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Difficult points: Read and use the words or phrases these/those..., them certainly correctly.
三、Teaching procedures:
Step 1 Review& Warm up
Enjoy a song Shopping toys song
Free talk
What’s the song about? It’s about shopping.
If you are going shopping, what do you want to buy?
Students use the sentence pattern I want to buy a/some....
Guide them to classfify the words they mention.
设计意图： 让学生先说说自已如果去购物的话，想买什么，既发散其思维，引导其复习所有相关单词，也为后面的编新对话作好铺垫。通过引导他们思考可以去哪买他们所想买的东西，既是对单词进行一个系统地归类，也是对其基本生活能力培养的渗透。
Step2 Presentation
Tell students that John wants to go shopping with his mother. Guide them to guess what will John buy. Show the picture of John and his mother talking in the living room. Show the sentences and guide them to get what John is going to buy.
设计意图：通过文字提示，引导学生推理出John 将去买什么，更容易激发他们的好奇心。同时，也为引导学生理解try...on 做铺垫。
Show the picture of John and his mother in the T-shirt shop and guide students to guess what they may say. (I like that .... It’s ....)
The assistant appears. Students try to guess what she will say. Guide them to learn the sentence pattern Can I help you? Can we look at that T-shirt, please? Guide students to say Sure. Here you are.
设计意图:通过出示情境，引导学生在情境中思考其所学过的能运用于此情境的语言，助于培养其综合语言运用能力，更好地体现学生的主体性。
Guide students to think how can John know if the T-shirt is just right. Guide students to say what John will say next. Guide them to learn the sentence pattern May I try it on? Guide they to think about the answer. They may say Yes./ Sure./OK. Guide them to learn the word Certainly.
设计意图：让学生思考怎样才能确定衣服是否合身，既引导他们理解try...on 的意思，也是对提高基本生活能力的渗透。
Show the picture of John and his mother in the shoes shop, studens work in groups to try to finish the dialogue. Ask a group to show their dialogue. Pay attention to the change(They should use the plural form). Can we look at those shoes? May I try them on?
设计意图：让学生看图思考对话，他们容易将新学句型原封不动的搬到此对话中来。因此，会忽略了从单数到复数的过渡，容易出错。在信息差的激发下，学生更易形成深刻的印象。
Tell students that our new friend Kate wants to buy new shoes too. Guide students to look at the picture and try to match the sentences with the numbers.
设计意图：让学生读图，确定每个句子的位置，既检测其对目标句型的认读与理解，又培养其逻辑思维能力。
Step 3 Practice and production
Play the recording and students check the answers.
Play the recording again and students listen and repeat.
Students work in groups to read or act the dialogue.
Give some other kinds of shop and guide them to try to make a new dialogue. They can use all the sentence patterns they have learnt.
Guide students to understand we should learn to be politely when shopping.
设计意图：引导学生逐步实现从机械操练到意义操练。并出示不同情境，引导其编新对话，挖掘其生长点，进一步提高语言综合运用能力。
Step 4 Homework