MY TEACHER

屈联西

　　高级中学课本 英语 第三册 6课
　　标签： 高级中学课本 英语 教育 分类： 英文资料
　　LESSON SIX
　　MY TEACHER
　　Before Anne Sullivan came to our house, one or two people had told my mother that I was and idiot. I can understand why. Here was a seven-year-old girl who at the age of 19 months had become deaf and blind. And because I was deaf, I could not learn to speak. Struggling in a world of silence and darkness, I did seem like an idiot.
　　But this was before Anne Sullivan came to stay. She was a lively young woman with patience and imagination. A born teacher, she dreamed of turning a deaf-blind creature into a useful human being.
　　What a challenge I must have been to this young teacher! I remember the many times she tried to spell words into my small hand. But neither words nor letters meant anything to me. I thought her finger movements were some kind of game. But at last, on April 5, 1887, she reached my understanding. About a month after her arrival, she taught me the wood “water.”
　　It happened at the well where I was holding a jug while Annie pumped. As the water splashed onto my hand, she kept spelling w-a-t-e-r into my other hand with her fingers. Suddenly I understood!
　　It was the first joy I had known for years. I reached out to Annie’s hand. She understood I was begging for new words, for the names of the things I touched. The words – so full of meaning – flew from her hand to mine. Those first words were to change my world.
　　One of the first things Annie did was to teach me how to play. I had not laughed since I became deaf. One day she came into my room laughing merrily. Putting my hand on her face, she spelled l-a-u-g-h. Then she tickled me into a burst of laughter. Next Annie took me by the hand and taught me how to hop and skip. She then immediately spelled the words h-o-p and s-k-i-p for me. In a few days I was learning – and enjoying it – like any child.
　　Annie kept some pigeons in a cage so that when they were let out I might feel the air from their wings. In this way I found out how birds could fly. The pigeons would land on my head and shoulders. I learned to feed them and understand their ways. That is why birds, though I could not see them, have always been as much a part of my world as flowers and stones.
　　Teacher would not let the world about me be silent. Through my hands and fingers, I “heard” the sounds that one hears on a farm, the noises made by cows, horses, chickens, pigs. She brought me into touch with everything that could be reached or felt – sunlight, the rustling of silk, the noises of insects, the creaking of a door, the voice of a loved one.
　　Annie treated me exactly as if I were a seeing and hearing child. As soon as I had enough words to know the difference between right and wrong, I was put to bed whenever I did something wrong. How wonderful to be treated like a normal child, even when I was bad!
　　As I took back upon those years, I am struck by Annie’s wisdom. Perhaps she understood me because she herself had always had very weak eyes.
　　Annie was born in a poor family, on April 4, 1866. 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 house for orphans. There the boy died.
　　No one outside the orphans’ home was interested in Annie, who was almost blind. But finally, after four years, she managed to escape by crying out to a group of visitors, “I want to go to school!”
　　At an institution for the blind, Annie learned Braille. This is a kind of printing for blind people so that they can read by touch. She also learned a kind of alphabet for the blind, in which different finger positions stand for different letters of the alphabet.
　　Later, an operation helped her to get back part of her sight, but she remained at her institution for six years more. There she studied about teaching deaf-blind children.
　　One day a letter from my father arrived at the school. It asked for a teacher for me. Annie considered the challenge just the one she wanted. That is how Annie came to be with us.
　　Annie was among the first to realize that a blind person never knows his hidden strength until he is treated like a normal human being. She never pitied me; she never praised me unless what I did was as good as that of the best of a normal person. And she encouraged me when I made up my mind to go to college.
　　During my years in school, Annie sat beside me in every class. She spelled out for me the things that the teachers taught. And, because most books were not printed in Braille, she herself read them to me by spelling into my hand what was written in the books.
　　Teacher’s eyes were always a problem. “I can’t see an inch ahead,” she once told me. A doctor was shocked when he heard that she read to me five or more hours every day. Because of this, I often pretended to remember parts of books that I had forgotten, so that she wouldn’t have to reread them to me.
　　It took great imagination as well as patience for Annie to teach me to speak. Putting both my hands on her face when she spoke, she let me feel all the movements of her lips and throat. Together we repeated and repeated words and sentences. My speech was clumsy and not pleasant to hear. But I was delighted to be able to say words that my family and a few friends could understand. To Annie I owe thanks for this priceless gift of speech. It has helped me to serve others
　　Teachers inspiration lived on after her death. She had believed in me. I must always keep on trying to do my best.
　　“No matter what happens,” she often said, “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.” Who could count the times Annie tried, failed, and then conquered?
