牛津小学英语4A第一单元教案优质4篇
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牛津小学英语4A Unit4教学案例【第一篇】
一、案例背景
1、教材和学生分析
自从接到了参加江苏省信息技术资源英语录像课评比的通知，我就开始着手设计本课。本课的主题是a camping trip，教学对象为五年级学生。本节课的教学内容既涉及学生在三、四、五年级学过的有关物品的单词，又涉及了表示“有”的说法。根据学习内容和学生情况，采用了以旧带新引入新知识的教学策略，并以新旧知识的整合作为本课的落脚点，以帮助学生在学习过程中不断扩展和丰富语言知识，组增强学生的交际能力。
2、教学目标：
1）能正确地听、说、读、写词汇tent, pot, hill, a tin of, children, show。
2）能正确地听、说、读词汇tin-opener, match, blanket, telescope, fish, camping trip (site)。
3）能理解掌握句型 what do you/ they have ? i/ we/ they have …
what does he/ she have ? he/ she has …
4）能正确地运用对话中的日常交际用语和三会句型，能正确理解、掌握对话内容，并能朗读、初步表演对话。
3、教学重难点：
1）能正确理解、掌握对话内容，并能朗读、表演对话。
2）能正确地听、说、读、写四会要求词汇
3）能初步理解掌握句型what do you/ they have ? what does he/ she have? 及其答语。
4、教具准备
多媒体课件、图片、实物、卡片
二、教学过程
i. greeting
1. greeting
t: good morning, boys and girls. nice to see you ’s on duty today?
s1: i am. my name’s … . i’m a girl. i like reading and dancing. today is … . we have chinese, maths, english and pe in the morning. we have art and science in the afternoon. that’s all.
2. free talk.
t: ok, boys and girls, let’s play a game, ok?
老师做出一个动作，如run, t: what am i doing? guess.
s: you’re running.
学生依次进行问答，一个喊一个的名字
（jumping, walking, sleeping, dancing, swimming, sitting, standing,speaking）
3. t: now, let’s sing a song,ok?
sing a song ---what are you doing? 5’
（设计思路）在教学中，要做到以学生为主体，通过free talk，可以使大部分学生得到发言的机会，另外，学生们在回答自己提问的同时，配合动作，又极大地提高了学习本课内容的兴趣。同时，行为动词的引入，也为进一步的学习埋下了伏笔。
ii. presentation
1. t: please look at the slide. （图）it is spring now. what’s the meaning of
‘spring’? ----春天
t: spring is coming. the trees turn green and the flowers start to grow. do you want to go on and outing? ss: yes, we do.
---- go camping let’s go camping! 让我们去野营吧！（图）
---- a camping trip a camping site
they’re having a camping trip. they’re at a camping site. 2’
2. t: when we go camping, what do we need?
1)ss answer the question.
s: we need … .
( a tent, a telescope, a tin-opener, a pot, a stove, a blanket, a owel, some tins, a tin of fish(四会), a tin of chicken, some fruit, some chocolates, a box of chocolates, some water, some eggs, some biscuits and so on.)（图）
look at the slide.
2) read the words of part b after the tape.
（设计思路）通过对野营所需物品的谈论，可以很自然的引出本课的生词，并且在轻松、和谐的课堂氛围中，可以更好、更快的掌握本课的三会及四会单词，并会带入句型中加以运用。通过we need….这个熟悉的句型，可以很轻松的引出本课have、has的用法。 5’
3. 1) t: we have so many things. we can go camping now,what do you have? ( to s1)
s1: (出示实物) i have …. ( to s2…..s6)
practise ‘i have … .’
2) t: what does he/she have? ss: he/she has …(指着刚才出示实物的学生说)
（设计思路）机械性的操练活动旨在让学生反复练习该句型，为之后的语言输出做铺垫。
4. have 与has 的用法
都表示拥有，但have 用于第一、二人称以及第三人称的复数，而has用于第三人称单数。（生总结，并看幻灯）
（设计思路）这样的练习即符合小学生好奇心强、对未知事物充满兴趣的心理特点，又可以在课堂教学中可以充分调动学生参与和体验的热情。此环节立足整体把握教材的知识体系，在导入新知识时先分析新旧知识的联系，再以旧带新，做到语言知识的融会贯通，不断丰富学生的语言积累。 5’
5. let’s chant.
what do you have? i have a tent.
what do i have? you have a tin.
what do you have? we have a pot.
what do they have? they have some fruit.
what does he have? he has a chair.
what does she have? she has a stove.
go, go, lets go. let’s go camping!
