Unit 4 Where’s my schoolbag? 全单元教案（6课时）

Unit 4 Where’s my schoolbag
Period 1
Teaching aims:
1. Language goals:
Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.
Target language: Where’s my schoolbag It’s under the table.
Where are my books They’re on the sofa
2. Ability goals
Talk about where things are, Learn the using of preposition “ on, in, under”
Train the students’ communicative competence.
3. Moral goals
Keep your room and tidy.
Teaching important points:
1. New words.
2. How to talk about where things are, Learn the using of preposition “ on, in, under”
Teaching difficult points:
1. Prepositions of place: in, on, under.
2. Prepositional phrases: on the sofa, under the bed, etc.
教学设计 备注
Step 1:Warming up: students play a chant This is a pen. These are pens. That is a book Those are books It’s a key They’re keys Step2 Learn the new wordsShow the pictures of the things on the screen. Teach the new words: chair, table, bed ,bookcase, sofa.(First, read the pronunciations , then read the words. Each word has the singular form and plural form.)Read the words over and over again until the students can name each item fluently.Step 3 Guessing game. Show the things that are covered, let students guess“Is it a/ an…”, if the student can’t guess what it is, show the thing gradually.Step 4 Work on 1aT: 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 tableStep 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.Step 11 Summarize exercise(用is/are填空　) (1)Where _____ my schoolbag (2) Where _____ my books 　　(3)Lily’s schoolbag ______ under the desk. (4) Tom’s books ______ on the sofa.(5)They ____ under the table.　(6)It _____ a key　板书设计： Unit 4 where’s my schoolbag in 在….里面 where’s my schoolbag where’s +单数on 在….上面 It’s in/on/under….under在….下面 Where are my books where are +复数 They’re in/on/under…….
Period 2
Teaching aims:
1. Language goals:
Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.
Target language: Where’s the map It’s in your grandparents’ room.
Where are my books They’re on the sofa.
Where’s the baseball Is it on the table No, it isn’t.
Is it under the table Yes, it is.
A: Where’re the keys Are they under the table
B: No, they aren’t. They are on the table.
2. Ability goals
Talk about where things are, Learn the using of preposition “ on, in, under”
Train the students’ communicative competence.
Listening an speaking skills.
3. Moral goals Keep your room and tidy.
Teaching important points:
1. Target language.
2. Talk about where things are, Learn the using of preposition “ on, in, under”
3. 一般疑问句的简短回答。
Teaching difficult points:
1. Prepositions of place: in, on, under.
2. The singular forms and plural forms.
3. 一般疑问句的简短回答。
教学设计 备注
Step 1: RevisionRead the new words, and then have a dictation.Step2: Game: Hide and look for things Students hide and look for the school things in pairs. One student hide one school thing and the other ask: Where’s… /Where’re… The first answer: It’s in your desk. /They are in your pencil case. Ask some pairs to share their performance. Step 3 presentation.Present short dialogues, using pictures or objects to help. Show the Dialogue 1: Where’s the eraser Is it on the table ---No, it isn’t.Is it under the table ---Yes, it is. 2. Read the conversation in different ways.3. Show other things ask and answer:Where’s the schoolbag Is it under the table ---No, it isn’t.Is it on the table ---Yes, it is.Step 4 pair work Students hide and look for the school things in pairs. One student hide one school thing and The other ask: Where’s… Is it … The first answer：No, it isn’t. / Yes, it is. If the other can’t guess right for the second time, the first answer: No, it isn’t. It’s…Step 5 presentation.Present short dialogues, using pictures or objects to help. 1. Show the Dialogue 2: A: Where’re my books B: I don’t know. Are they on the bed A: Yes, they are. Teach “don’t =do not”, “ know”. 2. Show other things ask and answer. Step 6 pair work Students hide and look for the school things in pairs. One student hide the school things and ask: Where’re… S guess：Are they … If the other can’t guess right for the second time, the first answer: No, they aren’t. They’re…Step7 work on 2a. 1. Ask the students to spell the words in the picture in 2a.T: First, look at the pictures on the screen. What are these S1: They are books. S2: They are some keys. S3: It’s a computer game. T: Is this a ruler S4: Yes, it is. T: Is this a pencil box S5: Yes, it is. T: What about this S6: It's a schoolbag2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.T: Check the answer. (Students give the answers.)Step 8 work on 2b. T: Now, listen again. Let’s do 2b. Find out where are the things from 2a Number the things in the pictures [1-6]. (Play the tape again and check the answer.)T: Who can answer S1: The computer game is on the backpack.S2: The books are … S3: The pencil box is …S4: The schoolbag is… S5: The ruler is… S6: The keys are … Step 9 Pair workT: Look at the picture. Are the books on the sofa Ss: No, they aren't. They're on the table.T: Is the schoolbag under the table S: No, it isn't. It's on the sofa. …(write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.) Step 10 Role-play1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.Match the things with the right places below.(Let Ss look at the screen. There are some things and some places)bag on his headmap on the sofahat on the bed in his grandparents' room 2. Ss read the conversation and match the things with the right places.3. Check the answers.4. Read the conversation after the tape.(注意语调与语速)5. Now practice the conversation with your partner. Then let some pairs act out the conversation.
