1. 能够听、说、认读句型Is there a river in the forest in the forest, Miss White? No, there isn’t. Is there a lake, Miss White? Yes, there is. ；
2. 能够在情景中运用句型Is there …? Yes, there is. No, there isn’t. 提问并回答某处是否有某物；
3. 能够在语境中理解新词forest, river, lake, go boating的意思，并能正确发音；
三、教学准备
1. 多媒体课件
2. 教学光盘
3. 单词卡片
4. Zhang Peng和Miss White的头饰
四、教学过程
I. Warm-up
1. Pre-class
(Play the song: In a nature park.)
2. Greeting
T: Class begins!
S: Stand up!
T: Good morning, boys and girls!
Ss: Good morning, Miss Yang!
S: Sit down, please.
3. Free talk
T: Boys and girls how are you today?
Ss: I’m fine, thank you. And you?
T: I’m great! Oh, what’s weather like today?
Ss: It’s sunny.
T: Great! And what do you often do on the weekend? Who can share?
S: I often read books.
T: Good! And you?
S: I often do my homework.
T: Oh, you are so hard-working.
(Ask several students.)
T: Do you know what do I often do on the weekend?
(Students guess)
T: I often go to a park. 1min
4. Play a game: sharp eyes
(Show a picture of a nature park.)
T: This is a nature park. There are some pictures here. Let's see what’s in it. Please say it quickly. There is a ...There are some...OK? Now, ready, go!
(Show some pictures in the nature park.)
Ss: There is a…
(出示河流图片) (教学新词river)
There is a long river.
There is a small river.
There is the Yellow River.
(出示湖泊图片) (教学新词lake)
There is a small lake.
There is a blue lake.
There is a beautiful lake.
Ss: There are some… 3 min
...
5. Present “go boating”
Ss: There are some small boats.
T: Cool! We can go boating.
(教师教学词组go boating)
T: Let’s go boating.
(Do the action: go boating. Help Ss understand.)
(Teach: go boating. Let’s go boating. ) 4 min
II. Presentation
1. Learn the sentence "Yes, there is?"
T: There is a forest in the nature park, too.
T: Let’s go to the forest.
Ss: Let’s go to the forest.
T: Now, Let’s go to the forest and see “What’s in the forest?”
Is there a pander?
(Show the picture of a pander and a tiger in the nature park)
Ss: Yes.
T: Yes, there is.
(Lead students to answer "Yes, there is")
T: Is there a tiger?
Ss: Yes, there is. 5 min
...
(Ask and answer to practice the sentence for several times)
2. Learn the sentence "No, there isn't"
T: Is there a farm?
(Show the picture of a farm)
Ss: No.
T: No, there isn't.
(Lead students to answer "No, there isn't")
T: Is there a bamboo forest?
(Show the picture of a bamboo forest)
Ss: No, there isn't. 6 min
3. Learn the sentence pattern "Is there a ... in the forest?"
(Show the picture of river.)
T: This is a ....
Ss: river
T: Is there a river in the forest?
Ss: Yes, there is.
T: Great! Follow me, please. Is there a river?
Ss: Is there a river?
T: Is there a river in the forest?
Ss: Is there a river in the forest?
(教师教读句型)
T: Now, who can ask?
S1: Is there a river in the forest?
S2:
…
T: Great!
(Show the picture of a lake.)
T: This is a...
Ss: lake
T: Is there a lake?
Ss: Yes, there is.
T: Great! Now, who can ask?
S1: Is there a lake?
S2:
…
T: Good!
(When learning, show the intonation with the hand gesture) 8 min
4. Pair work
(Show 4 pictures)
T: Boys and girls, now, let’s play a game.
(教师示范)
T: Is there a zoo?
Ss: Yes, there is.
T: Is there a river?
Ss: Yes, there is. 12 min
5. Let’s talk
(1) Listen and choose
T: The Park is really beautiful.
Miss White and children also go to a nature park. Look, they are talking. What are they talking about?
A forest or B food. Let’s listen and choose.
(Listen to the dialogue)
T: A or B?
Ss: A.
T: Let’s see. Great! They’re talking about the forest. 13 min
(2) Listen and answer
T: What’s in the forest? Who can read number 1 ?
S1: Is there a river in the forest?
T: Good! And number 2? OK, you please.
S2: Is there a lake?
T: Great! Now, let’s listen and answer.
(Ss listen to the dialogue)
T: 1. Is there a river in the forest? You please.
S1: No, there isn’t.
T: And you?
S2: No, there isn’t.
T: OK. Let’s see. Super, you are right. 2. Is there a lake? You please.
S1: Yes, there is.
T: Let’s see. Excellent! There is a lake. 15 min
(3) Listen and choose
T: And when they see the forest, how do they feel?
Ss: B Happy.
T: How do you know? You please.
Ss: Yeah!
T: Great! When we are happy, we’ll say “Yeah”. What else?
Ss: Cool!
T: Good. They are so happy. They like the forest very much. Do you like the forest?
Ss: Yes.
T: Oh, you like the forest, too. Why?
S1: …
S2: ... 17 min
…
T: Because there is a lake and there are some small boats. We can go boating. Great!
(3) Listen and follow
T: Now, let’s enjoy and feel the beautiful sites. Listen and follow. Please pay attention to the pronunciation and intonation.
(教师逐句播放录音，学生跟读。期间，教师要强调感情色彩较强的句子，领学生读，多听。)
19min
III. Practice
1. Listen and complete
T: This time, let’s see who has the best memory. Complete the dialogue.
(学生同桌练习)
T: Who wants to show your voice?
(一组展示) 20 min
2. Role play
T: You really did a good job. OK, time for role play.
Now, I, Miss White, all of you, Children and Zhang Peng. Let’s act the dialogue.
Now, let’s change.
(Act the dialogue between the teacher and students.)
T: Great! You did a good job! This time, boys, Children and Zhang Peng, girls, Miss White.
Now, let’s change.
(Act the dialogue between boys and girls.)
T: Now, act the dialogue with your partner.
(Act the dialogue in pair.)
T: Time is up. It’s show time. Which pair wants to show?
OK, you two please.
(Ss act the dialogue in front.) 24 min
3. Pair work
T: Boys and girls, this forest is so beautiful. But in some forests, the situation is different. Let’s see.
(Show some pictures of polluted forest.)
T: Boys and girls, see this sites, what do you want to say?
S1:
...
T: Yes, we should protect the trees, and protect the environment.
T: Everyone has a nature park in his mind. This is the nature park I draw. Do you know what’s in it? You can ask me.
(Ss ask)
T: What’s the nature park like in your mind? Now, draw your nature park. Then talk about it with your partner.
(Ss draw and then ask and answer in pair.)
T: Show time. 30 min
IV. Production
T: Now, let’s go to see my nature park. Who wants to go?
(教师示范)
T: Welcome to the nature park.
S1: Is there a…in the nature park?
T: Yes, there is.
S: Is there a…?
T: No, there isn’t.
…
T: This time, let’s go to see the nature park of your group leader.
(学生小组内练习) 38 min
V. Progress
Homework
T: OK, here comes our homework.
(1) Read the dialogue for three times.
(2) Talk about the nature parks of other students in English.
