Unit 2 Legends and Tales-Language Focus 2 教案-2025-2026学年高中英语人教版选修第二册

Unit 2 Legends and Tales-Language Focus 2 内容导航 Language Focus 2 of Unit 2 Legends and Tales in Senior High English Elective Book 2 (PEP Edition) focuses on the practical application of key grammatical structures and functional language related to legends and tales. It mainly involves the review and consolidation of relative clauses, modal verbs expressing speculation and possibility, and topic-related vocabulary. Based on the unit’s theme, it guides students to use language accurately and flexibly in listening, speaking, reading and writing activities, helping them deepen their understanding of legend and tale themes and improve their comprehensive language application ability. It also connects with the unit’s reading and writing tasks to lay a solid foundation for subsequent theme exploration and language output. 教学目标和重难点 1. 教学目标 Language Ability: Students will master key vocabulary and grammatical structures in the unit, improve their ability to understand and use language in the context of legends and tales, and enhance their listening, speaking, reading and writing skills. Cultural Awareness: They will understand the cultural connotations and values contained in different legends and tales at home and abroad, respect cultural diversity, and cultivate cross-cultural communication awareness. Thinking Quality: Through analyzing and applying language knowledge, students will develop logical thinking, critical thinking and imaginative thinking. Learning Ability: They will master effective language learning methods such as induction, practice and cooperation, and cultivate the awareness of independent learning and cooperative exploration. 2. 教学重难点 Key Points: The accurate use of relative clauses (restrictive and non-restrictive) in the context of legends and tales; the correct application of modal verbs (such as must, might, could, may) to express speculation and possibility; the mastery and flexible use of topic-related key vocabulary (such as legend, tale, hero, magic, adventure). Difficult Points: Distinguishing the usage and differences between restrictive and non-restrictive relative clauses; accurately choosing modal verbs according to different contexts to express different degrees of speculation; integrating grammatical structures and functional language into practical communication and writing to ensure the fluency and appropriateness of expression. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Theme Review and Warm-up The teacher starts the class by showing pictures and short video clips of classic legends and tales (such as "Journey to the West", "King Arthur" and "The Little Mermaid"). Then the teacher asks students to answer the following questions orally in English: 1. What is your favorite legend or tale? 2. Who is the main character in it? 3. What magical or wonderful things happen in the story? After students share their answers, the teacher summarizes and leads to the topic of this lesson: Today we will continue to explore the language features of legends and tales, and learn how to use appropriate grammar and vocabulary to talk about and describe legends and tales more accurately and vividly. Design Intention: The lead-in activity is closely connected with the unit’s theme of Legends and Tales. By showing familiar pictures and video clips, it can quickly arouse students’ interest in learning, activate their prior knowledge and experience related to legends and tales, and create a relaxed and pleasant English learning atmosphere. Asking oral questions can not only review the relevant vocabulary and expressions learned in the previous class, but also lay a foundation for the study of language knowledge in this lesson. It can also exercise students’ oral expression ability and stimulate their enthusiasm for participation. Step 2: Presentation of Key Language Knowledge (Presentation) This part mainly focuses on the presentation of three key language points: relative clauses, modal verbs expressing speculation and possibility, and topic-related key vocabulary. The teacher presents and explains them one by one with the help of examples closely related to the theme of legends and tales, and guides students to summarize rules and characteristics. Activity 2: Presentation and Explanation of Relative Clauses First, the teacher presents two groups of sentences on the blackboard or multimedia courseware, all of which are related to legends and tales: Group 1 (Restrictive Relative Clauses): 1. The hero who fought against the monster saved the village. 2. The magic ring that the old man gave to the boy has great power. 3. The place where the legend happened is a small town by the sea. Group 2 (Non-restrictive Relative Clauses): 1. King Arthur, who was a brave and wise king, united the knights of the Round Table. 2. The magic book, which was hidden in the ancient castle, can grant people’s wishes. 3. The girl, whose father was a famous wizard, had the ability to talk to animals. Then the teacher guides students to observe and discuss the following questions: 1. What are the differences between the two groups of sentences in form? (Tips: the use of commas) 2. What functions do the clauses after the nouns play? 3. What relative pronouns and adverbs are used in the clauses? What are their usages? After students’ discussion and sharing, the teacher makes a summary: Restrictive relative clauses are used to restrict and modify the antecedent, without commas, and the clause is indispensable for the meaning of the sentence; non-restrictive relative clauses are used to supplement and explain the antecedent, with commas, and the clause can be omitted without affecting the integrity of the main sentence. The common relative pronouns are who, whom, whose, which, that, and relative adverbs are where, when, why. The teacher then explains the usage of each relative pronoun and adverb in detail with examples related to legends and tales, and emphasizes the situations where that cannot be