 写关于…；记述…… “Running downstairs to my mother, I ⑫held 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.” n. 模仿，仿效 我跑下楼来到母亲身边，举起我的手，拼出 “doll” 的字母。我并不知道自己正在拼写一个单词，甚至不知道世间存在单词这种东西；我只是让我的手指像猴子模仿动作那样比划而已。 ⑫hold up 举起；抬起 本句两个_________均引导的_________从句 that 宾语 When they were ⑬at 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. n. 小溪；一股（流） 有一天，她们在水井边，安妮把海伦的一只手放到水流下面。当水从海伦的手上流过时，安妮在海伦的另一只手上拼写出了 “W‑A‑T‑E‑R”。 时间状语从句 本句为_________均引导的_________从句 as 时间状语 ⑬at the well 在水井边 As Anne wrote on Helen’s hand, Helen suddenly realised that the movement of the fingers meant the cool liquid ⑭flowing over her hand. This precious knowledge gave her hope and joy. Finally, she got the world of words opened up to her. ⑭ flow over 从…… 上面流过 当安妮在海伦的手上书写时，海伦突然意识到：手指的动作代表着从她手上流过的那股清凉的液体。这份宝贵的认知带给了她希望与喜悦。终于，文字的世界向她敞开了大门。 时间状语从句 宾语从句 n. 液体 adj. 宝贵的 ⑮Now that Helen grasped ⑯the key to language, she ⑰was 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. adj. 令人痛苦的；困难的；疼痛的 adj. 逐渐的；逐步的 v. 理解，领会；抓住；紧握 既然海伦已经掌握了语言的关键，她便十分渴望学习更多知识，并尽可能多地运用语言。看得见、听得见的孩子学语言很容易，但对海伦而言，这却是一个循序渐进、有时又充满痛苦的过程。 ⑮ now that 既然；由于 ⑯ the key to … …… 的关键 ⑰be eager to do sth 渴望做某事 本句为_____引导的______从句 who 定语 本句为_________引导的__________从句 now that 原因状语 However, because Helen ⑱was so enthusiastic about learning, the results were amazing. ⑱be enthusiastic about ...对…… 充满热情 然而，因为海伦对学习满怀热忱，所以学习成果十分惊人。 adj. 热心的；充满热情的 原因状语从句 As Helen’s knowledge and vocabulary expanded, she asked more and more questions. This soon ⑲led her to discover more complex words and changed her thinking process. v. 扩大，扩展；膨胀 随着海伦的知识与词汇量不断增长，她提出的问题也越来越多。这很快促使她学会更多复杂的单词，并且改变了她的思维方式。 n. 词汇；词汇量 adj. 复杂的 时间状语从句 ⑲lead sb to do sth 促使 / 导致某人做某事 Trying to learn the word “love” was an experience that she remembered well. This is how she described it in her book: 努力学习 “爱” 这个单词是一段她记忆深刻的经历。下面是她在书中对此的描述： 定语从句 表语从句 “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 ... “我记得我第一次询问‘爱’这个单词含义的那个早晨。那时我还认识不多的单词。我在花园里摘到几朵初开的紫罗兰，把它们拿给我的老师……” n. 紫罗兰 表语从句 定语从句 Miss Sullivan ⑳put 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.” 沙利文小姐温柔地伸出胳膊搂住我,在我的手上写下:“我爱海伦.”“爱是什么？”我问道。她把我拉得离她更近,指着我的心脏说道:“它就在这里…”她的话让我十分困惑，因为在那时，除非我能够触摸到事物，否则我什么都无法理解。 adv. 温柔地，轻柔的 ⑳put one’s arm round sb 搂住某人 v. 使困惑 n. 谜；难题 条件状语从句 draw-drew-drawn v.拉、拖动；绘画 原因状语从句 Although the meaning of love was still not apparent to Helen, she ㉑kept 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.’ 尽管爱的含义对海伦来说依旧尚不清晰，但她仍继续努力去理解它。“我闻着她手中紫罗兰的花香，一半靠语言、一半靠手势提出了一个问题，这个问题的意思是：‘爱是花朵的甜蜜芬芳吗？’‘不是。’我的老师说道。” adj. 显而易见的，明白的 ㉑keep on doing sth 持续做某事；反复做某事 定语从句 让步状语从句 When Helen and Anne were outside one day, Helen ㉒felt 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.” 有一天海伦和安妮在户外，海伦感受到阳光的温暖。她向上指着，问那是不是爱。当老师说不是的时候，她感到困惑又失望。“我觉得很奇怪，老师竟然无法向我展示爱。” n. 光线；光束 adj. 感到失望的 时间状语从句 ㉒feel the warmth of... 感到...的温暖 时间状语从句 宾语从句 宾语从句 宾语从句 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 ㉓had a breakthrough. She was making necklaces with the help of Anne when she noticed that she had made some mistakes. “思考” 这个单词对海伦来说同样很难理解，因为它是一个如此抽象的概念。然而有一天，当她在完成一项简单任务时，取得了突破。她正在安妮的帮助下制作项链，这时她注意到自己犯了一些错误。 adj. 抽象的 n. 概念 ㉓have a breakthrough 取得突破 原因状语从句 时间状语从句 宾语从句 n. 项链 n. 突破 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. “㉔In a flash I knew that the word was the name of the process that was going on in my head.” 因为她不确定该如何修正这些错误，于是停下来仔细思考。就在她思考的时候，安妮触碰海伦的额头，并在她手上写下 “思考” 这个单词。“一瞬间我明白了，这个词就是正在我脑海中进行的那个过程的名称。” n. 额头 ㉔in a flash 一瞬间，立刻 原因状语从句 时间状语从句 宾语从句 定语从句 ㉕It 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”. 