4. (呈现关键词到黑板上，让两名学生一问一答，只看黑板上关键词对话。)

T: Work in pairs, and close your books. Look at the key words on the blackboard and act the dialog out.

(板书)

3. (人机对话，即学生和录音机对话。这样能提高学生兴趣。)

T: OK. Suppose you were Michael and Jane. Listen to Kangkang and make a dialog with him.

2. (让学生擦去所标重读与语调，先自读，然后跟录音一起读，逐句核对语音语调。这样做可以使学生集中注意力，效率更高。)

T: Erase your marks, read by yourselves and check your pronunciation according to the tape. Ready? Go!

1. (放1的录音，让学生跟读，用铅笔标出重读与语调。)

T: Follow the tape and mark the stress and intonation with your pencil.

2. (核对答案。)

Step 3　 Consolidation 第三步 　巩固(时间:10分钟)

1. (设置听力任务，让学生带着任务听录音，可以降低难度。)

T: Listen to 1 and find out the answers to these questions on the blackboard.

(板书问题并以英汉对照的形式板书生词。)

(设置听力任务，让学生带着任务听录音，可以降低难度。)

6. (通过了解学生的起床时间，引出谚语“The early bird catches the worm.”让学生猜出这句谚语的意思。)

　 T: What time do you usually get up?

　 S₁: I usually get up at half past six.

　 S₂: …

　 T: We should go to bed early and get up early. As the saying goes, “The early bird…” Who knows the meaning of this sentence?

Step 2　 Presentation 第二步 　呈现(时间:5分钟)

5. (根据第4个环节的实际情况，导出对话1的语言功能目标，为下一步过渡做铺垫。)

T: Yeah. Now I know some of you go to school by bike, and some of you go to school by bus. But you know I always get up at about six o’clock. I often go to school on foot. But sometimes I go to school by bike. I never go to school by bus.

4. (利用链式发问。每竖排学生一个问一个回答，接着转身问后面的学生。给每组2分钟。问题是:How do you usually go to school?/ Do you often go to school by bus/car…?)

For example:

S₁: How do you usually go to school?

S₂: I usually go to school by bike. How do you usually go to school?

S₃: I usually go to school by bus. Do you often go to school by car?

S₄: Yes, I do. But sometimes I go to school by bus.

…

3. (呈现2的图片，要求学生根据图片的意思，试着猜词意。然后用每个频度副词和表示交通工具的词造句。)