Step1: Warming up exercise

(1) 新课开始前，教师播放一段迪斯尼动画，画面上出现一组卡通动物形象。（课件）

(2) 上课铃响，教师宣布上课，师生互相用英语问候致意。

T: Now class begins.

S: Stand up.

T: Good morning, boys and girls.

S: Good morning, Miss Gu.

T: How are you today?

S: Fine, thank you. And you?

T: I'm fine, too. Sit down, please.

(3)教师安排一个“Listen and guess”的游戏进行热身。首先，多媒体呈现多种背景和动物的叫声（教师按动鼠标，屏幕上出现丛中斑马的嘶声）（课件）

T: What's this? Please guess.

S1: Is it a horse?

T: Sorry. Try again.

S2: Is it a zebra?

T: Yes. You are right.(奖励一个小星星)

（教师利用课件继续呈现森林里老虎的吼声、热带雨林里大象的叫声、竹林里熊猫吃竹叶的声音、树叶缝隙里传来的小鸟的鸣叫、狮子、熊的叫声等，让学生根据画面和声音猜动物）

（4）在活动中呈现单词lion, bear，教授新单词。（课件）

(lion like crayon

bear pear )

Step2: Presentation

(1) 语言导入。

T：Animals are our friends. Today Miss Gu invites them to our class. Look! They are coming.(多媒体屏幕出现一个个活泼可爱的小动物，依次出场)（课件）

（2）揭示课题。

T: I know you like animals. And you like animal toys, too. Today we are going to learn Unit 2 In a toy shop.

(多媒体屏幕上打出课题：Unit 2 In a toy shop) （课件）

（师领读，学生跟读）

（3）呈现单词和重点句型。

（在上课前，教师事先藏了一些动物图片在小朋友的座位里。教师运用这些图片呈现单词）

T：Before the class, Miss Gu hid some toy pictures in your desks. Please find them quickly.

(学生既新奇又兴奋，迅速地找到图片)

T: So you've got your pictures. Boys and girls, would you please introduce your pictures to us?

(当学生介绍各自的图片的时候，教师用本课将涉及的日常交际用语“How nice!” “How lovely!”加以回答，并辅以赞叹的表情和竖起大拇指的动作)

S1：Look! This is a panda.

T: Oh. How lovely! Can I have a look?(引导学生回答)

S1：Sure.

(教师板书How lovely!并领读，学生跟读)

S2：Look! This is my monkey.

T: How nice! Can I have a look?

S: Sure! Here you are.

T: Thank you.

T: I have some toys, too. What are they?

(教师从口袋里掏出一个小玩具，放在手心里故意不让学生看到，然后故作神秘地问学生)

T：I have a toy in my hand. What is it?

S1: Is it a panda?

T: No.

S2: Is it a monkey?

T: No.

S3: Is it a tiger?

T: No. Do you want to know? If you want to have a look, you can say “Can I have a look?”

(师板书“Can I have a look?”教师领读，学生跟读)

（教师又伸出握着玩具的手问学生）

T: What's in my hand?

S: Can I have a look?

T: Sure. Here you are!

(教师用动作提示学生做出应答How lovely! How nice!)

(在学生学会运用Can I have a look?和老师交流后，教师摊开手掌，向学生呈现玩具兔子，并乘机教学单词rabbit)

T（自问自答）：What's this? It's a rabbit. Please read after me. Rabbit…

(教师指着离讲台较远处的一个兔子图片)

T（自问自答）：What's that? It's a rabbit. Please read after me. Rabbit…

(教师利用新呈现的新单词，继续操练句型What's this/that?及其回答)

（4）通过师生对话示范，呈现经过教师改编的课文小对话。

T: Please look at the mini-dialogue.

A: What's this?

B: It's a rabbit.

A: How lovely! Can I have a look?

B: Sure. Here you are.

T: Please read after me.

(教师领读，学生跟读)

T：Now boys read A, girls read B.

(学生按男女生或小组分角色朗读对话)

P：Please work in pairs.

(学生两人一组进行会话练习)

（5）通过flash动画课件，呈现课文整体对话。（课件）

（教师按动鼠标，多媒体课件呈现玩具店的场景，教师介绍对话中的人物David, his mother and assistant）

T: Now, boys and girls, I'll introduce some good friends for you. Look, this is David and this is mother. Where are they? They are in a toy shop. Who is the young woman? She's the shop assistant. Please listen to their conversation, and then answer the questions.

