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

Unit 2 Legends and Tales-Expressing Your Ideas 内容导航 This section centers on Legends and Tales, guiding students to express their ideas, opinions and feelings about legendary and tale characters, plots and themes. It integrates listening, speaking, reading and writing activities, enabling students to use appropriate vocabulary, sentence patterns and logical expressions to talk about story details, analyze character traits, comment on story meanings and create simple related plots, so as to improve their comprehensive language expression ability in the context of legends and tales. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to legends and tales, and be able to express ideas clearly and logically in oral and written forms. Cultural Awareness: Understand the cultural connotations and values contained in Chinese and foreign legends and tales, respect cultural diversity and enhance cultural confidence. Thinking Quality: Cultivate critical thinking by analyzing story plots and characters, and develop logical thinking and innovative thinking through expressing and creating ideas. Learning Ability: Master effective learning strategies such as cooperative discussion and independent thinking, and improve the ability to actively express and reflect on learning. 2. 教学重难点 Key Points: Master the vocabulary and sentence patterns for expressing opinions, preferences and comments on legends and tales; be able to clearly state personal views on story plots, characters and themes and support them with reasons. Difficult Points: Using appropriate connecting words to ensure the logic and coherence of expression; accurately analyzing the deep meaning of legends and tales and expressing unique insights; flexibly applying learned knowledge to create simple plots and express ideas in a natural and fluent way. 教学过程 Warm-up and Lead-in Activity 1: Legend and Tale Sharing The teacher starts the class by showing pictures of classic legends and tales at home and abroad, such as "Journey to the West", "The Legend of White Snake", "King Arthur" and "Cinderella". Then the teacher asks students to work in pairs to share a legend or tale they are familiar with, focusing on introducing the main character and the core plot in 1-2 sentences. After 5 minutes of pair discussion, 3-4 groups are invited to present their sharing in front of the class. The teacher gives simple comments, focusing on affirming the students' courage to express and correcting minor language mistakes. Design Intention: This activity aims to activate students' prior knowledge and arouse their interest in the unit theme. By sharing familiar legends and tales, students can quickly enter the learning context, review relevant vocabulary and expressions, and lay a foundation for the subsequent expression activities. At the same time, pair discussion can create a relaxed learning atmosphere, encourage students to actively participate in classroom interaction, and cultivate their oral expression ability and cooperative learning awareness. Activity 2: Theme Introduction and Goal Presentation The teacher summarizes the students' sharing, points out that legends and tales are an important part of human culture, carrying people's yearning for beauty and pursuit of truth. Then the teacher introduces the learning goal of this section: to learn to express personal ideas, opinions and feelings about legends and tales, and to be able to use appropriate language to analyze, comment and create. The teacher writes the key learning points on the blackboard, including core vocabulary (such as legendary, heroic, plot, theme, moral, etc.), common sentence patterns for expressing opinions (such as In my opinion..., I think..., From my point of view..., etc.) and logical connecting words (such as however, besides, therefore, in addition, etc.). Design Intention: Clarifying the learning goals can help students establish a clear learning direction and know what they need to master after this class. Introducing core vocabulary and sentence patterns in advance can enable students to have a preliminary understanding of the key language points, which is conducive to their better participation in subsequent activities. At the same time, connecting the theme with cultural connotation can help students initially establish cultural awareness and lay the foundation for the cultivation of core literacy. Presentation and Practice of Key Language Points Activity 1: Vocabulary Learning and Practice The teacher presents the core vocabulary of this section one by one, combines the context of legends and tales to explain the meaning and usage of each word, and gives typical examples. For example, when explaining "legendary", the teacher says: "King Arthur is a legendary figure in British history, and his story has been passed down for centuries." When explaining "moral", the teacher takes "The Ant and the Grasshopper" as an example: "The moral of this tale is that we should work hard and prepare for the future." After explaining each word, the teacher asks students to make sentences with the words, and invites 2-3 students to share their sentences, and the teacher corrects and guides them. Then, the teacher organizes a vocabulary matching activity: writes the words on one side of the blackboard and their corresponding meanings and example sentences on the other side, and asks students to match them in groups. The group that finishes the matching correctly and the fastest wins a small reward. After the activity, the teacher checks the results and explains the confusing words again. Design Intention: Vocabulary is the foundation of language expression. By combining context to explain vocabulary and giving examples, students can better understand the meaning and usage of words, avoiding mechanical memorization. Sentence making and matching activities can enhance the interactivity of vocabulary learning, make students actively use words, deepen their memory, and lay a solid language foundation for subsequent expression activities. The reward mechanism can stimulate students' learning enthusiasm and improve their participation. Activity 2: Sentence Pattern Learning and Practice The teacher focuses on introducing the common sentence patterns for expressing opinions, preferences and comments in the context of legends and tales. First, the teacher presents the sentence patterns and their usages with specific examples: 1. Expressing opinions: In my opinion, the hero in this legend is very brave because he dares to fight against the evil forces. 