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审定新人教版PEP小学六年级下册英语全册表格式教案教学设计

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15#
 楼主| 发表于 2015-3-31 01:43:35 | 只看该作者

                         课时教学设计
课题:Unit3  A  Let’s learn        备课人:     上课人:
教学目标:
1、能听、说、读、写过去式单词went, rode,hurt和词组 went camping,went fishing;能正确使用动词过去式。
2、能掌握句型Where did you go? What did you do?及其正确的用法。
3、能利用What did you do? Where did you go?询问别人过去做的事情,并能运用于日常生活之中。
教学重点:
教学重点:1、能听、说、读、写过去式单词went, rode,hurt和词组 went camping,went fishing;能正确使用动词过去式。
2、能掌握句型Where did you go? What did you do?及其正确的用法。
3、能利用What did you do? Where did you go?询问别人过去做的事情,并能运用于日常生活之中。        教学难点:
掌握本课的新单词及利用过去式的变化进行描述。

教具学具课件准备:
录音机、磁带、挂图等。        第几课时:2
探索流程        个性添加(教学反思)
Step 1. Warm- up and revision
   1、Daily oral practice.
Good morning! Glad to meet you. How are you? What’s the weather like today?
2、Hang–man game.
( watch, wash, clean, play, visit)
   3.做游戏,Guess, what’s my favourite animal?让学生描述他们喜欢的动物,引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this?
Step 2. Presentation
1、教师出示一个日历给大家看,圈出今天的日子是Sunday(weekend),然后问学生:What’s the date today? What day is it today?
2、教师说:On Sunday (weekend),I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片,学生跟读词组。
3、教师问学生:What do you usually do on Sundays?
4、教师再次出示日历,圈出上个星期天的日子,然后问学生:What was that day? 引导学生回答:It was last Sunday? 板书并带读单词:last。教师:It was last Sunday. It was the last weekend. 板书、解释并朗读词组:last weekend。
5、引出句型:What did you do last weekend?板书句型并朗读。
6、呈现词组:watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。
7、Activity one: Bingo!
8、师生问答。(语言内容,媒介)
9、Activity two: 摘苹果游戏
10. 教师领读 Let’s learn部分。
Step 3. Consolidation
   Let’s find out.
1、教师通过CAI出示图片,提问:
What did Zoom do last weekend?
板书并认读:do-did, water-watered.
2、教师问几个学生:What did you do?
3、Do a survey。学生之间相互了解,并做好记录。
完成后上台进行解说。
4、填入所缺的单词。       
板书设计        作业布置
            
Unit 3 Last weekend
rode a horse
rode a bike
went camping
hurt my foot
went fishing       
A.抄写本课时的四会单词3遍。
B.和他人谈一谈自己上个周末的活动。
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16#
 楼主| 发表于 2015-3-31 01:43:44 | 只看该作者
                     
课时教学设计
课题:Unit3 B Let’s try Let’s talk        备课人:     上课人:
教学目标:
1、能听、说、读、写过去式单词ate,took,bought,gift和短语took picture;能听说认读单词beach,basket,part,licked,laughed和短语went swimming。
2、掌握四会句型How did you go there?I went there by plane。
教学重点:
1、能听、说、读、写过去式单词ate,took,bought,gift和短语took picture;能听说认读单词beach,basket,part,licked,laughed和短语went swimming。
2、掌握四会句型How did you go there?I went there by plane。
        教学重点:1、能听、说、读四会句型How did you go there?I went there by plane
2. 如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备:
1 the teaching pictures
2 the figure pictures
3 some photos
4 radio and tapes
5 word cards and figure cards        第几课时:3
探索流程        个性添加(教学反思)
Step 1. Warm- up and revision
1.          Hang-man game
( went to a park, went swimming ,went fishing, went hiking, read books)
2  游戏Bingo
3.  Let’s try
Step 2. Presentation
1.        chant
(1)        教师用课件呈现chant
(在课件上出现几幅图片NIGHT PARK JUNE等,然后在YES的地方出现一个人)
(2)        学生二人小组说唱书本上的chant   
(3)        学生用手头的卡片自编一个chant
2.  Let’s talk
(1) Listen and do
(2) Look and answer
(3) Listen and read
Step 3. Consolidation
Activity 1.Let’s find out (见表格2)
Activity 2 The story of Zoom
Activity 3 Guessing
Task-time
1) Pair work
A: What did you do last weekend? / Did you …?
B: I (did)…/ Yes, I did.
2) 在问答过程中完成书中所示的表格.
3) 邀请几组同学到前面汇报调查结果

