人教版英语七年级上册教案：Unit3 SectionB(1a-1e)
掌握询问物品的所属或寻找物品的主人
建议教法
情景交际法||，任务型教学法||，听说课的“3P”教学模式：
P--呈现（语言输入）
P--操练（1.机械操练2.听力训练）
P--运用（语言输出）
设置情景意义操练
设计听后活动任务||，先模仿再迁移
总结||，听后设置任务提升学生语言运用能力
教学流程
（详见相应教学设计）
2. Ss make conversations as the teacher asks.
3. Let some pairs act out their conversations.
1.通过让学生自己寻找失物||，并相互询问“What are you looking for? I’m looking for ….”||，激发学生兴趣的同时||，巩固知识||。
Work on 1e.
1. Now let’s make conversations about the things in 1d. Suppose you are Linda and yourpartner is Mike. Make a conversation and practice it. Then you can change roles. Your partner is Linda and you are Mike. Make another conversation again and practice it.
Work on 1c.
T: Listen to the conversation. Pay special attention to the names of objects. You will hear some of the names||，not all of them. Circle on the picture each item whose name is mentioned in the conversations.
3.能掌握名词所有格的用法||。
通过介绍事物||，检查学生是否能用已经学过的词汇回答问题
2ing
Work on 1a & 1b.
1a.
1. T: Now look at the1a. Here are some new words in the box and some pictures below the box. Match the words with the things in the picture.
请学生介绍自己的所属物品||。
学生是否能够通过所学完成家庭作业
教学目标
1.语言知识目标：
1)掌握下列词汇：baseball||，watch||，computer game||，ID card||，notebook||，ring||，bag
2)掌握下列句型：
— What’s this?— It’s a watch.
— How do you spell it?— W-A-T-C-H.
步骤
过程
措施
目的
持续性评价
1
预备与激活先期知识
Step 1
Revision
I.重点句型
1.这是你的铅笔吗？__ ____ your pencil?
是的||。它是我的||。Yes||，__ __. It’s ______.
2.那是你的书包吗？__ ____ your schoolbag?
不是||。它是他/她的||。No||，__ ____. It’s ___/_____.
2.通过听力练习||，检查学生学生是否能用目标词汇回答问题
3
深度加工知识
Step 4
While-
listening
Work on 1d.
T: Please look at the two pictures in1d. One is Linda||，and the other is Mike. Listen to the conversations again. This time you will pay attention to the things Linda and Mike are looking for. Then write down the names of the things under each person’s picture.
2.情感态度价值观目标：
通过学习“询问物品所属”及阅读“寻物启事和失物招领”||。既可以提高学生遇到类似挫折时的解决问题的能力||，激发学生的主动性和学习兴趣||。又能培养学生拾金不昧的精神和助人为乐、团结友爱的品德||。
教学重难点
1.教学重点：
1）学习新词汇及询问如何拼写词汇的句型||。
2）通过听说训练来让学生熟练掌握询问物品的所属或寻找物品的主人||。
教学评价
1.本课时的目标设计清晰可操作||，活动的设计紧扣目标要求并与目标达成一致||。
2.听中的活动设计遵循语言规律||，由易到难逐层递进||，充分体现语言输入到语言输出的完整过程||。
3.听后的活动设计体现对文本内容的深度挖掘和文本再构||，体现了对学生思维品格的训练与培养||。
（附：教学活动设计）
2.通过对话的方式||，呈现询问单词如何拼写的新句型||，复习句型“Spell it||，please.”自然引出句型“How do you spell it?”
1.通过实物展示练习核心词汇||，检查学生是否能够认读词汇
2.通过核心句型的引入||，为学生打好听力基础
Step 3
While-
listening
S2: …
(Check the answers with the class)
1.通过图片||，创设语境“at the lost and found”||，帮助学生明确对话所发生的背景||，为在真实语境中运用语言做好铺垫||。
2.引导学生抓住所需的关键信息||，即“物品名称”||。
1.通过听力练习||，检查学生学生是否能听懂目标词汇与基本句型
2.通过学生分享范文||，相互纠错||，老师指导||，提高学生语言的准确性||。
3.引导学生从完整性、流畅度、表演的自然程度、语音语调的准确性以及趣味性等多方面对示范表演进行评价||。
通过听力练习||，检查学生是否能够通过反复朗诵课文||，用目标词汇和语言创编新的对话
Step 6
Summary
1. — What’s this?
