四、综合巩固，学以致用

Step4 Production

T: If wild animals have enough food to eat, if people don’t destroy their living areas, they will live happily in the wild. However…

S: 观看电影

T: Look at the bear. She is looking at us sadly. She wants to say something to people. If you are a wild animal, what do you want to say? You can have a discussion first, then write a letter to people. Tell them about your life, your problems and your hopes. Each group, one letter. If you need help, just put up your hand.

S: 学生讨论并写信

If you are a wild animal, please write a letter to people. Tell them about

your life, your problems and your hopes.

(提示：happy, in the past，in the forest, but now, hunters, I hope….)

Dear humans(人类),

I am ______________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Yours,

Forever friend

T: Do you need help?

S: 提问

T: Stop here. Exchange your letters. Group one to group two. Let’s check the letters. If there is no

mistake or less than two mistakes, you can give them three flags. Three to five mistakes, two flags,

six to eight mistakes, one flag. More than 8, no flag. You can write the number of flags here.

S: 学生批改，并打等级。

T: If you have any question, you can ask me for help.

S: 提问

T: Have you finished them? Exchange the letters again. How many flags have you got?

S: …

T: Now please correct the mistakes in your letter.

S: 讨论修改

T: Show us your letter, OK?

S: OK学生上交作文

T: 投影作文，学生大声读。Are there any other mistakes?

S: …

T: Now let’s read it together.

S: 大声朗读

T: All of you did a good job. A present for you.

S:看大猩猩视频

T: Is the gorilla clever?

S: Yes.

T: Wild animals are friendly to us. But people destroy their living areas. They are in danger. They write to us and ask us for help.. What can we do to protect them? Discuss with your partners.

S: 讨论

S: We can build more reserves.

S: We can plant more trees.

S: We can design posters.

T: Let’s read them together. We can stop cutting down trees and forests. Go!

S: 齐读We can stop cutting down trees and forests. We can build more reserves. We can make reserves bigger. We can encourage farmers to leave the reserves. We can tell people not to buy clothes made of animal fur. We can write to newspapers and magazines. We can make posters about protecting animals

T: Great! Animals are our best friends. We should take actions to protect them. If we do nothing, maybe in the future there will be no animals . Protecting animals is protecting ourselves.

(设计意图：欣赏电影并用英语谈论电影内容，加深对本课的理解，培养学生的口语表达能力。通过动物给人类写信这种形式培养学生的书面表达能力，并且通过小组内的合作与小组间的竞争，将本节课推向了高潮，将所学知识运用到实际生活中，保护动物，人与动物和谐相处。)

五、布置作业，课后提升

Step 5 Assignment

T: Now, let’s count how many flags you have got.

S: Group1, 2,3,4,5,6

T: 统计星数

T: All of you did a good job. I think each group is the winner. The toys are for you. Take them after class.

S: Thank you.

T: Here is today’s homework. 1.Surf the Internet for more information about wild animals. 2.Finish the exercises. So much for this class. Thank you for your cooperation.

T: Class is over. Goodbye, class. S: Goodbye, Miss Xu.

教 后 反 思

成功之处：本节课以参观上海野生动物园这一活动为线索，主要游览了熊猫馆、虎穴和猴山。在熊猫馆主要帮助学生复习Unit4Reading和Maintask，描述大熊猫外形、生活习性、生长过程、生存状况等，培养学生对语言的运用和领悟能力。虎穴主要训练学生的听力，帮助学生了解更多关于老虎的生活习性、生存状况等情况;同时复习本单元重点语法if从句的使用。猴山主要训练学生的口头表达能力，学生自由讨论参观猴山应做什么，不应该做什么;还复习了本单元重点because和because of的不同用法。本节课的总体思路是先引导学生说，再总结本单元重要语法内容，最后进行专项强化训练，课堂当场巩固，使学生从知识能力上，到情感上都得到提高。本节课合理使用学案，听说读写全面训练，让英语教学真正落到实处。

不足之处：本节课需要注意两个问题：

1. 少数同学的课堂参与热情不高。受传统教学的影响，少数学生不敢大胆讲英语，怕出错。这就需要我们在平时的教学中加强口语训练，多给学生创设语境，给学生留足够的自由支配时间，鼓励学生多用英语进行交流。

2. 对学生的阅读分析理解能力训练不够。尤其是在指导学生学习方法方面稍显粗糙。

再教设计：

1 .引导学生小组考核，要求人人参与，人人为组争光。组长设计表格，统计每一位同学的课堂参与情况，评选小组之星。

2. 鼓励学生阅读更多关于动物的美文。增加课堂阅读量，限时训练。