比较do 与does 的用法
do和does都是助动词，用帮助行为动词构成句子。do用于一、二人称以及第三人称的复数， does用于第三人称单数。 3’
（设计思路）在教学过程中采用朗朗上口、简单易读的儿歌，一直是我使用的教学手段之一。通过阅读，可以使学生较好的掌握have、has的用法，培养他们的语感，让他们张口就可以说出正确的用法。
6. t: boys and girls, i think you must be tired. let’s learn a song, ok?
---- what do you have?
7. t: boys and girls, do you like going camping? ss: yes, we do.
t: miss li and her students are having a camping trip. listen to the tape, and try to answer my questions.
questions: 1) where are the children?
they are at a camping site. it’s near a hill.
---- 4-skill words children hill
learn to say: site, a camping site
2) what are they doing?
they are showing their things to each other.
---- 4-skill words show learn to say: each other
3) what does liu tao have？ he has a big tent.
what does david have? he has a chair.
what does nancy have? she has a chair, too.
what does helen have? she has a tin of chicken and a tin of fish.
what does yang ling have? she has a tin-opener.
what does mike have? he has a pot and a stove.
what do su hai and su yang have?
they have two blankets and a telescope.
what does miss li have? she has a box of chocolates.
what does mr green have? he has some
（设计思路）在part a 的学习中，我先设计了几个题目。通过课件的展示，让学生边听边思考提出的几个问题。问题涉及到wh-的几个类型。问题的设计应注意层次性、注意启发性、注意广泛性、注意灵活性。 对学生课堂提问的回答给予积极评价。
iii. practice
.1. listen to the tape again, and try to fill in the blankets.
1）now the children and their teachers are the hill. they’re a camping site. they’re their things to each other. liu tao has a big . davida chair. nancy has a chair, too. helen has a tin ofand a tin of . yang ling has a , mike has a and a stove. su hai and su yang have two blankets and a . miss li and mr green have a box of chocolates and some fruit. they’re very happy!
（设计思路）此项练习可以使学生更好的理解part a 的内容，通过对课文的阅读与理解，提高他们的听、说、读写等综合运用语言的能力。
2) read the paragraph together. 3’
iv. consolidation
1. read part a. 2’
2. t: who can make a dialogue with the following drills?
a: the camping trip is do you have?
b: i have … .
a: i have … . how about … and …? what do they have?
c: i have … .
d: i have … .
abcd: great!/ how nice!/ good! let’s go camping! 7’
v. homework
1. listen to the tape and copy the new words .
a dialogue about the camping trip with your classmates. 1’
（设计思路）作业的设计使课堂英语学习延伸到了课外。
三、课后反思
本节课的设计充分考虑了小学英语课程的目的，激发和培养学生的学习兴趣，帮助学生树立自信心，形成有效的学习策略，养成良好的学习习惯；使学生掌握一定的语言基础知识和基本技能，建立初步的语感，获得基本的语言运用能力；把培养学生综合语言运用能力的目标落实到了教学过程中，从而取得了较好的教学效果。本节课的优点与不足表现在以下几方面：
1）优点：
1、从学生的认知水平出发，发展目标
结合本课内容，联系相关旧知识制订了教学内容和目标。在教学中以旧引新，找准新旧知识的结合点，并把新旧知识的整合作为本课的落脚点，体现了发展学生综合运用语言能力的总目标。
2、生动活泼的课堂教学氛围
宽松、和谐、民主和竞争的学习氛围是上好一节英语课的重要条件。本课伊始，设计了边回答问题编做动作的活动，活跃了课堂气氛，充分调动学生的积极性，使学生轻松自然地进入本课的学习。
3、学生人人参与课堂、成为课堂的主人
野营活动学生都十分喜爱，这个活动贴近学生生活，也是一个从分散学习再回到整体运用、整体输出的过程。学生在真实语境中运用语言，有利于其综合语言能力的形成。
4.评价贯穿整个教学过程
精心设计好提问的范例，在课堂上留下学生问的时间和空间，并对学生课堂提问的回答给予积极评价，既激发了学生参与学习的积极性，又发挥了评价的激励作用。
2）不足：
1、在分组调查野营所需要的物品时，由于有些单词学的时间过久，有的学生甚至用中文进行交流，部分学生不会拼写，应在教学中更好的发挥小组合作的作用。
让每个学生都参与到讨论中去。
2、时间安排不够合理，讨论的时间过长，而最后整体输出时留给学生的时间不充裕，前面导入的过程应更简短些。
3、整节课的学习活动中应更多地关注学生之间的差异，从而更好的设计提问。
牛津小学英语4A Unit4教学案例【第二篇】
教学内容：牛津小学英语4a unit4第一课时
教学目标：
（一）认知目标：1.能听说读写单词：car,bus,bike,kite
2.能听说读单词：puppet,puzzle,doll,balloon
3.能听说读写句型：do you like…?以及回答yes,i do./no, i don’t..