B.learn
教学难点:1、能听、说、读、写过去式单词ate,took,bought gift和短语took picture等
2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。
教学难点:
1、        掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday?的灵活运用。
2、如何在现实生活中运用所学单词、词组和句型。
Step 1. Warm- up and revision
   1) Free-talk:
T: What day is today?
A: Today is…
T: What day was yesterday? (强调 yesterday)
B: Yesterday/ It was…
T: What did you do yesterday?
C: I (did)…yesterday. ( 用前几课时已经学的词组)
2) Chain-drill:
C: I (did)…yesterday. What did you do yesterday?
D: I (did)…yesterday. What did you do yesterday?
E, F…( ask the teacher)
T: I went to a park yesterday.
Step 2. Presentation
1) Let’s learn:
继续Chain-drill,由T 引出并出示新授词组:
went hiking.
2) 学生已经了解了go 的过去式后, T 边用
I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.
3)Ask and answer:
A: T ask and Ss answer.
B: S1 ask and S2 answer.
C: S3 ask and T answer.
由此,T 引出新授词组: read a book.
4) 自编chant. Chant together.见附录
5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.
6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.
Step 3. Consolidation
通过各种游戏,操练所学词组
Activity 1 找搭档
Activity 2 我是侦察兵
Activity 3 记忆大挑战
Task-time
1) Pair work
A: What did you do last weekend? / Did you …?
B: I (did)…/ Yes, I did.
2) 在问答过程中完成书中所示的表格.
3) 邀请几组同学到前面汇报调查结果
       
板书设计        作业布置
            
How did you go there?
I went there by plane。       
1.朗读对话。
2.用词组或短句来描述自己爸爸或妈妈上周末的活动情况,并且写下来。
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17#
 楼主| 发表于 2015-3-31 01:43:48 | 只看该作者


课题:Unit 3 B Let’s learn        备课人:   上课人:
教学目标:
1、能听、说、读、写过去式单词ate,took,bought gift和短语took picture等
2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。
教学重点:
1、能听、说、读、写过去式单词ate,took,bought gift和短语took picture等
2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。        教学难点:
1、        掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday?的灵活运用。
2、如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备:
1 the teaching pictures
2 the figure pictures
3 some photos of the teachers
4 radio and tape
5 the word cards and figure cards        第几课时:6
探索流程        个性添加(教学反思)
Step 1. Warm- up and revision
   1) Free-talk:
T: What day is today?
A: Today is…
T: What day was yesterday? (强调 yesterday)
B: Yesterday/ It was…
T: What did you do yesterday?
C: I (did)…yesterday. ( 用前几课时已经学的词组)
2) Chain-drill:
C: I (did)…yesterday. What did you do yesterday?
D: I (did)…yesterday. What did you do yesterday?
E, F…( ask the teacher)
T: I went to a park yesterday.
Step 2. Presentation
1) Let’s learn:
继续Chain-drill,由T 引出并出示新授词组:
went hiking.
2) 学生已经了解了go 的过去式后, T 边用
I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.
3)Ask and answer:
A: T ask and Ss answer.
B: S1 ask and S2 answer.
C: S3 ask and T answer.
由此,T 引出新授词组: read a book.
4) 自编chant. Chant together.见附录
5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.
6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.
Step 3. Consolidation
通过各种游戏,操练所学词组
Activity 1 找搭档
Activity 2 我是侦察兵
Activity 3 记忆大挑战
Task-time
1) Pair work
A: What did you do last weekend? / Did you …?
B: I (did)…/ Yes, I did.
2) 在问答过程中完成书中所示的表格.
3) 邀请几组同学到前面汇报调查结果
       