不是||。它们是他的||。No. ________ his.
II.按要求写出下列单词的正确形式||。
A.写出下列表达的缩写形式||。
1. it is = ___ 2. they are = _______
3. is not = _____ 4. are not = _______
B.写出下列各词的名词所有格或名词性物主代词||。
(Students practice the conversation. Asstudents work||，the teacher moves around and helps them.)
2. Ask some pairs to act out the conversation.
1.通过辨识学校失物招领处的常见物品||，拓展了词汇baseball||，watch||，computer game||，ID card||，notebook||，ring||，bag的书写
(Check the answers with the class)
学生通过熟悉对话中的人物||，抓关键信息“lost things”
1.通过听力练习||，检查学生学生是否能听懂目标词汇与基本句型
2.通过听力练习||，检查学生学生是否能用目标词汇回答问题
4
评价学生的学习
Step 5
Post-
listening
(Play the recording for the students to write down the words.)
T: Well||，what is Linda looking for?
S3: …
T: What about Mike? What is he looking for?
S4: …
(Play the recording twice. Students listen and circle the items.)
T: Let’s check the answers||，OK?
S1: …
T: Who would like to say the circled words again?
— It’s a watch.
2. — How do you spell it?
— W-A-T-C-H.
总结巩固课时所学内容
Step 7
Homework
1. Remember the words and sentences.
2. Finish the exercises in the workbook.
Unit3 SectionB（1a-1e）教案
【教材版本与册数】新目标人教版七年级上册
【单元名称】Unit 3 Is this your pencil?
【课时】Section B1a-1e（第3课时）
【课型】Listening and Speaking（听说课）
教材分析
【本单元话题】本单元围绕“学习用品”||，使学生学会辨认物品的所属者||。
5. Eric _______ 6. sisters _______
7. parents ________ 8. your ______
9. my ______ 10. his ______
11. her _____
1.能初步运用名词性物主代词mine||，yours||，his||，hers
人教版英语七年级上册 Unit 3 Section B 教案
Tpre-teach the new words by using the corresponding pictures so that Ss can master these words quickly. T can have Ss read after him/her.
( T can ask Ss the questions: Do you know these things? Then ask Ss to say the things one by one in a line or a row. But it’s better for T to encourage them to answer with complete sentences: It’s a/an...)
Answers:
circled:b.watch,a. ID card,d.pen,e. baseball
1d
Play the recording again and have Ss do the task in 1d. Then the T can check
answers by asking Ss to say a full sentence with the answer like this:
Unit 3 Is this your pencil?
Section B (1a-1e)
Teaching Aims
1.语言能力：能听懂失物招领处有关物品丢失的语句。
2.文化意识：通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。
Ask Ss to say the thingsin English as quickly as possibleon P9to practice Ss’fast memory.
Unit3SectionB1a1e教案人教版英语七年级上册
Preparing time: Oct.13th (Wed.) Class time: Oct.14th (Thu.)Topic: Unit 3 Section B 1a1e (Period 3)【Teaching Objectives】1.Knowledge aims: Students can know and use the new words and phrases, such as baseball, watch, puter, game, ring, bag, card, notebook.What’s this?It’s a/an...How do you spell it?....2. Strategy aims: Through listening and speaking activities, students can identify what the thing is and ask for its spelling.3. Emotional aims: To cultivate students’ awareness of helping others and cooperating with others.【Key and Difficult Points】Key point:To consolidate the words by using the structure “What’ this/that?How do you spell it?”.Difficult point:To improve students’ ability of oral speaking by using the target structures.