这是海伦第一次理解这样一个复杂的单词 —— 一个她无法触摸的事物的单词。就在那一刻，她的思绪回到了 “爱” 这个词上。 ㉕It is/was the first/second... time that sb. have/had done... 这/那是某人第一/二次...做某事 省略that 的定语从句 宾语从句 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 ㉖in a way. 当她再次思考爱的含义时，太阳出来了。她指向太阳，再次问老师那是不是爱。安妮向海伦解释，爱某种程度上就像太阳与云朵。 时间状语从句 宾语从句 ㉖in a way在某种程度上 “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.” “你知道，你触摸不到云朵，但你能感受到雨水…… 你也触摸不到爱，但你能感受到它倾注到万物之中的那份甜蜜。倘若没有爱，你就不会感到快乐，也不想玩耍。” 定语从句 In that vivid moment, Helen finally understood the beautiful truth of the word “love”. 就在那个生动的瞬间，海伦终于理解了 “爱” 这个单词所蕴含的美好真谛。 adj. 生动的，清晰的 GENERAL TEACHING 课文语法填空 PART TWO After Helen Keller grasped the key 1.___ language, she became eager 2._______ (learn) more words and use them as often as possible. For normal children, learning language is easy, 3.___ for blind and deaf Helen, it was a slow and difficult journey. Still, her great enthusiasm for learning brought her 4._________ (surprise) and amazing results. As her knowledge and vocabulary 5.________ (expand), Helen began to raise more questions, which led her 6.______ (master) more complex words and changed her way of thinking. Among all words, “love” was one of the most abstract ones. She still remembered the morning 7._____ she first asked Anne Sullivan what “love” meant. to to learn but surprising expanded to master that One day, Helen picked some violets and gave them to her teacher. Anne hugged her 8.______ (gentle) and wrote “I love Helen” on her hand. When Helen asked what love was, Anne pointed to her heart,9.______ (leave) the little girl confused. At that time, Helen could understand nothing 10.______ she touched it with her hands. Not 12._______ (give) up, Helen kept trying to figure out the meaning of love. She once guessed love might be the sweet smell of flowers or the warm sunlight. When her teacher refused her guesses, Helen felt confused and 13.__________ (disappoint). gently leaving unless disappointed giving Another breakthrough came when Helen worked on a necklace‑making task. She found she had made mistakes and paused 14.______ (think). Seeing this, Anne wrote the word “think” on her forehead. It was the first time that Helen 15._____________ (realize) the abstract thinking process inside her head. With a better understanding of abstract words, Helen returned to the word “love”. Anne explained to her patiently that love was like sunshine and clouds. People cannot touch love, 16___ they can feel the sweetness that love 17.____ (pour) into the world. 18.________ love, the world would be empty and people would have no joy or desire 19.________ (play). to think had realized but pours Without to play In that vivid moment, Helen finally understood the profound 20_______ (true) behind the word “love”. truth GENERAL TEACHING 知识点总结 PART THREE by the time 到了...时候 have sth done：需要别人为自己做某事 This is because... 这是因为... have a tendency to do sth. 有做某事的倾向 got sb./sth. done 让别人为自己做某事 a school for the blind 盲人学校 relate to 理解；共情；与…… 产生共鸣 so that 为了，以便 start with … 以… 开始；从… 着手 play with sth/sb 把玩某物；和…… 玩耍 write about … 写关于…；记述…… hold up 举起；抬起 at the well 在水井边 flow over 从…… 上面流过 now that 既然；由于 the key to … …… 的关键 be eager to do sth 渴望做某事 be enthusiastic about ...对…… 充满热情 lead sb to do sth 促使 / 导致某人做某事 put one’s arm round sb 搂住某人 keep on doing sth 持续做某事；反复做某事 feel the warmth of... 感到...的温暖 have a breakthrough 取得突破 in a flash 一瞬间，立刻 It is/was the first/second... time that sb. have/had done... 这/那是某人第一/二次...做某事 in a way在某种程度上 $