Lesson 66

Teaching purposes:

Review Lesson 65. Have the students read Lesson 66 and know more about Annie Sullivan. Get them to learn some language points: get back; demanding; never…until; owe thanks to sb. for sth.; no matter… ; keep on doing, etc.

Teaching processes:

Step 1 Revision

1. Check the exercises in the workbook;

2. Have some students recite Lesson 65;

Step 2 Presentation

Get the students to talk about the picture and describe what they can see.

Step 3 Reading

I. Get the students to read the text fast to find answers to these questions.

1. Where did the writer’s teacher Annie grow up?

--In a children’s home and an institution.

2. What did Annie help the writer to do?

--Annie helped the writer to understand words, to get information from books that were not printed in Braille, and to speak.

II. Wb Ex. 1 Questions:

1. Why were Annie and her brother sent to a children’s home?

--Because her mother died when she was eight years old. Two years later, her father disappeared , never to be heard from again., Annie and her brother were sent to a children’s home.

2. What did Annie learn in an institution for the blind?

--In the institution she learnt Braille. Later, an operation helped her to get back part of her sight, but she remained at the institution for six years more. There she studied the teaching of deaf-blind children.

- 1 -

3. With which physical sense are blind people able to read Braille?

--With the sense of touch blind people are able to read Braille.

4. What do you think Annie learnt about the teaching of deaf-blind children?

--She knew that the teaching of deaf-blind children was a demanding job.

5. Why did she leave the institution for the blind?

--Because she realized that blind people needed help and she wanted to try to make Helen know her hidden strength and live like a normal human being.

6. What kind of things do you say when you pity someone, praise someone and

encourage someone?

--When I pity someone I say, “I’m sorry. You are poor.” When I praise someone

I say, “You’re so great you have done a good job.” When I encourage someone, I say, “No matter what happens, keep on beginning. Each time you fail, start all over again. You will grow stronger each time, until you can do and finish what you started out to do”

7. What problem did the writer have when she went to school?

--She could not read most of the books that she needed to read, because they were not printed in Braille. During her years in school, Annie herself read them to her by spelling into her hand was written in the books.

8. How did Helen learn to speak?

Putting both Helen’s hands on her face when she spoke, Annie let me feel all the movements of her lips and throat. Together they repeated and repeated words and sentences.

9. Why was Helen’s speech ill-formed and not pleasant to hear?

--Because she was deaf, she could hear others’ voices. She was delighted to be able to say words that her family and a few friends could understand.

III. Tape.

Step 4 Note making

- 2 -

Step 5 Story telling

Key words for the story-telling:

1. Annie Sullivan; born; her childhood; a children’s home;

an institution for the blind; learnt…

2. Annie Sullivan; the head of the institution for the blind; a letter

3. the movement of her laughing; learnt words

4. touching Annie’s throat and lips; learnt to speak

5. saying “’mother”

6. during her school years

Details:

1. This Ann Sullivan. She was born in 1866 and became an orphan when she young. She spent her childhood in a children’s home. Then she went o an institution for the blind. There she learnt Braille and studied the teaching of deaf-blind children.

2. This is Ann Sullivan and this is the head of the institution for the blind. He is handing over a letter to ann. The letter came from Helen Keller’s parents. They wanted to invite a teacher for Helen. Ann was glad to accept the invitation.

3. Ann is laughing happily. Helen is touching Ann’s face in order to feel the movement of her laughing. This is how Ann learned words. When Helen knew the meaning of the word, Ann was going to teach how to spell it. She spelled the word into the girl’s hand with her fingers.

4. Now Helen is touching Ann’s throat and lips while Ann is speaking. This is how the deaf-blind child learned to speak. She tried to copy Ann’s movements of lips and throat so as to form speech.

5. Look! Helen is saying “Mother”. That makes her parents and teacher very happy.

6. Helen is now at school. Ann is helping her. In fact, Ann sat beside Helen in every class during her school years. She spelled out for her the things that the teachers taught, because most books were not printed in Braille at that time.

- 3 -

Homework

1. Review the text;

2. Recite the text

3. Finish the exercises in the workbook; Exx. 2 & 3

4. Preview Lesson 67

- 4 -