Hello! I'm Teacher ___. What's your name?

💡 面带微笑，用手势辅助，语速慢而清晰

展示字母卡Aa Bb Cc Dd，逐个发音示范，学生跟读3遍

💡 用大小写对比卡片，指出区别

外教在屏幕上示范书写A-D，学生用手指在桌上跟着写

💡 强调笔画顺序

同A-D教学法，展示Ee Ff Gg Hh

💡 用动物图片辅助: E for Elephant, F for Fish, G for Giraffe, H for Horse

外教出示大写字母，学生快速找到对应小写字母卡片(或口头回答)

💡 计时增加趣味性，奖励最快答对的学生

展示早/中/晚三张太阳位置图，教学Good morning/afternoon/evening

💡 用手势表示太阳位置帮助记忆

外教出示不同时间场景图，学生选择正确问候语并完整说出

💡 先集体练习，再单个点名

回顾A-H字母和三种问候语，表扬学生，布置作业

💡 鼓励学生下节课带一件物品来做show and tell

快速闪卡复习A-H，学生用Good morning/afternoon/evening跟外教打招呼

💡 温故知新，营造英语氛围

展示字母卡Ii Jj Kk Ll，逐个发音，学生跟读3遍

💡 I for Ice cream, J for Juice, K for Kite, L for Lion

展示Mm Nn Oo Pp，逐个发音，学生跟读3遍

💡 M for Monkey, N for Nose, O for Orange, P for Panda

展示Qq Rr，注意qu组合发音，逐个发音，学生跟读

💡 Q for Queen, R for Rabbit；强调Q通常与u一起出现

展示实物/图片: book, pen, pencil, ruler, eraser, desk, chair, bag。逐个教学，What's this? It's a pen.

💡 用实物更直观，让学生触摸物品说单词

句型操练: T: What's this? (举钢笔) / S: It's a pen. 替换不同物品反复操练

💡 注意a和an的区别: a pen / an eraser

外教说字母音，学生举对应字母卡；或外教举卡，学生快速说出字母

💡 小组竞赛，答对得分

外教指教室内的物品，学生快速用英语回答: It's a ___.

💡 鼓励完整句子回答，不要只说单词

回顾I-R字母、5个教室物品单词、What's this?句型

💡 提醒学生用所学单词描述自己书包里的物品

快速复习字母I-R和教室物品单词，What's this?快速问答暖场

💡 用实物快速闪卡复习

展示Ss Tt Uu Vv，逐个发音，学生跟读3遍

💡 S for Sun, T for Tiger, U for Umbrella, V for Violin

展示Ww Xx Yy Zz，逐个发音，学生跟读3遍

💡 W for Water, X for X-ray, Y for Yellow, Z for Zebra；注意X和Z的发音难点

展示完整26字母表，集体唱ABC song

💡 用字母歌帮助学生记忆整体顺序

展示颜色卡片: red, yellow, blue, green, black, white, purple, orange。逐个教学，What color is it? It's red.

💡 让学生找教室里对应颜色的物品

句型: What color is it? / It's ___. 外教举不同颜色卡片，学生口头回答

💡 加入拼写练习: How do you spell red? R-E-D.

用颜料/彩色透明片展示: red + yellow = orange, blue + yellow = green, 教学混色结果

💡 趣味互动环节，可让学生猜混色结果

结合前两课内容: What's this? It's a pen. What color is it? It's blue.

💡 鼓励完整描述: It's a blue pen.

学生画3x3格子填字母或颜色，外教念，学生连线，先连成一线者喊Bingo

💡 最后两分钟做Bingo游戏活跃气氛

总结26个字母、8种颜色、两个核心句型，表扬全勤学生

💡 督促用学过的单词在日常生活中练习

Hello! My name's ___. What's your name? 学生轮流回答

💡 如学生害羞，可先集体跟读句型，再个别问答

正式教学: My name's ___ = My name is ___. / I'm ___ = I am ___. 给出多个示例，学生跟读

💡 强调name's是name is的缩写形式

教学完整对话: A: Hello! My name's ___. What's your name? / B: My name's ___. / A: Nice to meet you! / B: Nice to meet you, too!

💡 先示范完整对话，然后学生两两练习

引出第三人称: His name's Tom. / Her name's Mary. 用图片展示不同人物

💡 用班内真实同学做例子更生动: His name's Li Ming.

展示数字卡片0-5: zero, one, two, three, four, five。逐个发音，学生跟读

💡 用手指比数字辅助记忆；注意three的th发音

展示数字卡片6-9: six, seven, eight, nine。逐个发音，学生跟读

💡 注意seven和eight的发音难点；可以数手指: How many fingers?

外教拍手掌，学生数拍掌次数并用英语说出数字；反过来学生拍，外教猜

💡 先慢后快，逐步增加难度

教学: What's your phone number? / It's 123-4567. 用数字卡片模拟电话号码

💡 提醒学生不要说出真实电话号码；用课本提供的模拟号码

回顾自我介绍句型和数字0-9；预告下节课学习姓和名的区别

💡 让学生制作一张英文名片，包含姓名和电话号码

快速问答: What's your name? How many? 复检测上节课内容

💡 用链式问答让每位学生都有开口机会

教学: first name = given name(名字), last name = family name(姓氏)。展示示例: Yao Ming -> first name: Ming, last name: Yao

💡 解释中英文姓名顺序差异: 中文姓在前名在后，英文名在前姓在后

展示多个人物图片: Tom Green, Mary Smith, Zhang Li... 提问: What's his first name? What's his last name?

💡 注意Zhang Li是中文名转写，last name在前；提醒学生区分

展示模拟ID卡: FIRST NAME: ___, LAST NAME: ___, TELEPHONE NUMBER: ___. 学生完成信息读取

💡 可准备多个不同的人物卡片，让学生轮流练习

系统练习电话号码朗读: 281-9176 (two eight one, nine one seven six)，两位数读数法: 28 (twenty-eight)-19 (nineteen)-176

💡 两种读法都要教: 逐位读和分组读

完整对话练习: A: What's your first name? / B: It's ___. / A: What's your last name? / B: It's ___. / A: What's your telephone number? / B: It's ___-___.

