Language Goals:

Talk about where things are.

Structures:

1. Where questions.

2. Yes/No questions and short answers.

3. Prepositions on, in and under.

Target Language:

Where’s my backpack? It’s under the bed.

Are my books on the chair? No, they aren’t.

Vocabulary:

table, bed, dresser, bookcase, sofa, chair, drawer, backpack, CD, plant, alarm clock, math book, video cassette, hat

Learning Strategies:

Listening for key words; Inferring vocabulary.

Period 1

Aims: Learn the new words on P.19; learn the use of the prepositions: on, in, under, behind, next to; Where is/are the …?questions.

Steps:

I. Revision.

Review Yes/No questions by asking individual students Is this your ruler? Are these her books? etc.

II. Match the words with the pictures.

Pairwork. Students work in pairs to find the words for the things in the picture, and check their answers with their partners. Then help them read the words

III. Presentation.

Place some common things in various positions around the classroom. Describe the location of these items, using on, in, under, next to, behind.

IV. Listening.

1b Play the recording the first time. Students only listen. Play it a second time. This time get the students to number the things. Check the answers.

V. Practice.

1c 1. Students read the conversation in pairs, and try to recite the conversation.

2. Students work in pairs, making their own conversations.

VI. Homework.

Copy and learn the new words by heart.

Period 2

Aims: Where’s/Where are questions and location of things.

Steps:

I. Revision

1. Dictate the new words learnt in the last period.

2. Get pairs of students to act out their conversations.

II. Listening

2a & 2b 1. Let students know what they should do. Play the recording twice. The first time, the students listen and do 2a; the second time they listen and do 2b.

III. Practice

1. Pairwork. Listen to the recording for 2a again. This time students listen and repeat. See which pair can act out the conversation.

2. Groupwork. Students work in-group. Each student writes 5 sentences about the location of the classroom objects. Some of the sentences are true, while some are false. Students read their sentences in their groups, and let the other students judge whether they are true or false.

IV. Grammar Focus

See Grammar Focus on P.20. Explain the sentence structure to the students.

V. Homework

Copy and learn the sentences in Grammar Focus.

Period 3

Aims: Find the difference.

Steps:

I. Revision

1. Dictation: Dictate some sentences in the Grammar Focus.

2. Get some students to ask and answer questions about the location of some classroom objects.

II. Pairwork

1. 3a Read the conversation in the picture first, then follow the instruction of 3a and make a conversation.

2. Practice the conversation in pairs.(3b)

3. 3c Look at the pictures and talk about the location of the items.

III. Game: Find the difference.

Show the students two similar pictures, get them to work in groups to find out the differences. e.g. In Picture 1, the bag is on the desk; in Picture 2, the bag is on the chair. Then get the students to write down the sentences.

IV. Homework

Learn the new words in this unit by heart.

Period 4

Aims: Section B.

Steps:

I. Revision

1. Dictate the new words in this unit.

2. Ask questions about some classroom objects, using Where’s the/Where are the …?

II. Pairwork

1. Match the words with the things in the picture. (1a)

2. Write down the things in the picture. Check the answers with the partners. (1b)

3. Ask and answer. (1c)

III. Listening

2a & 2b Guide the students how to take notes while listening. Check the answers as a whole class.

IV. Reading

3a Follow the instruction and fulfill the task.

V. Writing

3b Look at the picture and fill in the blanks.

VI. Homework

Draw your ideal room.

Period 5

Aims: Self Check

Steps:

I. Revision

Group work. Students work in groups to show their pictures to their partners and describe their rooms. Each group chooses one student to describe his or her ideal room to the class.

II. Key word check

1. Students work in pairs to review the key words. Make sure all the students can remember the key words.

2. Get the students to write at least 5 new words in their vocab-builder.

III. Reading

Read the note and draw the room.

IV. Writing

Write a passage about your own room. Then work in groups, and read your passage to your partners.