（二）能力目标：能正确掌握单词及句型进行简单的交流
（三）情感目标：能激发学生的兴趣，培养其交际能力
教学重点：单词的发音以及句子的理解，并能灵活运用
教学难点：后面加名词的复数
2.各种名词变复数后的读音
教学准备：1.教具准备：实物，图片，多媒体课件
2.板书准备：课题
教学过程：
step1: warming up
an english song< perhaps>
talk: what’s this in english?
may i have this…?
step2: presentation
1.(课件，出示汽车图片)t: look at the picture,what's this in english?
教授car,并且引导学生拼写
2.(课件出示复数图片及句型)t: do you like cars? 引导学生回答：yes,i do./no, i don’t..
引导学生发现like后面加复数，多种形式操练句型（如小组互问，同桌互问，男女生互问等）
3.(出示公交车图片)t:is this a bus? s: no , it isn’t..it’s a bus.(教授bus)
t: do you like buses?(重点教授buses的发音)
4. (课件，出示部分图片)t: guess, what’s this? s: it’s a bike.
(教授bike并操练句型，s-s,s-t)
: do you like bikes?
t:no, i don’t. i like puzzles.
(出示图片) look,what’s this in english?
let’s listen to the tape.(教授puzzle)
: let’s do a puzzle.( 课件做拼图，洋娃娃)
教授doll
: (课件)what’s in the doll’s hand?
s: it’s a …
t: a balloon.(教授balloon)
8. t:(课件)look, the balloon has flew away. guess, where is it?
s: perhaps it’s in the…
t: perhaps it’s in the sky.(课件)look, is that a balloon?
s: no , it isn’t..it’s a …
t: yes , you are so clever. it’s a kite.(教授kite)
: next,let’s have a rest. let’s go to see a puppet show.
look at this picture. do you know what’s this in english?
s: it’s a …
t:it’s a puppet.(教授puppet)
(在新授单词和句型这一环节中，我精心设计了每一个单词的呈现方法，环环相扣，运用多种方法操练单词，如小组读，男女生读， 开火车读，高低声读等，并且在每教授一个单词的过程中操练句型，做到词不离句)
step3 consolidation
: a. what’s missing?
b. do a puzzle
（这两个游戏主要更进一步巩固单词，并且进行小组竞赛，激发学生的兴趣）
: do you like dolls?
s: yes, i do.
t: ok, we can buy a doll in a supermarket.
shall we go to the supermarket?
s: ok, let’s go.
t: (出示实物)in the supermarket,there are a lot of thing. some toys, some fruits, some pencils and so on.
3.示范对话：
a: hello…!
b: hello…!
a: let’s go to the supermarket.
b: ok!
a: do you like…?
b: yes, i do./no, i don’t.
a: this …is for you.
b: thank you.
a: not at all.
in pairs and act the dialogue
(创设场景，并且加入以前学过的水果，文具，玩具，食物类单词，整合对话，进一步体现了语言的实用性，给学生提供了体验成功的舞台)
step 4 homework
the new words .
your father and mother what do they like.
part a .