【Teaching and learning Method】Teaching Methods:Audiovisual Teaching Methods, municative Teaching Method, TaskBased Teaching Method.Teaching Methods: Self study, Pair work, Group work.【Teaching procedures】Step 1 Lead inAsk & Answer:Have you ever lost these things in school? (baseball, watch, puter game, ID card, ring, bag, notebook,)What’s this?It’s a/an...How do you spell it?....Intention: To help the Ss learn and remember the new words in the period by pictures and lead in the topic smoothly. Also, knowing the words is the first step to use them in the sentence)Step 2 PrelisteningTask 1: Work on 1a.1.Match the words with the things in the picture.2.Ask the Ss write the words in the picture to check their memory.3.Can you add more things that you ever lost? (books, wallet, school uniform)4.Where should you go to find your lost things? (Lost & Found)Intention:Step 3 WhilelisteningLinda and Mike are students in Grade 7. They lost their things. They are looking for them in the Lost and Found.1st listening: Listen & circle the things you hear in 1a.2nd listening: Listen and write the things that belong to Linda or Mike.3rd listening: Listen and repeat. (pay attention to the sounds: /əu/ /au/ /ei/ /ai/ /iə/ /eə/ ) Check the answers by using the sentences: This is Linda’s / Mike’s...; That is Linda’s / Mike’s...Intention: Through listening activities, Ss can catch the key information in the conversation and have a better understanding of the structures.Step 4 PostlisteningPair work: work 1e.Student A is Linda, and student B is Mike. Make conversations about things in 1d. Then change the roles.Invite some pairs to show their performance.Intention: Practice makes perfect. Using lots of practice to make the Ss consolidatethe key structures and encourage the Ss speak them out.)Step 5 SummaryLet the students show what they have learned in this class.【Homework】1)用1c的词汇仿写1b的对话。
Unit3_SectionB(1a-1e)全英版教案 (人教版七年级上册英语)
Unit3 SectionB（1a-1e）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Identify ownership.(2)Key vocabulary：baseball, watch, game, ID card, notebook, ring, bag.(3)Target Language：—What’s this/that?—It’s a watch (an eraser/an English book/an ID card).— How do you spell it?—W —A—T—C—H.(4)Structure: What’s this/that?—It’s a/an….—How do you spell it?2. Ability Objects：Improve the students, speaking and listening skills.3. Moral Objects：You must take good care of your personal possessions.Teaching Key Points(1)Train the students’ speaking and writing skills.(2)Master the new words and sentence patterns.Teaching MethodsThe use of target language.Teaching AidsListening and speaking methods; Pair work; Group workTeaching AidsA tape cassette; Some pictures; A boxTeaching ProceduresStep 1 Greeting and Revision (About 5 minutes)1. Greeting the whole, class as usual.2. Let students work in groups and perform their dialogues using the target language they’ve learned in last class. For example：—Is this your ruler/pencil/book?