人教版(2024)七年級下冊英語Unit3KeepFit

單元集體備課教案(共6課時)

Unit3KeepFit大單元分析

教材分析本單元以"KeepFit"為主題，通過三組日常對話、一篇記敘文，一個項目式學

習任務(wù)”比較運動習慣”以及相關(guān)的語言實踐活動，圍繞核心問題”我們?nèi)绾伪３纸?/p>

康？”進行了全面而深入的探討。單元內(nèi)容旨在幫助學生認識到運動對于保持身體

健康的重要性，了解不同運動方式的特點，同時培養(yǎng)他們的語言表達能力、信息

獲取能力和團隊合作精神。

日常對話(SectionA,lb,1c和Id)模擬了校園及日常生活中的場景，通過

Emma、HanLin、FuXing、Peter等角色之間的對話，展示了不同學生對運動的態(tài)

度和習慣。對話中涉及了詢問和回答運動頻率、使用物主代詞確認物品歸屬等語

言結(jié)構(gòu)，幫助學生掌握表達運動習慣和物品所有權(quán)的語言技巧。通過對話內(nèi)容，

學生們能夠認識到定期運動對于保持健康的重要性，以及如何通過運動來增強體

質(zhì)。這種對話形式不僅提高了學生的口語表達能力，還培養(yǎng)了他們對健康生活方

式的認識和興趣。

日常對話(SectionA,2a)進一步探討了運動在日常生活中的應(yīng)用，如乒乓

球、羽毛球等運動的普及和受歡迎程度。對話中穿插了詢問和解釋運動習慣的語

言活動，幫助學生了解不同運動方式的特點和好處，以及如何在不同情境下選擇

合適的運動方平這種對話形式有助于提高學生的語言運用能力和信息獲取能力，

同時增強了動多樣性的認識和興趣。

SectionB的記敘文由三段個人敘述組成，分別來自XiaTian、Jenny和

Steve,他們各自分享了自己喜愛的運動及其對個人健康、友誼和團隊精神的影

響。這些敘述不僅展現(xiàn)了不同運動的魅力，還強調(diào)了運動在促進個人成長和社交

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關(guān)系方面的積極作用。

學情分析一、已有基礎(chǔ)

1.知識基礎(chǔ)

學生已經(jīng)掌握了基本的日常交際用語和句型，如"Hike…"、"Doyou…?"等，這些句

型在本單元中將得到進一步的應(yīng)用和拓展，有助于他們討論喜歡的運動及保持健康

的方法。此外，學生對于代詞（特別是人稱代詞和物主代詞）的使用也有一定的了

解，這將有助于他們理解并運用本單元中的"usepossessivepronounstoidentify

ownership"這一語言點。

2.經(jīng)驗基礎(chǔ)

學生在日常生活中對各類運動有一定的了解和體驗，無論是學校組織的體育活動還

是個人興趣愛好，這些經(jīng)驗都將幫助他們更好地理解運動與健康的關(guān)系。同時，學

生對于“保持健康”這一概念并不陌生，他們在之前的學習和生活中已經(jīng)接觸過多種

保持健康的方法，如合理飲食、規(guī)律作息等，這些經(jīng)驗將有助于學生將健康理念與

日常生活聯(lián)系起來。

3.能力基礎(chǔ)

七年級學生已經(jīng)具備了較好的記憶力和模仿能力，能夠快速掌握新詞匯和句型。同

時，他們也已經(jīng)具備了一定的聽說讀寫能力，能夠完成本單元的學習任務(wù)，如進行

對話、寫作等。在口語表達方面，學生能夠流利地運用所學句型進行簡單的對話，

表達自己的觀點和看法。

二、學生可能存在的困難與問題

1.語言知識方面

部分學生對于物主代詞（特別是名詞性物主代詞和形容詞性物主代詞）的用法和區(qū)

別可能不夠清晰，容易混淆。在運用所學句型討論運動頻率時，部分學生可能無法

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準確使用"Howoftendoyou…?"及其回答句型。此外，在描述運動帶來的好處時，

