小学英语微课教案

2022-12-08 英语教案

  作为一名人民教师,通常会被要求编写教案,借助教案可以恰当地选择和运用教学方法,调动学生学习的积极性。我们应该怎么写教案呢?下面是小编为大家整理的小学英语微课教案,仅供参考,希望能够帮助到大家。

小学英语微课教案1

  教学课题: there be 句型专题

  一、教学目标:

  1、掌握There be 结构所表达的意义。

  2、能听懂和看懂包含There be 句型的简短对话。

  3、能运用学过词汇和there be 句型来简单描述一下某处有某物。

  二、重点难点:

  there be 句型的肯定式、否定式一般疑问句及其回答方式。

  三、教学过程:

  1、There be概念。

  There be 。.。句型,表示的是“存在”, “某地有某人或某物”,其结构为There be(is,are)+某物 / 某人 + 某地。

  2、be动词的用法。单数名词和不可数名词用is, 复数用are.

  3、There is的句子结构: There is a book on the desk. There is some water in the bottle.

  5、There are的句子结构: There are some pictures on the wall.

  6、练一练。

  7、There be句型就近原则及练习。

  四、小结及There be口诀。

小学英语微课教案2

  Unit3 Is this your pencil?(period 2)

  Step 1. Warm up

  Greeting

  Step2. Revision

  a. T: Look at the blackboard.Can you guess“What’s that?”

  (PPT出示Is that a...)

  S:Is that a pencil?

  T:Yes,it is.It’s a pencil.whose pencil is it?

  S:it’s Mike’s.

  T:Who helps Mike find his pencil?

  S:Yangling and LiuTao.

  T:Where’s the pencil?

  S:在桌子底下

  T:Yes,it’s under the desk,on the floor.

  b. Read the story.

  c. Act the story.

  d. Help WangBing find his pencil case.(拓展表演)

  Step3. Presentation

  1.Learn the new words

  a. T: We help Wang Bing find his pencil ,do you know what’s in thepencil?Let’s have a look?What’s this ?

  S: It’s a ruler.(教读)

  The same way teach: crayon ,school bag

  b.Play a game (review words)

  c.Spell the words

  d.Show the stationaries to classmates:

  This is my...

  That’s my...

  2.Play a game: Fun time

  a. Answer the question

  b. Play a game (出示游戏方法,让学生知道该怎么玩游戏)

  c. Consolidation

  失物招领

  T: This morning.I got sth.in the classroom,whose are they ?Can you help mefind their owner?(事先收集一下同学的学习用品)

  S:(学生帮老师寻找失主)

  T:Good job! I hope everyone can be helpful to your classmates.

  d.Learn: Rhyme time

  Oh,here’s a ruler too,is this your ruler?

  S;No,it isn’t.

  T:Where’s the ruler?

  S: 在地上

  T:Yes,it’s on the floor.(教读) 板书floor

  T: Where’s the ruler?

  S:It’s on the floor

  T: It’s on the floor,beside the door (教读) 板书door

  T(出示图片)Who’s he ?He’s Mr.Fuller.(教读)

  Let’s say “Hello” to Mr. Fuller.

  S: Hello,Mr. Fuller.

  T:Let’s learn this rhyme ,its name is “A ruler”

  出示歌谣句子,逐句跟读,跟节奏伴读。

  Step3 Homework

  Read the words Read the rhyme Find the owner

  反思:1.整节课复习了story time ,新授fun time 和rhyme time,每个环节都是由游戏过渡而来,看似松散,实则都在老师的掌握之中。

  2.思路清晰,趣味性强,句型在游戏中掌握的比较好,但是在寻找失物的时候,学生活动的时间还可以再长一点,在检查学生活动时也要关注其他同学的活动情况。

  3.整节课主线比较清晰,在rhyme 的时候让学生感受到了韵脚,这样易于学生的掌握。

  姜主任:关注语音语调、关注语言、关注习惯、关注评价。

小学英语微课教案3

  一、教材分析:

