LITER ATUR E 2 A

TEACHER’S NOTES
AUTHOR Lucy Maud Montgomery 4 Students read through the questions. Check for
TITLE Anne of Green Gables (Chapters 2 & 4) understanding and remind them to refer closely
to the text to find the answers.
THEMES Being imaginative, exaggeration
WRITING A story Answers
THINK STYLE Children’s literature 1 F 2 DS 3 F 4 DS 5 F 6 T

ABOUT THE AUTHOR 5 Students read the text again. Discuss the questions
and answers with the class.
Lucy Maud Montgomery (1874–1942) was born in Clifton, Prince
Edward Island, Canada. She wrote 20 novels, 530 short stories
and 500 poems. Her most famous books were the Anne of Green
Suggested answers
Gables series. 1 She describes her dress as horrid, highlighting that she’s
She was brought up by her grandparents and was very lonely as a poor and can’t afford nice things. 2 She imagines herself
child. She was equally unhappy as an adult. Apart from the Anne wearing expensive clothes that aren’t very practical. She
series, she also wrote two other series with a young girl as the imagines a life that is more fun and less serious, and this
main character. The final book in the Anne series was given to the cheers her up. 3 She’s very optimistic. When she talks
publisher the day before she died, but the manuscript was lost. about something negative, she immediately responds with
The Blythes Are Quoted was finally published in 2009. something positive. She’s positive about other people’s
intentions too. For example, the merchant’s reason for
donating wincey to the orphanage. 4 They’re probably
INTRODUCTION going to get on well. The narrator says, ‘But he had never
expected to enjoy the society of a little girl.’
Ask students if they have heard of Lucy Maud
Montgomery or Anne of Green Gables. Write any ideas on 6 Read through the sentences one at a time to check
the board in note form. Use the information in the About comprehension of any unknown vocabulary. Students
the author box to provide an introduction. Depending on complete the sentences with the correct form of the
the class, it may be appropriate to use L1 at this stage. words in the glossary. Ask students for answers.

Answers
START THINKING … 1 merchants 2 scope 3 orphans 4 overboard
1 Organise the class into pairs. Set a time limit of a few 5 bliss 6 pity
minutes for students to discuss the questions. Then
ask students for their opinions. Encourage them to
back up their answers with examples and to give Optional extension
reasons to justify their answers. Ask students to read the text again and to underline five more
words that are new to them. Get students to look these up in a
2 Find an illustration or image from the film or mini-
dictionary and write each in a sentence.
series of Anne of Green Gables and show it to the
students. Ask them to describe what they see and
what they think the story is about.
CRITICAL THINKING
Draw students’ attention to the text at the top
right-hand corner of the page which ‘sets the Ask students to read the following quote in the text:
scene’ and clarify understanding. Play the audio. A merchant in Hopeton last winter donated three hundred
When the students have finished reading the text, yards of wincey to the asylum. Some people said it was
ask some comprehension questions to check their because he couldn’t sell it, but I’d rather believe that it was
understanding. out of the kindness of his heart, wouldn’t you? (lines 16–
3 Ask the students to match the words in bold in the 20). Ask the students the question: Why do people donate
text to the definitions. Tell them they may need money or things to charity? Elicit that there can be more
to change the part of speech (form of verb, noun, than one reason why people are generous. Working
etc.) to the base form to fit the glossary. Point out individually, students write notes. When students have
that making a glossary of unknown words in a text finished, bring their ideas together on the board and
is a good way to learn vocabulary. Ask individual discuss their ideas as a class. Possible reasons include:
students for answers. wanting to help less fortunate people, to get publicity
for their business, to get rid of things they don’t want in
Answers an environmentally friendly way.
1 orphan 2 merchant 3 overboard 4 veil 5 lacy
6 scope 7 bliss 8 prowl 9 delightful 10 pity