2. Expressing preferences: I prefer this tale to that one because its plot is more exciting and touching. 3. Expressing comments: From my point of view, the theme of this legend is about love and courage, which can teach us a lot. 4. Giving reasons: The reason why I admire this character is that he always keeps his promise and helps others. After explaining the sentence patterns, the teacher organizes students to practice in groups. Each group is given a picture of a legend or tale character (such as Sun Wukong, Snow White), and asks them to use the learned sentence patterns to express their opinions and reasons. Each student in the group needs to speak at least once. The teacher walks around the classroom, observes the students' practice, and provides timely guidance for students who have difficulties in expression, such as helping them organize language and correct sentence structure. After the group practice, the teacher invites several students to present their expressions in front of the class, and comments on their performance, focusing on affirming their correct use of sentence patterns and putting forward suggestions for improvement, such as how to use more accurate vocabulary and how to make the reasons more sufficient. Design Intention: Sentence patterns are the framework of language expression. By presenting sentence patterns with specific examples, students can clearly understand how to use them in actual context. Group practice can provide students with more opportunities to express themselves, enable them to practice sentence patterns repeatedly, and improve their oral expression ability. The teacher's on-site guidance can help students solve problems in time, correct mistakes, and ensure the effectiveness of practice. Activity 3: Logical Connecting Words Practice The teacher introduces common logical connecting words used in expressing ideas, such as however (expressing转折), besides (expressing addition), therefore (expressing result), in addition (expressing addition), on the one hand...on the other hand (expressing contrast), etc. The teacher explains the usage of each connecting word with examples related to legends and tales: For example, "The hero in this legend is very strong; however, he is also very kind to ordinary people." "Besides the exciting plot, this tale also conveys a positive moral." Then, the teacher gives a short passage about a legend, which lacks logical connecting words. The teacher asks students to fill in the blanks with the learned connecting words in pairs. After finishing, the teacher invites students to read the completed passage, checks the answers, and explains why certain connecting words are used. Finally, the teacher asks students to rewrite a short paragraph about their favorite tale, using at least 3 logical connecting words to make the expression more coherent and logical. Design Intention: Logical connecting words are crucial to ensuring the coherence and fluency of expression. Many students have the problem of disjointed expression when expressing their ideas, so it is necessary to focus on practicing connecting words. Filling in the blanks and rewriting activities can let students practice the use of connecting words in actual context, help them master the logical relationship between sentences, and improve the coherence of their expression. Guided Practice: Expressing Ideas Based on Texts Activity 1: Reading and Analyzing the Text The teacher distributes a short legend text (related to the unit theme, such as a simplified version of "The Legend of Mulan") to students. Ask students to read the text silently, and then answer the following questions: 1. Who is the main character of the legend? 2. What is the core plot of the legend? 3. What kind of character is the main character? 4. What is the theme of the legend? After students finish reading, the teacher organizes a class discussion, invites students to answer the questions, and guides students to analyze the text in depth, such as discussing the reasons why Mulan joined the army instead of her father, and what kind of spirit Mulan embodies. During the discussion, the teacher encourages students to use the learned vocabulary, sentence patterns and connecting words to express their views. For example, when discussing Mulan's character, the teacher can prompt students: "In my opinion, Mulan is very brave because... Besides, she is also very filial because..." Design Intention: This activity combines reading and expression, enabling students to express their ideas based on the text, avoiding empty expression. By analyzing the text, students can deeply understand the plot, characters and theme of the legend, and at the same time practice using the learned language knowledge to express their views, which helps to improve their reading comprehension ability and oral expression ability. The class discussion can also stimulate students' thinking and let them learn from each other's views. Activity 2: Group Discussion — Commenting on the Legend The teacher divides students into groups of 4-5, and asks each group to discuss the following topics based on the text they just read: 1. Do you admire the main character in the legend? Why or why not? 2. What do you think is the most touching part of the legend? 3. What can we learn from this legend? 4. If you were the main character, what would you do differently? The teacher asks each group to designate a recorder to record the key points of the discussion and a speaker to present the group's views. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides guidance when necessary. For example, if a group has no clear ideas, the teacher can prompt them to start from the character's behavior and the theme of the story; if students have difficulty in expressing, the teacher can help them organize language. After the discussion, each group's speaker presents the group's views in front of the class, and other groups can ask questions or put forward different views. The teacher makes a summary comment, affirming the advantages of each group's discussion and putting forward suggestions for improvement. Design Intention: Group discussion can cultivate students' cooperative learning ability and communication ability. By discussing different topics, students can express their ideas fully, exercise their logical thinking and critical thinking ability. The recorder and speaker system can ensure that each student participates in the activity, avoid some students being passive, and at the same time train students' ability to summarize and express. The interaction between groups can enrich students' views and help them understand the legend from multiple angles. Activity 3: Written Expression — Writing a Short Comment On the basis of group discussion, the teacher asks students to write a short comment on the legend they just read, with a length of 80-100 words. The requirements are: 1. Clearly express their views on the legend (such as the character, plot or theme); 2. Use at least 2 learned sentence patterns for expressing opinions; 3. Use at least 2 logical connecting words; 4. The language is fluent and the logic is clear. When students are writing, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them determine the theme of the comment, organize the structure of the article, and correct spelling and grammar mistakes. After students finish writing, the teacher collects some students' works, reads them in front of the class, and comments on them, focusing on affirming the advantages of the works (such as correct use of sentence patterns and connecting words, clear views) and putting forward suggestions for improvement (such as how to enrich the content, how to make the reasons more sufficient). Then, students exchange their works in pairs, read each other's comments, and put forward revision suggestions. Design Intention: Written expression is an important part of expressing ideas. This activity can train students' written expression ability, enable them to apply the learned vocabulary, sentence patterns and connecting words to written expression, and improve the coherence and logic of their writing. Pair exchange and revision can let students learn from each other's strengths, find their own shortcomings, and improve their writing level. The teacher's guidance and comment can help students correct mistakes in time and master the skills of writing comments. Expansion Practice: Expressing Ideas Creatively Activity 1: Plot Creation — Continuing the Legend The teacher introduces a familiar legend (such as "Journey to the West: The Monkey King Fights the White Bone Demon") and asks students to imagine: What happens after the Monkey King defeats the White Bone Demon? Will there be new challenges? How will the characters deal with them? Then, the teacher asks students to work in groups to create a short plot continuation, with 3-5 sentences per group. Each group needs to clarify the plot, the performance of the characters, and ensure that the plot is consistent with the original legend's style. After the group creation, each group's speaker presents the created plot in front of the class, and the teacher and other students comment on it, focusing on whether the plot is reasonable, whether the characters are consistent with the original, and whether the language expression is fluent. The teacher encourages students to give creative ideas and affirms their creativity. Design Intention: This activity aims to cultivate students' innovative thinking and imagination. By creating the plot of the legend, students can not only apply the learned language knowledge to express their ideas, but also give full play to their creativity, making the learning of legends and tales more interesting. At the same time, group creation can enhance students' cooperative ability and communication ability, and let them experience the fun of creation. Activity 2: Role-Play — Expressing Ideas in Situations The teacher divides students into groups of 3-4, and assigns roles to each group, such as "storyteller", "listener" and "commentator". The storyteller needs to tell a legend or tale he is familiar with (or the one created in the previous activity); the listener needs to listen carefully and ask questions about the story (such as "Why did the character do that?" "What is the meaning of this plot?"); the commentator needs to comment on the story after the storyteller finishes, expressing his own views and feelings. The teacher asks each group to prepare for 5 minutes, then invites 2-3 groups to perform in front of the class. During the performance, the teacher pays attention to the students' language expression, whether they can use the learned vocabulary, sentence patterns and connecting words flexibly, and whether the communication between roles is smooth. After the performance, the teacher makes comments, affirms the advantages of the performance, and puts forward suggestions for improvement, such as how to make the story more vivid, how to ask more in-depth questions, and how to make the comments more comprehensive. Design Intention: Role-play is a situational language practice activity, which can make students be in the real language communication context, improve their oral expression ability and communication ability. By playing different roles, students can experience different ways of expressing ideas, such as telling stories, asking questions and making comments, which helps to improve their comprehensive language application ability. At the same time, role-play can make the classroom atmosphere more active, stimulate students' learning enthusiasm, and enhance their interest in learning English. Activity 3: Cultural Comparison — Expressing Ideas on Chinese and Foreign Legends The teacher shows pictures and brief introductions of Chinese and foreign legends, such as "The Legend of White Snake" (China) and "Cinderella" (foreign countries), and asks students to compare the two legends from the aspects of characters, plots, themes and cultural connotations. Then, the teacher asks students to write a short passage (100-120 words) to express their views on the similarities and differences between Chinese and foreign legends, and what they can learn from them. When students are writing, the teacher provides appropriate guidance, such