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单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第二单元 Language and Mind
授 课 教 师 ：
课时
授课内容
1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1
Listening and Viewing
1
Reading B
1
Critical Thinking and Speaking
1
Writing
1
Further Exploration/ Self-assessment
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第X册第X单元
increase your awareness of dialect protection in your daily life ;
3.能反思本单元的学习效果并据此优化学习策略和方法， 提升自主学习能力；
check whether you have achieved all the learning goals about language and mind and optimize your learning strategies and
methods accordingly so as to improve the ability of independent learning .
学习目标 Learning Objectives：
At the end of the lesson, you will be able to
1.能够了解中国各地方言的现状和保护方言的措施;
identify the status quo of Chinese dialects and measures to protect them ;
\ 2.能够增强保护方言的意识，在日常生活中保护方言；
However, most of them are on the way to extinction.
Revision
Further Exploration
Few young people know the Shanghai dialect.
Brainstorming
Effect
Causes
More people from other
provinces come to work and
study in Shanghai.
The mass media is dominant
in our life.
Putonghua is encouraged in
daily life.
Few young people know the Shanghai dialect.
Brainstorming
Effect
Causes
Place Status Quo Possible Causes
Measures
Shanghai 1. Putonghua is encouraged in daily life.
Few young people know the Shanghai 2. The mass media is dominant in our life.
dialect. 3. Many people from other provinces come to work and study in Shanghai.
Brainstorming
Place Status Quo Possible Causes Measures ddt t t
t
Group Discussion
Hello, everyone!
I ’m grateful for this opportunity to introduce dialect protection in . （Shanghai / Guangdong / …)
...
That’s all. Thanks for your listening.
Presentation
Does the speaker introduce the status quo, possible causes and
measures of the local dialect protection
Does the speaker use proper transitions
Is the presentation impressive
Peer-evaluation
Self-assessment
Assignment
Write a reflective note on what you think you need to improve. You may include some or all of the following points:
What you still find difficult
Possible cause(s) of the problem(s)
Your plan to solve the problem(s)
Learning resources that you could use
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：
教学内容：Collecting information about dialect protection in China
课型：Further Exploration & Self-assessment
一、教学设计与说明
1. 教学目标
本课为本单元第八课时，核心目标为引导学生能够了解中国各地方言的现状 和保护方言的措施，能够增加保护方言的意识并在日常生活中保护方言。
2. 设计思路
本课为本单元第八课时，通过学习有关语言塑造思维、描述澳大利亚濒危语 言现状、揭示语言与文化间关系、以及阐释学习外语健脑益智等的多模态语篇， 学生逐步了解了学习语言对思维塑造、文化传承等各方面的重要作用，树立起保 护语言多样性的意识。
本堂课为单元语篇学习的延伸与展示部分，因此学生需要课前准备好：查阅 资料，将查到的有关中国方言现状和保护措施的语料进行归纳总结，用图表的方 式记录，以演讲的形式将小组讨论后的成果分享给班级同学。
在本课时课堂教学开始之前，将班级学生进行分组，并且布置给每一个小组 一个不同的探究主题，要求每组同学选择一种方言，在网络上搜集各地方言的相 关信息，包括现状、现状背后可能的原因、保护措施，或者对相关人群进行走访 调查，获取信息，并进行整理，在课堂上进行小组交流。课堂教学由介绍上海方 言保护开始，一方面向学生展示需要呈现方言保护的哪些方面，另一方面让学生 可以根据自己的生活经历对此上海方言保护情况进行补充，调动学生参与课堂的 积极性，提高其保护方言的意识。接着，学生在组内分享、整合小组成员搜集的 信息，并将相关表格填充起来，以培养学生合作学习的能力。之后，学生借助表 格进行陈述，先在组内进行练习，再在班级中进行展示。这样，学生可以通过生 动形象的方式展示方言保护的现状，听众也可以更好地理解和获取信息，对于我 国方言保护更有兴趣，对保护方言更加积极。最后，学生根据引导性问题对自己 整个单元的学习进行自我评价，明确学习目标是否完成、目前存在的困难并且制 定下一步的学习计划，完成整个单元的学习。
3. 教学重点及难点
教学重点在于引导学生对搜集到的信息进行甄选和归纳概括，将方言保护的 措施用清晰准确的语言逐一列出。教学难点在于提高学生自主保护方言的意识， 真正把保护方言的措施落实到日常生活中。
Lesson Plan
Teaching objectives:
By the end of this period, students will be able to:
1. identify the status quo of Chinese dialects and measures to protect them;
2. increase their awareness of dialect protection in your daily life；
3. check whether they have achieved all the learning goals about language and mind and optimize their learning strategies and methods accordingly so as to improve their ability of independent learning.