板书设计        作业布置
               
Unit 3Last weekend
       
1.听本部分的录音,读给朋友或家长听。
2.活动手册
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18#
 楼主| 发表于 2015-3-31 01:43:54 | 只看该作者
课时教学设计
课题:Unit 3 B read and write         备课人:    上课人:
教学目标:
1、        能读懂并理解Read and write的内容,并完成其中的任务
2、        学生能够通过看图讨论预测故事的开端和进一步发展来激活相关背景知识或储备词汇
3、        能够通过完成读后活动训练在语篇中捕捉不同信息类型和思考能力
4、        能够在阅读中获取有用的句型口头描述一下自己一天的活动
教学重点:
本课的教学重点是掌握四会词组,并用所学词组和句型进行调查        教学难点:本课的教学难点是灵活运用所学的内容进行交际。
教具学具课件准备:
1 the teaching pictures
2 the figure pictures
3 some photos
4 word cards and figure cards        第几课时:4
探索流程        个性添加(教学反思)
1.阅读前
(1)看一看,说一说。教师要求学生按教材要求与同桌讨论:How did Wu Yifan meet Max? What will happen?完成后可在全班交流,教师把学生们的想法用简单的句子写在黑板上
(2)教师让学生分类,哪些是好的事情?从而引出主题:life is full of good news and bad news。
2.阅读中
(1)第一次阅读:教师要求学生尝试快速阅读文本,捕捉关键信息,给图片排序
(2)第二次阅读:教师要求学生再次阅读文本,概括并写出这一天发生在吴一凡一家的三件好事和两件坏事。
(3)第三次阅读:理解更多细节。
(4)教师放自制的课件,呈现几名学生讲述自己同事经历好事情和坏事情的不寻常的经历
(5)教师引导学生结合自己的实际情况,写出发生在自己身上的一件好事情、坏事情和自己的对策。
3.阅读后
(1)教师补充中国传统故事,塞翁失马,焉知非福。
(2)完成活动手册。       
板书设计        作业布置
      Unit3Last weekend
        1.抄写四会词3遍。
2.课后继续交流同桌的周末或前天的活动信息。

                         课时教学设计
课题:unit 3 B Let’scheck Story time        备课人:    上课人:
教学目标:
1.能够完成Let’s check
2.能理解story time中故事
教学重点:
1.能够完成Let’s check
2.能理解story time中故事        教学难点:
1.能够完成Let’s check
2.能理解story time中故事
教具学具课件准备:
1 the teaching pictures
2 the figure pictures
3 radio and tape        第几课时:6
探索流程        个性添加(教学反思)
Step 1 Warm-up.
1.利用词卡,帮助学生复习各个词汇(动词及其过去式)
2. Free Talk:
教师先和较优秀的学生示范,然后让生生合作完成。例如:
(1) What did you do yesterday?
(2) Did you /he / she …?
主要复习本单元的主句型。
出示学习目标
Step 2 Pre-reading.
1.“绕口令”活动。以此介绍:  twister, tongue twisters.
板书并教读。
2.教师出示挂图,师生一起用过去式讨论挂图内容。
Step 3 In-reading.
1. General reading.(略读)  
让学生快速阅读课文,并回答:
A. Did they read tongue twisters together?   
B. Did Mike fly kites?  
C. Did the dog jump into the river?
Check the answers.
2. Detailed reading(细读)
让学生仔细阅读课文,完成课后练习题2 Number the sentences.
(可以独立阅读,也可以小组合作。)
校对答案。
3. let’s read(读写)
    完成课后练习题1 Finish the sentences.
4. Listen to the tape.首先静听然后跟读。

5. Read aloud. (朗读)同时小组找出短文中不理解的句子进行讨论。
  读完之后质疑释疑。

Step 4 Post-reading
1.复述对话
在此环节中,教师要帮助学生找出key words.以降低难度。同时,要教给学生如何找关键词。
2. Story time
(1)让学生先独立阅读。找出不理解、不会读的地方。
(2)共同释疑。
(3)听录音,跟读。
(4)分角色读或表演。(根据学生的程度选择)

Step 5 Progress
做本部分基础训练的练习。       
板书设计        作业布置
                 
Unit3Last weekend
       
A.学生听录音,跟读对话,书写四会句型。
B.利用所学的知识调查朋友的有关活动信息,并记录下来。
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19#
 楼主| 发表于 2015-3-31 01:43:59 | 只看该作者