used in non-restrictive relative clauses. Design Intention: By presenting contrastive sentences closely related to the unit’s theme, students can intuitively perceive the differences between restrictive and non-restrictive relative clauses. Guiding students to observe and discuss independently can cultivate their ability of induction and summary, and deepen their understanding of grammatical rules. Using theme-related examples can make the abstract grammatical knowledge more specific and vivid, help students connect language knowledge with the theme context, and lay a foundation for the subsequent application of grammar. Activity 3: Presentation and Explanation of Modal Verbs Expressing Speculation and Possibility The teacher sets a scenario related to legends and tales: "A village was attacked by a monster last night. The villagers found some strange footprints and a broken magic wand. Let’s guess what happened." Then the teacher presents several sentences with modal verbs: 1. The footprints are very big. The monster must be very strong. 2. The magic wand might belong to a wizard, because it has special patterns. 3. The monster could have run away to the forest, because there are no other traces. 4. The wizard may come to help the villagers tomorrow. The teacher asks students to discuss: What do these modal verbs (must, might, could, may) express? What are the differences in their degrees of certainty? Then the teacher summarizes: Must expresses the strongest certainty (about 90% certainty), meaning "must, certainly"; may and might express weaker certainty (about 50% certainty), meaning "may, perhaps", and might is more uncertain than may; could also expresses possibility, which is similar to might, but more polite and tentative. The teacher also emphasizes that these modal verbs are usually used in the present tense to express speculation about the present or future; if expressing speculation about the past, we use "modal verb + have + past participle". For example: "The monster must have left these footprints last night." Design Intention: Setting a scenario related to legends and tales can make the learning of modal verbs more situational and interesting, and help students understand the usage of modal verbs in specific contexts. Through scenario guessing and discussion, students can actively participate in the learning process, perceive the differences in the degree of certainty expressed by different modal verbs, and master their usage rules. This activity also connects with the theme of the unit and lays a foundation for students to use modal verbs to describe and guess the plots of legends and tales. Activity 4: Presentation and Consolidation of Topic-related Key Vocabulary The teacher presents the key vocabulary of this lesson on the multimedia courseware, including nouns (legend, tale, hero, heroine, wizard, monster, magic, adventure, treasure), verbs (defeat, save, protect, discover, explore, cast), adjectives (brave, wise, magical, mysterious, powerful, brave). For each word, the teacher provides a sentence example related to legends and tales, such as: 1. Legend says that there is a treasure hidden in the mountain. 2. The brave hero defeated the evil monster and saved the princess. 3. The wizard cast a magic spell to protect the village. Then the teacher leads students to read the words and sentences aloud, and explains the pronunciation, part of speech and usage of difficult words. For example, explain the difference between "legend" and "tale": "Legend" usually refers to a traditional story about heroes or great events, which is often regarded as true; "tale" usually refers to a fictional story with wonderful plots, which is mainly used for entertainment. Then the teacher asks students to make sentences with these words according to their own understanding, and invites several students to share their sentences in class. Design Intention: The key vocabulary is the foundation of language application. By presenting vocabulary with theme-related examples, students can not only master the meaning and usage of words, but also connect vocabulary with the unit’s theme. Leading students to read aloud can help them remember words and improve their pronunciation and intonation. Asking students to make sentences independently can consolidate their mastery of vocabulary and exercise their ability of language organization and expression. Step 3: Controlled Practice (Controlled Practice) After the presentation of key language knowledge, controlled practice is carried out to help students consolidate the learned knowledge. The practice content is closely related to the theme of legends and tales, and the difficulty is gradually increased to ensure that students can master the knowledge in a solid and in-depth way. Activity 5: Practice of Relative Clauses The teacher assigns a fill-in-the-blank exercise. The sentences are all about legends and tales, and students need to fill in the appropriate relative pronouns or adverbs (who, whom, whose, which, that, where, when, why). 1. The old man ______ told us the legend used to be a soldier. 2. The castle ______ the princess lived is very old and mysterious. 3. The magic sword ______ has a golden handle can defeat all evil. 4. The day ______ the hero was born was a rainy day. 5. The girl ______ mother is a witch has the ability to see the future. 