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学校 课题 北师大高中英语选择性必修四 Unit10 Lesson3 Anne Of Green Gables
年级 高二 学科 英语
教材分析 【What】Anne of Green Gables is a novel by Canadian writer Lucy Maud Montgomery, and was published in 1908. The story is set on Canada’s Prince Edward Island early in the 20th century. A brother and sister, Matthew and Marilla live on a farm called “Green Gables”. They apply to adopt a boy from an orphanage as they need help on their farm. Due to a Mix-up, they are sent a red-haired 11-year-old girl named Anne. The text is about the day when Anne first arrives at the farm. 【 Why】 The story extract is about various conflicts among Anne, Marilla and Matthew on the day when Anne first arrives, which further explores the unit topic Connections. Students will go into details analyzing the reasons why they have such conflicts, and work out possible solutions. 【How】The story extract is written in time order. What’s more, the three main characters are delicately shaped through their remarks and actions, which is one of the reasons why the novel is such a success and deserves appreciation.
学情分析 At present, students have basic linguistic competence but lack the ability of appreciating an original English novel. What’s more, they may have difficulty inferring the writer’s attitude towards the characters. In this lesson, students will be trained to analyze three main characters from various aspects, appreciate its descriptive language, and identify the tone of the story.
教学目标 At the end of this lesson, students will be able to... 1. acquire basic information about the story extract through previewing the first chapter of the story; 2. read and discuss in groups to figure out the conflicts between
the main characters hidden in the plots; 3. understand the function of the description of the surroundings; 4. read and identify the writer’s tone; 5. summarize the features of the story and write a continuation of the story.
教学重难点 教学重点 1.Read and discuss to figure out the conflicts between the characters ; 2.Help students grasp textual features of the story to write a continuation. 3.Cultivate students’ critical thinking. 教学难点 1. Students may have difficulty inferring the writer’s attitude towards the characters. Students may find creating a continuation for the story difficult.
教学准备 畅言智慧课堂、教学课件
教学环节 教学内容 教师活动 学生活动 智慧课堂应用及分 析 1.功能选择 2.应用价值 3.评价体现 时长
Activate and Share Read the story introduction, find out the setting and characters of the story ，and answer the questions: 1). Who are Matthew and Marilla expecting from the instruct Ss to read the story introduction , and answer the relative questions answer the questions after careful reading and thinking 屏幕推送、电子书及图片：学生清晰获知教师想要表达的内容，准确了解活动任务 2,
orphanage 2). Why do you think they need help 3). What would happen next
View and Predict Watch a short video, and predict what would happen after they arrived home. Read lines 1- 10 and check your answer play a short video for Ss to prepare them for the story watch the video to get well prepared 视频播放：通过播放智慧课堂教学系统中课文相关视频，增加学生的学习积极性 ,激发学生的阅读兴趣 2,
Read for conflicts 1.Read lines 1 - 16 and answer the following questions: What was Marilla's reaction when she saw Anne for the first time How did Anne feel after hearing Marilla's words ask Ss to read for conflicts from specific lines Ss read carefully and answer queations 学生讲：答题学生在自己的平板上分析和讲解题目，其他同学可以在自己平板上同步观看。此功能既增强了答题学生的自信心，也提高了他们的思维能力和语言能力 5,
2.Read lines 17-25 and lines 30-40 to look for
conflicts between Marilla and Anne, and state the reasons.
Read for characters What are Metthew, Marilla and Anne ’s personalities Find evidence from the story to support your opinion. ask Ss to analyse the main characters’ personalitie s with evidence from the story Ss read the story for evidence and analyse the main characters ’ personaliti es 随 机 选 人 、 抢答 ： 增加学生互动积极性 10,
Read for language Read lines 44- 51 about the bedroom Anne slept in. Underline the words the writer used to describe the room. Why does the writer use a paragraph to describe the room What effect does she want to achieve instruct Ss to read carefully and appreciate how the writer’s tone is presented Ss read and learn to appreciate how the writer expresses her tone through her descriptio n 随 机 选 人 、 抢答 ： 增加学生互动积极性 学生讲：增强了答题学生的自信心，也提高了他们的思维能力和语言能力 10,
Read lines 59- 61.Why does the writer describe how they went to sleep.What does the writer want to tell us
Read the story again. Underline the sentences that reflect the writer's tone towards Anne. What kind of tone can you identify
Read for structure Read the story again and divide it into three time sections. help Ss realize the importance of time order in story telling Ss read for the structure and develop their logic thinking 全班作答：快速掌握学生答题进度和准确度 2,
Write a continuation Imagine what will happen next in the story Anne of Green Gables. Write a continuation of the story. The story should go like this: The next ask Ss to predict the following plots and write them down remind Ss to imitate the writing style and the language Ss continue the story and present their work to the class 全班作答：快速掌握学生答题进度和准确度 学生讲：增强了答题学生的自信心，也提高了他们的思维能力和语言能力 投票：学生选出最优秀的续写作 8,
morning, when Anne was still in bed, Marilla said to her brother ... features of the origin work 品。增强了生生互动和教师对学情的了解
Assignment 1.Finish your stories. 2.Do exercises 8 and 9 on page 17. 作业平台：在线提交作业至作业平台，教师在线完成评价并实时反馈。 1,
板书设计
教学反思 亮点： 课堂管理的可视化：这一功能不仅帮助教师即时掌握班级整体学习动态，还能精准识别个别学生的学习难点与需求，从而调整教学策略，确保每位学生都能跟上教学节奏。 教学目标的达成：本节课基本达成了预设的教学目标。学生在互动问答、在线测试、即时反馈等环节中表现出高度的积极性和参与度，有效促进了语言知识的吸收与运用能力的提升。 教学反馈的及时性、针对性和便利性：教师能够依据学生的学习报告，针 对学生的个性化需求进行差异化指导，极大地提高了教学的针对性和有效性 。同时，学生也能通过平台查看自己的学习进展与问题所在，便于自我调整与改进。 不足： 续写环节的时间分配：教师应预留更充足的时间用于作文指导，不仅限于写作技巧的传授，还应深入分析学生作文中的常见错误，如语法、词汇使用、
篇章结构等方面的问题，引导学生自我发现并改正。 学生自评表的运用：教师可以设计一份包含具体写作标准和要求的自我评价表。这份表格应涵盖语言准确性、内容连贯性、观点表达等多个维度，帮助学生在写作过程中进行自我监控与调整。通过定期填写与反思，学生能够逐步建立起对自我写作能力的清晰认识，从而更有针对性地提升写作水平。

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