上外版 高二年级 选择性必修二 第二单元 第二课时 学案（学生版）
课时学习目标：
能在语境中判断核心词汇的意义和功能以及作者的意图和态度；
能根据语篇话题梳理词汇语义网，并运用话题词汇语义网理解和表达相关信息和观点。
I. Revision
II. In what aspects do languages differ from each other
1. Languages differ from one another in the way
.
__________________________________________
have/had a(an) impact on .
2. Languages differ from one another in the way
.
__________________________________________
have/had a(an) impact on .
3. Languages differ from one another in the way
.
__________________________________________
have/had a(an) impact on .
4. Languages differ from one another in the way
.
__________________________________________
have/had a(an) impact on .
5. Languages differ from one another in the way
.
__________________________________________
have/had a(an) impact on .
III. Translation
1 、这个打碎的花瓶应该由他负责。(blame)
2 、发生了这么严重的事故,责备他也于事无补。(happen)
3 、如果不学习英语和西班牙语，你不可能说出他们在表达事故时的差异。(impossible)
IV: Personal Touch Do you think the Chinese language shapes the way we think
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___________________________________________________________________________________(共22张PPT)
《 高 中 英 语 》 ( 上 外 版 )
选 择 性 必 修 第 二 册 第 二 单 元 第 2课 时 Language and Mind
授 课 教 师 ： 上 海 市 曹 杨 中 学 文 锦 谊
课时
授课内容
1
Getting Started/ Reading A
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Reading B
6
Critical Thinking and Speaking
7
Writing
8
Further Exploration and Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第二单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1.能在语境中判断核心词汇的意义和功能以及作者的意图和态度；
understand and use the topic-related vocabulary in the context and better understand
the writer ’s points of view;
2.能根据语篇话题梳理词汇语义网，并运用话题词汇语义网理解和表
达相关信息和观点。
share your own points of view on language and mind with the vocabulary learned.
1
2-4
Revision
5-6
Language shapes the way we think.
Language doesn’t shape the way we think.
On the other hand
Languages differ from one another in the way they express direction.
are more aware of
Languages differ from one another in the way they express colours.
He is to blame.
We blame him for breaking the vase.
Languages differ from one another in the way they describe accidents.
Languages can have a significant impact on how we think.
、
colours
space accidents
Language and Mind
Languages differ from one another in the way
.
_______________________
… have / has a(an) ______ impact on …
Claims
Supporting examples
Languages differ from one another in the way
.
_______________________
… have / has a(an) ______ impact on …
word gender
Language and Mind
numbers
colours
accidents
space
Languages differ from one another in the way
.
_______________________
Language and Mind
word order
… have / has a(an) ______ impact on …
…
word gender
forms of
address
numbers
colours
accidents
space
Languages differ from one another in word order.
1、这个打碎的花瓶应该由他负责。(blame) He is to blame for the broken vase.
2、发生了这么严重的事故,责备他也于事无补。(happen)
Such a serious accident happened, and it is no use blaming him for it.
3、如果不学习英语和西班牙语，你不可能说出他们在表达事 故时的差异。(impossible)
If you don’t learn English and Spanish, it is impossible for you to tell the difference between them in expressing accidents.
differ from … in …
tell the difference between … and … have an impact on …
be more likely to …
be more aware of …
brilliant
instead / on the other hand
…
Do you think the Chinese language shapes the way we think
In my opinion, the Chinese language does shape the way we think. Chinese characters differ from other languages in many ways. A lot of Chinese characters originate from pictures of the objects ancient people used or encountered in their daily life. And the art of writing Chinese characters, called calligraphy, marks the brilliant thoughts and soul of Chinese scholars. It is so unique and beautiful that it looks like a painting. Therefore, Chinese characters reflect the imagery thinking of the nation. In addition, thanks to the simpler linguistic expression of each number in Chinese , we are more likely to work out some basic maths problems in a faster way than westerners. In a word, the Chinese language to some degree has an impact on the way we think.
What’s the power of language
What’s the power of language
Word bank:
categorisation: the act of distributing things into classes or categories ofthe same type.
acquisition: the act ofgetting sth, especially knowledge, a skill, ect.
ethnic: connected with or belonging to a nation, race or people that shares a cultural tradition.
