Unit 10 Connections-Lesson 3 Anne of Green Gables 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 10 Connections-Lesson 3 Anne of Green Gables 教学目标和重难点 1. 教学目标 It cultivates students’ language ability via text reading and expression, develops thinking quality through character analysis, strengthens cultural awareness by understanding Western rural culture and the theme of acceptance, and improves learning ability via independent and cooperative learning. 2. 教学重难点 Key: Master core vocabulary and sentence patterns, sort out the text structure and plot. Difficulty: Analyze the emotional changes of Anne and Marilla and understand the connotation of acceptance and growth. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in link is designed to help students quickly enter the text context, activate their existing knowledge reserve, and arouse their interest in learning the text. First, the teacher will show a short animated clip of Anne of Green Gables, which focuses on the scene where Anne first arrives at Green Gables. After playing the clip, the teacher will ask students two simple and interactive questions in English: “What do you think of the girl in the video? What kind of place do you think Green Gables is?” Then, the teacher will invite several students to share their views freely. During the sharing process, the teacher will give positive feedback and guidance, such as “Your observation is very careful. The girl’s red hair is very distinctive” or “You have a good imagination about Green Gables”. After the sharing, the teacher will briefly introduce the background of the text: “The text is an excerpt from the classic novel Anne of Green Gables by Canadian writer Lucy Maud Montgomery. It tells the initial experience of Anne after she arrives at Green Gables. Today, we will walk into this text and get to know Anne and the people around her.” This lead-in method combines audio-visual materials, which is more intuitive and vivid than simple language introduction, and can effectively attract students’ attention. At the same time, the questions designed are close to the text content, laying a good foundation for the subsequent text reading and analysis. Pre-reading: Preview and Lay a Foundation The pre-reading link aims to help students solve the obstacles in vocabulary and background knowledge, so that they can read the text more smoothly. First, the teacher will present the core vocabulary of the text on the blackboard or courseware, including freeze, amazement, clasp, tear-stained, adopt, despair, bare, etc. For each vocabulary, the teacher will read the pronunciation first, then explain the meaning and usage, and give example sentences combined with the text context. For example, when explaining “freeze”, the teacher will say: “Freeze here means to stop moving suddenly because of surprise or shock. In the text, Marilla froze in amazement when she saw Anne. It means Marilla stopped moving suddenly because she was very surprised to see Anne.” Then, the teacher will introduce the background knowledge of the novel in detail: “Anne of Green Gables was published in 1908. The story is set on Canada’s Prince Edward Island early in the 20th century. Matthew and Marilla, a brother and sister, live on a farm called Green Gables. They applied to adopt a boy from an orphanage to help with the farm work, but due to a mistake, they received a red-haired 11-year-old girl named Anne. The text selects the scene where Anne first arrives at Green Gables and the interaction between her and Marilla.” After that, the teacher will ask students to read the new words aloud together twice to consolidate their memory of the pronunciation and meaning of the words. At the same time, the teacher will assign a small preview task: let students read the text quickly by themselves, find out the main characters in the text and the general plot, and mark the parts they don’t understand. This link not only helps students lay a solid foundation in vocabulary and background knowledge, but also cultivates their ability of independent preview. While-reading: In-depth Reading and Comprehension The while-reading link is the core part of the teaching process, which aims to guide students to read the text in depth, sort out the text structure, grasp the key information, and lay the foundation for the subsequent character analysis and theme exploration. This link is divided into three steps: fast reading, careful reading and intensive reading. First, fast reading. The teacher asks students to read the text quickly within a certain time, and complete two tasks: first, find out the main characters of the text (Anne, Marilla, Matthew); second, sort out the general plot of the text. After reading, the teacher will invite students to summarize the general plot. The teacher will guide students to summarize accurately: “Matthew went to the train station to pick up Anne, who was sent to Green Gables by mistake. When Marilla saw that Anne was a girl instead of a boy, she was very surprised and even wanted to send her back. Anne was very sad when she heard this. Then they had dinner together, and Marilla arranged a room for Anne to sleep in.” After the summary, the teacher will briefly comment on the students’ performance, affirm the correct parts, and correct the inappropriate parts. Second, careful reading. On the basis of fast reading, the teacher guides students to read the text carefully, and divides the text into three parts according to the plot development: Upon arrival (line 1-26), Dinner time (line 27-36), Bed time (line 37-61). For each part, the teacher designs targeted questions to guide students to grasp the key information. For the first part (Upon arrival), the teacher asks: “How did Marilla feel when she first saw Anne? What did Anne do when she heard that Marilla wanted to send her back?” Students need to find the relevant sentences in the text and answer. The teacher will guide students to find the sentences “Marilla froze in amazement” and “Anne burst into tears, crying: ‘You don’t want me because I’m not a boy. I might have known it was too beautiful to last. I might have known nobody really did want me.’” Then, the teacher will ask students to analyze the emotional state of Marilla and Anne at this time: Marilla was surprised and disappointed, while Anne was sad and desperate. For the second part (Dinner time), the teacher asks: “What was Anne’s state during dinner? How did Marilla treat Anne?” Students can find that “Anne could not eat because she had no appetite. She was in the depths of despair.” And Marilla “spoke to Anne sharply when she saw Anne was not eating, eying her as if it were a serious problem.” The teacher will guide students to understand that Anne was still in a sad mood, while Marilla was a little impatient and strict. For the third part (Bed time), the teacher asks: “What did Anne do after Marilla left the room? How did Marilla feel when she came back to get the candle?” Students can find that “Anne cried herself to sleep” and Marilla “helped