上外版 高二年级 必修二 第二单元 第 3 课时 学案（学生版）
课时目标：
能在语篇中识别主语从句和表语从句形式，说明其表意功能；
能根据表达的需要，恰当地运用主语从句和表语从句描述人物和事件，表达观点和意图。
1. What has been argued for thousands of years
2. Study the sentences and underline the subordinate clauses. What functions do they have in the sentences
(1) It is accepted that our language and thought are both influenced by culture.
(2) What the researchers have found is how brilliant and flexible the human mind is.
(3) Whether language shapes the way we think has been a question for centuries.
(4) A common belief is that any language can be learned with enough practice.
(5) How language learning can benefit young learners has attracted a lot of researchers ’ interest recently.
3. Make sentences with a subject clause or a predicative clause (that, how, whether, what, whatever, when, which, whichever, who, whoever, whom, whomever or why)
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Read the passage and answer the questions by using subject or predicative clauses.
One of the oldest questions in the study of language involves how it influences our thought. According to a highly debatable response from Benjamin Whorf, a student of the famous linguist Edward Sapir, “Language not only influences thought, but it determines thought as well.” The Sapir-Whorf hypothesis, at least in its strongest form, has been rejected by many psychologists. After all, it’s not difficult to come up with examples of thought that does not involve language. But a weaker form of the hypothesis has yet to be challenged: the idea that the language we speak does to a certain extent affect our thought.
(1) What is one of the oldest questions in the study of language
One of the oldest questions in the study of language is .
(2) What is suggested in the Sapir-Whorf hypothesis
It is suggested .
(3) What has been proved by examples according to the passage
It has been proved .
(4) What has yet to be challenged
has yet to be challenged.
5. Answer the questions with information from the passage above, using subject and
predicative clauses.
(1) What is the stronger form of the Sapir-Whorf hypothesis
(2) What is the weaker form of the Sapir-Whorf hypothesis
(3) What can be used as evidence to reject the stronger form
6. Answer the questions by using subject or predicative clauses.
Currently, the list of endangered language is growing day by day.
In an article recently published in The New Yorker, it was reported that up to half of today’s living languages are in danger and will be extinct by the end of the 21st century.
Languages die out for many reasons. Some can be hard to preserve if most of their traditions are orally maintained, with few written records ever in existence. Other causes of linguistic death have to do with cultural domination. Many cultures have been colonized or otherwise dominated.
Losing a language can also mean losing crucial knowledge about that group’s history, culture, or even local environment.
Many linguists and academics, who recognise the value of dying languages, are working to preserve them.
(1) What concern is expressed in the article in The New Yorker
(2) What has led to the dying of language
(3) What are your suggestions on preserving dying languages (共18张PPT)
《 高 中 英 语 》 ( 上 外 版 )
选 择 性 必 修 第 二 册 第 二 单 元 第 3课 时 Language and Mind
授 课 教 师 ：
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.能在语篇中识别主语从句和表语从句形式，说明其表意功能；
identify the subject clauses and predicative clauses in the context and figure out their
functions;
2.能根据表达的需要，恰当地运用主语从句和表语从句描述人物和事
件，表达观点和意图。
use subject clauses and predicative clauses to express your views on language and mind.
Ask and answer
What has been argued for thousands of years
subject clause
What has been argued for thousands of years is
whether language shapes the way we think.
predicative clause
It is accepted that our language and thought are both influenced by culture.
That our language and thought are both influenced by
culture is accepted.
Make sentences with a subject clause or a predicative clause
(that, how, whether, what, whatever, when, which, whichever, who, whoever, whom, whomever or why)
( 1) What concern is expressed in the article in The New Yorker
(2) What has led to the dying of languages
(3) What are your suggestions on preserving dying languages
Answer the questions by using subject or predicative clauses
( 1) What concern is expressed in the article in The New Yorker
(2) What has led to the dying of languages
(3) What are your suggestions on preserving dying languages
Answer the questions by using subject or predicative clauses
( 1) What concern is expressed in the article in The New Yorker
(2) What has led to the dying of languages
(3) What are your suggestions on preserving dying languages
Answer the questions by using subject or predicative clauses
More practice
What concerned Wesley
how they could count from 1 to 10
What a r e the be n efits of teaching other people your mother tongue
More practice
that they were willing to make friends across cultural lines
What Wesley expects
It is estimated that
Assignments
1. Finish Section B of Grammar in Use on Pages 20-21 in the workbook.
2. Make at least 5 sentences about the dying languages and the ways to preserve them with subject clause or predicative clause (starting with that, how, whether, what, whatever, when, which, whichever, who, whoever, whom, whomever or why).
