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①能够自主学习。
②能够利用已学知识并结合新知识,通过自主学习和小组讨论来完成学习任务
三、教材重点和难点
1.教学重点：能正确读出并准确运用下列单词及短语：wallet, hate, carry, maybe, stamp, collect, shopping mall ,down the street, be interested in；掌握句型：I need you to carry all the bags.Do you have any ideas?
2.教学难点：学会用英语谈论关于购物的话题。
四、教学方法
本节课我主要采用了情境教学、任务型教学和合作教学三种方法。情境教学体现在话题的导入和各种商店的介绍；任务型教学主要体现在听说练习中；合作教学体现在对话的重新演绎上。我希望关注学生的兴趣和生活体验，让他们在轻松愉快的氛围中获得新知，提高语言的综合运用能力，这也是学生发展的核心素养之一---乐于学习，善于学习。
五、教学过程
Step I Lead-in
1.Enjoy the song ‘Jingle bells’ （before class）
T: Hello, everyone! Do you enjoy this song? It’s a song about Christmas. Christmas is coming.Do you want to go shopping and buy presents for your family and friends? Good news for you. There is a new mall down the street. Let’s have a look.
2.Show students pictures of different shops and help them learn the names of these shops.
3. Ask students to write down the names of the shops under the pictures on Page 81.
T: There are many different shops at Sunshine Shopping Mall too. Help Millie write the correct names of the shops under the pictures.
4. Have a guess and show students a shopping list.
T: Boys and girls, here’s my shopping list for Christmas. What do I want to buy? Where can I buy them?
【设计意图】创设真实情景导入赠送礼物和购物的话题。通过图片的呈现，引导学生学习相关商店的名称，并通过问答的形式，帮助学生进一步理解与记忆这些名称。
Step II Presentation
1. Show students pictures of Eddie and Hobo.
T: I enjoy reading and I also like shopping. What about Eddie and Hobo? Are they interested in shopping?
2. Watch the video of the comic strip and answer the following questions.
⑴What does Hobo want to do?
⑵Does Eddie want to go with him? Why?
⑶Why does Hobo ask Eddie to go with him?
3.Read after the tape and act it out.
4. Finish the passage with the given words and expressions.
go shopping carry all the bags wallet come with
need … to down the street hates money
There’s a new mall ________. Hobo wants to ________ there, but Eddie _________ shopping. Hobo has no ________, so Eddie gives his ________ to Hobo. Hobo can’t ________. He is asking Eddie for help, “Eddie, please _________ me. I ________ you ________ help me.”
【设计意图：将巩固形式由对话变成小短文，不仅可以检测学生对本对话内容的掌握情况，也可以检测学生的信息转换能力。】