  本课是冀教版小学英语(三年级起始版)第四册第三单元(All about me)的第4个新授课,Lesson16:How do you go toschool? 经过一年半的学习,四年级下学期孩子们学习的重点逐渐过渡到各种基本句型。本单元前面三课分别学习了关于年龄、身高、住处的句子,本课教材以How doyou go to school?为切入点,重点学习关于出行方式的交流:询问别人、介绍自己的出行方式。

  二、学生分析:

  孩子们经过一年半的学习,基本了解了字母:26个字母及常见字母组合的发音规则,词汇的学习方法:单词音形意用的结合、音节、重音及不同词类(名、动、数、形、冠等)的用法特点,初步体会英语句子的语序与汉语的不同,但对于句子结构及变化还比较陌生。本课内容对于孩子们来说并不陌生,Book3L16已学习过四种出行方式by bus, by car, by bike, by taxi和句子:How do you go to school? I goto school by XXXX? 另一种出行方式on foot /walk,divesme及选择此种出行方式的原因表述学生相对陌生。但我校学生学习英语较早,一二年级有了两年的口语学习,还有近1/3有课外学习经历或正在进行,这些内容对于他们可能都不陌生。

  基于以上分析,本课时目标制定如下。

  三、教学目标:

  1、知识技能目标:

  A. 学生能够运用所学句型Do you walk to school? How do you go to school? I go to XXXbyXXX / on foot...询问、表达适合自己的出行方式。

  B. 学生知道句子的变化是和人称有关系的,并能尝试运用所学句子介绍和询问他人的出行方式:Does he/she walk to school? Howdooes he/she go to school? He/she goes to school byXXX / on foot...

  2、 文化目标:

  尝试了解不同地区人们选择不同出行方式:山区孩子、牧民(草原)、江南居民及西方国家等。

  3、学习策略目标:

  学生知道句子的变化是有规律可循的,并引导尝试找出这些规律: A.和人称变化的关系; B.不同句式之间的关系等。

  初步构建“单词——短语——句子”的建构学习模式。

  4.情感态度目标:

  通过寻找句子规律及了解不同人们的出行方式,引导学生体会英语学习是有规律可循的,Englishi is easy! 及交流开阔自己的眼界Englishis fun!

  四、教学重难点:

  1、教学重点:学生能够运用所学句型Do you walk to school? How do you go to school? I go toXXX byXXX / on foot...询问、表达适合自己的`出行方式。

  2、教学难点:学生知道句子的变化是和人称有关系的,并能尝试运用所学句子介绍和询问他人的出行方式:Does he/she walk to school?How does he/she go to school? He/she goes to school byXXX / on foot...

  五、预习作业:(Choose

  1. Read N1 and fill in the blanks.(☆☆☆☆)

  How do they go to school?Why?(为什么)

  Kim

  Jenny

  Steven

  Danny

  me 2. Where do you live ? Is it far or near your school?Do you walk toschool?(☆☆☆)

  3. Where do you like to go on weekends? 3 sentences. (☆☆☆)

  六、教学过程:

  Class Opening

  I. Revision:

  a. Group to group.

  What do you like to do on weekends?

  Where do you like to go on weekends?

  b. Free talk between the teacher and children

  T: Where do you live ? Is it far or near your school?Do you walk to school?How do you go to school?

  Ss: …

  New Concepts

  I. N1 and N2.

  T:Do you know how Kim, Jenny, Steven and Danny go to school?

  板书:school

  1. Read N1 in pairs and learn the words and sentences the students don’tknow.

  2. Role play between T and Ss.

  (1) T-Kim, Ss-Danny.

  T: Kim, do you walk to school? 板书: Do I /you walk to school.?

  Ss: Yes, I walk to school. /I go to school on foot. 板书:Do I /you go toschool on foot ?

  T: Why?

  Ss: I live near the school.

  (2) Ss-Danny, T-Kim.

  Ss: How do you go to school, Kim? 板书:How Do I /you walk to school.?

  T: I live near the school. So I walk to school. So I go to school onfoot(3) So: I live far from school. So I go to school by bus.

  I ‘m hungry. So I want to eat. …

  (4)Chant: How do you go to school. On foot, on foot. / Walk, walk.

  3. Learn about P2-4.

  II. How does he/she go to school?

  1. Try to find.

  T: How does Kim go to school? She goes to school on foot /walks toschool.

