学生：预习新单词：听录音机，模仿跟读新单词；准备与本课有关的学习用品实物。

Period One Sub Topic Talk about the room Functions Talk about where the things are. Vocabulary: where, table, bed, dresser, bookcase, sofa, chair, drawer, plant, in, on, under, they, they're=they are Structures

Where's ...? It's in/on/under...

Where're...? They're in/on/under... Tasks Listing

Make a survey

Step One Warming up

* Play an English song before class.

* Revise some school things by asking questions.

e.g.: What's this? Is this a ...? How do you spell it? etc.

* Learn the new words in, on, under, behind ... by helping the teacher find the lost things.

e.g.: T: Where's my English book?

　　S1: It's here. / I think it's ...

　　T: Oh, it's on the desk.

　　...

　　T: Where're my color pencils?

　　S2: ...

Teach the new word "where" and the use of "they".

* Consolidate the prepositions by looking at the screen and answer the questions:

Where's ... ? Where're...?

设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生。

Step Two Game: Hide and look for things

Students hide and look for the school things in pairs. One student hide one school thing and ask: Where's...? Where're...? The other student guess and answer: It's in your desk. They are in your pencil case. etc. Ask some pairs to share their performance.

设计意图：通过学生之间相互猜测的游戏，能使他们刚被激发的兴奋点持续下去。

Step Three New words learning

* Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words, ask where the things are, let the students answer, using the prepositions.

* Repeat with a sitting room and a study, teach the new words and practice in the same way.

设计意图：由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。通过这样的方法呈现新单词，效果远比教师单纯地用图片来传授新单词要大。

任务运用：Listing

Step Four Make up dialogues