特級教師龔海平《牛津小學(xué)英語》Morercise(6B).doc
《特級教師龔海平《牛津小學(xué)英語》Morercise(6B).doc》由會員分享,可在線閱讀,更多相關(guān)《特級教師龔海平《牛津小學(xué)英語》Morercise(6B).doc(9頁珍藏版)》請在裝配圖網(wǎng)上搜索。
特級教師龔海平《牛津小學(xué)英語》Moreexercise(6B) 【主題性概述】 一、教學(xué)分析 本節(jié)課是《牛津小學(xué)英語》(6B)第二單元第一課時。本節(jié)課的主要任務(wù)是: 1.學(xué)習(xí)教材A部分中前半部分的內(nèi)容,讓學(xué)生學(xué)會使用英語中形容詞和副詞的比較級、原級來對比較對象進(jìn)行具有比較性質(zhì)的話語表達(dá)。 2.讓學(xué)生通過對教材A部分內(nèi)容的學(xué)習(xí),能感悟英語中形容詞和副詞的比較級、原級的構(gòu)成,正確地理解這兩種結(jié)構(gòu)所表達(dá)的意思及其語義上的差異,初步掌握用英語中形容詞和副詞的比較級、原級的一般用法。 3.在理解教材內(nèi)容的基礎(chǔ)上,掌握教材中的生詞,了解并學(xué)會使用下列詞語和習(xí)慣用法:be good at sth./doing sth.; do well in sth.; talk to sb. about sth.; need help與need help with sth.; some of …。 4.引導(dǎo)學(xué)生正確用英語中形容詞和副詞的比較級、原級來評價和表達(dá)被比較的對象,尤其要正確地對待自己與他人之間的比較,學(xué)會肯定和欣賞他人的長處。 5.牢牢抓住本單元的主題“Do more exercise”,教育學(xué)生只要愿意“Do more exercise”就能夠改變自己的薄弱方面。這也是用本單元的教學(xué)內(nèi)容對學(xué)生有機(jī)地進(jìn)行情感、意志培養(yǎng)的一個很好的切入口。 6.關(guān)注和學(xué)習(xí)教材中英語交際會話中的話輪獲得的技巧,引導(dǎo)學(xué)生在英語交際的過程中主動獲得話輪(如:What’s the matter? / But I think … / That’s true. / Don’t worry. / That’s a good idea.),以提高實際運用英語進(jìn)行口語交際的能力。 六年級的學(xué)生已經(jīng)具有一定的評價他人和自我評價能力,但是其心理發(fā)展水平和能力還很有限,社會閱歷、社會經(jīng)驗和對事物的鑒別能力還比較缺乏,他們這種自我評價和評價他人的能力還有待提高。通過對本單元對話內(nèi)容的學(xué)習(xí),有助于學(xué)生在學(xué)習(xí)和運用英語中形容詞和副詞的比較級、原級來對比較對象進(jìn)行比較的同時,培養(yǎng)學(xué)生正確地看待自己、正確地看待他人的思維方法,在嘗試用英語進(jìn)行比較的過程中,掌握英語中形容詞和副詞的比較級、原級的用法,發(fā)展他們英語聽、說、讀、寫的技能。 二、教學(xué)策略 雖然以前學(xué)生對英語中形容詞和副詞的比較級、原級的用法有所接觸,但是暫時不對英語中形容詞和副詞的比較級、原級的用法進(jìn)行歸納,留待本單元結(jié)束時再作歸納。本節(jié)課的教學(xué)主要采用聽說法、視聽法、講讀法、交際法等教學(xué)方法。 1.利用現(xiàn)成教學(xué)資源,讓學(xué)生觀察,通過師生雙方的口語交際,在自然狀態(tài)下呈現(xiàn)英語中含有的形容詞、副詞的比較集和原級的語言結(jié)構(gòu)的表達(dá),激發(fā)學(xué)生的學(xué)習(xí)興趣,并為教材A部分的對話教學(xué)做鋪墊。 2.英語會話教學(xué),功夫不在其內(nèi),而在其外。要讓學(xué)生在交際的過程中學(xué)習(xí)交際。以聽說為先導(dǎo),在師生英語口語交際的過程中自然呈現(xiàn)本節(jié)課要學(xué)習(xí)的對話中的核心語言材料,讓學(xué)生初步感知其語義、體驗其用法,并培養(yǎng)學(xué)生的英語語感。 【精彩課堂實錄】 T:Good afternoon, children. Ss: Good afternoon, Marshall(注:Marshall是執(zhí)教者的英文名字,上課之前告訴了學(xué)生。). T: Very nice to give you an English class here.(注:因為執(zhí)教者是教研員,這是執(zhí)教者借班上的一節(jié)全區(qū)六年級英語研討課。)You know, my English name is Marshall. Is Marshall tall or short? Please tell me. S1: You are short, Marshall.(學(xué)生大笑,因為執(zhí)教者確實個子不高?。? T: Yes, I’m short. But who is shorter, you or me? (執(zhí)教者做出顯示“矮”的身勢?。? S1: I’m shorter. T: Is he shorter than Marshall? Ss: Yes. T: Oh, it doesn’t matter, boy. You are just shorter than me. Actually, you are not short. You are Okay. (執(zhí)教者巧妙地有引出了教材的對話中將會出現(xiàn)的“It doesn’t matter.”