  How does Jenny go to school? She goes to school by bus. She lives far fromschool.

  How does Steven go to school? He goes to school by car. Hia dad driveshim.How does Danny go to school? He goes to school by bike. He rides hisbike.

  板书:Does he/she walk to school? He/she goes to school byXXX / on foot...

  比较,找规律。

  Tip: 除了“你和我”,“一个”不放过,“动”就加s/es,“do”替不重复!

  2. Practice in pairs.

  How does he/she go to school?Why?(为什么)

  Kim

  Jenny

  Steven

  Danny

  me

  3. How do they go to school?

  图片山区孩子、牧民(草原)、江南居民及西方

  Class Closing

  I. Make a survey and share. (☆☆☆)

  Where do you want to go…?How does he/she go to school?Why?

  Kim

  Jenny

  II. What do you like to do on weekends? 3 sentences. (☆☆☆)

小学英语微课教案4

  主题名称:be动词的用法

  教学目标:学生能掌握be动词的三种基本形式,总结出用法规律并能正确使用。

  教学过程:

  一、导入:be动词神通广大,像孙悟空一样变化多端,能变成‘am , is , are’三种形式,孙悟空降服不一样的妖魔,变换成不同的模样,be动词也一样,主语不同,变成的样子也不同。

  设计意图:充分激发学生的兴趣,集中学生注意力。

  二、引导新授:通过观察理解句子,学生自行总结规律,教师补充讲解。

  i am a student.我用am

  you are a teacher.你用are she is my mother.

  he is my father.is连着她他它 it is a monkey.

  my name is amy.单数形式用is

  they are my friends.看到复数则用are

  设计意图:充分发挥学生的主体作用,培养学生的观察能力。

  三、练习巩固:

  1、( )you from china ? yes , i( )。

  2.where ( ) he from ? 3.how ( ) it going ?

  4、( ) this your mother?

  5、( ) they baibai and tutu ? no , they ( ) not 。

  we ( ) good friends 。

  设计意图:通过相应练习巩固新授内容,检测学生的掌握情况,同时便于学生查缺补漏,加深印象,同时练习设计多为疑问句,学生能活学活用。

  四、规律升华:

  我用am ,你用are ,is 连着她他它,单数形式用is,看到复数则用are,变疑问,be提前,句末问号莫相忘。 设计意图:以chant形式帮助记忆be动词用法。

小学英语微课教案5

  3B Unit 3 Is this your pencil?

  教学内容:Story time

  教学目标:

  1. 能听懂、会说、会读单词isn’t、that’s、pen pencil pencil case

  2. 能听懂、会说、会读日常用语This isn’t my pencil. Is this /that your pencil? Yes, itis. No, it isn’t.

  3. 能正确地理解并朗读对话内容,在教师的引导和帮助下尝试表演课文内容。

  4. 树立团结友爱、帮助同学的助人为乐的精神,培养正确的价值观。

  教学重点:

  1. 句型:Is this /that your pencil?以及回答Yes, it is. No, it isn’t.

  2. 词汇:isn’t、that’s、pen pencil pencil case

  教学难点:

  1. 能在情景下正确运用句型Is this /that your …?的用法和区别。

  2. 词汇:No,it isn’t的发音。

  教学准备:

  1. 多媒体 2. 准备道具:丢失物品

  教学过程:

  Step1 Warm-up

  Say a rhyme: open the window

  Game: Listen, point and say

  T: 1. window door blackboard 学生边指物体边说a…同时教师说完整的句子,This is…/ That is…

  2.rubber T:rubber 学生学过指着rubber T: This is my rubber, where’s yourrubber?(中文)

  引导学生用This is my…的句型。

  3.pen T:pen 部分学生应该知道。T:Look, this is a pen.然后老师说show us your pen .

  Step2 Presentation

  1.Learn: pencil No,it isn’t.

  T:Is this a pen? S:No,it isn’t. 学生不会的话,老师提示:yes or no?Teach:No,itisn’t.(中文) 反复问学生,操练No,it isn’t.