部分學生可能缺乏足夠的詞匯和句型支持，導致表達不夠準確和全面。

2.語言技能方面

在聽力活動中，部分學生可能無法快速準確地捕捉對話中的關(guān)鍵信息，如運動的具

體名稱、頻率及帶來的好處等。在口語表達中，部分學生可能無法流利地運用所學

句型進行深入的對話，或者無法準確表達自己的運動喜好和保持健康的方法。在閱

讀和寫作活動中，部分學生可能無法快速理解文章的主旨大意和細節(jié)信息，也無法

準確運用所學詞匯和句型進行寫作。

單元教學目標本單元學習后，學生能夠：

1.使用名詞性物主代詞和頻度副詞進行日常對話，能夠準確描述個人運動裝備、運

動頻率及喜好，同時理解并詢問他人的運動習慣。

2.聽辨并準確認讀含有字母e,y及字母組合ie在單詞中的發(fā)音i[ai][i],ie[ai][i:].

y[ai][i][j]的音標以及帶有這些音素的詞匯，建立音素意識

3.掌握名詞性物主代詞和頻度副詞在句子中的正確使用，能夠準確表達物品歸屬

和運動頻率。通過語法練習，鞏固所學知識，提高英語寫作能力。同時，培養(yǎng)對英

語語法的敏感性和準確性，為更復雜的英語學習打下基礎(chǔ)。

4.通過閱讀和分析關(guān)于運動喜好的短文，理解并概括出作者喜歡某項運動的原因、

運動頻率以及運動帶來的好處。

5.通過小組合作的形式，調(diào)查并比較不同成員的運動習慣，培養(yǎng)團隊合作能力和

信息整合能力。

課時分配Period1SectionA1a-Pronunciation1

Period2SectionAPronunciation2-2f

Period3SectionAGrammarFocus3a-3d

Period4-5SectionBla-IdReading

Period6SectionB2a-2d

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第1課時

Unit3KeepFitSectionA

課題授課年級Grade7主備人

1a-Pronunciation1

授課

計劃課時1上課時間

班級

[What]

Thislessonfocusesonsportsvocabulary,suchas"baseball","basketball"，etc.,and

pronunciationrulesofletters"i“，“ie“，“y”.Itinvolvestaskslikeidentifyingsportsitems,

listeningtofindoutownershipandfrequencyofsportsactivities,anddoingpronunciation

drills.

[Why]

TheAnalysisof

Thepurposeistoenablestudentstoidentifysportsitems,expandtheirvocabulary,and

theMaterial

grasppronunciationpatterns.Italsoaimstoimprovetheirlisteningandspeakingskillsin

thecontextofsports,facilitatingfuturecommunicationaboutexercise-relatedtopics.

[How]

Itusesactivitieslikepicture-basedmatching,listeningexercises,andrepetitive

pronunciationpractice.Pair-workisalsoincorporatedtobooststudents*communicative

ability.

[Know]

Studentsmayhavesomebasicknowledgeofcommonsportsitemslikebasketballand

baseballfromdailylifeorlimitedmediaexposure.Theyalsohaveacertainunderstanding

ofsimpleEnglishwordsrelatedtodailylife.However,theirvocabularyrelatedtosportsis

relativelynarrow,andtheirpronunciationskillsarenotwell-developed.

[Want]

LearnersTheyareeagertolearnmoreEnglishexpressionsaboutsportstobettercommunicatewith

Analysisothers.TheywanttoimprovetheirEnglishpronunciationtospeakmoreaccurately.Also,

theyhopetogainmoreknowledgeaboutdifferentsportsthroughEnglishlearning.

[Learn]

Consideringtheirsituation,teachingshouldstartfromexpandingsports-related

vocabulary.Teacherscanusereal-lifeobjectsorpicturestohelpthemlearn.For

pronunciation,morelisteningandimitationexercisesareneeded.Groupactivitiescanbe

carriedouttoencouragethemtopracticespeakingandenhancetheirinterestinEnglish

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learning.

Bytheendofthelesson,studentswillbeableto:

1.accuratelyidentifyandspeakmovement-relatedwords,suchasbaseball,basketball,

jumprope,etc.

Teaching2.understandthedialogueabouttheownershipofsportsitemsandmovementfrequency,

Objectivesandcananswerrelevantquestionscorrectly.

3.usethetargetsentencepatternof"Howoftendoyou...?"Anditsanswer,"I...(times)a

week.

4.Cultivatestudents*abilitytocapturekeyinformationthroughlisteningexercises.

TeachingKeyPoints

1.Masterthevocabularyandphrasesrelatedtosports.

