A   Free talk and lead in
T：Good morning, boys and girls.
Ss: Good morning, Miss Shen.
T: May I have a…
Ss: Sure. Here you are.
T: First of all. Let’s watch a cartoon , OK?
Do you like this cartoon?
Ss: Yes, I do,
T; Which animal do you know in the cartoon/
S1: Dog
T: Yes. There’s a toy dog in our classroom. Here it is.
  And which place can we see it?
Ss: In a toy shop
T: Yes. You’re so clever. We can see it in the toy shop.
Now we are going to learn Unit 2 “ In a toy shop”
（设计意图：日常交际不仅能拉近师生之间的关系，而且也能训练学生的口语能力。通过播放动物卡通片，来引出本节课动物的主题，从而过渡到动物玩具和玩具商店。）
B Pre-reading

1.T: OK. Please look at the screen. What’s this?
Ss: It’s a rabbit
T: Yes, rabbit. Read after me .R-a-b-b-i-t(让学生两两齐读)
T：Here’s a song for you. Please guess which animal they are talking about?
(放《三只小熊'》的歌让学生猜)
Ss: It’s a bear.
T: Bingo. It’s a bear. Bear, Bear, B-e-a-r.
(让学生一组一组读)
T: Please hold up your ears and tell me which animal you heae?
(放出狮子的声音让学生猜)
Ss: It’s a tiger.
T：I don’t think so. Please try again,
Ss.: It’s a lion.
T: Yes. You got it. Please read after me. Lion ,lion, l-i-o-n.
（设计意图：通过三种不同的方式来引出三个新单词，能激发学生学习新知识的兴趣，从而能让学生更好的掌握知识）

2. Say a chant
What, what, what’s this? Lion , lion. It’s a lion.
What, what, what’s that? Bear, bear. It’s a bear.
Guess, guess, what’s it?(引出一个猜谜游戏)
（设计意图：chant不仅能加强学生的语感，在本部分也能很好的引出下面一部分的新句型）
3． Guessing game
（遮住动物身体一部分让学生猜）
T: what’s this?  This is a rabbit, I think.
(引出句型This is a …, I think.)
Please use this sentence structure to play the guessing game.

B While- reading
1. Watch a cartoon
T: Before watching the cartoon, I’ll give you a question.
<1> What would David like?
A: He’d like rabbit.
B: He’d like monkey
C: He’d like panda.
小贴士: I’d like …和I like…的区别
（设计意图：让学生带着问题去看卡通，更有目的性，提高了课堂的有效性。）
2. Read the text after the tape
3. Act the dialogue
（设计意图：让学生表演课文，激发了学生的兴趣，也提高了学生运用知识的综合能力）

B Post- reading
1.Filling the blanks
Complete Gao Shan and the shop assistant’s conversation.(根据情景完成高山和商店营业员的对话)
Gao Shan wants to buy a toy.
(G-Gao Shan, S-shop assistant)
S: Hello, can I help you?
G: Yes. What’s this?
S: _____ a tiger.
G: What’s ____?
S: It’s a lion.
G: I’d ___ a tiger.
S: Sure. Here you are.
G: ____ lovely! I like the tiger.
（设计意图：笔头作业让学生更好的掌握了本课学习各个知识点）

D Expansion
1. 学生选择一幅场景进行对话
（设计意图：让学生的知识活学活用）

E Homework
1.根据A部分编一段买东西的对话，不少于八句话。
2.听读A部分磁带10分钟并背诵.

Ending show:
Animals are our friends. We should protect them.
(动物是我们的朋友，我们应该保护他们。)

A   Free talk and lead in
T：Good morning, boys and girls.
Ss: Good morning, Miss Shen.
T: May I have a…
Ss: Sure. Here you are.
T: First of all. Let’s watch a cartoon , OK?
Do you like this cartoon?
Ss: Yes, I do,
T; Which animal do you know in the cartoon/
S1: Dog
T: Yes. There’s a toy dog in our classroom. Here it is.
  And which place can we see it?
Ss: In a toy shop
T: Yes. You’re so clever. We can see it in the toy shop.
Now we are going to learn Unit 2 “ In a toy shop”
（设计意图：日常交际不仅能拉近师生之间的关系，而且也能训练学生的口语能力。通过播放动物卡通片，来引出本节课动物的主题，从而过渡到动物玩具和玩具商店。）
B Pre-reading

1.T: OK. Please look at the screen. What’s this?
Ss: It’s a rabbit
T: Yes, rabbit. Read after me .R-a-b-b-i-t(让学生两两齐读)
T：Here’s a song for you. Please guess which animal they are talking about?
(放《三只小熊'》的歌让学生猜)
Ss: It’s a bear.
T: Bingo. It’s a bear. Bear, Bear, B-e-a-r.
(让学生一组一组读)
T: Please hold up your ears and tell me which animal you heae?
(放出狮子的声音让学生猜)
Ss: It’s a tiger.
T：I don’t think so. Please try again,
Ss.: It’s a lion.
T: Yes. You got it. Please read after me. Lion ,lion, l-i-o-n.
（设计意图：通过三种不同的方式来引出三个新单词，能激发学生学习新知识的兴趣，从而能让学生更好的掌握知识）

2. Say a chant
What, what, what’s this? Lion , lion. It’s a lion.
What, what, what’s that? Bear, bear. It’s a bear.
Guess, guess, what’s it?(引出一个猜谜游戏)
（设计意图：chant不仅能加强学生的语感，在本部分也能很好的引出下面一部分的新句型）
3． Guessing game
（遮住动物身体一部分让学生猜）
T: what’s this?  This is a rabbit, I think.
(引出句型This is a …, I think.)
Please use this sentence structure to play the guessing game.

B While- reading
1. Watch a cartoon
T: Before watching the cartoon, I’ll give you a question.
<1> What would David like?
A: He’d like rabbit.
B: He’d like monkey
C: He’d like panda.
小贴士: I’d like …和I like…的区别
（设计意图：让学生带着问题去看卡通，更有目的性，提高了课堂的有效性。）
2. Read the text after the tape
3. Act the dialogue
（设计意图：让学生表演课文，激发了学生的兴趣，也提高了学生运用知识的综合能力）

B Post- reading
1.Filling the blanks
Complete Gao Shan and the shop assistant’s conversation.(根据情景完成高山和商店营业员的对话)
Gao Shan wants to buy a toy.
(G-Gao Shan, S-shop assistant)
S: Hello, can I help you?
G: Yes. What’s this?
S: _____ a tiger.
G: What’s ____?
S: It’s a lion.
G: I’d ___ a tiger.
S: Sure. Here you are.
G: ____ lovely! I like the tiger.
（设计意图：笔头作业让学生更好的掌握了本课学习各个知识点）

D Expansion
1. 学生选择一幅场景进行对话
（设计意图：让学生的知识活学活用）

E Homework
1.根据A部分编一段买东西的对话，不少于八句话。
2.听读A部分磁带10分钟并背诵.

Ending show:
Animals are our friends. We should protect them.
(动物是我们的朋友，我们应该保护他们。)