  T:It’s a pencil. I have a pencil , this is my pencil. Do you have apencil?Show it to your classmate。让学生互相展示一下自己的铅笔。

  2、learn:pencil case

  T:Look,this is a pen,this is a pencil. I can put them in a pencil case.

  读四个文具,然后做游戏。

  3. Play a game

  T: Look, here’s a box,(今天早上我在地上捡了个文具,放在了里面,文具是事先从一些学生那里拿的)

  a:Try to guess!

  Learn:Is this a ….

  S:Is this a rubber? T: No, it isn’t. 多玩一会游戏 让学生感知 No,it isn’t的意思,再开始跟读。

  Learn: No,it isn’t. isn’t=is not

  b:Let’s open it,OK?

  2.teach :Yes,it is.

  S:Is this a pen ? T: Yes, T: Yes,it is.

  3,Learn: Is this your..?

  T: Hello,XX. Is this your pen ? S: No ,it isn’t.(多问几个学生?)

  T: Who can help me find the owner? (让学生帮助找到失主。)

  4. teach “Is that your …?” “That’s my ….”

  T: Is that your pencil?

  S: Yes, it is.

  T-S

  T: There are many things here, rubber, …, we can find their owner afterclass.

  Step3 Storytime.

  1. Show Mike,

  T: Look, who’s he? Ss: Mike

  T: He has a nice pencil, too, T:Is this Mike’s pencil ? Let’s ask mike.先让学生个别问 再说麦克听不清,全班问。引出This isn’t my pen. Ti听-读-模仿

  2. Watch and answer

  a: What is Mike looking for?

  b:What colour is Mike’s pencil?

  Watch again

  Who helps Mike? b:What does Liu Tao say? 模范句子 注意语音语调。

  c: What does Yang Ling say?

  A: Does Mike find it?

  By the way: What does he say?

  4 Follow the cartoon

  5 Showtime

  Step4 Production

  每个丢失物品的背后都有一个着急寻找的身影,相信你捡到了也很乐意帮忙吧!

  情景:你跟你的小伙伴在走廊上玩耍的时候看到了一支很漂亮的铅笔,于是你们捡起来,开心的找到了它的主人。

  You can use:

  Hello,XX

  Is this/that your pencil/…?

  What’s this/that?

  Yes,it is./No,it isn’t.

  Here you are. Thank you.

  板书: Unit2 Is this your pencil?

  rubber Is this/that your pencil?

  Pen Yes, it is. / No, it isn’t.

  pencil

  pencil case

  教学反思:本节课上的内容是Storytime,整节课上下来发现学生的掌握情况不是很好。总结了以下几点:第一对教材的把握还不是很到位;第二对学生的学习能力没有了解清楚,教惯了高年级,对低年级了解不够。第三铺垫的过多了,没有考虑到学生的接受能力。在今后的教学中要注重自身的语音语调,以及评价的及时性和真实性。

小学英语微课教案6

  一、教学内容:part d & e

  二、教学目标

  1、复习巩固问候语how are you?及其答语,要求读音正确,语调自然。

  2、复习巩固句型: how are you?i‘m fine/well/good,thank you。

  3、激发学生英语学习兴趣,会唱歌曲how are you?

  4、完成教学uint2。

  三、教学重难点:

  1、激发学生英语学习兴趣,会唱歌曲how are you?

  四、教具准备:

  磁带、录音机。

  五、教学过程:

  a. greeting

  (the teacher stands at the door and greets the students as they come in thedoor.)

  t: hello. hi.

  (the teacher stands in front of the class and greets all the students againand prompts them to answer.)

  t: hello.

  ss: hello.

  t:class begings.

  s1: stand up.

  t: hello, boys and girls.

  ss: hello, miss que.

  (the teacher looks at individual students and prompts them to answer.)

  t: what’s your name?

  s1: hello, my name is ….

  t:how are you?

  s1:i’m fine, thank you.