板书设计： Unit 4 where’s my schoolbag
Where’s the baseball Is it on the table No, it isn’t.
Is it under the table Yes, it is.
A: Where’re the keys Are they under the table
B: No, they aren’t. They are on the table.
Period 3 (Grammar Focus-3c)
Teaching aims:
Language aims:
1. Review the words about furniture and the school things.
2. Continue to talk about where things are, using the preposition .
3. Can talk about position using the following sentence structures.
① —Where's… —It's in/on/under…
② —Where're… —They're in/on/under…
③ —Is the …in/on/under… —Yes, it is./ No, it isn't.
④ —Are the …in/on/under… —Yes, they are. /No, they aren't.
4）Summarize the sentence structures
Moral aims：
Get into the habits of putting the things in the order.
Teaching key and difficult points:
1 Summarize the sentence structures of talking about the position.
2. Can use the sentence structures of talking about the position in different situations.
教学设计 备注
Step 1 . Warming- up and revision1. Sing “Where is Tom ” song (like “Two tigers”) Where is Tom Where is Tom It’s in the case. It’s in the case.Where is Tom Where is Tom It’s on the case. It’s on the case.Where is Tom Where is Tom It’s under the case. It’s under the case.2. Ask and answer the school things around them. (Put S1's pencil box on the desk)T: Where is your pencil box S1: It's on the desk.(Then put it in his desk)T: Is your pencil box on the desk now S1: No, it isn't. It's in the desk.（Put it under the desk）T: Is your pencil box in the desk S1: No, it isn't. It's under the desk.3. Let Ss ask and answer in the same way. Step 2 . Grammar Focus. 1. Reading guiding： When you ask about the position, you can use “Where is /are… ”,the structures are： Where is… It's in/on/under… (句子的主语为名词单数) Where are… They're in/on/under… (句子的主语为名词复数)2. Let Ss read the sentences and fill in the blanks below.① 地图在哪里？_________ the map ② 它在你爷爷奶奶的房间里。It’s ___ your _____________ room. ③ 我的书在哪里？_______ _____ my books ④ 它们在沙发上。They’re _____the _______. ⑤ 他的铅笔在哪里？ ______ _____ pencil box ⑥ 它在他的书包里。 It’s ___ his _________. ⑦ 你的尺子在哪里？_______ your ________ ⑧ 它在椅子下面。It’s ________ the _______.⑨ 他们的钥匙在哪里？_____ are ________ _____ ⑩ 它们在桌子上。 _______ on the _____. 3. Check the answers with the class. Step 3 work on 3a1. (Make a conversation with a student.)T: Look at Picture 1 in 3a. Where is the baseball S1: (help S1 answer) I don’t know. T: (Teach Ss the expression "I don't know." with a body language. for example shake your head.)2. Now look at the pictures and read the conversation below and fill in the blanks. 3. Guiding：① pay attention to the singular forms and the plural forms: “Where is… Where are… ”. ② Look the picture carefully, find the correct positions, and discribe them with “in, on, under”.4. Check the answers. 5. Read the conversations.Step 4 work on 3b1. T: When we ask about the place of something. We often use the sentence structure below:—Where is + 单数事物？ —It's in/on/under…—Where are + 复数事物？ —They're in/on/under…—Is the …in/on/under… —Yes, it is./ No, it isn't. —Are the …in/on/under… —Yes, they are. /No, they aren't.Now let's ask and answer according to the picture in 3b or using your own things.T: Where is the computer Is it in the bookcase S1: No, it isn't. It's on the sofa. 2. T: Work in pairs. Make a similar conversation like this. S1: Where is the computer game Is it on the sofa S2: No, it isn't. It’s in the bookcase. S1: Where are the books Are they on the sofa S2: No, they aren't. They are in the bookcase. S1: Where are the pencils S2: I don’t know. Are they in the pencil box S1: Yes, they are.(Let the students ask and answer according to the picture in 3b or using their own things.)Step 5 work on 3c Game (Find the differences)T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c. Ask and answer questions to find the differences in pairs.Sample:SA: Where is the schoolbag Is it under the table SB: No, it isn’t. It’s on the table. SA: Where are the books Are they on the sofa SB: No, they aren’t. They are on the bed…...T: Let’s find out the differences between the pictures. Where is the schoolbag Is it on the table (Look at the picture on P21 3c)Ss: No, it isn’t. It’s under the table. (Look at Picture 2) T: Where are the books Are they behind the sofa (Look at the picture on P19)Ss: No, they aren't. They are on the sofa. (Look at Picture 2)(Ask some pairs to make conversations and find out some differences.)T: Fill in the chart according to the pictures.（Show the differences between the two pictures.）ThingsPicture on P19 (Picture 1)Picture on P21 (Picture 2 )Pencil boxin the schoolbagon the tableBooksSchoolbag …T: Who wants to report it S1: Let me try. In Picture 1, the pencil case is… In Picture2, the pencil case is…S2: In Picture 1, the books are… In Picture2, the books are…(Ask other students to report it.). Homework T: Make a survey after class. Ask some of your classmates “Where is… Where are… ” Fill in the chart.Things Namebooks keys schoolbagjacketLindaEric
