Unit 2 Language and Mind-Reading A-Listening, Viewing and Speaking 教案-2025-2026学年高中英语沪外版选择性必修第二册

Unit 2 Language and Mind-Reading A-Listening, Viewing and Speaking 教学目标和重难点 教学目标 Language Competence: Students can master core vocabularies and sentence patterns related to language and mind, understand the main idea and key details of listening and viewing materials, and express their views on the relationship between language and mind fluently in English. Cultural Awareness: Students can understand the influence of different languages on people’s thinking modes, respect cultural diversity reflected in language, and enhance cross-cultural communication awareness. Thinking Quality: Students can analyze the logical relationship in listening and viewing materials, conduct critical thinking on the interaction between language and mind, and improve their ability of reasoning and expression. Learning Ability: Students can master effective listening and viewing strategies, actively participate in cooperative learning and interactive activities, and form the habit of independent learning and self-reflection. 教学重难点 Key Points: Mastering core vocabularies (e.g., perceive, enhance, distraction, cognitive) and sentence patterns about cause-effect relationship; understanding the main content and logical structure of listening and viewing materials; being able to express personal views on language and mind in simple and fluent English. Difficult Points: Grasping the implied meaning and logical connection in listening and viewing materials; using cause-effect sentence patterns accurately to explain the influence of language on thinking; conducting in-depth discussion and critical thinking on the theme. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class with an interactive question: “Do you think the language we speak affects the way we think? For example, when you speak English and Chinese, do you have different ways of thinking about the same thing?” Then, the teacher shows two simple scenarios on the screen: one is describing the color of the sky in Chinese and English, and the other is expressing time in different languages. The teacher invites 2-3 students to share their experiences and views briefly. After that, the teacher introduces the topic of this lesson: “Today, we will explore the close relationship between language and mind through listening, viewing and speaking activities, and learn how to express relevant views in English.” Design Intention: The lead-in links the lesson theme with students’ daily language experience, which can quickly activate their prior knowledge and arouse their interest in the topic. The simple scenarios can reduce students’ psychological pressure and lay a foundation for the smooth development of subsequent listening, viewing and speaking activities. At the same time, it can guide students to initially perceive the connection between language and thinking, and cultivate their preliminary thinking awareness. Listening: Comprehend and Analyze the Materials Pre-listening: Preview Vocabularies and Predict Content First, the teacher presents the core vocabularies and phrases in the listening material on the screen, including perceive, enhance, cognitive ability, distraction, delay, aging, etc. The teacher explains the pronunciation and meaning of each word with simple English explanations and example sentences, and guides students to read them aloud twice to ensure they can recognize and understand these words in the listening material. For example, when explaining “perceive”, the teacher says: “Perceive means to become aware of something through the senses. For example, we perceive the beauty of nature through our eyes and ears.” Then, the teacher shows the title of the listening material “The Impact of Learning a New Language on the Brain” and asks students to predict the content of the listening material based on the title and the vocabularies they just learned. The teacher invites students to share their predictions, such as “It may talk about how learning a new language changes our brain structure” or “It may introduce the benefits of learning a new language to our cognitive ability”. The teacher summarizes students’ predictions and encourages them to verify whether their predictions are correct during listening. Design Intention: Previewing vocabularies before listening can help students remove language barriers, improve listening efficiency, and avoid being distracted by unfamiliar words. Predicting the content of the listening material can stimulate students’ listening motivation, make them listen with purpose, and cultivate their ability of logical prediction and reasoning. At the same time, it can help students establish a connection between vocabularies and the theme, laying a foundation for in-depth understanding of the listening material. While-listening: Grasp Key Information and Logical Structure The teacher plays the listening material twice. For the first time, students are asked to listen carefully and answer two general questions: (1) What is the main idea of the listening material? (2) How many benefits of learning a new language on the brain are mentioned? After listening, the teacher invites students to share their answers, and summarizes the main idea: The listening material mainly introduces the positive impacts of learning a new language on the human brain, including changing brain structure, improving focus and delaying brain aging. Then, the teacher confirms the number of benefits mentioned (three) and guides students to briefly recall the key points of each benefit. For the second time, the teacher plays the listening material again, and asks students to fill in the blanks in the listening task sheet. The blanks mainly