通过学习，我们感受到：教师敬业，有责任感，作业的选题经过精心筛选，而且评价及时妥切。反观自己，作业的批改不够规范，对于评价不够丰富，需要不断的创新。作者: 网站工作室 时间: 2020-12-3 10:27
7、pep五年级英语（上）unit6 in a nature park(b)教学反思
本课时的教学重点是掌握b部分let’s learn中的七个有关自然景物的单词bridge, house, road, building, tree, village, city ，其中前五个单词要求听、说、读、写四方面掌握。在情景中理解单词的同时掌握句型there is / are… ，能恰当地用此句型简单描述城市和村庄的景物there are … in the city / village. ，结合句型教师引导学生代换单词，描述周围事物，如：教室、校园等，从而进一步运用句型。
本课时的教学难点是如何利用所提供的情景以旧引新，让学生进入运用语言的状态。另外，名词复数的运用和读音是本课时的另一个难点，教师在正确示范的基础上带领学生熟悉掌握。
为了更好的落实教学目标，我先进行let’s chant热身，然后进行“我看见”游戏，让学生观察教室有什么。趁这个游戏来复习there is a …in…，并训练他们的反应能力。并在这个过程中操练there is a …in…，“there are…in…”通过观察城市图片引出 building、 tree、road、city,通过观察乡村图片引出village、 bridge、 house。在操练部分，是通过让学生观察对比城市和乡村景物，运用句型there are ...in the city/village。既培养了他们的观察能力，也培养他们运用语言能力。
五年级的学生，对英语的学习已经产生了一定的兴趣，也有了一定的基础。一整节课下来，学生总体掌握情况还算不错。但是在一些发音的细节上，个别学生还是存在着一定的问题，需要课后不断地纠正与巩固。通过看看说说，让学生运用there be 句型，操练的量是还可以，能让学生用这个句型来介绍身边的事物，比方说教室、学校和家乡。真正地做到学以致用。
作者: 网站工作室 时间: 2020-12-3 10:27
8、五年级英语上册第五六单元there be 句型教学反思
之所以想要写下关于这两个单元的教学反思，是因为我感觉学生大多掌握得不好，与我之前的预想差距太大。我本以为这两个单元无非就是there be 句型的掌握，且也只有这个，内容不多，我想来该是比之前的几个单元还要简单。可是从学生实际掌握情况来看，比前面掌握得情况要差，极少数程度好的学生才能够将这个句子写正确。我不禁要思考问题到底出在哪儿。
从出错的情形来分析，很多学生不能够掌握冠词a,an和定冠词the的用法，通常there is后面一般是单数，要使用冠词，比如这个句子，there is a ruler in the pencilbox.后面这个名词的前面又有个定冠词the,这样来看，每一个完整的句子里都要使用到冠词和定冠词，学生要么是不记得用要么是用错，要么只用了定冠词没有用冠词，要么写了冠词忘了后面的定冠词。第二个出错多的地方就是there are 后面接名词的复数形式的时候，没有加‘s’.学生对于名词的单复数形式好像还不能灵活运用，这也大概是语感欠缺，或者是刚刚接触这些变化还没有内化为自己的知识。第三个错点是将复数句there are 变成一般疑问句的时候后面一定是接any ,Are there any.....?这个地方出错率简直完爆，因为单数句there is 变一般疑问句只需调换顺序Is there...?后面照搬即可，所以到了there are 变疑问句的时候也这样Are there..后面也照搬，这样就错了。第四个错点，Is there..?回答的时候都知道是Yes ,there is .可是到了Are there...?回答的时候还是there is .这样又错了。第五个错点就是there is 后面接被描述的对象，学生常常搞不清哪个是被描述的对象，比如说教室里有个讲台，这个句子里被描述的对象应该是讲台，there is 后面应该接讲台，而不是教室。
这些错点都是我之前没有预想到的，大概因为这些就句子在我的脑子里已经定了型，我认为很简单，五年级的学生不能很好掌握这个句型，我想除了抽象思维的欠缺外，还有冠词定冠词和名词单复数，以及any的用法都还不熟悉，结果出现了这些错误。我想如果能想什么办法来补救，就是给学生拐杖，因为一分析才知有很多的东西学生都是才接触到，还不熟悉，应该一一呈现这些这些知识点，呈现句子的时候，有层次地让学生去掌握，比如给出一个句子，将冠词和定冠词部分掏出，让学生自己去填，这样训练多了学生就知道在什么地方应该有个冠词什么地方有个定冠词，让学生对冠词和定冠词有个具体的印象。接下来专门针对there are 后面的名词复数进行训练，将整个句子呈现出来，单掏出名词复数，让学生去填，这样学生就知道there are后面一定是要接复数形式。再就是让学生看到实物去说句子，让学生有个具体感性认识，比如教师手里拿一个文具盒，对学生说，请你描述这个句子，文具盒里有一把尺子，这样学生有了具体的感性认识后，再说句子就容易多了。总之，就是不能把这些知识点一股脑儿全抛给学生，而是要个个击破，循序渐进。
这次的教学经验让我明白很多时候教师不能想当然，学生的情况千差万别，要创造性地去教。