Period 4
Teaching aims:
1. Language goals:
Key vocabulary:
1. radio, clock, tape, tape player, model, plane, model plane,
2. Review the words about furniture and the school things.
Target language:
Continue to talk about where things are, using the preposition .
Where’re the English books？They’re under the radio.
Where is my ruler ？ My ruler is on the bed.
Where is my notebook My notebook is under the model plane in the bookcase.
2. Ability goals
Talk about where things are, Learn the using of preposition “ on, in, under”
Train the students’ communicative competence.
Listening an speaking skills.
3. Moral goals
Keep your room and tidy. Get into the habits of putting the things in the order.
Teaching important points:
1. Target language.
2. Talk about where things are, Learn the using of preposition “ on, in, under”
Teaching difficult points:
1. Prepositions of place: in, on, under.
2. Can use the sentence structures of talking about the position in different situations.
教学设计 备注
Step 1. Warming- up and revision1. Sing “Where is Tom ” song (like “Two tigers”) Where is Tom Where is Tom It’s in the case. It’s in the case.Where is Tom Where is Tom It’s on the case. It’s on the case.Where is Tom Where is Tom It’s under the case. It’s under the case. 2. Ask and answer the school things around them. T: Where is your pencil box S1: It's on the desk.(Then put it in his desk) T: Is your pencil box on the desk now S1: No, it isn't. It's in the desk.（Put it under the desk） T: Is your pencil box in the desk S1: No, it isn't. It's under the desk.3. 翻译练习： a.那个棒球在哪里？它在书包里。b.钥匙在书架上吗？不，不在。 c.你的书在哪里？它们在床头柜上。 d.我的游戏机在沙发上。 Step 2. Presentation 1. Present the new words. T: I have some things on my desk, I think you can tell me how to say them.T: What’s this (Hold up a radio in the hand)T: Yes, it’s a radio. Read after me. R-A-D-I-O, radio. T: Do you have a watch Ss: Yes, I do./ No, I don’t.T: Is it a watch Ss: No, it isn’t. It’s a clock.T: Good. It’s clock. Read after me. C-L-O-C-K, clock.(Then hold up tape, tape player, model plane, teach them in the same way. Check the words using the cards.) 2. Ss read the words aloud. Then try to remember the new words. 3. a. Open your books at page .Would you please look at 1a b. There are some words in the box. Do you know what they mean Please write down the Chinese meanings under each word. c. Now, I am sure you know what they are. 2．Match Please match the words with the things in the picture. 3．Check the answers Step 3 work on 1b1. T: OK. Can you remember all the new words T: OK. Now, let's have a competition. Let's see who can remember all the new words. Take out a piece of paper. Look at the picture in 1a for three minutes. Then close your books and write down all the things you remember. 2. Change the paper with your partner and see who does best. 3. Say the positions of the things you remember. 4. Task－Who has better memory Let’s perform a task now. Let’s find who has better memory. Just now, you write down the things you remember. Would you please check the things and their positions with your partners by asking questions like: A: Where is the alarm clock B: It’s on the table. If your answers are the same, just go on. If your answers are different, please check the book and find whose answer is correct. Finally, please check how many things you remembered well, and how many things your partner remembered well. Step 4 work on 1cT: Tom wants his mother to bring some school things to school for him. But his room isn’t tidy. So his mother can’t find the things. Let’s listen to the recording of 1c and help his mother find the things.Have a student to read the words.Play the tape, the students circle the word they hear. Then check the answer.Step 5: Work on 1d 1．Before listening, write the things on each blank.2．Listen and write a. Listen for the first time and write where the things are. b. Listen t the third time and check them by yourselves. 3．Check the answers 4．Read the tape script a. Let’s read the tape script together. b. Would you please read the tape script in pairs c. Who would like to read in class Step 6 . Pair work Can you remember where the things are in Tom's room T: Where are the English books S1: They are under the radio. T: Where’s … S2: It’s…T: OK. Work in pairs, ask and answer questions about the things in Tom's room.Step 7. Summarize Let’s summarize what we learnt in this period.