Procedures: Ⅰ. Lead-in
Interactive activity 1: Reviewing the status quo of endangered languages
*Teacher: Ask students to recall the status quo of endangered languages mentioned in the Culture Link and ask students to think about the status quo of the Shanghai dialect. *Students: Recall the status quo of the endangered languages in the world and the Shanghai dialect.
Purpose: To introduce the topic of this period
Guided question:
What’s the status quo of the Shanghai dialect
Ⅱ. Further Exploration
Interactive activity 2: Brainstorming causes of the problem relating to the Shanghai dialect
(
*Teacher:
Ask
students
to
brainstorm
possible
causes
behind
the
status
quo
of
the
Shanghai dialect.
*Students: Brainstorm possible causes
as many as they can.
*Teacher:
Ask
students
to
discuss
the
measures
that
have
been
taken
t
o
protect
the
Shanghai dialect.
*Students:
Come
up
with
different
measures
taken
to
protect
the Shanghai
dialect
within groups.
Purpose:
To
help
students
to
thi
nk
about
what
might
cause
the
decreasing
of
Shanghainese speaking and inspire them to start to come up with protective
measures
)
Guided questions:
1. What might have caused the status quo of the Shanghai dialect
2. What are the measures that have been taken to protect the Shanghai dialect
Interactive activity 3: Discussing the measures taken to protect other places’ dialects
*Teacher: Ask students to have a group discussion and fill in the table on the worksheet based on the information collected. *Students: Have a discussion within groups, sort out the information and fill in the blanks. Purpose: To help students to sort out the information related to dialect protection in other places
Instruction:
1. What measures can be done to deal with the problem
Activity 4: Giving a speech/presentation on the Chinese local dialect protection
*Teacher: Ask students to prepare for their presentation and ask them to listen carefully while others are giving a speech. *Students: Draft the presentation on the worksheet and give the presentation group by group. Purpose: To help students to enhance what they’ve learned in this period
Instructions:
1. Please draft your groups ’ presentation on your worksheet.
2. Take notes while listening to others ’ presentation according to the checklist.
Interactive activity 5: Making comments on others’ performance
*Teacher: Ask students to make comments on others ’ performance. *Students: Make comments on others ’ performance according to the checklist. Purpose: To enable students to share their opinions on others’ performance
Instruction:
Listen attentively and finish the evaluation according to the checklist.
Ⅲ. Self-assessment
Independent activity 6: Reflecting on one’s own performance in this unit
*Teacher: Ask students to do self-assessment according to the guided questions.
*Students: Reflect on whether to grasp the key points of this unit according to the guided questions. Purpose: To enable students to think critically about their own performance
Guided instruction:
Please assess your own performance in the whole unit according to the prompts.
IV. Assignment
Write a reflective note on what you think you need to improve. You may include some or all of the following points:
What you still find difficult
Possible cause(s) of the problem(s)
Your plan to solve the problem(s)
Learning resources that you could use上外版 高二年级 必选二 第二单元 第 8 课时 学案（学生版）
课时学习目标：
能够了解中国各地方言的现状和保护方言的措施；
能够增强保护方言的意识，在日常生活中保护方言；
能反思本单元的学习效果并据此优化学习策略和方法，提升自主学习能力。
Ⅰ. Lead-in
The status quo of the Shanghai dialect: .
Ⅱ. Further Exploration
1. Brainstorming
Place Status Quo Possible Causes Measures
Shanghai
2. Group Discussion
Place Status Quo Possible Causes Measures
3. Presentation
Write down the outline of your presentation.
Hello, everyone. I’m grateful for this opportunity to introduce the information about dialect
protection in . (Shanghai/Guangdong/ …)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
That’s all. Thanks for your listening.
4. Peer-evaluation
o Does the speaker introduce the status quo, possible causes and measures of the local dialect protection
o Does the speaker use proper transitions
o Is the presentation impressive
Ⅲ. Self-assessment
Look at the expected learning outcomes of this unit. Tick the items you think you have done well.
Checklist
o A. Understanding and discussing the impact of the language we speak on the way we think
o B. Talking about the benefits of learning foreign languages
o C. Collecting information about dialect protection in China
o D. Analysing cause-effect relationships between language learning and its possible effects
o E. Giving a presentation on the possible effects of language learning using transitions
o F. Writing an argumentative essay containing claim(s) and counterclaim(s)
Ⅳ. Assignments
Write a reflective note on what you think you need to improve.
