课件40张PPT。U16-l3-3Helen KellerUnit 16 Lesson 3
Language in Use
ObjectivesBy the end of this class, you’ll be able to:
use synonyms and antonyms to talk about differences between people.
use the new words and phrases to talk about Anne Sullivan’s life story.
Think:
What kind of a child was Helen before Anne Sullivan came?
What words can we use to describe Helen’s learning process?
3. Watch the video clip and describe how Anne and Helen felt when Helen finally understood the meaning of “water”.First-person Quotation The italicized words in the text are mostly quotations from Helen’s book. Compared to the rest of the text, they can do the following:
-- show us directly the feelings and thoughts of Helen;
-- prove to us that Helen had learned her language very well.
-- give us more vivid descriptions
(Can you find any examples?)
First-person Quotation
monkey-like imitation (line 26-27)
a few early violets (line 50)
put her arm gently round me (line 52)
half in words, half in signs (line 59-60)
in a flash (line 76)
you feel the sweetness that it pours into everything (line 87-88) Helen was a _______ child before I became her teacher. There were _______ restrictions on her communication. She was __________ and her behaviour was often ___________. Then I _______________ to help her. I was a _________ student at a school for the blind and I could __________ Helen’s difficulties. specialsevereunbearablePara1: About Helen and meformerrelate towas brought instubbornStory by Anne I used a ______________ technique to teach Helen. I started with putting an object in one of Helen’s and spelled the words into her other hand. At first, Helen thought this was a game and she was just doing ___________________. When Helen had _______________________ that the movement of the fingers meant the spelling of a word, the world of words was _____________to her.straightforwardopening upmonkey-like imitationa burst of understandingPara2: Started to learn words Helen _____________ learn but sometimes she was confused when the meaning was not _________. It was a ________ and _______ process but the results were __________. The word “love” puzzled Helen very much because she didn’t understand anything unless she ________ it at that time.apparentgradualpainfulwas eager toamazingtouchedPara3: Started to learn complex word “Think” was the first _________ word Helen understood. This was a _____________ in learning language. Finally in a _______ moment, Helen finally understood ________________ of “love”.
These ________ knowledge helped Helen become a great writer in America. preciouscomplexbreakthroughvividPara4: The resultthe beautiful truthFind out the Adj.special ( ) severe ( )
unbearable ( ) superb ( )
straightforward ( ) eager ( )
apparent ( ) stubborn ( )
gradual ( ) painful ( )
amazing ( ) confused ( )
complex ( ) vivid ( )
precious ( ) former ( )Which paragraph?special stubborn
unbearable eager
confused superb
formersuperb severe
apparent gradual
painful amazing
complex precious
straightforward vividAdj. + peopleAdj. + things/processFind the synonymsseriousdirectseverestraightforwardDo Ex. 3 on page 11.previousformerRemember?restrictionslimitsEx. 3 : Synonyms1 She’s been in the hospital for a week because she has a ______ (serious) case of the flu. (para.1)
2 Nothing is more _______ (valuable) to me than my good health. (para.4)
3 We’re very _______ (keen) to learn all we can about our new computer. (para.5)
4 I like to be very ________________ (direct) when I talk about problems but my mother doesn’t like that. (para.3)severepreciouseagerstraightforward5 We wanted to enter the contest but we couldn’t because there were lots of __________ (limits). (para.1)
6 Our _______ (previous) secretary was friendlier than our new one. (para.2)
7 Lots of people thought the answer to the question was _________ (obvious), but I didn’t think so. (para.8)
Ex. 3: SynonymsrestrictionsformerapparentFind the oppositescomplexsimpleDo Ex. 3 on page 11.troublesomeenjoyablestubbornflexibleunbearablebearablenotRemember?Ex. 4: Opposites1 If you want to be a scientist, you must learn to make very _______ (vague) measurements. (para.3)
2 The puzzle was very ________ (simple) and it took us a long time to solve it. (para.6)
3 My cat loves the ________ (cold) of the heater. (para.9)
4 He was _________ (certain) of the correct date so he said he’d find out. (para.10)precisecomplexwarmthuncertain5 Some people think small children are ___________ (enjoyable) but I just love them! (para.2)
6 The doctor said her weight loss should be _________ (quick). (para.5)
7 Once she has an idea, she’s very _________ (flexible) and won’t give it up. (para.1)
troublesomestubborngradualEx. 4: Opposites Peter and Paul are twins. There are apparent similarities but no ___________ differences between them. They are in the same class. Peter is keen on study and Paul is ______ to learn. Both are distinguished students because they have a _______ teacher. Complete the story: Peter and Paulobviouseagersuperb However, if you know them well, you can see the differences. Peter is _________ and troublesome and Paul is flexible and ___________. Peter often makes others feel cold but Paul brings ________ to his friends. Peter believes that the world is ________ but Paul thinks it is simple.