as prompting students to use connecting words for comparison (such as similarly, differently, on the contrary, etc.), and helping students analyze the cultural connotations behind the legends. After students finish writing, the teacher collects some works, reads them in front of the class, and comments on them, focusing on whether the comparison is clear, whether the views are unique, and whether the language expression is accurate and fluent. Then, students share their views in class, discussing the cultural differences reflected in the legends and the significance of cultural exchange. Design Intention: This activity combines cultural awareness cultivation with language expression practice. By comparing Chinese and foreign legends, students can understand the cultural diversity, enhance their cultural confidence, and at the same time practice their written expression ability and logical thinking ability. Discussing cultural connotations can help students deepen their understanding of the theme of legends and tales, and cultivate their cross-cultural communication awareness and ability. Summary and Reflection Activity 1: Class Summary The teacher leads students to summarize the key points of this class: 1. Core vocabulary related to legends and tales, such as legendary, heroic, plot, theme, moral, etc. 2. Common sentence patterns for expressing opinions, preferences and comments, such as In my opinion..., I prefer..., From my point of view..., etc. 3. Logical connecting words that help to improve the coherence of expression, such as however, besides, therefore, etc. 4. Methods of expressing ideas based on texts, including analyzing plots, commenting on characters and themes, and creating plots. The teacher emphasizes that expressing ideas is an important ability in English learning. It not only requires mastering basic language knowledge, but also requires clear logic, fluent expression and unique insights. At the same time, the teacher encourages students to apply the knowledge and skills learned in this class to their daily English learning and communication, and actively express their own ideas. Design Intention: Summarizing the key points of the class can help students sort out the knowledge they have learned, deepen their memory, and form a systematic knowledge framework. Emphasizing the importance of expressing ideas can help students establish a correct learning concept, and encouraging students to apply what they have learned can improve the practicality of learning and achieve the goal of improving their comprehensive language ability. Activity 2: Self-Reflection The teacher asks students to reflect on their own performance in this class, and answer the following questions in their notebooks: 1. What have I learned in this class? 2. What do I do well in expressing ideas? 3. What are my shortcomings in expressing ideas (such as insufficient vocabulary, improper use of sentence patterns, unclear logic, etc.)? 4. What should I do to improve my ability to express ideas in the future? After students finish reflecting, the teacher invites several students to share their reflection results, and gives positive guidance and encouragement. For example, for students who think they have insufficient vocabulary, the teacher suggests that they accumulate more vocabulary related to legends and tales in daily life; for students who have unclear logic, the teacher suggests that they sort out their ideas before expressing, and use more logical connecting words. Design Intention: Self-reflection is an important part of learning ability cultivation. By reflecting on their own performance, students can clearly understand their own strengths and shortcomings, and put forward targeted improvement measures, which helps to improve their learning efficiency and learning ability. Sharing reflection results can let students learn from each other, find common problems, and make progress together. Activity 3: Homework Arrangement The teacher assigns the following homework: 1. Review the core vocabulary, sentence patterns and connecting words learned in this class, and make 5 sentences with the learned vocabulary and sentence patterns. 2. Choose a legend or tale you like, write a comment of 120-150 words, expressing your views on the characters, plots and themes, and using at least 3 logical connecting words. 3. Prepare a 2-minute oral report about your favorite legend or tale, which will be presented in the next class. 4. Collect 2-3 Chinese and foreign legends, and briefly compare their cultural connotations. Design Intention: Homework is an extension of classroom learning, which can help students consolidate the knowledge and skills learned in class. The homework covers vocabulary, sentence patterns, written expression and oral expression, which can comprehensively improve students' ability to express ideas. Collecting and comparing legends can further cultivate students' cultural awareness and cross-cultural communication ability, and lay a foundation for subsequent learning. Teaching Reflection (for Teachers) After the class, the teacher should reflect on the whole teaching process, including: 1. Whether the teaching design is reasonable, whether the activities are in line with the students' actual level and learning needs, and whether the teaching goals are achieved. 2. Whether the students' participation is high, whether each student has the opportunity to express themselves, and whether the learning enthusiasm is fully mobilized. 3. Whether the key and difficult points are effectively broken through, and whether the students have mastered the knowledge and skills of expressing ideas. 4. What problems exist in the teaching process, such as whether the guidance is timely, whether the classroom rhythm is appropriate, and how to improve them in the next class. Design Intention: Teachers' teaching reflection is conducive to improving teaching level and teaching quality. By reflecting on the teaching process, teachers can find their own shortcomings, adjust the teaching design in time, and make the teaching more in line with the students' learning needs, so as to better help students improve their ability to express ideas and cultivate their four-dimensional core literacy. 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 $