Unit 2 Language and Mind-Reading B-Further Exploration 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 B-Further Exploration 教学目标和重难点 教学目标 It focuses on language competence, cultivating students’ ability to understand and use texts about language and mind. It develops thinking quality, guides critical exploration of their relationship. It strengthens cultural awareness and fosters autonomous learning ability. 教学重难点 Key points: Grasp the text’s structure and core views on how language shapes mind. Master key vocabulary and complex sentences. Difficult points: Explore the deep logical relationship and apply views to practical language learning. 教学过程 Pre-reading: Lead-in and Preview (Warm-up and Preparation) Activity 1: Brainstorming and Theme Introduction The teacher starts the class by asking two guiding questions in English: “Do you think the language you speak affects the way you think? Can you give an example in your daily life?” Then, the teacher invites 3-4 students to share their opinions freely. Some students may mention that when they speak English, they tend to think directly in English instead of translating from Chinese; others may say that different expressions in different languages make them view things differently. After the sharing, the teacher summarizes briefly: “Language and mind are closely connected, and this is exactly what we will explore in Reading B today. It will help us understand how language shapes our thinking and cognition.” Design Intention: This activity activates students’ prior knowledge and life experience, making the abstract theme of “language and mind” close to students’ daily life. It stimulates students’ learning interest and curiosity, guides them to enter the learning state actively, and lays a foundation for understanding the text’s core views. Meanwhile, it provides students with opportunities to practice oral expression, exercising their ability to express personal views in simple English. Activity 2: Vocabulary Preview and Contextual Application The teacher presents key vocabulary and phrases in the text on the blackboard or multimedia, including “cognition, perceive, interpret, shape, interact, accumulate, profound, illustrate, contrast, reflect”. For each word or phrase, the teacher provides simple English definitions and example sentences related to the theme of “language and mind”. For example, for “perceive”, the example sentence is “Different languages make people perceive the same object in different ways.” For “shape”, it is “Language shapes our thinking patterns unconsciously.” Then, the teacher asks students to work in pairs to make one sentence with each word or phrase, combining their own understanding of language and thinking. After 5 minutes of pair work, the teacher invites several pairs to present their sentences and corrects minor mistakes in expression, helping students master the usage of key vocabulary in context. Design Intention: Previewing key vocabulary helps students remove language obstacles in reading, ensuring they can focus on understanding the text’s content and logical structure. By making sentences in pairs, students not only memorize the words but also apply them flexibly, combining the theme of the unit. This activity also cultivates students’ cooperative learning ability and lays a solid language foundation for the subsequent reading link. Activity 3: Predict Text Content The teacher shows the title of Reading B “Further Exploration: Language, Mind and Cognition” and the first paragraph of the text. Then, asks students to predict the main content of the text based on the title and the first paragraph: “What aspects do you think the text will talk about? Will it introduce specific examples to illustrate the relationship between language and mind? What kind of examples may it use?” Students can discuss in groups of 4 for 3 minutes, then share their predictions. The teacher writes down the reasonable predictions on the blackboard, such as “It may talk about how different languages affect people’s cognition of time and space”, “It may introduce experiments or research about language and mind”, etc. Finally, the teacher says: “Let’s read the text and check whether your predictions are correct.” Design Intention: Predicting the text content is an important reading strategy. It can stimulate students’ reading motivation, help them form a preliminary framework of the text in advance, and improve their reading efficiency. By discussing in groups, students can exchange ideas and expand their thinking, making their predictions more comprehensive. At the same time, it cultivates students’ ability to infer and predict based on limited information, which is an important part of improving their thinking quality. While-reading: In-depth Understanding and Analysis (Comprehension and Analysis) Activity 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of the text? 2. What is the author’s attitude towards the relationship between language and mind? After students finish reading, invite them to share their answers. The teacher summarizes and supplements: The main idea of the text is to explore the profound relationship between language and mind, illustrating how language shapes people’s cognition, perception and thinking patterns through specific examples and research. The author holds a positive and objective attitude, emphasizing that language and mind interact with each other. Design Intention: Skimming training helps students grasp the main idea of the text quickly, cultivating their ability to extract key information from the whole text. Answering questions about the main idea and the author’s attitude guides students to understand the text from a macro perspective, avoiding getting lost in details. This link lays the foundation for in-depth analysis of the text’s structure and details. Activity 2: Scanning for Key Details Ask students to read the text again (scanning) and complete a detail-matching task. The teacher presents the following tasks on the multimedia: 1. The example of the Hopi people and time perception; 2. The research on color perception in different languages; 3. The impact of language on spatial cognition; 4. The interaction between language learning and brain