  开起小火车,一个接一个和后面的小朋友打招呼。

  b、presentation:

  when we meet someone, we should say “how are you?” now, let’s watch andlisten.

  c、sing a song

  1) 反复播放how are you ?让学生先熟悉曲调。

  2)带领学生学歌词,并按音乐节奏做歌词诵读练习。

  3)带领学生学唱歌曲。

  4)引导学生替换歌词,如fine 可替换成well, good等。

  d、play a game

  1) 课前布置学生找一个或者作一个自己喜爱的卡通形象的手偶。

  2)教师讲解游戏的做法,并进行示范。

  3)小组内使用手偶开展对话游戏,用学过的语言进行交流:

  s1: good morning/ afternoon/ evening. what’s your name?

  s2: my name is …

  s1: how are you?

  s2:i’m fine/ well/ good. thank you .

  e、practise

  (1)活动1:listen and judge.

  教师先向学生解释清楚题目的做法。

  ——how are you , helen?

  ——i’m fine , thank you.

  请学生听录音,要求学生根据录音判断对话内容是否与图画意思一致,相符则为笑脸,否则为哭脸。

  (2)活动2:listen and respond.

  录音中,画面上的某个人物正在和另一个人打招呼。根据图片所示内容用已学句型作出应答。

  师生互问,生生练习问答。

  (3)学习活动3:listen and colour

  要求学生在听录音后,根据录音内容将字母涂上合适的颜色。

  (4)学习活动4:look and act

  要求学生先看图,然后依据图意说英语并表演。

  教师组织学生操练句型。

  ——is this david?

  ——no./…

  f、assign homework

  (1)听录音,进行对话。

  (2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。

  (3)鼓励学有余力的学生学习其他的打招呼用语。

  g、 writing on the blackboard

  unit 2 how are you?

  ——how are you?

  ——i‘m fine/well/good,thank you.

小学英语微课教案7

  教学目标

  1、能够听、说、认读Lets read部分的短文,完成相应的活动。

  2、能够运用所学语言较好完成“招聘会”的活动。

  教学重难点

  1、本课重点是操练巩固本单元11个职业名称的单词和重点句型:What does he/she do? Where does he/she work? How does he/she work?

  2、本课难点是帮助学生理解短文中的新语言,如:help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。

  教学过程

  1、Preparation

  (1) Greetings

  (2) Lets chant(课本第56页)

  (2)Free talk

  预设问题:

  How many people are there in your family? Who are they?

  What does your father / mother do ?

  Where does your father / mother work?

  How does your father / mother go to work?

  How does your father / mother go to work?

  (设计意图:课前chant热身,让学生迅速进入学习状态并复习旧知。通过日常会话,复习巩固本单元主要职业名词及句型,达到温故而知新的目的。)

  2.Pre--reading

  I.T:Now, I will introduce some my friends to you. What do they do ? Can you guess?

  Ss: OK!

  T:OK!Lets meet my first friend. (投影出示卡片:She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ___________)

  师生一起读卡片上的内容后,让学生猜所描述人物的职业,然后揭示答案。

  II.用同样的方法阅读第二个片断。(投影出示卡片:He works in a car company. He likes math and drawing very much. He can design(设计) many cool cars. What does he do? He is an ______________.)

  师生齐读内容,出示单词卡,教读design。之后师问:What does he do ? can you guess?

  S3: Maybe he is an engineer.T: Yes, he is an engineer. You are very clever!(揭示答案)

  , lets go on , meet my friends. I have many friends. (投影出示卡片:They like beautiful cities. They like traveling(旅游) very much. Who are they? They are ______________)

  Can you read the passage? Have a try, please!

  (学生试读小短文,教师和学生一起读后,教师说出答案并出示tourists单词卡,并领读。)

  IV.投影出示一张城市交通图,在图上标出两个旅行者。

  学习本课难点句子:Help the tourists find their way.并引导学生用英语描述路线。

  V.出示周杰伦照片,讨论交流信息:

  (出示提示句子) Look! I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?(学生看提示语和同位讨论)

  (投影卡片内容:

  请学生说说自己的想法:I think Zhou Jielun…

  投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much.

  VI.出示另一张照片(教师自己的照片)用同样的方法让学生讨论交流信息。

  VII.出示一名银行会计的工作照片。

  用同样的方法讨论交流并学说句子:helps the bank use their money well.

  投影出示提示:

  学生两人一组讨论交流。教师巡视指导,纠正句子中的用词、发音等。

  VIII.投影出示刚才的三段短文。Can you read the passages by yourselves?学生看投影自由阅读。

  T:Can you answer these questions? Ask and answer in your groups.