2.Proficientinusingthewords""Howoftendoyou..."？“Andanexchangeoftheir

TeachingKey

answers.

andDifficult

TeachingDifficultPoints

Points

1.Accuratelydistinguishandusethepronunciationofwordscontaining/al/,/1/,/i:/

vowels:etc.

2.Understandandcorrectlyusefrequencyadverbs,suchasthreetimesaweeketal.

Teaching

Scenarioteachingmethod,Task-drivenmethod,Interactiveteachingmethod

Methods

Teaching

課件

Preparation

共性教案個性教案

Step1Leadin

UnitTitleIntroduction:

Displaytheunittitle"KeepFit"andaskstudentswhatitmeans.Guide

Teachingthemtounderstandtheconceptofkeepingfit.

ProceduresPhoto-basedDiscussion:

Showaphotoofpeopleplayingbasketball.Askstudentstoidentifythe

sportinthephoto.Then,conductafreetalkaroundbasketball,includingits

popularityinChina,students1personallikesordislikesforthesport,and

whethertheythinkit'sagoodwaytokeepfit.Also,askaboutthesports

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itemsneededforplayingbasketball.

SportsRecognition:

Presentpicturesofvarioussportslikerunning,ping-pong,yoga,baseball,

tennis,andjumprope.Havestudentsnamethesesportsandlearnthenew

wordsifnecessary.

Step2Pre-listening

SportsItemsMatching:

Askstudentstowritethegivensportsitems(baseball,baseballglove,

basketball,etc.)intheboxunderthecorrespondingpictures.

PairWorkonSportsItems:

Letstudentschooseonesportandtalkwiththeirpartnersaboutthesports

itemsneededforthatsport.

PredictionforListening:

Showtheinstructionsandquestionsinlb.Guidestudentstopredictthe

contentofthelisteningmaterial,suchaswheretheconversationsmight

happenandwhatthespeakersaregoingtodo.Emphasizetheimportance

ofpredictingbeforelisteningtoimprovelisteningefficiency.

Step3While-listening

FirstListening:

Playtheconversationsatthesportscentre.Instructstudentstolistenand

answerthequestions:Whosefootballisit?Whosebaseballgloveisit?

Whosetennisracketisit?Andhowdoyouknow?

SecondListening:

Playtherecordingagain.Havestudentscompletethetablewith

informationaboutdifferentpeople'ssportsandhowoftentheyplay.

Step4Post-listening

GrammarExplanation:

Explainthegrammarpointthat"Howoften"isaspecialinterrogative

phraseforaskingaboutfrequency.Itcanbeansweredwithadverbsof

frequencyorfrequencyphrases.

PairWorkUsing1cInformation:

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Letstudentsworkinpairs.Theyshouldaskandanswerquestionsusingthe

informationin1c,followingtheexampleprovided.

GroupDiscussion:

Posethequestion"Asstudents,yousitandstudyintheclassroomforhours

eachday.Andyouspendhoursonhomeworkathome.Doyoustillhave

timetodosports?Ifnot,howcanyoukeepdoingsports?nHavestudents

discussingroupsandsharetheirideas.

Summary:

Summarizethekeysentencepatternsforaskingaboutfrequencyand

askingforowners,aswellastheircorrespondinganswers.

Step5Pronunciation

PronunciationExploration:

Presentwordswithboldedletters"i“，“ie“，and"y”.Havestudentsreadthe

wordsandfigureoutthepronunciationsoftheselettersandletter

combinationsineachgroup.

ListeningandRepetition:

Playtheaudioforstudentstolistenandrepeatthewords.Then,askthemto

addonemorewordtoeachgroup.

MoreWordPractice:

Showmorewordswith"i"，“ie"，and"y".Havestudentsreadthesewords

andreinforcethepronunciationlearning.

StressedWordPractice:Playtheaudiowithphrasesandsentences.Instruct

studentstoclapwhentheyhearthestressedwords,listenagain,andrepeat.

本節(jié)課以“KeepFit”單元主題引入，通過圖片討論籃球運動，認識多種體育項

目，激發(fā)學生對運動話題的興趣。聽前匹配體育用品、預測聽力內(nèi)容，為聽力做準

課堂小結(jié)備。聽中完成相關(guān)問題與表格，聽后講解語法、開展對話練習與小組討論，總結(jié)重

點句型。最后在發(fā)音環(huán)節(jié)，探究字母及字母組合發(fā)音，練習重讀單詞，全面提升學

生語言能力。

LevelA:Makeaconversationlike1ctotalkaboutthesportsorexerciseyoudowithit.