這句話,為學(xué)習(xí)對話又作了鋪墊!)You know, he is a boy. But I am a man. He is young. I am old. I’m older than him. (又是一個含有形容詞比較級的句子出現(xiàn)了?。? (執(zhí)教者在黑板上畫上簡筆畫,兩個男孩,分別命名Sam和Mike,并注明年齡12歲和13歲。) T: Now, please look at the blackboard. Here are two boys. They are Sam and Mike. Sam is 12 years old, and Mike is 13 years old. Please tell me who is older? Ss: Mike is older. T: Yes. You are right. Mike is older. Mike is older than …(執(zhí)教者故意不說完整,突然停頓,啟發(fā)學(xué)生接著說。) Ss: Sam! T: Yes!(執(zhí)教者帶著夸張的語調(diào)和神情大聲肯定?。㎝ike is older than Sam. Well, how many years is Mike older than Sam? Ss: One year. T: That’s true. (執(zhí)教者作肯定狀,在不經(jīng)意地、恰到好處地引出了對話中即將要教的“That’s true.”,讓學(xué)生在沒有正式學(xué)習(xí)這一說法之前先根據(jù)口語交際的語境和執(zhí)教者的表情、身勢判斷出“That’s true.”的大概語義。) Mike is one year older than Sam. Well, who is 11 years old?(執(zhí)教者指著一個男生。) Please stand up. And, who is 13 years old?Please stand up. (執(zhí)教者指著一個女生。) Who is younger, the boy or the girl?(為了激活學(xué)生的思維,防止學(xué)生的英語思維停留于慣性,這時執(zhí)教者突然換了一個表語形容詞來進(jìn)行描述。) S2: The girl is younger. Ss(未等到執(zhí)教者評判,許多學(xué)生大聲地笑著說): No. The boy is younger.(實際上,執(zhí)教者是故意先讓學(xué)生說的?。? T(執(zhí)教者問S2): How old is the boy? S2: 11. T: Correct. Don’t worry.(執(zhí)教者故意地在學(xué)習(xí)對話之前先讓學(xué)生重溫以前學(xué)過的、對話中將會再次出現(xiàn)的“Don’t worry”這句話?。〢nd how old is the girl? S2: 13. T: Yes. You know, the boy is 11 and the girl is 13. Who is older? S2: The boy is older. (學(xué)生大笑?。㏒orry, the girl is older! T: Exactly! You are smart! Please sit down.(稍停頓。)Look, here are two pencils. One is green, the other is red. Which pencil is longer, the red one or the green one? Ss: The green one. T: Good. And which one is shorter? S3: The red pencil is shorter. T: That’s true.(稍停頓。)Now, please look at Marshall. Please stand up(指著一個男生。). Look, Marshall is very fat. Who is fatter, Marshall or the boy? Ss: Marshall is fatter!(學(xué)生大笑?。? T: Is that true? S4: Yes! T: Who is thinner, Marshall or the boy? S5: The boy is thinner. T: Ah, yes. Well,(執(zhí)教者指著窗子外面的天空。)please look. What’s the weather like today? S6: Today is sunny. T: Sunny? Ah, yes. It’s sunny today. Was yesterday sunny here? (執(zhí)教者知道這里昨天天下了雨,故意問這樣的問題,就是為了下面自然呈現(xiàn)含有形容詞、副詞比較級和原級的句子!教學(xué)語言生活化、情境化,能夠使學(xué)生有話可說,順利達(dá)成口語交際目標(biāo)?。? S7: No, it was rainy. S8: And it was cloudy also. T: It was rainy and cloudy yesterday. That’s true.(執(zhí)教者作肯定狀,在不經(jīng)意地再次引出了對話中即將要教的“That’s true.”,讓學(xué)生進(jìn)一步根據(jù)口語交際的語境和執(zhí)教者的表情、身勢判斷出“That’s true.”的大概語義。) Thank you. Yes, today is sunny. And, today is warm, isn’t it? Ss: Yes. T: Which day is warmer, today or yesterday?