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：第三课时
课题：Subject clauses and predicative clauses
课型： Grammar in Use
一、教学设计与说明
1. 教学目标
本课为本单元第三课时，核心目标为：能在语篇中识别主语从句和表语从句 形式，说明其表意功能；能根据表达的需要，恰当地运用主语从句和表语从句描 述人物和事件，表达观点和意图。
2. 设计思路
本节课的语法教学与主题语境和语篇相结合，通过学习理解类、应用实践类、 迁移创新类活动的设计，运用所学语法知识，解决真实生活中的问题。本节课贯 彻“形式—意义—功能 ”三维动态语法教学，旨在培养学生在情境中准确运用语 法结构理解与表达意义的能力。首先，提问课文核心内容，引出主语从句和表语 从句这两个语法现象。第二步，通过课后练习第一大题，概括出主语从句和表语 从句的引导词，以及其功能和句型特征。接着，以前两课时主题语境为依托，操 练主语从句和表语从句，达到让学生在语境中使用主语从句和表语从句的目的。 最后通过迁移创新类活动，阅读新的语篇，在拓展主题语境中运用主语从句和表 语从句，帮助学生进一步理解本节课语法知识点并迁移运用，在任务中实现 learning by using , learning for using 的目标。
3. 重点难点
理解主语从句和表语从句的功能，并且能在不同的语境中灵活应用。
Lesson Plan
By the end of the period, the students are expected to:
1. identify the subject clauses and predicative clauses in the context and figure out their functions;
2. use subject clauses and predicative clauses to express their views on language and
mind.
Procedures:
I. Interactive activity 1: Introducing subject clauses and predicative clauses
*T: Ask students the key question mentioned in the text and elicit subject and predicative clause. *Ss: Recall the text and answer the question. Purpose: To elicit subject clauses and predicative clauses in the context
Guided question:
What has been argued for thousands of years in the text
II. Interactive activity 2: Identifying the subject clauses and predicative clauses in the sentences
*T: Ask students to identify the subordinate clauses and their conjunctions in the sentences. *Ss: Read the sentences, underline the subject clauses and predicative clauses and locate the conjunctions in the sentences. Purpose: To help students identify the conjunctions and understand the functions of subject clauses and predicative clauses
Guided questions:
1. What subject clauses have you found
2. How about the predicative clauses
3. What conjunctions are used
4. What other conjunctions of subject clauses and predicative clauses can you name
III. Interactive activity 3: Describing pictures with subject clauses and
predicative clauses
*T: Ask students to look at pictures and make sentences with subject and predicative clauses. *Ss: Make sentences with the help of the pictures. Purpose: To help students practice subject clauses and predicative clauses in context and review the relationship between language and mind
Instructions:
Look at the pictures. Please make sentences with subject clauses and predictive clauses to describe them. Begin your sentences with one of the words in the bracket.
IV. Interactive activity 4 ：Reading the passage about Benjamin Whorf’s opinion of the relationship between language and mind
*T: Ask students to read the passage about Benjamin Whorf’s opinion towards the relationship between language and mind and answer the corresponding questions. *Ss: Read the passage and answer the questions with subject and predicative clauses. Purpose: To help students go over the use of subject clauses and predicative clauses and understand more about people’s opinions on the relationship between language and mind
Guided questions:
1. What are two forms of the Sapir-Whorf hypothesis
2. Why has the stronger form of the hypothesis been rejected Why
V. Interactive activity 5: Reading the passage about the dying of languages
*T: Ask students to read the passage about the extinction of some languages and answer the questions with subject and predicative clauses. *Ss: Read the passage carefully and answer the questions. Purpose: To guide students to further practice subject clauses and predictive clauses and raise their awareness of preserving the dying languages
Guided questions:
1. What concern is expressed in the article from The New Yorker
2. What caused the extinction of some languages
3. What can we do to preserve them
4. Can you think of other ways to preserve a language
VI. Interactive activity 6: Reading the passage “Learn acceptance through
teaching each other their languages”
*T: Ask students to read the passage “Learn acceptance through teaching each other their languages” and fill in the blanks with subject or predicative clauses. *Ss: Read the passage carefully and fill in the blanks according to the hints. Purpose: To help students consolidate the use of noun clauses and think about more benefits of teaching each other their languages
Guided questions:
What are the benefits of teaching other people your mother tongue
VII. Assignments:
1. Finish Section B of Grammar in Use on Pages 20-21 in the workbook.
2. Make at least 5 sentences about dying languages and ways to preserve them with subject or predicative clauses (starting with that, how, whether, what, whatever, when, which, whichever, who, whoever, whom, whomever or why).上外版 高二年级 必修二 第二单元 第 3 课时 学案（教师版）
1. What has been argued for thousands of years
What has been argued for thousands of years is whether language shapes the way we think.
2. Study the sentences and underline the subordinate clauses. What functions do they have in the sentences
(1) It is accepted that our language and thought are both influenced by culture.
(2) What the researchers have found is how brilliant and flexible the human mind is.
(3) Whether language shapes the way we think has been a question for centuries.
(4) A common belief is that any language can be learned with enough practice.
(5) How language learning can benefit young learners has attracted a lot of researchers ’ interest recently.
备注： 以上红色为主语从句，划线为表语从句
3. Make sentences with a subject clause or a predicative clause (that, how, whether, what, whatever, when, which, whichever, who, whoever, whom, whomever or why).
E.g.
1. That Kuuk Thaayorre use cardinal direction helps them have better sense of direction.
2. That Spanish and English people pay attention to different things decides the way they describe the accidents.
3. It is widely known that Russian people are more skilled at distinguishing colours.
4. What I want to know is why Eskimos have so many words for snow.
4. Read the passage and answer the questions by using subject or predicative clauses.
One of the oldest questions in the study of language involves how it influences our thought. According to a highly debatable response from Benjamin Whorf, a student of the famous linguist Edward Sapir, “Language not only influences thought, but it determines thought as well.” The Sapir-Whorf hypothesis, at least in its strongest form, has been rejected by many psychologists. After all, it’s not difficult to come up with examples of thought that does not involve language. But a weaker form of the hypothesis has yet to be challenged: the idea that the language we speak does to a certain extent affect our thought.
(1) What is one of the oldest questions in the study of language
One of the oldest questions in the study of language is how language influences our thought.
(2) What is suggested in the Sapir-Whorf hypothesis
It is suggested that language not only influences thought, but it determines thought as well.
(3) What has been proved by examples according to the passage
It has been proved that thought does not always involve language.
(4) What has yet to be challenged
That the language we speak does to a certain extent affect our thought has yet to be challenged.
5. Answer the questions with information from the passage above, using subject and
predicative clauses.
(1) What is the stronger form of the Sapir-Whorf hypothesis
The Sapir-Whorf hypothesis, in its stronger form, is that language influences and determines thought.
(2) What is the weaker form of the Sapir-Whorf hypothesis
The Sapir-Whorf hypothesis, in its weaker form, is that the language we speak affects our thought to some extent.
(3) What can be used as evidence to reject the stronger form
That thought does not always involve language is the evidence to reject the stronger form of the Sapir-Whorf hypothesis,
6. Answer the questions by using subject or predicative clauses.
Currently, the list of endangered language is growing day by day.
In an article recently published in The New Yorker, it was reported that up to half of today’s living languages are in danger and will be extinct by the end of the 21st century.
Languages die out for many reasons. Some can be hard to preserve if most of their traditions are orally maintained, with few written records ever in existence. Other causes of linguistic death have to do with cultural domination. Many cultures have been colonized or otherwise dominated.
Losing a language can also mean losing crucial knowledge about that group’s history, culture, or even local environment.
Many linguists and academics, who recognise the value of dying languages, are working to preserve them.
(1) What concern is expressed in the article in The New Yorker
The concern in the article in The New Yorker is that up to half of today’s living languages are in danger and will be extinct by the end of the 21st century.
(2) What has led to the dying of language
That some languages can be hard to preserve if most of their traditions are orally maintained , with few written records ever in existence and that many cultures have been colonized or otherwise dominated have led to the dying of languages.
(3) What are your suggestions on preserving dying languages
l That we use modern technology such as recording might be a good way to preserve some dying languages.
l My suggestion on preserving dying languages is that governments should establish policies/take action to protect dying languages.