HomeworkLevelB:1.Translatetheconversationin1c,

2.Copythewordsofsportsandthefrequencyadverbs.

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LevelC:Copythewordsofsportsandthefrequencyadverbs.

Blackboard

Design

Reflection

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第2課時

Unit3KeepFitSectionA

課題授課年級Grade7主備人

Pronunciation2-2e

授課

計劃課時1上課時間

班級

[What]

Thislessonfocusesonsports-relatedlanguagelearning.Itincludeslisteningexercisesto

identifywordstress,fillinginblanksinconversationsaboutsportsequipmentownership

andexercisefrequency,andtasksliketickingfrequencyboxes,retelling,stress-pattern

matching,androle-playing.Thereisalsoatasktocreateaconversationaboutfinding

sportsitems.

[Why]

TheAnalysisofTheaimistoimprovestudents*listeningskillsinword-stressrecognitionand

theMaterialunderstandingofsports-relatedconversations.Ithelpsstudentsmasterlanguage

expressionsfortalkingaboutsportsequipmentandexercisefrequency,andpromotestheir

oralcommunicationandlanguage-applicationabilities.

[How]

Itusesavarietyoflistening,speaking,andwritingtasks.Throughrepeatedlistening,

studentspracticestressrecognitionandconversationcomprehension.Filling-in-the-

blanks,ticking,andretellingstrengthenlanguageknowledge,whilerole-playingand

conversation-makingenhancepracticallanguageuse.

[Know]

Studentsmayhaveabasicunderstandingofcommonsports-relatedwordsandsimple

sentencestructures.Theymightbefamiliarwithsomesportsequipmentnamesfromtheir

limitedphysicaleducationclasses.However,theirexposuretonative-likeEnglish

pronunciationandintonationisscarce,andtheylacktheabilitytoaccuratelyidentifyword

Learners

stressinsentences.Also,theiroralEnglishskillsinexpressingexercise-relatedtopicsare

Analysis

under-developed.

[Want]

TheyareeagertoimprovetheirEnglishlisteningandspeakingabilities,especiallyinthe

contextofsports.TheywanttolearnmoreaccurateEnglishexpressionsfortalkingabout

sportsequipmentownershipandexercisefrequencies.Theyalsohopetoenhancetheir

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pronunciationandintonationskillstocommunicatemorefluently.

[Learn]

Tomeettheirneeds,teachingshouldstartwithbasicpronunciationandstress-recognition

training.Teacherscanusereal-lifesports-relatedsituationstohelpstudentspractice

expressingownershipandfrequencies.Groupactivitiesandrole-playscanbearrangedto

encouragethemtospeakEnglishmoreandbuildconfidenceincommunication.

1.Studentscanunderstand,readandusekeywordsandsentencepatterns,suchas:seldom,

sometimes,often,hardlyeverandotherfrequencyadverbs.

2.Throughlistening,readingandspeakingpractice,cultivatestudents*languageperception

Teaching

andapplicationability.

Objectives

3.Tounderstandthedifferencesinpeople'semphasisonexerciseandexercisehabitsin

differentcultures.

4.Cultivatestudentstodevelophealthyexercisehabitsandapositiveattitudetowardslife.

TeachingKeyPoints

1.Mastertheusageanddifferencesofthefrequencyadverbsseldom,sometimes,oftenand

hardlyever.

2.Beabletousethevocabularyandsentencepatternstotalkaboutmovementsandthe

TeachingKey

frequencyofmovements.

andDifficult

TeachingDifficultPoints

Points

l.Howtoaccuratelyusefrequencyadverbstoexpressmovementfrequency,anduseit

flexiblyinpracticalcommunication.

2.Guidethestudentstounderstandandimitatethepronunciationandintonationinthe

dialogue,andmakeanaturalandfluentoralexpression.

Teaching

Task-basedteachingmethod,situationalteachingmethod,Cooperativelearningmethod

Methods

Teaching

課件

Preparation

共性教案個性教案

TeachingStep1Leadin

ProceduresSportsIdentification:

Displaypicturesofpeopleplayingping-pongandbadminton.Ask

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studentstoidentifythesportsinthepicturesandlearnthenewword

"badminton,1.