I think Peter’s personality will become his __________ but Paul won’t have these limits. Peter and PaulstubbornenjoyablewarmthcomplexrestrictionsTopic BWhat made Anne Sullivan a superb teacher? Topic AWhat made Helen Keller a successful learner? Which of the sentences (see the next slide) explain the reasons for the two questions?Anne Sullivan was brought in to help Helen.
She was stubborn.
She used a simple and straightforward method.
She had had eyesight problems so she could relate to Helen.
She kept on trying to understand.6. She asked more questions as her knowledge expanded.
7. She would let Helen play with the doll and spell the word into her hand.
8. She gave Helen a big hug.
9. She was eager to learn.She was eager to learn.She was stubborn.Anne Sullivan was brought in to help her.She asked more questions as her knowledge expanded. What made Helen Keller a successful learner? She kept on trying to understand. What made Anne Sullivan a superb teacher? She had had eyesight problems so she could relate to Helen.She used a simple and straightforward method.
She would let Helen play with the doll and spell the word into her hand.She gave Helen a big hug.bring inask sb. to become involved1. I, would like to, Doctor Hall, for helpI’d like to bring in Doctor Hall for help.2. the police, investigate the matterThe police were brought in to investigate the matter.relate tofeel that you understand sb.’s problem
connect… so she could relate to Helen’s difficulties.
Helen didn’t understand how “love” related to the warmth of the sun.abe related tobconnected in somewayHelen’s pain was related to her blindness and deafness. keep on doing sthTo do sth repeatedly
Example:
I wish you wouldn’t keep on interrupting me!eager toExamples:
They are eager to help.
They are eager to get their parents’ approval.ComparePair 1
She would put an object into one of Helen’s hands and spell the word into her other hand. (line 18-19)
She put an object into one of Helen’s hands and spelled the word into her other hand.When do we use “would” and when do we not?Pair 2
She would let Helen play with the doll and then spell the letters “D-O-L-L” into her hand. (line 20-21)
She let Helen play with the doll and then spelled the letters “D-O-L-L” into her hand.When do we use “would” and when do we not?My grandfather would sit in his chair all day long.
My grandmother would make us wash our hands 10 times a day.Would is used to describe both pleasant and unpleasant habits. Writing and Speaking Work in pairs. One of you is a journalist and the other is Anne Sullivan.
Preparation:
The journalist: Write down at least 3 questions to ask Anne about her life and her teaching experience.
Anne: Read the information about Anne and list at least 3 most important things you want to tell the journalists. ExampleJ: Hello, Anne. Could you please tell us something about your childhood?
A: My family was poor…
J: What kind of a child was Helen when you first met her?
A: Oh, she was unbearable!...You may need thisbring in relate to eager to keep on
had a burst of understanding
stubborn unbearable troublesome
gradual painful amazing
Anne Sullivan (to be provided in handouts)BIRTHDATE: April 14, 1866
DIED: October 20, 1936
FAMILY BACKGROUND:
Anne Sullivan had one brother, Jimmie, who was crippled（瘫痪).?Her family was poor and she was often beaten by her father when he was drunk. At the age of five, she had a severe illness and was almost blind. Two years later, her mother died and her father left his children to an orphanage where her brother died shortly thereafter.
HER LIFE:??
Anne Sullivan wanted to be educated so she threw herself in front of an important visitor crying "Mr. Sanborn, I want to go to school."?
After she graduated from the Perkins Institute for the Blind in 1886, she began teaching Helen Keller. Throughout Helen's formal education and after, Miss Sullivan was often viewed with suspicion: many believed that Anne was trying to control Keller or use Keller. They did not trust the commitment that Anne Sullivan had to her student.
After Miss Keller's formal education, Anne Sullivan continued to assist Miss Keller by accompanying her on her travels and to various lecture tours. After Helen's graduation from Radcliffe, Anne married young Harvard instructor, John Albert Macy in 1905. The three lived together until 1912 when the Macy's separated. P 56 Ex. 5
P 57 Ex. 6HomeworkObserve the following words and find out the use of the affixes.sweet + ness sweetness
warm + th warmth
trouble + some troublesome
un + bear + able unbearable
un + certain uncertain(Adj.)(Adj.)(v.)(n.)(Adj.)(v.)(Adj.)(n.)(Adj.)(Adj.)bothersome
uncover
eagerness
eatable, uneatable
unfair, fairness, unfairness
fearsome
length
noticeable, unnoticeable
stubbornness
widthChange the following words into other forms using the affixes: un-, -able, -some, -th, -nessbother
cover
eager
eat
fair
fear
long
notice
stubborn
wide课件17张PPT。U16-lesson3-1Life StoriesHelen KellerReading Lead in What do you know about Helen Keller (1880--1968)?Watch a video clip about Helen’s childhood and think of words that can be used to describe her behaviour.Warm upstubborntroublesomeunbearableWhat words can we use to describe Helen’s behavior?By the end of this lesson, you will be able to
find out how Helen learned to read.
describe how Helen Keller was taught to learn words.