💡 让学生做信息交换，记录同学的信息

放录音，学生听姓名和电话号码，填写表格中的first name, last name, telephone number

💡 先教听力策略: 预读表格，听关键词

回顾first/last name概念、电话号码表达，发放下节课预习清单

💡 提醒学生下节课要介绍家庭成员

复习上单元自我介绍，引出: What's his name? His name is ___. 引入本课家庭主题

💡 展示外教自己的家庭照片引出话题

展示家庭树图片，教学: mother/mom, father/dad, parents, brother, sister, grandmother/grandma, grandfather/grandpa, grandparents

💡 注意mother/mom、father/dad的口语和正式称呼差异

教学: aunt, uncle, cousin, son, daughter。用家庭树展示关系

💡 cousin不分性别；用简单家庭树帮助学生理解关系

句型: This is my brother. / That is my sister. 用实物距离区分this(近)和that(远)

💡 用手势辅助: 指近处用this，指远处用that

引出复数: These are my parents. / Those are my grandparents. 讲解单复数区别

💡 用多个手指表示复数概念: this(单)->these(复), that(单)->those(复)

外教展示家庭照片示范: This is my mother. This is my father. These are my parents. 学生跟读模仿

💡 逐句示范，慢速清晰；然后让学生拿出自己的照片

学生用自己带来的家庭照片，用This is... / These are...介绍家庭成员

💡 鼓励每位学生都上台，至少介绍3-4位家庭成员

句型: Who's he? He's my brother. / Who's she? She's my sister. / Who're they? They're my parents.

💡 注意who's=who is, they're=they are；教缩写

回顾家庭词汇、this/that/these/those用法和Who's...?句型

💡 鼓励学生画自己的家谱family tree

快速家庭词汇游戏: 外教描述关系，学生说出称谓: Your mother's sister is your ___.

💡 用关系推断激发学生思考

教学补充句型: Here is a photo of my family. / Here are my parents. 拓展表达方式

💡 注意Here is + 单数名词, Here are + 复数名词

展示范文短文: Hi, I'm Tom. Here is a photo of my family... 学生朗读，外教提问理解

💡 先整体听一遍，再逐句带读，最后提问检测理解

教学: Is this your brother? / Yes, it is. / No, it isn't. / Are these your parents? / Yes, they are. / No, they aren't.

💡 强调回答时it/they的代词替换；通过举不同的照片反复操练

外教描述一个家庭成员，学生猜: She is tall and has long hair. Is she your mother?

💡 先示范，再让学生两两一组互猜

教写作结构: 1.引入照片(Here is...) 2.介绍父母 3.介绍兄弟姐妹 4.总结(I love my family.)。提供句型模板

💡 在黑板上/屏幕列出句型模板，学生可参考

学生用5分钟写一篇My Family短文(5-6句)，外教巡视指导

💡 基础好的学生鼓励多写；基础弱的至少完成模板填空

请2-3位学生朗读自己的短文，全班给予掌声；外教进行积极反馈和纠错

💡 以鼓励为主，纠正错误时注意措辞，不要打击学生自信

回顾家庭介绍写作框架，强调本单元重点

💡 让学生把短文修改后工整誊写

复习家庭成员Is this...?句型，自然过渡到学习用品。T: Is this your book? S: Yes, it is.

💡 利用教室实物自然地导入新课

教学: pencil, pen, book, eraser, ruler, pencil box, schoolbag, dictionary。展示实物，逐个发音，学生跟读

💡 注意dictionary的发音（长单词，分音节教: dic-tion-ar-y）

讲解: a + 辅音音素开头 / an + 元音音素开头。展示: a pen, a book, an eraser, an orange

💡 强调是音素不是字母: an hour (h不发音)、a university (ju:辅音)

系统教学: my(我的), your(你的), his(他的), her(她的)。示例如: This is my pen. / Is this your book? / His ruler is blue.

💡 用手势辅助: 指自己->my，指对方->your，指远处男生->his，指远处女生->her

教学: Tom's pen, Mary's book, the teacher's ruler。解释's/'在名词后表归属

💡 用学生真实物品举例: This is Li Ming's pencil.

外教拿学生物品问: Is this your pencil? / Is that his eraser? / Is that her ruler? 学生回答Yes/No

💡 多进行真实的物品归属问答，让课堂更生动

替换练习: This is Mike's pen -> This is his pen. / That is Mary's book -> That is her book.

💡 板书表格对比名词所有格和物主代词

教学: Excuse me, is this your pencil? / Yes, thank you. / You're welcome. 进行完整的失物招领对话

💡 提醒Excuse me用于引起别人注意或请求帮助

回顾学习用品词汇、a/an、物主代词和失物招领句型

💡 让学生课后整理书包时用英语说出每件物品

快速闪卡复习用品词汇和物主代词，T: Is this your ___? S: Yes, it's my ___. / No, it's not my ___.

💡 强化my/your/his/her的口头使用

对比教学: my pen = mine, your book = yours, his ruler = his, her eraser = hers。展示: This is my pen. = This pen is mine.

💡 用表格对比: 形容词性(my) + N vs 名词性(mine)独立使用

转换练习: This is your book. -> This book is yours. / That is his pencil. -> That pencil is his.

💡 反复操练直到学生能自然转换

展示失物招领公告范文: Lost: My schoolbag. It's blue. Please call Tom at 555-3210. / Found: A pencil box. Is this yours? Call Mary.

💡 教Lost(寻物)和Found(招领)的区别

学生阅读课本Section B的失物招领通知，回答外教的阅读理解问题: What is lost? What color is it? Who can you call?

💡 先让学生默读，再逐段讲解关键信息

教写作模板: ①Lost/Found: ②物品名称 ③物品特征(颜色等) ④联系方式。学生现场写一则失物招领通知

💡 提示：英文失物招领简洁明了即可，不需要啰嗦

完整对话: A: Excuse me, is this your watch? / B: Yes, it's mine. Thank you! / A: You're welcome. / B: What about this dictionary? Is it yours? / A: No, it's hers.