SinglesandDoublesDiscussion:

Showpicturesrelatedtosinglesanddoublesinsports.Posethequestion

"Arethesepeopleplayingsinglesordoubles?"tointroducetheconceptsof

singlesanddoublesandthenewword"doubles".

ConditionofSportsEquipment:

Presentapictureofaping-pongbat.Askstudentswhetheritisbrandnew

orwell-used,andthenguidethemtopointoutthesignsindicatingits

usagecondition.

Step2Pre-listening

PredictionofConversationContent:

Presentanincompleteconversationsnippet.Guidestudentstopredictwhat

sportsmightbementionedandwhatinformationtheywillhearinthe

conversation,suchasthebelongingofsportsitems,frequencyofdoing

sports,andsoon.Thishelpsstudentsactivatetheirpriorknowledgeand

prepareforthelisteningtask.

Step3While-listening

FirstListeningforFillingBlanks:

Playtheconversationaudio.Instructstudentstolistencarefullyandfillin

theblanksinthegiventext.Thistaskfocusesonstudents*abilitytocatch

keywordsandbasicinformationduringlistening.

SecondListeningforMatchingStressPatterns:

Playtheconversationagain.Havestudentsmatchthestresspatternswith

thecolouredsentencesintheconversation.Afterthat,theycanrole-play

theconversationtofurtherunderstandtheintonationandstressin

communication.

Step4Post-listening

AnsweringComprehensionQuestions:

Askstudentstoreadtheconversationandansweraseriesof

comprehensionquestions,whichcoveraspectslikewhatwasfound,whose

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itemitis,howoftenpeopleplaysports,andreasonsfornotplayinga

certainsport.Thishelpsstudentsdeepentheirunderstandingofthe

conversationcontent.

FrequencyAnalysisandRetelling:

Introducetheconceptofadverbsoffrequency(always,usually,often,

sometimes,seldom,hardlyever,never)andtheircorresponding

percentagesoffrequency.Then,havestudentsretelltheconversationusing

theinformationfromthefrequency-basedtable,whichimprovestheir

abilitytosummarizeandexpressfrequency-relatedinformation.

Deep-thinkingandDiscussion:

PosequestionslikewhetherYarningwasgoodatping-pongatthe

beginningandwhatcanbelearnedfromhisexperience.Encourage

studentstothinkdeeplyandsharetheirideas,promotingcriticalthinking

skills.

Role-playandConversationCreation:

Havestudentsimaginetheyhavefoundanitematasportscentre.They

needtomakeupaconversationwithapartnerusingthegivenwordsand

phrases.Thisactivityallowsstudentstoapplythelanguageknowledgethey

havelearnedinapracticalcontext,improvingtheirspeakingand

communicationskills.

Self-assessment:

Guidestudentstoconductself-assessmentbasedontheirperformancein

retellingtheconversation,talkingaboutthebelongingsofsportsitems,and

discussingthefrequencyofdoingsports.Thishelpsstudentsbeawareof

theirlearningprogressandareasthatneedimprovement.

本節(jié)課從展示乒乓球和羽毛球運動圖片引入，讓學生認識運動項目、單雙打概念及

體育用品狀況。聽前預測對話內(nèi)容，為聽力做鋪墊。聽中，通過填空和匹配重音模

課堂小結(jié)式，訓練學生捕捉關(guān)鍵信息與理解語調(diào)的能力。聽后，借助回答問題、頻率分析與

復述、深度思考討論、角色扮演和對話創(chuàng)作，全面提升學生對對話內(nèi)容的理解、表

達及批判性思維能力，最后引導學生自我評估，促進學習反思。

HomeworkFinishtheexercises(SectionA)ontheexercisebook(XueFaDaShiYe)accordingtothe

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level.（A等級一拓展提高，B等級一鞏固基礎(chǔ)，C等級一根據(jù)漢語/根據(jù)首字母完成

填空）

Blackboard

Design

Reflection

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第3課時

Unit3KeepFitSectionA

課題授課年級Grade7主備人

GrammarFocus

授課

計劃課時1上課時間

班級

[What]

Thislessonfocusesongrammarlearningrelatedtosportstopics.Itincludesactivitieslike

identifyingthereferentsofpronounsinsentences,circlingandorderingadverbsof

frequency,completingconversationswithcorrectpronouns,fillingintheblankswith

adverbsoffrequencyinapassage,andgroup-worktoaskandreportonfitness-keeping

methods.