Learning ObjectivesPrediction? How she learned words
? Her college education
? Her family background
? Her teacher
? Her achievementsWhat is the text going to tell us?Ex. ICareful readingHow was Helen Keller different from other children?
What do you know about Anne Sullivan?Ex. IIThink !
Why do you think Helen behaved like this? The desire to express myself grew. The few signs I used were not enough to make myself understood and this made me feel angry. I felt as if something was holding me, and I tried very hard to free myself. I often felt very tired and broke down in tears. I wanted to communicate with others so much that I found it unbearable. My troublesome behaviour occurred daily, sometimes hourly. Ex. IIIRead to learnScanning: Which paragraphs are the words in?thinkwaterdolllovelove(3)(4)(7-9)(10)(11-12)Ex. IVRead to learnWhat is the difference between the two pairs of words?
doll & water VS. love & thinkwaterdollAnne Sullivan let Helen ______________ the doll and ________ the letters __________________.
Anne let water ________ one of Helen’s hands and ________ the letters into the other hand. Helen had a _________________.
Anne _____ her arm ______ round Helen. She ____ Helen _____ to her and pointed to ______________.
“Think” was also difficult but Helen had ______________. When Helen ___________ her mistakes when making necklaces, Anne _______ Helen’s head and _______ “think” into her hand.After Helen asked again if love was __________, Anne told her that love could not be ___________ but she could _______________________ of love.thinkloveloveRead againEx. VCareful reading (Para. 3&4)was a gamewords existedmonkey-likeopening upEx. VIplay withher handspellmonkey-like imitationa gameflow overspella burst of understandinghopejoyopen upSummaryHomeworkP 56 Ex. 1 & 2
P 62 Ex. 2
课件19张PPT。Life StoriesHelen KellerReading play withher handspellmonkey-like imitationa gameflow overspella burst of understandinghopejoyopen upEx. IObjectives review and describe Helen’s learning process.
discuss about reasons for Helen’s success.
*discuss about reasons for Anne’s success as a teacher.
At the end of this class, you’ll be able to Read Para. 7 to 9 What did Helen think ‘love’ was at first?
Why was the word “love” so difficult for Helen to understand?
How did Helen feel when she couldn’t understand “love”?She thought it was the sweetness of flowers and the warmth of the sun.Because it couldn’t be touched.She felt confused and disappointed.Ex. IIRead Para. 10 to 12How did she learn the word “think”?
How did Anne explain “love”?She had a breakthrough while making necklaces. Anne touched her head and spelled the word into her hand when she was thinking and this helped her to understand the word. She said that love cannot be touched but one can feel the sweetness. Ex. IIICareful readingtouchsuch a complex wordthe beautiful truthEx. IVHelen’s learning process and results (Para. 5-adj.)
Helen’s feeling when she didn’t understand the meaning of “love” (Para. 9-adj.)
How Helen understood the meaning of “think” suddenly (Para. 10-phrases)
The moment when Helen finally understood the truth of “love” (Para. 12-adj.)VocabularyEx. VHelen’s learning process and results
(Para. 5-adj.)
Helen’s feeling when she didn’t understand the meaning of “love”
(Para. 9-adj.)confusedgradualpainfuldisappointedamazingHow Helen understood the meaning of “think” suddenly (Para. 10-phrases)
The moment when Helen finally understood the truth of “love”
(Para. 12-adj.)had a breakthroughin a flashvividlovethink1) had a breakthrough8) uncertain about2) drew … closer3) pointed to … heart7) vivid moment5) put her arm gently round…10) felt the sweetness9) touched… head4) in a flash11) confused and disappointedPair work6) pointed up toEx. VIdollwaterthinksimplelovecomplexlike a gameopened uphad a breakthroughunderstood loveamazing resultsGradual and painful processHelen Keller learned French, German and Latin and graduated from college. As an adult, Helen wrote and lectured for the deaf and blind. Her book The Story of My life was published while she was at college. She became a great writer in America.Helen Keller’s life storyThe end of the storyDiscussionTopic AWhat made Helen Keller successful? What made Helen Keller a successful learner? She was stubborn, angry unbearable, troublesome.She had severe restrictions.She was eager to learn.She was stubborn.She had a superb teacher.…
Topic BDiscussionWhat made Anne Sullivan a good teacher? What made Anne Sullivan a good teacher? She used right methods.She had great personality.She had similar background.
eyesight problems
simple and straightforward
patience and loveP 56 Ex. 4 & P 62 Ex. 1
Writing:
Imagine you were Anne Sullivan, write about her experience of teaching Helen.HomeworkYou raise me up
Westlife
When I am down and, all my soul so weary; When troubles come and, my heart burdened be; I am still and wait here in the silence, until you come and sit awhile with me. You raise me up,
so I can stand on mountains; You raise me up,
to walk on stormy seas; I am strong, when I am on your shoulders; You raise me up... to more than I can be.
