（2019新教材）外研版高中英语选择性必修一Unit 2 Developing ideas P20-23ppt课件.pptx

1、 Developing ideas Developing ideas Unit 2 Onwards and upwards Pre-reading Read the posters below and answer: Who is the target group in the posters? What does “the disabled” refer to? What actions will you take after seeing the posters? Read and answer: 1. Are the numbers different from what you exp

2、ect? In what way? 2. What special assistance can people with disabilities make use of in their daily lives? People with limited mobility problems could use wheelchairs, walking sticks, handrails. People who have reduced vision could use special pavements for the blind, Braille signs. How do you lear

3、n to speak if you cant see and you cant hear? While-reading Read the passage and find out what the author would do if she could see. On the first day, she would want to see the kind people who have helped her and accompanied her through life. Then she would like to see the books which have opened he

4、r mind. In the afternoon she would take a long walk in the woods and appreciate the beauty of nature. On the second day, she would like to see a display of the progress of civilisation. She would go to the museums and spend the evening at a theater or at the movies. On the third day, she would again

5、 greet the dawn anxious to discover new delights, new revelations of beauty. She would spend the third day observing people in their day-to-day life. Background information This passage was excerpted from Helen Kellers essay Three Days to See. was an American writer, lecturer and social activist. Sh

6、e was born with the ability to see and hear. Aged just 19 months old, she lost her hearing and sight as the result of an illness. With the help of her teacher Anne Sullivan, she overcame her disabilities and went on to earn a Bachelor of Arts degree. Choose the authors purpose in writi- ng the passa

7、ge 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. Read the sentences from the passage and answer the questions. Use your eyes as if tomorrow you would be

8、 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 your tactile sense would fail. 1 What sentence stru

9、cture is used repeatedly? What figure of speech is it? 2 How does this technique help to express the authors emotions? Parallelism as a literary device is the use of expressions, clauses or sentences that are similar in their structure. It can make the content more rhythmic, engaging and easier to r

10、emember. It is commonly used in literary works and speeches. Learning to learn 1 What sentence structure is used repeatedly? What figure of speech is it? A similar structure is used repeatedly. Namely, “Use. as if. Hear. as if. Touch. as if. Its parallelism. 2 How does this technique help to express

11、 the authors emotions? The use of parallelism in speech or writing allows speakers or writers to maintain a consistency within their work and creates a balanced flow of ideas. Moreover, parallelism can be used as a tool for persuasion. Now make your own sentences using this technique. _ _ _ _ _ _ _

12、_ _ Think silence would teach him the joys of sound. 3 句意：黑暗使人更加珍惜视力；静默能教人享 受声音的美妙。 appreciative adj. grateful for sth. 感激的感激的 appreciate v. 感激、赏识 appreciation n. 欣赏、感激 I would _ any comments you might have. He was sincerely _ of their support. Max has no _ of the finer things in life. 【词形变化】 apprec

13、iate appreciative appreciation How was it possible, I asked myself, to walk for an hour through the woods and see nothing worthy of note? 4 句意：我自问，在林子里散步一小时之久，怎 么可能没看到任何值得注意的东西呢？ 他觉得这是一个值得注意的现象。 He thinks it is a phenomenon _. worthy of note: 值得注意的 【固定短语】 【一题一练】 worthy of note The following morning,

14、 I should again greet the dawn, anxious to discover new delights, new revelations of beauty. 5 句意：第三天清晨，我要再次迎接黎明，迫切 地去探索更多愉悦，发现更多美好。 delight: n. sth that makes you feel very happy or satisfied 使人高兴的事 v. 使 (非常) 欢喜,使高兴 delighted: adj.感到欢喜的、高兴的 delightful: adj.令人愉快的、可喜的 She won the game easily, to the

15、_ of all her fans. delight Today I shall spend in the workaday world, amid the haunts of men going about the business of life. 6 句意：今天我要过平凡的生活，到那些为生活 忙碌的人常去的地方。 特里处理经营商店的日常琐事。 Terry deals with the _ details of running a store. workaday: adj.ordinary or common, and not special or unusual 平凡的，平淡的 【一题一

16、练】 workaday go about: to do something that you usually do 从事；着手做；四处走动；传开 【固定短语】 天气转好，人们四处走动的更多了。 People are going about more now that the weathers better 他将全心全意地从事这项工作。 He will go about this work with his whole heart 村民们像往常一样忙着自己的事。 The villagers were going about their business as usual. An midnight

17、 the permanent night would close in on me again. 7 句意：到了午夜，永夜将再次把我笼罩。 她因事故而遭受永久性的脑损伤。 She suffered _ brain damage as a result of the accident. 敌人的士兵从四面八方包围了他们。 Enermy soldiers _ them from all sides. permanent: adj.continuing to exist for a long time or for all the time in the future 长久的，永 久的 close i

18、n on: to move closer to sb. or sth., especially in order to attack them 逼近，围住 permanent closed in on Writing Writing Unit 2 Onwards and upwards Answer the questions: Why did the author go to the “dark restaurant”? Because the author wanted to understand the experience of being blind, thinking eating

19、 would be the most difficult activity. 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. What difficulties did the author have during the meal? 1) The author knocked over glasses and droppe

20、d. 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 authors shirt. Try to experience what it is like to have a disability and make notes. Now write a short passage to describe your experience. Work in pairs. Make improvements to each others passages and share them with the class.