Period 5
Teaching aims:
1. Language goals:
Key vocabulary:
1. tidy, but, our, everywhere, always ,in our room, in the …, on the…, under the…,
2. Review the preposition.
Target language:
1. Can talk about position using the following sentence structures.
① —Where's… —It's in/on/under…
② —Where're… —They're in/on/under…
2. I’m tidy, but Gina is not. My dictionary and radio are on the desk. My pencil box is in my schoolbag and my schoolbag is under the desk.
2. Ability goals
Talk about where the things are. Review the things in the room.
Training students’ reading and writing skills .
3. Moral goals
Keep your room and tidy. Get into the habits of putting the things in the order.
Teaching important and difficult points:
1. Talk about where the things are. Review the things in the room.
2. Reading and writing pratice .
教学设计 备注
Step 1 Warming up and leading in Ask the Ss to look at two desks of their classmates (one is tidy and the other isn’t) and say : Do you like this desk or that one Why . Lead the students to learn the new words: tidy, but always, everywhere.. At the same time teach the Ss to keep our classroom tidy.Step 2 work on 2a1. Look at the picture in 2a. There are many things in the picture. Do you know the words for the things Who can say them in English Use the structures: There is a/an…/There are … I can see a/an …in the picture2. Now work with your partner. Write the words you know for the things in the picture. 3. Teacher goes around the classroom, give some help. Step 3 work on 2b1. Read the passage fast and silently to find the general idea.The main idea of the passage is about ________ .(1). Kate and her sister Gina （2）. Kate and Gina’s room(3). that Kate is tidy, but Gina isn’t 2. Read the text carefully and silently to find the specific ideasRead the passage and answer the questions.（1）Where are Kate’s books and tapes （2）Where are Kate’s keys （3）Where’s the clock （4）Where are Gina’s books （5）Where is the white model plane 3. answer the question Is Kate tidy __________________________________________Is Gina tidy __________________________________________4. Read the passage again and tell me which one of the two you like better. ________________________________5. Listen and repeatStep 4 work on 2c Now let's look at the chart in 2c. In the chart, you should list Kate's things and where they are. You should also list Gina's things and where they are. Read the passage again and complete the chart about the things Kate and Gina have and where they are. 6. Ss read the passage again. And fill in the chart.Step 5 Post-reading activities1. Ask the students to read the passage aloud for 3 minutes.2. Retell the passage according to the chart above in front of the class.3. Complete the following sentences without looking at 2b.I’m Kate, and ______ _______ is Gina. I’m ________, but Gina is not. In our room, my ________ and _________ are in the _________. My keys are in my _________. I have a _________. It’s on the __________.Gina’s __________ are everywhere--on her _________, on the ________ and _________ the chair. The white ________ _________ is hers. It’s under the _________. “Where are my keys Where’s my ruler Where’s my schoolbag ” Gina always asks.Step 6 work on 3a Write about where the things are in 3a 1．Check the words and the phrases you know Open your books and look at 3a．If you know the words and the phrases well, please check them. Do you have any other words you don’t know Please write them in your notebook.2．Do you have these things Where are they I would like all of you to read the words and the phrases together. Step 7: 3b Write about the things are in your room. Use the word and if you can. (1)．Write the things in your room.(2)．Write about the things in your classroom with in, on and under.Example：y dictionary and my radio are on the desk. My pens are in my pencil box. My pencil box is in my schoolbag and my schoolbag is under the desk. My books and my CDs are in the bookcase. My tapes are on the tape player.