6. This is the story ______ I heard from my grandmother when I was a child. After students finish the exercise independently, the teacher checks the answers one by one, explains the wrong questions in detail, and emphasizes the key points and easily confused points. For example, when explaining question 3, the teacher reminds students that the antecedent is "the magic sword", which is a thing, so "which" or "that" can be used; when explaining question 5, the teacher emphasizes that "whose" is used to indicate possession, meaning "the ... of whom/which". Then the teacher organizes students to work in pairs to check each other’s answers and discuss the wrong questions, so as to help each other improve. Design Intention: This exercise is a typical controlled practice, which focuses on examining students’ mastery of relative pronouns and adverbs. The sentences are closely related to the theme of legends and tales, which can make students consolidate grammar knowledge in the theme context. Checking answers and discussing in pairs can not only help students find their own mistakes in time, but also cultivate their cooperative learning ability and communication ability. Activity 6: Practice of Modal Verbs Expressing Speculation and Possibility The teacher designs a matching exercise. On one side of the multimedia courseware are the situations related to legends and tales, and on the other side are the sentences with modal verbs. Students need to match the situations with the appropriate sentences. Situations: 1. The magic wand is glowing. 2. The hero hasn’t appeared for three days. 3. There is a strange sound in the forest at night. 4. The treasure map has a lot of unclear marks. Sentences: A. It might be the monster roaring. B. It must have special magic power. C. The hero could have gone to find the treasure. D. The map may be a fake. After the matching, the teacher invites students to explain their matching reasons, and guides students to correctly use modal verbs to express different degrees of speculation. Then the teacher designs a small oral practice: Students work in pairs to create a scenario about legends and tales, and use modal verbs (must, might, could, may) to make 3-5 sentences to express speculation. For example, one student says: "There is a light in the ancient temple." The other student says: "It must be the wizard working." "It might be the treasure shining." After the pair practice, invite several groups to perform their dialogues in class. Design Intention: The matching exercise can help students quickly apply the learned modal verbs to specific situations, and the oral practice can further consolidate their mastery of modal verbs and improve their oral expression ability. Working in pairs can make students actively participate in the practice, and the scenario creation is closely related to the theme, which can stimulate students’ imagination and creativity. Activity 7: Vocabulary Consolidation Practice The teacher designs two vocabulary practice activities: 1. Word formation: Ask students to change the form of the given words to fill in the blanks. For example: (brave) The ______ hero fought against the monster bravely. (magic) The wizard used ______ to help the villagers. (adventure) The boy had an ______ journey to find the treasure. 2. Word matching: Match the words in Column A with the explanations in Column B. Column A: legend, tale, wizard, monster, treasure; Column B: a fictional story with wonderful plots, a traditional story about heroes, a person who can use magic, a terrible creature, valuable things hidden in a secret place. After students finish the practice, the teacher checks the answers and explains the key points. Then the teacher asks students to write a short paragraph (50-80 words) using at least 5 key vocabulary words learned in this lesson, describing a brief plot of a legend or tale. Design Intention: Word formation practice can help students master the word formation rules and expand their vocabulary; word matching can help students deepen their understanding of the meaning of words. Writing a short paragraph can integrate vocabulary into practical writing, help students consolidate the use of vocabulary, and exercise their ability of language organization and writing, laying a foundation for the subsequent comprehensive application. Step 4: Semi-controlled Practice (Semi-controlled Practice) On the basis of controlled practice, semi-controlled practice is carried out to gradually reduce the restrictions on students, guide them to use the learned language knowledge flexibly in a more complex context, and transition from "mechanical practice" to "meaningful practice". Activity 8: Retelling a Legend or Tale with Learned Language Knowledge The teacher selects a short and familiar legend or tale (such as "The Little Mermaid" or "Journey to the West" excerpt), and presents the key plots and key words on the multimedia courseware. Then the teacher asks students to retell the story in their own words, requiring them to use at least 3 relative clauses and 2 modal verbs expressing speculation and possibility, and use as many key vocabulary words as possible learned in this lesson. First, students prepare independently for a few minutes, then work in groups of 3-4 to retell the story to each other, and help each other modify and improve their expressions. Finally, invite 2-3 students to retell the story in front of the whole class, and the teacher makes comments and guidance, affirming the advantages of students and pointing out the problems that need to be improved (such as the correct use of grammar, the fluency of expression, etc.). Design Intention: Retelling stories is a typical semi-controlled practice, which can integrate the learned vocabulary, grammar and functional language. It not only helps students consolidate the learned knowledge, but also exercises their oral expression ability, logical thinking ability and ability to organize language. Working in groups can provide students with more opportunities to practice oral English, and help each other improve. The teacher’s comments and guidance can help students find their own shortcomings and improve their language application ability. Activity 9: Completing a Short Passage Related to Legends and Tales The teacher presents an incomplete short passage about a legend on the multimedia courseware. The passage has some blanks, which need students to fill in with appropriate relative clauses, modal verbs or key vocabulary words learned in this lesson. The passage is as follows: Once upon a time, there was a small village ______ (relative clause) was surrounded by mountains. There was a legend about a treasure ______ (relative