Unit 2 Looking Different-Topic 3 Whose cap is it -Section B-ppt课件-(含教案+视频+音频+素材)-市级公开课-仁爱科普版七年级上册(编号：f0397).zip
Its her cat. Its hers. Whose cat is this? Whose baby is this? Its his baby. Its his. Whose schoolbags are these? They are our schoolbags. They are ours. Whose bike is this? Its QQs bike. Whose jacket is this? I think its Kangkangs. Whose pencils are these? They are their pencils. They are theirs. Fill in the blanks with his, mine, your and whose. Then practice with your partner. Is this eraser? your No, its not . mine eraser is it, then? Whose Its Zhang Lans. your mine his That schoolbag is his. These babies are hers. This skirt is Lilys. Listen to 1a and answer the question: Whose jacket is it ? A. Its Michaels B. Its Kangkangs C. Its Li MingsC Listen 1a and fill. This is a blue jacket. Its not Bens. Its not_ . And it isnt_. His is blue and white. Then_ jacket is it? Kangkang thinks its_. (录音P45-1a) Michaels Kangkangs whose Li Mings Look, listen and say.(视频P45-1a) “Kangkangs” 意为意为“康康的康康的”， 其构成方式是在其构成方式是在 名词后面加名词后面加“s”，是名词所有格的一种形式。，是名词所有格的一种形式。 *当可数名词以当可数名词以s结尾时，其名词所有格形式是名结尾时，其名词所有格形式是名 词词 后加后加“ ”。 如：如：Teachers Day 教师节教师节 注意：注意：Kate and Lucys room 凯特和露西的房凯特和露西的房 间间 (两人共有的房间两人共有的房间）；）；Kates and Lucys rooms 凯凯 特特 的房间和露西的房间（的房间和露西的房间（两人各自的房间两人各自的房间）。）。 另外，另外，of 短语也可以用来表示所属关系。如：短语也可以用来表示所属关系。如： a map of China 一幅中国地图一幅中国地图 2a Listen and match. (录音P45-2a) skirt jacket shirt pans ABCD Make up dialogs with your partners. A: Whose is this/that? B: Its A: Whose are these/those? B: Theyre 物归原主物归原主 可以使用的语言结构：可以使用的语言结构： Excuse me, is this your .? No, its not mine. Whose . is it? I think its Li Mings. Excuse me. Is this yours, Li Ming? 1.大部分形容词性物主代词在后面加 “s”构成名词 性物主代词。有3个特殊情况:(“一变两不变”）my , his , its 。 2. 形容词性物主代词与名词性物主代词的区别： 前者有名词的含义，后面需跟 ；后者可单 独使用，相当于对应的形容词性物主代词加名词。 3. 名词性物主代词作主语时，如果含义是单数，后 面的be动词用 ；如果含义是复数，那么be动 词用 minehis its 名词名词 is are 1. 名词的所有格 2. whose 引导的特殊疑问句 3. 谈论物品的所属 学到了什么？学到了什么？ 中考链 接 1.（2011广东） Oh! I came in a hurry and forgot to bring food. - It doesnt matter. You can have . A.we B. us C. our D. ours 2. (2011 肇庆）My uncle is not rich, but he has many books in room. A.he B. his C. him 3. (2010 河源）Our classroom is as big as . A.of them B. their C. theirs D. theirs 4. (2014山西）Last month, we went to Li Zongshengs concert. The beautiful songs about his younger days reminded us to love . A. yours B.theirs C. ours D B C C Unit2 Looking Different Topic 3 Whose cap is it? Section B (教案教案) （1）To learn the key words: jacket, think, schoolbag, baby （2）To use the key structures : Whose cap is it？Its Sallys. Its his bike. =Its his. They are our shoes. = Theyre ours. Whose jacket is this? Is this jacket yours? No, its not mine. Mine is here. （3） To talk about the ownership using : Whose jacket is this? Its mine. II. Skill aims： （1） To help students to improve their ability of listening and speaking. （2）To use the expressions to talk about ownership III. Emotional aims: （1）To encourage students to cooperate in the class and take an active part in the activities. （2）To teach the students to spell the words correctly. . The key points and difficult points 1. Key points： （1） The Possessive Pronouns : mine, yours, his, hers, its, ours, theirs （2） The key sentence structure: Whose is it ? Its 2. Difficult point： Cultivate the ability of expressing ownership . Learning strategies （1）Situational communication （2）Group work .Teaching procedures Step 1 Review 1. Review the Possessive Pronounce in Section A. my- mine you- yours his - his her- hers its- its their- theirs 2. Two students in a team , using the belongings around them to practice the sentence: T: ( Taking S1s schoolbag), S2, is this bag yours? S2: No, its not mine T: Whose bag is this? S3: I think its S1s S1: Is this yours. .?