💡 让学生两两练习完整对话，注意mine/yours/his/hers的使用

设置失物招领处场景: 一名学生扮演工作人员，其他学生来认领失物。使用本课句型

💡 准备一些实物道具增加真实感

总结mine/yours/his/hers用法、失物招领写作和完整对话

💡 提醒学生注意保管好自己的学习用品

外教藏起一本书问: Where's my book? 自然引出新课主题——询问物品位置

💡 制造悬念吸引学生注意力

展示房间图片，教学: table, bed, dresser, bookcase, sofa, chair, desk, drawer。逐个发音跟读

💡 用真实房间图片帮助学生建立联系

用手和实物演示: on the desk (在桌上), in the drawer (在抽屉里), under the chair (在椅子下)。反复示范

💡 用手势强化空间概念: 手在桌上->on, 手握拳->in, 手在下方->under

句型: Where's the ruler? / It's on the desk. 逐个替换不同物品和方位进行操练

💡 先从单数名词开始；强调Where's = Where is

句型: Where are my books? / They're on the sofa. 跟单数对比: Where's the book? / It's on the desk.

💡 用多个物品对比单复数: 一支笔 vs 三支笔

扩展: behind(在后面), next to(在旁边), between(在中间)。用教室内的实物演示

💡 两人坐一起->next to each other; 坐在前后->behind

TPR活动: 外教说Put your ruler on your desk. / Put your pen in your pencil box. / Put your bag under the chair. 学生执行

💡 逐步加快指令速度，增加趣味性

展示一个杂乱房间的图片，学生用Where's/Where are...? 和介词描述物品位置

💡 先集体描述，再请个别学生上台指图描述

总结家具词汇、on/in/under/behind/next to/between六个介词、Where's/Where are句型

💡 让学生回家用英语描述自己房间里3样物品的位置

T: Where's my phone? S: Is it on the desk? T: No. S: Is it in your bag? T: Yes, it is! 用Is it...?猜测位置

💡 引入Is it on/in/under...? 猜测句型

教学: Where's my ruler? / I don't know. Is it on the desk? / No, it isn't. 拓展不知道的表达

💡 I don't know是个常用表达，建议学生熟练使用

展示阅读材料: 一个女孩Kate和她妹妹Gina的房间对比——Kate整洁，Gina杂乱。学生阅读并回答Where are Kate's books? Where are Gina's things?

💡 通过对比阅读，巩固介词用法和阅读能力

教学并列连词but: Kate is tidy, but Gina is not. / The books are on the desk, but the keys are under the bed.

💡 用多个例子对比and和but的区别

教学and连接并列: The book and the pen are on the desk. / My books and my keys are in the schoolbag.

💡 and连接两个主语时，谓语用are

教房间描述结构: ①开头This is my room. ②描述物品位置3-4句 ③总结I think it's tidy/messy.

💡 先给范文，再让学生模仿写作

学生写一篇My Room短文(5-6句)，同桌交换阅读并用Where questions互问

💡 鼓励学生用but和and连接句子

放录音: 妈妈让孩子整理房间的对话。学生听并标注物品的正确位置

💡 先读题，预测关键词，再听录音

总结but/and连词、房间描述写作结构和I don't know句型

💡 呼吁学生养成整理物品的好习惯

外教拿一个乒乓球问: What's this? It's a ping-pong ball. Do you like sports? 引出体育用品主题

💡 从学生已学词汇自然过渡到新话题

教学: soccer ball, basketball, volleyball, tennis ball, ping-pong ball, baseball, bat, racket。展示实物/图片，逐个教学发音

💡 注意soccer ball(英式足球)和football(美式橄榄球)的区别

对比: ping-pong ball + bat（乒乓球+球拍）, tennis ball + racket（网球+球拍）, baseball + bat（棒球+球棒）。强调bat和racket的区别

💡 bat用于乒乓球和棒球，racket用于网球和羽毛球

教学: Do you have a soccer ball? / Yes, I do. / No, I don't. 外教逐一问学生不同体育用品

💡 do和don't的发音要清晰，让学生对口型跟读

教学第三人称: Does he have a basketball? / Yes, he does. / No, he doesn't. / Does she have a volleyball? 注意does/have还原

💡 关键语法点: does后动词要还原成原形，不用has

总结表格: I have / You have / We have / They have vs He has / She has / It has。用例句强化

💡 可用记忆口诀: I/You/We/They用have，He/She/It用has

游戏: 学生A问B: Do you have a ___? B回答后问C: Does A have a ___? C根据记忆回答

💡 既练Do问句又练Does问句，同时锻炼听力记忆

教学: Let's play soccer! / That sounds good. / Let's play basketball. / Sorry, I don't have a basketball.

💡 Let's = Let us，用于提出建议

回顾体育用品词汇、Do you have/Does he have句型、have/has用法、Let's提议句型

💡 录一段读单词的音频供学生课后跟读

快速问答复习: T: Do you have a ___? / Does your deskmate have a ___?

💡 确保每位学生都有开口机会

教学: interesting, fun, relaxing, difficult, boring, easy。用表情和例子展示每个词的含义

💡 做夸张表情帮助学生理解词义: 无聊->打哈欠，有趣->笑

句型: I think soccer is interesting. / I think ping-pong is relaxing. / I think basketball is difficult. 学生跟读模仿

💡 鼓励学生表达真实想法，可以有不同意见

阅读Section B短文: Frank Brown和朋友的体育收藏和观点。回答: What does Frank have? What does he think about soccer?

💡 先扫读找关键信息，再精读理解细节

复习but，结合本课话题: I have a basketball, but I don't play it. / Soccer is interesting, but it's difficult for me.

💡 让学生用but这个结构表达自己的情况

拓展: I only watch sports on TV. / I play ping-pong with my classmates.

💡 这三个表达很常用，归类教学

小组讨论: What sports do you like? What do you think about them? 每人在组内发言，用I have... / I think... is ...

