Using LanguageⅡ板书设计

Going Home读写整合课

一、教学内容分析

《回家》以第三人称的角度讲述了男主人公Vingo在假释后坐长途汽车回家，因不知妻子是否会重新接纳自己而紧张焦虑，最后结局处他的妻子用挂满老橡树的黄丝带表达了对他的爱与宽恕。

二、教学目标

学生理解原文大意及作者叙述意图，欣赏文中的修辞手法和写作艺术，根据两句段首句推测后续情节发展，欣赏他人的续作长处，欣赏原版小说结尾的妙处并从中学习，体会文章主旨并树立积极的人生观价值观。

三、教学重点及难点

Teaching important points To be able to understand the development of the story.

To be able to develop the plot logically.

Teaching difficult point To be able to appreciate the language. To be able to appreciate the writing skills. 四、教学过程

Step1 Read the lines (plot) T：It’s a story without the ending. Some of your continuation writings are excellent. Now read it quickly and find out the answers. In what order is this passage developed?(Time.) When did the story happen?(In spring.) Where did the story happen?(In a bus.) Who is the main character in the story?(Vingo.) What happened to the main character?(had been in jail-took the bus to go home.) Work in groups, discuss the following questions.1.When the girl asked Vingo whether he was married or not, why did he answer that he didn’t know? (Because he didn’t keep in touch with his wife and he didn’t know whether his wife had found a new guy.)2.Why didn’t Vingo’s wife write to him?(She wanted to relieve his stress/ to give a big surprise/ to think the matter over seriously/She had a car accident/She was busy to support a family/...)

设计意图：让学生了解这是按时间顺序行文后，以问题链的方式通过when,where,who,what这几个问题指引学生抓取记叙文的基本要素，使学生掌握阅读记叙文的基本方法，培养学生理解原文的能力。

Step 2 Read the lines (language& writing skill) T: What made Vingo noticed? He did not move or speak for a long time. Let’s see how the writer describes it vivid and detailed. How old was Vingo? (We don’t know.) Which sentence shows that we could hardly tell how old Vingo was?

(….his dusty face masking his age.) What does it mean? (His face was covered with dust.)What can we infer from it? (Vingo must have experienced something difficult.) mask: to hide a feeling, smell, fact, etc. so that it cannot be easily seen or noticed. Mask one’s anger with a smile/ mask one’s nervousness. Try to complete the sentence. _______________, trying to mask his nervousness. (Greg lit a cigarette) Which sentences show Vingo did not move or speak for a long time? (He…frozen into complete silence.) Use your own sentence to explain it. (Something has made him unable to say anything. ) Another sentence? (He sat rooted in his seat. ) What does it mean? (He sat there without moving to other places. )Vingo was silent and still. Why? (Because he was nervous as he got nearer and nearer to the oak tree.) Which word do you admire ? Freeze-froze-frozen. Freeze: to stop moving suddenly because of fear, etc. freeze with shock/freeze with terror/the smile freezes on one’s lips/freeze as

ice. Complete this one. __________, I froze with terror, too scared to move an inch.( At the sight of the ferocious wolf) I stood frozen as ice, but my____________. (my face was on fire.) Rooted: fixed in one place; not moving or changing. Be rooted on the ground._____________, Mary froze with shock, as if rooted on the ground. (Hearing the bad news) __________, I froze with terror, too scared to move an inch. _____________, Mary froze with shock, as if rooted on the ground. As we know, Vingo was silent, still and nervous. Were the young people active in the bus/in the restaurant? Yes. Vingo was silent, still and nervous. On the contrary, young people were talkative, active and happy. It’s comparison and contrast. We can use this writing skill to continue the story.

设计意图：将这些语言艺术呈现给学生既可以让学生更深刻地理解原文，学习一些写作技巧，又可以让学生感受到经典小说的艺术魅力和英语文化，达成跨文化沟通。

Step3 Read between the lines (plot deduction) T：

Can you guess the ending?Will there be a yellow ribbon on the oak tree?Yes! What is the theme of the story?(Love and forgiveness.) The plot should be based on the theme--love and forgiveness. As an old saying goes, “Home is the place where, when you have to go there, they have to take you in. “What is important when we write a story?(Logical plot and vivid language.) How can we continue the plot logically? Predict from the two given sentences. Para. 16 Now they were 20 miles from Brunswick, and the young people took over window seats on the right side, waiting for the approach of the great oak tree. What did the young people do? (took over/wait for)What did Vingo do? Remember that young people were talkative, active while Vingo was nervous and silent. We can use comparison and contrast. Vingo might stop looking, right?