/ Are these your,? Whose is it ? S2: No, it isnt mine. I think it is / Yes, Its mime. ( Teacher invite two teams to show ) Step 2 New lesson Show some pictures and learn the new sentence: Whose is it? Its his / Its his. Fill in the blanks with his, mine, your and whose. Then practice with your partner.P46 3. and 4 Step 3 Learn the dialogue Read the question blank in 1b Listen 1a again and fill in the blank Language points Ask two pairs of students to read the dialogue. Step 4 Listen 2a and match the clothes with people Listen to 2a Work in pair. Ask and answer questions with the information in 2a. Step5 Oral Activity “物归原主物归原主” 1. Teacher borrows some belonging from the students, using the sentences: May I have your, Please give me . , and then give them some other students . The students have to find out the owners of the things. Available sentences: Excuse me, is this your .? No, its not mine. Whose . is it? I think its Li Mings. Excuse me. Is this yours, Li Ming? Step6 Summary 1. 名词的所有格 2. whose 引导的特殊疑问句 3. 谈论物品的所属 Step7 Homework Step 8 Teaching Reflection Through out the whole class, most students can get the main points of the lesson. They can show great interest to this lesson. Some of them are eager to show in front of the class, but some are too shy to answer any questions. Some students have difficulty in understanding in the lesson while I speak English through out the lesson. So, it is necessary to speak English through out the class as often as possible.
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Its her cat. Its hers. Whose cat is this? Whose baby is this? Its his baby. Its his. Whose schoolbags are these? They are our schoolbags. They are ours. Whose bike is this? Its QQs bike. Whose jacket is this? I think its Kangkangs. Whose pencils are these? They are their pencils. They are theirs. Fill in the blanks with his, mine, your and whose. Then practice with your partner. Is this eraser? your No, its not . mine eraser is it, then? Whose Its Zhang Lans. your mine his That schoolbag is his. These babies are hers. This skirt is Lilys. Listen to 1a and answer the question: Whose jacket is it ? A. Its Michaels B. Its Kangkangs C. Its Li MingsC Listen 1a and fill. This is a blue jacket. Its not Bens. Its not_ . And it isnt_. His is blue and white. Then_ jacket is it? Kangkang thinks its_. (录音P45-1a) Michaels Kangkangs whose Li Mings Look, listen and say.(视频P45-1a) “Kangkangs” 意为意为“康康的康康的”， 其构成方式是在其构成方式是在 名词后面加名词后面加“s”，是名词所有格的一种形式。，是名词所有格的一种形式。 *当可数名词以当可数名词以s结尾时，其名词所有格形式是名结尾时，其名词所有格形式是名 词词 后加后加“ ”。 如：如：Teachers Day 教师节教师节 注意：注意：Kate and Lucys room 凯特和露西的房凯特和露西的房 间间 (两人共有的房间两人共有的房间）；）；Kates and Lucys rooms 凯凯 特特 的房间和露西的房间（的房间和露西的房间（两人各自的房间两人各自的房间）。）。 另外，另外，of 短语也可以用来表示所属关系。如：短语也可以用来表示所属关系。如： a map of China 一幅中国地图一幅中国地图 2a Listen and match. (录音P45-2a) skirt jacket shirt pans ABCD Make up dialogs with your partners. A: Whose is this/that? B: Its A: Whose are these/those? B: Theyre 物归原主物归原主 可以使用的语言结构：可以使用的语言结构： Excuse me, is this your .? No, its not mine. Whose . is it? I think its Li Mings. Excuse me. Is this yours, Li Ming? 1.大部分形容词性物主代词在后面加 “s”构成名词 性物主代词。有3个特殊情况:(“一变两不变”）my , his , its 。 2. 形容词性物主代词与名词性物主代词的区别： 前者有名词的含义，后面需跟 ；后者可单 独使用，相当于对应的形容词性物主代词加名词。 3. 