(執(zhí)教者由形象比較對象之間的比較發(fā)展到抽象抽象比較對象之間的比較,符合小學(xué)生的認(rèn)知特點?。? S9: Today is warmer. T: Why? S9: Because it rains yesterday. T: Because it rains yesterday?(執(zhí)教者故意加重“rains”一詞的發(fā)音,以期引起學(xué)生對口語表達(dá)中的動詞時態(tài)用法錯誤的注意?。? S9: Because it rained yesterday. T: We know, there are four seasons in the year. What are they? Ss: Spring, summer, autumn and winter. T:Which season is hotter, spring or summer? S10: Summer is hot. T: Summer is hot? Yes. Summer is hot. But my question is “Which season is hotter?”. (執(zhí)教者故意加重“hotter”一詞的發(fā)音,以啟發(fā)學(xué)生自主糾正口語表達(dá)中的錯誤?。? S10: Summer is hotter. T: Is summer hotter than spring? Ss: Yes! T: Which season is colder than spring?(執(zhí)教者改變了提問方式,豐富了英語語言信息的輸出?。? S11: Winter is colder than spring. T: You are great! Yes, winter is colder than spring. In winter, it is usually very cold. Sometimes it snows. And we can see snow in winter. Can we see snow in spring? Ss: No. T: Well, things are not always the same. In Beijing, people sometimes see snow in spring. S12: In Harbin, people sometimes can see snow in spring. (這時,又有學(xué)生舉手想說別的北方地區(qū)的人們可以在春天看到雪。執(zhí)教者意識到,必須馬上切換話題,否則就會偏離教學(xué)目標(biāo)。) T: As we know, there are twelve months in the year. They are January, February, March, …(執(zhí)教者不再繼續(xù)說下去,而是以自己的手勢、表情引導(dǎo)學(xué)生接著說下去,以便讓學(xué)生回憶一下英語中月份的名稱。) Ss: April, May, June, July, August, September, October, November and December. T: Yes. Which month is warmer in Yangzhou, January or May? S13: May is warmer. T: Right. In Yangzhou, spring usually comes in March. Trees and grass turn green. But in January, it is still winter here. It is still very (執(zhí)教者稍停頓,誘發(fā)學(xué)生說出單詞“cold”。) cold here. Right? Ss: Yes! T: Who can please tell me how many subject you study this term? S14: Six. T: Good. And what are they? S14: They’re Chinese, Maths, English, PE., Music and Art. T:Well, which subject do you like? S14: I like English. T: Very good. I suppose you are good at English. Right?(執(zhí)教者板書“be good at… 擅長于”。) S14: Yes, I am. (這一教學(xué)環(huán)節(jié)過渡非常自然?。? T: You know, I’m an English teacher. Am I good at English? (執(zhí)教者很自然地將對話中將要學(xué)習(xí)的新的語言表達(dá)方式“be good at”呈現(xiàn)出來了。) Ss: Yes. T: Sorry, you are wrong. (執(zhí)教者微笑?。?I’m an English teacher. But I’m not good at English. What subject is Marshall good at? Can you guess?(執(zhí)教者引導(dǎo)學(xué)生學(xué)會使用“be good at”這一對話中將要學(xué)習(xí)的新的語言表達(dá)方式。) S15: Are you good at Chinese, Marshall? T: Sorry. No. S16: Are you good at Maths, Mr. Gong? T: No, not at all. S17: Are you good at art? T: Art? I like it very much. But I’m not good at it. (執(zhí)教者有意識地幫助學(xué)生區(qū)分了“”和“”的語義,避免了學(xué)生理解和使用中可能出現(xiàn)的混淆。) S18: Marshall, are you good at music? T: Yes!