单元开始页
备课内容: Unit 4 Then and now        备课人:
课时分配:6课时        备课时间:2015/3/4
单元教材分析        单元学情分析
   本单元以过去和现在为话题,重点学习表示过去的时间状语、学校设施和部分动词及动词短语。        本单元以学生的实际情况出发,通过说唱歌谣、小组合作等形式使学生处于轻松、快乐、趣味十足的学习氛围。
单元教学目标:
1、        听说认读star,easy,race,felt,trip,woke,会听说读写gym,ago,cycling,badminton.
2、        能够熟练运用There be句型描述过去的事情和现在的事情。
3、        能够掌握询问某人的变化的句型。
                         课时教学设计
课题:Unit 4 A Let's learn        备课人:   上课人:
教学目标:
1、        听说认读单词:dining hall,gym,grass,…years ago,…months ago,last year,last month.
2、        学习句型:There was/were…We didn’t have…及其一般过去时态的具体运用。
3、        学生会根据具体年代判断与之相符的事物。
4、        学唱歌曲《Changes in me》
教学重点:
过去时间状语的运用。        教学难点:
句型There was/were…的具体运用。
教具学具课件准备:PPT 图片        第几课时:period 1
探索流程        个性添加(教学反思)
Learning steps(学习步骤):
Step 1.预习温故(用时5分钟)
1. Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot ,  went fishing
教师说短语的第一个单词,学生说出短语,并造一个句子。如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说)
2. Free talk.
T: How was your weekend?     
Ss: It was fine.
T: Where did you go?          、
Ss: I went to ...
T: How did you go there?      
Ss: By ...
T: What did you do there?      Ss: I went fishing. / ...
Step 2. 新课内容展示(用时15分钟)
1.        教学单词dining hall, grass, gym, ago.
(1)        Show the picture of grass. T: What’s this?  Ss: It’s grass. 板书grass并教读。Chant: Grass, grass. Play football on the grass.  以同样的方法教学dining hall, gym.  Chant: Dining hall, dining hall. Have lunch in the dinning. Gym, gym. Play basketball in the gym.
(2)        教学单词ago及词组... years ago, ... months ago.  教师先说几个句子让学生感受。T: I went fishing three days ago. I went to Beijing two years ago. 板书并教读ago。 让学生说出... years ago, ... months ago的意思并造句。
2.        出示两张新旧学校图片介绍并板书:There was no gym in my school twenty years ago. Now there’s a new one in our school. 教读。学生学说句子,描述学校以前和现在的样子.如:There was no computer room ten years ago. Now there’s a new one in our school.
3.        Play the tape of Let’s learn.学生仿读。
Step 3.合作交流:(用时10分钟)
1.        小组读单词,开火车读单词。
2.        学生灵活运用所学单词句子。
3.        完成Find the mistakes.学生先自己读句子,然后小组合作找出错误的地方。
4.        学唱歌曲《Changes in me》
Step4、达标检测(用时9分钟)       
板书设计        作业布置
Unit4 Then and now h
  dining hall, gym, grass, ago, ...years ago, ... months ago
There was gym in my school twenty years ago.   
Now there’s a new one in our school.       
1.抄写并背诵dining hall, gym, grass, years ago, months ago, last year, last month
2.用本课时句子写一个对话。
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20#
 楼主| 发表于 2015-3-31 01:44:04 | 只看该作者
课时教学设计
课题:Unit4 Then and now        备课人:   上课人:
教学目标:
1.        听说认读单词:star, easy, look up, Internet.
2.        听说读写句子:There was no library in my school.   Tell us about your school, please.  How do you know that?   There were no computers or Internet in my time.
3.        听懂Let’s try,完成Tick or cross.
教学重点:
1.听说读写句子,听说认读单词。
2.理解对话。        教学难点:
1.听说读写句子,听说认读单词。
2.理解对话。
教具学具课件准备:PPT         第几课时:period 2
探索流程        个性添加(教学反思)
Step 1.预习温故(用时5分钟)
1.        Go over words of Let’s learn. 教师做动作,学生说单词并造句。教师出示单词卡,全班齐读并拼写单词:dining hall, grass, gym.
2.        用ago造句。 There was a dog in the park five days ago.
Step 2. 新课内容展示(用时15分钟)
1.教学单词star, easy, look up, Internet.
(1)画星星简笔画 T: What’s this?   Ss: It’s star. 板书star并教读。T: Can you spell star?    Ss: S—T—A—R.  T: It is easy. (板书并教读easy.)
(2)出示一个星座图片,T: Do you know its name?   Ss: I don’t know.  T: We can look it up on the Internet. 板书look up, Internet讲解并教读。
2. (1)出示有图书馆和没有图书馆的学校照片,学生说句子Ss: There was no library in the school. Now there’s a new one. 齐读。
(2)出示有电脑和没有电脑的学校图片。T: There were no computers or Internet in my time. 注意are -- were. 学生反复读该句子。(3) 讲解并教读句子:Tell us about your school, please.  How do you know that?
3. 学生听录音,老师教读对话。
4.学生自己读对话,回答问题:What was Grandpa’s school like?
5.学生讲解对话,教师补充答疑。
Step 3.合作交流:(用时10分钟)
1.        教读对话,学生小组练习对话。
2.        学生灵活运用本课时单词和句型自由编对话。
3.        Finish Let’s try.
4.        Step4、达标检测(用时9分钟)       
板书设计        作业布置
Unit 4 Then and now
There was no library in my school.   
Tell us about your school, please.  
How do you know that?   
There were no computers or Internet in my time.        1.抄写本节课的单词和句子各一遍。
2.完成活动手册
3.完成练习册。
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 楼主| 发表于 2015-3-31 01:44:09 | 只看该作者
课时教学设计
课题:Unit 4 Then and now        备课人:   上课人:
教学目标:
1.        听说读写单词及短语:cycling, ice- skate, badminton,go cycling
2.        能听说认读句子:I didn’t like winter before. I bought it was too cold, and I couldn’t go cycling.  How about now?   Now I love to ice-skate, so I like winter.
教学重点:
1. 听说读写单词cycling, ice- skate, badminton. 2. 记忆badminton.        教学难点:
1. 听说读写单词cycling, ice- skate, badminton. 2. 记忆badminton.
教具学具课件准备:PPT        第几课时:period 3
探索流程        个性添加(教学反思)
Step 1.预习温故(用时5分钟)
1.        Go over the words. dining hall grass  gym  star  easy
2.        谈论学校的今昔对比。T: Tell us about your old school, please.
S1: There were no computers in my old school.
T: How do you know that?     S1: Our head teacher told us.
Step 2. 新课内容展示(用时15分钟)
1.        教学单词及词组:cycling, go cycling, ice- skate,  play badminton.
(1).出示骑车的图片T: Which sport is it?板书cycling并教读。(2)教师边做骑车的动作边说Go cycling, I can go cycling.。(3)出示羽毛球拍图片T: Do you like badminton?    Ss: Yes, I do. / No, I don’t.   T: Can you play badminton? 板书并教读badminton,play badminton. I can play badminton.(4)出示滑冰的图片,教学ice-skate. 边做动作边说:Ice-skate, Ice-skate, I can ice-skate.
2. 板书句子:I didn’t like winter before. I thought it was too cold, and I couldn’t go cycling.告诉学生think—thought, can – could.
3.板书句子How about now?  Now I love to ice-skate, so I like winter. 请学生说出意思,全班齐读。
4. 播放Let’s learn录音,学生跟读。
Step 3.合作交流:(用时10分钟)
1.        学生开火车读单词,词组。
2.        学生灵活运用所学单词及句子表演对话。
3.        Finish Listen, match and say. (1) 听录音,把人物与做的活动连起来。(2)根据连线同桌对话:Before, Allen couldn’t ...  Now ...
Step4、达标检测(用时9分钟)       
板书设计        作业布置
Unit4 Then and now
cycling, go cycling, ice- skate, badminton, play badminton
I didn’t like winter before.
I thought it was too cold, and I couldn’t go cycling.  
think – thought    can -- could
How about now?   Now I love to ice-skate, so I like winter.        Make and write down a new conversation 。