教学反思：
这节课我能以学生为主体，以培养学生的兴趣为情感目标，体现了语言的实用性和交际性，学生能基本掌握单词的发音，和句型的理解，教学难点也有所突破，学生能掌握like 后加名词的复数，但是由于单词教学花了过多的时间，最后的对话巩固显得有些匆忙。
牛津小学英语4A第一单元教案【第三篇】
unit one the first day at school
一、教学内容和要求
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（注：*者为教学难点，△者为教学重点。）
二。教学安排：五教时
三。教学过程：
第一教时
教学目标：
1.复习巩固四年级所学知识。
2.能掌握词汇first, second, third... building, day, all, happy, glad, again等。
3.能正确运用对话中的日常交际用语。
4.初步理解和掌握课文第一段：
it is the first day of the new term.
all the students are back at school.
they are happy to see each other again.
教具准备：
l 录音机和磁带
l 课文挂图
l 歌曲“two jackets”
教学过程：
and sing a song “two jackets”talka. revision.
b. greetings.
welcome back to school.
nice to meet you.
(according to the real situation, the students practise )
then moving to the sentence glad to see you. (students practise)
and practicet: what day is it today?
s: it’s monday.
t: what’s the date today?
it’s september ’s the first day of the new term.
(new words: first, day, term)
(amplify the structure of “the first ... of the…” )
i’m happy. today all the students are back at school.
glad to see you.
we are happy to see each other again.
(new words: all, back, back at school, glad, again, each other)
(read and practice them, eg: read, make phrases, etc.)
(according to the situation, let the students understand the meaning of the key sentences.)
at the picture of the text and answer the questions. (making clear the background)read and say (paragraph 1)1) listen to the tape
2) read after the tape
3) read by together
at picture 2 , review “there is...”t: there is a new building in the picture.
(new word: building)
t: how many floors are there in this building?
s: four.
(new word: floor)
learn the name of “the ground floor/the first floor/ the second floor...”
t: what’s the name of the rooms in this building? we will learn them next class.
1) talk about our school
2) copy the new words
3) some translations
第二教时
教学目标：
1. 复习四年级相关知识 a computer room, a music room, a tape recorder, a desk, a chair等。
2. 能掌握词汇any, a reading room, sure, a sports hall, garden, toilet, a table tennis room等。
3. 能正确理解、掌握对话内容，并能初步朗读对话。
4. 能运用日常用语i'm not sure. let's go and see. 等。
5. 初步掌握句型how many ... are there? there are(is) ... .以及is there a ... in the ...?yes, there is./no, there isn't.及其复数形式。
教具准备：
l 磁带和录音机
l 新大楼挂图
l 一张校园平面图
l 部分b look read and learn 单词图片
l 歌曲“two jackets”
教学过程：
a song "two jackets"talk and revisionit's the second/third day of the new term.
today we see each other again.
greetings.
and practicet: look at the picture of our school.
how many buildings are there in our school?
s: three.
t: how many floors are there in building 3?
s: four.
t: where are we now?
we are on the second floor.
grade 4 is on the ___ floor. (first)
grade 3 is on the ___ floor. (ground)
(review the name of each floor)
the sentence" there is (are) .... ."( review: a computer room, a music room ...)gradually, teacher moves to the sentence" is (are) there a (any) ...?"
(new word: any)
the above sentence to bring in the new words" a sports hall, a table tennis room, a garden, a toilet, a reading room", and showing the pictures.read and practise the new words.
when practising the sentences and new words, teacher presents "i'm not sure." "let's go and have a look."
the picture of our school and talk about it in groups, then talk about it in class.the dialogue1) listen & think with questions (according to the dialogue)
2) answer some questions
3) read after the tape
4) role play
1) copy the new words
2) act the dialogue
第三教时
教学目标：
1. 进一步掌握句型is /are there ... ? there is/ are... . & how many ... are there?及其回答。
2. 能正确掌握词汇 a swing, a slide , a see-saw。
3. 熟读对话，并初步改编或扩充本单元所学的对话。
教具准备：
l 磁带和录音机
l 一张楼层示意图，上面有学过的专用室的名字
l 单词图片
l 课文挂图c&d
l 歌曲“two jackets”
[nextpage]
教学过程：
“two jackets”talk and revision1) greetings.
2) look at the picture 2 of the text and answer the questions.
what's on the first floor? ... ...
3) read the text together.
4) act the dialogue
and practicet: is there a swing in our school? (showing the word picture)
s: yes, there is./ no, there isn't.
t: how many swings are there in our school?
s: there are two.