(執(zhí)教者做出喜悅狀。)I’m good at music. I can sing many songs, Chinese songs and foreign songs. S19: Marshall, can you sing an English song for us now? T: Yes, of course. But please ask me like this: Marshall, could you please sing an English song for us now? “Could you”, not “Can you”. I’m your teacher now. Please ask me in a polite way. Okay? S19: Okay. Thank you. (執(zhí)教者唱英語歌曲“When we were young”,學(xué)生鼓掌!) T:Is the English song nice? Do you like it? Ss: Yes, very nice. T: Thank you, boys and girls. I’m good at music and also I do well in PE. (執(zhí)教者板書“do well in…在某方面做得好”)Especially, I do very well in swimming. When I was as young as you, I mean, when I was a small boy, I could swim in the river for an hour. I could swim much better than my classmates. (執(zhí)教者既巧妙地呈現(xiàn)了“do well in”,又靈活地將“as + adj. + as”這一形容詞原級的表達(dá)方式和“better than…” 這一副詞的比較級表達(dá)方式有機(jī)地結(jié)合起來呈現(xiàn)出來,大大地豐富了英語語言的信息量。) T: Who does well in Maths? Please hand up. (部分學(xué)生舉手!) T: Who does well in English? Please hand up.(大部分學(xué)生舉手?。? T: Who does well in Chinese? Please raise your left hand. (少數(shù)學(xué)生舉手?。? T(執(zhí)教者指著一個女生): Why are you not good at Chinese? S21: I like Chinese. But I don’t do well in “xie zuo wen ”(學(xué)生不知道英語中“寫作文”怎么表達(dá),只能用漢語拼音代替。) T: Ah, I see. You mean you don’t do well in writing. Right? S21: Yes. T(執(zhí)教者指著另一個男生): What about you, boy? S22: I don’t do well in writing, too. T:I see. You don’t do well in writing, either. Never say “I don’t do well in writing, too.” Please say “I don’t do well in writing, either.”(執(zhí)教者加重“either”的發(fā)音。) Some of you don’t do well in writing, not all of you.(有機(jī)呈現(xiàn)對話中將要學(xué)習(xí)的 “some of …”這一說法。) But it doesn’t matter. Who is good at writing? Ss:Nancy. T: Who is Nancy? Please stand up. You are good at writing, Nancy. Right? S23(Nancy): Yes. T: What’s your secret? S23: I like reading. And I write diaries every day. T: Oh, really? Great! Now I see, if you want to do better in writing, please read more and write more. (執(zhí)教者板書“read more and write more”,并在“more”下面劃上一條紅線,注上中文“較多;更多”,以幫助學(xué)生理解。) Read more and write more, you can do better in writing. (出示對話教學(xué)掛圖。) T: I have a student. His name is Jim. He is a very smart boy. Look, this is Jim’s photo. Jim is in Grade Six. He is good at English and Maths. His Music and Art are also Okay. But, he doesn’t do well in PE. He wants to do better in PE. But he doesn’t know how. And now he is talking to the man about it. The man isn’t his teacher. The man is his father. What are they talking? Now let’s listen to the tape.