人教版七年級英語上冊 Unit1 You and Me 教案（9課時）

【新教材】人教版（2024）七年級上冊英語UnitlYouandMe

教案

SectionAla-ld

課題SectionAla-ld

課型講授聽說課課時1總課時

Thisopeningsectionfocusesonbasicpersonalintroductiondialoguesandcore

personalpronouns.Itintegratespicturematching,listeningandoraltasks,layinga

教材分析

foundationforstudents'simpleself^introductionandpeerinteractivecommunication

inEnglish.

Seventh-gradestudentsarenewtojuniorhighEnglishlearning.Theyareactiveand

學情分析curiousbutlackbasicsentencereserves.Theyneedsystematictrainingforsimple

dailyinteractivedialogueswithpartners

Languagecompetence:Masterbasicpersonalpronounsandcoreintroduction

sentences,finishlisteningtasksaccuratelyandmakesimpleself-introductions.

Thinkingquality:Developclearlogicalthinkingforsimpleinterpersonal

核心素養

communicationanddialogueorganization.

（教學）

Culturalawareness:LearnpoliteEnglishgreetingandintroductionmannersindaily

目標

communication.

Learningability:BuildinitialEnglishlearningconfidenceandformactiveoral

practicehabitsinclass.

德育安全Behonestandpolite;keepgoodclassroomorder.

Keypoints:Mastertargetpronounsandbasicself-introductionsentencepatterns.

教學重點

Difficultpoints:Understandlisteninginformationandusesentencesflexiblyinpeer

難點

communication.

教法學法Situationalteaching,audiolistening,pairpracticeandgameinteraction.

教學準備Listeningaudio,PPTandwordcards

教學過程設計復備欄

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithwarmandsimpleEnglishgreetingstoeasestudents'

tensioninjuniorhighEnglishclass.Theteachergreetsstudentsonebyonewithsimple

dailywordstocreatearelaxedlearningatmosphere.Thentheteacherasksstudents

simpleguidingquestionsaboutthemselves,suchastheirnamesandhobbies,insimple

第1頁共26頁

Englishandbodylanguage.Moststudentscanrespondwithsimplewordsorgestures.

TheteachernaturallypointsoutthatEnglishisatoolfbrknowingeachother,andtoday's

lessonwilllearntointroduceoneselfandothers,whichsuccessfullyleadstothenew

lessontheme.

Step2:Pre-listeningKnowledgePresentation

Theleacherdisplayscorepersonalpronounsandbasicintroductionsentence

patternsinlaonPPT.Theteacherdemonstratesstandardpronunciationandintonation

wordbywordandsentencebysentence,emphasizingsimpleandnaturaloraltonefor

dailycommunication.Studentsfollowtheteachertoreadrepeatedlyinwhole-class,

groupandindividualformstoconsolidatebasicpronunciationandmemorization.The

teachercorrectsinaccuratepronunciationinatimelymanner.Aftervocabularyand

sentencelearning,studentscompletethelapicturematchingtaskindependently,

connectinglanguageknowledgewithcharacterscenestoeliminatesubsequentlistening

barriers.

Step3:While-listeningTaskTraining

Thisstepfocusesoncompletinglband1clisteningtasks.Beforeplayingtheaudio,

theteacherclearlyexplainsthelisteningrequirements,requiringstudentstoconcentrate

onidentifyingcharactersandmatchingcorrectintroductioninformation.Forthefirst

audioplayback,studentslistentograspthegeneraldialoguecontentandunderstandthe

simpleinteractivelogicofself-introduction.Forthesecondplayback,studentscomplete

independentmatchingandjudgmenttasks.Afterlistening,theteacherchecksanswers

withthewholeclass,analyzeskeylisteningclues,andreplaystheaudioagaintohelp

studentsdeepentheirsenseoflanguageandimprovetheirabilitytocapturekeydialogue

information.

Step4:Post-listeningOralPractice

Torealizethetransformationfromlanguageinputtooraloutput,diversified

interactivepracticeiscarriedout.First,studentsimitatethelisteningdialoguesinpairs,

focusingonsimulatingpoliteandnaturalcommunicationtone.Then,theteacher

organizestargetedpairdialoguepractice.Studentslaketurnstointroducethemselvesand

theirdeskmateswithtargetsentences,consolidatingcoresentencepatterns.Theteacher

walksaroundtheclassroomtogivetargetedguidance,correctrigidexpressionsand

wrongsentencecollocations,andencouragesshystudentstoopentheirmouthsbravelyto

participateinEnglishcommunication.

