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3.Students can use the sentence patterns:” Is/ Are there … in the …? Yes, there are. No, there aren’t. “in real situation.
4. To foster Ss loveliness to their hometown or their
country .
Key points :
1. Students can listen, say ,read ,write the sentences : Is/ Are there … in the …? Yes, there are. No, there aren’t.
2. Students can use the sentence patterns : ” Is/ Are there … in the …? Yes, there are. No, there aren’t. “ in real situation.
Difficulty points :
1.Students can write the sentences: ” Is/ Are there … in the …? Yes, there are. No, there aren’t. “correctly.
2.Students can describe their surroundings by using the
sentence patterns: There is …./There are ….
Teaching method: Situational approach: the Audio-Lingual approach
Teaching aids: CAI ，畅言教学通，西沃授课助手、手机
Teaching procedure:
Step 1:Warm-up
Greeting
Hello, boys and girls .this is our friend ,Robin. Where is he? Can you guess? He is in a house. Good , whose house? He is at Mr. Johns’ house, he is looking at a nature park.
Step 2: presentation
predcting
T: Guess! What’s in it?
S: May be there is …
【设计意图：借助罗宾的图片来引导学生预测主题，调动学生的积极性，为后面的内容发展做好铺垫，让学生初步感知文本内容，并培养学生的观察能力和读图能力。】
2.Skimming and answer
Now let’s read the text quickly, and find what’s in the nature park, and underline the key words.
【设计意图：通过让学生阅读文本，抓住文本的关键信息，找出问题的答案，培养学生skimming的能力，同时也让学生对文本有进一步的理解】
教师出示自然公园图片，再现公园的景物。让学生运用there be 句型来描述。
3.Read and answer
Q1: Where is the nature park？
Q2: Where is the small village?
Q3: Where is the lake?
Step3: Consolidation & extension