(the same method to bring in new words: a slide, a see-saw)
板书：is there a ...in ...? yes, there is./no, there isn’t.
are there any ... in ...? yes, there are./no, there aren’t.
how many ... are there ...? there is (are)... .
( practise those sentences using the things in the classroom)
4. learn c & d
1) summarize the usage of the sentences
is there a ...?
are there any...?
how many ... are there ...?
there is (are)....
2) students look at the sketch map of the floors and ask questions.
3) work in pairs to finish the pictures of part c&d.
a dictation of the words1) act out the text and recite it
2) make a new dialogue (talk about our school)
3) do some written work
第四教时
教学目标：
1. 复习本单元所学词汇。
2. 能较熟练地在情景中运用所学句型和日常交际用语。
3. 能复习掌握词汇flower, tree, near, house等。
教具准备：
l e read and act 挂图
l 几张已学过的表示地点的图
l 歌曲“two jackets”
教学过程：
“two jackets”talk and revision1) greetings
2) practise their new dialogue in groups, then act it out in class
2. practise f
1) is there a building in the picture?
are there any flowers? (new word: flower)
how many flowers are there?
how many cars are there in the street?
... ...
2) what' near the building? (new word: near)
... ...
3) read and practise the new words.
4) ask and answer the questions in pairs according to the picture.
3. e read and act
1) listen and answer:
what's near your house?
is it a big one or a small one?
how many flowers are there?
... ...
(new word: house)
2) read the dialogue.
3) make a new dialogue.
t: it's a sunny day today.
shall we go to the hongmei park?
s: ok. / good idea!
t: shall we go and play there?
s: yes./good idea.
4) make new dialogues in groups, then act it out in class.
exercisesworkbook a-d (listening)
5. homework
1) recite and act e
2) continue to make a new dialogue imitating e
3) review the words and expressions, prepare for the dictation
第五教时
教学目标：
1) 了解元音字母a在开音节单词中的读音。
2) 复习本单元所学的词汇。
3) 熟练掌握句型is there a ... in the ...?yes, there is. /no, there isn't.及其复数形式。
4) 进一步掌握句型how many ... are there...?及其回答。
教具准备：
l 磁带和录音机
l g插图
l 歌曲“two jackets”
教学过程：
“two jackets”talk and greetingsout their new dialogues1) words and expressions
2) sentences
3) read a & e
4) dictations of unit 1
and repeatteacher shows the picture of part g, students answer what's in the pictures.
teacher puts the words on the blackboard, giving prominence to "a "
a [ei] a□e cake plate plane grape
1) think about other similar words
2) listen to the tape and read after it.
exercises: workbook e&f牛津小学英语4A Unit4教学案例【第四篇】
教学内容 unit 9 what’s the matter? 第一课时 b和c部分
教学目的：
能听得懂、会说、会读和会拼写单词hot ,cold ,ill ,tired ,hungry ,thirsty .
听得懂、会说、会读和会写句子what’s the matter? i’m …
能用贴切的形容词表述自己的感觉。
单词tired的读音要到位。
教学重点：
1.听得懂、会说、会读，会拼写单词hot、cold、ill、tired、hungry、thirsty .
2.得懂、会说、会读和会写句子what’s the matter ?i’m…
3.能用贴切的形容词表述自己的感觉。
4.单词tired的读音要到位。
教学难点：
1.能听得懂、会说、会读、会拼写单词hot、cold、ill、tired、hungry、thirsty .
2. 听得懂、会说、会读和会写句子what’s the matter ?i’m…
3 .能用贴切的形容词表述自己的感觉。
教具准备：
实物：牛奶、水、汉堡、热狗、苹果、橘子、扇子、几件衣服等
磁带、录音机、教学卡片。
教学过程：
a: revision
(1)sing the song “we are happy bees”
(2)greetings
t: good morning, boys and girls .
ss: good morning, mr li.
t: sit down, please.
t: now, let’s play a game. “simon says”
t：stand up!/sit down!/sit down!/stand up! (教师辅以手势，渐渐加快)
学生跟着节奏快速反应，错误的学生自动退出游戏，决出优胜组别即可。
b： presentation and practice
“what’s the matter? i’ m tired”
t: what’s the matter? what’s the matter?