—Yes, it is./ No, it isn’t.Step 2 New words (About 12 minutes)1. Show some new words to students：baseball n.棒球ID card学生卡；身份证watch n.表；手表notebook n.笔记本computer n.计算机；电脑ring n.戒指game n.游戏;运动;比赛bag n.袋;包card n.卡片Let students read these new words one by one. Then ask them to remember them by heart.2. Ask the students to look at the picture on page 16, la, and let them match the words in the box with the objects in the picture by writing the letter of the object in the blank.Then, check the answers with the students.Step 3 Ask and answer (About 5 minutes)Ask the students to read the conversations in lb together, and then let them work in pairs and practice the conversations using the other words in the picture.Step 4 Listening (About 10 minutes)1. Let students look at the words in la, and play the recording for the first time, students only listen. Play the recording again, students try to circle the things they heard.Check the answers.2. Play the recording for the third time, and ask the students to write the things belong to Linda or Mike.Check the answers.Step 5 Pair work (About 10 minutes)Ask students work in pairs. One student plays Linda, another plays Mike. Make conversations about the things in Id. Then change roles.After each student has played both of the two roles9ask some pairs to show their dialogues in front of the class.Step 6 Homework (About 3 minutes)Practice the conversations in this class.Memorize the new words in this part.Blackboard DesignUnit 3 Is this your pencil?The Third Period (Section B la—lc) 1. New words:ID card学生卡;身份证notebook n.笔记本baseball n.棒球ring n.戒指watch n.表;手表bag n.袋;包computer n.计算机;电脑card n.卡片game n.游戏; 运动; 比赛2. Target language :—What’s this/that? —It's a/an….—How do you spell it? 一…。
英语人教版(2024版)七年级初一上册Starter Unit 3 SectionB 教案
Starter Unit 3 Welcome!Period III Section B(1a～1e)话题What is fun on a farm?主题范畴人与自然主题群自然生态子主题内容常见的动物，动物的特征与生活环境主题意义通过对农场里各种元素的讨论，让学生接触到与日常生活中不同的环境和事物，旨在激发学生对自然和生命的好奇与探索欲，让学生感受到乡村生活的宁静与质朴，体会到乡村生活与城市生活不同的氛围。
语篇分析What该部分的阅读文本是一段口头介绍，Han Lin向Peter介绍自己叔叔家的农场。
为了让学生更直观地了解农场的风貌，教材还提供了与语篇内容相匹配的图片。
Han Lin对农场的介绍遵循了从整体到局部的叙事逻辑，他首先开门见山地指出图片展示的是叔叔家的农场。
Han Lin先谈到农场的面积以及占地面积最大的绿地。
接着，他由远到近地介绍散落在草场四周的动物们，最后介绍农场的核心建筑物:叔叔的家。
由于该介绍是口头文本，为了拉近与读者的距离，增加亲切感。
活动1a-1e是完整的读写任务链，体现该板块以读促写的设计理念，其中1a是读前活动，1b-1d是阅读理解活动，le则是写作任务。
活动1a提供了一张农场的图片，画面内容与下面的阅读文本密切相关。
该活动让学生观察图片，识别图中的动植物并勾选相应的词汇，这是为了铺垫话题词汇，复现有关颜色、动植物名称的词汇以及名词的单复数形式，为接下来的阅读作准备。
活动1b主要让学生阅读课文并圈出Han Lin谈到的农场里的各种动植物。
活动1c同样是训练学生获取细节信息的能力，同时也为了巩固话题词汇。
活动1d则通过若干问题引导学生更深入地观察图片，挖掘图片中的信息，并运用所学语言进行表达。
从活动1b到活动1d，分别让学生勾选和圈出名词、完成半开放式句子、提供完整答句，体现了教材在训练学生表达性技能方面由易到难、循序渐进的设计思路。
活动le提供了一个半开放式的短文写作任务，让学生转换视角，模仿阅读文本的叙事手法，添加更多农场的细节描述，以此培养学生的读图能力和写作能力。
Unit 3 Section B (1a-1e)七年级上册英语教学设计(人教版)
