Unit 10 Connections Lesson 3 Anne of Green Gables 教学设计-2023-2024学年高中英语北师大版（2019）选择性必修第四册

Book 4 Unit 10 Connections教学设计 Lesson 3 Anne of Green Gables 板块教学设计 （建议时长40分钟，教师可根据教学实际酌情调整。） 课型 Reading + Speaking 主题语境 人与社会——文学名著（小说） 内容分析 本文是第十单元的阅读语篇，讲述了女主人公小安妮错被绿山墙的马修和玛丽拉兄妹领养回家的片段。其主题意义是让学生通过阅读这一段小说节选感知安妮与马修和玛丽拉兄妹之间的冲突，体检特定情境中的人际关系与人际沟通。同时，学生通过品读主人公们的语言来辨别作者对主人公的情感态度。 文本语篇是一段小说的节选，包含了安妮刚到绿山墙时，晚餐以及睡觉时的三段情景。通过三个人物之间的对话以及他们各自的神情、动作，呈现出他们在冲突中表现出的复杂的心理状态以及微妙的人物关系。整个节选以时间顺序进行描写，作者刻画出安妮幼小、柔弱却又善良直率的性格特点，以及马修和玛丽拉兄妹善良、淳朴的人性特点。 教学目标 1. 获取小说中的故事信息（如：安妮到达绿山墙后展开的冲突，与俩兄妹的对话，以及各自的心理状态； 2. 利用Graphic Organizer分析、整理信息，形成结构化知识； 3. 描述安妮、玛丽拉在安妮初到绿山墙时，晚餐时以及睡前的各自的情感变化； 4. 梳理记叙文的文本结构，发现并赏析小说的写作特点（如：时间顺序，对比写作手法）； 5. 通过作者的叙事口吻识别作者对小说主人公的情感态度; 6. 对小说节选进行一段合情合理的续写。 教学重点 1. 获取文本中的事实性信息，利用Graphic Organisers分析、整理信息并判断情感变化； 2. 通过作者的叙事口吻识别作者对小说主人公的情感态度。 教学难点 对小说节选进行一段合情合理的续写。 教学策略 听说法 Teaching contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 1. T presents a question and asks Ss to think about it and share opinions in class. 2. T presents the photo of the novel and its writer. 1. Ss think about and answer the questions. ① Do you know anything about the novel Anne of Green Gables? ② What do you know about it? Activate prior knowledge about the novel “Anne of Green Gables” and its writer. Activity 2 1. T asks Ss to read the story introduction and find out the setting and characters of the story. 2. T presents the table and asks Ss to read the story introduction to complete the table with the information in the introduction. 3. T presents two questions to lead Ss to focus on the background of the extract. 1. Ss to read the story introduction and find out the setting and characters of the story. 2. Ss read the introduction and find out information to fill in the table. 3. Ss work in pairs to answer the questions. 1 Who are Matthew and Marilla expecting from the orphanage? ② Why do you think they need help? Acquire basic information about the extract(the setting and characters of the story) Integrate and sort information to form structural knowledge. Analyse the intention of the characters. Activity 3 1. T asks the Ss to read the story extract quickly and answer the questions. 2. T asks Ss to find out what the story is about. 3. T asks the Ss to find out how many parts there are in the story and find out the main idea of each part. 4. T asks the Ss to read the story again and complete the development of the story. Then work in pairs. Tell it from the perspectives of Marilla and Anne. 5. T presents the Skill Builder to the students to lead them to pay attention to the writer’s tone. T asks Ss to read lines 49-56 about the bedroom Anne slept in and underline the words the writer used to describe the room. T asks Ss two questions. 6. T asks S to read the story again. Underline the sentences that reflect the writer's tone towards Anne. 1. Ss read the story extract quickly and find out the answers to the questions. ① Did Marilla like Anne? Why? ② How did Anne feel after hearing Marilla's words? ③ What did Marilla intend to do with Anne? 2.Ss work individually to figure out the main idea of the story. 3.Ss answer the questions and share their own opinions. 4. The Ss read and complete the table. And then work in pairs to tell it form the perspectives of Marilla and Anne. 5. The Ss read lines 49-56 about the bedroom Anne slept in and underline the words the writer used to describe the room. The Ss answers two questions. Judge Marilla’s attitude towards Anne through her words. Judge Anne’s feelings towards Marilla’s reactions to her arrival. Understand Marilla’s personalities through her behaviors. Summarize the main idea of the story. Summarize the main idea of each part of the extract. Integrate the information and get key information about the knowledge. Analyze the writer’s tone towards the main character to get the writer’s attitude towards the subjects and characters. Activity 4 T asks Ss to two questions. ① Do you think Marilla and Matthew are used to being around children? Find examples from the story. ② What are Marilla and Anne's personalities? Find evidence from the story to support your opinion. Ss answer the questions to test their understanding towards the characters. Summarize the personalities of the characters through the details of the plot. Activity 5 T asks S to work in group of four. They will act out the scenes—upon arrival, dinner time, bed time. Pay attention to their body actions, facial expressions and tones. Ss work in group of four and act out the scenes—upon arrival, dinner time, bed time. Apply what has been learned in this lesson to a role play practice. Activity 6 T asks Ss to give a self-evaluation. 1. Can you introduce the main plot of the novel in this lesson? 2. Do you know how to show the attitude towards subjects or characters by tones? 3. Can you express your opinion on the most impressive part of Anne's story? Ss do a self-evaluation. Reflect how well they’ve learnt. 学科网（北京）股份有限公司 $$