(整體呈現(xiàn)對話錄音材料。) T: Is Jim good at English? S24: Yes, he is. And he is also good at Maths. T: Does Jim need help with his homework?(執(zhí)教者板書“need help with…”,并加注中文意思。) Ss: No. T: Is Jim happy? Ss: No, he isn’t. T: Why? S25: Because he doesn’t do well in PE. T: Can Jim run as fast as Ben? S26: No, he can’t. Ben run faster than Jim. T: Ben run faster than Jim?(執(zhí)教者故意加重“run”的發(fā)音。) S26: Sorry. Ben runs faster than Jim. T: That’s true. But can Jim run as fast as Mike? Ss: No. T: Why? S27: Because Mike runs as fast as Ben, and Ben runs faster than Jim, so Jim can’t run as fast as Mike. T: Yes. Perfect. But listen. When we use the word “because”, we don’t use the “so”. So, we may say in this way: Because Mike runs as fast as Ben, and Ben runs faster than Jim, Jim can’t run as fast as Mike. Understand? Ss: Yes. T: Well, can Jim jump high? S28: Yes. He can jump higher than some of the boys in his class. T: Can you jump higher than some of the boys in your class? S28: Sorry, I don’t know. (執(zhí)教者領(lǐng)讀對話。學(xué)生齊讀對話。學(xué)生用“What subject are you good at?”和“What do you do well in?”以及“Do you need help with your …”進(jìn)行小組內(nèi)交流。) 隨堂作業(yè)(筆頭作業(yè))——根據(jù)課文內(nèi)容填空。 1. Jim is a schoolboy. He is good at and , but he doesn’t do well PE. He wants to do in it, but he know how. Now Jim is talking to his about it. 2. Jim doesn’t need help with his . Perhaps he needs help with his PE, because he doesn’t in PE. 3. Ben Mike are Jim’s classmates. Ben runs Jim, because he is . Mike can run Ben, because he is a good . But Jim is high jump. He can jump higher than in his class. 作業(yè)評講。 作業(yè)布置:1. What subject are you good at? What’s your secret? 2. What do you want to do better in? And how? T: Class is over. I’m not good at PE. I will do more exercise after class. Goodbye, everyone. T: Goodbye, Marshall! 【專家點評】 英語課堂教學(xué)要實現(xiàn)教育性目標(biāo)和交際性目標(biāo)兩個層面的結(jié)合。下面,我就從這兩個方面談?wù)剬@節(jié)課的印象。 一、教育性目標(biāo):激勵情意,以人為本 語言不僅是交流意思的工具,更是表達(dá)情意的工具,人們在運用語言進(jìn)行語言交際活動的同時還要傳情達(dá)意,這是缺一不可的。在以往的公開課活動中,教師們往往只注意語言的交流、技能的掌握,忽略了情感的傳遞。在這節(jié)課的活動中,老師非常重視鼓勵積極的情感與態(tài)度,注意通過激勵情意,提高學(xué)生參與學(xué)習(xí)、活動的興趣,促進(jìn)他們?nèi)硇牡耐度?。表現(xiàn)在以下幾個方面: ①教師積極參與學(xué)生活動,課堂氣氛民主融洽,如:在呈現(xiàn)時通過師生間身高的對比,引入話題。 ②教師能挖掘課文中的情意因素,培養(yǎng)學(xué)生相互關(guān)心,尊重和合作的學(xué)習(xí)關(guān)系 ③教師能采用多種評價手段,運用激勵性評價語,表揚、鼓勵,提高學(xué)生參與活動的積極性 二、交際性目標(biāo):創(chuàng)設(shè)情境,培養(yǎng)能力 1.從教學(xué)目標(biāo)看,致力于使學(xué)生學(xué)會運用語言,為培養(yǎng)交際運用而教 小學(xué)英語教育的目的是讓學(xué)生掌握一定的英語知識,并通過聽、說、讀、寫訓(xùn)練使知識向技能轉(zhuǎn)化,最終達(dá)到使學(xué)生為交際運用語言的目的。 