involve key details, such as the specific content of each benefit, the experimental data mentioned, and the signal words of cause-effect relationship (e.g., because, as a result, consequently). During the listening process, the teacher can pause appropriately at the key points to help students catch the information. After listening, the teacher checks the answers with the whole class, explains the difficult points in the blanks, and emphasizes the signal words of cause-effect relationship, helping students understand the logical connection in the listening material. Design Intention: Listening twice with different tasks is in line with the law of listening teaching. The first listening focuses on the general idea, helping students establish an overall understanding of the material; the second listening focuses on key details, improving students’ ability to extract specific information. The blank-filling task can guide students to listen carefully and accurately, and the emphasis on cause-effect signal words can help students sort out the logical structure of the material, laying a foundation for subsequent speaking activities that require expressing cause-effect relationships. Post-listening: Consolidate and Extend First, the teacher leads students to retell the listening material briefly. The teacher can guide students to retell according to the logical structure of the material: main idea → three benefits (each benefit includes specific content and evidence). Students can retell individually or in pairs, and the teacher corrects their pronunciation, intonation and grammatical mistakes in time. Then, the teacher asks students to discuss a question in pairs: “Do you agree with the views in the listening material? Have you ever felt the impact of learning English on your thinking or brain?” After 3 minutes of discussion, the teacher invites several pairs to share their views and experiences, and gives positive comments and guidance. In addition, the teacher extends the listening content by introducing a simple scientific experiment related to language and brain: “A study shows that people who learn a second language from childhood have better cognitive flexibility than those who learn it in adulthood. Do you think this is true? Why or why not?” This question can stimulate students’ thinking and lay a foundation for the subsequent viewing activity. Design Intention: Retelling the listening material can help students consolidate the key information and logical structure they have learned, and improve their oral expression ability. The pair discussion can combine the listening content with students’ personal experiences, making the learning content more practical and close to students’ life. The extended question can expand students’ thinking, arouse their interest in related scientific knowledge, and connect the listening activity with the subsequent viewing activity smoothly. Viewing: Deepen Understanding and Expand Vision Pre-viewing: Clarify Objectives and Preview Background The teacher tells students that they will watch a short video about “Language and Thinking”, which introduces how different languages affect people’s perception of the world and thinking modes. Before watching, the teacher presents two guiding questions: (1) What examples are used in the video to show the influence of language on thinking? (2) What is the conclusion of the video about the relationship between language and thinking? Then, the teacher briefly introduces the background of the video: The video is produced by a famous international educational channel, which collects cases from different countries and regions, and explains the relationship between language and thinking in a simple and easy-to-understand way. This can help students better understand the content of the video. In addition, the teacher reviews the cause-effect signal words learned in the listening activity, and reminds students to pay attention to the cause-effect relationship in the video, which will help them analyze the content of the video after watching. Design Intention: Clarifying the viewing objectives can make students watch the video with purpose and improve viewing efficiency. Previewing the background of the video can help students understand the cultural and contextual background of the video content and avoid misunderstandings caused by cultural differences. Reviewing the cause-effect signal words can connect the viewing activity with the listening activity, helping students form a coherent learning context and improve their ability to analyze logical relationships. While-viewing: Analyze Content and Capture Key Points The teacher plays the video twice. For the first time, students are asked to watch carefully and get the general idea of the video, and initially answer the two guiding questions raised before viewing. After watching, the teacher invites students to share their answers, and summarizes the general idea of the video: The video uses specific examples from different languages (such as the expression of color and space in different languages) to show that language affects people’s perception of the world and thinking modes, and concludes that language and thinking are closely related and interact with each other. For the second time, the teacher plays the video again, and asks students to take notes while watching. The notes should include the key examples in the video, the specific influence of each example on people’s thinking, and the conclusion of the video. The teacher can remind students to pay attention to the details in the video, such as the words and expressions used by the speakers, and the data or cases mentioned. After watching, students can exchange their notes with their deskmates, complement