💡 关注学生的真实表达，提供及时的词汇帮助

教写作结构: ①我有什么体育用品 ②我玩什么运动 ③我认为...怎么样。学生现场写3-5句

💡 程度好的学生可以用but对比

总结形容词（interesting/fun/relaxing/difficult/boring/easy）、I think...观点表达和运动话题写作

💡 表扬学生的优秀发言和写作

展示各种食物图片，问: What's this? / What are these? 引出食物话题

💡 用色彩鲜艳的食物图片吸引学生兴趣

教学: apple, banana, orange, strawberry, pear, grape, watermelon。逐个展示图片，发音教学

💡 strawberry注意发音/'stro:beri/；复数strawberries

教学: tomato, carrot, potato, broccoli, salad。逐个展示图片，发音教学

💡 tomato/tomatoes, potato/potatoes复数加-es

教学: hamburger, bread, rice, milk, egg, chicken, ice-cream。展示图片分类（主食/饮品/肉类）

💡 注意chicken(鸡肉/小鸡), ice-cream的连字符

教学: Do you like bananas? / Yes, I do. / No, I don't. 外教逐一问学生不同食物

💡 先集体跟读句型，再个别问答

教学: Does Tom like apples? / Yes, he does. / No, he doesn't. 注意like用原形

💡 对比: He likes apples. vs Does he like apples? 强调助动词后动词还原

教学可数名词(apple/apples, banana/bananas)和不可数名词(bread, rice, milk)。不可数不用a/an，不可加s

💡 简单解释: 可以一个个数的->可数；不能一个个数的->不可数

学生用Do you like...?调查5位同学对食物的喜好，填表记录Like/Don't like

💡 限定时间3分钟，增加紧迫感

学生汇报: Li Ming likes bananas, but he doesn't like apples. Wang Fang likes milk and bread.

💡 提醒学生汇报时用第三人称和likes/doesn't like

总结食物词汇、Do you like/Does he like句型、可数/不可数名词

💡 布置饮食记录作业，为下节课healthy food做准备

快速问答: What food do you remember? Do you like strawberries? Does your deskmate like rice?

💡 让学生在回答中复习食物词汇和句型

教学: breakfast, lunch, dinner/supper。展示三餐典型食物图片: What do you have for breakfast? / I have bread and milk for breakfast.

💡 dinner和supper的区别: dinner通常较正式丰富，supper为简单晚饭

句型: I have ___ for breakfast. / She has ___ for lunch. / What do you have for dinner? 用三餐话题操练

💡 强调for + 三餐的固定搭配

教学: healthy food(健康食品) vs unhealthy food(不健康食品)。用食物图片分类

💡 讨论: Apples are healthy. Hamburgers are not healthy. 引导学生健康饮食意识

阅读Section B关于体育明星Cindy Smith健康饮食的文章，回答: What does she have for breakfast/lunch/dinner? Does she like ice-cream?

💡 先扫读找三餐食物，再精读细节

教学: I want an apple. / She wants some milk. / Do you want some bread? / I don't want to be fat.

💡 want/wants的变化同like/likes；want to do something

教写作结构: ①我的早餐 ②我的午餐 ③我的晚餐 ④我认为我的饮食...。提供句型模板

💡 先让学生口头说一遍，再动笔写

场景: 餐厅/食堂。句型: What do you want for lunch? / I want some rice and chicken. / Do you like vegetables?

💡 设置真实场景，让学生自由组合对话

总结三餐词汇、What do you have for...?句型、healthy food概念和want用法

💡 鼓励学生养成记录饮食的英语习惯

外教指自己衣服问: What's this? It's a T-shirt. What color is it? 自然引出服装话题

💡 用教师自己的穿着做教具，生动直观

教学: sweater, T-shirt, shirt, jacket, coat, dress。展示图片，逐个发音，学生跟读

💡 注意T-shirt的拼写（大写T，连字符），sweater/sweater发音

教学: socks, shoes, shorts, trousers/pants, hat, skirt。展示图片，逐个发音

💡 shorts/trousers/socks/shoes通常以复数形式出现

将服装和颜色结合: a red sweater, blue socks, a white T-shirt。练习: What's this? It's a blue hat.

💡 复习颜色词汇，注意形容词顺序: 颜色在名词前

教学: How much is this sweater? / It's seven dollars. 展示价格标签，学生跟读。dollar/s 注意单复数

💡 用美元符号$，教学生读价格

教学: How much are these socks? / They're two dollars. 对比is和are的区别

💡 提醒学生根据物品单复数选择is还是are

复习0-9，拓展到10-31: ten, eleven, twelve, thirteen... 注意thirteen/fifteen的拼写变化

💡 重点教13-19的拼写规律: 大多以teen结尾

外教快速展示服装+价格图片，学生抢答: How much is/are the...? / It's/They're... dollars.

💡 小组竞赛形式，答对得分

总结服装词汇、How much is/are...?句型、数字10-31

💡 提醒学生用英语说出今天穿的衣服

快速问答复习: What's this? What color is it? How much is it/are they?

💡 快速闪卡，学生回答完整句子

教学店员用语: Can I help you? / Yes, please. I want a sweater. 模拟购物开场

💡 教学生如何回应店员: Yes, please. I'm looking for ___.

教学: big/small, long/short。服装尺码: small/medium/large (S/M/L)。Here you are的用法

💡 用实物对比大小: big bag vs small bag, long pants vs short pants

完整示范: A: Can I help you? / B: Yes, please. How much is this blue sweater? / A: It's 15 dollars. / B: I'll take it. / A: Here you are. / B: Thank you.

💡 分解教学每句话，确保学生理解每个环节

学生两两分组，模拟服装店购物。一人当店员，一人当顾客。用课本提供的服装图片练习

💡 给学生准备道具（服装图片+价格标签），增加真实感

阅读服装店广告: Mr. Cool's Clothes Store。梳理商品和价格信息，回答阅读理解题

💡 教学生从广告中提取关键信息: 商品名+颜色+价格

教广告写作: ①店名+欢迎 ②商品+价格(用for) ③邀请购买。示例: Come and buy your clothes at ___! We have ___ for only ___ dollars!

💡 for only...是个很有用的促销表达

教学: We have green sweaters for only $15! / Socks are only $2 for three pairs! / Come and buy now!

💡 for后面直接加价格: I'll take it for 10 dollars.