人教版英语七年级上册《Unit 3 Is this your pencil?》教学设计课题名Unit 3 Is this your pencil? Section B 1a-1e教学目标1.掌握以下词汇和短语：baseball; watch; computer; game; card; ID card; notebook; ring; bag; all right.2.掌握和熟练使用以下句型结构：①—What’s this?—It’s a/an ...② How do you spell it?3. To train the listening and speaking skills.4. To learn to identify ownership.教学重点1.掌握和熟练使用以下句型结构：① — What’s this?— It’s a/an ...① How do you spell it?2. To learn to identify ownership.教学难点To train the listening and speaking skills.教学准备Teacher preparation: multimedia courseware, textbook, recordings.Student Preparation: Pre-class preparation.教学过程1.Lead in:①Teacher leads students to do some sentence exercises: Can you do it?e.g. He is a teacher. Is he a teacher? Yes, he is.1. That is her ruler. ________________? __________.2. These are my books. _______________? __________.3. I am Lucy. _______________? ____________.1. This is my book. This book is ________.2. That is his dictionary. That dictionary is ________.3. Is this her ruler? Is this ruler _________?2.Presentation:①Teacher shows students some pictures, and they practice asking and answering the sentence pattern to reviw objects:What’s this / that in English?① Teacher lets students say the objeccts as quickly as they can.Who is the quickest?(比一比谁的眼睛更厉害？)① Teacher requires students to match the words with the things in the picture in 1a.① Teacher requires students to ask and answer questions about the things in the picture in 1b.A: What’s this in English?B: It’s a watch.A: How do you spell it?B: W-A-T-C-H.Developmen:How do you spell it? 你怎样拼写它？Can you spell it? 你会拼写它吗？Spell it, please. 请拼写它。
人教版英语七年级上册Unit3IsthisyourpencilsectionB(1a1e)教学设计
四方股权合作协议书模板甲方：_____________________乙方：_____________________丙方：_____________________丁方：_____________________鉴于甲方、乙方、丙方、丁方（以下合称“四方”）本着平等互利的原则，经友好协商，就共同投资设立_________________（以下简称“目标公司”）事宜达成如下协议：第一条合作目的四方同意共同投资设立目标公司，以实现四方的共同利益，促进目标公司的健康发展。
第二条投资金额与股权分配1. 甲方投资金额为人民币______元，占目标公司股权的____%；2. 乙方投资金额为人民币______元，占目标公司股权的____%；3. 丙方投资金额为人民币______元，占目标公司股权的____%；4. 丁方投资金额为人民币______元，占目标公司股权的____%。
第三条投资方式四方的投资方式为货币出资。
第四条股东权利与义务1. 四方作为目标公司的股东，享有《中华人民共和国公司法》及其他相关法律法规规定的股东权利；2. 四方应按照本协议约定履行出资义务，不得无故拖延或拒绝；3. 四方应遵守目标公司的章程，支持公司的正常运营和决策。
第五条利润分配目标公司的利润分配按照四方所占股权比例进行分配。
第六条股权转让1. 四方中的任何一方转让其股权，须提前____日书面通知其他股东，并征得其他股东的同意；2. 其他股东享有优先购买权，按照同等条件优先购买。
第七条股东会1. 目标公司设立股东会，股东会是公司的最高权力机构；2. 股东会会议由四方按照股权比例行使表决权。
第八条违约责任1. 如一方违反本协议约定，应承担违约责任，赔偿其他方因此遭受的损失；2. 违约方应支付违约金，违约金的数额为违约方违约行为所涉及金额的____%。
第九条争议解决因本协议引起的或与本协议有关的任何争议，四方应首先通过友好协商解决；协商不成时，任何一方可向目标公司注册地的人民法院提起诉讼。
人教版英语七年级上册Unit3IsthisyourpencilSectionB(1a1e)教学设计
（三）学生小组讨论
1.任务分配：教师将学生分成若干小组，每个小组完成一个与文具相关的任务。
2.讨论过程：小组成员用英语进行讨论，根据任务要求，用一般疑问句询问文具归属，并用物主代词回答。
3.角色扮演：小组内进行角色扮演，模拟文具店购物、借文具等情境，巩固所学知识。
2.引入话题：教师展示一幅含有各种文具的图片，引导学生用英语说出图片中的物品。通过这个环节，教师自然地引入本节课的主题——“Is this your pencil?”。
3.情境创设：教师创设一个“丢失文具”的情境，邀请一位同学扮演失主，向大家询问丢失的文具。其他同学积极参与，用英语帮助失主找到文具。
人教版英语七年级上册Unit3IsthisyourpencilSectionB(1a1e)教学设计
一、教学目标
（一）知识与技能
1.掌握本节课的核心词汇：pencil, ruler, eraser, pen, book, schoolbag, mine, yours, thank you, sorry等，并能熟练运用这些词汇进行日常交流。
7.课后拓展：布置富有挑战性的课后任务，激发学生的学习兴趣，提高他们的自主学习能力。
-教学活动：设计“我的文具盒”课后作业，要求学生用英语介绍自己的文具盒，并录制视频分享。
四、教学内容与过程
（一）导入新课
1.热身活动：教师播放一首与本节课相关的英文歌曲，如《Can you find my pencil?》。学生在轻松愉快的氛围中复习已学过的词汇，为新课的学习做好铺垫。
2.学生分享：邀请学生分享在本节课中学到的知识和心得，提高他们的表达能力。
