Step 4 Work on 1a

　　T: Turn to page 19, look at 1a. First read the words. Then look at the picture and look at the letters.

　　Read the instruction.

　　Students do 1a on their own.

　　Check the answers.

　　Read the words again.

Step 5: Presentation.

(1)Show the pictures of a box and a cat teach ″in, on, under″

　　Presentation 1.

　　T: Where is the cat? S: Oh, it's on/in /under the box

　　(2)Then look at the picture on the screen to show the other things to make the students understand in/on/under and teach ″where's=where is

Step 6 pair work 1

　　1. For example: Put the things on some places.

　　1) T: Where is my schoolbag? S: It's on the table

　　2. )S: Where's my pencil? S: It's in the schoolbag .

　　3.) S: Where's the...? S: It's ...

　　2. Students work.

　　3. Ask some pairs to show their work.

Step7: Presentation.

Show some pencils and books to the students and present ″Where are/where're...? They're...."(Where are=where're)

　　For example:

　　 Where are the books?

　　They're on/in /under the table

Step 8 pair work 2.

　　1. For example: Put the things on some places.

　　Practice the structures

　　3. T: Where are my keys ? S: They're on the chair.

Step 9 : Listening (Section A 1b).

　　Listen and number the things in the pictures when you hear them.

　　First listen, then check and repeat.

Step 10 pair work

　　Where's the ball? It's in / on/ under the box.

Where are the erasers? They're in/on/under the box.