Period 6
Teaching aims :
1. Review all the words in this unit.
2. Take some notes and do some pratice.
Teaching produtures:
Step 2 . Warming- up and revision
1. Greeting the Ss and Check the homework.
2. ask the students to ask and answer. Using:
Where is /are …
It’s / They’re … .
Step 3 Self Check 1
1. T: We're learned many names of furniture, stationery and other things. Now let's have revision of these words. What do you have in your room First talk about the things in your room with your partner, then write the things in your room.
2. Ss talk about the things in their room with their partners. Then write them down on their workbook.
3. Let some Ss report the things to the class and write them on the blackboard.
4. Let some other Ss add some more words.
Step 4. Self Check 2
1. We have a tidy classroom. We work in our classroom every. We all love our classroom. Look at our classroom carefully and find out what things we have and where they are. Who wants to have a try
2. Very good. Now please write about the things in our classroom with in, on and under.
3. Ss write by themselves. Let some Ss report their writings to the class.
Ste 5 重点词汇解析
1.where adv. 在哪里；到哪里 Where are you 你在哪？
【考点聚焦】 where是特殊疑问词，用来引导特殊疑问句。当我们不知道某东西在什么地方时，常用Where is/are... 来询问。
2.table n. 桌子 There is a dog under the table. 桌子下面有一条狗。
【考点聚焦】 常用词组：at table在吃饭；at the table在桌旁
【易混辨析】table与desk
desk表示“桌子”的意思。指供读书、写字、办公用的桌子，一般带有抽屉。
There are forty desks and chairs in the classroom.教室里有四十张桌子和椅子。
There are two books on the desk.桌上有两本书。
table 意思是“桌子”。侧重于指供吃饭、喝茶、游戏或其它用途的桌子，通常没有抽屉。例如：
Our football is under the table. 我们的足球在桌子底下。
3.on prep. 在……（紧贴着某物，有接触面）例如：
on his desk“在他的书桌上”，on the floor“在地板上”，on the bed“在床上”，on the wall“在墙上” on the sofa 在沙发上等等。
【考点聚焦】 1)英语中有一些表示方位的介词，用于名词或代词前，这时名词或代词称为介词宾语。介词后的人称代词要用宾格形式。介词与后面的名词或代词构成介词短?语。如：?
①in表示“在……中；在……内”。如：
in the room在这个房间里；in the backpack在背包里
The bird is in the tree. 小鸟在树上。 in bed 卧病在床
②on表示“在……上”。如： on the floor在地板上；on the desk在课桌上
The apples are on the tree. 苹果长在树上。on the bed 在床上
③under表示“在……下”。如 under the bed在床下；under the tree在树下
2)当介词短语充当表语时，千万不要忘了be 动词（is, am, are）。
4. 重要句子
（1）.—Where’s my pencil box 我的铅笔盒在哪儿？
—It’s in your schoolbag. 在你的书包里。
1) 询问某人或某物在哪个地方，可用句型“Where + be + 主语（人或物）？”。where是疑问副词，意为“在哪里”，be要随着后面主语人称单复数进行变化，单数用is，复数用are。where’s 是where is的缩写形式，回答时不能用yes或no，而是问什么就答什么。如果主语是人，回答时用人称代词主格做主语；如果主语是物，回答时单数为“It’s + 表示地点的词”，复数用“They are + 表示地点的词”。如：
Where’s my baseball 我的网球在哪儿？—It’s under the desk. 在桌子底下。
Where are my English books 我的英语书在哪儿？—They are on the chair.
