Unit+10+Connections+Lesson+3+Anne+Of+Green+Gables+課件-【知識(shí)精講精研】高中英語北師大版（2019）選擇性必修第四冊(cè)

Unit10ConnectionsLesson3AnneOfGreenGables

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avideo教材分析本課是第10單元第三課，圍繞閱讀語篇展開。文章摘自《綠山墻的安妮》的開篇——馬修剛把安妮接回家的部分。一開始馬修和瑪麗拉二人原以為會(huì)接來一個(gè)男孩，這樣可以幫他們做農(nóng)活，當(dāng)瑪麗拉看到是個(gè)女孩后，一時(shí)不知如何是好。但是，善良而嚴(yán)格的瑪麗拉依舊接納了安妮并給她安排好飯食和住宿。雖然她并不懂如何與小孩相處，但還是從小處細(xì)心地關(guān)懷著安妮。教學(xué)目標(biāo)在本課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：1.梳理文章結(jié)構(gòu)，獲取故事的基本情節(jié)。2.概括、梳理、闡釋瑪麗拉和安妮的性格特點(diǎn)。教學(xué)重難點(diǎn)【教學(xué)重點(diǎn)】梳理文章結(jié)構(gòu)，獲取故事的基本情節(jié)?！窘虒W(xué)難點(diǎn)】概括、梳理、闡釋瑪麗拉和安妮的性格特點(diǎn)。Lookatthepicturesandanswerthequestions.1.Doyouknowthesebooks?2.DoyouknowtheirauthorLucyMaudMontgomery?ofPassiveFormsinthePastLucyMaudMontgomery露西·莫德·蒙格瑪利（1874-1942），加拿大女作家，著有《綠山墻的安妮》等系列作品。在《綠山墻的安妮》中，主人公小女孩安妮純真善良、熱愛生活，被美國(guó)著名作家馬克·吐溫認(rèn)為“是繼不朽的愛麗絲之后最令人感動(dòng)和喜愛的形象”。AnneofGreenGablesThestoryissetonCanada’sPrinceEdwardIslandearlyinthe20thcentury.Abrotherandsister,MatthewandMarillaliveonafarmcalled“GreenGables”.Theyapplytoadoptaboyfromanorphanageastheyneedhelpontheirfarm.Duetoamix-up,theyaresentared-haired11-year-oldgirlnamedAnne.Onthedaysheisduetoarrive,Matthewpicksherupatthetrainstation…settingandCharactersWhile-reading1.DidMarillalikeAnne?Why?Yes.WecantellthatMarillalikedAnnefromheractions.(1)Marillasteppedintotrytocomfortthechild.

(2)MarillainvitedAnnetodinner.

(3)MarillanoticedAnnewasnoteating.

(4)Marillaputhertobed,placedherclothesneatlyona

chair,andthen,takingupthecandle,wentovertothe

bedtosaygoodnight.While-reading2.HowdidAnnefeelafterhearingMarilla’swords?WhenMarillainsistedthataboyshouldbesent,Annecriedandfeltsad

becauseshewasnotwanted.Herhopecollapsed.WhenMarillasaidtherewasnoneedtocrysoaboutit,Annefeltshewas

notunderstood.WhenMarillamentionedAnnewasnoteating,Annefeltshewasindepths

ofdespair.WhenMarillasaidgoodnighttoAnne,Annewasdisapproving.3.WhatdidMarillaintendtodowithAnne?SheintendedtohaveAnnestayuntiltheyinvestigatedthisaffair.While-readingDevelopmentofthestoryMarillaAnneUponarrivalSheimmediatelyrushedtothedoorwhenshesawMatthewinthefrontyard.Then______________________whenshesawAnne.Sheinsistedthat_______________________________.______________________________________________________________.MarillaandMatthew________________________________________________________Sheburstintotears,crying:“Youdon’twantmebecause________________.Imighthaveknownitwastoobeautifultolast.Imighthaveknown______________________________.”Readthestoryagain.Completethedevelopmentofthestory.shefrozeinamazementtheremusthavebeenaboyDuringMatthewandMarilla’sdialogue,sheremainedsilentlookedateachotheranddidn’tknowwhattosayordo.I’mnotaboynobodyreallydidwantmeWhile-readingDevelopmentofthestoryMarillaAnneDinnertimeMarillacouldnotunderstandAnne’sdespair.ShespoketoAnnesharplywhenshesaw__________________.__________________________________________.MarilladecidedtoputAnne_______.__________________________________________.BedtimeShewenttobed,frowningmostresolutely._____________________.AnnewasnoteatingtobedShecouldnoteatbecauseshehadnoappetiteShewasinthedepthsofdespairShecriedherselftosleepPost-readingWhenMatthewarrivedwiththelittlegirl,Marilla(1)__________inamazementbecauseMrsSpencerpromisedshewasgoingtosendaboy.WhenAnne(2)__________themeaningoftheirconversation,she(3)__________intotearsand(4)__________tocryloudly.Marillahadnoideahowto(5)__________her.Whenshetried,thegirl(6)__________atear-strainedfaceandtoldhershewasinthe(7)__________ofdespair.Completethesummaryofthestory,usingthewordsandphrasesfromthetext.frozegraspedburstproceededcomfortrevealeddepthsPost-readingMarillaaskedAnnetostayforthenightandshewould(8)__________theaffair.LatershebroughtAnnetoalittlebedroom.Anneundressedand(9)____________intothebedclothes.Marillasaidshewouldreturnforthecandleasshe(10)__________notleaveitforthechildtoputout.Whenshereturned,shesaid“Goodnight”awkwardlybutnotunkindly.Annewasstillupsetandcrying.investigatediveddowndaredReadingstrategy—Identifythetone記敘文是一種記載和敘述事件由來，描繪事物和人物情景狀態(tài)、過程及發(fā)展的文體，一般包括人物傳記、哲理或故事等。閱讀此類文章時(shí)，一方面要依據(jù)文章的順序和故事的發(fā)展弄清一系列事件的先后順序以及它們之間的邏輯關(guān)系；而另一方面，要根據(jù)人物的處境和描寫、議論時(shí)所用的特定詞語來準(zhǔn)確把握人物的情感與態(tài)度，做到入情入境，特別要留意描寫和議論時(shí)所用的形容詞、副詞、連詞以及短語等等。因此，學(xué)會(huì)識(shí)別句子語氣（Identifythetone）是閱讀這類文章的一種重要技巧。我們可以在以下具體語境中來分析體會(huì)。AnneofGreenGables（部分）MarillasawMatthewinthefrontyardandimmediatelyrushedtothedoor.But