Para.17 Vingo sat there stunned, looking at the oak tree. What did Vingo do?(sat stunned)Where shall the story end to make it meaningful?In the bus or at home? 设计意图：学生根据段首句推断后续情节发展可以整理思路，提高其建构情节的能力。

Step 4 Writing requirement T: You have finished the continuation writing. Do you think your writing is good or not? Do you know the writing requirement?(总分25分，按5个档次给分。评分时，先根据所续写短文的内容和语言初步确定其所属档次，然后以该档次的要求来调整档次，最后给分。词数少于130的，从总分中减去2分。如书写较差以致影响交际，可将分数降低一个档次。给分要求如下：

1.与所给短文融洽度高，与所提供各段落开头语衔接合理，使用5个以上短文中标有下划线的关键词语。

2.内容丰富，有细节描写，语言生动。

3.所使用语法结构和词汇丰富、准确。

)

Who’d like to read it for us?(Vingo was sitting in his seat, clenching his hand tightly and keeping his body still as if he were a tree….15 miles, 10 miles, 5 miles, as Vingo got nearer and nearer to his home, he became more and more nervous….Suddenly, the young people exclaimed,” Hey! Look! What a beautiful tree!”)Do you think her plot is logical?...Let’s enjoy some vivid language. I really appreciate this writing.(The girl gave Vingo a pat on the back,” Don’t be nervous.” said her in a much quieter voice….His eyes widened further and his mouth opened….A small smile spread over Vingo’s face.)More beautiful sentences from you. Let’s enjoy them. (Vingo was seized by a strong sense of anxiety and his palms were sweating. “Wow!” A scream broke the silence in the bus./Their eyes twinkled with excitement. However, Vingo looked downright nervous./Upon seeing the yellow ribbons, tears streamed down his cheeks.) Where shall the story end to make it meaningful? Let’s enjoy some endings.(”Wherever you go, I’ll wait for you.” said his wife, hugging Vingo tightly./They smiled until their eyes watered./And now here Vingo was standing outside

his home, trying to gather his courage to face his wife. Vingo knocked on the door, his hand and his whole body shaking.) 设计意图：呈现写作要求可以让学生更明确地了解考试要求。学生欣赏他人习作可以提高学生的积极性、认识自己的误区、欣赏他人的佳作。

Step5 Share the ending T:Let’s see how the writer describes the ending vivid and detailed. Did Vingo look outside the window when the bus was getting close to Brunswick?

No. Who’d like to read it for us?...What does the sentence mean?Vingo looked very anxious.As Vingo got nearer and nearer to his home, he became more and more nervous. Why? ( Vingo feared that his wife would not welcome him home.). How does the writer convey this information successfully? (Describing facial expression.) tighten: If a part of your body tightens, the muscles in it become tense and stiff, for example because you are annoyed or afraid. Tighten one’s lips, throat tightened. ______________, he tightened his lips.( Overcome with bitter disappointment at his failing to win a prize) “Frozen into silence”, “sat rooted in one’s seat” and “tighten one’s face” ,they give us a vivid description of “nervousness”.A tree that stood like a banner of welcoming billowing in the wind. What does it mean? Vingo was warmly welcomed home by his wife. It’s simile. The oak tree was covered with yellow ribbons. What does the yellow ribbon symbolize in this article?The woman still loved her husband and welcomed him home. It’s symbolism.

设计意图：学生对比自己续作与原文可以找出自身差距得以提高，学生找出修辞手法和写作技巧可以提升其自主赏析文章的能力。

Step 6 Share the value T: Life is similar to a bus ride. The journey begins when we board the bus. The ability to forgive and forget is important in the life journey.

设计意图：笔者强调主旨可以塑造学生积极的人生观价值观。

Step 7 Assignment T:Try to polish your own writing.

Share your writing with your classmates. 五、板书设计

Going Home when

In spring

where In a bus

who

Vingo

what

had been in jail-took the bus to go home

theme

love & forgiveness