clause) was hidden in the mountain. A brave young man ______ (relative clause) wanted to find the treasure to save the villagers. He took a magic sword ______ (relative clause) his father gave him. On the way, he met a wizard ______ (relative clause) told him that the treasure ______ (modal verb) be guarded by a monster. The young man thought that he ______ (modal verb) defeat the monster with his courage and the magic sword. Finally, he found the treasure and saved the village. Students complete the passage independently, then exchange their answers with their deskmates, and discuss the rationality of the filling. The teacher checks the answers, explains the key and difficult points, and guides students to adjust their expressions to make the passage more fluent and logical. For example, when filling in the relative clauses, guide students to choose appropriate relative pronouns or adverbs according to the antecedent; when filling in modal verbs, guide students to choose appropriate modal verbs according to the context to express the correct degree of speculation. Design Intention: Completing the passage can help students integrate the learned language knowledge into the context of the text, exercise their ability to use language flexibly, and improve their reading and writing skills. Exchanging answers with deskmates can help students learn from each other and improve their ability to find and correct mistakes. The teacher’s guidance can help students deepen their understanding of language knowledge and improve the accuracy and fluency of their expression. Step 5: Comprehensive Application (Comprehensive Application) This part is the key link of the teaching process, which aims to guide students to comprehensively use the learned language knowledge to carry out practical listening, speaking, reading and writing activities, and improve their comprehensive language application ability. The activities are closely related to the theme of legends and tales, and pay attention to the authenticity and practicality of the language context. Activity 10: Listening Practice - Understanding a Legend The teacher plays a short listening material about a legend (the content is simple, the speed is moderate, and it involves the key language knowledge learned in this lesson). Before listening, the teacher asks students to look at the listening tasks on the courseware: 1. What is the main idea of the legend? 2. Who is the main character in the legend? 3. What magical things happen in the legend? 4. Use the modal verbs learned to guess what will happen next. Then the teacher plays the listening material twice: the first time, students listen to get the main idea; the second time, students listen carefully to complete the listening tasks. After listening, students check their answers in pairs, then the teacher plays the listening material again to confirm the answers and explain the key points in the listening material (such as key words, sentences and grammatical structures). Finally, the teacher asks students to discuss in groups: What do you think of the main character in the legend? What can we learn from him/her? Design Intention: Listening practice can help students improve their listening comprehension ability, and enable them to perceive and understand the application of key language knowledge in listening materials. The listening tasks are designed from easy to difficult, which is in line with students’ cognitive rules. Discussing after listening can not only deepen students’ understanding of the listening content, but also exercise their oral expression ability and thinking ability, and infiltrate the education of values. Activity 11: Speaking Practice - Discussing Legends and Tales The teacher divides students into groups of 4-5, and assigns a discussion topic: "What are the common characteristics of legends and tales? What is the difference between Chinese legends and foreign legends? Which legend or tale do you think is the most meaningful, and why?" The teacher requires students to discuss the topic in English, and use the relative clauses, modal verbs and key vocabulary learned in this lesson as much as possible. During the discussion, the teacher walks around the classroom, observes students’ discussion situation, and provides guidance and help to students who have difficulties in expression (such as reminding them of relevant vocabulary and grammatical structures). After the discussion, each group selects a representative to report the group’s discussion results to the whole class. The teacher makes comments on each group’s report, affirming the advantages (such as fluent expression, correct use of language knowledge, clear viewpoints) and pointing out the areas that need improvement (such as the logic of discussion, the richness of content). Then the teacher summarizes the common characteristics of legends and tales and the differences between Chinese and foreign legends, helping students deepen their understanding of the unit’s theme. Design Intention: Group discussion is an effective way to improve students’ oral expression ability and cooperative learning ability. The discussion topic is closely related to the unit’s theme, which can stimulate students’ thinking and enthusiasm for participation. Requiring students to use the learned language knowledge in the discussion can help them consolidate and flexibly apply the knowledge, and improve their comprehensive language application ability. The teacher’s guidance and comments can help students solve the problems encountered in the discussion and improve their expression level. Activity 12: Writing Practice - Creating a Short Legend or Tale The teacher asks students to create a short legend or tale (150-200 words) according to the following requirements: 1. The plot is complete (including beginning, development and ending); 2. The theme is positive (such as courage, kindness, friendship); 3. Use at least 4 relative clauses, 3 modal verbs expressing speculation and possibility, and 6 key vocabulary words