外研版英語七年級下冊Module1Unit2Aretheyyours教案I.TeachingObjectives:Bytheendofthislesson,studentswillbeableto:1.Understandandusethepossessivepronouns'mine','yours','his','her',and'their'totalkaboutownership.2.Readandprehendadialogueinvolvinganinquiryaboutlostpropertyanditsreturn.3.Usewhquestions(Whose?Who?)toaskabouttheownershipofitems.4.Describesituationswheretheyhavehadtoinquireaboutorreturnlostpropertyusingappropriatepossessivepronounsandquestions.5.Participateinpairworkandgroupdiscussionstopracticeaskingandansweringquestionsaboutlostandfounditems.6.Writeashortparagraphordialoguedescribingascenarioinvolvinglostpropertyanditspotentialreturn.7.Recognizetheimportanceofhonestyandintegrityindealingwithlostandfounditems.II.KeyVocabulary:Possessivepronouns(my,your,his,her,our,their)Lostandfounditems(bag,keys,hat,scarf,gloves,etc.)Actionsrelatedtofindingandreturningitems(find,return,keep,report)Phrasesforinquiringaboutownership(Isthisyour...?Aretheseyour...?Whoseisthis...?)Phrasesforofferinghelp(CanIhelpyoufind...?Ifounda...andIthinkitmaybelongtoyou.)III.TargetLanguageStructures:Formingquestionswith'Whose'toaskaboutownershipAnsweringquestionsaboutownershipusingpossessivepronounsUsingthepresentsimpletensetodescribeactionsrelatedtolostandfounditemsAdjectivestodescribeitems(e.g.,color,size,material)Sentenceconnectorstoexpresscauseandeffectorsequence(so,then,because)IV.TeachingAids:MultimediaprojectorfordisplayingslidesandvisualaidsWhiteboardandmarkersforwritingandillustratingkeypointsPicturecardsandrealiarepresentingvariouslostandfounditemsHandoutswithdialogues,discussionquestions,andwritingpromptsVisualaidssuchasmindmapstoorganizeinformationaboutownershipAudiorecordingsofconversationsorannouncementsrelatedtolostandfounditemsV.TeachingProcedures:Step1:Warmup(5minutes)Beginwithaquicksurveyaroundtheclassroomwherestudentsshareiftheyhaveeverlostorfoundsomethingandhowtheydealtwithit.Introducekeyvocabularythroughawordwalloraflashcardactivity.Step2:Prereading(5minutes)Showstudentsimagesorrealiaoflostandfounditemsanddiscusswhattheynoticeandpredictaboutthetopic.Reviewthetargetlanguagestructures,focusingonpossessivepronounsand'Whose'questions.Step3:Whilereading(15minutes)Provideareadingpassageordialogueinvolvinganinquiryaboutlostpropertyanditsreturn.Askstudentstoreadalong,takingnoteofmainideasandspecificdetails.Leadaguidedclassdiscussiontoensureprehensionandencouragestudentstorelatetheirownexperiencestothetext.Step4:Postreading(15minutes)Inpairs,studentspracticeformingandansweringquestionsabouttheownershipofitemsfromthereadingpassageordialogue.Circulatetheclassroomtoprovidefeedbackandsupportaccurateuseofpossessivepronounsand'Whose'questions.Step5:SpeakingPractice(10minutes)Conductaroleplayactivitywherestudentstaketurnsplayingsomeonewhohasfoundanitemandanotherstudentwhohaslostit,practicinghowtoinquireaboutanddiscusstheownershipoftheitem.Somepairscanperformtheirroleplayfortheclass.Step6:WritingTask(10minutes)Assignawritingtaskwherestudentsdraftaparagraphordialoguedescribingascenarioinvolvingalostitemanditspotentialreturn,usingthetargetlanguagestructuresandincludingdetailsthatcouldhelpreuniteitwithitsowner.Encouragestudentstousesentenceconnectorsanddescriptiveadjectivesintheirwriting.Step7:Homework&Review(5minutes)Ashomework,assignstudentstocreateaposteraboutalostorfounditemandpresentittotheclassthenextday.Reviewkeyvocabularyandlanguagestructuresthroughagamelike"LostandFoundCharades,"wherestudentsactoutfindingorlosinganitemandclassmatesguesswhatitis.VI.Assessment:Evaluatestudentsbasedontheirparticipationindiscussions,prehensiondu