Step5:SituationalConsolidation&Expansion

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Theteachersummarizesthecorevocabularyandsentencepatternslearnedinthis

lesson.CombinedwiththeIdclassroomactivityrequirements,a"KnowYourPartner”

situationalgameiscarriedout.Studentswalkaroundtheclassroomtomakenewfriends

andcompletesimpleEnglishself-introductionandmutualunderstandingcommunication.

Theteacherinfiltratesmoraleducation,guidingstudentstocommunicatepolitely,treat

classmatessincerelyandbuildfriendlyinterpersonalrelationships.Randomspotchecks

areconductedtoteststudents*flexibleapplicationabilityofknowledge.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,sortout

personalpronounsandself-introductionsentencepatterns,andemphasizetheapplication

scenariosofdailyinterpersonalcommunication.Layeredhomeworkisassigned.Basic

homework:Readandmemorizecorewordsandsentencesproficiently.Extended

homework:Introduceyourself:oyourfamilymembersinsimpleEnglish.Finally,the

teacheraffirmsstudents'positiveperformanceandencouragesstudentstokeeppracticing

oralEnglishtobuildlearningconfidence.

[BlackboardDesign]

Unit1YouandMeSectionAla-ld

KeyWords:I,you,he,she,my,your

KeySentences:

I'm.../Youare...

Thisis...Nicetomeetyou!

Goodmorning/afternoon!

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成，

鞏固所學知識。

教Moststudentsactivelyparticipateinclassroomlisteningandoralpracticeandcan

masterbasicintroductionsentenceswell.Situationalgameseffectivelystimulatetheir

學

learninginterest.However,afewstudentsarenotfluentinoralexpression.Futureteaching

反

willincreaserepeatedimitationandsituationaldrillstoenhancetheiroralfluency.

思

第3頁共26頁

SectionAPronunciation

課題SectionAPronunciation

課型講授聽說課課時1總課時

Thispronunciationlessonfocusesonthebasicsounds,wordstressandsentence

intonationofpersonalpronounsandintroductorysentences.Itstandardizesstudents'

教材分析

oralpronunciationandlaysasolidphoneticfoundationfordailyself-introduction

communication.

JuniorhighschoolbeginnershavejustcontactedEnglishpronounsentences.Theycan

學情分析readsimplewordsandsentencesbuthaveunclearpronunciation,wrongstressandflat

intonation,lackingstandardizedphonetictraining.

Languagecompetence:Masterstandardpronunciationofcorepronounsandnatural

intonationofbasicintroductorysentences.

核心素養Thinkingquality:Distinguishcorrectandincorrectpronunciationandsummarize

（教學）simplephoneticrules.

目標Culturalawareness:LearnpoliteandgentletonehabitsindailyEnglishgreetings.

Learningability:Developthehabitofimitatingstandardpronunciationandpracticing

oralEnglishindependentlyandrepeatedly

德育安全Practiceearnestly;abidebyclassroomdisciplinesstrictly.

教學重點Keypoints:Masterstandardpronunciationandstressofpersonalpronouns.Difficult

難點points:Graspnaturalintonationofintroductorysentencesandformfluentoralrhythm.

教法學法Demonstrationteaching,imitationpractice,comparisonandintensivetraining.

教學準備Standardaudio,PPTandphoneticcards.

教學過程設計復備欄

Step1:Warming-up&Lead-in

TheclassstartswithsimpleEnglishgreetingsanddailyinteractivedialogues.The

teacherorganizesstudentstoreviewpronounsandself-introductionsentenceslearned

before.Studentsreadwordsanddialoguescollectively.Theteacherobservesandrecords

commonphoneticproblems,includingvaguewordendings,misplacedstressand

monotonoussentenceintonation.Theteacherexplainsthatstandardpronunciationisthe

premiseofconfidentEnglishspeaking,andintroducesthethemeoftoday'sphonetic

learningtostandardizestudents'oralexpression.

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Step2:PhoneticKnowledgePresentation

TheteacherdisplayscorepronounsandkeysentencesonPPT,markingphonetic

symbols,stresspositionsandintonationtrendsclearly.Theteacherfocuseson

demonstratingthestandardpronunciationofeasy-to-mispronouncewordssuchasI,you,

heandshe,explainingmouthshapeandtonguepositionskills.Thentheteacherteaches

theintonationrulesofdailyintroductorysentences.Politegreetingandself-introduction

sentencesadoptgentleandsteadyintonation.Theteacherusescontrastivereadingto

showthedifferencebetweenrigidreadingandnaturalspeaking,helpingstudentsbuild

intuitivephoneticcognition.

Step3:LayeredImitationDrills

Progressiveimitationtrainingiscarriedoutfromsinglewordstocomplete

sentences.Firstly,playthestandardaudiorepeatedly,andstudentsfollowtoimitateword

pronunciationandstress.Theteachercorrectsindividualerrorsintimeandguides

studentstofeelsyllablerhythm.Afterwordtraining,moveontosentenceimitation.

Studentspracticetargetdialoguesrepeatedlytomatchcorrectstresswithnatural

intonation.Variousreadingformsincludinggroupreading,rowreadingandindividual

readingareadoptedtoensurefullclassparticipationandstandardizedpronunciation.

Step4:ErrorComparison&RuleSummary

Theteacherliststypicalpronunciationproblemsexistinginstudents'practice,and

makesvisualcomparisonbetweenwrongandstandardpronunciation.Guidestudentsto

discussingroupstofinddifferencesandsummarizesimplephoneticrulesforpronouns

anddailysentences.Thencarryoutapronunciationjudgmentgame.Theteacherreads

sentenceswithimproperstressandflatintonationrandomly,andstudentsjudgeand

correctthemimmediately.Thisactivityeffectivelystrengthensstudents5phonetic

discriminationabilityandconsolidateslearningeffects.

Step5:SituationalPhoneticApplication

Integratephonetictrainingwithrealcommunicationscenarios.Organizepair

interactivepractice.Studentstaketurnstodoself-introductionandgreetpartnerswith

standardpronunciationandnaturalpoliteintonation.Theteacherpatrolstheclassroomto

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superviseandguide,focusingoncheckingstudents'overalloralfluencyandtonal

authenticity.Selectexcellentstudentstomakeclassroomdemonstrations,setting

examplesforthewholeclassandencouragingallstudentstoabandonmechanical

reading.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewthekeyphoneticpoints,wordstressand

sentenceintonationrulesofthislesson.Theteacheremphasizestheimportanceof

persistentimitationfororalstandardization.Layeredhomeworkisassigned.Basic

homework:Followstandardaudiotoimitatepronunciationtbr10minutesdaily.

Extendedhomework:Recordpersonalreadingofcorewordsandsentences.Theteacher

encouragesstudentstokeeppracticingtoimprovetheiroralEnglishlevelcontinuously.

[BlackboardDesign]

Unit1YouandMePronunciation

KeyWords&Pronunciation

I/al/you/ju：/he/hi：/she/fi：/

SentenceIntonation:Gentle&natural

KeySentences:

I'm...Nicetomeetyou!

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成，

鞏固所學知識。

Moststudentsmasterstandardpronunciationofcorepronounsandbasicsentence

教intonationthroughimitationanddrills.Phoneticcomparisonactivitieseffectivelyimprove

學theirphoneticawareness.However,afewstudentsstillhaveunstableintonation.Future

反teachingwilladdmoresituationalspeakingexercisestomaketheiroralpronunciationmore

思naturalandstandardized.

第6頁共26頁

SectionA2a-2e

課題SectionA2a-2e

課型講授聽說課課時1總課時

Thissectionfocusesonextendedpersonalintroductiondialoguesandbasicname

inquirysentences.Itintegrateslistening,readingandrole-playtasks,enriching

教材分析

students'dailycommunicativesentencesfbrintroducingothersandaskingpersonal

information.

Seventh-gradestudentshavemasteredsimpleself-introductionexpressions.Theyare

學情分析activeinclassbutlackcoherentdialoguelogicandflexibleskillstoaskandanswer

others*basicpersonalinformationinEnglish.

Languagecompetence:Mastercorenameinquiryandintroductionsentences,finish

listeningandreadingtasksproficiently,andcompletecompletepersonaldialogues.

Thinkingquality:Formlogicalthinkingofaskingandansweringpersonalinformation

核心素養

indailycommunication.

（教學）

Culturalawareness:GrasppolitemannersofEnglishself-introductionandmutual

目標

greeting.

Learningability:BuildconfidenceinoralEnglishanddevelopcooperativeand

autonomouslearninghabits.

德育安全Communicatepolitely;maintainorderlyclassactivities.

Keypoints:Graspcoredialoguepatternsforaskingandintroducingnames.Difficult

教學重點

points:Usecompleteandfluentdialoguesflexiblyinrealinterpersonal

難點

communicationscenarios.

教法學法Situationalteaching,audioimitation,pairworkandrole-play.

教學準備Listeningaudio,PPTandnamecards.

教學過程設計復備欄

Step1:Warming-up&Lead-in

TheteacherstartstheclasswithdailyEnglishgreetingstoactivatetheclassroom

atmosphere.Studentsreviewbasicself-introductionsentenceslearnedbeforethroughpair

dialogues,suchasTm..."and"Nicetomeetyou”.Theteacherchecksstudents*oral

fluencyandgivessimpleevaluations.Thentheteacherraisesguidingquestionsabout

howtoaskothers'namesandintroducethirdpersons.Thistriggersstudents?thinking

andnaturallyleadstothenewlessonthemeofcompletepersonalinquiryand

introductiondialogues,layingafoundationfornewknowledgelearning.

第7頁共26頁

Step2:Pre-listeningKnowledgePresentation

Theteacherdisplayscoresentencepatternsandkeyexpressionsin2aonPPT,

focusingonnameinquiryandthird-personintroductionsentences.Theteacher

demonstratesstandardpronunciation,stressandintonationsentencebysentence,and

explainstheusageandapplicationscenariosofeachsentence.Studentsfollowtheteacher

toreadinvariousformsincludingcollectivereading,groupreadingandindividual

reading.Theteachercorrectsnon-standardpronunciationandrigidintonationintime.

Afterbasicconsolidation,studentsfinishthe2amatchingtaskindependentlyto

consolidatesentencecognitionandeliminatelisteningbarriers.

Step3:While-listeningTaskTraining

Thisstepfocusesoncompleting2blisteningtasks.Beforeplayingtheaudio,the

teacherclarifiestaskrequirements,requiringstudentstocapturekeynameinformation

andmatchcorrectdialogues.Theaudioisplayedforthefirsttimeforstudentstograsp

thegeneraldialoguecontextandcommunicationcontent.Thesecondplaybackallows

studentstocompletematchingtasksindependently.Afterfinishing,theteacherchecks

answersuniformly,analyzeskeylisteningcluesanddialoguelogic.Theaudioisreplayed

againtohelpstudentsdeepentheirsenseoflanguageandstrengthentheirabilityto

extractkeyinformationfromdailydialogues.

Step4:Reading&Role-playPractice

Basedon2cto2etextmaterials,layeredreadingtrainingiscarriedout.Students

firstreadthedialoguessilentlytounderstandthecompletecommunicationprocessof

askingandintroducingnames,andmarkdifficultsentences.Thenchoralreading,paired

readingandimitativeemotionalreadingareorganizedtostandardizereadingfluencyand

naturalintonation.Afterfullymasteringthetexts,pairrole-playactivitiesarelaunched.

Studentstaketurnstoactasnewclassmales,simulatingrealscenariosofmutual

introductionandnameinquiry.Theteacherpatrolstoguideexpressionsandcorrect

incoherentsentences.

Step5:SituationalConsolidation&Application

Theteachersummarizesthecoresentencepatternsanddialoguelogiclearnedinthis

lesson.A"MakeNewFriends^^situationalgameisheld.Studentswalkaroundthe

classroom,uselearnedsentencestoaskclassmates'namesandintroduceeachother,

realizingflexibleknowledgeapplication.Theteacherinfiltratesmoraleducation,guiding

studentstocommunicatepolitely,treatotherssincerelyandbuildfriendlyinterpersonal

relationshipsinnewclassenvironment.Randomoralchecksareconductedtotest

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students,masteryandapplicationability.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,sortingout

nameinquiryandintroductionsentencepatternsandemphasizingthefluencyand

politenessofdailycommunication.Layeredhomeworkisassigned.Basichomework:

Readandrecite2a-2edialoguesskillfully.Extendedhomework:UseEnglishtointroduce

twoofyourclassmatestoyourfamily.Theteacheraffirmsstudents'performanceand

encouragesthemtospeakEnglishbravelyindailylife.

[BlackboardDesign]

Unit1YouandMeSectionA2a-2e

KeySentences:

一What'syourname?—Mynameis.../I'm...

—What'shis/hername?

一His/Hernameis...

Nicetomeetyou!

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成，

鞏固所學知識。

Moststudentsmastercoredialoguesentencesandfinishlisteningandreadingtasks

教well.Situationalrole-playeffectivelyimprovestheiroralparticipationandfluency.

學However,afewstudentsconfusethird-personexpressions.Futureteachingwilladdtargeted

反drillstostrengthenflexiblelanguageapplicationability.

思

SectionAGrammarFocus

課題SectionAGrammarFocus

課型講授聽說課課時1總課時

Thisgrammarlessonsystematicallysummarizespersonalpronounsandnameinquiry

教材分析

sentencepatterns.Itfocusesontheusagedifferencesoffirst,secondandthird-person

第9頁共26頁

pronouns,consolidatingbasicsentencestructuresfordailyintroductionand

communication

Seventh-gradestudentscanusesimpleintroductorysentencesbutlacksystematic

學情分析grammarcognition.TheyoftenconfusesubjectpronounsI,you,he,sheandmake

mistakesinthird-personnameansweringsentences

Languagecompetence:Mastertheformandusageofcommonpersonalsubject

pronounsandproficientlyapplyfixednameinquirysentencepatterns.

Thinkingquality:Developinductivethinkingtosummarizegrammarrulesand

核心素養

distinguishdifferentpersonusages.

（教學）

Culturalawareness:Standardizepoliteoralexpressionhabitsindailyinterpersonal

目標

communication.

Learningability:Formthehabitofsummarizinggrammarknowledgeindependently

andcorrectingerrorsactively.

德育安全Bemodestinlearning;keepsafeclassroominteraction.

Keypoints:Masterpersonalpronounsandfixednameinquirysentencestructures.

教學重點

Difficultpoints:Distinguishandflexiblyusefirst,secondandthird-personpronoun

難點

sentencescorrectly.

教法學法Inductivesummary,exampleanalysis,errorcorrectionandlayeredpractice.

教學準備GrammarPPTandexerciseworksheets

教學過程設計復備欄

Step1:Warming-up&GrammarLead-in

TheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewthe

introductorydialogueslearnedinpreviouslessonsthroughrandomoralquizzes.The

teacherorganizesstudentstoconductpairdialogueswithsentencesaboutaskingand

answeringnames.Duringtheinteraction,theteacherrecordstypicalgrammatical

problems,suchasincorrectthird-personcollocationsandconfusedpronounusages.The

teacherpointsoutthatstandardcommunicationrequiresstandardizedgrammarrules,

leadingstudentstoentertoday'ssystematicgrammarlearningtosolveexistinglanguage

problems.

Step2:GrammarRuleInduction

TheteacherdisplaysallclassicsentencesinGrammarFocusonPPT.Guidestudents

toobserveandclassifysentencesaccordingtodifferentpersons.Theteacher

systematicallysortsoutfourcorepersonalsubjectpronouns:I,you,heandshe,explains

theirrespectiveusagescenariosandmatchingsentencestructures.Theteacher

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summarizesthefixedtransformationrulesoffirst,secondandthird-personintroductory

sentences.Combinedwithtypicalexamples,theteacheranalyzesthestructural

characteristicsofnameinquiryandresponsesentences,helpingstudentsbuildclearand

systematicgrammarknowledgeframework.