You may include some or all of the following points:
What you still find difficult
Possible cause(s) of the problem(s)
Your plan to solve the problem(s)
Learning resources that you could use
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________上外版 高二年级 必选二 第二单元 第 8 课时 学案（教师版）
课时学习目标：
能够了解中国各地方言的现状和保护方言的措施；
能够增强保护方言的意识，在日常生活中保护方言；
能反思本单元的学习效果并据此优化学习策略和方法，提升自主学习能力。
Ⅰ. Lead-in
The status quo of the Shanghai dialect: few young people know the Shanghai dialect.
Ⅱ. Further Exploration
1. Brainstorming
Place Status Quo Possible Causes Measures
Shanghai Few young people know the Shanghai dialect. 1. 2. 3. Putonghua is encouraged in daily life. The mass media is dominant in our life. More people from other provinces come to work and study in Shanghai. 1. 2. Shanghai dialect is also used in announcements on buses. Some radio and television programmes are launched in the Shanghai dialect.
2. Group Discussion
Place Status Quo Possible Causes Measures
Guangdong 1. Nearly 90 percent of people aged 18 to 50 who grew up in Guangzhou have mastered Putonghua and Cantonese. 2. According to the survey, the proportion of 1. Students are required to speak Putonghua at school. 2. People from other provinces flood into Guangdong to make a living. 1. Dialect protection organizations appear on the network. 2. Many scholars and TV presenters openly support the protection of Cantonese, Teochew-speaking and
middle school students in Guangzhou who use Cantonese in and out of school is 66.7%, and the proportion of the use of Cantonese on campus is further reduced. Hakka. 3. A primary school in Guangzhou initiated the "Guangzhou Dialect Day" once a week.
3. Presentation
Write down the outline of your presentation.
Hello, everyone. I’m grateful for this opportunity to introduce the information about dialect protection in Shanghai.
Although I am a Shanghai resident, I seldom speak the Shanghai dialect in my daily life. Since primary school, we’ve been required to speak Putonghua at school, so I am not used to speaking the Shanghai dialect and so it is with most of my classmates. There are many people from other provinces in Shanghai, which led to the decline of the Shanghai dialect.
One may think that if people all speak their local dialects, they'll find it almost impossible to understand each other. However, I think it is necessary to speak the local dialects. They are the carriers of local culture and history, and their disappearance will weaken the exclusive characteristics of local societies.
So measures have been taken to protect the Shanghai dialect. For example, in addition to Putonghua, the Shanghai dialect is also used in announcements on buses. Some radio and television programmes are launched in the Shanghai dialect.
Our group also has some suggestions. For example, primary schools in the city can provide optional courses in Shanghainese. In addition, the municipal government can create other additional opportunities for young people to speak the local petitions among youngsters, for instance, can be organised to encourage them to use it more often and more appropriately.
In protecting dialects, we are preserving the roots of local cultures. So let’s protect the Shanghai dialects together.
That’s all. Thanks for your listening.
4. Peer-evaluation
o Does the speaker introduce the status quo, possible causes and measures of the local dialect protection
o Does the speaker use proper transitions
o Is the presentation impressive
Sample comments:
Student 1: The status quo is that many young people are not accustomed to speaking the Shanghai dialect, even if they are Shanghai residents.
The possible causes are being required to speak Putonghua in school and the influx of people from other provinces.
The measures are that the Shanghai dialect is also used in announcements on buses. Some radio and television programmes are launched in the Shanghai dialect.
He also offered his suggestion that primary schools in the city can provide optional courses in Shanghainese.
Student 2: What impresses me is that the speaker also uses the claim and counterclaim learnt in this unit.
“One may think that if people all speak their local dialects, they'll find it almost impossible to understand each other. However, I think it is necessary to speak the local dialects.”
And the sentence “In protecting dialects, we are preserving the roots of local cultures” is strong enough to call on us to take action to protect the dialects in China.
Ⅲ. Self-assessment
Look at the expected learning outcomes of this unit. Tick the items you think you have done well.
Checklist
o A. Understanding and discussing the impact of the language we speak on the way we think
o B. Talking about the benefits of learning foreign languages
o C. Collecting information about dialect protection in China
o D. Analysing cause-effect relationships between language learning and its possible effects
o E. Giving a presentation on the possible effects of language learning using transitions
o F. Writing an argumentative essay containing claim(s) and counterclaim(s)
Ⅳ. Assignments
Write a reflective note on what you think you need to improve.
You may include some or all of the following points:
What you still find difficult
Possible cause(s) of the problem(s)
Your plan to solve the problem(s)
Learning resources that you could use
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