总结购物用语、完整购物对话和广告写作

💡 提醒学生在实际生活中尝试用英语购物

串联本单元: 服装词汇->颜色->价格->购物对话->广告。快速闪卡复习所有词汇

💡 用思维导图帮助学生建立知识框架

系统复习10-31，注意发音难点: thirteen(13) vs thirty(30), fourteen(14) vs forty(40), fifteen(15) vs fifty(50)

💡 强调-teen结尾重音在后(长短音)，-ty结尾重音在前(短短音)

教学砍价用语: It's too expensive. / How about 5 dollars? / Ok, that's a good price. 设置砍价场景

💡 砍价是中国市场常见场景，容易引起共鸣

设置小型跳蚤市场: 部分学生当店家布置摊位，部分学生当顾客购物。使用本单元所有句型

💡 建议用实物或图片当商品，价格标签提前准备

听购物对话录音，填写商品、颜色、价格信息表格

💡 先预读表格，教学生预测需要听的信息

教写作结构: ①今天去了哪里 ②想买什么 ③多少钱 ④买/没买。学生写一篇Shopping日记

💡 提供模板，程度好的学生可自由发挥

请学生分享购物日记和角色扮演体验，外教点评

💡 积极表扬创意表达和勇敢开口的学生

总结Unit 7所有重点，预告下单元话题

💡 布置单元综合练习，巩固学习成果

外教问: How old are you? When is your birthday? 引出日期话题

💡 轻松聊天导入，如果学生不会可直接引出教学目标

教学1-6月: January, February, March, April, May, June。逐个发音，注意January的a发音和February的r

💡 January和February是发音难点，要多带读，慢速

教学7-12月: July, August, September, October, November, December。逐个发音

💡 注意September/November/December的拼写；对比July(7月)和June(6月)

播放并教唱月份歌曲: January, February, March and April, May, June, July... 全班一起唱

💡 用音乐帮助记忆，可以配上拍手/跺脚等节奏动作

教学: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth。逐个教学

💡 注意first/second/third为特殊形式，其余大多基数词+th

教学: eleventh, twelfth, thirteenth... twentieth, twenty-first... twenty-ninth, thirtieth, thirty-first

💡 强调21st(twenty-first)不是twenty-oneth；注意twelfth/eighth的拼写特例

教学日期: 月份+序数词: January 1st (读作January first), March 8th, October 15th。学生跟读

💡 教两种读法: January the first / January first；美式用后者

游戏: 外教说月份，学生抢答该月最后一天的日期: January->31st (thirty-first), February->28th (twenty-eighth)

💡 可加入简单的月份知识问答增加趣味: What month is Children's Day?

总结12个月份、序数词1st-31st、日期表达法

💡 鼓励学生记住至少5位家人/朋友的生日

快速问答: What month is it now? When is Teachers' Day? When is your birthday?

💡 用真实的节日和生日做导入，学生更感兴趣

教学完整问答: When is your birthday? / My birthday is on May 3rd. / It's on December 21st. 学生两两问答

💡 强调on + 具体日期: on May 3rd

讲解: in + 年/月 (in May, in 2024) / on + 具体日期 (on May 3rd, on Monday)。用日历演示

💡 简单总结: 年月段用in，具体某日用on

教学: How old are you? / I'm 12 (years old). / How old is he? / He's 13. 结合生日话题

💡 years old可以省略old，直接说I'm 12

教学: school trip, English test, party, basketball game, Sports Day, School Day, art festival, book sale。展示图片

💡 这些活动在Section B阅读中都会出现，先建立词汇认知

阅读Section B学校活动通知: 包括活动名称、日期、邀请信息。学生找出What activity? When is it? 完成信息表

💡 教学生扫描阅读找日期（数字+月份）的技巧

教学: Do you want to come to my birthday party? / Sure, when is it? / It's on ___. / Great! See you then.

💡 角色扮演活动邀请，增加真实感和趣味性

教活动通知写作: ①活动名称 ②日期 ③地点/时间 ④邀请语。例: We have a book sale on September 15th. Please come!

💡 提供范文模板，学生根据自己生日写派对邀请

总结When is your birthday?问答、in/on介词、学校活动词汇和活动通知写作

💡 让学生做一张生日派对邀请卡

展示一张英文课程表，问: What classes do you have today? 引出学科话题

💡 用真实的课程表，让学生有代入感

教学: Chinese, math, English, science, history, geography, P.E., music, art, computer。逐个教学发音

💡 P.E. = physical education，注意缩写读法

教学: What's your favorite subject? / My favorite subject is science. = I like science best.

💡 favorite =最喜欢的，已经包含'最'的意思，不加most

教学: Why do you like science? / Because it's interesting. / Why does he like P.E.? / Because it's fun.

💡 复习形容词interesting/fun/relaxing/easy/difficult；注意because的拼写

教学: What's your favorite subject? / Who is your science teacher? / Why do you like math?

💡 汇总学过的疑问词: what, who, where, when, why, how

用形容词+because描述: I like P.E. because it's fun. / I don't like history because it's difficult. / He likes art because it's relaxing.

💡 让学生用because给出理由，培养完整表达习惯

学生用What's your favorite subject? Why? 采访5位同学，填写调查表

💡 鼓励学生记录并整理信息

学生汇报: Tom's favorite subject is P.E. because it's fun. Mary likes English best because it's interesting.

💡 提醒用likes和because连接原因

总结学科词汇、What's your favorite subject? Why/Because问答

💡 学生课后思考并在下周分享最喜欢的科目和原因

快速问答: What's your favorite subject? Why? Who is your math teacher?

💡 逐步加入Who is...?问题，引入教师话题

教学: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。逐个发音，注意Wednesday的d不发音

💡 可用星期歌曲帮助记忆；教缩写Mon/Tue/Wed/Thu/Fri/Sat/Sun

讲解: on Monday, on Wednesday。句型: When do you have P.E.? / I have P.E. on Monday and Wednesday.

💡 强调on + 星期的固定搭配

教学: at 8:00 (at eight o'clock), from 9:00 to 9:45。句型: I have math from 8:00 to 8:45.

💡 at + 具体时间点, from...to... 表示时段

展示课程表，学生阅读并回答: When is English class? / What classes do you have on Tuesday?

💡 教学生横向看星期几，纵向看第几节课，交叉定位

阅读Section B短文: 于梅的周五课程和感受。回答: What subjects does she have? What does she think of them? Who is her Chinese teacher?

💡 注意课文中时间顺序的描述方式

教写作结构: ①星期几 ②上午课程+感受 ③下午课程+感受 ④总结。提供范文结构

💡 鼓励学生用at / from...to... / because 丰富表达

教书信格式: Dear ___, 信体, Yours / Sincerely, 署名。结合Yu Mei的写信格式讲解

💡 注意英文信件的称呼和落款格式

总结星期词汇、时间表达（at/from...to...）、课程表读写和书信格式

💡 鼓励学生写一封信分享自己的学校生活

外教问: What can you do? Can you sing? Can you dance? 自然引出can表示能力的用法

💡 可以外教自己先展示一个才艺活跃气氛

教学: guitar, piano, violin, drums, trumpet。展示图片，逐个发音。注意play + the + 乐器: play the guitar

💡 乐器前要加the: play the piano, play the drums

教学: Can you play the guitar? / Yes, I can. / No, I can't. 外教逐一问学生

💡 can't = cannot，教完整和缩写两种形式

教学: sing, dance, swim, draw, paint, speak English, tell stories, play chess。注意play + 运动/棋牌不加the

💡 对比: play the guitar(乐器+the) vs play chess(棋牌无the)

教学: What can you do? / I can sing and dance. / I can play the piano. 让学生表达自己的能力

💡 鼓励学生用and连接多种能力

教学: Can he swim? / Yes, he can. / No, he can't. / What can she do? / She can draw well.