[Why]

TheAnalysisofThepurposeistohelpstudentsmasterpossessivepronounsforexpressingownershipof

theMaterialsportsitemsandadverbsoffrequencyfortalkingaboutexercisefrequencies.These

grammarpointsenhancestudents*languageaccuracyinsports-relatedcommunicationand

improvetheiroverallEnglish-languageapplicationability.

[How]

Itusessentence-reading,filling-in-the-blanks,andgroup-worktasks.Through

analyzingsentences,studentsunderstandpronounusageandfrequencyadverbs.

Completionexercisesreinforcegrammarknowledge,andgroup-workpromotespractical

applicationandcommunicationskillsinreal-life-likesituations.

[Know]

StudentsstudentshavesomebasicEnglishknowledge,yettheyoftenmisusepossessive

pronounswhenreferringtosportsitems.Theirgraspofadverbsoffrequencyisalsoweak,

strugglingtoorderthemaccurately.Duetolimitedlanguage-usingenvironments,theylack

practiceinreal-lifecommunicationwiththesegrammarelements.

Learners

[Want]

Analysis

TheyarekeentomastergrammarpreciselyforbetterEnglishexpression.Theyaimto

correctlyusepossessivepronounsandadverbsoffrequencytotalkaboutsports-related

ownershipandexercisefrequencies.Also,theyhopetobuildconfidenceinEnglish

communicationthroughgrammarmastery.

[Learn]

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Teachersshouldoffercleargrammarexplanationswithsports-relatedexamples.Simple

exercisescanreinforceunderstanding,whilegroupactivitiescanprovidepractical

applicationopportunities,enhancingtheirlanguage-usingability.

Bytheendofthelesson,studentswillbeableto

1.correctlyusepossessivepronounstoindicateownershipofsports-relateditemsin

conversations.

Teaching

2.Accuratelyuseadverbsoffrequencytodescribehowoftentheydosportsorexercises.

Objectives

3.Identifythereferentsofpronounsinsentencesandorderadverbsoffrequencyfromthe

leasttothemostoften.

4.Participateingroup-worktoaskandreportonfitness-keepingmethodsinEnglish.

TeachingKeyPoints

1.Masteryofpossessivepronounsandtheircorrectusageinsports-relatedcontexts.

2.Proficiencyinusingadverbsoffrequencytoexpressexercisefrequencies.

TeachingKey

TeachingDifficultPoints

andDifficult

1.Usingpossessivepronounsaccuratelywithoutconfusion,especiallyincomplex

Points

sentencestructures.

2.Distinguishingandcorrectlyorderingadverbsoffrequencyindifferentcommunication

scenarios.

Teaching

Task-basedteachingmethod,situationalteachingmethod,Cooperativelearningmethod

Methods

Teaching

課件

Preparation

共性教案個性教案

Step1Leadin

Question-basedIntroduction:

Presentpicturesofsportsitemslikeabaseballglove,badmintonracket,

Teaching

ping-pongbat,andjumpropes.Askstudentsquestionssuchas"Isthis

Procedures

baseballgloveyours?""Whosebadmintonracketisthis?""Isthisping-

pongbatElla's?"and"Aretheseourjumpropes?"toarousestudents1

interestandleadthemtothinkabouttheconceptofownership.

Step2Presentation

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ConceptIntroduction:

Guidestudentstoanalyzethesentencesandpointoutthepronounsinbold.

Explainthatthesepronounsareusedtoindicateownershipandintroduce

theterm"nominativepossessivepronouns".

ComparisonofPossessivePronouns:

Presentatablecomparingadjectivepossessivepronouns(my,your,

his/her/its,our/your/their)andnominativepossessivepronouns(mine,

yours,his/hers/its,ours/yours/theirs).Explainthedifferencesinusage,

emphasizingthatadjectivepossessivepronounsarefollowedbynouns,

whilenominativepossessivepronounsareusedalone.

EquivalentExpressions:

Demonstratetherelationship"adjectivepossessivepronoun+noun=

nominativepossessivepronoun"throughexampleslike"Thisishertoy.=

Thistoyishers."and"Thesearenotourbooks.=Thesebooksarenot

ours