名词性物主代词作主语时，如果含义是单数，后 面的be动词用 ；如果含义是复数，那么be动 词用 minehis its 名词名词 is are 1. 名词的所有格 2. whose 引导的特殊疑问句 3. 谈论物品的所属 学到了什么？学到了什么？ 中考链 接 1.（2011广东） Oh! I came in a hurry and forgot to bring food. - It doesnt matter. You can have . A.we B. us C. our D. ours 2. (2011 肇庆）My uncle is not rich, but he has many books in room. A.he B. his C. him 3. (2010 河源）Our classroom is as big as . A.of them B. their C. theirs D. theirs 4. (2014山西）Last month, we went to Li Zongshengs concert. The beautiful songs about his younger days reminded us to love . A. yours B.theirs C. ours D B C C Unit2 Looking Different Topic 3 Whose cap is it? Section B (教案教案) （1）To learn the key words: jacket, think, schoolbag, baby （2）To use the key structures : Whose cap is it？Its Sallys. Its his bike. =Its his. They are our shoes. = Theyre ours. Whose jacket is this? Is this jacket yours? No, its not mine. Mine is here. （3） To talk about the ownership using : Whose jacket is this? Its mine. II. Skill aims： （1） To help students to improve their ability of listening and speaking. （2）To use the expressions to talk about ownership III. Emotional aims: （1）To encourage students to cooperate in the class and take an active part in the activities. （2）To teach the students to spell the words correctly. . The key points and difficult points 1. Key points： （1） The Possessive Pronouns : mine, yours, his, hers, its, ours, theirs （2） The key sentence structure: Whose is it ? Its 2. Difficult point： Cultivate the ability of expressing ownership . Learning strategies （1）Situational communication （2）Group work .Teaching procedures Step 1 Review 1. Review the Possessive Pronounce in Section A. my- mine you- yours his - his her- hers its- its their- theirs 2. Two students in a team , using the belongings around them to practice the sentence: T: ( Taking S1s schoolbag), S2, is this bag yours? S2: No, its not mine T: Whose bag is this? S3: I think its S1s S1: Is this yours. .?/ Are these your,? Whose is it ? S2: No, it isnt mine. I think it is / Yes, Its mime. ( Teacher invite two teams to show ) Step 2 New lesson Show some pictures and learn the new sentence: Whose is it? Its his / Its his. Fill in the blanks with his, mine, your and whose. Then practice with your partner.P46 3. and 4 Step 3 Learn the dialogue Read the question blank in 1b Listen 1a again and fill in the blank Language points Ask two pairs of students to read the dialogue. Step 4 Listen 2a and match the clothes with people Listen to 2a Work in pair. Ask and answer questions with the information in 2a. Step5 Oral Activity “物归原主物归原主” 1. Teacher borrows some belonging from the students, using the sentences: May I have your, Please give me . , and then give them some other students . The students have to find out the owners of the things. Available sentences: Excuse me, is this your .? No, its not mine. Whose . is it? I think its Li Mings. Excuse me. Is this yours, Li Ming? Step6 Summary 1. 名词的所有格 2. whose 引导的特殊疑问句 3. 谈论物品的所属 Step7 Homework Step 8 Teaching Reflection Through out the whole class, most students can get the main points of the lesson. They can show great interest to this lesson. Some of them are eager to show in front of the class, but some are too shy to answer any questions. Some students have difficulty in understanding in the lesson while I speak English through out the lesson. So, it is necessary to speak English through out the class as often as possible.
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