💡 can后动词全部用原形，不受人称影响

教学: music club, art club, chess club, English club, swimming club, sports club。展示俱乐部海报图片

💡 引出下节课的加入俱乐部话题

学生用Can you...?采访5位同学的能力，填调查表: √ can / × can't

💡 限定时间3分钟，看谁采访最多人

总结乐器词汇、can/can't句型、能力动词短语和俱乐部词汇

💡 思考你想加入什么俱乐部，为什么

快速问答: What can you do? Can you play the guitar? Can your deskmate swim?

💡 复习中引出be good at的新表达

教学: I'm good at singing. / She's good at drawing. / He's good at playing the piano. 注意at后跟名词或动词-ing

💡 强调be good at + n./v-ing; be动词随人称变化

教学: be good with people(善于与人相处), be good at English(擅长英语)。展示例句区分

💡 用图片和情景帮助学生记忆两者区别

教学: I want to join the music club. / What club do you want to join? / I want to join the chess club because I'm good at chess.

💡 want to do something; 用because连接原因

完整对话: A: What club do you want to join? / B: I want to join the art club. / A: What can you do? / B: I can draw. I'm good at drawing. / A: Great!

💡 角色扮演俱乐部招新面试场景

阅读Section B几则俱乐部招募广告: Help for Old People / Music Teacher Wanted / Help with Sports。提取关键信息: What club? What can you do?

💡 教学生快速浏览广告找'can'这个词

教申请信写作: ①称呼 ②自我介绍 ③能力介绍(I can... I'm good at...) ④想加入的俱乐部 ⑤落款

💡 提供范文模板，重点句型和连接词

教学: I can also tell stories. / I can tell stories, too. 讲解also(句中)和too(句末)的区别

💡 also在be动词后、实义动词前；too在句末加逗号

总结be good at/want to join/俱乐部申请对话和写作

💡 让学生写一封真实的或想象的俱乐部申请信

外教指着钟表问: What time is it? / It's ___. 复习时间表达，引出日常作息话题

💡 用真实时钟或PPT中的钟表动画提问

复习整点o'clock，教学quarter/past/half: a quarter past seven (7:15), half past eight (8:30), a quarter to nine (8:45)

💡 逆向时间概念需要多次练习: ten to three = 离3点差10分钟 = 2:50

教学: get up, brush teeth, take a shower, get dressed, eat/have breakfast, go to school, do homework, go to bed。用图片展示

💡 用时间轴排序帮助学生记忆活动顺序

教学: What time do you get up? / I get up at 6:30. / What time does he go to school? / He goes to school at 7:15. 注意三单动词+s

💡 先练第一二人称，再过渡到第三人称，注意动词三单变化

教学: always(100%), usually(80%), often(60%), sometimes(30%), never(0%)。用百分比示意

💡 频率副词在实义动词前、be动词后: I usually get up at 6:30. / He is always late.

配合钟表和时间轴图: At 6:30, I get up. At 7:00, I eat breakfast. At 7:30, I go to school... 学生描述自己的一天

💡 用时间轴串联多个动作，训练连贯表达

对比: What time...?（问具体时间点）/ When...?（问大概时间）。What time do you get up? / When do you usually do your homework?

💡 日常对话中两个经常可以互换，但what time要求更精确的时间回答

学生用What time do you...?采访同学，然后汇报: Li Ming usually gets up at 6:30. He goes to school at 7:15.

💡 汇报时注意三单动词+s

总结时间表达法、日常活动短语、What time...?问答和频率副词

💡 制作自己的英文版作息时间表

快速问答: What time do you usually get up? When do you do your homework? 复习频率副词和What time句型

💡 连问3-4个问题，训练学生的即时应答

拓展短语: take a walk, eat quickly, eat a good breakfast, play sports, clean the room。教学后结合频率副词

💡 注意quickly是副词: eat quickly (快速地吃)

讨论什么作息是健康的: Getting up early is healthy. / Going to bed late is unhealthy. 对比健康和不健康的作息习惯

💡 引导学生思考并讨论自己的作息健康与否

阅读Section B: Tony和Mary的不同作息对比。回答: Who is healthier? What time does Tony get up? What does Mary do after dinner?

💡 用表格对比Tony和Mary的作息，训练对比阅读能力

讲解either...or...: You can either do your homework now or later. 否定句: I don't like swimming either.

💡 区分either...or...(两者选一)和neither...nor...(两者都不)

教学大量表达: lots of = a lot of + 可数复数/不可数名词。例句: I have lots of homework. / She drinks a lot of water.

💡 可数和不可数后面都可跟lots of，比many/much更口语化

教写作结构: ①早起活动 ②上学日作息 ③放学后活动 ④睡觉时间。用频率副词和时间表达丰富文章

💡 提供时间顺序连接词: first, then, after that, finally

教学: First, ... / Then, ... / After that, ... / Finally, ... 用连接词串联日常活动描述

💡 这些连接词对写作和口语都非常有用，建议学生背诵

总结作息对比阅读、either/lots of等表达、时间顺序连接词和日常作息写作

💡 提醒学生保持健康的作息习惯

外教问: How do you get to school today? 从学生回答引出交通方式话题

💡 学生可能不会回答，可以用图片提示

教学: walk, bike(ride a bike), bus(take the bus), subway(take the subway), car(drive), taxi(take a taxi), train(by train)

💡 注意不同交通方式的介词搭配: walk(无冠词) / ride a bike(加a) / take the bus(加the) / by bus(加by无冠词)

教学by表达: by bike, by bus, by subway, by train, by car, on foot。对比I take the bus = I go by bus

💡 by + 交通工具不加冠词；on foot是特殊表达

教学: How do you get to school? / I ride my bike. / I take the bus. / How does she get to work? / She drives her car.

