5. (核对答案。)

T:　 Let’s check the answers. Who will give us the answers?

S₁:　 …

T: Good! Next one.

S₂:　 …

…

Step 5　 Project 第五步　 综合探究活动(时间:10分钟)

4. (让学生听录音，完成3b。)

T: Next, we will have a listening practice. You should pay attention to how they come to school or come to work. Do you understand?

Ss:　 Yes, we do.

(播放录音。)

3. (核对答案。)

T: OK! Who can give us the answers?

S₁: I can…

…

2. (完成3a，让学生看图片并选出与图片相对应的短语。)

T: Now, we will finish 3a. First, let’s look at the pictures. You should match the pictures

with the correct phrases. Do you understand?

Ss:　 Yes, we do.

T: Good. Let’s begin.

(在学生完成匹配活动的过程中，板书本部分出现的表交通工具的词。)

1. (用图片或多媒体课件教交通工具，让学生学习2。)

T: Look at the pictures and practice the phrases.

(指导学生说。)

Ss: On foot/by bus/by bike/by subway…

(让学生两人一组练习下列方框内容来巩固新句型: 一名学生举着画有各种交通工具的图片，另一名学生看图片造句，然后交换角色。这样做可以鼓励学生进行合作学习，课堂机会人人均等，并可提高课堂效率。完成2。)

5. (找一些小组表演他们的成果。)

T: Which group can act your dialogs out?

G₁: We can. (表演对话。)

T: Wonderful! Anyone else?

G₂: We can. (表演对话。)

…

(对学生的表演进行点评。)

Step 4　 Practice 第四步 　练习(时间:10分钟)

4. (完成1b，让学生三人一组，练习1a的对话。要求他们仿照1a与同伴编类似的对话。)

T: Now, students, please practice 1a in groups of three and make similar dialogs with your partners.

3. (人机对话。)

T: Now, suppose you were Helen and Jane. Listen to the tape, and make a dialog with Kangkang. Is that clear?

2. (让学生擦掉标记，先自读，然后跟读，核对语音语调。)

T: Erase your marks and read by yourselves, then follow the tape to check your pronunciation.

1. (再播放1a的录音，让学生跟读，用铅笔标出重读与语调。)

T: Listen to the tape and mark the stress and intonation with your pencil. Let’s begin.