development. Students need to match each task with the corresponding paragraph in the text and extract key information (such as the specific content of the example, the conclusion of the research). After students finish the task independently, the teacher checks the answers with the whole class, and asks students to read the key sentences in the corresponding paragraphs aloud, ensuring they understand the details correctly. For example, for the Hopi people’s time perception, students need to extract that “the Hopi language has no tenses to distinguish past, present and future, so they perceive time as a continuous whole rather than a series of separate moments”. Design Intention: Scanning training focuses on cultivating students’ ability to find specific information quickly. The detail-matching task guides students to pay attention to the key examples and research in the text, which are the core supports for the author’s views. By extracting key information and reading aloud key sentences, students can deepen their understanding of the text’s details, and at the same time strengthen their sense of language and improve their reading fluency. Activity 3: Text Structure Analysis Ask students to work in groups of 4 to analyze the structure of the text and complete a structure chart. The teacher provides a framework of the structure chart: 1. Introduction (Paragraph 1): Put forward the topic of the relationship between language and mind; 2. Main body (Paragraphs 2-5): Illustrate the relationship through specific examples and research (list the examples/research and their conclusions); 3. Conclusion (Paragraph 6): Summarize the interaction between language and mind and put forward prospects for language learning. Students need to fill in the details in the framework based on their understanding of the text. After 8 minutes of group discussion, each group sends a representative to present their structure chart, and the teacher comments and supplements, helping students clarify the text’s logical structure (introduction - main body - conclusion) and the argumentative method of “putting forward views - supporting with examples - summarizing”. Design Intention: Analyzing the text structure helps students understand the logical relationship between paragraphs, from macro to micro, forming a complete understanding of the text. Group discussion allows students to exchange ideas and complement each other, improving their ability to analyze and sort out information. The structure chart can visualize the text’s logic, helping students master the argumentative writing characteristics of the text, which is conducive to their future reading and writing ability improvement. Activity 4: Key Sentences Analysis The teacher selects several key and complex sentences in the text for analysis, helping students break through language difficulties. For example: 1. “Language is not just a tool for communication; it is also a powerful shaper of our thoughts, perceptions, and even our understanding of the world around us.” (Paragraph 1) The teacher analyzes the structure of the sentence: “not just...but also...” is used to emphasize, and explains the meaning of “shaper” in context. 2. “Studies have shown that people who speak languages with more color terms tend to perceive and distinguish colors more accurately than those who speak languages with fewer color terms.” (Paragraph 3) The teacher analyzes the attributive clause “who speak languages...”, and explains the logical relationship between the subject and the predicate. After analyzing each sentence, the teacher asks students to read the sentence aloud and make similar sentences, such as “Reading is not just a way to acquire knowledge; it is also a way to enrich our minds.” Design Intention: Key and complex sentences are the key to understanding the text’s deep meaning. Analyzing these sentences helps students break through language difficulties, master complex sentence structures, and improve their ability to understand long and difficult sentences. Making similar sentences allows students to apply the learned sentence structures flexibly, combining the theme of the unit, which not only consolidates their language knowledge but also improves their language application ability. Post-reading: Consolidation, Application and Expansion (Application and Extension) Activity 1: Text Retelling Ask students to retell the text based on the structure chart and key information they sorted out earlier. The teacher puts forward specific requirements: 1. Use the key vocabulary and sentence structures learned in the class; 2. Clarify the text’s logical structure; 3. Highlight the key examples and research conclusions. Students can first practice retelling in pairs for 5 minutes, then invite 2-3 students to retell the text in front of the whole class. The teacher comments on their retelling, affirming their advantages and putting forward suggestions for improvement, such as adding more connecting words to make the retelling more coherent. Design Intention: Text retelling is an effective way to consolidate the text content. It requires students to integrate the text’s key information, structure and language, which can test their understanding of the text and their language expression ability. Practicing in pairs reduces students’ speaking pressure, while public retelling provides them with a platform to show themselves, helping them build confidence in speaking English. At the same time, it strengthens the memory of key vocabulary and sentence structures. Activity 2: Group Discussion and Critical Thinking The teacher puts forward two discussion topics: 1. Do you agree with the view that “language shapes mind”? Combine your own experience of learning English to talk about your understanding. 2. What enlightenment does the relationship between language and mind bring to our English learning? Students discuss these two topics in groups of 4 for 10 minutes. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps them solve problems in expression. After the discussion, each group selects a representative to share their group’s views. For example, some groups may say that learning English makes them think more logically, because English pays more attention to sentence structure and logical connection; some groups may put forward that in English learning, we should not only memorize words and grammar but also understand the cultural background behind the language, so as to better grasp the way of thinking in English. Design Intention: This activity guides students to combine their own learning experience to think deeply about the text’s views, transforming the text knowledge into their own understanding and experience. It cultivates students’ critical thinking ability, allowing them to not only accept the author’s views but also put forward their own opinions. Group discussion promotes the exchange and cooperation between students, improves their oral expression ability and cooperative learning ability, and at the same time connects the text content with practical English learning, reflecting the practical value of the text. Activity 3: Language Application - Short Writing Ask students to write a short passage (80-100 words) with the title “How Does English Learning Affect My Thinking”. The teacher puts forward specific requirements: 1. Use at least 3 key vocabulary learned in the class; 2. Combine specific examples in your own English learning; 3. Express your own true feelings and views. Students write independently for 10 minutes. After finishing writing, the teacher collects some students’ works, reads them aloud in class, and comments on them, focusing on the correct use of vocabulary and sentence structures, the clarity of views and the coherence of the passage. For students with good works, the teacher affirms and praises them; for students with deficiencies, the teacher puts forward targeted suggestions for revision. Design Intention: Short writing is a comprehensive application of language knowledge. It tests students’ ability to use key vocabulary, sentence structures and text views flexibly. Combining their own English learning experience makes the writing task more realistic and operable, which can stimulate students’ writing enthusiasm. By commenting on students’ works, the teacher can timely understand their mastery of language knowledge and the application effect of text views, and provide targeted guidance, helping students improve their writing ability. Activity 4: Extension and Expansion The teacher introduces a piece of extended information in English: “In addition to the examples mentioned in the text, there are many other phenomena that reflect the relationship between language and mind. For example, in some languages, the expression of gender is very different, which will affect people’s gender cognition; in some languages, the expression of space is more specific, which will make people more sensitive to spatial relationships.” Then, the teacher recommends a short English video about “language and mind” to students, and asks them to watch it after class and write a short viewing note (50-60 words) to share their gains. At the same time, the teacher encourages students to collect more examples about the relationship between language and mind in daily life and share them in the next class. Design Intention: The extension and expansion activity enriches students’ knowledge and expands their vision, making them realize that the relationship between language and mind is widespread in daily life. Watching English videos after class can improve students’ listening ability and enhance their interest in learning English. Collecting examples and writing viewing notes encourages students to learn independently and explore actively, cultivating their autonomous learning ability and inquiry spirit, which is in line with the requirements of core literacy. Summary and Reflection (Summary and Reflection) Activity 1: Class Summary The teacher invites students to summarize the key content of this class independently: “What have you learned in this class? What key points and methods have you mastered?” After several students share their summaries, the teacher makes a final summary: In this class, we have learned Reading B about the relationship between language and mind, grasped the text’s structure and core views, mastered key vocabulary and sentence structures, and explored the enlightenment of the relationship between language and mind to English learning. We have also exercised our reading, speaking and writing abilities through a series of activities. Design Intention: Letting students summarize the class content independently helps them sort out the knowledge they have learned in this class, strengthen their memory and understanding, and cultivate their ability to sort out and summarize information. The teacher’s final summary supplements and improves students’ summaries, ensuring that students grasp the key points of the class and form a complete knowledge system. Activity 2: Self-Reflection Ask students to reflect on their performance in this class in English, focusing on three aspects: 1. What did I do well in this class? (such as active participation in discussions, accurate mastery of key vocabulary, etc.) 2. What problems did I encounter? (such as difficulty in understanding long sentences, inability to express views fluently, etc.) 3. What should I do to improve next time? Students write their reflections in their notebooks independently for 3 minutes, then invite 1-2 students to share their reflections. The teacher encourages students to face their problems bravely and puts forward corresponding improvement suggestions, such as “If you have difficulty in understanding long sentences, you can practice analyzing sentence structures after class; if you can’t express views fluently, you can accumulate more useful expressions.” Design Intention: Self-reflection is an important part of autonomous learning. It helps students understand their own learning status, find their own advantages and deficiencies, and clarify the direction of future improvement. Sharing reflections allows students to learn from each other and promote each other. The teacher’s encouragement and suggestions can help students build confidence in learning and improve their autonomous learning ability, which is conducive to the long-term development of students’ English learning. 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 $