b.教师在黑板上简笔一棵树，说：There is a tree in the picture. The panda can climb trees.
c. 出示词卡，教学发音。
d. 学说 There are some fruits on the tree. 教师依次在树上画上水果，引导学生说：apple tree, orange tree, pear tree. 并用“there are …”句型描述。如:There are some apples on the tree.
2. 教学bridge
a Lead in
T: The trees have a friend. It can sing. It’s a river (简笔画)
T: apple tree and pear tree are good friends. Today apple tree want to visit the banana tree., but there is a river. How can he go to the banana tree’s home?
T: What can you do?
S1: I can swim.
T: That’s a good idea! But the apple tree can’t swim, and the weather is so cold. Look, there is a bridge over the river!
b.教师简笔画，引出bridge.
c.出示词卡，教学发音，学生单个反馈。
d.学说： There is a bridge over the river.
e.教师说： There are many bridge in China. 课件呈现，学说英文。并用 There is … in China。 引导学生联系实际说说自己知道的桥。T：Can you say some bridges in Tan Qiao.
3. 教学house
a. 出示图片(桥、河、树)，用there is/are …句型描述。
b. 添加一图片 T: Look! What else in the picture?
S: There is a house in the picture.
c. 出示词卡，教学发音，学生以行为单位操练反馈。
d. 教师在图片上不断增加房子的数量，每增加一座，学生练说：There are two / three houses in the picture.
4. 教学 village
a.衔接上一环节，教师在增加房子数量的时候，有意把它组合声一个村庄的形状。 师：T: Look! There are so many houses. So, it become a village.
b.出示词卡，认读单词, 学生以男女为单位操练反馈。
c.学说：There is a village in the picture.
d.观察图片，一同介绍图片的内容：Let’s say something about the village. There are … in the village.
5. 教学city
a. 衔接上一环节。T：Where is the panda from? Where are you from?
S: The panda is from China. I’m from China/Zhejiang./ Haining
b. 当学生提到城市名时，教师重复其句子并加上city.如： Haining City
c. 出示单词卡city，教授读音，
d. 游戏：snowball(滚雪球)
T: There are many cities in China, for example, Beijing City. Do you
know any other cities?
S1: There is Beijing City in China.
S2: There are Beijing City and Nanjing City in China.
6. 教学building