  投影出示问题:

  1、 What does Zhou Jielun do?

  2、 What does Xiao Hong do ?

  3、 Who works in a school?

  4、 Who likes singing?

  5、 How does Miss Liang go to work?

  6、 Who help the bank use their money well?

  教师提问投影上的问题,学生抢答。

  (设计思路:通过先阅读部分与课文相似的片段,引出文中的难点句子,进行教读、理解。排除阅读障碍,降低阅读难度。并且用反复出现的方式操练重点句型。)

  3.In—reading

  (1)略读。简单回答问题

  学生打开课本,自由阅读课文。教师巡视指导。

  参考问题:

  A. How many friends do we have?

  B. Who are they?

  C. What do they do?

  (2)细读

  逐段阅读,根据短文内容判断:

  第一段:

  A. Wang Li is an engineer.

  B. She likes reading English very much.

  C. She designs many cars and buses.

  D. She goes to work on foot.

  第二段

  A、 Li Xiaobin is a policewoman.

  B、 He works is a hospital.

  C、 He helps the bank use their money well.

  D、 He goes to work by bus.

  第三段:can you answer my questions?

  A、What does Yuan Yuan do?

  B、What does Yuan Yuan like?

  C、How does Yuan Yuan go to work?

  T: (学生口头回答上面三个问题后)

  (设计思路:通过简单判断,给与学生阅读的自信。就短文的内容提出yes-no等的简单问题,让学生带着问题阅读并通过快速阅读理解语篇的大意)

  (3)读写

  Lets read all the passages together, OK?(齐读全部课文一遍)

  Now questions for you? can you answer the questions on your English books?

  Ask and answer in your groups, then write the answers on your English books.

  学生读短文完成文后问题,教师巡视指导。

  教师借一个同学的课本,投影展示答案。

  (4)听录音,跟读课文。

  (5)自由朗读课文,品味语感。

  (设计思路:通过阅读解决语篇内的主要内容,让学生回答有一定思维深度的问题检测学生理解程度。培养学生获取信息、处理信息的能力。然后通过做课本上的问答题落实到写上。)

  4.Post—reading

  T: Look! there are three tips here.(课前将文中的三条建议贴在黑板上)

  老师读完三条建议后说:I want to be a singer, because I like singing very much. What about you?

  S1: I want to be a teacher, because I like children.

  T: Thank you. What else?

  S2: I want to be an accountant. Because I like math very much.

  T: Thank you. What else?

  S3: I want to be a teacher, because I like students.

  T: Thank you. What else? What about you?

  S4: I want to be an English teacher. Because I like English very much.

  (设计思路:将书上学到的知识运用于真实的生活场景之中,并得以拓展。体现了用英语的思想。)

  5.Progress

  (1)T: Now you are the managers in the many companies, and you need somebody work for your company.请你根据你们公司的工作性质,到人才市场去聘用一些人员为你的公司服务。(课前在学生的桌子上分好小纸条,上面写着虚拟身份的相关信息,每组为一个公司。)

  (2)教师示范在求职介绍中找到自己需要的人才,并用英语表述理由。

  Zhang Yong is a happy man. He likes helping the sick(病人)people.He likes white.

  He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor, and Yongxin hospital needs a doctor.

  I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor.

  Can you tell me? What about you?

  Now you can stand up and look for the personnel for your company. OK?

  (3)学生以小组为单位在教室内寻找、阅读求职信息,在小组内讨论并寻找自己所在公司需要的人才。试着用英语表述聘用原因。教师巡视指导。

  (4小组推举一名代表介绍自己聘任的人员并说明理由。在班内介绍。

  (设计思路:设置扩展活动,让学生在真实自然的任务型活动中扩展运用阅读信息。)

  (5)T: Boys and girls, toady, its very difficult to find a nice job. So we must work hard, and make a new day. OK?

  Ss: OK!

  (设计思路:通过创设一次招聘会的场景,让学生在相对真实的语境中运用所学英语。同时也培养了学生用英语思辨的能力,真正做到“用中学,学中用”。)

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