　　What a great teacher! What a great person!
　　WORDS AND EXPRESSIONS
　　Anne Sullivan 安妮.沙利文
　　Idiot n.白痴；傻子
　　Deaf adj.聋的
　　Annie n.安妮（女名，Ann的昵称）
　　Lively adj.活泼的，有生气的 adv.活泼地
　　Patience n.忍耐；耐心
　　Imagination n.想象；想象力
　　Dream (dreamed, dreamed 或dreamt, dreamt) vt. & vi.做梦，向往 n.梦想；愿望 dream of渴望，向往
　　Challenge n.挑战；激励人去努力完成的困难工作 vt. 向……挑战 vi.提出挑战
　　Spell vt. & vi.拼写 spell out把组成某词的字母全部拼出
　　Arrival n.到来；到达
　　Well n.井；泉水；深坑
　　Jug n.大壶
　　Onto prep.到……上
　　Merrily adv.欢乐地，愉快地
　　Tickle vt.轻触使觉得痒；逗乐 vi.觉得痒
　　Burst n.突然破裂；（感情等的）爆发 a burst of laugter爆发一阵笑声
　　Skip vi.跳，蹦 vt.跳过；使跳
　　Cage n.笼；鸟笼
　　Bring into（和各种名词连用）使进入某种状态
　　Rustle vi.（绸衣、树叶、纸等）沙沙响 vt.使沙沙作响 n.沙沙声，瑟瑟声
　　Insect n.虫；昆虫
　　Creak vi.吱吱嘎嘎地作响
　　Wisdom n.智慧，才智
　　Escape vt. & vi.跳跑；逃脱
　　Institution n.社会事业机构（如孤儿院、医院、学校、研究所等）
　　Braille n.布莱叶盲文；点字法 vt.用盲文印（或写）
　　Printing n.印刷；印刷术
　　Alphabet n.字母表
　　Stand for代替，代表
　　Pity n.怜悯，同情 vt. & vi.可怜
　　Make up one’s mind决心
　　Shock vt.使震惊；打击
　　Reread vt.重读，再读
　　Throat n.喉咙
　　Clumsy adj.笨拙的；不灵活的
　　Owe vt.欠（债等）；感激；归功于
　　Priceless adj.无价的，极贵的
　　Inspiration n.鼓舞；激动人心的人或事物
　　No matter (作连词用)不管
　　Conquer vt.征服；克服 vi.得胜
　　NOTES TO THE TEXT
　　1.       本课课文是从海伦.凯勒(Helen Keller)所著《我的一生》(The Story of My Life)中选取一段，略加删节。
　　海伦.凯勒1880年生于美国。她十九个月的时候，因病丧失了视力、听力和说话的能力。七岁时，她在一位盲人教师的耐心帮助下，开始学习手语字母和布莱叶盲文，后来还学会了用嘴讲话，用手“听话”。二十四岁时，她以优异的成绩毕业于哈佛大学拉德克利夫（Radcliffe）女子学院。她把自己的毕生精力和学识倾注到为本国和世界盲人、聋哑人谋利益的事业中，给世界上很多人，包括残疾人和健康人，以力量和鼓舞。
　　2.       A born teacher天生的教师
　　born在这里是形容词，意思是“天生的”、“生来的”。又如：a born fool天生的傻子。
　　3.       What a challenge I must have been to this young teacher!对这位年轻教师来说，教我这样的学生应该是个多么大的挑战啊！（意即：教我这样的学生一定是件非常困难的工作。）
　　4.       But at last, on April 5, 1887, she reached my understanding.但是，在1887年4月5日那一天，她终于使我明白了。
　　she reached my understanding意为she succeeded in making me understand.
