师：Launch. So, hi boys and girls. Today we will continue to talk about Unit 5, lesson 1, “Enlightening a Mind”. First, let's review what we've learned. Do you still remember what kind of person Helen was before she met her teacher?
生：Yeah, yes.
师：She was great. Here's the answer. Read it together. She was… And what kind of teacher is Annie? She is… And a word from the text, she is “superb”. Why is she superb? How do we know? How did she teach her student? How did Helen learn and feel? These are some big questions I left you as homework. Based on these questions, we formed different reading circles to analyze the whole story. What were your roles? You could be the summarizer, character trait finder, problem solver, narrator, or painter, right? Now let's have a quick look at your groups' works. Do you think they are beautiful posters?
生：Yeah.
师：But that's only beautiful on the outside. Now it's time to check whether they are beautiful and fruitful inside. So it's time for your Reading Circle presentation. Please take turns to present your ideas. You should be loud and clear, fluent in language, and hopefully you can make eye contact with your classmates. When listening to others' presentations, please take notes or circle what you hear in your textbook. Because later I will invite you to answer my questions. I hope all of you are good listeners. Now it's time for your Reading Circle presentation. So for paragraph 3, which group wants to present? Okay, welcome Group 1. Come on to the stage. Stand here. Okay, you can start now.
生：Good afternoon, ladies and gentlemen. We are Group 1. Today we will lead you to study paragraph 3. Then we will show how Helen studied. Now for the performance. Helen's character is troublesome, stubborn, and angry, and she has a tendency to break things. We understand her now. And Annie's traits are that she is patient and has flexible teaching methods. Annie let Helen play with the doll and then spelled the letters “d - o - l - l” on her hand, word by word. That's all.
师：Okay, thank you. Go back to your seats. Good job. However, we have another group, Group 2, who did the same task as Group 1. Do you have anything to comment? Do you have anything to add? Group 2? Maybe no opinion. Now, I'd like one student to answer my question. How did Annie teach the word “doll”? Yes, please.
生：She let Helen play with the doll and then spelled the letters “d - o - l - l” on her hand.
师：Great. And what's Helen's reaction?
生：She thought it was a game.
师：And she…
生：She was very excited.
师：Excellent. So in this paragraph, did Helen know the word “doll” existed?
生：No.
师：Did she do nothing to help herself? What did she do in paragraph 3? What did Helen do to help herself? Any volunteer?
生：She was simply making her fingers go in a monkey - like imitation.
师：Excellent. Make her fingers go in a monkey - like imitation. That means imitate what her teacher does like a monkey, right? Yes. So did she remain confused for the rest of her life?
生：No.
师：So what happened next? Let's move on to the next part. For this part, which group wants to present? Okay, Group 3. Welcome Group 3.
生：Hello, everyone. We are Group 3. Today we are going to introduce our analysis of paragraph 4 and 5. We talked about how Helen started to understand how Annie taught her words. Helen is so brilliant that she could get the right meaning instantly. From her excitement, we can also tell that she's a girl eager to learn new knowledge. Annie is such a creative teacher who found a unique and fantastic way to help Helen better understand the word. So we can say Annie is a creative teacher. I'm the problem - solver. To teach Helen the word “water”, the teacher took Helen to the garden and put one of Helen's hands under the stream of water. As the water flowed over her hand, she spelled out “w - a - t - e - r” on Helen's other hand. And Helen felt that the precious knowledge gave her hope and joy. Finally, she understood the word “water”. That's all.
师：Okay, thank you. My comment about the water part. It's a good illustration. Group 4, do you have anything to comment on their performance? Maybe I will invite one student to tell me how Annie taught the word “water”. Yes.
生：Annie put one of Helen's hands under the stream of water and spelled out the word.
师：Sit up. And what's Helen's reaction? Everyone together.
生：She suddenly realized.
师：So in this part, she understands the word “water”. Did she feel satisfied after that? What did she do? Read this part. What did she do? Any volunteer?
生：She was very eager to learn more and use it as much as she could.
师：Okay, sit down. Great. She was eager to learn and use it a lot. And anything else? Yes.
生：She asked more and more questions.
师：That's the next part. And in paragraph 5, what did she do? Okay, sit down. Yes?
生：Helen was enthusiastic about learning.
师：Okay. Remember, read after me. “enthusiastic”. So Helen was enthusiastic about learning, right? Yes. And in paragraph 5, the author says, learning language was a gradual and painful process for Helen. Why? What difficulties and problems did Helen meet? Let's move on to the next part. For paragraph 6 to 8, which group wants to try? Okay, welcome Group 5. Stand on the stage. You can perform.
生：Nothing makes us happier than having a show to spread the distinguished spirit. Helen learned the word “love”. Let's have a look at our perfect show, acted by Miss Ann and Miss… Okay, ladies and gentlemen, I'm the summarizer of Group 5. I'll talk about the learning process. Helen used to only understand the meaning of actual objects by touching them. So it was difficult for Helen to understand the word “love”. Helen Keller is a pioneer who makes a distinctive contribution to people with disabilities. Therefore, I think Helen is a brave and diligent person. I think Annie is a patient teacher and she is good at teaching. She would answer questions with the simplest and most understandable words. I'm the problem - solver. Annie pointed to Helen's heart and said, “Love is here.” Helen was confused and disappointed. She thought it strange that her teacher couldn't show her love. Maybe I'll do a role - play.