教師注意創(chuàng)設(shè)情景,引導(dǎo)學(xué)生在情景中感悟和運用語言,在情景中重復(fù)練習(xí)重點詞句、復(fù)現(xiàn)對話以及問答等,以此對所學(xué)語言知識進(jìn)行訓(xùn)練,使學(xué)生形成熟練技能。在此基礎(chǔ)上,教師重視培養(yǎng)學(xué)生為交際運用語言的能力。 2.從教學(xué)內(nèi)容看,致力于緊扣功能和話題,教交際運用之所需 在教學(xué)中,教師不是機(jī)械地執(zhí)行教材,就教材內(nèi)容學(xué)習(xí)教材內(nèi)容,而是對教材內(nèi)容創(chuàng)造性地進(jìn)行了二度加工,把教材中的語言知識和語用知識重新置于鮮活的語言情境中加以解決。教學(xué)中各種活動的開展為課堂教學(xué)注入了活力,學(xué)生們學(xué)得輕松,愉快,全身心投入,提高了綜合語言運用能力。 3.從教學(xué)方法看,致力于情境創(chuàng)設(shè),在交際過程中教 語言要在情境中教,在情境中學(xué),沒有情境的英語教學(xué)難以激勵學(xué)生的學(xué)習(xí)興趣和積極性,也難以提高學(xué)生理解知識、運用語言的能力。 教師能利用實物、場景、圖片、簡筆畫、投影、錄音、教師身體語言、電腦多媒體等多種手段,創(chuàng)設(shè)講解、操練和運用英語的情境,組織有真實意義或模擬真實意義的課堂活動,培養(yǎng)學(xué)生的語言能力。 (南京市北京東路小學(xué) 特級教師 沈峰) 【教后反思】 1.教師要做教材的駕馭者,不能成為教材的奴隸!教師要善于對教材內(nèi)容創(chuàng)造性地進(jìn)行二度加工,不能機(jī)械地執(zhí)行教材。不能就教材內(nèi)容學(xué)習(xí)教材內(nèi)容。要把教材中的語言知識和語用知識重新置于鮮活的語言情境中加以解決。更多地將時間花在這一方面,絕不意味著教學(xué)中心的偏移,恰好相反,這些教學(xué)活動都最終為順利完成教材的教學(xué)任務(wù)和教學(xué)目標(biāo)的達(dá)成奠定良好的基礎(chǔ)。 2.“寫”的任務(wù)設(shè)計必須得到重視。千萬不要以為A部分的教學(xué)是“Listen, read and say”,就淡化“寫”的訓(xùn)練。如果在小學(xué)六年級還不對“寫”的訓(xùn)練給予高度重視,還不注意學(xué)生聽、說、讀、寫四項技能的協(xié)調(diào)發(fā)展,將不僅不能解決中小學(xué)英語教學(xué)要求的銜接問題,而且會對學(xué)生英語語言能力和語用能力的發(fā)展帶來嚴(yán)重負(fù)面影響。 【名師簡介】 龔海平,揚州市廣陵區(qū)教育局教研室中小學(xué)英語教研員,中學(xué)高級教師,英語特級教師,揚州市英語學(xué)科帶頭人,國家教育部公派英國布萊頓大學(xué)訪問學(xué)者。1993年,被揚州市人民政府授予揚州市首屆哲學(xué)社會科學(xué)優(yōu)秀成果獎。2002年,被揚州市人民政府批準(zhǔn)為揚州市有突出貢獻(xiàn)的中青年專家。主要研究方向為中小學(xué)英語課程論、教學(xué)論。 獨立完成了“國家九五重點規(guī)劃課題”——《新兒童英語》1至4冊教材和教參的研究、編寫工作,并正式出版。這一課題的研究成果主要有:1.比較全面、系統(tǒng)地總結(jié)了小學(xué)英語教學(xué)的基本原則;2.創(chuàng)造性地提出了“兒童外語教育的兩階段論”;3.完成了中國兒童英語第一信號系統(tǒng)模型的構(gòu)建;4.比較詳盡地描述了中國兒童英語第一信號系統(tǒng)向英語第二信號系統(tǒng)過渡和發(fā)展的基本過程,揭示了其中的基本規(guī)律。這些成果受到了上海外國語大學(xué)副校長吳友富教授和聯(lián)合國教科文組織語言教育專家Jacqueline B. Buksh教授的高度評價。 近年來,主持了國家級研究課題“小學(xué)英語教與學(xué)的評價體系的構(gòu)建”和省級教研課題“沈峰小學(xué)英語教學(xué)藝術(shù)研究”的研究工作。多次應(yīng)邀去省內(nèi)外講學(xué)和指導(dǎo)中小學(xué)英語教學(xué),常年擔(dān)任省內(nèi)外一些名牌學(xué)校的顧問,培養(yǎng)了一大批中小學(xué)英語教學(xué)骨干。 在省級、國家級專業(yè)學(xué)術(shù)期刊及全國核心期刊公開發(fā)表中小學(xué)英語教學(xué)研究論文一百多篇,出版編、譯、著作四十多本。- 1.請仔細(xì)閱讀文檔,確保文檔完整性,對于不預(yù)覽、不比對內(nèi)容而直接下載帶來的問題本站不予受理。
- 2.下載的文檔,不會出現(xiàn)我們的網(wǎng)址水印。
- 3、該文檔所得收入(下載+內(nèi)容+預(yù)覽)歸上傳者、原創(chuàng)作者;如果您是本文檔原作者,請點此認(rèn)領(lǐng)!既往收益都?xì)w您。
下載文檔到電腦,查找使用更方便
9.9 積分
下載 |
- 配套講稿:
如PPT文件的首頁顯示word圖標(biāo),表示該PPT已包含配套word講稿。雙擊word圖標(biāo)可打開word文檔。
- 特殊限制:
部分文檔作品中含有的國旗、國徽等圖片,僅作為作品整體效果示例展示,禁止商用。設(shè)計者僅對作品中獨創(chuàng)性部分享有著作權(quán)。
- 關(guān) 鍵 詞:
- 牛津小學(xué)英語 特級 教師 龔海平 牛津 小學(xué)英語 Morercise
鏈接地址:http://m.jqnhouse.com/p-9536325.html