人教新目标英语七年级上册Unit3 SectionB (1a-1e)课时教案
人教新目标英语七年级上册Unit3 Is this your pencil?Section B (1a-1e)教学目标：1、掌握重点词汇:baseball , computer game, ring ，watch, ID card, notebook,key, pen, bag.2、掌握重点句型“What’s this?-----It’s a/an watch.”“How do you spell it？W-A-T-C-H.”“Here you are.”-----“Thank you.”进行简单的口语交际。
3.能听懂失物招领处有关物品丢失的语句，比如“I lost my watch”, “Is thisyour watch?”等等，抓住关键词，写出丢失的物品。
教学重点：重点词汇及句型教学难点：1、能够通过听力判断听力内容的语境及丢失的物品2、在失物招领处如何与工作人员进行简单的交流。
教学工具：多媒体，学生的学习用品，课本。
教学过程：Step1: Greetings and Revision.T: What’s this in English? S: It’s a/an……T: Spell it, please. S: ……T: Is this your ……? S: Yes, it is. It’s mine.No, it isn’t .It’s his/hers. Step2:New lesson1.Present new words: baseball, watch……ask Ss to know them and readthem after teacher. Master them basically. And then by a guessinggame, ask Ss to consolidate them. Next, read the words in the book,look at the pictures. Do 1a, match the words with the things.2. Present sentence structures. By asking students’ school thingsor the things in the picture, 引出新句型“T: What’s this?--- S: It’s a/an……T: How do you spell it? -------S: ……”先通过师生对话，后通过pair wok活动进行句型的操练与巩固。
人教七年级上册Unit3SectionB(1a1e)教学设计
1.教师发放练习册，让学生完成1e部分的练习，巩固一般现在时和频度副词的用法。
2.学生在规定时间内完成练习，教师对学生的答案进行讲解和纠正。
3.教师设计一些拓展练习，如：编写一段对话，描述朋友或家人的日常活动；根据时间表，用一般现在时描述自己的一天等，提高学生的实际应用能力。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，总结一般现在时和频度副词的用法。
2.学生分享自己在课堂上的收获，交流学习心得。
3.教师强调掌握日常活动动词短语的重要性，并鼓励学生在日常生活中多加运用，提高英语表达能力。
4.最后，教师布置课后作业，要求学生用一般现在时描述自己或家人的一天，并将作品分享到班级群，以巩固所学知识。
2.学生在小组内展开讨论，运用一般现在时和频度副词进行表达，如：“I usually get up at 7:00 a.m.”，“She always does her homework in the evening.”等。
3.教师巡回指导，关注学生的表达准确性，并及时给予鼓励和反馈。
4.各小组展示讨论成果，教师对学生的表现进行点评，强调语言表达的准确性和流畅性。
7.评价与反馈：采用多元化的评价方式，关注学生的全面发展。在教学过程中，及时给予学生鼓励和反馈，帮助他们建立自信，不断进步。
8.教学策略：
a.情境导入：通过图片、视频等创设真实语境，引导学生主动参与，激发学习兴趣。
b.任务驱动：设计富有挑战性的任务，鼓励学生积极思考，提高解决问题的能力。
c.互动交流：组织丰富的课堂活动，促进学生之间的互动，提高口语表达能力。
3.小组合作，编写一段对话，讨论组内成员的日常活动安排。要求每人至少有三个不同的活动，并运用频度副词描述活动频率。对话不少于100词。
人教版英语七年级上册Unit3 SectionB(1a-1e)优质课教案
Unit3 SectionB（1a-1e）优质课教案一、教材分析本单元以school things为话题，主题是“确认物品的所有权”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，增强学生的学习效果。
通过单元教学使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及学会写寻物启事和招领启事。
二、学情分析1）初一学生对中学生活既好奇又担忧；希望在新班集体里得到他人的承认，所以很在乎他人的评价。
2）初一学生对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。
但随着小学英语的实施，很多学生新鲜感减少，畏惧感增加，两极分化从一开学就凸现出来。
分层次教学，因材施教迫在眉睫。
3）思维能力：该年龄段的学生有很强的记忆力和模仿能力，有待培养知识的扩展和运用的能力。
Learning aims:1.掌握表示生活物品的词汇；2.进一步巩固Is this your pencil? Yes, it is. It’s my pencil. /No, it isn’t. It’s his. How do you spell it? 句型。
Emotion goals: Gender and ownershipLanguage points:1.词汇: baseball, ID card, ring, bag, watch, key, computer game, notebook.2.句型: —Is this your pencil?—Yes, it is. It’s my pencil. / No, it isn’t. It’s his.—How do you spell it?—W-A-T-C-H.Emphasis:复习形容词性物主代词和名词性物主代词的用法Difficulties:How to identify ownership.Teaching steps:（教学步骤）Step 1.Warming-up &revision（课堂热身）(1) Daily greetings to the Ss(2) Revision【教学设计说明】通过提问书写有关形容词性物主代词和名词性物主代词的短语复习回忆，并注意名词的单复数形式。