💡 替换不同地点: school / work / the park / the library

教学: How long does it take? / It takes about 20 minutes. / How long does it take you to get to school? / It takes me 15 minutes by bike.

💡 It takes + 人 + 时间 + to do... 是个重要句型

教学: How far is it from your home to school? / It's about 2 kilometers. / It's about 10 minutes' walk. 教距离单位kilometer/mile

💡 分钟'表示距离: ten minutes' walk/bike ride/bus ride

完整对话: A: How do you get to school? B: I take the bus. A: How far is it? B: It's about 5 kilometers. A: How long does it take? B: It takes about 30 minutes.

💡 三个How问题覆盖了出行方式、距离和时间

学生采访同学: How do you get to school? How far? How long? 填入调查表

💡 限时采访，训练流利度和信息提取

总结交通方式词汇、How do you get to...?/How long...?/How far...?三个问句

💡 下节课分享你的上学路

快速问答三连: How do you get to school? How far is it? How long does it take?

💡 让学生形成条件反射，听到How...就能快速回答

教学义务表达: I must go to school by bus. / I have to cross a bridge. / Many students have to cross the river.

💡 must强调主观必须，have to强调客观不得不

教学: cross(穿过), leave(离开), arrive(到达), drive(驾驶), ride(骑乘)。用动作图片辅助理解

💡 cross the road, cross the river; arrive at school / arrive in Beijing

阅读Section B文章: 偏远山区学生通过索道过河上学。回答: How do the students go to school? Is it easy or difficult? Why?

💡 这是一篇感人文章，过程中可以引导学生珍惜自己的学习条件

教学: dream(梦想)。It's their dream to have a bridge. / I dream of becoming a teacher. dream to do / dream of doing

💡 结合课文，让学生说自己的梦想

教写作结构: ①我的家和学校距离 ②我的出行方式+时间 ③路上的风景/经历 ④感受。范文展示

💡 鼓励学生写真实的上学经历，越具体越好

制作对比表格: 城市学生和山区学生的上学方式、时间、困难度对比。引导学生用whereas/while表达对比

💡 whereas: Some take the bus, whereas others walk.

教学like做介词的用法: He is like a father to me. / It's like a dream. 与like(喜欢)对比

💡 强调like有动词和介词两种身份: I like (v.) cookies. / He looks like (prep.) his father.

总结must/have to、交通动词、like介词用法和上学路写作

💡 鼓励学生帮助那些上学困难的学生

外教问: What rules do you have at school? 学生尝试说出学校的规定

💡 学生可能用中文回答，外教翻译成英语写在白板上

教学: Be quiet! / Listen to the teacher. (肯定) / Don't run in the hallway. / Don't eat in class. / Don't be late. (否定)

💡 总结结构: 肯定Do...! / Be...! (通常省略主语)；否定Don't + 动词原形

教学: arrive late for class, run in the hallways, eat in the classroom, listen to music in class, fight, wear a hat, be on time

💡 每一条都用Don't... 结构教学，让学生先跟读

教学: Can we eat in the classroom? / No, we can't. / Can we listen to music? / Yes, we can. (在某些时间/地点)

💡 提醒: 不是所有school rules都不能做，有些在特定条件下允许

教学: We must wear the school uniform. / We have to be on time. / We mustn't fight. 把Don't...句型转换成mustn't

💡 don't = mustn't，但mustn't语气更强烈（禁止）

听录音中老师和管理员说的话，学生辨别是rule还是普通指令

💡 先预读可能出现的规则句子，降低听力难度

句型: What are the rules at your school? / We can't... / We must... / Don't... 用三种句式描述规则

💡 三种表达可以互换，让学生灵活运用

学生分组制作校规英文海报: 用Don't... / We must... / We can... 写出5条规则并配图

💡 发挥创意，鼓励画图+英语结合

总结祈使句Don't...、Can we...?询问许可、mustn't禁止表达

💡 让学生回家后观察家里的rules

快速问答: What are your school rules? 学生用Don't/We must/Can we等回答

💡 抽查不同学生，确保各种句型都练到

教学: do the dishes, make the bed, clean the room, help mom make breakfast, practice the guitar, go out, see friends

💡 这些是Section B出现的家庭规则相关短语

教学家庭规则: I must do my homework first. / I can't watch TV on school nights. / I have to clean my room every day.

💡 让学生对比学校和家庭规则的不同

阅读Section B: Molly写给Dr. Know的信，讲述她家里的rules太多让她不开心。回答: What are Molly's family rules? How does she feel?

💡 文章有情感色彩，引导学生体会Molly的感受

教学: happy, sad, angry, tired, relaxed, bored, excited。结合Molly的感受: She feels sad because she has too many rules.

💡 用表情符号辅助教学，让学生做表情

教学: too many rules(可数) / too much homework(不可数)。对比: There are too many rules. / I have too much homework.

💡 too many + 可数复数 / too much + 不可数名词

教学回复建议的表达: You can... / You should... / It's good to... / You must remember...

💡 教学生如何给别人提建议

教结构: ①共情(I know how you feel.) ②建议(You can... / You should...) ③鼓励(Things will be better.)

💡 结合情感和建议，写一封有温度的信

总结家庭规则、too many/much、情感词汇和建议信写作

💡 和家长讨论一条你希望更改的家庭规则

外教模仿动物声音或动作，学生猜: It's a cat! It's a dog! 引出动物话题

💡 动物话题本身就很有趣，学生积极性高

教学: tiger, lion, elephant, panda, giraffe, koala, penguin, dolphin。展示动物图片，逐个发音

💡 注意panda的发音和giraffe的重音在第二个音节

教学: cat, dog, rabbit, bird, fish, hamster, turtle。展示图片，逐个发音

💡 对比: 动物园动物 vs 宠物

教学: cute, clever, friendly, shy, beautiful, ugly, scary, lazy。用动物图片展示每个词

💡 做表情和手势辅助: cute(可爱脸), scary(害怕表情), lazy(打哈欠)

教学: Why do you like pandas? / Because they're cute. / Why does she like koalas? / Because they're interesting.

💡 让学生用形容词+because表达理由，培养完整回答习惯

教学: Where are pandas from? / They're from China. / Where do koalas come from? / They come from Australia.