　　understanding在这里的意思是power to understand（理解力）
　　5.       I reached out to Annie’s hand. 我把手伸向安妮的手。
　　reach out在此意为extend the hand（伸出手）。又如：
　　Reaching out, he took a firm hold of the rope.他伸出手紧紧地抓住绳子。
　　6.       Those first words were to change my world.我最先学的这些单词将会改变我的生活天地。
　　be（多用过去时）和动词不定式连用，可表示“以后将会发生的事”。又如：
　　He was never to see his son again.他将再也见不到他的儿子了。
　　The worst was (is) still to come.最糟糕的情况还在后头。
　　7.       Then she tickled me into a burst of laughter.然后，她胳肢我，使我痒得发出一阵大笑。
　　burst在这里是名词，“突然爆发”的意思。又如：
　　a burst of anger一阵大怒。
　　a burst of tears 一阵大哭。
　　8.       Next Annie took me by the hand and taught me how to hop and skip. 接着安妮牵着我的手，教我怎样单足跳和蹦跳。
　　hop指人时为jump on one foot。例如：
　　He had hurt his foot and had to hop along.他的一只脚受了伤，只好单足跳行。
　　hop指鸟、蛙等小动物时为jump with both or all feet together（两只脚或所有的脚齐跳）。例如：
　　Sparrows were hopping about in the yard.麻雀在院子里到处跳跃。
　　skip是move with quick steps and jumps.例如：
　　The little girl skipped along at her mother’s side.那小女孩跟在她母亲身旁一蹦一跳地走着。
　　9.       That is why birds, though I could not see them, have always been as much a part of my world as flowers and stones.因此，尽管我看不见鸟儿，然而鸟儿也象鲜花和石子那样，一直是我生活天地的一部分。
　　as much … as …跟……达到同一程度。又如：
　　There is as much milk in this glass as in that one.这个杯子中的牛奶和那个杯子中的一样多。
　　It is as much my duty as yours.这不光是你的义务，也是我的义务。
　　10.   Teacher would not let the world about me be silent.老师不愿意让我周围的世界寂然无声。
　　11.   She brought me into touch with everything that could be reached or felt – sunlight, the rustling of silk, the noises of insects, the creaking of a door, the voice of a loved one. 她使我接触到所有够得着的或者感觉得到的东西，如阳光呀，丝绸摆动时的沙沙声呀，昆虫的叫声呀，开门的吱嘎声呀，亲人的说话声呀。
　　bring在这里是“使（由一种状态到另一种状态）”的意思。又如：
　　It was the people’s police that had brought the separated mother and daughter together.是人民警察使被分离的母女俩团圆了。
　　He brought the car to a stop.他使车子停了下来。
　　12.   Annie treated me exactly as if I were a seeing and hearing child.安妮对待我，就好象我是一个能看、能听的孩子似的。
　　13.   How wonderful to be treated like a normal child, even when I was bad!甚至在我不乖的时候，她也象对待正常儿童一样对待我，这多么好哇！
　　How wonderful后面省略了it was。
　　14.   Two years later, her father disappeared, never to be heard from again.两年后，她父亲出走了，以后一直杳无音信。
　　不定式短语never to be heard from again用作状语，修饰disappeared, 表示结果。类似的例子：
　　They lifted a rock only to have it drop on their own feet.他们搬起石头砸了自己的脚。
　　15.   At an institution for the blind, Annie learned Braille.在一所盲人学校，安妮学了布莱叶盲文。
　　法国盲人教师路易.布莱叶（Louis Braille 1809-1852），创制了用凸点符号供盲人摸读、书写的文字符号体系，后来人们称之为布莱叶盲文（Braille）。
　　16.   Annie was among the first to realize that a blind person never knows his hidden strength until he is treated like a normal human being.一个双目失明的人，只有受到同正常人一样的待遇时，才会知道自己蕴藏着的力量，安妮是最先认识到这一点的人中的一个。
　　Annie was among the first… = Annie was one of the first …
　　among后跟形容词最高级或the first, the last,意思是one of。又如：
　　The Changjiang River is among the longest rivers in the world. 长江是世界上最长的河流之一。
　　the first在这里指the first group of people。它也可以指the first person。例如：
　　He was the first to come here.他是来得最早的。
　　17.   She spelled out for me the things that the teachers taught. 她把老师们讲的东西给我一个字母一个字母地拼写出来。
　　spell out在这里的意思是write or say a word letter by letter。
　　18.   To Annie I owe thanks for this priceless gift of speech. = I owe thanks to Annie for this priceless gift of speech. 我得感谢安妮给了我说话能力这个无价之宝。
　　owe (to) 在这里是have to give的意思。又如：We owe you an apology. 我们得向你道歉。
　　19.   She had believed in me. 她是信任我的。
　　believe in在这里意为have trust in。试比较：
　　I believe in him. 我信任他。
　　I believe him. ( = I’m sure he’s telling the truth.) 我相信他的话。
　　EXERCISES
　　Ⅰ. Answer the following questions:
　　1.       Was Annie a born teacher? Why do you think so?
　　2.       Why did Helen Keller remember April 5, 1887 so well?
　　3.       How was the first word taught to Helen?
　　4.       What was one of the first things Annie did to Helen after teaching her some new words?
　　5.       How did the teacher make the world about Helen full of life?
　　6.       How did the teacher treat her whenever she did something wrong?
　　7.       Say something about Annie’s childhood.
　　8.       What did Annie learn at the institution for the blind?
　　9.       What did Annie realize about a blind person and how did she treat Helen?
　　10.   How did the teacher help during Helen’s years in school?
　　11.   How did Annie teach Helen to speak?
　　12.   What encouraging words did the teacher often say whenever Helen failed?
　　Ⅱ. Complete the following sentences by choosing the correct words according to the text:
　　1.       The main character（人物）of this story is     .
　　1) Helen Keller
　　2) Annie Sullivan
　　3) Annie’s mother
　　4) the writher herself
　　2.       Helen Keller wrote this story mainly to      .
　　1) do honor to a woman who was both her teacher and friend
　　2) tell about some of the events in her life
　　3) try to persuade us to be kind to deaf-blind children
　　4) thank her teacher for a gift she had given her
　　3.       Helen reached out to Annie’s hand because     .
　　1) she wanted her to teach her how to play
　　2) she wanted very much to learn more words
　　3) she wanted to know more about the world around her
　　4) she wanted to learn to speak
　　4.       In teaching Helen, Annie used      .
　　1) understanding, patience and strictness
　　2) cruel words
　　3) pity and praise
　　4) only imagination
　　5.       No one outside the house for orphans was interested in Annie,     .
　　1) who was almost deaf
　　2) who was almost blind
　　3) who liked to meet the visitors
　　4) who wanted to go to work
　　6.       As Helen looked back upon those years, she was struck     .
　　1) by Annie’s patience
　　2) by the lessons Annie taught her
　　3) by Annie’s wisdom
　　4) by Annie’s calmness
　　7.       A doctor was shocked     .
　　1) when he learned that Annie had succeeded in teaching Helen to speak
　　2) when he heard Helen’s clumsy speech
　　3) when he heard that Annie read to Helen five or more hours every day
　　4) when he found that Helen was so clever
　　8.       Clearest proof of Annie’s teaching ability is     .
　　1) the fame she gained during her lifetime
　　2) the high salary she got
　　3) the result that Helen Keller lived and respected her
　　4) the fact that Helen Keller became a writer and a widely known and respected person
　　Ⅲ. Learn the following:
　　A.      adj.         n.
　　patient       patience
　　different     difference
　　absent       absence
　　present       presence
　　silent        silence
　　distant       distance
　　important     importance
　　magnificent   magnificence
　　B.      adj.          n.
　　dark         darkness
　　blind         blindness
　　deaf          deafness
　　lively        liveliness
　　useful        usefulness
　　useless       uselessness
　　great         greatness
　　eager         eagerness
　　exact         exactness
　　C.      v.            v.
　　read          reread
　　write         rewrite
　　marry        remarry
　　unite         reunite
　　pay          repay
　　arrange       rearrange
　　consider      reconsider
　　count        recount
　　Ⅳ. Match the words in the box with the explanations given below:
　　Idiot  deaf  creature  well  tickle  skip  clumsy  priceless  dream  owe  pity  shock
　　1.a living person or animal  2.Unable to hear  3.Move with quick steps and jumps
　　4. Not skilful or clever in movement  5.of great value  6.a foolish person  7.touch somebody lightly so as to cause laughter  8.see or experience thins during sleep  9.a hole made in the ground to get water
　　10.have to give or pay  11.cause unpleasant or angry surprise to (someone)
　　12.have a feeling or sorrow for the suffering of others
　　Ⅴ. Fill in each blank with a suitable phrase in its proper form from the list below:
　　dream of  bring into touch with  reach out  make up one’s mind  find out  be delighted (to do)
　　cry out  owe thanks to  stand for  no matter what  bring into  spell out
　　1.       I can’t      whether to go or stay.
　　2.             He says, I don’t believe him.
　　3.       For years the runner       being a champion in the Olympic Games.
　　4.       The telephone       distant people       catch other.
　　5.       The mother      to hear of her son’s success.
　　6.       I       you for your timely help.
　　7.       The letters “PRC”       the People’s Republic of China.
　　8.       He      for the bread as soon as he saw it.
　　9.       Her handwriting was so bad that I could only       what she had written with difficulty.
　　10.   The wounded soldier suffered a lot of pain, but he never       .
　　Ⅵ. Translate the following sentences into English:
　　1.       他五岁时被送进了孤儿院。（at the age of）
　　2.       他一心想创造100米短跑世界纪录。（dream of）
　　3.       每当他回顾童年时代，他就后悔当时没有用功学习。（look back upon）
　　4.       爬这样高的山会使我们精疲力竭的。（take … out of）
　　5.       她不相信他说的话，因为她不信任他。（believe, believe in）
　　6.       别用一只脚在楼梯上跳来跳去，你会摔下来的。（hop）
　　7.       经过一段时间的教育，那小偷变成了一个好公民。（turn into）
　　Ⅶ. Practice in writing a notice:
　　Some new girls are going to start working at a clothing factory. A team leader of the workshop shows them this notice:
　　Notice
　　Read this notice before you start to work here.
