1) meet you. How are you? etc.

2) Revise "Is this your ruler?

　　　　　Yes, it is. It's mine.

　　　　　Are those your erasers?

　　　　　No, they aren't. They are hers."

Step 2：Lead-in and new words introduction

1) First, teacher takes out a pen and asks students

T: What's this in English?

S: It's a pen..

T: Can you spell it?

S: Yes, P-E-N, pen.

T: Good, thank you.

2) Then, teacher shows a picture of a table and asks: "And what's this in English, do you know?"

S...

T: You don't know, right? It's a table.

Then, teacher introduces and teaches students to read the new word" table"with the help of the pictures showed on multi-media.

(Introduce the new words "bed, sofa, bookcase, chair, schoolbag, pencil box, computer game" in the same way)

3) Students work in groups and discuss the pronunciation of the new words, and then the teacher invites two students to teach the new words, the other students read after the student s.

4) Students read the new words together.

5) Students do section A, 1a. Match the words with the words in the picture.(Students first do it independently, then work in their own group and discuss, finally check answers )

Step 3: Introduction of the preposition "on, in, under"

(1)With the help of the multi-media, show the new preposition "on, in, under" to students.

(2)Use the real objects, for example, a box and a pen to show the different meaning of "on, in, under"

Step 4: Presentation and practice of the structure "Where's sth. It's in／on／under..."

1)Show a video of "Tom and Jerry"(猫和老鼠)and introduce them to students: "This is Tom, and that is Jerry. In the video, we can see the cat chases after the mouse, why can't the cat catch the mouse? Yes, because the mouse escapes and hides in somewhere."

T: Now let's see where Tom is.

(Show the first picture, the mouse is on a box)

T: Where's Tom?

S：...(Help students to answer "It's on the box.")

(Show the second picture, the mouse is in a box)

T: How about this one? Where's Tom?

S：It's in the box.

(Show the third picture and ask and answer in the same way)

2) Students work in pairs and practice the structure "Where's sth. It's in／on／under..."

e, then show their dialogues. (With the help of teacher's pictures)