💡 国家名称: China, Australia, South Africa, Thailand, India

综合: The panda is from China. It's black and white. It's cute. I like pandas because they're cute and friendly.

💡 给学生示范一段完整的动物描述

每个学生选一种动物，用3-4句话描述: It's a... / It's from... / It's... / I like it because...

💡 鼓励学生上台展示，培养口语自信

总结动物词汇、形容词描述、Why/Because和Where are they from?

💡 课后看一个动物纪录片片段并记录3种动物

快速问答: What's your favorite animal? Why? Where is it from?

💡 三连问训练综合回答能力

教学: endangered(濒危的), save(拯救), kill(杀害), ivory(象牙), symbol(象征), flag(国旗), forget(忘记), place(地方)

💡 这些词汇在Section B阅读中会用到

阅读Section B文章: 泰国大象的重要性、面临的威胁和保护行动。回答: Why are elephants important in Thailand? What can elephants do? Why are they in danger?

💡 先扫读提取事实信息，再精读理解情感态度

教学: The flag has an elephant on it. / Things are made of ivory. / We must save the trees and not buy things made of ivory.

💡 made of(看得出原材料) vs made from(看不出原材料)

教学保护号召: We must save the elephants. / We can't kill them for ivory. / Remember that March 13th is Thai Elephant Day.

💡 结合情感教育，培养动物保护意识

教倡议结构: ①动物介绍 ②为什么重要 ③面临什么威胁 ④我们应该做什么。范文引导

💡 鼓励学生选一种濒危动物写倡议

小组讨论3分钟: How can we help animals? 每组提出3条建议，用We can/must/should...表达

💡 培养合作意识和环保责任感

参照大象文章的格式，用学过的句型写一篇关于中国大熊猫的保护短文

💡 提供句型模板，程度好的学生可自由发挥

总结濒危动物保护、made of/from、We must...号召表达和倡议写作

💡 收集更多关于濒危动物的英文信息

外教做动作（看书），问学生: What am I doing? 学生可用中文猜。引出be doing形式

💡 用动作创设语境，直观引入现在进行时概念

教学: be (am/is/are) + V-ing。示例: I am reading. / You are listening. / He is writing. 用表格呈现

💡 板书结构: 主语 + am/is/are + 动词ing + 其他

教学: ①一般加-ing: play->playing ②去e加-ing: dance->dancing ③双写加-ing: swim->swimming ④特殊: die->dying

💡 用分类卡片帮助学生记忆规则

教学: watching TV, reading a newspaper, talking on the phone, listening to music, using the computer, washing dishes, exercising, making soup

💡 全部用图片配ing形式，学生跟读

外教做动作，学生描述: You're reading a book. 学生做动作，其他学生描述

💡 先用第一/二人称（I'm/You're），再过渡到He's/She's

教学: I'm not watching TV. / He isn't reading. / They aren't sleeping. 肯定否定对比操练

💡 提醒isn't=is not, aren't=are not

教学: What are you doing? / I'm doing my homework. / What's he doing? / He's playing computer games.

💡 先集体跟读，再学生对话练习

一个学生做动作，其他学生用现在进行时猜: Are you swimming? / No, I'm not. / Are you dancing? / Yes, I am.

💡 可以用Is he/she...? / Are you...?猜测

总结现在进行时结构、动词-ing变化规则、日常活动ing词汇和What are you doing?问答

💡 观察家里的一个场景，用现在进行时写3个句子

快速闪图: 展示人物活动图片，学生用She's/He's/They're...快速描述

💡 检测学生对现在进行时的掌握程度

教学: Hello, this is ___. / Is that ___? / Can I speak to ___? / Hold on, please. / Sorry, he's not in. 教完整的电话对话礼仪

💡 英文电话自我介绍用This is...，不说I am...

完整对话: A: Hello, this is Tom. Is that Mary? / B: Yes, it's Mary. / A: What are you doing? / B: I'm doing homework. What about you?

💡 先示范，再让学生两两模拟打电话

阅读Section B文章: 朱辉在深圳的端午节vs他美国家庭的日常。回答: What time is it in China? What are his family doing? What is Zhu Hui doing?

💡 用对比阅读理解时间差和现在进行时的持续性

讲解时差: It's 9:00 a.m. in China. Zhu Hui's family are making zongzi. / It's 9:00 p.m. in New York. The host family are watching TV.

💡 用世界地图展示时区概念

教学: There is still 'no place like home'. / He misses his family. / There isn't any other place like home.

💡 still(仍然)；any other(任何其他的)

教学: He misses his family very much. / He wishes to have his mom's delicious zongzi. / I wish you a happy Dragon Boat Festival.

💡 miss(想念/错过)；wish(希望/祝愿)

教写作结构: ①时间/地点 ②家人正在做什么 ③你的感受。用现在进行时写一个节日场景

💡 结合中国传统节日，用英语传播文化

总结电话用语、时差概念、still/miss/wish和节日场景写作

💡 用现在进行时描述端午节或其他节日的一天

快速问答复习: 结构、ing规则、肯定否定、疑问句。用思维导图梳理所有知识点

💡 构建完整知识框架

对比: I usually get up at 6:30. (习惯) vs I'm getting up now. (正在发生)。区分两个时态的用法

💡 用对比表格和例句帮助学生区分

一般现在时: usually, often, every day / 现在进行时: now, right now, Look!, Listen!

💡 给出时间信号词，学生判断用哪个时态

展示一个公园/校园的复杂场景图，学生用现在进行时描述至少5个人的不同活动

💡 先个人观察打草稿，再口头分享

听一段包含现在进行时的对话，回答: What is the boy doing? What are his parents doing?

💡 先预读问题，再听力，最后核对

教写作结构: ①介绍时间地点 ②描述5-6个人的活动 ③总结感受。提供范文

💡 这是综合运用场景写作，考察现在进行时掌握

每组选一个场景（餐厅/图书馆/客厅），用现在进行时表演并解说

💡 一人扮演解说员: Look! Tom is eating. Mary is reading...

各组展示，外教纠正常见错误（特别是ing形式和be动词搭配）

💡 总结高频错误: 忘加be动词 / ing拼写错 / 三单混淆

总结Unit 6全部重点，比较现在进行时和一般现在时

💡 鼓励学生在日常中多观察和描述正在发生的事