each other’s information, and improve the completeness of their notes. Design Intention: Watching the video twice with different tasks helps students gradually deepen their understanding of the video content. The first viewing focuses on the general idea and guiding questions, helping students establish an overall understanding; the second viewing focuses on taking notes, which can improve students’ ability to capture key details and organize information. Exchanging notes with deskmates can promote cooperative learning, make students learn from each other, and improve their ability of communication and cooperation. Post-viewing: Discuss and Reflect First, the teacher leads students to analyze the key examples in the video. For example, the video mentions that some languages have more words to describe colors, and people who speak these languages can perceive more color differences. The teacher asks students: “Why do you think language affects people’s perception of color? Do you have similar experiences in learning English?” Students are encouraged to express their views freely, and the teacher guides them to analyze the relationship between language and perception. Then, the teacher organizes a group discussion. Students are divided into groups of 4-5, and discuss the following question: “How does learning English affect your thinking mode? Please combine the listening and viewing materials and your own learning experience to explain.” Each group selects a recorder to record the key views of the group, and a spokesperson to present the group’s views to the whole class. During the discussion, the teacher walks around the classroom, guides students to use the vocabularies and sentence patterns learned in this lesson, and helps students solve the difficulties encountered in the discussion. After the group presentation, the teacher makes a summary, affirms the highlights of each group’s presentation, corrects the inappropriate expressions, and emphasizes the core view: Language and mind are closely related. Learning a new language not only improves our language ability, but also enriches our thinking modes and broadens our vision. Finally, the teacher invites students to reflect on their own English learning: “What should you do in future English learning to better promote the development of your thinking?” Design Intention: Analyzing the key examples in the video can help students deeply understand the influence of language on thinking, and connect the video content with their own learning experience. The group discussion can provide students with more opportunities to speak, improve their oral expression ability and cooperative learning ability, and guide students to use the knowledge learned in this lesson flexibly. The reflection link can help students combine the learning content with their own learning practice, cultivate their learning ability and self-reflection awareness. Speaking: Practice and Improve Expression Ability Language Input and Model Imitation The teacher summarizes the core vocabularies, phrases and sentence patterns learned in listening and viewing activities, and presents them on the screen, focusing on the sentence patterns of cause-effect relationship, such as “Learning a new language can... because...”, “As a result of learning a new language, people can...”, “Language affects people’s thinking, consequently, people who speak different languages...”. The teacher gives example sentences for each sentence pattern, and guides students to read them aloud and imitate them. For example, the teacher says: “Learning a new language can improve our cognitive ability because it provides our brain with a good workout. Please imitate this sentence to make your own sentences.” Then, the teacher plays a short sample dialogue about the relationship between language and mind. The dialogue is between two students, who discuss the impact of learning English on their thinking. After playing the dialogue twice, the teacher asks students to read the dialogue in pairs, imitate the pronunciation, intonation and expression of the speakers, and understand the use of key sentence patterns in the dialogue. The teacher walks around the classroom, corrects students’ pronunciation and intonation, and guides them to express naturally. Design Intention: Summarizing the key language points can help students consolidate the knowledge learned, and the focus on cause-effect sentence patterns can meet the requirements of the lesson and help students prepare for the subsequent speaking practice. Model imitation can provide students with a clear example, help them master the correct way of expression, improve their oral expression ability and language sense, and reduce their difficulty in speaking. Guided Speaking Practice The teacher designs two levels of guided speaking tasks to meet the needs of students with different language levels. The first level is a controlled speaking task: students are asked to complete a short speech according to the given prompts. The prompts include the benefits of learning a new language (from listening material), the influence of language on thinking (from viewing material), and their own experience. The teacher provides the framework of the speech, such as “First, learning a new language can... because... Second, language affects our thinking by... Finally, in my own experience, learning English has made me...”