（教师做无力状，并轻声说：“i’ m tired.”）反复几遍，让学生了解其意。
出示卡片what’s the matter?
t：read it one by one.
s1: what’s the matter? t: i’m tired.
s2: what’s the matter? t: i’m tired.
----------------------
同理教学单词“ill”
read the words “tired , ill” one by one 注意 “tired”发音。
practice in each pairs.
act it out .
2. t: what’s the matter?
(拿出一把扇子，做出很热的样子，边出示卡片 “hot”。) i’m hot.
t: read it one by one.
师生互动。
s1: what’s the matter?
t: i’m hot.
t: what’s the matter?
s1: i’m hot.
t: here’s a fan for you.
s1: thank you.
t: make the dialogue like this.
the word “cold”
指名学生表演。
师生互动。
s1： what’s the matter ,mr li?
t: i’m hot.
s1: here’s a fan for you.
t: thank you.
教师脱衣并用扇子不断扇风
t: i’m not hot, now. i’m cold.(read after the teacher, spell it together)
t: what’s the matter?
s1: i’m cold.
t: here’s a jacket for you.
s1: thank you.
practice in each groups.
5. teaching “hungry/thirsty”
(1)出示食物， 老师闻了闻，手摸肚子，装出饿的样子：i’m hungry.
read and spell it.
t: what’s the matter?
ss:i’m hungry.
t:here’s a cake for you.
ss:thank you.
学生自由组队模仿对话。
(2)老师继续手摸肚子，表现出很饱的样子：i’m not hungry.
i’m thirsty.(做出口渴的模样)
read and spell it.
t: what’s the matter?
ss: i’m thirsty.
t: here’s a glass of water/milk for you.
ss: thank you.
学生自由组队模仿对话。
把所有单词按顺序朗读。
play a game “magic eyes”
用所学句型把所有单词一一练习，加深印象。
c. consolidation
a rhyme （教师做动作，让学生根据动作自问自答)：
a: what’s the matter?
b: i’m tired/ill/hot/cold/hungry/thirsty
in pairs
s1: what’s the matter?
s2:i’m hot/cold/hungry/thirsty.
s1:here’s a fan /jacket/cake/glass of water/milk…… for you.
s2:thank you.
part c
d. homework
1. copy the new words four times.
2. listen to the tape
3. 预习课文
板书设计：
unit 9 what’s the matter?
what’s the matter?
i’m tired/ill.
what’s the matter?
i’m hot/cold/hungry/thirsty.
here’s a fan/jacket/hamburger for you.
here’s a glass of water for you.
教学反思：
本着充分激发学生学习兴趣的宗旨，我充分采用活动课的教学模式，让学生在唱唱游游、听听说说、认认读读、写写做做中参与到学习过程中去，充分激发学生内在动力，培养他们学习兴趣，让他们通过小组合作，pair
work学会与他人交流，从而使学生的思维和想像力、审美情趣和艺术感受，协作和创新精神等综合素质得到发展。
1. 歌曲激趣，营造氛围
英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。"we are happy
bees"这首欢快的歌曲能感染学生，调动学生的情绪，进入学习新课状态。
2. 联系实物
学习新知小学生以形象思维为主。因此，我结合手势，运用图片进行直观教学。
3. 趣味游戏，巩固掌握
寓学于乐，让学生轻松、快乐、高效地学习，是我们的追求。游戏，是我们的好帮手之一。因此，我在本课设计了simon says 和magic
eyes两个游戏。第一个旨在集中学生的注意力，养成静听、细想、快速反映的良好学习习惯；第二个旨在考验学生的记忆力。
4. 反复操练
习得语言先师生之间进行句型操练，再由学生两两操练，自由操练。
5.存在不足
本节课我利用了活动式的教学方法，倡导了任务型教学，但在整个的教学过程中，对学生这头放手得不够“松”，还没达到真正去体现了放手，由学生自主学习的效果。尤其我教的是乡村小学，孩子们在很多方面无法与镇上以及城市里的学生相比，这就要求我们教师在钻研教材的时候，多考虑学生的实际因素，多一点时间让学生去交际，面向全体，使每个学生都机会去交际，那也许会更好些。
牛津小学英语4a unit 9 教学案例 来自第一范文网。
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