1 Think Level 4 Literature 2A Teacher’s Notes © Cambridge University Press 2017

ROLE PLAY many things to love and nothing to hinder me. But that brief
dream is over. I am resigned to my fate now, so I don’t think I’ll
7 Organise the class into groups of three. Read the go out for fear I’ll get unresigned again. What is the name of that
instructions and check that students understand geranium on the window-sill, please?’
what they are going to do. Ask a student to read the ‘That’s the apple-scented geranium.’
first part of the conversation. Brainstorm ideas and
‘Oh, I don’t mean that sort of a name. I mean just a name you
phrases on the board. Remind students that when
the story was written in 1908, boys and girls lived
WIT
gave it yourself. Didn’t you give it a name? May I give it one then?
May I call it – let me see – Bonny would do – may I call it Bonny
very different lives. For example, girls were expected
PEN NAMES
while I’m here? Oh, do let me!’
to help more with the housework and boys were ‘Goodness, I don’t care. But where on earth is the sense of
expected to do more manual work instead. Ask them naming a geranium?’
for further examples. MEMOIRS
‘Oh, I like things to have handles even if they are only geraniums.
Set the students a time limit of 5–10 minutes to It makes them seem more like people. How do you know but
prepare their role plays. Monitor and offer support
THEMES
that it hurts a geranium’s feelings just to be called a geranium
and nothing else? You wouldn’t like to be called nothing but
and encourage students to write their scripts. Once
a woman all the time. Yes, I shall call it Bonny. I named that
they have finished, encourage as many pairs as
possible to perform their role plays. Consider asking SHAKESPEARE’S
cherry-tree outside my bedroom window this morning. I called it
Snow Queen because it was so white. Of course, it won’t always
groups to perform to each other. The ‘audience’
ENGLISH
be in blossom, but one can imagine that it is, can’t one?’
group can monitor language use and make
corrections if necessary.
STYLE
LISTENING Children’s literature
8 Before listening, explain that students are going to
hear an extract from later in the story. The Cuthberts 10 Ask students what their favourite book was when
have had a disagreement and Marilla has decided to they were in primary school. Ask them why they
send Anne back. Play the recording twice. The first enjoyed it. Ask if they think it is easier or more
time, encourage students to listen without taking difficult to write for children than adults and
notes. The second time, they put the words in the why. Read and check that students understand the
order they hear them. meaning of fairy tales (traditional stories written for
children that usually feature imaginary creatures
Answers and magic).
1 orchard  2 playmate  3 dream  4 geranium  5 sense Ask students to think of a children’s series and
6  imagine  Not mentioned: Billy, life discuss the question in pairs. If they are struggling to
think of a book series, they can think of a children’s
9 Students read through the questions. Encourage TV or film series. Call the class together and write the
students to answer from memory. Play the recording students’ ideas on the board.
again for students to complete their answers and to
check.
WRITING
Answers 11 Read through the Writing skills box. Students can
1 sits  2 stay  3 love  4 over  5 apple  write their story in class or for homework. Students
6 name  7 Anne  8 Snow then swap their story with a partner. They read each
other’s work and highlight any mistakes. They assess
whether the student has answered the question fully
and whether they have included all of the points.
They then return the story to the original student
AUDIOSCRIPT (abridged from Chapter 4)
who looks at the comments and redrafts their work.
Anne flew to the door, face alight, eyes glowing. On the very Ask some students to read their stories out loud to
threshold she stopped short, wheeled about, came back and sat
the class.
down by the table, light and glow as effectually blotted out as if
someone had clapped an extinguisher on her.
‘What’s the matter now?’ demanded Marilla. Optional extension
‘I don’t dare go out,’ said Anne, in the tone of a martyr Students could write a blurb (the text on the back cover) for
relinquishing all earthly joys. ‘If I can’t stay here there is no use in a children’s book. Remind them that the text should be short
my loving Green Gables. And if I go out there and get acquainted (no more than 150 words) and grab the reader’s attention. It
with all those trees and flowers and the orchard and the brook, shouldn’t give the full plot. Students can then swap their blurbs
I’ll not be able to help loving it. It’s hard enough now, so I won’t and try to guess their partner’s book.
make it any harder. I want to go out so much – everything seems
to be calling to me, “Anne, Anne, come out to us. Anne, Anne, we
want a playmate” – but it’s better not. There is no use in loving Additional reading or internet research topics
things if you have to be torn from them, is there? And it’s so hard
to keep from loving things, isn’t it? That was why I was so glad
●● Anne of Green Gables themes
when I thought I was going to live here. I thought I’d have so ●● The life of Lucy Maud Montgomery
●● Life in early 20th century Canada

Think Level 4  Literature 2A Teacher’s Notes © Cambridge University Press 2017 2