whenhereyesfellontheoddlittlefigureinthestiff,uglydress,withthelong

redhairandtheeager,brighteyes,shefrozeinamazement.Burstintotearsshedid.Sittingdownonachairbythetable,throwingherarms

on

itandburyingherfaceinthem,sheproceededtocrystormily.Marillaand

Matthewlookedateachother.Neitherofthemknewwhattosayordo.Finally,

Marillasteppedintotrytocomfortthechild.WhenMarillahadgone,Annelookedaroundhersadly.Thewhitewashedwallsweresopainfullybare.Thefloorwasbare,too.Inonecornerwasthebed,ahigh,old-fashionedoneofdarkwood.Midwaybetweentableandbedwasthewindow,withanicywhitecurtainoverit.Therewasnorestroom,buttherewas

awashstandwithafaucetintheothercorner.Thewholeroomfeltcoldand

unwelcoming,whichsentashiverthroughAnne’sbones.Withasobshequicklyundressed,putonhernightclothesandjumpedintobedwhereshepressedher

facedownintothepillowandpulledtheclothesoverherhead.TobedwentMatthew.Andtobed,whenshehadputherdishesaway,wentMarilla,frowningmostresolutely.Andup-stairs,intheeastgable,alonely,heart-hungry,friendlesschildcriedherselftosleep.作者分別運(yùn)用了以下語句來描述安妮：theoddlittlefigureinthestiff,uglydress,withthelongredhairandtheeager,brighteyes…Burstintotearsshedid.Sittingdownonachairbythetable,throwingherarmsonitandburyingherfaceinthem,sheproceededtocrystormily.Withasobshequicklyundressed,putonhernightclothesandjumpedintobedwhereshepressedherfacedownintothepillowandpulledtheclothesoverherhead.Andup-stairs,intheeastgable,alonely,heart-hungry,friendlesschildcriedherselftosleep.通過以上描述，讀者可以捕捉到描寫主人公安妮的外貌，動(dòng)作狀態(tài)等細(xì)節(jié)。比如theoddlittlefigureinthestiff,uglydress，可以看出安妮的衣服穿著很奇怪，僵硬。又比如Burstintotearsshedid;…,sheproceededtocrystormily;Withasob…;…alonely,heart-hungry,friendlesschildcriedherselftosleep.作者重復(fù)使用了“哭泣”一詞，來表達(dá)安妮的悲傷。從這些描述里，讀者不難看出作者表達(dá)了對(duì)安妮命運(yùn)的憐憫和同情。在閱讀過程中，這些表達(dá)可以幫助讀者快速抓住文中描寫的主要內(nèi)容，從整體上把握文章的連貫性，進(jìn)而大體上揣測(cè)出作者的寫作意圖及文章的情感主線。Languageuse—Vaguelanguage

定義模糊語言是指可以表達(dá)有多種可能的解釋（即多義）。

以good的相關(guān)表達(dá)為例：

goodstudent（勤奮的學(xué)生）good

weather（好天氣）

goodpicture（漂亮的圖片）

good

people（熱心的人）

Languageuse—Vaguelanguagething(s)(todescribefacts,

situationsandobjects)

e.g.Howarethings(schoolingeneral)atschool?

最近學(xué)校的事情怎么樣了？Putthosethings(cupsandbowls)inthecupboard.

把那些東西（杯子和碗）放在碗櫥里。Themaint