（2）. —Where’s my computer game 我的电子游戏机在哪儿？
—It’s under your bed. 在你的床底下。
1) computer game在此句中意为“电子游戏机”，另外，computer game也有“电子游戏”，“电脑游戏”等意思，其复数形式为computer games。注意：由两个名词组成的短语，一般情况下复数形式是把第二个名词变成复数，第一个名词不变。如：These are banana trees. 这些是香蕉树。
2) under是介词，意为“在……下面”，表示方位，常指一个物体在另一个物体的垂直下方，二者之间往往没有接触。如：
Her shoes are under the desk. 她的鞋在桌子底下。
Let’s sit under the tree. 咱们坐在树底下。
(3). —Where is the pencil 铅笔哪儿？—I don’t know.我不知道
1) 当别人向你询问的事情你不知道时，可用I don’t know.作答，使用时，习惯在前面加上Sorry. / I’m sorry. 这样语气上显得更客气些。如：
—Where is my pencil 我的铅笔在哪儿？—Sorry, I don’t know. 对不起，我不知道。
（4）观察并翻译下面的句子，体会本课语法。
1.I’m Kate, and my sister is Gina.
_______________________________________________________
2. I’m tidy, but Gina is not.
_______________________________________________________
总结：and 和but 均为并列连词，其中and 表示 _________的逻辑关系，含义是__________ , but 表示___________的逻辑关系，含义是__________.
练习：用and, but 填空
I’m fourteen, __________ my sister is seven.
2. My pen is in the pencil box, __________ my pencil isn’t.
5.【语法详解】where 引导的特殊疑问句
where，汉语意思是“哪里、哪儿”。与who,what等一样，也喜欢提问。不过，where是疑问副词，where的职责是用来对“地点”进行提问。问“某人在哪里”或“某物在哪里
【特点一】where常用来提问表示地点的副词或介词短语。带where的句中不能再有表示地点的副词或in,at,on,under等构成的介词短语。如：?
—Where do you live ?你住在哪里？（这里不用live in）?—I live in Beijing.?我住在北京。?
【特点二】where问“哪里”，如果问句中出现表示来源或方向的介词时，此时where具有代词的性质，介词就不能省掉。如：?
Where are you from 你从哪里来？?
Where are you driving to 你开车到哪里去？?
【特点三】 当where询问的物品数量为单数时，be动词要使用is，因为该物品在问句中提到过，所以回答时用代词it代替该物品就可以了。如：?
—Where is my baseball 我的棒球在哪儿？—It’s in the backpack.在背包里。
当所询问的物品数量为复数时，be动词使用are，因为该物品在问句中提到过，所以回答时用代词they代替该物品。如：?
—Where are my books 我的书在哪儿？?—They’re on the sofa.在沙发上。?
【特别提醒】 Where is可以缩写成Where’s，但Where are不能缩写。
一．按要求改写完成句子，每空一词。
1.—Where are my books？（完成答句 ）—Sorry，I ___________.
2.on，sofa，the，is，the，baseball？（连词成句） ____________________
3.His baseball is under the table.（就划线部分提问） __________his baseball？
4.Her telephone number is 8090490. ___________her telephone number？
5.Their pens are in the desk.（就划线部分提问） ____________their pens？
6. My computer game is under the desk. (对划线部分提问)
__________ __________ computer game
7. The pencil case is in the schoolbag. (改为一般疑问句并作否定回答)
—_____the pencil case ______ the schoolbag —No, __________ __________.
8. Where are his keys (用on the desk作答)
_________ ________ __________ __________.
9. On the chair is a notebook. (改为同义句)
A notebook __________ __________ the chair.
10. Are those his baseballs (作肯定回答) Yes, __________ __________.1. 11. Where are her pencils (变为单数句) _________________________
12. Is it your book (变为复数句)
_________________________
二．根据句意和首字母提示完成句子，每空一词。
1. —What’s this in English —Sorry, I don’t k_____ .
2. His quilt is on the b_____ .
3. You can see some t______ in Sally’s room.
4. —Is this a schoolbag —No. It is a b______. My books are in it.
5. Alan wears (戴) a blue h______ .
三． 根据汉语意思完成英语句子，每空一词。
36. 他的电视在桌子上。 __________ __________ is on the table.
37. 这些是我的棒球。 _________ __________ my baseballs.
38. 她的录像带在哪里 Where are her __________ __________
39. 你会拼写“floor”吗？ __________ you __________ “floor”
五． 把所给单词连接成一个结构完整的句子,标点已给出。
1. is, the, tape, on, the, dresser, video (.) _________________________
2. my, computer, is, game, where ( ) _________________________
3. TV, is, the, on, table, the ( ) _________________________
六． 用所给单词的适当形式填空。
1.Where ________ (be) the notebook 2. My ______ (pen) are in the drawer.
3. _________ (be) the cards on the table 4. ______ (it) are my rulers.
5. Here are two ______ (key).