learned in this lesson; 4. The language is fluent, the logic is clear, and there are no grammatical mistakes. Before writing, the teacher guides students to think about the plot of the story: Who is the main character? What magical things happen? What is the theme of the story? Then students write independently. During the writing process, the teacher walks around the classroom, provides guidance to students who have difficulties in writing (such as helping them sort out the plot, reminding them of the use of language knowledge), and corrects the mistakes in students’ writing in time. After students finish writing, they exchange their works with their deskmates, and help each other modify and improve their works (focusing on checking the use of grammar, vocabulary, the fluency of the passage and the completeness of the plot). Then the teacher selects several excellent works and common wrong works to comment on in class: For excellent works, the teacher affirms their advantages and invites the authors to share their creation ideas; for wrong works, the teacher points out the mistakes and guides students to correct them together. Design Intention: Writing practice is an important way to examine students’ comprehensive language application ability. Creating a short legend or tale can not only consolidate the learned language knowledge, but also stimulate students’ imagination and creativity. Guiding students to think about the plot before writing can help them sort out their ideas and ensure the completeness and logic of the story. Exchanging and modifying works in pairs can help students learn from each other and improve their writing ability. The teacher’s comments can help students find their own shortcomings in writing and improve their writing level, and also set an example for students to let them know how to write a good legend or tale. Step 6: Summary and Homework (Summary and Homework) Activity 13: Lesson Summary The teacher invites students to summarize the key content of this lesson independently: What key vocabulary, grammatical structures and functional language have we learned? What are the key points and difficult points? Then the teacher makes a comprehensive summary: This lesson focuses on the practical application of relative clauses, modal verbs expressing speculation and possibility, and topic-related key vocabulary. We have carried out a series of listening, speaking, reading and writing activities, which not only consolidated the learned language knowledge, but also improved our comprehensive language application ability. At the same time, we have a deeper understanding of the theme of legends and tales, and felt the charm of language and culture. The teacher also emphasizes that language learning is a process of continuous practice, and hopes that students can actively use the learned language knowledge in daily study and life. Design Intention: Inviting students to summarize independently can help them sort out the knowledge learned in this lesson, deepen their understanding and memory of the knowledge, and cultivate their ability of induction and summary. The teacher’s comprehensive summary can help students form a systematic knowledge framework, clarify the key points and difficult points of the lesson, and stimulate students’ enthusiasm for continuous learning. Activity 14: Assigning Homework The teacher assigns three levels of homework to meet the needs of different students: 1. Basic Homework: Review the key vocabulary, grammatical structures and functional language learned in this lesson, and copy the key sentences (10 sentences) related to relative clauses and modal verbs. 2. Intermediate Homework: Revise the short legend or tale created in class according to the teacher’s comments and deskmate’s suggestions, and improve the content and language expression. 3. Advanced Homework: Find a foreign legend that you are interested in, read it carefully, and write a short comment (100-150 words) about it, requiring the use of the language knowledge learned in this lesson. Design Intention: Assigning hierarchical homework can meet the learning needs of different levels of students, help students consolidate the learned knowledge according to their own actual situation, and improve their language application ability. Basic homework focuses on the consolidation of basic knowledge; intermediate homework focuses on the improvement of writing ability; advanced homework focuses on the expansion of knowledge and the improvement of comprehensive language application ability. This can not only let students master the basic knowledge, but also stimulate the learning potential of advanced students. Step 7: Teaching Reflection (Teaching Reflection) After the class, the teacher conducts a teaching reflection, focusing on the following aspects: 1. Whether the lead-in activity effectively arouses students’ interest in learning and activates their prior knowledge. 2. Whether the presentation of key language knowledge is clear and easy to understand, and whether students can effectively master the knowledge. 3. Whether the design of practice activities is reasonable, whether the difficulty is gradual, and whether it can effectively help students consolidate and apply the learned knowledge. 4. Whether students actively participate in the class activities, and whether their comprehensive language application ability is improved. 5. What problems exist in the teaching process (such as students’ insufficient mastery of certain knowledge points, insufficient participation of individual students, etc.), and how to improve them in the subsequent teaching. Design Intention: Teaching reflection is an important part of improving teaching quality. Through teaching reflection, the teacher can summarize the experience and lessons of the class, find out the existing problems, and adjust and improve the teaching plan in time, so as to better meet the needs of students’ learning and improve the teaching effect. 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 $