. Students can complete the speech individually, and then read it aloud in front of the class. The teacher gives comments and guidance, focusing on the correct use of vocabularies and sentence patterns. The second level is a semi-controlled speaking task: students are asked to have a dialogue with their partners according to the given topic. The topic is “Does language determine our thinking? Why or why not?” Students can use the knowledge learned in listening and viewing activities, and combine their own views and experiences to carry out the dialogue. The teacher provides some key words and sentence patterns for reference, such as “I agree that... because...”, “I disagree with the view that... because...”, “From my point of view...”. During the dialogue, the teacher guides students to express their views clearly and logically, and encourages them to use the cause-effect sentence patterns learned. Design Intention: The two levels of speaking tasks follow the principle of “from easy to difficult”, which can meet the needs of students with different language levels, help students build confidence in speaking, and gradually improve their oral expression ability. The controlled task helps students consolidate the knowledge learned, and the semi-controlled task provides students with more room for expression, cultivating their ability of flexible use of language and logical expression. Free Speaking and Comprehensive Application The teacher organizes a free speaking activity with the theme “The Importance of Learning a New Language for Our Mind”. Students can choose any angle related to the theme to give a short speech (about 2-3 minutes), such as the impact of learning a new language on brain development, the influence of language on thinking mode, the role of language in cross-cultural communication, etc. Before the speech, students have 5 minutes to prepare, and they can take notes to organize their ideas. During the preparation, the teacher provides help to students who have difficulties, such as guiding them to sort out their ideas and choose appropriate vocabularies and sentence patterns. After the preparation, students take turns to give speeches in front of the class. The teacher and other students listen carefully, and after each speech, the teacher invites 1-2 students to give comments, focusing on the content, logical structure, and the use of vocabularies and sentence patterns. Then the teacher makes a summary comment, affirms the advantages of each student’s speech, points out the areas that need improvement, and gives specific suggestions. For example, if a student’s speech lacks logical connection, the teacher can suggest that he use more cause-effect signal words to improve the logicality. In addition, the teacher encourages students to ask questions to the speakers after the speech, which can promote interactive communication in the class and deepen students’ understanding of the theme. For example, a student can ask the speaker: “You mentioned that learning a new language can delay brain aging. Do you have any specific evidence to support this view?” Design Intention: The free speaking activity can fully mobilize students’ enthusiasm and initiative, provide them with a platform to show themselves, and improve their comprehensive oral expression ability. The preparation link can help students sort out their ideas and cultivate their ability of organization and planning. The comment link can help students learn from each other, find their own shortcomings, and improve their ability of evaluation and reflection. The interactive question link can promote the communication between students and deepen their understanding of the theme. Summary and Homework Summary The teacher summarizes the content of this lesson: “In today’s class, we have learned about the close relationship between language and mind through listening, viewing and speaking activities. We have mastered some core vocabularies and cause-effect sentence patterns, understood the positive impact of learning a new language on the brain and thinking, and practiced our oral expression ability by discussing and speaking. We should realize that learning a new language is not only to master a communication tool, but also to enrich our thinking and broaden our vision.” At the same time, the teacher reviews the four-dimensional key competencies involved in this lesson, and encourages students to apply the knowledge and skills learned in this lesson to their daily English learning, and continuously improve their English ability and comprehensive quality. Design Intention: The summary can help students sort out the content of the whole lesson, consolidate the knowledge and skills learned, and form a systematic understanding of the lesson. Reviewing the four-dimensional key competencies can help students clarify the learning goals and direction, and enhance their awareness of cultivating their own key competencies. Homework The teacher assigns three types of homework to meet the needs of different students: Basic Homework: Listen to the listening material again and retell it in your own words (about 100 words). Review the core vocabularies and sentence patterns learned in this lesson, and make 5 sentences with cause-effect sentence patterns. Improvement Homework: Watch the video again and write a short comment (about 150 words) on the relationship between language and mind, combining your own learning experience. Expansion Homework: Search for relevant materials about the relationship between language and mind, and prepare a 3-minute speech for the next class to share your findings. Design Intention: The hierarchical homework can meet the needs of students with different language levels, help students consolidate the knowledge learned in class, and expand their learning content. The basic homework focuses on consolidation, the improvement homework focuses on application, and the expansion homework focuses on exploration, which can cultivate students’ learning ability and independent exploration ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $