Mia ESL
完整课程大纲与清单

A2 · 餐厅里的新选择

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

听懂饮料售罄，选择替代饮料，并用礼貌的完整句提出请求。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Water costs 2 tokens; orange juice costs 3.

可选方案：water / orange juice

条件变化：Orange juice is sold out; apple juice costs 3.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Can I order a drink, please? — 我可以点一杯饮料吗？

1. The orange juice is sold out.
   橙汁卖完了。
2. I would like water, please.
   我想要水，谢谢。
3. Could I have water instead?
   我可以换成水吗？

主动词汇：orange juice · water · apple juice · sold out · please · instead

理解词汇：still · sparkling

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较并解决点单问题

通过追问、比较和说明理由，解决一次真实的点单变化。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：提取信息：听懂售罄和可选替代品；比较选择：比较两种饮料并说明偏好；协商更换：通过追问完成订单更换；解决新问题：面对新的点单变化独立应对

场景任务：1. Ask what is available and identify the ordering problem. → 2. Compare still water, sparkling water, and juice. → 3. Negotiate a change to the order with the server. → 4. Solve a new availability problem and confirm the final choice.

角色扮演情境卡：Water costs 2 tokens; orange juice costs 3. Your budget is 3.

可选方案：water / orange juice

条件变化：Orange juice is sold out; apple juice costs 3.

需要协商：Mia prefers a drink without added sugar.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：May I ask what drinks are available? — 我可以问一下有哪些饮料吗？

1. Do you have any other juice?
   你们还有别的果汁吗？
2. What is the difference between still and sparkling water?
   静水和气泡水有什么区别？
3. Could I change my order to sparkling water?
   我可以把订单换成气泡水吗？
4. I'd prefer apple juice because it isn't fizzy.
   我更想要苹果汁，因为它不含气泡。

主动词汇：available · order · change · prefer · still water · sparkling water · fizzy · instead

理解词汇：recommend · alternative

独立交流：Discuss what makes a useful diner menu; invite the learner to ask Mia a menu question.；Discuss preferences and reasons without requiring a fixed sentence.；Role-switch so the learner can ask Mia a natural follow-up question.；Reflect briefly on the best solution and why it works.

B2 · 协商选择并说明立场

整合信息、权衡方案并自然协商，完成有条件的订单调整。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：整合信息：整合限制条件和替代方案；论证选择：自然表达偏好并说明原因；协商确认：追问、协商并确认最终方案；灵活应变：在意外限制下保持自然交流

场景任务：1. Clarify the available alternatives and constraints. → 2. Evaluate options and explain a nuanced preference. → 3. Negotiate a change while keeping the rest of the meal. → 4. Resolve a fresh complication and confirm the complete decision.

角色扮演情境卡：Water costs 2 tokens; orange juice costs 3. Your budget is 3.

可选方案：water / orange juice

条件变化：Orange juice is sold out; apple juice costs 3.

需要协商：Mia prefers a drink without added sugar.

需要澄清：The menu does not say whether sugar is added.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Could you clarify which drinks are available? — 你能说明一下有哪些饮料吗？

1. Could you clarify which alternatives are available?
   你能说明一下有哪些替代选择吗？
2. I'd rather avoid fizzy drinks, if possible.
   如果可以，我更想避免有气泡的饮料。
3. Apple juice sounds like the most suitable option.
   苹果汁听起来是最合适的选择。
4. Would it be possible to change the drink without changing the meal?
   能否只换饮料、不改套餐？
5. That's perfect, so I'll keep the meal and switch the drink.
   很好，那我保留套餐，只更换饮料。

主动词汇：clarify · alternative · suitable · avoid · preference · option · substitute · keep · switch · recommend

理解词汇：carbonated · complimentary

独立交流：Discuss what information a customer needs before deciding.；Explore taste, health, and convenience through genuine follow-up questions.；Role-switch and let the learner challenge or question Mia’s recommendation.；Reflect naturally on how polite negotiation changed the outcome.

A2 · 把一份订单说清楚

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

点两样东西，听 Mia 复述订单，发现一处错误并礼貌纠正。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The order is a burger and water.

可选方案：check the drink / check the burger

条件变化：The replacement tray is missing the burger.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I'd like a cheeseburger and water, please. — 我想要一个芝士汉堡和一杯水。

1. That's one cheeseburger and one water.
   是一份芝士汉堡和一杯水。
2. Water, please. Not apple juice.
   我要水，谢谢。不是苹果汁。
3. Yes, that's right. Thank you.
   对的，谢谢。

主动词汇：cheeseburger · water · apple juice · one · order · right

理解词汇：fries · anything else

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 核对并修正完整订单

完成个人问答、图片描述、协作修正和延伸讨论，覆盖 B1 口语四类任务。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：抓住细节：听出数量和遗漏；连贯描述：描述餐厅图片中的人物和物品；讨论修正：提出并讨论修改方法；说明理由：确认订单并给出原因

场景任务：1. Give a complete familiar-food order. → 2. Describe the waiter and items in a diner image. → 3. Find an omission and discuss how to fix it. → 4. Confirm the complete order and give a reason.

角色扮演情境卡：The order is a burger and water. The tray has a burger and juice.

可选方案：check the drink / check the burger

条件变化：The replacement tray is missing the burger.

需要协商：Your friend wants to leave soon.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could I order a cheeseburger, fries, and still water, please? — 我可以点芝士汉堡、薯条和静水吗？

1. In the picture, the waiter is carrying two drinks and a meal.
   图片里，服务员端着两杯饮料和一份餐。
2. I think the fries are missing from my order.
   我觉得我的订单里漏了薯条。
3. Could you change the apple juice to still water?
   你能把苹果汁换成静水吗？
4. That is correct because it includes all three items.
   现在对了，因为三样东西都有。

主动词汇：order · missing · include · change · still water · fries · meal · correct

理解词汇：receipt · side dish

独立交流：Answer a personal Part 1-style question about eating out.；Continue for several linked details instead of listing words.；Suggest two fixes and ask Mia which is better.；Talk about a time when checking details helped.

B2 · 精确修改一份复杂订单

比较方案、发现遗漏、协商局部修改，并精确总结复杂订单。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：整合条件：准确听取订单限制；比较方案：连贯比较两种做法；协商修改：保持其他内容不变地修正；总结确认：清楚总结并确认最终结果

场景任务：1. Explain a personal ordering preference and constraint. → 2. Compare two ordering approaches in a long turn. → 3. Evaluate corrections and negotiate the best one. → 4. Confirm the order and discuss why precise communication matters.

角色扮演情境卡：The order is a burger and water. The tray has a burger and juice.

可选方案：check the drink / check the burger

条件变化：The replacement tray is missing the burger.

需要协商：Your friend wants to leave soon.

需要澄清：The server has not confirmed the replacement time.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Could I place the meal order without onions and with still water? — 我可以点这份套餐，不要洋葱，并配静水吗？

1. Let me summarise the order to make sure every detail is correct.
   我来总结一下订单，确认每个细节都正确。
2. The first option looks quicker, whereas the second offers more choice.
   第一种看起来更快，而第二种选择更多。
3. The only issue is that the side dish has been left out.
   唯一的问题是配菜被漏掉了。
4. Would you mind adding the fries without changing the rest of the order?
   可以加上薯条但不改其他内容吗？
5. That resolves the problem, so we can confirm the order as it stands.
   问题解决了，所以可以按现在这样确认订单。

主动词汇：summarise · detail · whereas · issue · side dish · leave out · resolve · confirm · constraint · substitution

理解词汇：customise · allergy

独立交流：Discuss how preferences change in different situations.；Respond to Mia’s short partner question.；Challenge one option and work toward agreement.；Develop a broader opinion with an example.

A2 · 每个人都有一块披萨

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

数清披萨块，给每个人分一块，发现不同并用简单英语说明公平。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：There are 8 slices for 4 friends.

可选方案：equal portions / ask about needs

条件变化：A fifth friend arrives.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：There are eight pizza slices. — 这里有八块披萨。

1. One slice for each person.
   每个人一块。
2. This plate needs one more slice.
   这个盘子还需要一块。
3. Now everyone has the same number.
   现在每个人的数量一样。

主动词汇：pizza · slice · plate · each · one more · same

理解词汇：share · fair

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 讨论一份公平的披萨方案

用图片描述、建议、比较、协作决定和延伸观点完成 B1 四部分任务。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：个人回应：谈熟悉的分享经历；连贯描述：描述图片的数量和位置；共同决策：提出替代方案并达成选择；发展观点：给理由并联系生活

场景任务：1. Answer a personal question about sharing food. → 2. Describe the pizza-table image for about one minute. → 3. Suggest alternatives and agree on a sharing plan. → 4. Explain whether equal portions are always fair.

角色扮演情境卡：There are 8 slices for 4 friends. One friend asks for only 1.

可选方案：equal portions / ask about needs

条件变化：A fifth friend arrives.

需要协商：Two friends are hungry; one wants less.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The picture shows eight slices and three different plates. — 图片里有八块披萨和三个不同的盘子。

1. Two plates have the same number, but one plate has fewer slices.
   两个盘子数量相同，但一个盘子更少。
2. We could give one more slice to the smaller plate.
   我们可以给较少的盘子再加一块。
3. Another option is to cut the last two slices in half.
   另一种办法是把最后两块切成两半。
4. I think the second plan is fairer because everyone gets the same amount.
   我觉得第二个方案更公平，因为每个人得到的一样多。

主动词汇：slice · plate · fewer · same amount · option · cut in half · fairer · share

理解词汇：portion · equal

独立交流：Talk about who the learner usually shares with.；Add positions, quantities and what people may be doing.；Ask Mia to defend a different plan.；Connect the idea to another real-life example.

B2 · 在不同需要之间协商公平

比较两种分法，权衡相等与需要，协商折中方案并发展更广的观点。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：界定问题：识别数量和需要的冲突；深入比较：连贯比较两种分法；协作权衡：评价原则并形成折中；发展论点：把公平观点迁移到新情境

场景任务：1. Explain a view about fairness in familiar situations. → 2. Compare two sharing pictures in a sustained turn. → 3. Evaluate several principles and reach a joint plan. → 4. Discuss equality versus need beyond the pizza task.

角色扮演情境卡：There are 8 slices for 4 friends. One friend asks for only 1.

可选方案：equal portions / ask about needs

条件变化：A fifth friend arrives.

需要协商：Two friends are hungry; one wants less.

需要澄清：You do not know the new friend's appetite.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The two pictures present different ways of sharing the same pizza. — 两张图展示了分享同一份披萨的不同方法。

1. Both plans divide the pizza, but only one considers different needs.
   两个方案都分了披萨，但只有一个考虑了不同需要。
2. We should decide whether equality or individual need matters more here.
   我们要决定在这里数量相等还是个人需要更重要。
3. Equal portions may look fair, although they are not always the fairest solution.
   相等份量看起来公平，但未必总是最公平。
4. Could we reserve two slices first and then divide the remainder equally?
   能否先留两块，再把剩余的平均分？
5. On balance, that compromise seems both practical and considerate.
   综合来看，这个折中方案既实际又体贴。

主动词汇：equality · individual need · portion · remainder · equally · compromise · practical · considerate · priority · justify

理解词汇：allocation · assumption

独立交流：Give a personal example and respond to a follow-up.；Answer Mia’s partner question about who benefits.；Invite disagreement, clarify assumptions and negotiate.；Develop the idea with a new context and conclusion.

A2 · 听出餐厅里的爵士节奏

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

听辨两段原创节奏，比较快慢与强弱，并说出喜欢哪一段。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The task cards describe a slow quiet piece and a fast lively piece.

可选方案：quiet music / lively music

条件变化：A guest asks for a quiet conversation.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This rhythm is slow. — 这段节奏很慢。

1. Rhythm B is faster.
   节奏 B 更快。
2. I like the slow rhythm.
   我喜欢慢节奏。
3. It feels calm and soft.
   它让人感觉平静、柔和。

主动词汇：rhythm · fast · slow · loud · soft · calm

理解词汇：以本课主动词汇为主

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较节奏并说明选择

比较节拍、停顿与氛围，协作决定哪段原创音乐更适合餐厅。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：捕捉细节：听出节拍和停顿；连贯比较：比较两段节奏的特点；互动选择：追问并回应不同意见；情境迁移：为另一个空间选择音乐

场景任务：1. Listen to two short original rhythms. → 2. Compare the speed and feeling of the rhythms. → 3. Choose music for the diner and explain why. → 4. Describe a new rhythm without a sentence frame.

角色扮演情境卡：The task cards describe a slow quiet piece and a fast lively piece.

可选方案：quiet music / lively music

条件变化：A guest asks for a quiet conversation.

需要协商：The owner wants a lively welcome.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The first rhythm is slower than the second. — 第一段节奏比第二段慢。

1. It has a softer beat and a longer pause.
   它的节拍更柔和，停顿更长。
2. The faster rhythm feels more energetic.
   更快的节奏感觉更有活力。
3. I would choose the first one for this diner.
   我会为这家餐厅选第一段。
4. It suits the room because people can still talk.
   它适合这里，因为大家仍然可以聊天。

主动词汇：rhythm · beat · pause · energetic · relaxed · compare · suit · because

理解词汇：以本课主动词汇为主

独立交流：Tell Mia what sounds you notice around you.；Ask Mia which rhythm she likes and respond naturally.；Talk about music that fits another place or mood.；Make a tiny rhythm idea together and name its feeling.

B2 · 用声音细节论证氛围选择

从节奏、动态和交流需求出发，比较、协商并论证一套声音氛围方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：分析声音：提取节奏和动态细节；比较效果：持续比较两种氛围；协商方案：回应异议并形成折中；迁移论证：为新场景提出声音方案

场景任务：1. Listen to two short original rhythms. → 2. Compare the speed and feeling of the rhythms. → 3. Choose music for the diner and explain why. → 4. Describe a new rhythm without a sentence frame.

角色扮演情境卡：The task cards describe a slow quiet piece and a fast lively piece.

可选方案：quiet music / lively music

条件变化：A guest asks for a quiet conversation.

需要协商：The owner wants a lively welcome.

需要澄清：The cards do not tell you the actual volume.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The two rhythms create noticeably different atmospheres. — 两段节奏营造出明显不同的氛围。

1. The first relies on softer beats, whereas the second is more intense.
   第一段依靠更柔和的节拍，而第二段更强烈。
2. A longer pause gives customers more space to talk.
   更长的停顿给顾客更多聊天空间。
3. I can see the appeal of the faster pattern, although it may dominate the room.
   我能理解快节奏的吸引力，但它可能压过室内交流。
4. Could we keep the softer rhythm and add one brighter section?
   我们能否保留柔和节奏，再加入一小段明亮的部分？
5. That balance would make the atmosphere lively without becoming distracting.
   这样的平衡会让氛围活泼但不分散注意力。

主动词汇：atmosphere · contrast · intense · subtle · pattern · dominate · balance · distracting · whereas · appeal

理解词汇：以本课主动词汇为主

独立交流：Tell Mia what sounds you notice around you.；Ask Mia which rhythm she likes and respond naturally.；Talk about music that fits another place or mood.；Make a tiny rhythm idea together and name its feeling.

A2 · 天气变了，行李也要变

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

读天气、选物品，再根据天气变化用简单英语修改计划。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The role-play forecast is sunny at first; rain is possible later.

可选方案：hat and water / raincoat and water

条件变化：Rain is now expected before lunch.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：It is sunny today. — 今天是晴天。

1. I will take a hat and water.
   我会带帽子和水。
2. It is raining now.
   现在下雨了。
3. I need a raincoat instead.
   我需要改带雨衣。

主动词汇：sunny · rainy · hat · water · raincoat · bag

理解词汇：以本课主动词汇为主

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 根据信息修改出行计划

解读预报、比较物品用途，并在天气更新后说明如何修改计划。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：提取信息：听懂预报和后续更新；说明选择：选择物品并给出原因；协作修订：和 Mia 比较修改方案；迁移计划：为新的天气独立规划

场景任务：1. Read the weather board before making a plan. → 2. Choose useful items for the first forecast. → 3. Notice the weather update and revise the plan. → 4. Explain a final bag for a new forecast.

角色扮演情境卡：The role-play forecast is sunny at first; rain is possible later. You can carry 2 items.

可选方案：hat and water / raincoat and water

条件变化：Rain is now expected before lunch.

需要协商：Your friend dislikes carrying a coat.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The morning forecast is sunny, but it may change. — 早晨预报晴天，但可能有变化。

1. I would take water and a hat for the walk.
   我会为散步带水和帽子。
2. A raincoat might also be useful later.
   雨衣稍后也可能有用。
3. After the update, I would replace the toy with a raincoat.
   更新后，我会把玩具换成雨衣。
4. This plan is better because it fits the new weather.
   这个计划更好，因为它符合新的天气。

主动词汇：forecast · update · useful · replace · prepare · choice · plan · change

理解词汇：以本课主动词汇为主

独立交流：Talk about weather the learner enjoys.；Ask Mia what she would pack and compare choices.；Talk about a time a plan had to change.；Invent a simple day out and plan it together.

B2 · 在不确定天气下权衡优先级

在容量限制和天气不确定性下权衡取舍，根据证据修订并解释最终方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：判断信息：区分预报与确定事实；权衡优先级：在空间限制下作选择；协作修订：回应反方意见并调整；迁移原则：把灵活规划用于新情境

场景任务：1. Read the weather board before making a plan. → 2. Choose useful items for the first forecast. → 3. Notice the weather update and revise the plan. → 4. Explain a final bag for a new forecast.

角色扮演情境卡：The role-play forecast is sunny at first; rain is possible later. You can carry 2 items.

可选方案：hat and water / raincoat and water

条件变化：Rain is now expected before lunch.

需要协商：Your friend dislikes carrying a coat.

需要澄清：The exact start time of rain is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The forecast suggests sunshine, although conditions may change. — 预报显示晴天，不过天气可能变化。

1. With limited space, I would prioritise water and practical clothing.
   空间有限时，我会优先带水和实用衣物。
2. The toy is enjoyable, but it does not support the weather plan.
   玩具很有趣，但对天气计划没有帮助。
3. The rain update changes the balance, so the coat becomes essential.
   降雨更新改变了权衡，因此雨衣变得必需。
4. I would keep the water while replacing the least useful item.
   我会保留水，同时替换最不实用的物品。
5. A flexible plan responds to evidence without changing everything.
   灵活的计划会回应新信息，但不必全部推翻。

主动词汇：forecast · uncertainty · prioritise · practical · trade-off · essential · retain · replace · evidence · flexible

理解词汇：以本课主动词汇为主

独立交流：Talk about weather the learner enjoys.；Ask Mia what she would pack and compare choices.；Talk about a time a plan had to change.；Invent a simple day out and plan it together.

A2 · 看特征，找到正确的物品

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察颜色、形状、把手和条纹，比较物品并找到标签对应的展品。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A loose label says blue, a white stripe, and no handle.

可选方案：inspect the cup / inspect the bowl

条件变化：A second blue striped bowl is found.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：The object is blue and round. — 这个物品是蓝色、圆形的。

1. This cup has one handle.
   这个杯子有一个把手。
2. The bowl has a white stripe.
   这个碗有一条白色条纹。
3. The label belongs to this bowl.
   这张标签属于这个碗。

主动词汇：blue · round · bowl · cup · handle · stripe

理解词汇：以本课主动词汇为主

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用线索排除错误答案

整合多个线索，比较候选物品、排除错误答案并用证据解释选择。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：整合线索：提取标签上的多个特征；准确比较：比较相似展品的差异；互动推理：回应追问并排除干扰项；证据表达：用完整理由说明结论

场景任务：1. Observe the loose label and visible objects. → 2. Compare likely objects using visible features. → 3. Check a choice and revise it if needed. → 4. Explain the match using evidence.

角色扮演情境卡：A loose label says blue, a white stripe, and no handle. One object is a blue handled cup; another is a blue bowl with a white stripe.

可选方案：inspect the cup / inspect the bowl

条件变化：A second blue striped bowl is found.

需要协商：Mia wants to choose immediately.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：We need something blue, round, and without handles. — 我们要找蓝色、圆形、没有把手的物品。

1. Both objects are blue, but only one has a white stripe.
   两个物品都是蓝色，但只有一个有白色条纹。
2. The cup cannot be correct because it has a handle.
   杯子不可能正确，因为它有把手。
3. I would choose the striped bowl.
   我会选择有条纹的碗。
4. It matches all the clues on the label.
   它符合标签上的全部线索。

主动词汇：clue · stripe · similar · different · handle · rule out · match · because

理解词汇：以本课主动词汇为主

独立交流：Talk about a museum object the learner remembers.；Ask Mia what clue she noticed first.；Discuss why people sometimes change their minds.；Make a tiny new mystery for Mia to solve.

B2 · 区分观察、推断与证据

区分观察与推断，检验多个候选，修正初步判断并形成有边界的证据结论。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：界定证据：区分观察与猜测；比较候选：说明单一线索为何不足；修正判断：根据新证据调整观点；严谨结论：迁移证据语言解决新谜题

场景任务：1. Observe the loose label and visible objects. → 2. Compare likely objects using visible features. → 3. Check a choice and revise it if needed. → 4. Explain the match using evidence.

角色扮演情境卡：A loose label says blue, a white stripe, and no handle. One object is a blue handled cup; another is a blue bowl with a white stripe.

可选方案：inspect the cup / inspect the bowl

条件变化：A second blue striped bowl is found.

需要协商：Mia wants to choose immediately.

需要澄清：The label has no size or maker.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：We should separate what we can observe from what we merely assume. — 我们应把能观察到的内容与主观猜测区分开。

1. Colour alone is insufficient because two candidates are blue.
   仅凭颜色不够，因为两个候选物都是蓝色。
2. The stripe and lack of handles both support the bowl.
   条纹和没有把手都支持选择这个碗。
3. I first considered the cup, but its handle rules it out.
   我一开始考虑杯子，但它的把手排除了这个答案。
4. The evidence identifies the object, although it tells us nothing about its owner.
   证据能确定物品，却没有说明它的主人。
5. The most defensible conclusion is the striped bowl.
   最有证据支持的结论是有条纹的碗。

主动词汇：observe · assume · candidate · insufficient · evidence · support · revise · rule out · qualify · conclusion

理解词汇：以本课主动词汇为主

独立交流：Talk about a museum object the learner remembers.；Ask Mia what clue she noticed first.；Discuss why people sometimes change their minds.；Make a tiny new mystery for Mia to solve.

A2 · 从餐厅出发去中央公园

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

看公园路线图，用简单方向词带 Mia 从餐厅出发找到湖和桥。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice map offers a short bridge path and a longer lakeside path.

可选方案：bridge path / lakeside path

条件变化：The bridge path is closed in this role-play.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：How do we get to the lake? — 我们怎么去湖边？

1. Go straight to the bridge.
   直走到桥边。
2. Turn left at the sign.
   在路牌处左转。
3. Could you say that again, please?
   你可以再说一遍吗？

主动词汇：go straight · turn left · turn right · near · bridge · lake

理解词汇：path · map

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 给出清楚的公园路线

复述多步路线、核对地标，并在道路变化时提出替代路线。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：听懂方向：听懂路线中的方向和地标；说出路线：用顺序词清楚指路；确认理解：主动追问或请求重复；处理变化：遇到变化时调整路线

场景任务：1. Read the park map and find the lake and bridge. → 2. Give Mia a two-step route using direction words. → 3. Confirm the route and request repetition when needed. → 4. Change the route when one path is closed.

角色扮演情境卡：The practice map offers a short bridge path and a longer lakeside path.

可选方案：bridge path / lakeside path

条件变化：The bridge path is closed in this role-play.

需要协商：Mia wants to arrive quickly.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could you show me the best route to the lake? — 你能告诉我去湖边最好的路线吗？

1. First, go straight along the main path.
   先沿主路直走。
2. Then turn left just after the bridge.
   然后过桥后左转。
3. So we turn after the bridge, is that right?
   所以我们过桥后转弯，对吗？
4. The path is closed, so we should take the route by the rocks.
   路封了，所以我们应走岩石旁的路线。

主动词汇：route · main path · landmark · just after · on your right · closed · detour · confirm

理解词汇：intersection · entrance

独立交流：Talk about a park the learner knows.；Let the learner ask Mia where she would like to go.；Swap roles so Mia follows the learner’s directions.；Invent one new destination and guide Mia there.

B2 · 澄清并协商一条可靠路线

通过澄清、比较与总结协商一条在封路情况下仍可靠的路线。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：听懂方向：听懂路线中的方向和地标；说出路线：用顺序词清楚指路；确认理解：主动追问或请求重复；处理变化：遇到变化时调整路线

场景任务：1. Read the park map and find the lake and bridge. → 2. Give Mia a two-step route using direction words. → 3. Confirm the route and request repetition when needed. → 4. Change the route when one path is closed.

角色扮演情境卡：The practice map offers a short bridge path and a longer lakeside path.

可选方案：bridge path / lakeside path

条件变化：The bridge path is closed in this role-play.

需要协商：Mia wants to arrive quickly.

需要澄清：The reason and duration of the closure are unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Could we work out the clearest route before we leave? — 出发前我们能一起确定最清楚的路线吗？

1. When you say left, do you mean before or after the signpost?
   你说左转，是指路牌前还是后？
2. Once we cross the bridge, we should keep the lake on our right.
   过桥后，我们应让湖保持在右侧。
3. That route is shorter, although the closed path makes it unreliable.
   那条路更短，但封路让它不可靠。
4. A safer alternative would be to go around the rocks and rejoin the path.
   更稳妥的替代方案是绕过岩石再回到小路。
5. Let me summarise the route so we both have the same plan.
   我来总结路线，确保我们计划一致。

主动词汇：direct · clarify · before · after · rejoin · alternative · reliable · summarise · landmark · detour

理解词汇：orientation · accessible

独立交流：Talk about a park the learner knows.；Let the learner ask Mia where she would like to go.；Swap roles so Mia follows the learner’s directions.；Invent one new destination and guide Mia there.

A2 · 在时代广场约好见面

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

用颜色、地标和时间说清集合点，并核对对方是否找到。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Two red umbrellas stand by different entrances.

可选方案：north entrance / south entrance

条件变化：Your friend is waiting at the other entrance.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Let’s meet by the red umbrella. — 我们在红伞旁见。

1. I am by the red umbrella.
   我在红伞旁。
2. Let’s meet at three o’clock.
   我们三点见。
3. Can you see the red umbrella?
   你能看到红伞吗？

主动词汇：meet · red umbrella · three o’clock · near · by · see

理解词汇：landmark · on time

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用地标消除集合点歧义

用颜色、相对位置和时间确认集合点，发现描述歧义后主动澄清。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：描述位置：用地标和位置说清自己在哪；确认时间：说清集合时间；消除歧义：主动核对相似地点；完成会合：总结清楚的集合方案

场景任务：1. Choose one visible landmark as the meeting point. → 2. Agree on a meeting time and repeat it clearly. → 3. Notice two similar descriptions and clarify which one. → 4. Give a complete location-and-time message.

角色扮演情境卡：Two red umbrellas stand by different entrances. Meeting time is 3 pm.

可选方案：north entrance / south entrance

条件变化：Your friend is waiting at the other entrance.

需要协商：One friend cannot hear phone calls well.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Let’s choose a meeting point that is easy to recognise. — 我们选一个容易认出的集合点。

1. I’m standing beside the red umbrella near the blue sign.
   我站在蓝色标志附近的红伞旁。
2. Shall we meet there at three o’clock?
   我们三点在那里见，好吗？
3. There are two red umbrellas, so which one do you mean?
   有两把红伞，你指哪一把？
4. I mean the one next to the round clock.
   我指圆钟旁边的那一把。

主动词汇：meeting point · recognise · beside · next to · which one · round clock · confirm · there

理解词汇：crowded · entrance

独立交流：Talk about easy places to find.；Ask Mia whether she is usually early or late.；Describe the landmark in a different way.；Plan an imaginary meet-up with Mia.

B2 · 在拥挤环境中建立可靠集合方案

发现位置描述的歧义，协商主集合点、备用点和迟到处理方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：描述位置：用地标和位置说清自己在哪；确认时间：说清集合时间；消除歧义：主动核对相似地点；完成会合：总结清楚的集合方案

场景任务：1. Choose one visible landmark as the meeting point. → 2. Agree on a meeting time and repeat it clearly. → 3. Notice two similar descriptions and clarify which one. → 4. Give a complete location-and-time message.

角色扮演情境卡：Two red umbrellas stand by different entrances. Meeting time is 3 pm.

可选方案：north entrance / south entrance

条件变化：Your friend is waiting at the other entrance.

需要协商：One friend cannot hear phone calls well.

需要澄清：You do not know which entrance your friend's map labels north.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：We need a meeting point that remains clear in a crowded square. — 我们需要一个在拥挤广场中仍清楚的集合点。

1. The description is still ambiguous because there is another umbrella nearby.
   这个描述仍有歧义，因为附近还有另一把伞。
2. Could you specify which side of the clock you are on?
   你能说明在钟的哪一侧吗？
3. If the square becomes too crowded, we should use the café entrance instead.
   如果广场太拥挤，我们应改用咖啡馆入口。
4. Let’s allow five minutes and contact each other if either of us is delayed.
   预留五分钟，若有人迟到就联系。
5. So our primary point is the red umbrella at three, with the café as our backup.
   所以首选是三点在红伞处，咖啡馆是备用点。

主动词汇：directly opposite · ambiguous · specify · crowded · backup · delayed · primary · contingency · nearby · remain

理解词汇：reference point · visibility

独立交流：Talk about easy places to find.；Ask Mia whether she is usually early or late.；Describe the landmark in a different way.；Plan an imaginary meet-up with Mia.

A2 · 街角热狗摊的价格和找零

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

看标价、付款并核对简单找零。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：In this practice shop, a hot dog costs 4 dollars.

可选方案：ask about change / check the receipt

条件变化：A new receipt adds a 1-dollar topping; check whether it was requested and recalculate the total.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：How much is the hot dog? — 热狗多少钱？

1. It is four dollars.
   它是四美元。
2. Here is five dollars.
   给你五美元。
3. I get one dollar back.
   我找回一美元。

主动词汇：hot dog · four dollars · five dollars · change · one dollar · back

理解词汇：price · total

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 核对街角小摊的总价

把数量、单价、付款与找零串成完整交易。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读懂价格：从可见标价提取信息；完成付款：说清金额与数量；核对找零：用算出的结果核对；礼貌纠错：发现差异后解决问题

场景任务：1. Read the hot-dog price and ask one clear price question. → 2. Choose the amount to pay and say it clearly. → 3. Check the change against the price. → 4. Correct a different total politely.

角色扮演情境卡：In this practice shop, a hot dog costs 4 dollars. You pay 5 dollars and receive 1 dollar back.

可选方案：ask about change / check the receipt

条件变化：A new receipt adds a 1-dollar topping; check whether it was requested and recalculate the total.

需要协商：Your friend says the topping was requested.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could you tell me how much the hot dog costs? — 你能告诉我热狗多少钱吗？

1. I would like two hot dogs, please.
   我想要两个热狗。
2. The total should be eight dollars.
   总价应该是八美元。
3. I will pay with ten dollars.
   我用十美元付款。
4. I should receive two dollars in change.
   我应该找回两美元。

主动词汇：cost · quantity · total · pay · receive · change · should · check

理解词汇：receipt · cash

独立交流：Talk about a snack the learner would buy.；Let the learner ask Mia what she would buy.；Compare two ways to check a total.；Invent one tiny shop problem for Mia.

B2 · 检查明细并解决结账差异

用明细、比较与礼貌协商解决结账差异。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读懂价格：从可见标价提取信息；完成付款：说清金额与数量；核对找零：用算出的结果核对；礼貌纠错：发现差异后解决问题

场景任务：1. Read the hot-dog price and ask one clear price question. → 2. Choose the amount to pay and say it clearly. → 3. Check the change against the price. → 4. Correct a different total politely.

角色扮演情境卡：In this practice shop, a hot dog costs 4 dollars. You pay 5 dollars and receive 1 dollar back.

可选方案：ask about change / check the receipt

条件变化：A new receipt adds a 1-dollar topping; check whether it was requested and recalculate the total.

需要协商：Your friend says the topping was requested.

需要澄清：You do not know who confirmed the topping.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Could we check the itemised total before I pay? — 付款前能核对一下明细总价吗？

1. The total includes two hot dogs at four dollars each.
   总价包含两个每个四美元的热狗。
2. The meal deal is cheaper only if we want both drinks.
   只有我们都要饮料时套餐才更便宜。
3. There appears to be a one-dollar discrepancy.
   这里似乎有一美元的差异。
4. Would you mind checking the change once more?
   可以再核对一次找零吗？
5. The corrected total and change now match the receipt.
   修正后的总价和找零与收据一致。

主动词汇：itemised · total · each · value · discrepancy · corrected · receipt · match · charge · change

理解词汇：transaction · breakdown

独立交流：Talk about a snack the learner would buy.；Let the learner ask Mia what she would buy.；Compare two ways to check a total.；Invent one tiny shop problem for Mia.

A2 · 在中央公园加入一场游戏

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

礼貌加入游戏，说明能力并完成简单分工。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：One player likes passing; another likes keeping score.

可选方案：invite a passer / invite a scorekeeper

条件变化：The new player wants a different role.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Can I join your game? — 我可以加入你们的游戏吗？

1. I can pass the ball.
   我会传球。
2. You can be the captain.
   你可以当队长。
3. Let's play together.
   我们一起玩吧。

主动词汇：join · game · pass · ball · captain · together

理解词汇：team · role

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 和新队友商量角色

表达优势、邀请意见并协商可调整的分工。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：礼貌加入：主动请求加入活动；表达优势：说清自己能做什么；协作分工：邀请并回应队友；调整计划：协商角色变化

场景任务：1. Ask politely to join the park game. → 2. Use the visible kit to explain one useful strength. → 3. Agree on roles and invite another teammate. → 4. Change the plan after a teammate request.

角色扮演情境卡：One player likes passing; another likes keeping score. A new player wants to join.

可选方案：invite a passer / invite a scorekeeper

条件变化：The new player wants a different role.

需要协商：The captain wants to keep the old teams.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could I join your team for the next game? — 下一场我可以加入你们队吗？

1. I am good at passing and watching for open players.
   我擅长传球和寻找空位队友。
2. You could lead while I support the defence.
   你可以带队，我来协助防守。
3. What role would you like to try?
   你想试试什么角色？
4. We can switch roles after the first round.
   第一轮后我们可以交换角色。

主动词汇：team · strength · lead · support · defence · role · switch · round

理解词汇：position · strategy

独立交流：Talk about a game the learner enjoys.；Ask Mia which role she would choose.；Swap one role and respond naturally.；Create a team name and short cheer.

B2 · 为团队协商一套公平分工

比较优势、邀请安静成员并协商可复盘的团队方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：礼貌加入：主动请求加入活动；表达优势：说清自己能做什么；协作分工：邀请并回应队友；调整计划：协商角色变化

场景任务：1. Ask politely to join the park game. → 2. Use the visible kit to explain one useful strength. → 3. Agree on roles and invite another teammate. → 4. Change the plan after a teammate request.

角色扮演情境卡：One player likes passing; another likes keeping score. A new player wants to join.

可选方案：invite a passer / invite a scorekeeper

条件变化：The new player wants a different role.

需要协商：The captain wants to keep the old teams.

需要澄清：The new player's experience is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Could we agree on roles before the game starts? — 比赛开始前可以先商量角色吗？

1. Our fastest player could cover more space, while a calm communicator could lead.
   最快的队员可以覆盖更多空间，冷静的沟通者可以带队。
2. The roles should balance skill with everyone’s chance to participate.
   角色要兼顾能力和每个人的参与机会。
3. We have not heard your preference yet; what would you enjoy trying?
   我们还没听到你的想法；你想尝试什么？
4. I can switch positions if that makes the plan work better.
   如果能让方案更好，我可以换位置。
5. So we will begin with these roles and review them after one round.
   我们先按这些角色开始，一轮后再复盘。

主动词汇：agree · evaluate · balance · participate · preference · negotiate · position · review · communicator · flexible

理解词汇：coordination · inclusive

独立交流：Talk about a game the learner enjoys.；Ask Mia which role she would choose.；Swap one role and respond naturally.；Create a team name and short cheer.

A2 · 在纽约规划地铁路线

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在可行走的地铁练习区看图、换乘并确认站台。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice ticket names River Stop.

可选方案：direct route / transfer route

条件变化：The direct platform is closed in the task.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：How do we get to the museum? — 我们怎么去博物馆？

1. Take the blue line.
   坐蓝线。
2. Change at the next station.
   在下一站换乘。
3. Is this the right platform?
   这是正确的站台吗？

主动词汇：subway · line · station · change · platform · museum

理解词汇：transfer · direction

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 解释一条有换乘的纽约地铁路线

询问线路、确认行驶方向，并用顺序词复述换乘步骤。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说清目的地：主动说出要去的站点；辨认路线：从地图判断线路和方向；询问换乘：提出或回答换乘问题；复述路线：独立复述关键步骤

场景任务：1. Tell Mia which stop you need and inspect the visible route map. → 2. Identify the line and direction at the visible interchange. → 3. Explain where to change lines using the ticket and map. → 4. Confirm the full route at the destination platform.

角色扮演情境卡：The practice ticket names River Stop. A direct line and a transfer route are shown.

可选方案：direct route / transfer route

条件变化：The direct platform is closed in the task.

需要协商：Your friend prefers fewer changes.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could you help me find the best route to the museum? — 你能帮我找去博物馆的合适路线吗？

1. We need the blue line going downtown.
   我们需要往市中心方向的蓝线。
2. We should change to the green line at the next station.
   我们应在下一站换乘绿线。
3. Does this platform go in the right direction?
   这个站台方向对吗？
4. First take the blue line, then change and ride two stops.
   先坐蓝线，然后换乘再坐两站。

主动词汇：route · downtown · direction · change · platform · stop · transfer · confirm

理解词汇：express · service

独立交流：Ask Mia about a place the learner would like to visit by subway.；Ask Mia which route she would choose and why.；Invite the learner to ask one clarifying question.；Invent a new destination and adapt the route.

B2 · 比较两条地铁路线并应对变化

比较复杂度与时间，根据路线图和突发变化调整方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说清目的地：主动说出要去的站点；辨认路线：从地图判断线路和方向；询问换乘：提出或回答换乘问题；复述路线：独立复述关键步骤

场景任务：1. Tell Mia which stop you need and inspect the visible route map. → 2. Identify the line and direction at the visible interchange. → 3. Explain where to change lines using the ticket and map. → 4. Confirm the full route at the destination platform.

角色扮演情境卡：The practice ticket names River Stop. A direct line and a transfer route are shown.

可选方案：direct route / transfer route

条件变化：The direct platform is closed in the task.

需要协商：Your friend prefers fewer changes.

需要澄清：The transfer waiting time is not given.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Let us compare the direct route with the faster transfer. — 我们比较直达线路和更快的换乘方案。

1. The direct train is simpler, but the transfer may save time.
   直达车更简单，但换乘可能省时间。
2. The map shows one change and two stops after it.
   地图显示换乘一次，之后再坐两站。
3. Could you confirm whether this service stops at the museum?
   能确认这班车在博物馆站停吗？
4. If the blue line is delayed, we can use the green line instead.
   如果蓝线晚点，可以改坐绿线。
5. I would choose the simpler route unless we are in a hurry.
   除非赶时间，否则我会选更简单的路线。

主动词汇：direct · transfer · delay · service · compare · confirm · alternative · unless · route · platform

理解词汇：disruption · frequency

独立交流：Ask Mia about a place the learner would like to visit by subway.；Ask Mia which route she would choose and why.；Invite the learner to ask one clarifying question.；Invent a new destination and adapt the route.

A2 · 在纽约博物馆选一幅画

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在画廊中观察、描述并选择一幅画，区别于旧课的物品线索推理。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Choose between the park painting and the street painting for a quiet reading corner.

可选方案：park painting / street painting

条件变化：The reader asks for a lively rather than quiet corner.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see a park. — 我看到了公园。

1. There is a bridge near the water.
   水边有一座桥。
2. The other painting shows a busy street.
   另一幅画是繁忙的街道。
3. I like the park painting.
   我喜欢这幅公园画。

主动词汇：painting · park · bridge · water · street · calm

理解词汇：compare · colour

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较两幅纽约博物馆作品

连贯描述一幅画，比较两幅作品并把偏好与个人经验连接。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看作品：说出画面中的真实细节；连贯描述：用句子描述一幅画；比较作品：说出两幅画的不同；表达偏好：独立选择并说明理由

场景任务：1. Look at two paintings and name only visible details. → 2. Describe the park painting clearly. → 3. Compare the paintings using actual visual evidence. → 4. Choose one painting and explain a personal reason.

角色扮演情境卡：Choose between the park painting and the street painting for a quiet reading corner.

可选方案：park painting / street painting

条件变化：The reader asks for a lively rather than quiet corner.

需要协商：Mia prefers the other painting.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：These two paintings show very different places. — 这两幅画展现了很不同的地方。

1. The park painting has soft colours and a quiet bridge.
   公园画颜色柔和，有一座安静的桥。
2. The street painting looks brighter and more crowded.
   街景画更明亮，也更拥挤。
3. Both show a city, but they create different moods.
   两幅都画城市，却营造不同气氛。
4. I would choose the park because it reminds me of a peaceful walk.
   我会选公园，因为它让我想到安静的散步。

主动词汇：soft · bright · crowded · mood · compare · remind · peaceful · choose

理解词汇：foreground · composition

独立交流：Ask which colour or object caught the learner’s eye first.；Let the learner ask Mia what she notices in the street painting.；Discuss how the two places might feel.；Imagine a third painting the learner would create.

B2 · 像小策展人一样比较两幅画

以可见细节支持解读，同时承认不同观众可能有不同感受。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看作品：说出画面中的真实细节；连贯描述：用句子描述一幅画；比较作品：说出两幅画的不同；表达偏好：独立选择并说明理由

场景任务：1. Look at two paintings and name only visible details. → 2. Describe the park painting clearly. → 3. Compare the paintings using actual visual evidence. → 4. Choose one painting and explain a personal reason.

角色扮演情境卡：Choose between the park painting and the street painting for a quiet reading corner.

可选方案：park painting / street painting

条件变化：The reader asks for a lively rather than quiet corner.

需要协商：Mia prefers the other painting.

需要澄清：The reader has not explained what lively means to them.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Both works show city life, although they lead the viewer to different feelings. — 两幅画都表现城市生活，却带来不同感受。

1. The bridge draws our eye through the quieter landscape.
   桥把视线引向较安静的风景。
2. The crowded street relies on warmer colours and stronger contrast.
   拥挤的街景使用更暖的颜色和更强的对比。
3. The scene feels peaceful to me, though another viewer might disagree.
   我觉得画面平静，但别的观众可能不同意。
4. I would place them together to show two sides of the same city.
   我会把它们并置，展示同一座城的两面。
5. The park painting is my choice because its details invite a slower look.
   我选择公园画，因为细节值得慢慢看。

主动词汇：landscape · contrast · viewer · interpret · place together · perspective · detail · invite · mood · curate

理解词汇：composition · juxtapose

独立交流：Ask which colour or object caught the learner’s eye first.；Let the learner ask Mia what she notices in the street painting.；Discuss how the two places might feel.；Imagine a third painting the learner would create.

A2 · 在纽约博物馆问参观信息

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

看参观信息，向工作人员提问并遵守画廊规则。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice visit card says open at 10 and no flash.

可选方案：wait and sketch / ask about entry

条件变化：One room opens 20 minutes later.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：What time does the museum open? — 博物馆几点开门？

1. Can I take photos here?
   这里可以拍照吗？
2. I will not use the flash.
   我不会使用闪光灯。
3. Let us visit the gallery first.
   我们先参观画廊吧。

主动词汇：museum · open · photo · flash · gallery · first

理解词汇：rule · staff

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 询问博物馆安排并调整参观计划

问清参观时间和拍照规则，再据此调整路线。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取信息：说出信息板可见内容；主动询问：询问时间或参观规则；回应规则：调整参观行为；确认计划：独立说明参观安排

场景任务：1. Read the illustrated information board and say what is visible. → 2. Ask staff about opening time and one gallery rule. → 3. React to the no-flash rule and propose a safe way to remember the visit. → 4. Repeat the practical visit plan independently.

角色扮演情境卡：The practice visit card says open at 10 and no flash. You arrive at 9:50.

可选方案：wait and sketch / ask about entry

条件变化：One room opens 20 minutes later.

需要协商：Your friend has only 30 minutes.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could you tell me when the museum opens? — 能告诉我博物馆几点开门吗？

1. Are photographs allowed in this gallery?
   这个展厅允许拍照吗？
2. Does the rule apply to every room or only this one?
   规则适用于所有展厅还是仅这一间？
3. Since flash is not allowed, I will put my camera away.
   既然不允许闪光灯，我会收起相机。
4. We can visit the portrait gallery before it gets busy.
   我们可以在拥挤前先看肖像画廊。

主动词汇：allowed · rule · apply · portrait · busy · camera · visit · before

理解词汇：admission · exhibition

独立交流：Ask what the learner likes doing in museums.；Invite a genuine follow-up question.；Discuss how to enjoy art without disturbing others.；Imagine taking a friend who has not visited before.

B2 · 为同伴规划合规的博物馆参观

区分规则范围，解释原因并为同伴提出可行的替代安排。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取信息：说出信息板可见内容；主动询问：询问时间或参观规则；回应规则：调整参观行为；确认计划：独立说明参观安排

场景任务：1. Read the illustrated information board and say what is visible. → 2. Ask staff about opening time and one gallery rule. → 3. React to the no-flash rule and propose a safe way to remember the visit. → 4. Repeat the practical visit plan independently.

角色扮演情境卡：The practice visit card says open at 10 and no flash. You arrive at 9:50.

可选方案：wait and sketch / ask about entry

条件变化：One room opens 20 minutes later.

需要协商：Your friend has only 30 minutes.

需要澄清：You do not know whether the delayed room is essential to your friend.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Before we enter, I would like to clarify the opening hours and photography policy. — 入馆前我想确认开放时间和摄影规定。

1. Could you specify whether the photography rule covers this entire gallery?
   能说明摄影规定是否适用于整座画廊吗？
2. Avoiding flash protects the artworks and respects other visitors.
   不用闪光灯能保护作品，也尊重其他访客。
3. If photographs are restricted, I can take notes afterward instead.
   如果限制拍照，我可以参观后记笔记。
4. We should visit the quieter rooms first, provided they are open.
   如果开放，我们应先参观较安静的展厅。
5. I will explain the rule to my friend before we start.
   开始前我会向朋友解释规则。

主动词汇：clarify · policy · specify · restricted · respect · alternative · provided · visitor · gallery · priority

理解词汇：conservation · exception

独立交流：Ask what the learner likes doing in museums.；Invite a genuine follow-up question.；Discuss how to enjoy art without disturbing others.；Imagine taking a friend who has not visited before.

A2 · 在中央公园选野餐地点

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察两处地点，选择野餐位置并应对天气变化。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The task offers a sunny open lawn and a shaded spot farther away.

可选方案：sunny lawn / shaded spot

条件变化：Light rain begins in the role-play.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This place is sunny. — 这里阳光充足。

1. The other place has a tree.
   另一个地方有树。
2. I like the shady place.
   我喜欢有树荫的地方。
3. It’s raining. Let’s go inside.
   下雨了。我们进去吧。

主动词汇：sunny · tree · shady · picnic · rain · inside

理解词汇：lake · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较中央公园的两个野餐位置

比较地点条件，询问同伴偏好并共同选择。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察地点：识别两个野餐位置；比较条件：说出阳光树荫等差异；共同选择：回应同伴并达成决定；应对变化：在天气变化后调整选择

场景任务：1. Identify a sunny lawn and a shaded lakeside spot in the illustrated prop. → 2. Compare shade, space and distance using what can be seen. → 3. Agree on a picnic place for two people with different preferences. → 4. Adapt the choice when the weather changes.

角色扮演情境卡：The task offers a sunny open lawn and a shaded spot farther away.

可选方案：sunny lawn / shaded spot

条件变化：Light rain begins in the role-play.

需要协商：One friend wants shade; another has heavy bags.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The lawn has more space, while the lakeside spot has shade. — 草地空间更大，湖边有树荫。

1. I would prefer the shade because it may be hot later.
   我更喜欢树荫，因为晚些可能会热。
2. What matters more to you, the view or the space?
   你更看重景色还是空间？
3. Let us choose the lakeside spot and sit near the tree.
   选湖边，坐在树旁吧。
4. If it rains, we can move our picnic indoors.
   如果下雨，可以把野餐改到室内。

主动词汇：lawn · lakeside · shade · space · view · prefer · move · weather

理解词汇：shelter · forecast

独立交流：Ask the learner about a favourite outdoor place.；Let Mia prefer the other spot.；Invite the learner to ask Mia which factor matters most.；Invent a new park plan together.

B2 · 兼顾不同需求规划公园野餐

权衡空间与舒适度，征询对方并形成备用方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察地点：识别两个野餐位置；比较条件：说出阳光树荫等差异；共同选择：回应同伴并达成决定；应对变化：在天气变化后调整选择

场景任务：1. Identify a sunny lawn and a shaded lakeside spot in the illustrated prop. → 2. Compare shade, space and distance using what can be seen. → 3. Agree on a picnic place for two people with different preferences. → 4. Adapt the choice when the weather changes.

角色扮演情境卡：The task offers a sunny open lawn and a shaded spot farther away.

可选方案：sunny lawn / shaded spot

条件变化：Light rain begins in the role-play.

需要协商：One friend wants shade; another has heavy bags.

需要澄清：Neither location card confirms shelter.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：We should choose a picnic spot that balances space, shade and the view. — 应找一处兼顾空间、树荫和景色的位置。

1. The open lawn offers room for games, whereas the lakeside is cooler.
   开阔草地适合游戏，湖边则更凉快。
2. Would you rather prioritise space or stay out of the sun?
   你更想优先考虑空间还是避开日晒？
3. I can accept a smaller space if we have enough shade.
   只要树荫够，我可以接受空间小一点。
4. If the forecast changes, we should use the indoor shelter.
   如果预报有变，应改用室内遮蔽处。
5. The lakeside seems the best compromise for both of us.
   湖边似乎是双方最好的折中。

主动词汇：balance · whereas · prioritise · accept · forecast · shelter · compromise · shade · space · view

理解词汇：trade-off · contingency

独立交流：Ask the learner about a favourite outdoor place.；Let Mia prefer the other spot.；Invite the learner to ask Mia which factor matters most.；Invent a new park plan together.

A2 · 在纽约地铁礼貌让座

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

看懂优先座位标志，礼貌让座并回应对方。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A priority-seat sign is visible.

可选方案：offer politely / ask if help is wanted

条件变化：The passenger declines the seat.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This is a priority seat. — 这是一个优先座位。

1. Would you like this seat?
   您需要这个座位吗？
2. Of course. Please sit here.
   当然，请坐这里。
3. No problem. Have a good trip.
   没关系，祝您旅途愉快。

主动词汇：seat · sit · please · trip · priority · offer

理解词汇：carriage · sign

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在纽约地铁提出并回应帮助

主动提供帮助，听清对方选择并自然回应。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察标志：说出优先座位标志的含义；主动礼让：礼貌询问是否需要座位；尊重回应：回应接受或婉拒；迁移表达：在新情境提出周到做法

场景任务：1. Notice the priority-seat sign and describe what it shows. → 2. Offer the seat politely without assuming someone needs it. → 3. Listen to a yes or no and respond respectfully. → 4. Explain a considerate action in a different crowded carriage.

角色扮演情境卡：A priority-seat sign is visible. A nearby passenger is standing.

可选方案：offer politely / ask if help is wanted

条件变化：The passenger declines the seat.

需要协商：Your friend insists the passenger should sit.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：This sign shows that the seat is for people who may need it more. — 标志表明这个座位留给更需要的人。

1. Would you like to take my seat?
   您想坐我的座位吗？
2. Please let me know if standing would be difficult.
   如果站着不方便，请告诉我。
3. You are welcome; I can stand near the door.
   不用客气，我可以站在门旁。
4. That is fine; I will leave the seat available.
   好的，我会把座位留着。

主动词汇：sign · seat · offer · standing · available · respect · carriage · door

理解词汇：priority · passenger

独立交流：Ask who might need the seat.；Let the learner ask Mia how she would phrase the offer.；Practise both possible answers.；Invite the learner to suggest another way to help.

B2 · 在拥挤地铁中得体地提供帮助

避免假设，尊重乘客选择，并在拥挤环境提出其他帮助。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察标志：说出优先座位标志的含义；主动礼让：礼貌询问是否需要座位；尊重回应：回应接受或婉拒；迁移表达：在新情境提出周到做法

场景任务：1. Notice the priority-seat sign and describe what it shows. → 2. Offer the seat politely without assuming someone needs it. → 3. Listen to a yes or no and respond respectfully. → 4. Explain a considerate action in a different crowded carriage.

角色扮演情境卡：A priority-seat sign is visible. A nearby passenger is standing.

可选方案：offer politely / ask if help is wanted

条件变化：The passenger declines the seat.

需要协商：Your friend insists the passenger should sit.

需要澄清：You cannot infer a stranger's needs from appearance.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The priority-seat sign reminds us to be aware of other passengers. — 优先座位标志提醒我们关注其他乘客。

1. Would this seat be useful to you, or would you prefer to stand?
   这个座位对您有帮助吗，还是您更愿意站着？
2. I should offer help without assuming what another person needs.
   我应主动帮助，但不擅自判断别人需要什么。
3. Please take it; I can move closer to the door.
   请坐，我可以移到门旁。
4. Of course; I will respect your choice and keep the aisle clear.
   当然，我会尊重您的选择并保持过道畅通。
5. In a crowded carriage, I can also make space for someone to pass.
   在拥挤车厢里，我也可以给通行的人让出空间。

主动词汇：passenger · assume · respect · aisle · crowded · offer · choice · priority · space · pass

理解词汇：accessibility · courtesy

独立交流：Ask who might need the seat.；Let the learner ask Mia how she would phrase the offer.；Practise both possible answers.；Invite the learner to suggest another way to help.

A2 · 在纽约餐厅给朋友推荐餐点

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

看菜单，询问朋友偏好并推荐合适的餐点。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice menu has vegetable soup and a sandwich with bread.

可选方案：vegetable soup / sandwich

条件变化：Your friend says they want bread.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：The soup has vegetables. — 这碗汤里有蔬菜。

1. Do you like soup or a sandwich?
   你喜欢汤还是三明治？
2. I think you would like the soup.
   我想你会喜欢这碗汤。
3. You want bread, so try the sandwich.
   你想吃面包，那就试试三明治。

主动词汇：soup · sandwich · vegetables · bread · like · try

理解词汇：menu · recommend

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 根据朋友的偏好推荐纽约餐点

询问需求、比较菜单并根据朋友的反馈调整推荐。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：理解菜单：识别两种餐点的不同；询问偏好：主动问同伴想吃什么；提出推荐：说明选择和理由；灵活调整：根据新偏好修改推荐

场景任务：1. Read two illustrated menu choices and identify visible ingredients. → 2. Ask a friend about their preference before recommending. → 3. Recommend a suitable meal and explain one reason. → 4. Revise the recommendation when the friend changes their preference.

角色扮演情境卡：The practice menu has vegetable soup and a sandwich with bread.

可选方案：vegetable soup / sandwich

条件变化：Your friend says they want bread.

需要协商：The group wants to order together.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The soup is warm, while the sandwich is easier to take away. — 汤是热的，三明治更方便打包。

1. Would you prefer something warm or something you can take away?
   你更想要热食还是方便带走的？
2. I would recommend the soup because you said you wanted vegetables.
   我推荐汤，因为你说想吃蔬菜。
3. That makes sense; if you are in a hurry, the sandwich may suit you better.
   有道理；如果赶时间，三明治可能更适合。
4. So we will choose the sandwich and save the soup for another day.
   那就选三明治，改天再喝汤。

主动词汇：recommend · prefer · warm · take away · suit · hurry · vegetables · choice

理解词汇：ingredient · special

独立交流：Ask what the learner likes on a menu.；Let Mia express a preference that differs from the learner’s.；Invite Mia to ask a genuine follow-up.；Suggest a meal for a different friend.

B2 · 为不同需要的朋友审慎推荐餐点

澄清条件，比较餐点并在信息变化时审慎修改建议。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：理解菜单：识别两种餐点的不同；询问偏好：主动问同伴想吃什么；提出推荐：说明选择和理由；灵活调整：根据新偏好修改推荐

场景任务：1. Read two illustrated menu choices and identify visible ingredients. → 2. Ask a friend about their preference before recommending. → 3. Recommend a suitable meal and explain one reason. → 4. Revise the recommendation when the friend changes their preference.

角色扮演情境卡：The practice menu has vegetable soup and a sandwich with bread.

可选方案：vegetable soup / sandwich

条件变化：Your friend says they want bread.

需要协商：The group wants to order together.

需要澄清：The menu does not list all ingredients.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Before recommending a dish, I would ask what matters most to my friend. — 推荐之前，我会先问朋友最看重什么。

1. Are you looking for something light, warm, or quick to take away?
   你想要清淡、热乎，还是方便打包的食物？
2. The soup offers more vegetables, whereas the sandwich is more convenient.
   汤有更多蔬菜，三明治则更方便。
3. Given your preference for a warm meal, I would suggest the soup.
   考虑到你想吃热食，我建议喝汤。
4. If time is now the priority, I would change my recommendation to the sandwich.
   如果时间现在更重要，我会改推荐三明治。
5. I can describe the visible ingredients, but we should ask staff about anything not listed.
   我能描述可见食材，但未列出的内容应向员工确认。

主动词汇：recommend · preference · convenient · priority · ingredient · visible · listed · suggest · whereas · revise

理解词汇：dietary · special

独立交流：Ask what the learner likes on a menu.；Let Mia express a preference that differs from the learner’s.；Invite Mia to ask a genuine follow-up.；Suggest a meal for a different friend.

A2 · 在中央公园观察池塘

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察真实 3D 池塘、模型船和树叶，说清位置与不同。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Record one pond observation and one leaf observation separately.

可选方案：compare leaves / compare boat positions

条件变化：A second observation differs from the first.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see a little boat. — 我看到一艘小船。

1. The boat is near the bank.
   小船在岸边。
2. The boat is on the water.
   小船在水面上。
3. This leaf is wider than that one.
   这片叶子比那片宽。

主动词汇：boat · pond · wind · leaf · bank · wide

理解词汇：model · observe

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用细节描述中央公园的池塘

连贯描述池塘变化，比较树叶，并提出可观察的问题。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察池塘：说出场景中实际可见的物件；描述变化：用位置和风描述模型船；比较树叶：比较两片树叶的可见形状；口头报告：区分观察与想知道的问题

场景任务：1. Observe the real pond, two model boats and the wind vane. → 2. Describe where a model boat is and ask what could move it. → 3. Compare two leaves on the study desk without naming an unsupported species. → 4. Give Mia a short field report with one observation and one question.

角色扮演情境卡：Record one pond observation and one leaf observation separately.

可选方案：compare leaves / compare boat positions

条件变化：A second observation differs from the first.

需要协商：Mia thinks wind explains every change.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：A model boat is floating near the edge of the pond. — 一艘模型船漂在池塘边缘。

1. If the wind changes direction, the boat may move towards the other bank.
   如果风向改变，小船可能驶向另一边。
2. The two leaves differ in width and shape.
   两片树叶的宽度和形状不同。
3. I can describe their shape, but I cannot identify the trees from this view.
   我能描述形状，但不能凭这个视角确定树种。
4. What else should we observe before explaining the movement?
   解释小船移动前还应观察什么？

主动词汇：floating · edge · direction · width · shape · observe · compare · movement

理解词汇：vane · species

独立交流：What can you see across the pond?；How might wind change the boat?；Which leaf would you describe first?；What would you investigate next?

B2 · 用可见证据解释公园池塘的变化

用可见证据解释小船变化，明确因果推断的限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察池塘：说出场景中实际可见的物件；描述变化：用位置和风描述模型船；比较树叶：比较两片树叶的可见形状；口头报告：区分观察与想知道的问题

场景任务：1. Observe the real pond, two model boats and the wind vane. → 2. Describe where a model boat is and ask what could move it. → 3. Compare two leaves on the study desk without naming an unsupported species. → 4. Give Mia a short field report with one observation and one question.

角色扮演情境卡：Record one pond observation and one leaf observation separately.

可选方案：compare leaves / compare boat positions

条件变化：A second observation differs from the first.

需要协商：Mia thinks wind explains every change.

需要澄清：There is no measurement proving the cause.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The model boat appears to drift, but I would check the wind vane before explaining why. — 模型船似乎在漂动，但解释原因前我会先看风向标。

1. The vane suggests a change in wind direction, while the boat is moving across the pond.
   风向标提示风向变化，小船正横过池塘。
2. That pattern is consistent with wind, although I cannot rule out another cause.
   这种现象与风的作用一致，但无法排除其他原因。
3. One leaf is broader, whereas the other has a narrower outline.
   一片叶子较宽，另一片轮廓较窄。
4. My report separates what I observed from what I inferred.
   我的报告把观察结果与推断分开。
5. What measurement would help us test the explanation?
   什么测量能帮助检验这个解释？

主动词汇：drift · vane · direction · pattern · consistent · outline · infer · measurement · evidence · cause

理解词汇：current · botany

独立交流：What can you see across the pond?；How might wind change the boat?；Which leaf would you describe first?；What would you investigate next?

A2 · 在中央公园续讲小船故事

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

利用 3D 公园中的书、小船和船屋，按顺序续讲短故事。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A fictional character finds a small boat and a folded note.

可选方案：open the note / find the owner

条件变化：The note asks for help but has no name.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Here is an open book. — 这里有一本打开的书。

1. A little boat goes past the house.
   一艘小船经过小屋。
2. Then a child finds a leaf.
   然后一个孩子发现一片叶子。
3. At last, the child writes a story.
   最后，孩子写下一个故事。

主动词汇：book · boat · house · leaf · then · last

理解词汇：terrace · character

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用公园线索合作编故事

从可见线索出发，和 Mia 协作讲出有转折的故事。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现线索：从故事露台找到可见线索；续讲事件：根据场景构思下一件事；回应想法：倾听并回应不同的故事走向；完整复述：有顺序地讲出完整短故事

场景任务：1. Inspect the original storybook terrace and identify a visible clue. → 2. Choose a setting near the boathouse and build the next event. → 3. Tell Mia what a character might do and listen to a different idea. → 4. Retell the story with a clear beginning, change and ending.

角色扮演情境卡：A fictional character finds a small boat and a folded note.

可选方案：open the note / find the owner

条件变化：The note asks for help but has no name.

需要协商：Mia wants a funny ending; you want a mystery.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The open storybook gives us a clue, but we can imagine different endings. — 打开的故事书提供线索，但我们可以想象不同结尾。

1. The boat passes the boathouse while a child watches from the path.
   小船经过船屋时，一个孩子在小路上看着。
2. When the wind turns, the child has to choose what to do next.
   风向改变时，孩子得决定下一步。
3. I like your idea, although I would give the child a different reason.
   我喜欢你的想法，不过我会给孩子另一个理由。
4. In the end, the leaf becomes a reminder of the adventure.
   最后，树叶成了这次冒险的纪念。

主动词汇：clue · imagine · ending · path · wind · choose · reason · reminder

理解词汇：plot · narrator

独立交流：Who might have left the book?；What could happen beside the boathouse?；Would your character follow the boat?；What detail should stay in the final story?

B2 · 让中央公园的线索推动叙事

围绕场景线索构建人物动机，回应不同结尾并修订叙事。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现线索：从故事露台找到可见线索；续讲事件：根据场景构思下一件事；回应想法：倾听并回应不同的故事走向；完整复述：有顺序地讲出完整短故事

场景任务：1. Inspect the original storybook terrace and identify a visible clue. → 2. Choose a setting near the boathouse and build the next event. → 3. Tell Mia what a character might do and listen to a different idea. → 4. Retell the story with a clear beginning, change and ending.

角色扮演情境卡：A fictional character finds a small boat and a folded note.

可选方案：open the note / find the owner

条件变化：The note asks for help but has no name.

需要协商：Mia wants a funny ending; you want a mystery.

需要澄清：The note's author is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A convincing story can grow from the book, the changing wind and one small decision. — 有说服力的故事可以从书、风向变化和一个小决定生长出来。

1. From the child’s point of view, the drifting boat looks like an invitation.
   从孩子视角看，漂走的小船像一份邀请。
2. She follows it because the open book contains a drawing of the boathouse.
   她跟着小船，因为打开的书上画着船屋。
3. Your ending is possible, but a quieter resolution might fit the setting better.
   你的结尾可以成立，但更安静的收束也许更合适。
4. I would keep the leaf as a recurring detail and change the final scene.
   我会保留树叶作为反复出现的细节，并改写最后一幕。
5. The story begins with a clue, turns on a decision, and ends with a new understanding.
   故事由线索开始，因决定而转折，最后获得新认识。

主动词汇：perspective · motivation · drifting · invitation · resolution · recurring · scene · clue · decision · retell

理解词汇：symbol · narrative

独立交流：Who might have left the book?；What could happen beside the boathouse?；Would your character follow the boat?；What detail should stay in the final story?

A2 · 在中央车站的大钟下会合

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在中央车站 3D 大厅找到地标，礼貌确认会合地点和时间。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Meet at the clock at 10:10.

可选方案：wait at the clock / ask at information

条件变化：A friend says they are at a different clock.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Let us meet under the big clock. — 我们在大钟下面见面。

1. We can meet at ten ten.
   我们十点十分见。
2. Where is the information desk?
   服务台在哪里？
3. Is this the right clock?
   这是约定的大钟吗？

主动词汇：meet · clock · under · time · desk · friend

理解词汇：concourse · landmark

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 把中央车站的会合约定说清楚

用清晰地标约定会合，并避免混淆练习车次信息。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：辨认地标：在 3D 大厅找到中央大钟；礼貌询问：向服务台确认约定时间；核对信息：区分会合点和练习出发牌；说明会合：说出清楚的地点与时间

场景任务：1. Find the four-faced clock as a meeting landmark. → 2. Ask at the information booth and check the meeting time. → 3. Read the fictional departure board and distinguish it from the meeting point. → 4. Give Mia a complete meeting instruction with place and time.

角色扮演情境卡：Meet at the clock at 10:10. The practice departure is at 10:30.

可选方案：wait at the clock / ask at information

条件变化：A friend says they are at a different clock.

需要协商：One friend wants to go to the platform now.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The clock in the main hall is easier to find than a platform gate. — 大厅的大钟比站台入口更容易找到。

1. Let us meet beneath the four-faced clock at ten ten.
   十点十分在四面钟下面见。
2. Could you confirm where the information booth is?
   您能确认服务台在哪里吗？
3. The departure board shows train gates, not our meeting point.
   出发牌显示车站入口，不是我们的会合点。
4. I will repeat the place and time so my friend knows the plan.
   我会复述地点和时间，让朋友明白安排。

主动词汇：landmark · concourse · four-faced · confirm · departure · gate · repeat · plan

理解词汇：booth · vault

独立交流：Where should we meet?；How can you ask for help?；Is a gate the same as our meeting point?；What would you tell a friend?

B2 · 为中央车站设计可靠的会合说明

基于 3D 地标提出会合方案，同时区分练习数据和真实出行信息。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：辨认地标：在 3D 大厅找到中央大钟；礼貌询问：向服务台确认约定时间；核对信息：区分会合点和练习出发牌；说明会合：说出清楚的地点与时间

场景任务：1. Find the four-faced clock as a meeting landmark. → 2. Ask at the information booth and check the meeting time. → 3. Read the fictional departure board and distinguish it from the meeting point. → 4. Give Mia a complete meeting instruction with place and time.

角色扮演情境卡：Meet at the clock at 10:10. The practice departure is at 10:30.

可选方案：wait at the clock / ask at information

条件变化：A friend says they are at a different clock.

需要协商：One friend wants to go to the platform now.

需要澄清：The friend's exact landmark is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A reliable meeting instruction names an unmistakable landmark and a precise time. — 可靠的会合说明要有醒目的地标与准确时间。

1. I would choose the four-faced clock because it is visible from several parts of the concourse.
   我选四面钟，因为大厅多处都能看到。
2. The practice departure board is fictional, so I would not use it for real travel.
   练习出发牌是虚构的，不能用于真实出行。
3. If the clock area is crowded, we can wait by the information booth.
   如果钟旁拥挤，我们可在服务台旁等。
4. Could you repeat the landmark and time to check we understood each other?
   能否复述地标和时间，确认彼此理解？
5. Our plan has a primary meeting point and a clear alternative.
   我们的计划有主要会合点和明确备用点。

主动词汇：reliable · landmark · precise · concourse · fictional · crowded · alternative · primary · confirm · instruction

理解词汇：contingency · orientation

独立交流：Where should we meet?；How can you ask for help?；Is a gate the same as our meeting point?；What would you tell a friend?

A2 · 中央车站的站台变了

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

使用虚构练习车次，在 3D 大厅里应对站台变化。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice board first says gate 12; the update says gate 14.

可选方案：check the update / follow the old route

条件变化：A second message shows no timestamp.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：The board says gate twelve. — 出发牌写着十二号入口。

1. Now it says gate fourteen.
   现在写着十四号入口。
2. The west way is open.
   西边的路开着。
3. Let us check the new sign.
   我们核对新标志吧。

主动词汇：board · gate · change · west · open · sign

理解词汇：platform · departure

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在中央车站更新出发路线

比较 3D 地图与出发牌，口头修订虚构路线。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取信息：读出练习目的地与时间；比较路线：识别地图上可走的路线；应对变化：根据虚构站台更新调整；复述新计划：有顺序地说明核对步骤

场景任务：1. Read the fictional practice departure and its first gate. → 2. Compare the west and east routes on the practice map. → 3. Respond to a fictional gate change without treating it as live transit advice. → 4. Explain the updated route and one check before moving.

角色扮演情境卡：The practice board first says gate 12; the update says gate 14. The west passage is open and the east passage is closed.

可选方案：check the update / follow the old route

条件变化：A second message shows no timestamp.

需要协商：Your friend trusts the first message.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The practice board now shows a different gate, so we need to update our route. — 练习出发牌显示新入口，我们要更新路线。

1. The west passage is open, while the east passage is closed.
   西通道开放，东通道关闭。
2. The practice train has moved from gate twelve to gate fourteen.
   练习车次从十二号入口改到十四号。
3. Could you confirm the current gate on the board?
   您能确认出发牌上的当前入口吗？
4. We should follow the west route and check the gate sign.
   我们应该走西线，再看入口标志。

主动词汇：departure · passage · closed · gate · route · update · confirm · current

理解词汇：delay · platform

独立交流：What does the board say first?；Which route is marked open?；What changed on the board?；How will you check the new plan?

B2 · 在变化的信息中做有依据的出发决定

综合虚构练习数据和场景路线，表达变化、核验及备用方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取信息：读出练习目的地与时间；比较路线：识别地图上可走的路线；应对变化：根据虚构站台更新调整；复述新计划：有顺序地说明核对步骤

场景任务：1. Read the fictional practice departure and its first gate. → 2. Compare the west and east routes on the practice map. → 3. Respond to a fictional gate change without treating it as live transit advice. → 4. Explain the updated route and one check before moving.

角色扮演情境卡：The practice board first says gate 12; the update says gate 14. The west passage is open and the east passage is closed.

可选方案：check the update / follow the old route

条件变化：A second message shows no timestamp.

需要协商：Your friend trusts the first message.

需要澄清：You cannot establish which untimed message is newer.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A changed gate makes our first route outdated, so I would verify the board before moving. — 站台变动使原路线过时，出发前我要核对出发牌。

1. The practice board now lists gate fourteen and a later departure time.
   练习出发牌现在列出十四号入口和较晚时间。
2. The east passage is closed, whereas the west route remains open.
   东通道关闭，西线仍开放。
3. These details are fictional and should never replace live station announcements.
   这些信息是虚构的，不能代替真实车站广播。
4. If another change appears, I would pause and check the information booth.
   若再次变化，我会停下向服务台核对。
5. I revised the gate, time and route, then checked the final sign.
   我更新了入口、时间和路线，再核对最终标志。

主动词汇：outdated · verify · departure · passage · announcement · alternative · revise · final · gate · route

理解词汇：disruption · contingency

独立交流：What does the board say first?；Which route is marked open?；What changed on the board?；How will you check the new plan?

A2 · 在中央车站寻找建筑细节

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在中央车站的 3D 大厅里找大钟、穹顶、大窗和小细节。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The task gives two visible station details for a visitor's short guide.

可选方案：lead with a landmark / lead with a question

条件变化：The visitor says they are already inside.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see a big clock. — 我看到了一个大钟。

1. The ceiling is green.
   天花板是绿色的。
2. The windows are tall.
   窗户很高。
3. I can see a little acorn.
   我能看到一个小橡果。

主动词汇：clock · hall · ceiling · green · window · tall

理解词汇：acorn · vault

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用建筑细节介绍中央车站大厅

用可见建筑细节介绍大厅，并选择向同伴展示的顺序。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：寻找细节：找到可见的四面钟；描述建筑：说出穹顶色彩与形状；比较地标：比较大窗与时钟的用途；谨慎解释：把看见的细节和猜测分开

场景任务：1. Locate the four-faced clock in the shared 3D concourse. → 2. Describe visible colour and shapes in the decorative ceiling. → 3. Compare the high windows and the clock as landmarks. → 4. Describe a small acorn detail while separating observation from a guess.

角色扮演情境卡：The task gives two visible station details for a visitor's short guide.

可选方案：lead with a landmark / lead with a question

条件变化：The visitor says they are already inside.

需要协商：Mia wants a scenic route; the visitor wants help.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The clock is easy to spot, but the small acorn takes a closer look. — 大钟容易发现，小橡果则需要仔细看。

1. The green ceiling stretches over the concourse.
   绿色穹顶延伸在大厅上方。
2. The tall windows bring light into the hall.
   高窗让光进入大厅。
3. The clock helps us meet, while the acorn rewards careful looking.
   大钟帮助会合，小橡果需要细看才能发现。
4. Which detail would you show a friend first, and why?
   你会先给朋友看哪个细节，为什么？

主动词汇：concourse · vault · acorn · detail · stretches · landmark · careful · compare

理解词汇：architecture · ornament

独立交流：What shape do you see?；What colour is above us?；Which landmark is easier to explain?；What can we see without inventing its meaning?

B2 · 在中央车站区分建筑观察与推测

从可见形状出发做有顺序的短讲解，避免把推测当建筑事实。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：寻找细节：找到可见的四面钟；描述建筑：说出穹顶色彩与形状；比较地标：比较大窗与时钟的用途；谨慎解释：把看见的细节和猜测分开

场景任务：1. Locate the four-faced clock in the shared 3D concourse. → 2. Describe visible colour and shapes in the decorative ceiling. → 3. Compare the high windows and the clock as landmarks. → 4. Describe a small acorn detail while separating observation from a guess.

角色扮演情境卡：The task gives two visible station details for a visitor's short guide.

可选方案：lead with a landmark / lead with a question

条件变化：The visitor says they are already inside.

需要协商：Mia wants a scenic route; the visitor wants help.

需要澄清：The visitor's destination is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The hall offers dramatic landmarks and tiny details, each inviting a different kind of observation. — 大厅有醒目地标也有微小细节，适合不同方式的观察。

1. The four-faced clock stands below a green decorative vault.
   四面钟立在绿色装饰穹顶下。
2. The high windows shape the room differently from the small acorn ornament.
   高窗与小橡果装饰对空间的作用不同。
3. I can describe the ceiling pattern, but I would not treat it as an accurate star map.
   我能描述穹顶图案，却不会把它当准确星图。
4. The acorn may suggest a design idea, although its meaning is not established by what we see.
   橡果也许有设计寓意，但仅凭所见无法确定。
5. I would guide a visitor from the obvious clock to the less noticeable detail.
   我会引导游客从明显的大钟看向不显眼的细节。

主动词汇：decorative · vault · ornament · pattern · accurate · interpret · visitor · obvious · noticeable · observation

理解词汇：constellation · symbolism

独立交流：What shape do you see?；What colour is above us?；Which landmark is easier to explain?；What can we see without inventing its meaning?

A2 · 带朋友在中央公园散步

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在 3D 公园里按顺序安排池塘、船屋与长椅三个停留点。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Plan a park walk from the entrance to the pond, with a boathouse or bench stop.

可选方案：stop at the boathouse / stop at the bench

条件变化：Your friend asks for a shorter walk.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Let us walk to the pond first. — 我们先走去池塘。

1. I can see a little boat.
   我能看到一艘小船。
2. Then we can go to the boathouse.
   然后我们可以去船屋。
3. We can rest on the bench.
   我们可以在长椅上休息。

主动词汇：walk · pond · first · boat · then · bench

理解词汇：boathouse · route

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 为朋友规划中央公园短途路线

根据地标讲清短途路线，听取同伴需要后调整停留顺序。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说出目的地：从公园入口说出目标；描述路线：用顺序词讲到池塘的路线；比较停留点：比较船屋和长椅的用途；调整计划：根据同伴情况修改步行计划

场景任务：1. Start at the shared 3D park entrance and name a destination. → 2. Describe the route towards the model boat pond. → 3. Compare stopping at the boathouse or the bench. → 4. Give Mia a short walking plan with a clear order and a fallback stop.

角色扮演情境卡：Plan a park walk from the entrance to the pond, with a boathouse or bench stop.

可选方案：stop at the boathouse / stop at the bench

条件变化：Your friend asks for a shorter walk.

需要协商：Mia wants to see more places; your friend wants a rest.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：We could visit the pond first and stop by the boathouse before taking a break. — 我们可以先到池塘，再去船屋旁，最后休息。

1. The model boats make the pond easy to recognise.
   模型船让池塘容易辨认。
2. The boathouse is interesting, but the bench is better for a rest.
   船屋有趣，长椅更适合休息。
3. Would you prefer to sit down before we visit the boathouse?
   你想先坐下再去船屋吗？
4. If my friend feels tired, I would shorten the route.
   如果朋友累了，我会缩短路线。

主动词汇：route · recognise · model boat · boathouse · bench · prefer · rest · shorten

理解词汇：landmark · detour

独立交流：Where shall we go first?；What can you see near the pond?；Which stop suits a short rest?；What would you change if your friend is tired?

B2 · 协商适合不同体力的公园路线

结合可见地标、同伴体力和时间，协商可调整的公园路线。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说出目的地：从公园入口说出目标；描述路线：用顺序词讲到池塘的路线；比较停留点：比较船屋和长椅的用途；调整计划：根据同伴情况修改步行计划

场景任务：1. Start at the shared 3D park entrance and name a destination. → 2. Describe the route towards the model boat pond. → 3. Compare stopping at the boathouse or the bench. → 4. Give Mia a short walking plan with a clear order and a fallback stop.

角色扮演情境卡：Plan a park walk from the entrance to the pond, with a boathouse or bench stop.

可选方案：stop at the boathouse / stop at the bench

条件变化：Your friend asks for a shorter walk.

需要协商：Mia wants to see more places; your friend wants a rest.

需要澄清：You have not asked how much time your friend has.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A good walking plan balances interesting stops with the time and energy our group has. — 好的步行计划会兼顾有趣地点与团队的时间、体力。

1. I would begin at the pond, continue towards the boathouse, and finish near the bench.
   我会从池塘开始，走向船屋，最后到长椅附近。
2. The boat landing is an easy landmark because the model boats are visible there.
   模型船停靠处是容易辨认的地标，因为那里看得见小船。
3. The longer route includes more sights, whereas the shorter one leaves time to rest.
   长线景点多，短线留出休息时间。
4. How much walking would feel comfortable for everyone?
   走多远会让大家都感到合适？
5. If someone is tired, we can skip the boathouse and meet at the bench.
   若有人累了，可跳过船屋，到长椅会合。

主动词汇：balance · sequence · landing · landmark · tradeoff · shorter · comfortable · skip · fallback · route

理解词汇：accessibility · pace

独立交流：Where shall we go first?；What can you see near the pond?；Which stop suits a short rest?；What would you change if your friend is tired?

A2 · 中央公园的树叶小侦探

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在中央公园 3D 树叶观察桌比较简化叶形，并记下一条发现。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The two leaf models differ in shape.

可选方案：compare edges / compare overall shapes

条件变化：A third drawing shares one feature with each.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see two leaves. — 我看到两片叶子。

1. This leaf is wide.
   这片叶子宽。
2. That leaf is narrow.
   那片叶子窄。
3. I can draw what I see.
   我能画下看到的样子。

主动词汇：leaf · wide · narrow · see · draw · two

理解词汇：shape · tree

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用证据描述中央公园的树叶

比较模型形状、记录可见特征，并说明树种判断还缺证据。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察树叶：说出可见植物特征；比较形状：比较两种简化树叶形状；记录发现：用英语记下一条观察；说明边界：不凭叶形断定真实树种

场景任务：1. Notice the park plants without naming an unknown species. → 2. Compare the two simplified leaf models by visible shape. → 3. Record one observation in the field journal. → 4. Explain what more evidence would be needed to identify a real tree.

角色扮演情境卡：The two leaf models differ in shape. Their species are not labelled.

可选方案：compare edges / compare overall shapes

条件变化：A third drawing shares one feature with each.

需要协商：Mia wants to name the tree immediately.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：These leaves have different shapes, so let us describe them carefully. — 这些树叶形状不同，我们来仔细描述。

1. One model is broader, while the other is narrower.
   一个模型较宽，另一个较窄。
2. I can sketch the edge and size in my field journal.
   我能在野外笔记里画下边缘和大小。
3. A leaf shape alone cannot tell us the exact tree species.
   仅凭叶形无法确定确切树种。
4. What else should we observe before making a claim?
   下结论前还应观察什么？

主动词汇：shape · broader · narrower · sketch · edge · field journal · species · observe

理解词汇：classification · evidence

独立交流：What do you notice first?；Which leaf is broader?；What can we write down?；Can shape alone tell us the tree?

B2 · 设计可靠的公园植物观察记录

制作有边界的观察记录，并讨论怎样获得更可靠的植物识别证据。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察树叶：说出可见植物特征；比较形状：比较两种简化树叶形状；记录发现：用英语记下一条观察；说明边界：不凭叶形断定真实树种

场景任务：1. Notice the park plants without naming an unknown species. → 2. Compare the two simplified leaf models by visible shape. → 3. Record one observation in the field journal. → 4. Explain what more evidence would be needed to identify a real tree.

角色扮演情境卡：The two leaf models differ in shape. Their species are not labelled.

可选方案：compare edges / compare overall shapes

条件变化：A third drawing shares one feature with each.

需要协商：Mia wants to name the tree immediately.

需要澄清：Shape alone does not confirm a species.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A useful field note separates what we can see from what we have not identified. — 有用的野外记录要区分所见与尚未识别的内容。

1. The two simplified models differ in width and outline.
   两种简化模型的宽度和轮廓不同。
2. I would record the shape, position, and date before comparing observations.
   我会先记录形状、位置和日期，再比较观察。
3. Neither model establishes the species of a real tree in this park.
   模型都不能确定公园里真实树木的种类。
4. We might compare several leaves and consult a reliable field guide.
   可以比较多片叶子并查阅可靠的植物图鉴。
5. Which additional feature would make our identification more convincing?
   增加观察哪个特征会让识别更有说服力？

主动词汇：outline · simplified · field note · position · species · identify · field guide · feature · convincing · compare

理解词汇：taxonomy · variation

独立交流：What do you notice first?；Which leaf is broader?；What can we write down?；Can shape alone tell us the tree?

A2 · 中央公园模型船的故事

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察模型船的演示，再明确说出自己编的故事。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Watch model boats, then invent a story.

可选方案：tell an observation / invent a boat character

条件变化：Mia mistakes your fictional event for an observation.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：A little boat is on the pond. — 一艘小船在池塘上。

1. The boat moves to the left.
   小船向左移动。
2. Maybe it is going to an island.
   也许它要去一座小岛。
3. This is my story.
   这是我编的故事。

主动词汇：boat · pond · left · move · island · story

理解词汇：model · imagine

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 讲模型船故事时分清观察和想象

把模型船的可见变化和原创情节分开讲清楚。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察小船：找到池塘里的模型船；描述变化：说出可见的演示变化；想象故事：为小船编一个简短故事；区分真实想象：标明哪些是观察哪些是想象

场景任务：1. Spot the model boats in the shared pond scene. → 2. Describe a visible change without inventing a physics rule. → 3. Make a short fictional story at the storybook terrace. → 4. Retell what was observed and what was imagined.

角色扮演情境卡：Watch model boats, then invent a story. Keep observations separate from fiction.

可选方案：tell an observation / invent a boat character

条件变化：Mia mistakes your fictional event for an observation.

需要协商：Your partner wants a dramatic cause.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The model boat moved across the pond, and I have an idea for a story. — 模型船划过池塘，我想到了一个故事。

1. I saw the model boat move left in this demonstration.
   在这次演示中我看到模型船向左移动。
2. In my story, it carries a message to an island.
   在我的故事里，它把信息带到小岛。
3. The island is imagined; the boat movement is what we observed.
   小岛是想象的，船的移动才是观察到的。
4. First we watched the boat; then we invented a journey.
   我们先看船，再编了一段旅程。

主动词汇：model boat · demonstration · message · island · imagined · observed · journey · retell

理解词汇：current · evidence

独立交流：Where are the little boats?；What changed in the demonstration?；What might happen in your story?；Which part did we actually see?

B2 · 让公园小船故事保留事实边界

用简化模型激发叙述，同时避免将演示当成真实风力物理证据。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察小船：找到池塘里的模型船；描述变化：说出可见的演示变化；想象故事：为小船编一个简短故事；区分真实想象：标明哪些是观察哪些是想象

场景任务：1. Spot the model boats in the shared pond scene. → 2. Describe a visible change without inventing a physics rule. → 3. Make a short fictional story at the storybook terrace. → 4. Retell what was observed and what was imagined.

角色扮演情境卡：Watch model boats, then invent a story. Keep observations separate from fiction.

可选方案：tell an observation / invent a boat character

条件变化：Mia mistakes your fictional event for an observation.

需要协商：Your partner wants a dramatic cause.

需要澄清：The model does not establish real-world causation.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A story can grow from a model boat demonstration without turning the simulation into a claim about real sailing. — 模型船演示可启发故事，但不能变成真实航行规律的结论。

1. The model boat shifted left during this simplified demonstration.
   这次简化演示中，模型船向左移动。
2. That movement does not prove how a full-sized boat would respond to wind.
   这种移动不能证明真船会怎样受风影响。
3. We could imagine a passenger searching for a lost letter.
   我们可想象乘客寻找丢失的信。
4. I would tell listeners clearly when the account becomes fictional.
   故事变成虚构时，我会明确告诉听众。
5. Our final version links the observed movement to an invented but coherent journey.
   最终版本把观察到的移动与虚构而连贯的旅程连接起来。

主动词汇：demonstration · simulation · sailing · respond · fictional · passenger · coherent · boundary · movement · account

理解词汇：physics · causation

独立交流：Where are the little boats?；What changed in the demonstration?；What might happen in your story?；Which part did we actually see?

A2 · 在池塘边比较与描述

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察池塘、树叶和小船模型，比较形状与位置，并描述一个熟悉的户外地点。练习简短描述、询问和回应。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Compare a leaf model and a boat model using visible shape and position.

可选方案：compare shapes / compare positions

条件变化：Your listener asks for a different detail.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see a small boat. — 我看见一艘小船。

1. This leaf is wider.
   这片叶子更宽。
2. Which one do you like?
   你喜欢哪一个？
3. I like this green one.
   我喜欢这个绿色的。

主动词汇：boat · leaf · wide · small · green · like

理解词汇：detail · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在池塘边比较与描述

观察池塘、树叶和小船模型，比较形状与位置，并描述一个熟悉的户外地点。练习连贯描述、比较并说明理由。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察描述：描述实际可见的事物；比较差异：比较两个模型；主动交流：回应并追问同伴；自主迁移：独立描述新的对象

场景任务：1. Describe only what is visible at the pond. → 2. Compare the two leaf models without guessing species. → 3. Ask Mia to compare the boat and a leaf; distinguish a model from real weather. → 4. Give a new description without the sentence frame.

角色扮演情境卡：Compare a leaf model and a boat model using visible shape and position.

可选方案：compare shapes / compare positions

条件变化：Your listener asks for a different detail.

需要协商：Mia thinks larger always means heavier.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The first leaf is wider than the second. — 第一片叶子比第二片更宽。

1. The two models have different shapes.
   两个模型的形状不同。
2. What do you notice about the boat?
   你注意到小船的什么特点？
3. I can see ripples, but I do not know the depth.
   我能看见波纹，但不知道深度。
4. I would describe the shape before guessing what it is.
   我会先描述形状，再猜它是什么。

主动词汇：compare · shape · wider · ripple · depth · notice · describe · guess

理解词汇：detail · choice

独立交流：Ask about a favourite outdoor place.；Let Mia prefer the other leaf and respond.；Ask what else the learner wants to observe.；Describe another familiar place in the learner’s own words.

B2 · 在池塘边比较与描述

观察池塘、树叶和小船模型，比较形状与位置，并描述一个熟悉的户外地点。练习澄清条件、权衡方案并说明证据的限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察描述：描述实际可见的事物；比较差异：比较两个模型；主动交流：回应并追问同伴；自主迁移：独立描述新的对象

场景任务：1. Describe only what is visible at the pond. → 2. Compare the two leaf models without guessing species. → 3. Ask Mia to compare the boat and a leaf; distinguish a model from real weather. → 4. Give a new description without the sentence frame.

角色扮演情境卡：Compare a leaf model and a boat model using visible shape and position.

可选方案：compare shapes / compare positions

条件变化：Your listener asks for a different detail.

需要协商：Mia thinks larger always means heavier.

需要澄清：No mass measurements are provided.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：We should distinguish what we observe from what we infer. — 我们应该区分观察和推断。

1. The two leaves differ in shape, although both are simplified models.
   两片叶子形状不同，但都是简化模型。
2. What visible detail supports your description?
   哪个可见细节支持你的描述？
3. The model illustrates direction rather than realistic sailing.
   模型展示方向，而非真实航行。
4. I see your point, but that feature alone does not identify a species.
   我理解你的观点，但仅凭那个特征不能确定物种。
5. For a new object, I would describe its features before drawing a conclusion.
   遇到新物体，我会先描述特征再下结论。

主动词汇：observe · infer · feature · simplified · direction · species · conclusion · support · compare · detail

理解词汇：detail · choice

独立交流：Ask about a favourite outdoor place.；Let Mia prefer the other leaf and respond.；Ask what else the learner wants to observe.；Describe another familiar place in the learner’s own words.

A2 · 把纽约写给朋友

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

收集车站大厅的可见细节，为朋友选取视角、说明位置，口头创作一张城市明信片。练习简短描述、询问和回应。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A postcard reader has never visited this hall.

可选方案：describe the clock / describe the ceiling

条件变化：The reader asks how to find your meeting place.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see a tall window. — 我能看见一扇高窗。

1. The clock is below the windows.
   大钟在窗户下方。
2. I like the light in this hall.
   我喜欢大厅里的光。
3. What would you look at first?
   你会先看什么？

主动词汇：window · light · clock · above · notice

理解词汇：detail · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 把纽约写给朋友

收集车站大厅的可见细节，为朋友选取视角、说明位置，口头创作一张城市明信片。练习连贯描述、比较并说明理由。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：收集看得见的细节：Gather two visible details from the hall; do not invent sounds or smells.；选择近景或全景：Compare a close detail and the whole hall; choose a viewpoint.；为读者说清位置：Tell a friend how to find the clock using a precise relation.；写出自己的城市明信片：Write a short postcard for a chosen reader and ask them one genuine question.

场景任务：1. Gather two visible details from the hall; do not invent sounds or smells. → 2. Compare a close detail and the whole hall; choose a viewpoint. → 3. Tell a friend how to find the clock using a precise relation. → 4. Write a short postcard for a chosen reader and ask them one genuine question.

角色扮演情境卡：A postcard reader has never visited this hall. Choose 2 visible details.

可选方案：describe the clock / describe the ceiling

条件变化：The reader asks how to find your meeting place.

需要协商：Mia prefers poetic language; the reader needs directions.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I am writing a postcard for a friend who has never been here. — 我在给没来过这里的朋友写明信片。

1. From this viewpoint, the clock looks small beside the windows.
   从这里看，大钟在窗户旁显得很小。
2. I would include that detail because it helps my friend imagine the space.
   我会写这个细节，因为它能帮助朋友想象这个空间。
3. The hall seems peaceful to me, but that is my impression.
   我觉得大厅很平静，但那是我的感受。
4. Which detail would you keep if we had only three sentences?
   如果只有三句话，你会保留哪个细节？

主动词汇：detail · viewpoint · intention · compare · explain · respond · revise · audience

理解词汇：detail · choice

独立交流：Ask the learner who the work is for.；Invite a contrasting idea, then listen.；Clarify rather than judge another interpretation.；Offer a new audience and remove the sentence frame.

B2 · 把纽约写给朋友

收集车站大厅的可见细节，为朋友选取视角、说明位置，口头创作一张城市明信片。练习澄清条件、权衡方案并说明证据的限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：收集看得见的细节：Gather two visible details from the hall; do not invent sounds or smells.；选择近景或全景：Compare a close detail and the whole hall; choose a viewpoint.；为读者说清位置：Tell a friend how to find the clock using a precise relation.；写出自己的城市明信片：Write a short postcard for a chosen reader and ask them one genuine question.

场景任务：1. Gather two visible details from the hall; do not invent sounds or smells. → 2. Compare a close detail and the whole hall; choose a viewpoint. → 3. Tell a friend how to find the clock using a precise relation. → 4. Write a short postcard for a chosen reader and ask them one genuine question.

角色扮演情境卡：A postcard reader has never visited this hall. Choose 2 visible details.

可选方案：describe the clock / describe the ceiling

条件变化：The reader asks how to find your meeting place.

需要协商：Mia prefers poetic language; the reader needs directions.

需要澄清：The reader's starting point is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A useful postcard selects details for a particular reader rather than listing everything. — 一张有用的明信片会为具体读者选择细节，而不是什么都罗列。

1. The visible contrast between the clock and the windows gives the description a clear focus.
   大钟与窗户之间可见的对比，让描写有了明确重点。
2. I can describe the light, although I cannot infer the atmosphere from an image alone.
   我能描写光线，但不能仅凭图像推断整体氛围。
3. For a first-time visitor, I would replace that vague phrase with a spatial detail.
   面对第一次来的读者，我会用空间细节替换那句模糊的话。
4. Your version is more personal, whereas mine makes the meeting point clearer.
   你的版本更有个人色彩，而我的版本把集合点说得更清楚。
5. Could we preserve your personal response while adding one observable detail?
   我们能否保留你的个人感受，同时加上一条可观察的细节？

主动词汇：observation · interpretation · evidence · perspective · ambiguous · qualify · revise · audience · context · justify

理解词汇：detail · choice

独立交流：Ask the learner who the work is for.；Invite a contrasting idea, then listen.；Clarify rather than judge another interpretation.；Offer a new audience and remove the sentence frame.

A2 · 一个有线索的城市结尾

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

区分故事线索与猜想，比较两个结尾，再根据新线索修正自己的故事。练习简短描述、询问和回应。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The first fictional clue says blue letter and a recipient with a red scarf.

可选方案：ask about the letter / ask about the scarf

条件变化：At 10:10 Bo arrives with a red scarf but says they are helping Jo find the recipient.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：The note says red scarf. — 纸条上写着红围巾。

1. A blue bag and a blue letter.
   蓝色的包和蓝色的信。
2. Can we ask one more question?
   我们能再问一个问题吗？
3. I have a new ending.
   我有一个新结尾。

主动词汇：note · letter · scarf · clue · ending

理解词汇：detail · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 一个有线索的城市结尾

区分故事线索与猜想，比较两个结尾，再根据新线索修正自己的故事。练习连贯描述、比较并说明理由。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读线索，不急着猜：Read the two fictional clues and distinguish a stated fact from a guess.；提出两个可能结尾：Predict two possible endings without treating either as established fact.；新线索来了，再核对：Read the late clue, ask a clarifying question and revise one assumption.；让结尾与证据相符：Tell an original ending with a reason and an unresolved question.

场景任务：1. Read the two fictional clues and distinguish a stated fact from a guess. → 2. Predict two possible endings without treating either as established fact. → 3. Read the late clue, ask a clarifying question and revise one assumption. → 4. Tell an original ending with a reason and an unresolved question.

角色扮演情境卡：The first fictional clue says blue letter and a recipient with a red scarf.

可选方案：ask about the letter / ask about the scarf

条件变化：At 10:10 Bo arrives with a red scarf but says they are helping Jo find the recipient.

需要协商：Mia assumes the scarf proves who should receive the letter.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I thought Lee was the reader, but that was only a guess. — 我以为 Lee 是收信人，但那只是猜测。

1. The matching colour does not identify the person.
   颜色相同并不能确认这个人。
2. The late clue changes my interpretation of the scarf.
   新线索改变了我对围巾的理解。
3. What could the staff ask before handing over the letter?
   交信之前，工作人员可以问什么？
4. I would keep the clue and change the ending.
   我会保留线索，改变结尾。

主动词汇：note · letter · scarf · clue · ending · compare · explain · check

理解词汇：detail · choice

独立交流：Ask the learner to describe the evidence in their own words.；Offer a different interpretation and listen to the learner’s response.；Ask one genuine clarification question; do not invent a completed action.；Change one condition and remove the sentence frame for independent transfer.

B2 · 一个有线索的城市结尾

区分故事线索与猜想，比较两个结尾，再根据新线索修正自己的故事。练习澄清条件、权衡方案并说明证据的限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读线索，不急着猜：Read the two fictional clues and distinguish a stated fact from a guess.；提出两个可能结尾：Predict two possible endings without treating either as established fact.；新线索来了，再核对：Read the late clue, ask a clarifying question and revise one assumption.；让结尾与证据相符：Tell an original ending with a reason and an unresolved question.

场景任务：1. Read the two fictional clues and distinguish a stated fact from a guess. → 2. Predict two possible endings without treating either as established fact. → 3. Read the late clue, ask a clarifying question and revise one assumption. → 4. Tell an original ending with a reason and an unresolved question.

角色扮演情境卡：The first fictional clue says blue letter and a recipient with a red scarf.

可选方案：ask about the letter / ask about the scarf

条件变化：At 10:10 Bo arrives with a red scarf but says they are helping Jo find the recipient.

需要协商：Mia assumes the scarf proves who should receive the letter.

需要澄清：The scarf alone does not identify the recipient.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A convincing surprise revises an assumption without contradicting an established clue. — 有说服力的意外会修正假设，而不违背已有线索。

1. I inferred ownership from a colour match, which the text never established.
   我根据颜色相同推断归属，但文本并未确认这一点。
2. The new detail weakens that explanation without proving an alternative.
   新细节削弱了那个解释，却没有证明另一个解释。
3. Could we distinguish the narrator’s facts from the reader’s expectations?
   我们能区分叙述事实与读者期待吗？
4. Your ending is plausible provided we clearly introduce that new information.
   只要明确引入那条新信息，你的结尾就合理。
5. I would leave one question open rather than resolve it with an unsupported claim.
   我会留下一个问题，而不靠没有依据的说法解决它。

主动词汇：note · letter · scarf · clue · ending · assumption · evidence · interpretation · revise

理解词汇：detail · choice

独立交流：Ask the learner to describe the evidence in their own words.；Offer a different interpretation and listen to the learner’s response.；Ask one genuine clarification question; do not invent a completed action.；Change one condition and remove the sentence frame for independent transfer.

A2 · 在伦敦书房找到一本书

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

表达阅读兴趣，观察两本原创图书，并在缺货时选择替代书。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The mystery book and the animal book are initially available today.

可选方案：mystery book / animal book

条件变化：The mystery book becomes unavailable; the animal book is still available.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I like books about animals. — 我喜欢关于动物的书。

1. This book has an owl.
   这本书里有一只猫头鹰。
2. I would like the owl book, please.
   我想要猫头鹰那本书。
3. The animal homes book instead, please.
   那就换成动物之家这本吧。

主动词汇：book · animal · owl · story · facts · instead

理解词汇：mystery · available

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较图书并请求推荐

根据封面和简介比较两本书，说明偏好，并处理首选书不可借的情况。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：表达兴趣：说明自己喜欢读什么；比较两本书：根据真实封面和简介比较；请求推荐：通过追问缩小选择；调整选择：缺货时选择合适替代品

场景任务：1. Tell Mia what kind of book you enjoy. → 2. Inspect and compare the two original books. → 3. Ask for a recommendation and explain a preference. → 4. Choose an available alternative when one title is unavailable.

角色扮演情境卡：The mystery book and the animal book are initially available today.

可选方案：mystery book / animal book

条件变化：The mystery book becomes unavailable; the animal book is still available.

需要协商：Mia likes facts; you like mystery.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I enjoy short animal mysteries with clear clues. — 我喜欢有清楚线索的短篇动物谜题。

1. The owl story follows three clues at night.
   猫头鹰故事在夜里追踪三条线索。
2. Both books are about animals, but one is fiction and one gives facts.
   两本都关于动物，但一本是故事，一本讲知识。
3. Could you recommend another animal mystery?
   你能推荐另一本动物谜题书吗？
4. Since that one is unavailable, I’ll choose the owl story.
   既然那本借走了，我就选猫头鹰故事。

主动词汇：mystery · clue · fiction · facts · prefer · recommend · available · instead

理解词汇：description · reader

独立交流：Talk about a recent story or topic the learner liked.；Ask Mia which reader each book might suit.；Let the learner recommend one book to Mia.；Invent a one-sentence book pitch.

B2 · 根据读者偏好评估推荐

权衡题材与形式，用简介证据评估推荐，并避免编造未提供的故事内容。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：表达兴趣：说明自己喜欢读什么；比较两本书：根据真实封面和简介比较；请求推荐：通过追问缩小选择；调整选择：缺货时选择合适替代品

场景任务：1. Tell Mia what kind of book you enjoy. → 2. Inspect and compare the two original books. → 3. Ask for a recommendation and explain a preference. → 4. Choose an available alternative when one title is unavailable.

角色扮演情境卡：The mystery book and the animal book are initially available today.

可选方案：mystery book / animal book

条件变化：The mystery book becomes unavailable; the animal book is still available.

需要协商：Mia likes facts; you like mystery.

需要澄清：Only the covers and availability are known.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A short mystery matters more to me than the setting. — 对我来说，短篇谜题比故事地点更重要。

1. The synopsis mentions three clues, but it does not reveal the ending.
   简介提到三条线索，但没揭示结局。
2. The nature book fits the topic, whereas the owl book fits my preferred form.
   自然书符合主题，而猫头鹰书更符合我偏好的形式。
3. If the first book is unavailable, I would keep the mystery and change the animal.
   如果首选不可借，我会保留谜题类型，只换动物。
4. I would recommend this to readers who enjoy solving a small puzzle.
   我会推荐给喜欢解小谜题的读者。
5. The cover suggests a mystery, although we should not invent details beyond the synopsis.
   封面暗示是谜题，但不应虚构简介之外的细节。

主动词汇：preference · synopsis · priority · whereas · trade-off · audience · recommend · unavailable · evidence · reveal

理解词汇：genre · narrative

独立交流：Talk about a recent story or topic the learner liked.；Ask Mia which reader each book might suit.；Let the learner recommend one book to Mia.；Invent a one-sentence book pitch.

A2 · Poppy 的故事茶桌

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

用顺序词安排茶桌动作，再用钥匙和羽毛线索预测故事下一步。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The story has a key, a feather and an unopened envelope.

可选方案：inspect the key / inspect the envelope

条件变化：The envelope contains a map instead of a letter.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：First, we put out the cups. — 首先，我们摆好杯子。

1. Next, we pour the tea.
   接着，我们倒茶。
2. Here is a key and a feather.
   这里有钥匙和羽毛。
3. Maybe the key opens the little door.
   也许钥匙能打开小门。

主动词汇：first · next · then · cup · tea · key · feather · maybe

理解词汇：clue · storybook

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用线索预测故事发展

按顺序叙述动作，利用两个真实线索预测，再根据新线索修改预测。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：识别顺序：用 first next then 排序；使用线索：引用可见线索作预测；展开想象：和 Mia 共同续写；修正预测：新线索出现后调整观点

场景任务：1. Put the tea-sharing actions in a clear order. → 2. Inspect the key, feather and envelope. → 3. Predict a next event using visible clues. → 4. Revise the prediction after a new clue.

角色扮演情境卡：The story has a key, a feather and an unopened envelope.

可选方案：inspect the key / inspect the envelope

条件变化：The envelope contains a map instead of a letter.

需要协商：Mia wants the feather to be the main clue.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Before we read, let’s look carefully at the clues. — 阅读前，我们先仔细看线索。

1. After we set out the cups, we can open the story.
   摆好杯子后，我们可以打开故事。
2. The envelope is muddy, and there is a feather inside.
   信封沾着泥，里面有一根羽毛。
3. These clues suggest that a bird may have carried it.
   这些线索暗示可能是一只鸟送来的。
4. The silver key changes my prediction because it may open the garden door.
   银钥匙改变了我的预测，因为它可能开花园门。

主动词汇：before · after · clue · suggest · predict · possibility · change · because

理解词汇：envelope · sequence

独立交流：Talk about a familiar routine at home.；Ask Mia what she thinks might happen.；Build the story together one turn at a time.；Give the story a playful ending.

B2 · 从不同视角修正故事预测

区分事实与想象，从不同视角组织线索，并说明如何用信息顺序制造悬念。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：识别顺序：用 first next then 排序；使用线索：引用可见线索作预测；展开想象：和 Mia 共同续写；修正预测：新线索出现后调整观点

场景任务：1. Put the tea-sharing actions in a clear order. → 2. Inspect the key, feather and envelope. → 3. Predict a next event using visible clues. → 4. Revise the prediction after a new clue.

角色扮演情境卡：The story has a key, a feather and an unopened envelope.

可选方案：inspect the key / inspect the envelope

条件变化：The envelope contains a map instead of a letter.

需要协商：Mia wants the feather to be the main clue.

需要澄清：The key's lock is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Let’s separate the clues we can observe from the story we imagine. — 我们把可观察线索和想象故事区分开。

1. We can observe mud, a feather and a key, but the sender is unknown.
   我们能看到泥、羽毛和钥匙，但寄件人未知。
2. From the bird’s perspective, the letter may be a delivery rather than a mystery.
   从鸟的视角，信可能是一次投递而非谜题。
3. The feather supports my prediction, although it does not prove it.
   羽毛支持我的预测，但不能证明它。
4. I first suspected a person, but the combined clues suggest another possibility.
   我起初怀疑是人，但组合线索暗示另一种可能。
5. My version follows the bird while keeping the sender unknown until the end.
   我的版本跟随小鸟，并把寄件人保留到结尾。

主动词汇：observe · perspective · reveal · suspense · support · prove · revise · combined · possibility · unknown

理解词汇：narrator · interpretation

独立交流：Talk about a familiar routine at home.；Ask Mia what she thinks might happen.；Build the story together one turn at a time.；Give the story a playful ending.

A2 · 茶室里的失物小侦探

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

描述失物、回忆位置并核对找到的物品。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The missing scarf is red with a gold pin.

可选方案：ask about the pin / check the last location

条件变化：A photo shows the pin was removed earlier.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I lost my red scarf. — 我的红围巾丢了。

1. It has a gold leaf pin.
   它有一个金色叶子别针。
2. I left it by the tea table.
   我把它落在茶桌旁。
3. Is this my scarf?
   这是我的围巾吗？

主动词汇：lost · red scarf · gold · leaf pin · tea table · this

理解词汇：found · clue

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用细节追查一件失物

用外观、地点和时间追查失物，并用细节排除相似物。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：准确描述：用颜色和细节描述物品；回忆线索：说清地点和时间；比较证据：追问并核对信息；谨慎结论：区分确定与可能

场景任务：1. Describe the missing scarf precisely. → 2. Say where and when it was last seen. → 3. Compare the visible clues with the memory. → 4. Give a careful conclusion without inventing evidence.

角色扮演情境卡：The missing scarf is red with a gold pin. A red scarf without a pin is found.

可选方案：ask about the pin / check the last location

条件变化：A photo shows the pin was removed earlier.

需要协商：Mia is sure the first scarf is yours.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I’m looking for a red scarf with a small leaf pin. — 我在找一条有小叶子别针的红围巾。

1. I last saw it beside the tea table at about three.
   我大约三点最后在茶桌旁看到它。
2. This scarf is similar, but its pin is round.
   这条围巾很像，但它的别针是圆的。
3. Did you notice anyone moving the scarf?
   你有没有注意到谁移动了围巾？
4. The scarf by the window matches every detail.
   窗边的围巾符合所有细节。

主动词汇：look for · last saw · beside · similar · notice · move · match · detail

理解词汇：lost property · witness

独立交流：Talk about an item the learner often carries.；Ask Mia how she remembers important things.；Let the learner question Mia as a witness.；Make a short lost-property announcement.

B2 · 分清记忆、证词和实物证据

衡量记忆、证词和物证的强弱，形成有边界的结论。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：准确描述：用颜色和细节描述物品；回忆线索：说清地点和时间；比较证据：追问并核对信息；谨慎结论：区分确定与可能

场景任务：1. Describe the missing scarf precisely. → 2. Say where and when it was last seen. → 3. Compare the visible clues with the memory. → 4. Give a careful conclusion without inventing evidence.

角色扮演情境卡：The missing scarf is red with a gold pin. A red scarf without a pin is found.

可选方案：ask about the pin / check the last location

条件变化：A photo shows the pin was removed earlier.

需要协商：Mia is sure the first scarf is yours.

需要澄清：A shared colour alone does not establish ownership.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Let’s separate what I remember from what the clues actually show. — 我们把我的记忆和线索实际显示的内容分开。

1. I remember leaving it near the table, although my timing may be uncertain.
   我记得落在桌旁，但时间可能不确定。
2. The leaf-shaped pin is stronger evidence than colour alone.
   叶形别针是比颜色更强的证据。
3. Someone may have moved it, so the current location does not prove where it was lost.
   可能有人移动过，所以当前位置不能证明遗失地点。
4. The receipt supports the time, but it does not identify the owner.
   收据支持时间，却不能确认主人。
5. The most reasonable conclusion is that this is the scarf, pending one final check.
   最合理的结论是这就是围巾，但还要最后核对。

主动词汇：memory · claim · evidence · uncertain · identify · owner · reasonable · pending · support · prove

理解词汇：testimony · corroborate

独立交流：Talk about an item the learner often carries.；Ask Mia how she remembers important things.；Let the learner question Mia as a witness.；Make a short lost-property announcement.

A2 · 恐龙馆的大问题

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察两种牙齿形状并用 may 作简单推断。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A broad tooth cast and a pointed cast are displayed without animal names.

可选方案：compare surfaces / compare points

条件变化：A new cast combines a broad base and sharp edge.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This tooth is broad. — 这颗牙齿很宽。

1. This tooth is pointed.
   这颗牙齿是尖的。
2. The broad tooth may grind plants.
   宽牙齿可能用来磨植物。
3. Teeth give us clues.
   牙齿给我们线索。

主动词汇：tooth · broad · pointed · grind · plants · clue

理解词汇：fossil · may

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较牙齿并解释可能功能

比较模型形状，用有分寸的语言解释可能功能。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细致观察：描述可见形状；准确比较：找出两个样本差异；证据推断：用 may 表达可能；说明边界：说清证据不能证明什么

场景任务：1. Observe two tooth casts without naming an animal. → 2. Compare broad and pointed shapes. → 3. Link shape to a possible function. → 4. State what the evidence cannot prove.

角色扮演情境卡：A broad tooth cast and a pointed cast are displayed without animal names.

可选方案：compare surfaces / compare points

条件变化：A new cast combines a broad base and sharp edge.

需要协商：Mia asks for a definite animal name.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The two tooth casts have different shapes. — 两件牙齿模型形状不同。

1. The broad edge could be useful for grinding tough plants.
   宽边可能适合磨坚韧植物。
2. The pointed shape might help to grip food.
   尖形可能帮助咬住食物。
3. Both are teeth, but they suggest different functions.
   两者都是牙齿，但暗示不同功能。
4. Shape gives us a clue, not a complete answer.
   形状给我们线索，而非完整答案。

主动词汇：cast · edge · shape · function · grip · suggest · complete · compare

理解词汇：specimen · diet

独立交流：Talk about a fossil the learner has seen.；Ask Mia which clue she trusts most.；Offer a different possible explanation.；Design one extra test together.

B2 · 评估牙齿证据能支持什么

比较证据、考虑替代解释，并避免把可能性说成事实。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细致观察：描述可见形状；准确比较：找出两个样本差异；证据推断：用 may 表达可能；说明边界：说清证据不能证明什么

场景任务：1. Observe two tooth casts without naming an animal. → 2. Compare broad and pointed shapes. → 3. Link shape to a possible function. → 4. State what the evidence cannot prove.

角色扮演情境卡：A broad tooth cast and a pointed cast are displayed without animal names.

可选方案：compare surfaces / compare points

条件变化：A new cast combines a broad base and sharp edge.

需要协商：Mia asks for a definite animal name.

需要澄清：The casts alone cannot identify an animal with certainty.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Tooth shape supports an inference, but it does not prove the whole diet. — 牙齿形状支持一种推断，但不能证明完整食谱。

1. The broad surface is consistent with grinding, although wear patterns would strengthen the claim.
   宽表面符合研磨功能，但磨损痕迹会让结论更强。
2. The pointed cast suggests gripping rather than crushing.
   尖形模型暗示咬住而非压碎。
3. We would need additional evidence, such as wear or other fossils.
   还需要磨损或其他化石等额外证据。
4. A similar shape might serve more than one function.
   相似形状可能服务于不止一种功能。
5. The safest conclusion is a likely function, not a definite diet.
   最稳妥的结论是可能功能，而非确定食谱。

主动词汇：inference · consistent · wear pattern · strengthen · claim · additional · alternative · likely · definite · diet

理解词汇：morphology · correlation

独立交流：Talk about a fossil the learner has seen.；Ask Mia which clue she trusts most.；Offer a different possible explanation.；Design one extra test together.

A2 · 和 Mia 安排伦敦下午

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

提出活动、听取 Mia 的想法并确定下午计划。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The role-play offers a park visit and an indoor story hour at 3.

可选方案：visit the park / attend story hour

条件变化：Rain is expected at 3.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Shall we go to the park? — 我们去公园好吗？

1. We can visit the book room.
   我们可以去书房。
2. We have time this afternoon.
   今天下午我们有时间。
3. Let us go to the park first.
   我们先去公园吧。

主动词汇：park · book room · afternoon · first · go · visit

理解词汇：plan · weather

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较伦敦下午的两个去处

提出建议、回应不同意见，结合时间与天气协商决定。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：理解选项：认出两个可去的地方；主动提议：提出一个下午安排；协商选择：回应同伴的不同想法；达成计划：共同决定并说明理由

场景任务：1. Identify the two visible afternoon options. → 2. Suggest one activity and ask Mia for an opinion. → 3. Compare time, weather and a friend’s preference. → 4. Agree on a final plan and explain it.

角色扮演情境卡：The role-play offers a park visit and an indoor story hour at 3.

可选方案：visit the park / attend story hour

条件变化：Rain is expected at 3.

需要协商：Mia prefers outdoors; a friend wants stories.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：How about visiting the book room this afternoon? — 今天下午去书房怎么样？

1. The park would be fun if the weather stays clear.
   如果天气晴朗，公园会很有趣。
2. I would rather read first and walk later.
   我更愿意先读书，晚些再散步。
3. That sounds good, but we should check the time.
   听起来不错，不过该先看时间。
4. Let us visit the book room and then take a short walk.
   先去书房，再散一小会儿步。

主动词汇：suggest · rather · later · weather · clear · check · decision · walk

理解词汇：schedule · alternative

独立交流：Ask what the learner enjoys doing after lunch.；Let Mia propose a different option.；Let the learner change Mia’s mind with a reason.；Imagine how the plan would change in rain.

B2 · 为不同偏好的朋友安排伦敦下午

比较偏好与天气限制，邀请对方回应并形成可调整的共识。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：理解选项：认出两个可去的地方；主动提议：提出一个下午安排；协商选择：回应同伴的不同想法；达成计划：共同决定并说明理由

场景任务：1. Identify the two visible afternoon options. → 2. Suggest one activity and ask Mia for an opinion. → 3. Compare time, weather and a friend’s preference. → 4. Agree on a final plan and explain it.

角色扮演情境卡：The role-play offers a park visit and an indoor story hour at 3.

可选方案：visit the park / attend story hour

条件变化：Rain is expected at 3.

需要协商：Mia prefers outdoors; a friend wants stories.

需要澄清：Travel time is not given.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：We need an afternoon plan that works for both of us. — 我们需要两个人都满意的下午计划。

1. You prefer a quiet activity, while I would like some time outdoors.
   你喜欢安静活动，我想去户外待一会儿。
2. If rain is likely, we should keep the book room as our first stop.
   如果可能下雨，应先去书房。
3. A short walk afterward would give us a balance.
   之后短暂散步能兼顾双方。
4. Would that plan suit you, or should we change the order?
   这个安排适合你吗，还是该调整顺序？
5. We have agreed on a flexible plan with an indoor option.
   我们达成了有室内备选的灵活计划。

主动词汇：priority · outdoors · likely · balance · compromise · suit · order · flexible · option · agree

理解词汇：trade-off · contingency

独立交流：Ask what the learner enjoys doing after lunch.；Let Mia propose a different option.；Let the learner change Mia’s mind with a reason.；Imagine how the plan would change in rain.

A2 · 在伦敦向工作人员求助

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

说明丢票问题、回忆最后位置并向工作人员求助。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A practice ticket is missing.

可选方案：ask at the desk / check the table

条件变化：The desk has 2 similar tickets.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I cannot find my ticket. — 我找不到票了。

1. I had it by the tea table.
   我在茶桌旁还有票。
2. Can you help me, please?
   你能帮帮我吗？
3. Should I go to the help desk?
   我应该去服务台吗？

主动词汇：ticket · find · table · help · desk · please

理解词汇：staff · replace

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 把伦敦行程中的小意外说清楚

向工作人员提供地点和时间线索，追问并复述处理办法。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说明问题：清楚说出票丢了；提供信息：补充可核实的细节；主动求助：礼貌询问工作人员；确认办法：复述下一步并确认

场景任务：1. Notice the missing ticket and explain the problem. → 2. Recall the last place and time without inventing certainty. → 3. Ask a staff member for help politely. → 4. Repeat the next step and confirm the solution.

角色扮演情境卡：A practice ticket is missing. You remember using it near the table.

可选方案：ask at the desk / check the table

条件变化：The desk has 2 similar tickets.

需要协商：Your friend wants to claim one immediately.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I seem to have lost my ticket; could you help me? — 我的票好像丢了；你能帮我吗？

1. I last used it near the tea room at about two o’clock.
   我大约两点最后在茶室附近用过票。
2. What information do you need to check my journey?
   核对行程需要什么信息？
3. So I should speak to the staff at the help desk.
   所以我应该去服务台找工作人员。
4. Could you confirm whether I need a new ticket?
   能确认我是否需要新票吗？

主动词汇：seem · last used · information · journey · staff · confirm · need · replace

理解词汇：reference number · receipt

独立交流：Ask Mia how she would feel in this situation.；Let the learner ask Mia for one useful detail.；Consider what the staff member needs to know.；Try a different travel problem together.

B2 · 在不确定情况下清楚求助

区分记忆与确定事实，提供可核验证据并确认下一步。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说明问题：清楚说出票丢了；提供信息：补充可核实的细节；主动求助：礼貌询问工作人员；确认办法：复述下一步并确认

场景任务：1. Notice the missing ticket and explain the problem. → 2. Recall the last place and time without inventing certainty. → 3. Ask a staff member for help politely. → 4. Repeat the next step and confirm the solution.

角色扮演情境卡：A practice ticket is missing. You remember using it near the table.

可选方案：ask at the desk / check the table

条件变化：The desk has 2 similar tickets.

需要协商：Your friend wants to claim one immediately.

需要澄清：You have not checked name or destination.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：I may have misplaced my ticket, and I would like to check my options. — 我可能放错了票，想了解可选办法。

1. I remember having it near the tea room, but I cannot be sure when it went missing.
   我记得茶室附近还有票，却不确定何时丢失。
2. I can show the booking confirmation if that helps verify my journey.
   如果有帮助，我可以出示预订确认。
3. Could you explain whether a replacement or another check is possible?
   能解释是否可以补票或用其他方式核验吗？
4. Before I leave, let me repeat the steps to make sure I understood.
   离开前让我复述步骤，确认理解正确。
5. I will check with staff first and keep the confirmation ready.
   我会先找工作人员，并备好确认信息。

主动词汇：misplace · option · verify · replacement · confirmation · uncertain · step · repeat · staff · journey

理解词汇：policy · eligibility

独立交流：Ask Mia how she would feel in this situation.；Let the learner ask Mia for one useful detail.；Consider what the staff member needs to know.；Try a different travel problem together.

A2 · 在伦敦书房参加读书会

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

邀请同伴，分享故事偏好并听取对方想法。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Two readers interpret an original story ending differently.

可选方案：discuss the character / discuss the ending

条件变化：A quiet reader wants to add a third view.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Do you like this book? — 你喜欢这本书吗？

1. I like the owl in the story.
   我喜欢故事里的猫头鹰。
2. Which part do you like?
   你喜欢哪一部分？
3. Let us read another story next time.
   下次我们读另一个故事吧。

主动词汇：book · story · owl · like · part · next time

理解词汇：opinion · discuss

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在伦敦读书会交流不同看法

表达偏好、回应不同观点并用追问保持讨论。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：邀请同伴：礼貌邀请加入讨论；表达观点：说明一个故事偏好；回应追问：听取对方并继续对话；总结讨论：概括意见并提出下一步

场景任务：1. Invite a friend to the small book discussion. → 2. Say what was interesting in an original story without pretending a real book was read. → 3. Respond to Mia’s view and ask a follow-up question. → 4. Summarise the two opinions and suggest the next book-club action.

角色扮演情境卡：Two readers interpret an original story ending differently.

可选方案：discuss the character / discuss the ending

条件变化：A quiet reader wants to add a third view.

需要协商：Mia wants a vote; you want everyone heard.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I enjoyed the owl story because its ending surprised me. — 我喜欢猫头鹰故事，因为结尾让我意外。

1. What did you think of the main character?
   你怎么看主角？
2. I see your point, although I liked the quieter part more.
   我理解你的观点，不过我更喜欢安静的部分。
3. Why did that scene stand out to you?
   为什么那个场景让你印象深刻？
4. We liked different parts, but both enjoyed the story.
   我们喜欢不同部分，但都喜欢这故事。

主动词汇：character · ending · scene · opinion · point · stand out · summary · discuss

理解词汇：theme · author

独立交流：Ask what the learner likes discussing with friends.；Invite a different opinion from Mia.；Let the learner lead the discussion.；Choose a theme for a future discussion.

B2 · 主持一场尊重差异的伦敦读书讨论

邀请证据、尊重异议并归纳多种合理解读。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：邀请同伴：礼貌邀请加入讨论；表达观点：说明一个故事偏好；回应追问：听取对方并继续对话；总结讨论：概括意见并提出下一步

场景任务：1. Invite a friend to the small book discussion. → 2. Say what was interesting in an original story without pretending a real book was read. → 3. Respond to Mia’s view and ask a follow-up question. → 4. Summarise the two opinions and suggest the next book-club action.

角色扮演情境卡：Two readers interpret an original story ending differently.

可选方案：discuss the character / discuss the ending

条件变化：A quiet reader wants to add a third view.

需要协商：Mia wants a vote; you want everyone heard.

需要澄清：The author has not stated one correct interpretation.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Let us compare what each of us took from the story. — 我们比较一下各自从故事里得到的感受。

1. Which moment changed your impression of the character?
   哪个片段改变了你对角色的印象？
2. That interpretation is persuasive, though I noticed a different clue.
   这个解读有说服力，不过我注意到另一条线索。
3. Could you point to a detail that supports your view?
   能指出一个支持你看法的细节吗？
4. Our views differ, yet they both fit the details we discussed.
   观点虽不同，却都符合讨论过的细节。
5. For our next meeting, we could compare how two stories handle endings.
   下次可比较两则故事如何处理结尾。

主动词汇：impression · interpretation · persuasive · clue · support · synthesise · differ · meeting · character · detail

理解词汇：motif · narrator

独立交流：Ask what the learner likes discussing with friends.；Invite a different opinion from Mia.；Let the learner lead the discussion.；Choose a theme for a future discussion.

A2 · 在伦敦故事茶室问清线索

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

听故事时主动澄清一个细节，再继续讲述。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A story says she put it there.

可选方案：ask what it means / ask where there is

条件变化：Mia answers the object question but leaves the place unclear.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Where is the little key? — 小钥匙在哪里？

1. Is the feather on the table?
   羽毛在桌上吗？
2. So the key is in the book.
   所以钥匙在书里。
3. Then the owl opens the door.
   然后猫头鹰打开门。

主动词汇：key · feather · table · book · door · where

理解词汇：clue · guess

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 通过追问理清伦敦故事线索

追问时间与位置，核对理解后再合理续讲。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现疑点：指出故事中不清楚的细节；提出问题：主动问一个具体澄清问题；核对理解：区分确认信息与猜测；继续故事：基于线索完成短叙述

场景任务：1. Listen to one ambiguous story detail and identify what is unclear. → 2. Ask Mia a specific clarifying question about the key or feather. → 3. Restate the clarified detail and distinguish it from a guess. → 4. Continue the story using only confirmed clues.

角色扮演情境卡：A story says she put it there. The object and place are unclear.

可选方案：ask what it means / ask where there is

条件变化：Mia answers the object question but leaves the place unclear.

需要协商：Your partner wants to continue quickly.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I am not sure where the key was found. — 我不确定钥匙是在哪里找到的。

1. Did the owl find it before or after seeing the feather?
   猫头鹰在看到羽毛前还是之后找到它？
2. If I understood correctly, the key was inside the book.
   如果理解正确，钥匙在书里。
3. We know where it was, but we do not yet know who put it there.
   我们知道它在哪里，却还不知道是谁放的。
4. The owl could try the key, although the door might lead elsewhere.
   猫头鹰可以试钥匙，虽然门可能通向别处。

主动词汇：clarify · before · after · inside · understand · know · guess · continue

理解词汇：sequence · evidence

独立交流：Ask which clue the learner noticed.；Let the learner ask a second question naturally.；Discuss another possible explanation.；Invite Mia to challenge the ending.

B2 · 把模糊线索转化成清楚的故事

用精确问题消除歧义，保留证据边界并继续故事。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现疑点：指出故事中不清楚的细节；提出问题：主动问一个具体澄清问题；核对理解：区分确认信息与猜测；继续故事：基于线索完成短叙述

场景任务：1. Listen to one ambiguous story detail and identify what is unclear. → 2. Ask Mia a specific clarifying question about the key or feather. → 3. Restate the clarified detail and distinguish it from a guess. → 4. Continue the story using only confirmed clues.

角色扮演情境卡：A story says she put it there. The object and place are unclear.

可选方案：ask what it means / ask where there is

条件变化：Mia answers the object question but leaves the place unclear.

需要协商：Your partner wants to continue quickly.

需要澄清：A pronoun may have more than one possible referent.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Before we continue, I would like to separate the confirmed clue from my guess. — 继续之前，我想分清已确认线索与我的猜测。

1. When you said the key was near the feather, did you mean inside the book?
   你说钥匙在羽毛附近，是指在书里吗？
2. To check my understanding, the owl found the key after opening the book.
   确认一下：猫头鹰打开书后才发现钥匙。
3. That tells us where the key was, but it does not identify who left it.
   这能说明钥匙位置，却无法确定是谁留下的。
4. The feather may be connected, although we need another clue to be sure.
   羽毛可能有关联，但仍需另一条线索确认。
5. I would continue the story with a question rather than claim a solution.
   我会用问题继续故事，而不贸然宣布答案。

主动词汇：confirmed · clarify · restate · identify · connected · clue · solution · boundary · alternative · guess

理解词汇：ambiguity · inference

独立交流：Ask which clue the learner noticed.；Let the learner ask a second question naturally.；Discuss another possible explanation.；Invite Mia to challenge the ending.

A2 · 在伦敦书房找到一本书

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

读书目卡，问书架位置并核对书名。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice catalogue lists Owl Mystery on shelf 3 and Animal Homes on shelf 2.

可选方案：shelf 3 / shelf 2

条件变化：A returned book has been placed on the wrong shelf.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：The book is on shelf three. — 这本书在三号书架。

1. Where is shelf three?
   三号书架在哪里？
2. Is this the owl story?
   这是猫头鹰故事吗？
3. Yes, the title matches the card.
   是的，书名和卡片一致。

主动词汇：book · shelf · three · title · card · match

理解词汇：catalogue · section

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 按书目卡在伦敦书房找书

从书目卡提取信息，澄清方向并核对书本。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取书目：找出书名、分类和书架号；询问位置：主动问书架在哪里；核对书本：确认书名与编号；迁移方法：用同样方法找另一本书

场景任务：1. Read a simple catalogue card with title, section and shelf number. → 2. Ask for the correct shelf and check the sign. → 3. Confirm the title and shelf number before taking the book. → 4. Explain how to find a different book using a new card.

角色扮演情境卡：The practice catalogue lists Owl Mystery on shelf 3 and Animal Homes on shelf 2.

可选方案：shelf 3 / shelf 2

条件变化：A returned book has been placed on the wrong shelf.

需要协商：Mia trusts the shelf position.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The catalogue card says the owl story is in the fiction section. — 书目卡显示猫头鹰故事在小说区。

1. Could you tell me where shelf three is?
   能告诉我三号书架在哪里吗？
2. Do you mean the shelf beside the window or the one by the door?
   你指窗边还是门边的书架？
3. The title is right, but I should check the shelf number too.
   书名对了，但还要核对书架号。
4. For the next book, I will read the card before searching.
   找下一本书前，我会先读卡片。

主动词汇：catalogue · fiction · section · shelf · title · number · beside · search

理解词汇：author · index

独立交流：Ask how the learner usually finds a book.；Let Mia give an imperfect direction that the learner can clarify.；Talk about why titles alone can be confusing.；Invite a new library question.

B2 · 用书目线索准确定位伦敦图书

用多项书目信息消除歧义，并独立迁移检索方法。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取书目：找出书名、分类和书架号；询问位置：主动问书架在哪里；核对书本：确认书名与编号；迁移方法：用同样方法找另一本书

场景任务：1. Read a simple catalogue card with title, section and shelf number. → 2. Ask for the correct shelf and check the sign. → 3. Confirm the title and shelf number before taking the book. → 4. Explain how to find a different book using a new card.

角色扮演情境卡：The practice catalogue lists Owl Mystery on shelf 3 and Animal Homes on shelf 2.

可选方案：shelf 3 / shelf 2

条件变化：A returned book has been placed on the wrong shelf.

需要协商：Mia trusts the shelf position.

需要澄清：The title must be checked against the card.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The catalogue provides a section and shelf number, so I can narrow the search. — 书目给出分类和书架号，因此我能缩小查找范围。

1. When you say the shelf by the window, do you mean the one beside the display?
   你说窗边书架，是指展台旁的那个吗？
2. Two books have similar titles, so the shelf number is the better clue.
   两本书的标题相似，所以书架号是更好的线索。
3. I will check the title, section and number before deciding this is the right copy.
   确认是正确书本前，我会核对书名、分类和编号。
4. The first book is close, but its catalogue number does not match.
   第一本很接近，但书目编号不匹配。
5. I can apply the same checks to find another title without guessing.
   我可以用同样的核对方法找另一本书，而不靠猜。

主动词汇：catalogue · section · shelf · narrow · similar · verify · copy · match · clue · display

理解词汇：classification · edition

独立交流：Ask how the learner usually finds a book.；Let Mia give an imperfect direction that the learner can clarify.；Talk about why titles alone can be confusing.；Invite a new library question.

A2 · 在伦敦恐龙馆比较足迹

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察并比较两种足迹，用简单英语提出谨慎猜想。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：One footprint card has 3 toes; another has a broad oval mark.

可选方案：compare toe marks / compare outline size

条件变化：A smudged print has an unclear edge.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This footprint has three toes. — 这个足迹有三个脚趾。

1. The other print is bigger.
   另一个足迹更大。
2. I think a big animal made it.
   我猜是大动物留下的。
3. Can we find more footprints?
   我们能找到更多足迹吗？

主动词汇：footprint · toe · big · bigger · animal · more

理解词汇：fossil · evidence

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用足迹证据讨论伦敦恐龙展品

比较足迹并说明证据边界，主动提出进一步问题。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察足迹：描述两组可见特征；比较证据：比较大小和趾数；谨慎解释：区分证据与猜测；迁移提问：对新足迹提出问题

场景任务：1. Describe two footprint shapes visible on a teaching card. → 2. Compare size and number of toes without naming an unsupported animal. → 3. Explain what the marks support and what remains unknown. → 4. Describe a new track pattern with a cautious conclusion.

角色扮演情境卡：One footprint card has 3 toes; another has a broad oval mark.

可选方案：compare toe marks / compare outline size

条件变化：A smudged print has an unclear edge.

需要协商：Mia wants to name the animal.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：One footprint is larger and has three clear toes. — 其中一个足迹更大，而且有三个清晰的脚趾。

1. The smaller print may belong to a different animal.
   较小的足迹可能属于另一种动物。
2. The shape is visible, but we cannot identify the animal yet.
   形状看得见，但目前还无法确定动物。
3. We would need more tracks to test that idea.
   我们需要更多足迹来检验想法。
4. Could a museum guide explain how these prints were measured?
   博物馆讲解员能解释这些足迹如何测量吗？

主动词汇：footprint · track · shape · measure · identify · visible · evidence · guide

理解词汇：fossil · pattern

独立交流：Ask what detail the learner noticed first.；Let Mia suggest a guess for the learner to test.；Ask what extra evidence would help.；Invent a question for a museum guide.

B2 · 审慎解读伦敦恐龙足迹证据

比较可见证据，提出可检验假设并明确推断限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察足迹：描述两组可见特征；比较证据：比较大小和趾数；谨慎解释：区分证据与猜测；迁移提问：对新足迹提出问题

场景任务：1. Describe two footprint shapes visible on a teaching card. → 2. Compare size and number of toes without naming an unsupported animal. → 3. Explain what the marks support and what remains unknown. → 4. Describe a new track pattern with a cautious conclusion.

角色扮演情境卡：One footprint card has 3 toes; another has a broad oval mark.

可选方案：compare toe marks / compare outline size

条件变化：A smudged print has an unclear edge.

需要协商：Mia wants to name the animal.

需要澄清：Scale and print quality are not specified.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The two track patterns differ in size and toe shape, but that alone is not enough to identify a species. — 两组足迹的大小和脚趾形状不同，但仅凭这些不足以确定物种。

1. The larger track has three distinct toe marks, whereas the smaller one is less clear.
   大足迹有三处清晰的脚趾痕，小足迹则较模糊。
2. A size difference does not necessarily mean two different species.
   大小不同未必意味着两种物种。
3. One possibility is that the tracks came from animals at different stages of growth.
   一种可能是足迹来自生长阶段不同的动物。
4. We would need a longer sequence of tracks and reliable measurements to test that idea.
   要检验这个想法，需要更长的足迹序列和可靠测量。
5. I would present that as a hypothesis rather than a confirmed identification.
   我会把它作为假设，而不是已确认的鉴定。

主动词汇：pattern · distinct · species · necessarily · hypothesis · sequence · measurement · reliable · identify · evidence

理解词汇：preservation · stride

独立交流：Ask what detail the learner noticed first.；Let Mia suggest a guess for the learner to test.；Ask what extra evidence would help.；Invent a question for a museum guide.

A2 · 在帕丁顿车站找对行李

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

描述行李特征，向工作人员求助并核对标签。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A practice suitcase has a yellow ribbon.

可选方案：ask about the tag / ask for a matching detail

条件变化：Both travellers know the ribbon colour.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This blue bag has a yellow ribbon. — 这个蓝色包有一条黄色丝带。

1. Can you help me find the owner?
   您能帮我找失主吗？
2. The tag says Sam.
   标签写着 Sam。
3. Is this Sam’s bag?
   这是 Sam 的包吗？

主动词汇：bag · blue · yellow · ribbon · tag · owner

理解词汇：luggage · platform

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用细节核对帕丁顿行李

用颜色、丝带和标签核对行李，再清楚说明处理方式。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：描述行李：说出行李的可见特征；寻求帮助：礼貌向工作人员说明情况；核对信息：核对名字与标记；谨慎交接：避免仅凭外观认领

场景任务：1. Notice the practice suitcase with a yellow ribbon. → 2. Ask station staff how to identify the right owner without claiming a match. → 3. Compare the luggage tag with a ticket name. → 4. Explain a safe handover procedure for another similar bag.

角色扮演情境卡：A practice suitcase has a yellow ribbon. Two travellers claim it.

可选方案：ask about the tag / ask for a matching detail

条件变化：Both travellers know the ribbon colour.

需要协商：One traveller is in a hurry.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I found a blue bag with a yellow ribbon near the station entrance. — 我在车站入口附近发现一个系黄色丝带的蓝包。

1. Could you help me check who this bag belongs to?
   您能帮我确认这个包属于谁吗？
2. The colour matches, but we should check the name on the tag.
   颜色对得上，但还要看标签姓名。
3. Does the ticket show the same name as the luggage tag?
   车票上的名字和行李标签一致吗？
4. I would give it to station staff rather than leave it here.
   我会把它交给车站工作人员，而不是留在这里。

主动词汇：luggage · ribbon · entrance · belong · match · tag · staff · ticket

理解词汇：handover · claim

独立交流：What detail makes the bag easier to describe?；How would you ask for help politely?；Does the name match the ticket?；What if two bags look alike?

B2 · 审慎处理帕丁顿车站的相似行李

区分可见特征与归属证据，和工作人员核对后再处理。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：描述行李：说出行李的可见特征；寻求帮助：礼貌向工作人员说明情况；核对信息：核对名字与标记；谨慎交接：避免仅凭外观认领

场景任务：1. Notice the practice suitcase with a yellow ribbon. → 2. Ask station staff how to identify the right owner without claiming a match. → 3. Compare the luggage tag with a ticket name. → 4. Explain a safe handover procedure for another similar bag.

角色扮演情境卡：A practice suitcase has a yellow ribbon. Two travellers claim it.

可选方案：ask about the tag / ask for a matching detail

条件变化：Both travellers know the ribbon colour.

需要协商：One traveller is in a hurry.

需要澄清：A visible ribbon is not private proof of ownership.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A matching ribbon is a useful clue, but it does not establish who owns the bag. — 丝带相同是有用线索，却不能证明行李归属。

1. The bag is blue with a yellow ribbon and a tag marked Sam.
   包是蓝色的，系有黄丝带，标签标注 Sam。
2. Appearance alone would not be enough to hand it to a passenger.
   仅凭外观不足以把它交给乘客。
3. Could station staff compare the tag with the traveller’s details?
   车站工作人员能核对标签与旅客信息吗？
4. If the details do not match, I would leave the bag with the information desk.
   如果信息不符，我会把包交给服务台。
5. I can describe what I saw without claiming to know the owner.
   我能描述所见，而不声称知道失主。

主动词汇：establish · appearance · passenger · verify · traveller · details · claim · information · ribbon · ownership

理解词汇：identity · procedure

独立交流：What detail makes the bag easier to describe?；How would you ask for help politely?；Does the name match the ticket?；What if two bags look alike?

A2 · 在国王十字车站看出发牌

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

读练习出发牌，核对车票，并在站台变化时再确认。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Two practice departures show 10:30 but different destinations.

可选方案：check destination / check time only

条件变化：The platform changes on the task card.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：My train leaves at ten thirty. — 我的火车十点半出发。

1. The board says platform five.
   出发牌显示五号站台。
2. Is this the train to York?
   这是去约克的火车吗？
3. Let’s check the platform again.
   我们再看看站台。

主动词汇：train · board · platform · ticket · time · change

理解词汇：departure · destination

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 核对国王十字车站的出发信息

结合目的地和时间识别班次，变化后向工作人员再次确认。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取车次：找到目的地、时间和站台；核对车票：核对车票与显示信息；确认站台：主动询问并复述方向；应对变化：信息变化时重新确认

场景任务：1. Read two practice departures on the station board. → 2. Compare destination and time against a practice ticket. → 3. Ask which platform sign to follow and check the answer. → 4. Respond when the board changes before making a final choice.

角色扮演情境卡：Two practice departures show 10:30 but different destinations.

可选方案：check destination / check time only

条件变化：The platform changes on the task card.

需要协商：Your friend is already near the old platform.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The departure board shows two trains, so I need to check both time and destination. — 出发牌显示两班车，所以我要核对时间和目的地。

1. The earlier train goes elsewhere, even though the platform number looks familiar.
   较早的车去别处，尽管站台号看着熟悉。
2. My ticket says York at ten thirty.
   我的车票写着十点半去约克。
3. Could you confirm which platform the York train now uses?
   您能确认去约克的车现在用哪个站台吗？
4. The board has changed, so I will follow the updated sign.
   出发牌变了，我会按更新后的标志走。

主动词汇：departure · destination · earlier · ticket · confirm · platform · updated · sign

理解词汇：service · delay

独立交流：Which line are you reading?；Which detail on the ticket matters?；How would you confirm the platform?；What would you do if it changed?

B2 · 在动态出发牌前做可靠决定

面对变化的车站信息，多项核对后说明有依据的行动。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取车次：找到目的地、时间和站台；核对车票：核对车票与显示信息；确认站台：主动询问并复述方向；应对变化：信息变化时重新确认

场景任务：1. Read two practice departures on the station board. → 2. Compare destination and time against a practice ticket. → 3. Ask which platform sign to follow and check the answer. → 4. Respond when the board changes before making a final choice.

角色扮演情境卡：Two practice departures show 10:30 but different destinations.

可选方案：check destination / check time only

条件变化：The platform changes on the task card.

需要协商：Your friend is already near the old platform.

需要澄清：The new platform must be confirmed from the update.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Because the board can change, I should verify the service before heading to a gate. — 出发牌可能变化，因此去检票口前应核对车次。

1. Two services share a similar departure time, but only one matches the ticket destination.
   两班车出发时间相近，只有一班符合车票目的地。
2. Could you confirm whether the platform change applies to the York service?
   能否确认站台调整是否适用于去约克的车？
3. A platform number alone is unreliable when the board is updating.
   出发牌更新时，单看站台号并不可靠。
4. I would wait for the updated board and then check the gate sign.
   我会等出发牌更新，再核对检票口标志。
5. I have matched the destination, time and current platform before moving.
   出发前我已核对目的地、时间和当前站台。

主动词汇：service · verify · gate · destination · applies · unreliable · updating · current · departure · confirm

理解词汇：announcement · disruption

独立交流：Which line are you reading?；Which detail on the ticket matters?；How would you confirm the platform?；What would you do if it changed?

A2 · 在帕丁顿车站迎接朋友

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在帕丁顿 3D 车站迎接来客，礼貌询问并说明等候位置。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A fictional visitor arrives at the station and wants to meet you.

可选方案：wait at information / wait at the entrance

条件变化：The visitor is at another entrance.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Hello! I am here to meet you. — 你好！我是来接你的。

1. Do you need help?
   你需要帮助吗？
2. Let us ask at the information desk.
   我们去服务台问问吧。
3. We can wait here together.
   我们可以一起在这里等。

主动词汇：hello · meet · help · desk · wait · together

理解词汇：platform · arrival

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 为帕丁顿来客安排清楚的会合

迎接来客，核对练习出发信息，并一起找到等候位置。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：主动迎接：用友好英语迎接来客；读取信息：核对场景中的练习信息；礼貌求助：向服务台问清等待地点；清楚指路：说明如何一起到达等候区

场景任务：1. Welcome a fictional traveller at the station entrance. → 2. Check the practice board without guessing a platform. → 3. Ask the information desk where the traveller should wait. → 4. Give a friendly meeting and waiting instruction.

角色扮演情境卡：A fictional visitor arrives at the station and wants to meet you.

可选方案：wait at information / wait at the entrance

条件变化：The visitor is at another entrance.

需要协商：Mia wants to walk around to search.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I will meet my friend at the entrance before we check the board together. — 我会在入口接朋友，然后一起看出发牌。

1. Welcome to Paddington. Was your journey comfortable?
   欢迎到帕丁顿，路上顺利吗？
2. The board may change, so let us check the current information.
   出发牌可能变化，我们先核对最新信息。
3. Could you tell us where to wait for this practice service?
   能告诉我们在哪里等这班练习车次吗？
4. We can follow the sign to the waiting area together.
   我们可以一起沿标志去等候区。

主动词汇：entrance · journey · comfortable · current · service · waiting area · follow · sign

理解词汇：platform · concourse

独立交流：Who are you meeting?；What does the board show?；How can you ask politely?；Where will you wait together?

B2 · 在帕丁顿给初来者可靠的帮助

体察来客需求，在 3D 车站核对信息并商定可靠等候安排。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：主动迎接：用友好英语迎接来客；读取信息：核对场景中的练习信息；礼貌求助：向服务台问清等待地点；清楚指路：说明如何一起到达等候区

场景任务：1. Welcome a fictional traveller at the station entrance. → 2. Check the practice board without guessing a platform. → 3. Ask the information desk where the traveller should wait. → 4. Give a friendly meeting and waiting instruction.

角色扮演情境卡：A fictional visitor arrives at the station and wants to meet you.

可选方案：wait at information / wait at the entrance

条件变化：The visitor is at another entrance.

需要协商：Mia wants to walk around to search.

需要澄清：The visitor's exact position is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A warm welcome should also give the traveller a clear and verifiable plan. — 热情迎接也应给旅客清楚、可核对的安排。

1. I would first ask whether the traveller needs a seat or help with luggage.
   我会先问旅客是否需要座位或行李帮助。
2. Before naming a platform, I would check the current practice board.
   说出站台前，我会核对当前练习出发牌。
3. Could the information desk confirm the safest place to wait?
   服务台能否确认适合等候的地点？
4. If the area is busy, we can choose a quieter meeting spot nearby.
   若此处拥挤，我们可选附近较安静的会合点。
5. I have welcomed the visitor, checked the information and agreed where to wait.
   我已迎接来客、核对信息并商定等候位置。

主动词汇：traveller · verifiable · luggage · platform · confirm · waiting · quieter · visitor · agree · nearby

理解词汇：accessibility · assistance

独立交流：Who are you meeting?；What does the board show?；How can you ask politely?；Where will you wait together?

A2 · 国王十字车站的出发信息更新了

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在国王十字 3D 车站读练习车票，关注更新并再次确认。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A York ticket and a practice board initially agree on gate 5.

可选方案：check the notice / go to gate 5

条件变化：The notice changes the gate to 4.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：My ticket says York. — 我的车票写着约克。

1. The board says ten thirty.
   出发牌写着十点半。
2. The gate has changed.
   入口变了。
3. Can you check this with me?
   你能和我一起核对吗？

主动词汇：ticket · York · board · time · gate · change

理解词汇：departure · service

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 核对国王十字车站的更新告示

结合练习车票、出发牌和更新告示，问清变化是否适用。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读懂车票：读取练习目的地和时间；交叉核对：对比车票与练习出发牌；识别变化：从更新告示找出变化；确认路线：提问确认并复述新路线

场景任务：1. Read the fictional York ticket carefully. → 2. Compare the ticket with the practice departure board. → 3. Notice the service update before choosing a gate. → 4. Ask for confirmation and explain the revised route.

角色扮演情境卡：A York ticket and a practice board initially agree on gate 5.

可选方案：check the notice / go to gate 5

条件变化：The notice changes the gate to 4.

需要协商：Your friend thinks the ticket always takes priority.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The destination matches my ticket, but the service notice changes the gate. — 目的地与车票相符，但告示更改了入口。

1. My practice ticket shows York at ten thirty.
   练习车票写着十点半去约克。
2. The updated notice gives a different platform.
   更新告示给出不同站台。
3. Could you confirm whether the change applies to this service?
   能确认更改适用于这班车吗？
4. I will check the sign before going to the gate.
   去入口前我会核对标志。

主动词汇：destination · service · notice · updated · platform · applies · confirm · sign

理解词汇：announcement · delay

独立交流：Where are you going?；Do the time and destination match?；What has changed?；Which sign will you check next?

B2 · 用多项证据判断国王十字的更新

以多项信息确认练习车次，解释更新告示的适用范围。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读懂车票：读取练习目的地和时间；交叉核对：对比车票与练习出发牌；识别变化：从更新告示找出变化；确认路线：提问确认并复述新路线

场景任务：1. Read the fictional York ticket carefully. → 2. Compare the ticket with the practice departure board. → 3. Notice the service update before choosing a gate. → 4. Ask for confirmation and explain the revised route.

角色扮演情境卡：A York ticket and a practice board initially agree on gate 5.

可选方案：check the notice / go to gate 5

条件变化：The notice changes the gate to 4.

需要协商：Your friend thinks the ticket always takes priority.

需要澄清：The update time must be checked.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：I would identify the service by destination and time before acting on a platform notice. — 根据站台告示行动前，我会先用目的地和时间确认车次。

1. Two departures are close together, so the gate number alone is insufficient.
   两班车时间接近，单看入口号不足以判断。
2. The notice refers to the York service, which matches our practice ticket.
   告示指向约克车次，与练习车票一致。
3. Could staff confirm whether a later update supersedes this notice?
   工作人员能确认是否有更新的通知取代它吗？
4. Because this is a fictional exercise, I would check live information for a real trip.
   这是虚构练习，真实出行应核对实时信息。
5. Our revised choice follows the matching service, current notice and gate sign.
   更新后的选择依据匹配的车次、当前告示与入口标志。

主动词汇：departure · identify · insufficient · notice · supersede · fictional · current · revised · service · evidence

理解词汇：disruption · verification

独立交流：Where are you going?；Do the time and destination match?；What has changed?；Which sign will you check next?

A2 · 在伦敦故事茶桌找信件线索

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在 3D 茶桌观察信、钥匙和羽毛，主动问一个故事问题。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A fictional letter lies beside a key and feather at the tea table.

可选方案：inspect the letter / compare the objects

条件变化：A late story clue contradicts your first guess.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：There is a letter beside the book. — 书旁边有一封信。

1. I can see a small key.
   我能看到一把小钥匙。
2. There is a feather beside the letter.
   信旁边有一根羽毛。
3. Who left the letter?
   是谁留下这封信？

主动词汇：letter · cup · beside · key · feather · who

理解词汇：clue · guess

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 从茶桌线索提出更好的问题

从可见线索提出追问，并保留对信件来源的不确定性。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现信件：描述故事茶桌的信件；比较线索：比较钥匙与羽毛线索；主动提问：先提问再形成猜想；谨慎续讲：区分看见和想象的内容

场景任务：1. Read the fictional letter and notice what is actually shown. → 2. Compare the letter, key and feather as story clues. → 3. Ask Mia a question before deciding who might have left the letter. → 4. Explain a possible story without presenting a guess as fact.

角色扮演情境卡：A fictional letter lies beside a key and feather at the tea table.

可选方案：inspect the letter / compare the objects

条件变化：A late story clue contradicts your first guess.

需要协商：Mia thinks the feather identifies the writer.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The letter has no name, but the feather inside may be an important clue. — 信上没有名字，但里面的羽毛可能是重要线索。

1. I can see mud on one corner of the envelope.
   我能看到信封角上有泥。
2. The key might open the garden door, although we have not checked.
   钥匙可能打开花园门，但我们还没验证。
3. Could the feather tell us where the letter came from?
   羽毛能告诉我们信从哪里来吗？
4. We have clues, but we do not yet know who wrote it.
   我们有线索，但还不知道写信的人是谁。

主动词汇：envelope · mud · feather · clue · garden · check · wrote · inside

理解词汇：sender · evidence

独立交流：What is on the table?；Which clue matters to you?；What should we ask next?；Which part is imagined?

B2 · 在故事茶桌区分线索与推断

检验故事线索的解释，明确可见证据无法确定写信人。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现信件：描述故事茶桌的信件；比较线索：比较钥匙与羽毛线索；主动提问：先提问再形成猜想；谨慎续讲：区分看见和想象的内容

场景任务：1. Read the fictional letter and notice what is actually shown. → 2. Compare the letter, key and feather as story clues. → 3. Ask Mia a question before deciding who might have left the letter. → 4. Explain a possible story without presenting a guess as fact.

角色扮演情境卡：A fictional letter lies beside a key and feather at the tea table.

可选方案：inspect the letter / compare the objects

条件变化：A late story clue contradicts your first guess.

需要协商：Mia thinks the feather identifies the writer.

需要澄清：The letter is not signed.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A feather and a muddy corner suggest a story, but neither identifies the letter’s writer. — 羽毛和沾泥的信角能引出故事，却都不能确定作者。

1. The envelope is unnamed, and mud is visible on one corner.
   信封未署名，一角可见泥。
2. The feather could belong to a bird or have been placed there by someone.
   羽毛可能来自鸟，也可能有人放进去。
3. We could examine the key and the garden door before assuming they are connected.
   假定钥匙与花园门有关前，可以先检查它们。
4. Which observation would most help us choose between these possibilities?
   哪项观察最有助于区分这些可能性？
5. My ending uses the clues, while making clear that the writer is imagined.
   我的结尾会用这些线索，同时说明写信人是想象出来的。

主动词汇：envelope · unnamed · identify · alternative · examine · assume · possibility · observation · imagine · evidence

理解词汇：hypothesis · provenance

独立交流：What is on the table?；Which clue matters to you?；What should we ask next?；Which part is imagined?

A2 · 给伦敦茶桌故事选一个结尾

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

利用 3D 故事茶室中的钥匙和羽毛线索，选一个短故事结尾。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：An original story begins at a garden door with a key and feather.

可选方案：try the key / look for another clue

条件变化：The door is already open in the next story card.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：A child finds a key. — 一个孩子发现了一把钥匙。

1. The child opens the little door.
   孩子打开小门。
2. Or a bird finds the feather.
   或者一只鸟发现羽毛。
3. I like the first ending.
   我喜欢第一个结尾。

主动词汇：child · key · door · open · bird · ending

理解词汇：story · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 和 Mia 合作改写茶桌故事

比较两个原创结尾，回应 Mia 的建议并复述共同故事。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：选读故事：说出所选故事卡；提出两种发展：基于钥匙和羽毛想出两个走向；回应不同结局：回应并比较 Mia 的构思；完整复述：有序讲出共同选定的结尾

场景任务：1. Choose the original garden-door story card. → 2. Imagine two different next events from the visible key and feather. → 3. Listen to Mia’s alternative and negotiate which ending fits. → 4. Retell the chosen ending with a beginning, change and finish.

角色扮演情境卡：An original story begins at a garden door with a key and feather.

可选方案：try the key / look for another clue

条件变化：The door is already open in the next story card.

需要协商：Mia wants a surprising ending; you want a logical ending.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The key could open the blue door, while the feather could lead us somewhere else. — 钥匙能打开蓝门，羽毛也许会带我们去别处。

1. In one ending, the child discovers a quiet garden.
   一个结尾中，孩子发现安静的花园。
2. In another, the feather leads to a surprising visitor.
   另一个结尾中，羽毛引出意外的访客。
3. I like your idea, but the key should still matter.
   我喜欢你的想法，但钥匙也该有作用。
4. First the child finds a key; later the visitor explains the feather.
   孩子先找到钥匙，后来访客解释羽毛。

主动词汇：ending · discover · visitor · surprising · alternative · matter · retell · later

理解词汇：plot · motive

独立交流：What happens at the door?；Could the key or feather matter more?；What do you like about Mia’s idea?；How does your story end?

B2 · 让两个线索推动有因果的结局

围绕线索和人物动机构建结局，协商修订并有序复述。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：选读故事：说出所选故事卡；提出两种发展：基于钥匙和羽毛想出两个走向；回应不同结局：回应并比较 Mia 的构思；完整复述：有序讲出共同选定的结尾

场景任务：1. Choose the original garden-door story card. → 2. Imagine two different next events from the visible key and feather. → 3. Listen to Mia’s alternative and negotiate which ending fits. → 4. Retell the chosen ending with a beginning, change and finish.

角色扮演情境卡：An original story begins at a garden door with a key and feather.

可选方案：try the key / look for another clue

条件变化：The door is already open in the next story card.

需要协商：Mia wants a surprising ending; you want a logical ending.

需要澄清：Nobody knows who opened the door.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A satisfying ending should connect the key and feather to the character’s choices. — 令人满意的结尾应把钥匙、羽毛与人物选择连起来。

1. The child opens the door because the letter hints that someone needs help.
   孩子开门，是因为信暗示有人需要帮助。
2. The feather seems like a distraction until it reveals who visited the garden.
   羽毛起初像干扰，后来揭示谁来过花园。
3. Your ending is dramatic, whereas mine gives the visitor a clearer reason to appear.
   你的结尾戏剧性强，我的结尾让访客出现的理由更清晰。
4. Could we keep your surprise but make the key essential to reaching it?
   能否保留你的惊喜，同时让钥匙成为抵达它的关键？
5. Our revised story uses both clues and gives the child an understandable decision.
   修改后的故事用到两条线索，也让孩子的决定有理由。

主动词汇：satisfying · character · motive · distraction · reveal · dramatic · essential · revised · decision · clue

理解词汇：causality · resolution

独立交流：What happens at the door?；Could the key or feather matter more?；What do you like about Mia’s idea?；How does your story end?

A2 · 在伦敦书房选一本喜欢的书

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

根据真实可见的原创书封面表达兴趣并问位置。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The visible covers show a mystery and animal homes.

可选方案：mystery book / animal book

条件变化：The reader asks for a short factual answer.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I like stories about animals. — 我喜欢关于动物的故事。

1. There is an owl on the cover.
   封面上有一只猫头鹰。
2. I want to read this one.
   我想读这一本。
3. Where can I find it?
   我在哪里能找到它？

主动词汇：book · animal · owl · cover · read · find

理解词汇：mystery · catalogue

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较伦敦书房的两本原创图书

用封面与书目作依据比较图书，并解释自己的选择。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：表达兴趣：说出喜欢的阅读主题；比较封面：比较两本原创书的可见信息；核对书目：从书目核对位置；说明选择：给出个人选择及理由

场景任务：1. Tell Mia what kind of book you would enjoy. → 2. Compare the existing mystery and animal books by visible titles and covers. → 3. Use the catalogue prompt to check where the chosen book belongs. → 4. Explain a personal choice without claiming what an unread book contains.

角色扮演情境卡：The visible covers show a mystery and animal homes. You have 15 minutes.

可选方案：mystery book / animal book

条件变化：The reader asks for a short factual answer.

需要协商：Mia prefers a story.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The owl cover suggests a mystery, while the other book shows animal homes. — 猫头鹰封面让人想到谜题，另一本展示动物的家。

1. The owl on the cover catches my attention.
   封面上的猫头鹰吸引了我。
2. One book looks like a mystery; the other focuses on animal homes.
   一本看着像谜题，另一本聚焦动物的家。
3. I should check the catalogue rather than guess the shelf.
   我应查书目，而不是猜书架。
4. I would choose the animal book because I like learning about habitats.
   我会选动物书，因为喜欢了解栖息地。

主动词汇：cover · suggest · mystery · focus · catalogue · shelf · habitat · choose

理解词汇：blurb · genre

独立交流：What kind of story do you like?；What can you see on the covers?；Where can we check the shelf?；Why would you choose this book?

B2 · 给不同读者做审慎的图书推荐

针对读者兴趣推荐图书，区分可见资料与未读内容。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：表达兴趣：说出喜欢的阅读主题；比较封面：比较两本原创书的可见信息；核对书目：从书目核对位置；说明选择：给出个人选择及理由

场景任务：1. Tell Mia what kind of book you would enjoy. → 2. Compare the existing mystery and animal books by visible titles and covers. → 3. Use the catalogue prompt to check where the chosen book belongs. → 4. Explain a personal choice without claiming what an unread book contains.

角色扮演情境卡：The visible covers show a mystery and animal homes. You have 15 minutes.

可选方案：mystery book / animal book

条件变化：The reader asks for a short factual answer.

需要协商：Mia prefers a story.

需要澄清：Cover art does not prove the book answers that question.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A thoughtful recommendation connects a reader’s interests to details we can verify. — 周到的推荐会把读者兴趣与可核对细节联系起来。

1. For a reader who enjoys puzzles, the owl mystery may be a good starting point.
   喜欢谜题的读者可从猫头鹰谜题书开始。
2. The cover and catalogue provide clues, but not the entire plot.
   封面和书目提供线索，却不能说明完整情节。
3. Someone interested in habitats may prefer the animal homes book.
   喜欢栖息地主题的人可能更偏爱动物的家。
4. What kind of reading experience are you hoping for?
   你希望获得怎样的阅读体验？
5. I would read the book before making a stronger claim about its content.
   要更肯定地介绍内容，我会先读这本书。

主动词汇：recommendation · reader · interests · verify · catalogue · plot · habitat · alternative · experience · content

理解词汇：genre · synopsis

独立交流：What kind of story do you like?；What can you see on the covers?；Where can we check the shelf?；Why would you choose this book?

A2 · 给伦敦书房的朋友推荐一本书

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

询问朋友偏好，推荐一本书，并尊重对方选择。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Mia says she likes animals but dislikes long books.

可选方案：recommend animal homes / ask about length

条件变化：The chosen book is unavailable today.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：What books do you like? — 你喜欢什么书？

1. You may like this animal book.
   你可能喜欢这本动物书。
2. Would you like to look at it?
   你想看看吗？
3. That is okay. You can choose.
   没关系，你可以自己选。

主动词汇：like · book · animal · look · choose · friend

理解词汇：recommend · prefer

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 根据朋友兴趣调整图书推荐

先问对方兴趣，解释推荐理由，并根据回应调整。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：询问偏好：礼貌询问阅读兴趣；提出推荐：结合封面推荐一本书；回应不同想法：接纳同伴不同偏好；尊重选择：复述尊重选择的建议

场景任务：1. Ask Mia what she likes to read. → 2. Offer one book based on the answer and visible cover. → 3. Respond politely if Mia prefers the other book. → 4. Summarise a recommendation that respects her choice.

角色扮演情境卡：Mia says she likes animals but dislikes long books.

可选方案：recommend animal homes / ask about length

条件变化：The chosen book is unavailable today.

需要协商：Mia needs something today.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Before I recommend a book, I want to know what my friend enjoys. — 推荐前，我想知道朋友喜欢读什么。

1. Would you prefer a mystery or a book about animals?
   你更喜欢谜题还是动物书？
2. I suggest this one because its cover shows animal homes.
   我推荐这本，因为封面展示了动物的家。
3. If you prefer the mystery, we can look at that book instead.
   若你更喜欢谜题，我们可以改看那本。
4. My recommendation follows your interests, not just mine.
   我的推荐依据你的兴趣，而不只是我的兴趣。

主动词汇：recommend · prefer · mystery · suggest · cover · instead · interest · follow

理解词汇：audience · choice

独立交流：What do you enjoy reading?；Which cover might fit?；What if I want something different?；How can we recommend without pushing?

B2 · 协商一份尊重读者的推荐

用可见资料支持推荐，在对话中保留读者自主选择。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：询问偏好：礼貌询问阅读兴趣；提出推荐：结合封面推荐一本书；回应不同想法：接纳同伴不同偏好；尊重选择：复述尊重选择的建议

场景任务：1. Ask Mia what she likes to read. → 2. Offer one book based on the answer and visible cover. → 3. Respond politely if Mia prefers the other book. → 4. Summarise a recommendation that respects her choice.

角色扮演情境卡：Mia says she likes animals but dislikes long books.

可选方案：recommend animal homes / ask about length

条件变化：The chosen book is unavailable today.

需要协商：Mia needs something today.

需要澄清：The alternative's contents and length are unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A helpful recommendation changes when the reader tells us what they actually want. — 读者说出真正需求后，有帮助的推荐应随之调整。

1. Are you looking for a quick mystery or factual reading about animals?
   你想读短篇谜题，还是动物主题的事实读物？
2. I can base my suggestion on the covers and catalogue, while avoiding claims about unread chapters.
   我可依据封面和书目建议，避免断言未读章节。
3. If neither option appeals to you, we should keep looking.
   如果两本都不吸引你，我们应继续找。
4. Would you like to compare the books yourself before deciding?
   你愿意自己比较两本书再决定吗？
5. The final choice belongs to the reader, even if my own preference differs.
   即使我的偏好不同，最后也应由读者选择。

主动词汇：recommendation · reader · factual · catalogue · unread · appeal · option · compare · preference · choice

理解词汇：agency · assumption

独立交流：What do you enjoy reading?；Which cover might fit?；What if I want something different?；How can we recommend without pushing?

A2 · 在车站问清并确认站台

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

读取模拟车票，礼貌询问站台，核对信息变化，并在新情境中独立求助。练习简短描述、询问和回应。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice York ticket says 10:30.

可选方案：confirm York / confirm only time

条件变化：The platform update replaces the earlier number.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Which platform is the York train on? — 去约克的列车在哪个站台？

1. It leaves at ten thirty.
   它十点半出发。
2. Could you say that again, please?
   请再说一遍好吗？
3. Is that platform five?
   是五号站台吗？

主动词汇：train · platform · York · time · again · five

理解词汇：detail · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在车站问清并确认站台

读取模拟车票，礼貌询问站台，核对信息变化，并在新情境中独立求助。练习连贯描述、比较并说明理由。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读懂信息：读取模拟票面的时间与目的地；问清细节：礼貌询问并澄清；核对变化：确认信息而非猜测；独立询问：换一个情境自主表达

场景任务：1. Use the fictional ticket to ask for the York train. → 2. Clarify destination as well as time when two rows share 10:30. → 3. Practise asking whether the platform has changed; use the actual update control. → 4. Independently ask for confirmation for an invented new journey, clearly labelled pretend.

角色扮演情境卡：The practice York ticket says 10:30. Another city has the same time.

可选方案：confirm York / confirm only time

条件变化：The platform update replaces the earlier number.

需要协商：Your partner heard a different platform.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could you tell me which platform the York train leaves from? — 能告诉我去约克的列车从哪个站台出发吗？

1. Both trains leave at ten thirty, but they go to different places.
   两趟车都十点半出发，但目的地不同。
2. I meant York, not Edinburgh.
   我是说约克，不是爱丁堡。
3. Has the platform changed?
   站台变了吗？
4. Let me check: the destination is York and the time is ten thirty.
   我核对一下：目的地是约克，时间是十点半。

主动词汇：destination · platform · different · repeat · confirm · change · departure · check

理解词汇：detail · choice

独立交流：Talk about what the learner likes about train journeys.；Let Mia point to the wrong destination and invite a correction.；Invite the learner to ask Mia to repeat an unclear detail.；Role-play another passenger using a different fictional destination.

B2 · 在车站问清并确认站台

读取模拟车票，礼貌询问站台，核对信息变化，并在新情境中独立求助。练习澄清条件、权衡方案并说明证据的限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读懂信息：读取模拟票面的时间与目的地；问清细节：礼貌询问并澄清；核对变化：确认信息而非猜测；独立询问：换一个情境自主表达

场景任务：1. Use the fictional ticket to ask for the York train. → 2. Clarify destination as well as time when two rows share 10:30. → 3. Practise asking whether the platform has changed; use the actual update control. → 4. Independently ask for confirmation for an invented new journey, clearly labelled pretend.

角色扮演情境卡：The practice York ticket says 10:30. Another city has the same time.

可选方案：confirm York / confirm only time

条件变化：The platform update replaces the earlier number.

需要协商：Your partner heard a different platform.

需要澄清：Ask for destination and update time together.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Could you confirm the destination as well as the departure time? — 能同时确认目的地和出发时间吗？

1. The matching time alone does not tell us which service to take.
   仅有相同时间无法确定该乘哪班车。
2. I may have misunderstood; did you say platform four or five?
   我可能听错了，你说四号还是五号站台？
3. Before we move, could we check whether there has been an update?
   动身前能检查是否有更新吗？
4. If the information is unclear, I would ask a staff member to confirm it.
   如果信息不清楚，我会请工作人员确认。
5. For another journey, I would verify all three details again.
   换一段旅程，我会再次核实这三个细节。

主动词汇：verify · confirm · service · departure · misunderstand · clarify · update · staff · detail · destination

理解词汇：detail · choice

独立交流：Talk about what the learner likes about train journeys.；Let Mia point to the wrong destination and invite a correction.；Invite the learner to ask Mia to repeat an unclear detail.；Role-play another passenger using a different fictional destination.

A2 · 同一句话，两种意思

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

用不同语气表达同一句台词，听取同伴的理解，合作表演一段到站小戏。练习简短描述、询问和回应。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Use the same words: You are here! One speaker welcomes; one is surprised.

可选方案：warm welcome / surprised arrival

条件变化：The listener understands the wrong intention.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：You are here! — 你来了！（欢迎）

1. You are here!
   你来了！（惊讶）
2. Do you mean you are happy?
   你的意思是你很开心吗？
3. Let us try the line again.
   我们再试一次这句台词吧。

主动词汇：welcome · here · glad · surprised · kind

理解词汇：detail · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 同一句话，两种意思

用不同语气表达同一句台词，听取同伴的理解，合作表演一段到站小戏。练习连贯描述、比较并说明理由。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：先演温暖的欢迎：Say the original line "You are here!" as a warm welcome.；保持台词，改变意图：Say the same words with surprise; keep the words unchanged.；听同伴理解并澄清：Ask Mia what intention she heard, then clarify if her interpretation differs.；创作两句到站小戏：Create and perform a two-line arrival scene; label each character’s intention.

场景任务：1. Say the original line "You are here!" as a warm welcome. → 2. Say the same words with surprise; keep the words unchanged. → 3. Ask Mia which intention she understood, then clarify. Assess the learner’s explanation; text transcription alone cannot establish prosody or emotion. → 4. Create and perform a two-line arrival scene; label each character’s intention.

角色扮演情境卡：Use the same words: You are here! One speaker welcomes; one is surprised.

可选方案：warm welcome / surprised arrival

条件变化：The listener understands the wrong intention.

需要协商：Mia asks you to explain without changing the words.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The words stay the same, but the character has a different intention. — 台词不变，但人物的意图不同。

1. In the first version, I want my friend to feel welcome.
   第一个版本里，我想让朋友感到受欢迎。
2. In the second version, the arrival is unexpected.
   第二个版本里，这次到来出乎意料。
3. I meant surprise, although you understood it as annoyance.
   我想表达惊讶，不过你把它理解成了不耐烦。
4. What could I change to make my intention clearer?
   我可以改变什么，让意图更清楚？

主动词汇：detail · viewpoint · intention · compare · explain · respond · revise · audience

理解词汇：detail · choice

独立交流：Ask the learner who the work is for.；Invite a contrasting idea, then listen.；Clarify rather than judge another interpretation.；Offer a new audience and remove the sentence frame.

B2 · 同一句话，两种意思

用不同语气表达同一句台词，听取同伴的理解，合作表演一段到站小戏。练习澄清条件、权衡方案并说明证据的限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：先演温暖的欢迎：Say the original line "You are here!" as a warm welcome.；保持台词，改变意图：Say the same words with surprise; keep the words unchanged.；听同伴理解并澄清：Ask Mia what intention she heard, then clarify if her interpretation differs.；创作两句到站小戏：Create and perform a two-line arrival scene; label each character’s intention.

场景任务：1. Say the original line "You are here!" as a warm welcome. → 2. Say the same words with surprise; keep the words unchanged. → 3. Ask Mia which intention she understood, then clarify. Assess the learner’s explanation; text transcription alone cannot establish prosody or emotion. → 4. Create and perform a two-line arrival scene; label each character’s intention.

角色扮演情境卡：Use the same words: You are here! One speaker welcomes; one is surprised.

可选方案：warm welcome / surprised arrival

条件变化：The listener understands the wrong intention.

需要协商：Mia asks you to explain without changing the words.

需要澄清：Text alone cannot verify your intonation.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：An unchanged line can support different interpretations when the context and intention change. — 当语境与意图变化时，同一句台词可以有不同解读。

1. I intended a warm welcome, but the listener’s response suggests that my delivery was ambiguous.
   我想表达热情欢迎，但听者的回应提示我的表达有歧义。
2. Before revising the scene, we should distinguish the character’s motive from the audience’s interpretation.
   修改场景前，我们应区分人物动机与观众解读。
3. Your interpretation is plausible; I would add a preceding line to support the intention I chose.
   你的解读说得通；我会加一句前置台词，支持我选择的意图。
4. Could we try both versions and ask the listener what changed?
   我们能否试演两个版本，再问听者感受到什么变化？
5. A transcript records the words, but it cannot by itself establish how the voice sounded.
   转写记录了台词，但不能单凭文字确定声音听起来怎样。

主动词汇：observation · interpretation · evidence · perspective · ambiguous · qualify · revise · audience · context · justify

理解词汇：detail · choice

独立交流：Ask the learner who the work is for.；Invite a contrasting idea, then listen.；Clarify rather than judge another interpretation.；Offer a new audience and remove the sentence frame.

A2 · 做一本有读者的伦敦小书

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

收集伦敦车站细节，区分观察与虚构，协商页面顺序并口头介绍一本旅行小书。练习简短描述、询问和回应。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Make a 3-page station booklet for a first-time visitor.

可选方案：arrival-first order / question-first order

条件变化：The reader says they are already lost inside.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This book is for a new visitor. — 这本书是给新来的读者看的。

1. First, look at the station roof.
   先看看车站的屋顶。
2. What name is on the tag?
   标签上是什么名字？
3. Let us ask the staff.
   我们问问工作人员吧。

主动词汇：page · title · first · next · reader

理解词汇：detail · choice

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 做一本有读者的伦敦小书

收集伦敦车站细节，区分观察与虚构，协商页面顺序并口头介绍一本旅行小书。练习连贯描述、比较并说明理由。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：为小书收集细节：Gather one visible station detail and one question for a new visitor.；分清所见与故事：Distinguish a visible luggage detail from the fictional traveller story.；交换两种页面顺序：Compare arrival-first and question-first page sequences, then discuss the reader’s needs.；编成自己的三页小书：Create a title and three short pages with one observation, one useful question and one response.

场景任务：1. Gather one visible station detail and one question for a new visitor. → 2. Distinguish a visible luggage detail from the fictional traveller story. → 3. Compare arrival-first and question-first page sequences, then discuss the reader’s needs. → 4. Create a title and three short pages with one observation, one useful question and one response.

角色扮演情境卡：Make a 3-page station booklet for a first-time visitor.

可选方案：arrival-first order / question-first order

条件变化：The reader says they are already lost inside.

需要协商：Mia wants a story; the visitor needs useful steps.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I would begin with a question to make the reader curious. — 我会用问题开头，让读者好奇。

1. The next page needs a visible detail about the setting.
   下一页需要一条关于场景的可见细节。
2. This sentence belongs to our invented story.
   这句话属于我们编的故事。
3. Which page would help someone visiting for the first time?
   哪一页能帮助第一次来的人？
4. I moved the explanation earlier because my reader needs it.
   我把解释前移了，因为读者需要它。

主动词汇：page · title · first · next · reader · compare · explain · check

理解词汇：detail · choice

独立交流：Ask the learner to describe the evidence in their own words.；Offer a different interpretation and listen to the learner’s response.；Ask one genuine clarification question; do not invent a completed action.；Change one condition and remove the sentence frame for independent transfer.

B2 · 做一本有读者的伦敦小书

收集伦敦车站细节，区分观察与虚构，协商页面顺序并口头介绍一本旅行小书。练习澄清条件、权衡方案并说明证据的限度。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：为小书收集细节：Gather one visible station detail and one question for a new visitor.；分清所见与故事：Distinguish a visible luggage detail from the fictional traveller story.；交换两种页面顺序：Compare arrival-first and question-first page sequences, then discuss the reader’s needs.；编成自己的三页小书：Create a title and three short pages with one observation, one useful question and one response.

场景任务：1. Gather one visible station detail and one question for a new visitor. → 2. Distinguish a visible luggage detail from the fictional traveller story. → 3. Compare arrival-first and question-first page sequences, then discuss the reader’s needs. → 4. Create a title and three short pages with one observation, one useful question and one response.

角色扮演情境卡：Make a 3-page station booklet for a first-time visitor.

可选方案：arrival-first order / question-first order

条件变化：The reader says they are already lost inside.

需要协商：Mia wants a story; the visitor needs useful steps.

需要澄清：The visitor's destination and current landmark are missing.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The order should serve the reader’s purpose rather than simply copy our walking route. — 顺序应服务读者目的，而不只是照搬步行路线。

1. Opening with a question creates curiosity, but it still needs enough context.
   问题开头能引起好奇，但仍需要足够语境。
2. We should label invented dialogue so it does not appear to be a documented event.
   我们应标明虚构对话，避免它看起来像有记录的事件。
3. Could we remove a repeated detail and preserve the useful transition?
   我们能删掉重复细节，同时保留有用的过渡吗？
4. For a first-time visitor, that reference assumes too much prior knowledge.
   对首次到访的读者来说，那个指代假定了过多背景知识。
5. I revised both the sequence and the wording after hearing your interpretation.
   听了你的理解后，我同时调整了顺序和措辞。

主动词汇：page · title · first · next · reader · assumption · evidence · interpretation · revise

理解词汇：detail · choice

独立交流：Ask the learner to describe the evidence in their own words.；Offer a different interpretation and listen to the learner’s response.；Ask one genuine clarification question; do not invent a completed action.；Change one condition and remove the sentence frame for independent transfer.

A2 · 在巴黎河畔 café 点第一份餐

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

比较两个座位，礼貌点一份可颂和水，并在河边座位满时调整。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice cafe has an indoor seat and a riverside seat.

可选方案：sit inside / sit by the river

条件变化：The riverside seat becomes unavailable.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Could we sit by the river, please? — 我们可以坐河边吗？

1. I would like a croissant, please.
   我想要一个可颂。
2. Could I have still water?
   我可以要静水吗？
3. Let’s sit inside.
   我们坐里面吧。

主动词汇：croissant · still water · river · inside · seat · please

理解词汇：available · order

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较座位并核对 café 订单

比较两个座位、完整点餐、核对订单细节，并说明替代选择。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：礼貌入座：请求合适的座位；完整点单：说清食物和饮料；比较选择：说明座位或餐点偏好；应对变化：在限制下调整订单

场景任务：1. Compare the river seat and the indoor seat. → 2. Order a croissant and still water politely. → 3. Check the order and clarify one detail. → 4. Adjust the order or seat when one choice is unavailable.

角色扮演情境卡：The practice cafe has an indoor seat and a riverside seat.

可选方案：sit inside / sit by the river

条件变化：The riverside seat becomes unavailable.

需要协商：Mia wants the view; you want to sit now.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I’d prefer a seat by the river if one is available. — 如果有座位，我更想坐河边。

1. The river table has a better view, while the indoor table is quieter.
   河边桌景色更好，而室内桌更安静。
2. Could I order a croissant and still water, please?
   我可以点一个可颂和静水吗？
3. Does the order include one glass or a full carafe?
   订单包括一杯还是一整壶？
4. If it is unavailable, the quiet indoor table would be a good alternative.
   如果没位置，安静的室内桌是不错替代。

主动词汇：prefer · available · view · quieter · include · carafe · alternative · order

理解词汇：terrace · reservation

独立交流：Talk about where the learner likes to sit.；Ask Mia what she would order.；Compare a quick snack with a longer café visit.；Design a perfect imaginary café moment.

B2 · 在限制条件下协商 café 体验

权衡景色、安静和等待时间，通过澄清与协商完成座位和订单决策。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：礼貌入座：请求合适的座位；完整点单：说清食物和饮料；比较选择：说明座位或餐点偏好；应对变化：在限制下调整订单

场景任务：1. Compare the river seat and the indoor seat. → 2. Order a croissant and still water politely. → 3. Check the order and clarify one detail. → 4. Adjust the order or seat when one choice is unavailable.

角色扮演情境卡：The practice cafe has an indoor seat and a riverside seat.

可选方案：sit inside / sit by the river

条件变化：The riverside seat becomes unavailable.

需要协商：Mia wants the view; you want to sit now.

需要澄清：The waiting time is not provided.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Could we find a table that balances the river view with a quieter atmosphere? — 能否找一张兼顾河景和安静氛围的桌子？

1. The riverside table is more scenic, whereas the indoor table offers a calmer setting.
   河边桌更有景，而室内桌更安静。
2. We would like one croissant to share and a carafe of still water.
   我们想合点一个可颂和一壶静水。
3. Could you confirm whether the carafe is included in the set?
   能确认套餐是否含这壶水吗？
4. Would it be possible to wait for the river table without delaying the order?
   能否等河边桌，同时不延误点单？
5. The indoor table is the more practical choice, so we can enjoy the order now.
   室内桌更实际，所以我们现在就能享用餐点。

主动词汇：balance · scenic · whereas · setting · constraint · share · confirm · included · delay · practical

理解词汇：availability · atmosphere

独立交流：Talk about where the learner likes to sit.；Ask Mia what she would order.；Compare a quick snack with a longer café visit.；Design a perfect imaginary café moment.

A2 · 在巴黎选一盒小礼物

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

按数量装一盒礼物，听懂缺货信息，并用简单句换成可选口味。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A box holds 4 macarons.

可选方案：two of each / four vanilla

条件变化：Only 1 lemon macaron remains.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Two lemon macarons, please. — 请给我两个柠檬马卡龙。

1. There are four spaces in the box.
   盒子里有四个位置。
2. The pink ones are unavailable.
   粉色的没有了。
3. Vanilla instead, please.
   请换成香草的。

主动词汇：box · four · lemon · vanilla · pink · instead

理解词汇：available · gift

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在预算内搭配马卡龙礼盒

读取口味与预算，核对数量和价格，并在缺货后解释替换方案。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取条件：抓住口味、数量和预算；组合礼物：说清礼盒内容；核对限制：检查数量与价格；灵活替换：缺货后合理替换并解释

场景任务：1. Read the recipient preference, box size and budget. → 2. Choose available flavours and quantities. → 3. Check the count, price and box capacity. → 4. Replace an unavailable flavour and explain the decision.

角色扮演情境卡：A box holds 4 macarons. Lemon costs 2 tokens; vanilla costs 1. Budget is 6.

可选方案：two of each / four vanilla

条件变化：Only 1 lemon macaron remains.

需要协商：The recipient prefers lemon.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Our friend likes lemon, and we have a six-euro budget. — 朋友喜欢柠檬味，我们预算六欧元。

1. Two lemon and one vanilla would cost six euros.
   两个柠檬加一个香草共六欧元。
2. That gives us three macarons with one space left.
   这样有三个马卡龙，还剩一个位置。
3. Rose is unavailable, so we need a replacement.
   玫瑰味缺货，所以要替换。
4. I would replace it with vanilla because our friend likes it.
   我会换成香草，因为朋友喜欢。

主动词汇：flavour · budget · cost · space · unavailable · replacement · within · include

理解词汇：recipient · total

独立交流：Talk about a thoughtful gift the learner remembers.；Ask Mia which flavour mix feels most personal.；Explain what makes a gift thoughtful.；Create a short gift message together.

B2 · 为两位朋友权衡一盒礼物

整合两位收礼者偏好、容量、价格和缺货信息，协商并论证最终组合。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：读取条件：抓住口味、数量和预算；组合礼物：说清礼盒内容；核对限制：检查数量与价格；灵活替换：缺货后合理替换并解释

场景任务：1. Read the recipient preference, box size and budget. → 2. Choose available flavours and quantities. → 3. Check the count, price and box capacity. → 4. Replace an unavailable flavour and explain the decision.

角色扮演情境卡：A box holds 4 macarons. Lemon costs 2 tokens; vanilla costs 1. Budget is 6.

可选方案：two of each / four vanilla

条件变化：Only 1 lemon macaron remains.

需要协商：The recipient prefers lemon.

需要澄清：The recipient has not said whether another flavour is acceptable.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：We need a thoughtful mix for two friends within an eight-euro budget. — 我们要在八欧元预算内为两位朋友搭配贴心组合。

1. One recipient prefers lemon, whereas the other prefers vanilla.
   一位偏爱柠檬，另一位偏爱香草。
2. The box holds four, so every space should support the plan.
   盒子装四个，所以每个位置都应服务于方案。
3. A balanced option would include two of each flavour.
   平衡方案是每种口味各两个。
4. Since rose is unavailable, we should not build the gift around it.
   玫瑰味缺货，因此不应围绕它设计礼盒。
5. Replacing rose with vanilla respects a preference without exceeding the budget.
   用香草替换玫瑰既尊重偏好又不超预算。

主动词汇：recipient · whereas · capacity · balanced · substitute · respect · exceed · budget · final · thoughtful

理解词汇：constraint · allocation

独立交流：Talk about a thoughtful gift the learner remembers.；Ask Mia which flavour mix feels most personal.；Explain what makes a gift thoughtful.；Create a short gift message together.

A2 · 学校午餐的新朋友

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

礼貌询问座位，描述午餐并认识一位新朋友。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：One lunch seat is empty, but a bag is on it.

可选方案：ask about the seat / find another seat

条件变化：The seat is reserved for a friend.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：May I sit here? — 我可以坐这里吗？

1. I have soup, bread, and an apple.
   我有汤、面包和苹果。
2. Is this seat free?
   这个座位空着吗？
3. What do you like for lunch?
   你午餐喜欢吃什么？

主动词汇：sit · seat · free · soup · bread · apple

理解词汇：lunch · friend

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在学校午餐桌自然加入交流

自然加入午餐桌，表达偏好、纠正餐点并跟进新朋友的话题。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：礼貌加入：询问座位是否可用；描述午餐：说清食物和偏好；认识朋友：提出并跟进问题；灵活回应：面对变化保持自然交流

场景任务：1. Ask whether a visible seat is free. → 2. Describe the lunch tray and one preference. → 3. Ask a new friend one genuine question. → 4. Respond politely if the seat or meal changes.

角色扮演情境卡：One lunch seat is empty, but a bag is on it.

可选方案：ask about the seat / find another seat

条件变化：The seat is reserved for a friend.

需要协商：Mia wants to sit with the group.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Is this seat free, or is someone using it? — 这个座位空着，还是有人在用？

1. I like the soup, although I would prefer more fruit.
   我喜欢汤，不过更想多一点水果。
2. Sorry, I ordered an apple rather than yoghurt.
   不好意思，我点的是苹果，不是酸奶。
3. What do you usually do after lunch?
   你午饭后通常做什么？
4. That sounds fun; how often do you play?
   听起来很有趣；你多久玩一次？

主动词汇：using · prefer · rather than · usually · after lunch · follow-up · often · join

理解词汇：canteen · classmate

独立交流：Talk about who the learner likes eating with.；Ask Mia about a school lunch she remembers.；Follow up on the answer instead of changing topic.；Plan a welcoming table together.

B2 · 在午餐桌兼顾礼貌和真实交流

识别座位与对话信号，解决餐点问题并用追问建立真实交流。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：礼貌加入：询问座位是否可用；描述午餐：说清食物和偏好；认识朋友：提出并跟进问题；灵活回应：面对变化保持自然交流

场景任务：1. Ask whether a visible seat is free. → 2. Describe the lunch tray and one preference. → 3. Ask a new friend one genuine question. → 4. Respond politely if the seat or meal changes.

角色扮演情境卡：One lunch seat is empty, but a bag is on it.

可选方案：ask about the seat / find another seat

条件变化：The seat is reserved for a friend.

需要协商：Mia wants to sit with the group.

需要澄清：An empty chair does not prove availability.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Would joining this table interrupt your group? — 加入这桌会打扰你们吗？

1. I chose the soup because it is warm, though the fruit adds variety.
   我选汤是因为它温暖，而水果增加了变化。
2. The tray is missing the apple, so could we correct it without delaying lunch?
   餐盘少了苹果，能否不耽误午餐地补上？
3. I understand the seat is reserved, so I can join the next table.
   我知道座位已留人，所以可以去下一桌。
4. You mentioned art club; what kind of work are you making?
   你提到美术社；你们在做什么作品？
5. A welcoming conversation depends on listening as well as speaking.
   友好的对话既要说，也要听。

主动词汇：interrupt · variety · resolve · reserved · respect · mentioned · engage · welcoming · depend on · listen

理解词汇：social cue · accommodate

独立交流：Talk about who the learner likes eating with.；Ask Mia about a school lunch she remembers.；Follow up on the answer instead of changing topic.；Plan a welcoming table together.

A2 · 把巴黎河光画下来

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

观察河景，比较早晚色彩并选择自己的配色。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The task offers a cool palette and a warm palette for your river study.

可选方案：cool palette / warm palette

条件变化：The title must now suggest evening.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：The river looks blue. — 河水看起来是蓝色的。

1. The morning light is cool.
   早晨的光线偏冷。
2. The evening light is warm and gold.
   傍晚的光线温暖、金黄。
3. I will use blue and green.
   我要用蓝色和绿色。

主动词汇：river · blue · green · morning · evening · warm

理解词汇：cool · light

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较两组河景色彩

比较两组色板，联系倒影与气氛并说明配色选择。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察颜色：用可见细节说话；比较光线：比较冷暖与气氛；解释选择：用理由支持配色；作品表达：为自己的画清楚介绍

场景任务：1. Observe the river view before choosing words. → 2. Compare the cool morning and warm evening palettes. → 3. Choose colours and explain one reason. → 4. Give the finished study a short spoken label.

角色扮演情境卡：The task offers a cool palette and a warm palette for your river study.

可选方案：cool palette / warm palette

条件变化：The title must now suggest evening.

需要协商：Mia associates evening with different colours.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The morning view looks cooler than the evening view. — 早晨的景色比傍晚更冷。

1. Blue and green reflections make the water feel calm.
   蓝绿倒影让水面感觉平静。
2. The evening palette is warmer and more energetic.
   傍晚色板更暖、更有活力。
3. I would choose the cool palette for a quiet scene.
   我会为安静画面选择冷色板。
4. It fits the soft light and gentle water.
   它适合柔和的光线和平静的水面。

主动词汇：reflection · palette · cooler · warmer · calm · energetic · gentle · fit

理解词汇：atmosphere · contrast

独立交流：Talk about a colour the learner notices today.；Ask Mia which atmosphere she prefers.；Imagine changing one colour together.；Create another scene title freely.

B2 · 用色彩证据解释两种河景气氛

区分观察与解读，比较色彩证据并完成简短策展式表达。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察颜色：用可见细节说话；比较光线：比较冷暖与气氛；解释选择：用理由支持配色；作品表达：为自己的画清楚介绍

场景任务：1. Observe the river view before choosing words. → 2. Compare the cool morning and warm evening palettes. → 3. Choose colours and explain one reason. → 4. Give the finished study a short spoken label.

角色扮演情境卡：The task offers a cool palette and a warm palette for your river study.

可选方案：cool palette / warm palette

条件变化：The title must now suggest evening.

需要协商：Mia associates evening with different colours.

需要澄清：There is no single correct emotional reading of colour.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The two studies create different atmospheres through colour and contrast. — 两幅习作通过颜色和对比营造不同气氛。

1. The morning study uses cool tones and lower contrast.
   早晨习作用冷色调和较低对比。
2. That choice suggests stillness, although another viewer may find it distant.
   这种选择暗示宁静，不过也有人会觉得疏离。
3. The warm highlights draw attention to the moving reflections.
   暖色高光把注意力引向流动倒影。
4. I would reduce the violet so the gold remains the focal point.
   我会减少紫色，让金色保持视觉重点。
5. This study explores how evening light turns movement into warmth.
   这幅习作探索傍晚光线如何把流动变成温暖。

主动词汇：study · tone · contrast · stillness · viewer · highlight · focal point · explore · reflection · atmosphere

理解词汇：curatorial · composition

独立交流：Talk about a colour the learner notices today.；Ask Mia which atmosphere she prefers.；Imagine changing one colour together.；Create another scene title freely.

A2 · 在巴黎街市为朋友挑礼物

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

询价、描述朋友喜好并选择一件礼物；与旧课的马卡龙数量组合不同。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A scarf costs 2 euros and a small boat costs 5 euros in this practice shop.

可选方案：scarf / small boat

条件变化：The small boat costs 6 euros on the new task card.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：How much is this scarf? — 这条围巾多少钱？

1. My friend likes blue.
   我的朋友喜欢蓝色。
2. The small boat costs five euros.
   小船模型五欧元。
3. The boat is for my friend.
   小船是给我朋友的。

主动词汇：gift · friend · scarf · boat · five euros · choose

理解词汇：market · budget

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较巴黎街市的两件礼物

询问价格、比较实用性与纪念意义，并说明最终选择。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：了解对象：说清朋友的喜好；问清价格：主动询价并核对预算；比较礼物：比较两件不同物品；解释选择：独立给出选择和理由

场景任务：1. Describe the friend and inspect two different gift objects. → 2. Ask the price of each gift and compare with the budget. → 3. Compare how the two gifts fit the friend. → 4. Choose one gift and explain the reason.

角色扮演情境卡：A scarf costs 2 euros and a small boat costs 5 euros in this practice shop. Your budget is 5 euros.

可选方案：scarf / small boat

条件变化：The small boat costs 6 euros on the new task card.

需要协商：Your friend likes writing and collecting pictures.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I am looking for a small gift for a friend who likes the river. — 我在给喜欢河流的朋友找一件小礼物。

1. Could you tell me the price of the scarf and the boat?
   能告诉我围巾和小船分别多少钱吗？
2. The scarf is useful, while the boat reminds us of Paris.
   围巾实用，小船让我们想起巴黎。
3. The boat fits my budget better.
   小船更符合我的预算。
4. I would choose the boat because it feels more personal.
   我会选小船，因为它更有个人意义。

主动词汇：price · useful · remind · budget · fit · personal · compare · choose

理解词汇：souvenir · value

独立交流：Ask Mia what makes a gift feel personal.；Let the learner ask Mia which one she likes.；Consider a different friend’s preference.；Invent a short message for the gift.

B2 · 在巴黎街市权衡礼物价值

在价格、实用性和朋友偏好之间权衡，并核对最终价格。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：了解对象：说清朋友的喜好；问清价格：主动询价并核对预算；比较礼物：比较两件不同物品；解释选择：独立给出选择和理由

场景任务：1. Describe the friend and inspect two different gift objects. → 2. Ask the price of each gift and compare with the budget. → 3. Compare how the two gifts fit the friend. → 4. Choose one gift and explain the reason.

角色扮演情境卡：A scarf costs 2 euros and a small boat costs 5 euros in this practice shop. Your budget is 5 euros.

可选方案：scarf / small boat

条件变化：The small boat costs 6 euros on the new task card.

需要协商：Your friend likes writing and collecting pictures.

需要澄清：You have not asked which matters more.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：I want a gift that fits both my friend’s taste and my budget. — 我想找既合朋友喜好又符合预算的礼物。

1. The scarf is practical, whereas the little boat has a stronger connection to our trip.
   围巾实用，小船却更能联系这次旅行。
2. Could you confirm the final price, including the wrapping?
   能确认包含包装的最终价格吗？
3. If the boat exceeds my budget, I could choose the simpler version.
   如果小船超预算，可以选简款。
4. My friend loves the river, so the boat reflects something she genuinely enjoys.
   朋友喜欢河流，小船对应她真正的兴趣。
5. I will take the boat because its meaning matters more here than general usefulness.
   我选小船，因为在这里意义比一般实用性更重要。

主动词汇：practical · connection · wrapping · exceed · simpler · reflect · genuinely · meaning · value · budget

理解词汇：sentimental · trade-off

独立交流：Ask Mia what makes a gift feel personal.；Let the learner ask Mia which one she likes.；Consider a different friend’s preference.；Invent a short message for the gift.

A2 · 讲述巴黎的一天

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

利用可见的三个回忆素材，按顺序讲述一天并表达喜欢的地方。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Tell an imagined day in order: cafe, river, gallery.

可选方案：start at the river / start with a surprise

条件变化：Your listener asks which event really happened.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：First, we went to the cafe. — 首先，我们去了咖啡馆。

1. Then we looked at the river.
   然后我们看了河流。
2. I painted the blue water.
   我画了蓝色的水。
3. I liked the river best.
   我最喜欢河边。

主动词汇：first · then · cafe · river · painted · liked

理解词汇：finally · memory

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 把巴黎的一天讲成短故事

用时间词、具体细节和个人感受讲述一段连续经历。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：回忆地点：从可见素材找出一天的场景；按序叙述：用时间词连接经历；表达感受：描述最喜欢的片段；完整讲述：独立讲述一段巴黎经历

场景任务：1. Recall the first visible stop without claiming an unvisited activity happened. → 2. Connect a cafe moment to the river scene. → 3. Describe one surprising or enjoyable moment. → 4. Tell a short ordered story with a personal ending.

角色扮演情境卡：Tell an imagined day in order: cafe, river, gallery.

可选方案：start at the river / start with a surprise

条件变化：Your listener asks which event really happened.

需要协商：Mia wants a more exciting ending.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Our day in Paris began beside the river cafe. — 我们在巴黎的一天从河边咖啡馆开始。

1. After breakfast, we walked to a place with a river view.
   早餐后，我们走到能看到河的地方。
2. The water reflected warm light while I chose colours for my painting.
   我选画画颜色时，水面映着暖光。
3. My favourite moment was noticing how the colours changed.
   我最喜欢的是发现颜色如何变化。
4. I would like to return because I still have more to explore.
   我还想回来，因为还有更多地方没探索。

主动词汇：began · after · reflected · favourite · changed · return · explore · moment

理解词汇：memory · sequence

独立交流：Ask what the learner remembers most clearly.；Invite Mia to share a different favourite detail.；Let the learner ask Mia a follow-up question.；Imagine one extra stop for tomorrow.

B2 · 讲一个有重点的巴黎旅行故事

选择真实可见的细节，用转折和反思组织完整旅行叙事。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：回忆地点：从可见素材找出一天的场景；按序叙述：用时间词连接经历；表达感受：描述最喜欢的片段；完整讲述：独立讲述一段巴黎经历

场景任务：1. Recall the first visible stop without claiming an unvisited activity happened. → 2. Connect a cafe moment to the river scene. → 3. Describe one surprising or enjoyable moment. → 4. Tell a short ordered story with a personal ending.

角色扮演情境卡：Tell an imagined day in order: cafe, river, gallery.

可选方案：start at the river / start with a surprise

条件变化：Your listener asks which event really happened.

需要协商：Mia wants a more exciting ending.

需要澄清：Label invented events clearly.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Rather than list every stop, I will tell you the moment that stayed with me. — 我不罗列每一站，而要讲最难忘的瞬间。

1. The morning began quietly at the riverside cafe before the streets became busy.
   清晨从安静的河边咖啡馆开始，后来街道热闹起来。
2. As we walked along the river, the changing light gave me an idea for a painting.
   沿河散步时，变化的光线给了我绘画灵感。
3. I chose blue first, then added warm tones to show how the scene had changed.
   我先用蓝色，再添暖色表现景色的变化。
4. The day mattered because I began noticing details I would normally miss.
   这一天有意义，因为我开始注意平时忽略的细节。
5. If I returned tomorrow, I would look for another view and compare it with this one.
   如果明天回来，我会找另一处景色作比较。

主动词汇：rather than · setting · transition · changing · tone · reflection · normally · return · compare · detail

理解词汇：narrative · perspective

独立交流：Ask what the learner remembers most clearly.；Invite Mia to share a different favourite detail.；Let the learner ask Mia a follow-up question.；Imagine one extra stop for tomorrow.

A2 · 在巴黎咖啡馆核对账单

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

记住订单，对照账单并礼貌询问不明项目。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：The practice bill lists a croissant, water and an extra juice.

可选方案：ask about juice / check the order

条件变化：The server says the juice belongs to another table.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：We ordered a croissant and water. — 我们点了可颂和水。

1. Is this our bill?
   这是我们的账单吗？
2. What is this extra item?
   这个多出的项目是什么？
3. Thank you for checking.
   谢谢你帮忙核对。

主动词汇：bill · croissant · water · item · check · thank you

理解词汇：total · server

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 礼貌解决巴黎咖啡馆账单疑问

描述订单、询问多出的一项并确认解释后的总额。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：记住订单：说清已点的物品；核对账单：对照账单和订单；礼貌询问：主动询问不清楚的一项；确认结果：复述最终账单处理办法

场景任务：1. Recall the visible croissant and water on the table. → 2. Compare the illustrated bill icons with the actual order. → 3. Ask the server about one extra item without assuming an error. → 4. Confirm the corrected or explained bill.

角色扮演情境卡：The practice bill lists a croissant, water and an extra juice.

可选方案：ask about juice / check the order

条件变化：The server says the juice belongs to another table.

需要协商：Your friend wants to pay quickly.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Could we check the bill against what we ordered? — 能把账单和我们的订单核对一下吗？

1. We had one croissant and one glass of water.
   我们点了一份可颂和一杯水。
2. Could you explain the extra item on the bill?
   能解释账单上多出的一项吗？
3. I may have misunderstood, so let us check together.
   可能是我理解错了，我们一起核对。
4. That makes sense; could you confirm the final total?
   明白了，能确认最终总额吗？

主动词汇：bill · order · extra · item · explain · misunderstand · total · confirm

理解词汇：service charge · receipt

独立交流：Ask what the learner would order.；Discuss why it helps to check politely.；Let the learner formulate the question.；Practise a different cafe problem.

B2 · 在巴黎咖啡馆审慎核对消费明细

先询问费用含义，避免误判，再确认应付金额。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：记住订单：说清已点的物品；核对账单：对照账单和订单；礼貌询问：主动询问不清楚的一项；确认结果：复述最终账单处理办法

场景任务：1. Recall the visible croissant and water on the table. → 2. Compare the illustrated bill icons with the actual order. → 3. Ask the server about one extra item without assuming an error. → 4. Confirm the corrected or explained bill.

角色扮演情境卡：The practice bill lists a croissant, water and an extra juice.

可选方案：ask about juice / check the order

条件变化：The server says the juice belongs to another table.

需要协商：Your friend wants to pay quickly.

需要澄清：The final corrected total must still be checked.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：I would like to review the bill before we pay, as one item is unclear. — 付款前我想核对账单，因为有一项不清楚。

1. Our order included one croissant and water; I cannot place this additional charge.
   我们点了可颂和水，我不明白这笔额外费用。
2. Could you explain what the charge covers before making any changes?
   在改动前，能解释这笔费用包含什么吗？
3. It may be a service charge rather than a mistake.
   这可能是服务费，而不是错误。
4. If it was added in error, could you update the bill and show the new total?
   若是误加，能更新账单并显示新总额吗？
5. Thank you for clarifying; we can now settle the correct amount.
   谢谢解释，现在可以结清正确金额。

主动词汇：review · additional · charge · covers · service · mistake · update · settle · amount · clarify

理解词汇：itemised · gratuity

独立交流：Ask what the learner would order.；Discuss why it helps to check politely.；Let the learner formulate the question.；Practise a different cafe problem.

A2 · 在巴黎礼品店更换一件礼物

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

说明朋友喜好，礼貌询问并选择替代礼物。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：You have a practice receipt and want to exchange a damaged gift.

可选方案：ask for replacement / ask about another gift

条件变化：The same gift is unavailable.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Can I change this gift, please? — 我能换这件礼物吗？

1. My friend likes blue.
   我的朋友喜欢蓝色。
2. Do you have a blue boat?
   你们有蓝色的小船吗？
3. I will take this one.
   我要这一个。

主动词汇：gift · change · friend · blue · boat · this one

理解词汇：receipt · shop

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 为朋友协商巴黎礼物更换

解释更换原因，比较替代品并向店员确认可行办法。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说明原因：说清想更换的礼物；询问办法：礼貌询问可选替代品；比较选项：比较原礼物与替代品；确认更换：独立确认最终选择

场景任务：1. Notice the receipt and explain why a gift needs changing. → 2. Ask the shop worker about available alternatives. → 3. Compare the replacement with the original gift. → 4. Confirm the final change without inventing a store policy.

角色扮演情境卡：You have a practice receipt and want to exchange a damaged gift.

可选方案：ask for replacement / ask about another gift

条件变化：The same gift is unavailable.

需要协商：Mia prefers a different item that costs more.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I bought this gift, but I think my friend would prefer another colour. — 我买了这件礼物，但朋友可能更喜欢另一种颜色。

1. Could I ask what alternatives are available?
   能问问还有哪些替代选择吗？
2. She already has a scarf, so a small boat may suit her better.
   她已有围巾，小船可能更适合她。
3. Is there a difference in price between these two?
   这两件价格有差别吗？
4. If the change is possible, I would choose the blue boat.
   如果可以更换，我想选蓝色小船。

主动词汇：alternative · available · suit · difference · price · possible · choose · receipt

理解词汇：exchange · policy

独立交流：Ask whether the learner has ever changed a choice.；Let Mia suggest a different colour or object.；Invite the learner to ask about the price difference.；Consider how to avoid the same problem next time.

B2 · 在规则未知时妥善协商礼物更换

不预设店铺政策，先确认条件和价格，再选择恰当方案。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：说明原因：说清想更换的礼物；询问办法：礼貌询问可选替代品；比较选项：比较原礼物与替代品；确认更换：独立确认最终选择

场景任务：1. Notice the receipt and explain why a gift needs changing. → 2. Ask the shop worker about available alternatives. → 3. Compare the replacement with the original gift. → 4. Confirm the final change without inventing a store policy.

角色扮演情境卡：You have a practice receipt and want to exchange a damaged gift.

可选方案：ask for replacement / ask about another gift

条件变化：The same gift is unavailable.

需要协商：Mia prefers a different item that costs more.

需要澄清：The fictional shop's exchange policy has not been stated.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：I would like to ask whether this gift can be exchanged; I have the receipt. — 我想询问这件礼物能否更换，我带了收据。

1. Could you explain the exchange conditions before I decide?
   决定前能解释更换条件吗？
2. The scarf is lovely, but a blue boat would match my friend’s interests more closely.
   围巾很好，但蓝色小船更符合朋友兴趣。
3. Would the replacement involve any difference in price?
   替换品会有价格差异吗？
4. If an exchange is unavailable, what other options could I consider?
   若不能更换，还有什么选择？
5. Given those conditions, I would choose the boat and keep the receipt.
   按这些条件，我会选小船并保留收据。

主动词汇：exchange · condition · receipt · match · interest · replacement · involve · option · unavailable · consider

理解词汇：refund · credit

独立交流：Ask whether the learner has ever changed a choice.；Let Mia suggest a different colour or object.；Invite the learner to ask about the price difference.；Consider how to avoid the same problem next time.

A2 · 在巴黎学校欢迎新同学

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

邀请新同学共进午餐，介绍朋友并尊重对方选择。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A new student is looking for a lunch seat.

可选方案：invite to your table / ask their preference

条件变化：The newcomer chooses a quiet table.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Would you like to sit with us? — 你愿意和我们坐一起吗？

1. This is my friend Mia.
   这是我的朋友 Mia。
2. What do you like to do?
   你喜欢做什么？
3. That is okay. See you later!
   没关系，待会见！

主动词汇：sit · friend · lunch · like · later · welcome

理解词汇：new · choose

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 让巴黎学校的新同学融入午餐交流

自然邀请与介绍，倾听新同学，并尊重不同选择。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现需求：留意新同学寻找座位；主动邀请：礼貌邀请一起吃饭；展开交流：介绍同伴并询问兴趣；尊重选择：按对方意愿继续友好交流

场景任务：1. Notice a newcomer looking for a lunch table. → 2. Invite the newcomer without pressuring them. → 3. Introduce a friend and ask an open question. → 4. Suggest another welcoming action when the newcomer chooses a different seat.

角色扮演情境卡：A new student is looking for a lunch seat.

可选方案：invite to your table / ask their preference

条件变化：The newcomer chooses a quiet table.

需要协商：Mia wants everyone together.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：You are welcome to join us for lunch if you would like. — 如果愿意，欢迎和我们一起吃午饭。

1. This is Mia; she likes drawing by the river.
   这是 Mia，她喜欢在河边画画。
2. What do you enjoy doing after school?
   放学后你喜欢做什么？
3. That sounds interesting; would you like to tell us more?
   听起来很有趣，愿意多说一点吗？
4. Of course; you can choose where you feel comfortable.
   当然，你可以选自己觉得自在的位置。

主动词汇：join · introduce · enjoy · comfortable · invite · interest · choose · school

理解词汇：newcomer · conversation

独立交流：Ask how the learner feels in a new place.；Let Mia answer with a preference.；Keep the conversation comfortable for everyone.；Discuss what makes a welcome feel genuine.

B2 · 营造尊重选择的巴黎校园欢迎氛围

通过开放问题了解新同学，尊重边界并提出合适的后续帮助。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：发现需求：留意新同学寻找座位；主动邀请：礼貌邀请一起吃饭；展开交流：介绍同伴并询问兴趣；尊重选择：按对方意愿继续友好交流

场景任务：1. Notice a newcomer looking for a lunch table. → 2. Invite the newcomer without pressuring them. → 3. Introduce a friend and ask an open question. → 4. Suggest another welcoming action when the newcomer chooses a different seat.

角色扮演情境卡：A new student is looking for a lunch seat.

可选方案：invite to your table / ask their preference

条件变化：The newcomer chooses a quiet table.

需要协商：Mia wants everyone together.

需要澄清：You do not know why the newcomer prefers quiet.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A thoughtful welcome gives a new classmate an invitation and room to choose. — 周到的欢迎既发出邀请，也给新同学选择空间。

1. You are very welcome to join us, but please choose the table where you feel most comfortable.
   很欢迎你加入，但请选自己最自在的餐桌。
2. Mia enjoys sketching; perhaps you two have an interest in common.
   Mia 喜欢素描，也许你们有共同兴趣。
3. What would help you feel at home here during your first week?
   第一周有什么能让你在这里更自在？
4. I understand; you might prefer a quieter table today.
   我理解；你今天可能更想坐安静一点的桌子。
5. Even if you sit elsewhere, I would be happy to show you around after lunch.
   即使坐别处，午饭后我也很乐意带你看看。

主动词汇：thoughtful · invitation · comfortable · interest · common · quiet · prefer · welcome · choose · follow

理解词汇：belonging · pressure

独立交流：Ask how the learner feels in a new place.；Let Mia answer with a preference.；Keep the conversation comfortable for everyone.；Discuss what makes a welcome feel genuine.

A2 · 在巴黎河边寄一张明信片

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

选一张巴黎河景明信片，描述细节并给亲友留言。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Send a river postcard to a friend or a grandparent.

可选方案：write to a friend / write to a grandparent

条件变化：The reader asks one practical question about the place.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：This postcard shows the river. — 这张明信片画着河流。

1. I can see a blue boat.
   我能看到一艘蓝色的船。
2. Hello, my friend! I miss you.
   你好，朋友！我想你了。
3. This picture is for Grandma.
   这张画送给奶奶。

主动词汇：postcard · river · boat · blue · friend · send

理解词汇：picture · message

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 为不同亲友选择巴黎明信片

描述画面，按收信人选择明信片并说出有个人细节的留言。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：选择图片：比较两张河景明信片；描述细节：说出画面中的具体内容；表达心意：为收信人说一句自然的话；换人迁移：为不同收信人调整内容

场景任务：1. Compare two original river-view postcard pictures. → 2. Describe one visible detail in the chosen picture. → 3. Speak a short personal message rather than reading a fixed line. → 4. Choose a new picture for a different recipient and explain why.

角色扮演情境卡：Send a river postcard to a friend or a grandparent.

可选方案：write to a friend / write to a grandparent

条件变化：The reader asks one practical question about the place.

需要协商：Mia wants a poetic message.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I would choose the river postcard because my friend enjoys boats. — 我会选河景明信片，因为朋友喜欢船。

1. In the picture, a small blue boat is crossing the river.
   画面里，一艘蓝色小船正穿过河流。
2. The evening card is calmer, while the sunny card feels more cheerful.
   傍晚那张更宁静，晴天那张更欢快。
3. I saw this boat and remembered our trip together.
   看到这艘船，我想起我们一起旅行。
4. For Grandma, I would choose the calmer view and write a different message.
   给奶奶我会选更宁静的景色，并写不同的话。

主动词汇：postcard · cross · river · evening · cheerful · calm · remember · message

理解词汇：recipient · view

独立交流：Ask who the learner would send a card to.；Let Mia notice a different detail.；Ask how the recipient might feel.；Invent a question the recipient might ask.

B2 · 用巴黎明信片传达具体而得体的心意

根据不同收信人调整画面与语气，传达具体的共同记忆。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：选择图片：比较两张河景明信片；描述细节：说出画面中的具体内容；表达心意：为收信人说一句自然的话；换人迁移：为不同收信人调整内容

场景任务：1. Compare two original river-view postcard pictures. → 2. Describe one visible detail in the chosen picture. → 3. Speak a short personal message rather than reading a fixed line. → 4. Choose a new picture for a different recipient and explain why.

角色扮演情境卡：Send a river postcard to a friend or a grandparent.

可选方案：write to a friend / write to a grandparent

条件变化：The reader asks one practical question about the place.

需要协商：Mia wants a poetic message.

需要澄清：The reader's interests are not yet known.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The best postcard depends on the recipient and the memory I want to share. — 最合适的明信片取决于收信人和我想分享的回忆。

1. The bright river scene suggests energy, whereas the evening view feels reflective.
   明亮河景充满活力，傍晚景色则更适合沉思。
2. The blue boat near the bridge reminds me of our afternoon walk.
   桥边蓝船让我想起我们下午的散步。
3. I would mention that shared moment instead of writing a generic greeting.
   我会提那段共同经历，而不是写泛泛的问候。
4. For a younger friend, I would choose the brighter image and a playful tone.
   给年纪较小的朋友，我会选更明亮的图和轻快语气。
5. The picture and the message should work together to make the note personal.
   画面和留言应相互呼应，让这张卡片有个人温度。

主动词汇：recipient · reflective · generic · greeting · tone · playful · memory · personal · scene · adjust

理解词汇：nostalgia · composition

独立交流：Ask who the learner would send a card to.；Let Mia notice a different detail.；Ask how the recipient might feel.；Invent a question the recipient might ask.

A2 · 在奥赛看蓝色画作

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在 3D 奥赛画廊看真实作品复制图，描述细节和感受。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Choose a visible detail from the Van Gogh and Monet reproductions.

可选方案：compare colour / compare marks

条件变化：Mia interprets the same detail differently.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see stars in this painting. — 我在这幅画里看到星星。

1. The other painting has water lilies.
   另一幅画里有睡莲。
2. I like the flowers more.
   我更喜欢花。
3. The blue colours make me feel calm.
   蓝色让我感到平静。

主动词汇：painting · star · flower · blue · colour · calm

理解词汇：gallery · artist

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用细节比较奥赛两幅蓝色画作

用颜色、形状与倒影的可见细节解释不同感受。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看作品：说出第一幅作品中可见内容；描述细节：清楚描述第二幅的细节；比较感受：用画面证据说明不同感受；主动讲解：给同伴自然介绍一幅画

场景任务：1. Look closely at the licensed Van Gogh reproduction. → 2. Describe a visible detail in the licensed Monet reproduction. → 3. Compare the two works using only visible evidence. → 4. Give a friend a short, personal gallery explanation.

角色扮演情境卡：Choose a visible detail from the Van Gogh and Monet reproductions.

可选方案：compare colour / compare marks

条件变化：Mia interprets the same detail differently.

需要协商：A visitor wants a quick explanation.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Van Gogh’s river scene has stars and reflections, while Monet’s work shows water lilies. — 梵高的河景有星星与倒影，莫奈的作品呈现睡莲。

1. The lights reflect on the river in the first painting.
   第一幅画里，灯光映在河上。
2. Both works use blue, but they create different moods.
   两幅作品都用蓝色，但气氛不同。
3. I prefer the water lilies because the soft shapes feel peaceful.
   我更喜欢睡莲，因为柔和的形状让人平静。
4. Which visible detail gives you that impression?
   哪个可见细节让你有这种印象？

主动词汇：reflection · river · water lilies · mood · shape · peaceful · prefer · detail

理解词汇：brushwork · reproduction

独立交流：What catches your eye first?；How does the second work feel?；Which details support that view?；What would you ask a visitor?

B2 · 在奥赛把观察与解读分开

以真实作品复制图为依据，讨论观察、感受和解释的边界。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看作品：说出第一幅作品中可见内容；描述细节：清楚描述第二幅的细节；比较感受：用画面证据说明不同感受；主动讲解：给同伴自然介绍一幅画

场景任务：1. Look closely at the licensed Van Gogh reproduction. → 2. Describe a visible detail in the licensed Monet reproduction. → 3. Compare the two works using only visible evidence. → 4. Give a friend a short, personal gallery explanation.

角色扮演情境卡：Choose a visible detail from the Van Gogh and Monet reproductions.

可选方案：compare colour / compare marks

条件变化：Mia interprets the same detail differently.

需要协商：A visitor wants a quick explanation.

需要澄清：Visible evidence does not prove the artist's intention.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：I can describe the visible colours and shapes before interpreting the mood of either painting. — 解读气氛前，我可以先描述两幅画里看得见的色彩和形状。

1. Van Gogh’s river contains reflected lights, whereas Monet’s lilies soften the surface of the water.
   梵高的河面有灯光倒影，莫奈的睡莲让水面显得柔和。
2. The first feels more dramatic to me, although another visitor might respond differently.
   第一幅在我看来更有戏剧性，但别人可能感受不同。
3. That is my interpretation, not a fact stated by the painting.
   这是我的解读，不是画作直接陈述的事实。
4. Both rely on blue, yet the arrangement of light changes the effect.
   两幅都依赖蓝色，但光线布局改变了效果。
5. What detail would you use to support your reading?
   你会用哪个细节支持自己的理解？

主动词汇：visible · interpret · reflected · surface · dramatic · arrangement · effect · support · contrast · visitor

理解词汇：composition · impressionism

独立交流：What catches your eye first?；How does the second work feel?；Which details support that view?；What would you ask a visitor?

A2 · 在奥赛选两幅画做小展览

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

描述雷诺阿真实作品复制图，选第二幅画并介绍小展览。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Build a 2-work exhibition with Renoir and one contrasting reproduction.

可选方案：group by colour / group by activity

条件变化：The visitor asks to see the contrast first.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see people dancing. — 我看到有人在跳舞。

1. Let us choose the river painting too.
   我们也选河景画吧。
2. Show the dancing picture first.
   先展示跳舞那幅。
3. Our show is People and Places.
   我们的小展叫“人与地点”。

主动词汇：dance · people · river · picture · first · show

理解词汇：exhibition · curator

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 为朋友策划两幅作品的小展

比较热闹与宁静画面，协商两幅作品的展示顺序。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察人物：描述画面中可见人物与活动；挑选对照：选择可形成对比的第二幅作品；商量顺序：说明摆放顺序的理由；介绍小展：用标题和问题介绍两幅作品

场景任务：1. Observe the licensed Renoir reproduction and describe the gathering. → 2. Choose a contrasting work from the other real reproductions. → 3. Discuss which order would help a friend understand a theme. → 4. Present a two-work mini exhibition with a title and one question.

角色扮演情境卡：Build a 2-work exhibition with Renoir and one contrasting reproduction.

可选方案：group by colour / group by activity

条件变化：The visitor asks to see the contrast first.

需要协商：Mia prefers a chronological story.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Renoir’s painting shows a lively gathering, so I would pair it with a quieter scene. — 雷诺阿的画呈现热闹聚会，我想把它与更安静的画面搭配。

1. The dancing scene feels busy, while the water lilies seem peaceful.
   舞会场景热闹，睡莲则显得安静。
2. I would show the busy scene first to make the contrast clear.
   我会先展示热闹画面，让对比更明显。
3. Our exhibition could be called Two Different Moods.
   我们的小展可以叫“两种心情”。
4. Which painting would you discuss with a friend, and why?
   你会和朋友讨论哪幅画，为什么？

主动词汇：gathering · pair · quieter · contrast · mood · exhibition · order · discuss

理解词汇：curate · sequence

独立交流：What are the people doing?；Which other work creates a contrast?；What should visitors see first?；What would your exhibition ask?

B2 · 用有依据的顺序策划奥赛小展

依据真实画面细节策划两幅作品的小展，并说明解释的主观性。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：观察人物：描述画面中可见人物与活动；挑选对照：选择可形成对比的第二幅作品；商量顺序：说明摆放顺序的理由；介绍小展：用标题和问题介绍两幅作品

场景任务：1. Observe the licensed Renoir reproduction and describe the gathering. → 2. Choose a contrasting work from the other real reproductions. → 3. Discuss which order would help a friend understand a theme. → 4. Present a two-work mini exhibition with a title and one question.

角色扮演情境卡：Build a 2-work exhibition with Renoir and one contrasting reproduction.

可选方案：group by colour / group by activity

条件变化：The visitor asks to see the contrast first.

需要协商：Mia prefers a chronological story.

需要澄清：Dates are not supplied on this task card.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A two-work exhibition needs a clear theme and an order that helps visitors notice a contrast. — 两幅作品的小展需要清晰主题，以及帮助观众看出对比的顺序。

1. I would pair Renoir’s crowded gathering with Monet’s quiet lilies to explore shared and private moments.
   我会把雷诺阿热闹的聚会与莫奈安静的睡莲配对，探讨共同与独处的时刻。
2. Starting with the gathering makes the shift to the quieter image more noticeable.
   从聚会开始，转向安静画面的变化会更明显。
3. If our audience prefers landscapes, reversing the order might be more inviting.
   如果观众喜欢风景，反过来的顺序可能更吸引人。
4. I would title the display Together and Alone, while making clear this is our interpretation.
   我会把展览命名为“相聚与独处”，同时说明这是我们的解读。
5. How does each painting suggest a different way of spending time?
   每幅画如何呈现不同的消磨时光方式？

主动词汇：exhibition · theme · contrast · crowded · shift · audience · landscape · interpretation · display · justify

理解词汇：curation · juxtaposition

独立交流：What are the people doing?；Which other work creates a contrast?；What should visitors see first?；What would your exhibition ask?

A2 · 在卢浮宫细看一幅肖像

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在 3D 卢浮宫画廊观察肖像复制图，说出细节与个人感受。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Describe the portrait using visible features before interpreting mood.

可选方案：describe the hands / describe the background

条件变化：A visitor disagrees about the expression.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see her face and hands. — 我能看到她的脸和手。

1. Her hands are in front of her.
   她的手在身前。
2. There is a landscape behind her.
   她身后有风景。
3. She looks calm to me.
   在我看来，她显得平静。

主动词汇：face · hands · front · behind · landscape · calm

理解词汇：portrait · gallery

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用可见细节描述卢浮宫肖像

描述忠实复制图的可见细节，再说明个人解读依据。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看肖像：找出画面可见的面部与手部；比较细节：用位置词比较两个细节；区分感受：把可见内容和个人印象分开；口头描述：用完整句描述作品

场景任务：1. Observe the faithful portrait reproduction in the 3D gallery. → 2. Compare the face and folded hands without guessing the sitter’s thoughts. → 3. Separate a visible detail from a personal impression. → 4. Give Mia a short observation-based description.

角色扮演情境卡：Describe the portrait using visible features before interpreting mood.

可选方案：describe the hands / describe the background

条件变化：A visitor disagrees about the expression.

需要协商：Mia wants a confident mood label.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I notice her folded hands and the distant landscape behind her. — 我注意到她交叠的双手和身后远处的风景。

1. The edges around her expression look soft.
   表情周围的边缘显得柔和。
2. The hands are clear, while the distant background is less distinct.
   双手清晰，远处背景不那么分明。
3. She seems calm to me, but that is my impression.
   她在我看来平静，但这只是我的印象。
4. Which visible detail supports your description?
   哪个可见细节支持你的描述？

主动词汇：portrait · folded · distant · landscape · expression · distinct · impression · detail

理解词汇：sfumato · reproduction

独立交流：What do you notice first?；Where are the hands?；What is an observation and what is your feeling?；How would you describe it to a friend?

B2 · 在卢浮宫区分肖像证据和解读

依据卢浮宫肖像复制图讨论不同解读及证据边界。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看肖像：找出画面可见的面部与手部；比较细节：用位置词比较两个细节；区分感受：把可见内容和个人印象分开；口头描述：用完整句描述作品

场景任务：1. Observe the faithful portrait reproduction in the 3D gallery. → 2. Compare the face and folded hands without guessing the sitter’s thoughts. → 3. Separate a visible detail from a personal impression. → 4. Give Mia a short observation-based description.

角色扮演情境卡：Describe the portrait using visible features before interpreting mood.

可选方案：describe the hands / describe the background

条件变化：A visitor disagrees about the expression.

需要协商：Mia wants a confident mood label.

需要澄清：The sitter's actual feelings cannot be inferred with certainty.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The soft edges of the portrait invite interpretation, but they do not reveal the sitter’s thoughts. — 肖像柔和的边缘引发解读，却不能揭示人物的想法。

1. I can describe the folded hands and distant landscape without inferring her mood.
   我能描述交叠双手与远景，而不推断她的心情。
2. Her expression seems ambiguous to me because the mouth is softly defined.
   在我看来表情有歧义，因为嘴部轮廓柔和。
3. Another visitor may read the same details differently.
   另一位参观者可能对同样细节有不同理解。
4. The reproduction supports observation, but not a claim about her private thoughts.
   复制图支持观察，却不能证明她的内心想法。
5. I can present my reading as an interpretation grounded in visible features.
   我可以把自己的看法表述为基于可见特征的解读。

主动词汇：portrait · interpretation · ambiguous · infer · reproduction · visible · feature · claim · visitor · evidence

理解词汇：sfumato · provenance

独立交流：What do you notice first?；Where are the hands?；What is an observation and what is your feeling?；How would you describe it to a friend?

A2 · 带朋友看卢浮宫的肖像

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在 3D 画廊给朋友做简短导览，指出可见细节并提问。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：A visitor wants a short portrait explanation and one question.

可选方案：lead with a detail / lead with a question

条件变化：The visitor says they have only 1 minute.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Welcome! Let us look at this portrait. — 欢迎！我们来看这幅肖像。

1. Look at her hands.
   请看她的手。
2. What can you see behind her?
   你能看到她身后有什么？
3. Which part do you like?
   你喜欢哪个部分？

主动词汇：welcome · look · portrait · hands · behind · like

理解词汇：visitor · gallery

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 在卢浮宫做有互动的短导览

围绕真实可见细节讲解，并用追问展开与参观者的交流。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：欢迎同伴：用自然开场欢迎参观者；选取细节：围绕可见细节设计说明；回应观点：接纳不同解读并追问；完成导览：完成有顺序的短导览

场景任务：1. Welcome a fictional friend to the gallery. → 2. Choose two real visible details for a short guided explanation. → 3. Invite a visitor’s own interpretation without presenting a guess as fact. → 4. Deliver a concise mini tour and ask one question.

角色扮演情境卡：A visitor wants a short portrait explanation and one question.

可选方案：lead with a detail / lead with a question

条件变化：The visitor says they have only 1 minute.

需要协商：Mia wants to discuss every detail.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Welcome to the gallery. I will show you two details before asking what you think. — 欢迎来到画廊。我先介绍两个细节，再问你的看法。

1. Notice the folded hands in the foreground.
   请留意前景交叠的双手。
2. The landscape behind her looks distant and soft.
   她身后的风景显得遥远而柔和。
3. That is an interesting impression; which detail gave you that idea?
   这个感受很有意思；哪个细节让你这样想？
4. Thank you for looking closely with me.
   谢谢你和我一起仔细观察。

主动词汇：gallery · foreground · folded · landscape · distant · impression · notice · visitor

理解词汇：portrait · interpretation

独立交流：How will you welcome your friend?；Which details will you show first?；What might your visitor think?；What question will you ask?

B2 · 设计尊重不同观点的卢浮宫微导览

以可见证据组织微导览，引导参观者提出和比较不同解读。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：欢迎同伴：用自然开场欢迎参观者；选取细节：围绕可见细节设计说明；回应观点：接纳不同解读并追问；完成导览：完成有顺序的短导览

场景任务：1. Welcome a fictional friend to the gallery. → 2. Choose two real visible details for a short guided explanation. → 3. Invite a visitor’s own interpretation without presenting a guess as fact. → 4. Deliver a concise mini tour and ask one question.

角色扮演情境卡：A visitor wants a short portrait explanation and one question.

可选方案：lead with a detail / lead with a question

条件变化：The visitor says they have only 1 minute.

需要协商：Mia wants to discuss every detail.

需要澄清：The visitor's prior knowledge is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：I will guide visitors from visible details towards their own interpretations of the portrait. — 我会引导参观者从可见细节走向自己的肖像解读。

1. First I would point out the folded hands, then the softly defined background.
   我会先指出交叠双手，再看柔和的背景。
2. We can describe these features, but we cannot know exactly what the sitter felt.
   我们能描述这些特征，却无法确知画中人的感受。
3. How does the contrast between the foreground and background affect your reading?
   前景与背景的对比如何影响你的解读？
4. That is a plausible reading; another visitor might notice a different detail.
   这种读法合理，其他参观者可能关注不同细节。
5. Our short tour ends with a question, leaving room for more than one view.
   短导览以问题结束，为不同观点留出空间。

主动词汇：guide · interpretation · foreground · background · contrast · plausible · feature · visitor · reading · sequence

理解词汇：sfumato · curation

独立交流：How will you welcome your friend?；Which details will you show first?；What might your visitor think?；What question will you ask?

A2 · 在巴黎河畔谈颜色和光

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在巴黎 3D 咖啡馆看画与河景，描述颜色并向同伴提问。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Compare the cafe painting and the river view.

可选方案：compare colours / compare light

条件变化：Imagine the light becoming dimmer; label it imagined.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see blue. — 我看到了蓝色。

1. The river looks bright today.
   今天河面看起来明亮。
2. I like the warm colours.
   我喜欢暖色。
3. What colour would you paint?
   你会画什么颜色？

主动词汇：blue · river · picture · bright · warm · colour

理解词汇：light · artist

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较巴黎画面与窗外河光

用可见颜色和倒影比较画面与河景，回应不同感受。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看画面：说出画面中的颜色；描述河光：指出河边可见的光与物体；比较感受：比较图画和窗外景色；主动追问：提出有关光线变化的可回答问题

场景任务：1. Look at the existing painting display in the 3D café. → 2. Observe the light and colour of the river view. → 3. Compare how the painting and riverside view make you feel. → 4. Ask an artist-style question about how changing light might alter a picture.

角色扮演情境卡：Compare the cafe painting and the river view.

可选方案：compare colours / compare light

条件变化：Imagine the light becoming dimmer; label it imagined.

需要协商：Mia prefers the original impression.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The painting uses soft colours, while the light outside makes the river look brighter. — 画作用色柔和，窗外光线让河面更亮。

1. I notice a cooler blue in the picture than in the view outside.
   我注意到画里的蓝色比窗外更冷。
2. The warmer light makes the terrace feel lively to me.
   较暖的光让我觉得露台有活力。
3. How might this view change later in the day?
   这幅景色在一天稍后会怎样变化？
4. Your choice makes sense because the reflection is easy to see.
   你的选择有道理，因为倒影很明显。

主动词汇：painting · soft · cooler · terrace · reflection · lively · compare · change

理解词汇：palette · impression

独立交流：What colour catches your eye?；What can you see across the river?；Which view feels warmer?；What would you ask a painter?

B2 · 用观察讨论巴黎河光的变化

依据眼前河景和画面讨论光线，并提出可再次观察的问题。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：细看画面：说出画面中的颜色；描述河光：指出河边可见的光与物体；比较感受：比较图画和窗外景色；主动追问：提出有关光线变化的可回答问题

场景任务：1. Look at the existing painting display in the 3D café. → 2. Observe the light and colour of the river view. → 3. Compare how the painting and riverside view make you feel. → 4. Ask an artist-style question about how changing light might alter a picture.

角色扮演情境卡：Compare the cafe painting and the river view.

可选方案：compare colours / compare light

条件变化：Imagine the light becoming dimmer; label it imagined.

需要协商：Mia prefers the original impression.

需要澄清：The scene has not physically changed lighting.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：The painting and the live river view invite different interpretations of the same kind of light. — 画面与眼前河景让人对同类光线产生不同解读。

1. The image contains cooler tones, whereas the terrace view appears warmer.
   图画色调较冷，露台所见显得较暖。
2. That contrast describes what I see now; it does not tell us exactly when the painting was made.
   这种对比描述了眼前所见，不能证明画作创作时间。
3. If the light shifts later, the reflection may look different.
   如果稍后光线变化，倒影可能不同。
4. What would you observe again to test that prediction?
   要检验这个预测，你会再次观察什么？
5. Another viewer might prefer the softer picture, even if we notice the same colours.
   另一位观众即使看到同样颜色，也可能更喜欢柔和的画面。

主动词汇：interpretation · tone · terrace · contrast · reflection · hypothesis · prediction · observe · viewer · prefer

理解词汇：palette · composition

独立交流：What colour catches your eye?；What can you see across the river?；Which view feels warmer?；What would you ask a painter?

A2 · 在巴黎咖啡馆问一个科学问题

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在 3D 巴黎咖啡馆的科学家展示旁提问，并区分猜想和查证。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Separate a science question from a guess based on an observation.

可选方案：ask for evidence / propose a question

条件变化：Two information cards disagree.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I want to ask a question. — 我想提一个问题。

1. Why does the light change?
   为什么光会变化？
2. I have a guess.
   我有一个猜想。
3. Let us read a book and check.
   我们读本书查一查。

主动词汇：question · why · light · change · guess · book

理解词汇：scientist · evidence

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用问题和证据认识科学思考

提出日常可观察的问题，说明如何用观察和资料核对猜想。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：认识人物：从 3D 展示中认出科学家；提出问题：围绕观察提出英语问题；区别猜想证据：比较猜想和可核对的证据；说明查证：说出阅读可靠资料的办法

场景任务：1. Meet the Marie Curie learning portrait in the shared café. → 2. Ask a simple question about an observation and what might be checked. → 3. Compare a guess with evidence using the nearby book prompt. → 4. Present one question and a safe, non-experimental way to seek reliable information.

角色扮演情境卡：Separate a science question from a guess based on an observation.

可选方案：ask for evidence / propose a question

条件变化：Two information cards disagree.

需要协商：Mia wants the more exciting explanation.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：Marie Curie asked questions and tested ideas, so I should check my own guess too. — 玛丽·居里会提问和检验想法，我也应核对自己的猜想。

1. I wonder why the river looks different in the afternoon.
   我想知道河面为什么下午看起来不同。
2. My first guess is that the light has changed.
   我的初步猜想是光变了。
3. A guess is not evidence until we make an observation.
   在观察前，猜想还不是证据。
4. We could read a reliable source before making a stronger claim.
   下更肯定的结论前，我们可以读可靠资料。

主动词汇：scientist · test · guess · observation · evidence · reliable · source · claim

理解词汇：research · result

独立交流：What would you like to discover?；How could we check that idea?；Is a guess the same as evidence?；Where might we read a reliable answer?

B2 · 在巴黎区分好问题和过早结论

围绕可见河景提出多种解释，设计安全观察并说明结论边界。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：认识人物：从 3D 展示中认出科学家；提出问题：围绕观察提出英语问题；区别猜想证据：比较猜想和可核对的证据；说明查证：说出阅读可靠资料的办法

场景任务：1. Meet the Marie Curie learning portrait in the shared café. → 2. Ask a simple question about an observation and what might be checked. → 3. Compare a guess with evidence using the nearby book prompt. → 4. Present one question and a safe, non-experimental way to seek reliable information.

角色扮演情境卡：Separate a science question from a guess based on an observation.

可选方案：ask for evidence / propose a question

条件变化：Two information cards disagree.

需要协商：Mia wants the more exciting explanation.

需要澄清：The source dates and methods are not given.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A useful scientific question asks what evidence could distinguish one explanation from another. — 有用的科学问题会问什么证据能区分不同解释。

1. Why does the river’s appearance seem to change between viewpoints?
   为什么河面从不同视角看似乎会变化？
2. Changing light is one possibility, but our angle of view may also matter.
   光线变化是一种可能，观察角度也可能有影响。
3. We could record what we see at different times without conducting any risky experiment.
   可以记录不同时刻所见，不必做危险实验。
4. A trustworthy source would help us explain the observation more carefully.
   可靠资料有助于更审慎地解释观察。
5. Our description supports a question, not a settled scientific conclusion.
   我们的描述支持提出问题，还不足以得出确定科学结论。

主动词汇：scientific · evidence · distinguish · viewpoint · alternative · record · trustworthy · observation · conclusion · explanation

理解词汇：hypothesis · replication

独立交流：What would you like to discover?；How could we check that idea?；Is a guess the same as evidence?；Where might we read a reliable answer?

A2 · 在奥赛画廊寻找颜色

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

在真实画作展示中说出颜色，并表达个人选择。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Find a visible colour in Monet, then compare Van Gogh.

可选方案：compare blue areas / compare contrasts

条件变化：Mia notices a detail you missed.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：I can see flowers. — 我看到了花。

1. The water is blue.
   水是蓝色的。
2. This picture has warm lights.
   这幅画有暖色的灯光。
3. I like the first picture.
   我喜欢第一幅画。

主动词汇：blue · flower · water · picture · light · like

理解词汇：painting · compare

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 比较奥赛两幅画的可见细节

以画中可见的颜色、倒影和形状为依据比较感受。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：选择画作：选一幅可见作品；描述颜色：描述颜色和形状；比较细节：比较两幅画的具体细节；解释偏好：用画面依据解释喜好

场景任务：1. Enter the existing Orsay gallery and choose one visible painting. → 2. Name colours and shapes in the Monet water-lily picture. → 3. Compare one visible feature with the Van Gogh river picture. → 4. Tell Mia which detail supports a personal preference.

角色扮演情境卡：Find a visible colour in Monet, then compare Van Gogh.

可选方案：compare blue areas / compare contrasts

条件变化：Mia notices a detail you missed.

需要协商：A friend wants to choose only one work.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：The water lilies use soft blues, while the river painting has stronger lights. — 睡莲画用柔和的蓝色，河景画的灯光更醒目。

1. I notice pale blue shapes near the water.
   我注意到水边有浅蓝色形状。
2. The river picture shows bright reflections, but the lilies feel quieter to me.
   河景画有明亮倒影，睡莲给我的感觉更安静。
3. I prefer the lily painting because its colours seem gentle.
   我更喜欢睡莲画，因为它的颜色显得柔和。
4. Which detail draws your attention first?
   哪个细节最先吸引你？

主动词汇：water lilies · pale · shape · reflection · gentle · compare · prefer · detail

理解词汇：palette · brushwork

独立交流：Which picture catches your eye?；Which colours do you see?；What looks different in the second picture?；Which detail explains your choice?

B2 · 把画面观察与个人解释分开

比较真实画作的可见依据，明确个人感受与画家意图之间的边界。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：选择画作：选一幅可见作品；描述颜色：描述颜色和形状；比较细节：比较两幅画的具体细节；解释偏好：用画面依据解释喜好

场景任务：1. Enter the existing Orsay gallery and choose one visible painting. → 2. Name colours and shapes in the Monet water-lily picture. → 3. Compare one visible feature with the Van Gogh river picture. → 4. Tell Mia which detail supports a personal preference.

角色扮演情境卡：Find a visible colour in Monet, then compare Van Gogh.

可选方案：compare blue areas / compare contrasts

条件变化：Mia notices a detail you missed.

需要协商：A friend wants to choose only one work.

需要澄清：Preference is personal, while visible details can be checked.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：Two viewers can notice the same colours yet interpret the paintings differently. — 两位观众可能看到相同颜色，却有不同解读。

1. The lily painting contains cooler blue areas, whereas the river scene has bright reflections.
   睡莲画有较冷的蓝色区域，河景画有明亮倒影。
2. Those colours feel calm to me, although another viewer may respond differently.
   这些颜色让我觉得平静，别人可能有不同感受。
3. A visible detail does not prove what the artist intended us to feel.
   可见细节不能证明画家希望我们有什么感受。
4. I would compare the colours before making a broader interpretation.
   做更广泛解读前，我会先比较颜色。
5. Which feature supports your reading of the painting?
   哪个特征支持你对画作的解读？

主动词汇：viewer · interpret · reflection · cooler · intention · feature · broader · painting · respond · compare

理解词汇：composition · palette

独立交流：Which picture catches your eye?；Which colours do you see?；What looks different in the second picture?；Which detail explains your choice?

A2 · 给朋友介绍奥赛画廊

轻松入门：不要求完整句、解释理由或独立完成。说一个词、跟着示范说都可以；Mia 先帮助，再邀请孩子尝试。课堂不展示发音分数，不因发音低分强制重说。

用两幅真实展示画作完成简短友好的英语导览。 约 8–12 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：看一看：听 Mia 指一指，说出一个看到的事物。；试着说：跟着示范，用一个词或短语表达选择。；一起玩：在 Mia 提示下回应一个简单问题或变化。；再试一次：换一个相近情境，尝试说出自己的选择。

场景任务：1. Point out or name ONE thing visible here. Accept one word. Mia can offer two familiar options and model first. → 2. Choose ONE of two options and say its name or a short request. Accept a model-supported response. No reason required. → 3. Respond to ONE simple change with a word, a choice or a short phrase. Mia explains the change first. No comparison or calculation required. → 4. Try the same simple expression with ONE new object or choice. Offer two options and help freely. No explanation, negotiation or fallback required.

角色扮演情境卡：Guide a friend to Renoir and Monet, with one question at each stop.

可选方案：Renoir first / Monet first

条件变化：Your visitor prefers a shorter tour.

分级任务要求：1. name or point out one relevant thing using a word or phrase → 2. express one simple choice or request; model-supported words count → 3. respond to one simple change or question with a meaningful word or phrase → 4. try a familiar expression with one new object or choice; support is allowed

开场示范：Welcome to the gallery. — 欢迎来到画廊。

1. Look at the people in this picture.
   看看这幅画里的人。
2. Now let us see the water lilies.
   现在我们去看睡莲。
3. Which picture do you like?
   你喜欢哪幅画？

主动词汇：welcome · gallery · people · picture · blue · flower

理解词汇：guide · painting

独立交流：Mia offers two familiar objects; answer with one word or a short phrase.；Mia models a short request; try it with as much help as needed.；Choose between two simple options; no reason is required.；Try one familiar new choice; Mia can model first.

B1 · 用开放问题带朋友看两幅画

按两站顺序介绍作品，并用开放问题回应观众观察。 约 18–25 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：欢迎观众：用英语欢迎同伴；描述作品：指出雷诺阿画中一处可见细节；邀请比较：引导比较莫奈画作；完成导览：以开放问题结束微导览

场景任务：1. Welcome a friend to the existing Orsay gallery. → 2. Describe one visible Renoir scene detail. → 3. Invite a comparison with the Monet painting. → 4. Give a short two-stop guide and ask for the visitor’s view.

角色扮演情境卡：Guide a friend to Renoir and Monet, with one question at each stop.

可选方案：Renoir first / Monet first

条件变化：Your visitor prefers a shorter tour.

需要协商：Mia wants the original two-stop plan.

分级任务要求：1. connect two relevant observed or labelled facts; ask a specific question to clarify missing information or propose a test of an uncertainty → 2. compare two relevant options; give a reason tied to the task facts; invite the partner opinion → 3. respond to the partner preference and the changed condition; revise or defend a decision with a reason → 4. explain an adapted plan for a new variation; identify a fallback; ask or answer a relevant follow-up

开场示范：I will show you the lively scene first, then the quiet water lilies. — 我先带你看热闹的场景，再看安静的睡莲。

1. I can see several people together in the first painting.
   第一幅画里我看到几个人聚在一起。
2. Let us move to the water lilies and compare the colours.
   我们去看睡莲，比较颜色。
3. What is the first difference you notice?
   你最先注意到什么不同？
4. That is an interesting detail; I noticed the blue shapes.
   那是有趣的细节，我注意到了蓝色形状。

主动词汇：guide · lively · quiet · painting · transition · compare · difference · detail

理解词汇：curate · visitor

独立交流：How will you welcome your friend?；What do you see in this scene?；What changes in the next picture?；Which painting would you discuss next?

B2 · 设计尊重不同解读的奥赛微导览

组织两站微导览，引导基于画面的比较，并容纳不同解读。 约 25–35 分钟。按观察证据与独立任务表达推进，未完成时继续追问。时长不足可续课。

目标：欢迎观众：用英语欢迎同伴；描述作品：指出雷诺阿画中一处可见细节；邀请比较：引导比较莫奈画作；完成导览：以开放问题结束微导览

场景任务：1. Welcome a friend to the existing Orsay gallery. → 2. Describe one visible Renoir scene detail. → 3. Invite a comparison with the Monet painting. → 4. Give a short two-stop guide and ask for the visitor’s view.

角色扮演情境卡：Guide a friend to Renoir and Monet, with one question at each stop.

可选方案：Renoir first / Monet first

条件变化：Your visitor prefers a shorter tour.

需要协商：Mia wants the original two-stop plan.

需要澄清：The visitor's reason for shortening the tour is unknown.

分级任务要求：1. distinguish an observed or labelled fact from an assumption; identify a consequential information gap and ask about it → 2. weigh two options under conflicting constraints; justify a provisional choice with evidence; state an assumption or limitation → 3. engage with disagreement rather than merely repeat a preference; negotiate a compromise in response to the new condition; explain the tradeoff → 4. justify an adapted decision in a new variation; give a contingent fallback and its trigger; qualify what the evidence does not establish

开场示范：A short gallery tour works best when each stop has a clear purpose and space for the visitor’s view. — 短导览应让每一站有清楚目的，也给观众表达的空间。

1. I would begin with the crowded social scene to invite close observation.
   我会从人群场景开始，邀请观众细看。
2. The water-lily painting offers a contrast in colour and pace.
   睡莲画在颜色与节奏上形成对照。
3. Which visible detail shapes your interpretation most?
   哪个可见细节最影响你的解读？
4. I can describe my response without claiming that every viewer must agree.
   我可描述自己的反应，而不要求所有观众赞同。
5. Our tour ends by comparing evidence and welcoming different preferences.
   导览以比较依据、接纳不同偏好结束。