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情感态度价值观：学会感受大自然的美，学会享受生活中的美好，同时培养学生合作学习的态度和方法。
教学重难点
教学重点：能够在图片的帮助下，并学会采取一定的阅读策略读懂短文；能够在阅读的过程中按照意群朗读短文。
教学难点：能够综合运用本单元重点句型和词汇来按照一定的顺序描述自然景色，并能够依据例文进行适当的仿写。
教学准备
媒体课件、投影仪
教学过程
= 1 ﹨* ROMAN I Warming-up
1 Greetings
2 Listen to a chant
T：First, let’s listen to a chant.
T：Do you like my room?
3 Daily talk and chant
T：There is a house. Let’s go in and have a look. And try to remember the things that you have seen.
T：Now, let’s try to chant it together, OK?
【设计意图：课前通过Chant为学生营造一个轻松的课堂氛围，再通过回顾上一单元Mr. Jones的家，激活学生的已有知识，同时也让学生体会到故事间的连贯性，为本节课的短文学习做好铺垫。】
= 2 ﹨* ROMAN II Presentation
1 Pre-reading
T：Whose house is this? Yes, this is Mr. Jones’ house. Look, Robin is at Mr. John’s house. He is looking out of the window. There is a nature park near the house. Can you use “Is there…?” or “Are there…?” to guess what’s in the nature park?
T：Now, please write one question on the paper. And put it in the bag. After a while, let’s answer the questions together, OK?
【设计意图：让学生利用Is there…?/Are there…?进行猜测，并记录在纸条上上交，既激发了学生阅读短文的兴趣，又锻炼了学生独立书写句子的能力。】
2 While-reading
A. 1st reading—read and circle
T：Look, there is a short passage. As we known, there is a natural park near the house. And, what’s in the nature park? Now, please read the passage, and circle them. For example, in the park there is a high mountain. (Use TPR to explain the word “high”.)
【设计意图：在初读环节中，通过圈画重点词汇，让学生在初步了解短文中涉及到的景物名称。】
T：So, great. There is a high mountain, a small village, a lake and many ducks in the nature park. Now, let’s answer your questions.
【设计意图：这一环节是对课前学生预设问题的一个回应，检测学生们的预测情况，同时也是检查与指导学生们对there be句型的一般疑问句的书写情况。】
B. 2nd reading—read and underline
T：But where are they? This time please read again, and underline the positions. For example, where is the park? It’s near the house.
【设计意图：在细读环节中，通过画出表示方位的短语，帮助学生更好地理解短文的内容，同时也向学生渗透阅读的策略与技巧，培养学生阅读的能力。】