pick up Anne’s clothes and said ‘Good night’ to Anne” and “went to bed, frowning most resolutely.” The teacher will guide students to realize that Anne was still sad, while Marilla’s attitude began to soften a little. In the process of careful reading, the teacher will ask students to mark the key sentences and emotional words in the text, and guide students to read the key sentences aloud, so that students can better feel the emotional changes of the characters. At the same time, the teacher will explain the difficult sentences in the text, such as “It was a cold, unwelcoming place, and the wind that blew through the open window sent a shiver through Anne’s bones.” The teacher will analyze the sentence structure and explain the meaning, helping students understand the description of the environment and its role in reflecting Anne’s mood. Third, intensive reading. On the basis of careful reading, the teacher guides students to conduct in-depth analysis of the text, focusing on the character images and the language features of the text. First, character analysis. The teacher divides students into groups of 4-5, and asks each group to discuss two questions: “What kind of person is Anne? What kind of person is Marilla?” Each group is required to find the relevant details in the text to support their views. After the group discussion, each group sends a representative to share their views. For Anne, students may put forward views such as “She is a sensitive, emotional and innocent girl. She is eager to be loved and accepted.” They can support their views with details such as Anne bursting into tears when she heard that she might be sent back, and her sadness when she was in the new environment. For Marilla, students may say “She is a strict, straightforward but kind-hearted woman. She was initially disappointed and strict with Anne, but she began to care about Anne unconsciously.” They can support their views with details such as Marilla arranging a room for Anne, helping her pick up her clothes and saying “Good night” to her. After the sharing, the teacher will make a summary: “Anne is a red-haired girl with a sensitive and innocent heart. She has suffered a lot in the orphanage and is eager to have a home and be loved. Marilla is a woman with a tough exterior but a soft heart. She is strict with Anne at first because she wanted to adopt a boy, but she gradually began to accept and care about Anne as she got along with her.” Then, the teacher guides students to analyze the language features of the text. The teacher asks: “What kind of writing style does the text adopt? What are the characteristics of the language?” Students can find that the text is a novel excerpt, which adopts narrative writing style. The language is vivid and vivid, especially the description of characters’ emotions and actions. For example, the description of Marilla’s “froze in amazement” and Anne’s “burst into tears” vividly shows the emotional state of the characters. The teacher will ask students to find more such sentences in the text and read them aloud, so that students can feel the charm of the text language. Post-reading: Expand and Apply The post-reading link aims to help students consolidate the knowledge learned, expand their thinking, and improve their language application ability. This link is divided into three parts: language practice, theme exploration and creative expression. First, language practice. The teacher designs two language practice tasks. The first task is to fill in the blanks with the core vocabulary learned. The teacher presents sentences such as “When she heard the news, she ______ in amazement.” “He was in the depths of ______ after failing the exam.” Students need to fill in the blanks with the appropriate words (freeze, despair). The second task is to rewrite sentences. The teacher presents sentences from the text, such as “Anne burst into tears.” and asks students to rewrite them with other expressions, such as “Anne couldn’t help crying.” or “Tears rolled down Anne’s face.” This task helps students consolidate the usage of core vocabulary and sentence patterns, and improve their language flexibility. Second, theme exploration. The teacher asks students to think about the theme of the text: “What is the theme of this text? What can we learn from it?” Students can discuss freely in groups. After the discussion, students will share their views. The teacher will guide students to summarize the theme of the text: “The text mainly tells the initial interaction between Anne and Marilla, showing the process of Marilla from rejecting to gradually accepting Anne, and conveying the theme of acceptance, tolerance and love. It tells us that we should respect and accept the differences of others, and that love and tolerance can warm people’s hearts.” Then, the teacher expands the theme: “In our daily life, we will also meet people with different personalities and backgrounds. How should we get along with them? We should learn from Marilla, put down our prejudices, respect others’ differences, and treat others with kindness and tolerance. Only in this way can we establish good interpersonal relationships and make our world warmer.” Third, creative expression. The teacher assigns a creative writing task: “Suppose you are Anne, write a diary about your first day at Green Gables, recording your feelings and experiences.” The teacher reminds students to use the vocabulary and sentence patterns learned in the text, and pay attention to the expression of emotions. After students finish writing, the teacher will invite several students to read their diaries aloud, and give comments and guidance, affirming the advantages of the diaries and putting forward suggestions for improvement. This task not only helps students consolidate the knowledge learned, but also improves their writing ability and emotional expression ability. Summary and Homework First, summary. The teacher summarizes the content of this lesson with the students: “In this lesson, we read the excerpt from Anne of Green Gables, mastered the core vocabulary and sentence patterns, sorted out the text structure and plot, analyzed the character images of Anne and Marilla, and understood the theme of acceptance and love. We also did some language practice and creative writing, which improved our language application ability.” Then, the teacher arranges the homework. The first homework is to recite the core vocabulary and key sentences of the text, and finish the exercise book related to this lesson. The second homework is to continue to write the diary assigned in the post-reading link, and expand the content appropriately. The third homework is to watch the movie Anne of Green Gables after class, and write a short film review (about 100 words) to share their feelings. This homework not only helps students consolidate the knowledge learned in class, but also expands their extracurricular knowledge and improves their comprehensive language 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 $