                         课时教学设计
课题:Unit 4 Then and now        备课人:     上课人:
教学目标:
1.        听说读写句子:Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2.听说认读单词different, active.
3. 听懂会说本课时的对话.
教学重点:
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。        教学难点:
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。
教具学具课件准备:PPT        第几课时:period 4
探索流程        个性添加(教学反思)
Step 1.预习温故(用时5分钟)
1. Go over: go cycling   ice-skate   play badminton
教师做动作,学生一起说出短语并造句。Go cycling, I could go cycling.
Ice-skate, I could ice-skate. Play badminton, I could play badminton.
2. 齐读Let’s learn对话并请学生翻译。
Step 2. 新课内容展示(用时15分钟)
1.        教学different.
出示自己小时候的照片,T: Who is she? Guess. T: It is me. At that time, I had short hair and I was fat. Now I am different. All of you are different now.板书different,请学生说出它的意思,并教读。
2.        教学active 和 板书句子:Before, I was quiet. Now, I’m very active in class. 请学生说意思,然后齐读。
3.板书句子:I was short, so I couldn’t ride my bike well. Now, I go cycling every day.请学生说句子的意思,然后齐读句子,最后请学生模仿该句子说自己的变化。如:
I was short, so I couldn’t play basketball well. Now, I play it every day.
4.学生自己读对话,回答问题:How did Mike change?
5. 学生讲解对话,教师答疑。
6.放录音,学生跟读。
Step 3.合作交流:(用时10分钟)
1.学生小组读对话。 2. 分角色朗读对话。  3. Finsh Let’s try.
4. 用P36的句子灵活运用所学单词及句子谈论家人或朋友的变化。
Step4、达标检测(用时9分钟)       
板书设计        作业布置
Unit4 Then and now
  active    different绿Before,
I was quiet. Now,
I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.        (1)完成活动手册Listen again and write
(2) Write the new words.
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