What’s the power of language
What’s the power of language
Assignments
1. Finish the exercises on Pages 21-23 in the workbook.
2. Choose one of the examples mentioned in class and write a paragraph with the claim and example pattern to illustrate your views on language and mind. (Use the following expressions： di fer from … in … ; tell the di ference between … and …; have an impact on … ; be more likely to …; brilliant; blame)
T h a n k y o u ！《高中英语（上外版）》选择性必修第二册 Unit 2 Language and Mind
课时：第 2 课时
教学内容：How Language Shapes the Way We Think
课型：Vocabulary
一、教学设计与说明
1. 教学目标
本课为本单元的第二课时，核心目标为能在语境中判断核心词汇的意义和功 能以及作者的意图和态度；能根据语篇话题梳理词汇语义网，并运用话题词汇语 义网理解和表达相关信息和观点。
2.设计思路
本课为本单元的第二课时，旨在引导学生比较不同语言对于思维不同方面的 差异产生的影响，体会目标词汇和句型在语篇中发挥的作用，设计课堂活动，让 学生在课堂上反复习得这些语言形式。
第一部分着重课文内容的回顾和目标词汇和句型的引出。通过回顾语篇，理 清语言对思维三个方面的影响。学生在活动中使用目标词汇，将三个方面的影响 整合复述。教师在课堂反馈中，引导学生运用目标词汇和句型，深度理解语篇主 旨中语言对思维的影响。
第二部分是学习使用举例论证并运用课堂上所学的目标词汇讲述语言学习 对思维影响,拓展主题意义。教师引导学生使用目标词汇和句型总结作业中语言 影响思维的其他方面。教师就语言形式和举例论证给予反馈；在互动活动中，学 生联系实际思考中英文表达差异，例如中英文中对地址描述的差别；引导学生关 注中英文语序的差别并通过补充的翻译练习进一步巩固；结合文章最后一段提出 的问题引导学生反思并讨论中文对自身思维模式的影响；最后利用书上词汇练习， 运用所学词汇，进一步探讨 the power of language，拓展主题意义。
回家作业中，学生通过对本节课授课内容的回顾，完成练习册中的词汇练习。 任选课堂中的例子，撰写以“语言影响思维 ”为主题的段落，要求尽可能使用课 文中的目标词汇和句型以及举例论证的结构。
3.重点难点
形成主题相关的词汇语义网,并利用目标词汇和举例论证的方式表达中文对 自身思维方式的影响。
Lesson Plan
Teaching Objectives:
By the end of the class, you are expected to:
1. understand and use the topic-related vocabulary in the context and better understand the writer’s points of view;
2. share your own points of view on language and mind with the vocabulary learned (differ from …in …, beg the question, …on the other hand …, be aware of, tell the difference between …and …, be to blame, have a/an …impact on …, be more likely to …, brilliant)
Teaching Procedures:
I. Revision and vocabulary learning
Interactive Activity 1: Reviewing the main structure of the text
*T: Get students to summarize the content and what impact languages have on the way people think. *Ss: Recall the text content as required. Purpose: To activate students’ prior knowledge and help them review the main content with a clear structure
Guided Questions:
1. What’s the main idea of the passage
2. How does the writer support her standpoint
Interactive Activity 2: Exploring expressions used to describe contrasting ideas
*T: Get students to identify the expressions used to introduce two contrasting ideas in the first paragraph. *Ss: Underline the expressions and answer the question. Purpose: To guide students to pay attention to “differ from …in …”, “beg the question”, “…on the other hand… ”
Guided Question:
How does the writer introduce contrasting ideas
Interactive Activity 3: Constructing a word web to give examples
*T: Get students to revisit the three examples in body paragraphs to explore the similar and different expressions when presenting the three examples. *Ss: Make comparison and contrast with the expressions to present three examples. Purpose: To guide students to pay attention to “be aware of”, “tell the difference between …and…”, “be to blame”, “have a/an …impact on …”, “be more likely to … ”
Guided Questions:
1. What’s the example about
2. What impact does the example have on people
II. Interactive vocabulary practice
Interactive Activity 4: Concluding languages’ impacts on thinking by using examples
*T: Get students to use the scaffolding structure to present the homework content and share their own experiences by using example. *Ss: Summarize, practice and present their ideas. Purpose: To guide students to use target words and expressions and support their claim withexamples
Guided Question:
How do languages differ from one another
Interactive Activity 5: Relating to students’ own experience in language learning
*T: Provide an opportunity for students to share their experience in how Chinese shapes the way they think. *Ss: Discuss and share their opinions. Purpose: To guide students to reflect on influences of Chinese on their way of thinking
Guided Question:
Do you think the Chinese language shapes the way we think
Interactive Activity 6: Expanding the thematic context to explore the power of language with target expressions
(
*T:
Ask students to finish
the two exercises in the textbook
and
answer
the
question.
*Ss: Think and finish the
exercises.
Purpose:
To
expand
the
thematic
context
to
explo
re
the
power
of
language
with
target expressions
)
Guided Question:
What’s the power of language
IV. Assignments
1. Finish the exercises on Pages 21-23 in the workbook.
2. Choose one of the examples mentioned in class and write a paragraph to illustrate your views/claims on language and mind with examples. (Use the following expressions：differ from …in …; tell the difference between …and …; have an impact
on …; be more likely to …; brilliant; blame)上外版 高二年级 选择性必修二 第二单元 第二课时 学案（教师版）
I. Revision
II. In what aspects do languages differ from each other
1. Languages differ from one another in the way their speakers describe space and directions. Kuuk Thaayorre and English have a big impact on their speakers’s sense of direction.
2. Languages differ from one another in the way their speakers describe colors.
English and Russian have an early impact on their speakers ’ reaction time to the same color.
3. Languages differ from one another in the way their speakers describe accidents.
English and Spanish have a personal impact on the way their speakers think about blame and punishment.
4. Languages differ from one another in the way their speakers ’ idea of counting.
Some Languages without numbers has a deep impact on its society’s lack of mathematics.
5. Languages differ from one another in the way their speakers describe nouns.
German and Spanish have a broad impact on their speakers ’ choice for adjectives to describe the same noun.
III. Translation
1 、这个打碎的花瓶应该由他负责。(blame)
He is to blame for the broken vase.
2 、发生了这么严重的事故,责备他也于事无补。(happen)
Such a serious accident happened, and it is no use blaming him for it.
3 、如果不学习英语和西班牙语，你不可能说出他们在表达事故时的差异。(impossible)
If you don’t learn English and Spanish, it is impossible for you to tell the difference between them in expressing accidents.
IV. Personal Touch
Do you think the Chinese language shapes the way we think
In my opinion, the Chinese language does shape the way we think. Chinese characters differ from other languages in many ways. A lot of Chinese characters are originated from pictures of the objects that ancient people used or encountered in their daily life, and the art of writing Chinese characters called calligraphy marks the brilliant thoughts of Chinese scholars. It is so unique and beautiful that it looks like a painting. Therefore, Chinese characters reflect the imagery thinking of the nation. In addition, as the unique linguistic expression of the number, we’re more likely to work out some basic problems in a faster way than Westerners. In a word, the Chinese language, to some degree, has an impact on the way we think.