Step3:TypicalErrorAnalysis

Theteacherlistscommongrammarmistakesinstudents,dailypractice,including

mixingupheandshe,mismatchingsubjectandpredicate,andwrongthird-personanswer

sentences.Studentsdiscussingroupstojudgerightorwrongexpressionsandanalyze

enorcauses.Aftergroupdiscussion,representativessharetheiranalysisresults.The

teachermakessupplementaryexplanationsandsummarizeseffectivediscrimination

skills,helpingstudentsthoroughlyunderstandpronoundifferencesandeliminate

commongrammaticalerrorsinoralandwrittenexpressions.

Step4:LayeredGrammarConsolidation

Progressivegrammarexercisesarecairiedouttoconsolidateknowledge.Basic

exercisesincludepronounfillingandsentencematchingtostrengthenstudents,memory

ofpronounformsandsimplecollocations.Advancedexercisescoversentencerewriting

anderrorcorrection,requiringstudentstotransformsentencesamongdifferentpersons

independently.Theteacherpatrolstocheckstudents5exerciseconditions,givestargeted

guidancetostudentswithweakfoundation,andcorrectsindividualerrorsintimeto

ensureoverallmasteryofgrammarrules.

Step5:SituationalGrammarApplication

Integrategrammarrulesintorealclassroomcommunicationscenarios.Organizea

“ClassmateIntroduction,,interactiveactivity.Studentsusedifferentpersonalpronoun

sentencestointroducethemselves,deskmatesandotherclassmates.Theyarcrequiredto

usegrammarrulesaccuratelyandmakefluentandpoliteexpressions.Theteacher

evaluatesstudents,performancefocusingongrammaraccuracy.Meanwhile,moral

educationisinfiltratedtoguidestudentstorespectclassmatesandcommunicatepolitely

indailyinterpersonalinteractions.

Step6:Summary&Homework

Theteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,

sortingoutpersonalpronounusagesandthreetypesofpersonintroductorysentence

patterns.Theteacheremphasizesthekeyanddifficultpointsagaintodeepenstudents'

memory.Layeredhomeworkisassigned.Basichomework:Finishgrammarexercisesand

sortouterrorexamples.Extendedhomework:Writesixcorrectsentenceswithdifferent

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personalpronouns.Theteacherencouragesstudentstoapplygrammarrulesflexiblyin

futureEnglishexpression.

[BlackboardDesign]

Unit1YouandMeGrammarFocus

PersonalSubjectPronouns:I,you,he,she

KeySentences:

—What'syourname?—I'm…

——What'shisname?—Hisnameis...

一What'shername?—Hernameis...

【布置作業】學生完成《能力培養與測試》本課時對應練習，要求學生認真完成，

鞏固所學知識。

教Moststudentsmasterpersonalpronounusagesandbasicsentencepatternsthrough

inductionandexercises.Students,grammaticalaccuracyisgreatlyimproved.However,

學

somestudentsstillconfuseheandsheinfastdialogue.Futureteachingwilladdmore

反

situationaldrillstostrengthenflexibleapplication.

思

SectionBla-ld

課題SectionBla-ld

課型講授聽說課課時1總課時

Thissectionsupplementsbasicadjectivepossessivepronounsandsimplegreeting

教材分析dialogues.Itfocusesonlisteningidentificationandsituationaloralpractice,helping

studentsmasterpolitedailycommunicationforgettingalongwithnewfriends.

Seventhgradershavelearnedpersonalpronounsandsimpleself-introduction

學情分析sentences.Theyareactiveinclassbutpronetomixuppossessivepronounsandlack

fluentdailygreetingcommunicationskills

核心素養Languagecompetence:Masterpossessivepronounsandnewgreetingsentences,finish

（教學）listeningtasksaccuratelyandconductdailyfriendlydialogues.

目標Thinkingquality:Distinguishdifferentpronounusagesandformlogical

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communicationthinking.

Culturalawareness:UnderstandpoliteEnglishinterpersonalmannersinschoollife.

Learningability:Cultivateactivelisteninghabitsandimprovecooperativeand

situationaloralexpressionability.

德育安全Befriendlytoothers;abidebyclassroomrulesstrictly.

Keypoints:Masterpossessivepronounsandcoregreetingdialoguepatterns.Difficult

教學重點

poi