设计意图：根据学生的年龄特征，他们非常喜欢这种情景猜测活动。这可以调动他们各方面的情绪来参与语言活动，激活他们已有的知识水平。

任务运用：Listing

Step Two Listen and imitate

* Section A, 2a. Revise what the things are. Play the tape for students and let them number them.

* Section A, 2b. Play the tape again, students number the things [1-6] in the picture. Imitate the dialogues.

Step Three A guessing game

* A guessing game. Show the students a picture of a room with a few things in it. Have them guess the places of the other things.

e.g.: T: There is a bookcase in it. Is the bookcase near the bed?

　　Ss: Yes, it is. / No, it isn't.

Write the general question and the answers on the blackboard.

Step Four Pairwork

　　Section A, 2c. Look at the picture in 2b again. Students use general questions to ask and answer about the things in it.

Step Five Game: Find the difference

* Section A, 4. Student A looks at Picture 1 ( Textbook P21. 4), Student B looks at Picture 2 ( Textbook P19, 1a). Ask and answer in pairs and fill in the form.

e.g.: SA: Where is the backpack? Is it under the table?

SB: No, it isn't. It's on the table.

Things Picture 1 Picture 2 backpack under the table on the table pencil case books keys dog * Ask some students to report their answer like this: In Picture 1, the pencil case is ... In Picture 2, the pencil case is...; In Picture 1, the books are ... In Picture 2, the books are ...

设计意图：设置任务，通过对比的方式让学生理解方位介词。利用表格直观体现出两幅图的不同点，　再将它的不同点复述出来，其目的在于培养学生的语言组织能力。

作用运用：Listing & comparing

Step Six Practice the drill "Where is / are...?"

* Present short dialogues, using pictures or objects to help.

Dialogue 1:

A: Where's my bag?

B: I don't know. Is it on the sofa?

A: No, it isn't.

Dialogue 2:

A: Where're my books?