　　Do
　　1. Come to work at eight o’clock.
　　2. Wash your hands before you start working.
　　3. Be careful! Use the sewing-machines carefully.
　　4. Put your hand up when you want someone to help you
　　Don’t
　　1. Don’t be late for work.
　　2. Don’t make the clothes dirty.
　　3. Don’t smoke at work
　　4. Don’t talk while you are working.
　　Make up a similar notice. Write four thins which your classmates must do, and three or four which they must not do when they do experiments in the lab.
　　Ⅷ. Read the following passage, then choose the correct answers to the questions or the correct words to complete the sentences:
　　The Most Important Day In My Life
　　The most important day in all my life is the one on which my teacher, Anne Sullivan, came to me. It was the Third of March, 1887, three months before I was seven years old.
　　That afternoon, I went to the door and waited on the steps, for I guessed from my mother’s signs and from the hurrying to and fro in the house that something unusual was about to happen. I did not know what the future would be for me. “Light! Give me light!” was the wordless cry of my soul, and the light of love shone on me in that very hour.
　　I felt the coming footsteps. I stretched out my hand to the person who I thought was my mother. Someone took it, and I was caught up and held close in her arms. It was my teacher.
　　Then my teacher led me into her room and gave me a doll. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l”. I was at once interested in this word play and tried to imitate it. When I finally succeeded in making the word correctly, I was flushed with childish pleasure and pride. Running downstairs to my mother, I held up my hand and made the letters for doll. I did not know that I was spelling a word of even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed, I learned to spell in this way a great many words, among them, “pin, hat, cup” and a few verbs like “sit, stand, and walk.” But I did not understand what they meant. It was not until my teacher had been with me several weeks before I understood that everything had a name.
　　One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. And when she tried to teach me that “m-u-g” is mug and that “w-a-t-e-r” is water, I became impatient. Then she brought me my hat, and I knew I was going out into the warm sunshine. This thought made me hop and skip with pleasure.
　　We walked down the path to the well-house. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream flowed over one hand she spelled into the other the word “water”, first slowly, then rapidly. I stood still, my whole attention fixed upon the movements of her fingers. Suddenly I became conscious of something forgotten, and I knew then that “w-a-t-e-r” meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, and set it free!
　　I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house, everything which I touched seemed to be full of life. That was because I saw everything with the strange, new sight that had come to me.
　　I learned a great many new words that day. I do not remember what they all were; but I do know that “mother, father, sister, teacher” were among them – words that were to make the world blossom for me.
　　I felt very happy that day, and it was the first time that I longed for a new day to come.
　　1.       How old was the author when her teacher, Anne Sullivan, came to her?
　　1) A little less than seven years old.
　　2) Over seven years old.
　　3) Just six years old.
　　4) A little over six years old.
　　2.       That afternoon, when the teacher came, the author guessed from her mother’s signs and from the hurrying to and fro in the house that      .
　　1) someone important was coming
　　2) something interesting was about to happen
　　3) something uncommon was about to take place
　　4) something rare was to be given her
　　3.       How did the teacher teach the author the word “doll”?
　　1) She wrote the word on the blackboard.
　　2) She asked the author to learn the word by heart.
　　3) She spelled the word slowly into the author’s hand.
　　4) She asked the author to repeat the word after her.
　　4.       When did the author know that everything had a name?
　　1) After she had learned the word “doll”.
　　2) Before the teacher came to her.
　　3) Before she learned a great many words.
　　4) After the teacher had been with her several weeks.
　　5.       In order to teach the author the word “water”, the teacher     .
　　1) placed the author’s hand into the cool water
　　2) spelled the word into the author’s hand while placing the other hand under the spout
　　3) asked the author to drink some water
　　4) washed the author’s hand in the water
　　What caused the author to long for a new day for the first time in her life?
　　1) Because she went out that day with her teacher into the warm sunshine.
　　2) Because she learned the word “water” that day.
　　3) Because she got a new doll that day.
　　4) Because she began to understand that everything had a name and she learned a great many new words that day.

笑看今朝

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笑看今朝

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