(教师在呈现整体对话之前，将听力任务呈现在大屏幕上，要求学生听完对话回答问题：What does David buy in the toy shop?

How much is the panda?

教师播放根据课文六幅插图制作的flash动画，配以对话录音。录音播放结束后，让学生根据内容回答问题)

T：Now, please answer my question. What does David buy in the toy shop?

S: He buys a panda.

T: How much is the panda?

S: Eight yuan.

Step3. Practice

1. 屏幕上出现本节课的对话文字稿：（课件）

A: What's this?

B: It's a panda.

A: How lovely! Can I have a look?

B: Sure. Here you are.

A: How much is it?

B: Eight yuan.

A: Here you are.

B: Thank you.

(教师整体领读两遍对话，学生跟读)

2. 教师将重点句型用醒目的红字显示出来，和学生一起“高低声”游戏，通过声音的变化引导学生操练句型。

3. 学生分角色朗读对话。

4. 在课件屏幕上打特别提示：Pandas are our friends. But they are in danger now. We must protect them.(熊猫是人类的朋友，它们将面临灭绝，我们要保护它们。)

（全班同学学着老师的样子举起拳头作宣誓状，集体朗读这个句子）

Step4. Production

(1) 教师课前在黑板旁边的一面墙上挂上一些动物图片，并贴上动物图片店的招牌。用白纸或布帘遮盖。

(2) 教师揭开遮盖，呈现事先布置好的玩具店的情境。学生精神为之一振，注意力迅速集中起来。

T: Let's imagine here is a toy shop. And I'm the shop assistant. You can come here to do some shopping.

(教师拿出事先准备好的营业员的胸牌挂在胸前扮演营业员，学生扮演顾客，发给学生一些玩具钱币作为表演的道具，教师和学生进行购买动物图片的游戏活动，进行示范性交际练习)

T：Hello! Can I help you?

S: Yes. I'd like a panda. Can I have a look?

T: Sure. Here you are.

S: How lovely! How much is it?

T: Ten yuan, please.

S: Here you are.

T: Thank you.

(教师将学生购买到的玩具图片作为奖品送给学生。其他学生见状，变得兴奋起来，纷纷举手，踊跃发言)

（教师摘下营业员的胸牌，选出一名学生扮演营业员，其他学生扮演顾客继续玩购物的游戏。在学生表演结束后，教师当场表扬，并奖励动物图片，学生得到了精神和物质的双重奖励，特有成就感）

（完成2~3组对话后，教师运用图片提供新的情境：①服装店；②水果店；③文具店；④快餐店）（课件）

T: Now here are some other shops.(举着服装店的招牌)Look!This is a Clothes shop.(举着水果店的招牌)This is a Fruit Shop.(举着文具店和食品的招牌)This is a Stationery Shop and this is a Food Shop.

(3) 将学生按照所提供的情境分成四个小组：①服装组；②水果组；③文具组；④快餐组。

T: Now I'll divide you into four groups. Look! This is Clothes Group.

This is Fruit Group. This is Stationery Group and this is a Food Group. Who wants to be Shop Assistant?

(选出扮演营业员的同学，分别发给营业员的胸牌)

T：Who wants to be Costumer?

(选出扮演顾客的学生，分别发给玩具钱币)

（4）小组成员进行组内讨论。学生根据所给情境模仿本课对话进行自编对话。

（5）每组选出1~2对学生进行表演和展示。

T: Who wants to show us your dialogue?

(学生表演，教师根据学生的表演情况，在学生之间进行自评和互评)

（6）屏幕上打出作业超市，让学生课后从教师设置的若干情境中任选一种情境编写小品，进行角色表演。（课件）

T: Now here is the homework for you. Please choose one of the pictures and make a dialogue.

Step5. Ending（课件）

T: Old MacDonald 有一个农场，农场里有许多可爱的动物，他们发出各种各样的叫声，组成了一个欢乐的海洋。让我们也加入他们当中，一起来享受快乐吧。

（教师播放英文儿歌“Old MacDonald Had a Farm”。全班学生伴随着音乐的节奏学着动物的叫声，模仿动物的动作，欢快地跳舞，在轻松愉快的氛围中结束新课，给人意犹未尽的感觉）