牛津英語寫作教材分析

1. 牛津英語課本的內容簡介

《牛津英語課本:高2年級(第1學期)(S2A)(上海版)》是根據牛津英語教材編回寫的，涵蓋了答各地區實際使用的教材內容。牛津英語教材作為教育部基礎教育課程實驗教材用書之一，被全國多個省市的中小學選用，並得到了廣泛好評。它是一套在引進基礎上經國內專家精心改編並通過國家審定的新課標英語教材。其語言的原汁原味、編寫理念的先進科學、版式的活潑精美早已得到專家、教研人員、一線教師和學生的認同。

2. 如何進行小學牛津英語主題單元整體教學設計

主題單元整體教學是以主題為核心，以單元為備課的基本單位系統的設計教學，整體內處理單元教學內容容，落實知識與技能、過程與方法、情感態度價值觀三維學習目標。

主題單元整體教學縱向以語言知識為主線，橫向則以圍繞主題的聽說讀寫能力提高為依據，各課時之間有緊密的邏輯關系，各個課時任務的完成正好構成了一個單元任務，每一課時任務是單元任務的一個部分或一個環節。

「單元教學目標必須是通過該單元的四節課或五節課來實現的，而每節課的目標應該是體現層次，有所側重。比如有的老師設計第一節課的教學就是要求學生能掌握該單元的詞彙或句型，這樣的課就不是特別現實 」

因此，單元目標的落實是分布在不同的35分鍾里，在不同的三十五分鍾內以子目標為核心各有側重，或以單詞學習為主，或語法學習為主，或以語篇學習為主；或以聽說能力培養為主，或以讀寫綜合運用能力培養為目標。主題單元整體設計兼顧了知識、技能和語境三者之間的關系，有助於學習策略等長期教學目標的達成。

3. 譯林版牛津英語8au5welcome to the unit 課文

I. 翻譯下列片語:
1. 去觀鳥 ________________ _ 6. 寬大的翅膀 _ ________________
2. 在市場上 __________ _______ 7. 飛到北方的國家 ______ ___________
3. 烤雞 ___________ ______ 8. 又長又細的脖子 ____ __________
4. 鼓勵某人做某事 _______ __________ 9. 給我看你的照片 ___ ______________
5. 參加觀鳥俱樂部 _______ _________ 10 尖長的翅膀 ____ _____________
Ⅱ. 用所給動詞的正確形式填空:Look out! The bus __________(come).
Where are you __________(go)? I will __________(go) __________(birdwatch).
The science teacher __________(encourage) us __________(join) the Birdwatching Club.
Tom isn』t __________(go) __________(camp) next week because he is too busy.
I __________(not be) late for the party tomorrow evening.
We add 『es』 to the word 『box』 and we__________(get) 『boxes』.
The zookeeper __________(tell) us about all the different birds last summer camp.
That is a good place __________(walk) the dog.
Would you like __________(join) in tomorrow』s games?
The swallow __________(fly) to northern countries in summer.

Ⅲ. 根據課文完成下列短文: www. rye .net 外 語 愛 好 者 網 站 牛津英語8A UNIT5 Welcome The crane is big and tall. He has long legs, a long b_________ and a long n_________. The golden eagle is tall as well. He has b_________ feathers, broad wings and a h_________ beak.
The seagull lives by the sea. He is long-winged and w_________. He has white and grey and black feathers. The s________ lives on the lake. He has white feathers and a long thin neck.
The s_________ is very small. He has brown and grey feathers. Swallows look like sparrows. But they have long p_________ wings and f_________ tails. He flies to n_________ countries in summer.He H

Ⅳ.單選 牛津英語8A UNIT5 Welcome 課堂練習題( )1. -- What are you going to do? -- I am _________.
A. go birdwatching B. going birdwatching
C. going to birdwatching D. go to birdwatching
( )2. _________ have white feathers and long thin necks.
A. Sparrows B. Parrots C. Swans D. Swallows
( )3. -- Which animal do you like _________ of all? -- Snakes. They are very dangerous.
A. better B. best C. little D. least
( )4. Golden eagles have _________ wings.
A. pointed B. small C. broad D. white
( )5. _____ are good for different kinds of plants, fish and birds.
A. Buildings B. Cages C. Wetlands D. Flats
( )6. Many birds live here ________.
A. all round years B. all year round C. round all year D. the all years round

I. 翻譯下列片語:
1. 去觀鳥 ________________ _ 6. 寬大的翅膀 _ ________________
2. 在市場上 __________ _______ 7. 飛到北方的國家 ______ ___________
3. 烤雞 ___________ ______ 8. 又長又細的脖子 ____ __________
4. 鼓勵某人做某事 _______ __________ 9. 給我看你的照片 ___ ______________
5. 參加觀鳥俱樂部 _______ _________ 10 尖長的翅膀 ____ _____________
Ⅱ. 用所給動詞的正確形式填空:Look out! The bus __________(come).
Where are you __________(go)? I will __________(go) __________(birdwatch).
The science teacher __________(encourage) us __________(join) the Birdwatching Club.
Tom isn』t __________(go) __________(camp) next week because he is too busy.
I __________(not be) late for the party tomorrow evening.
We add 『es』 to the word 『box』 and we__________(get) 『boxes』.
The zookeeper __________(tell) us about all the different birds last summer camp.
That is a good place __________(walk) the dog.
Would you like __________(join) in tomorrow』s games?
The swallow __________(fly) to northern countries in summer.

Ⅲ. 根據課文完成下列短文: www. rye .net 外 語 愛 好 者 網 站 牛津英語8A UNIT5 Welcome The crane is big and tall. He has long legs, a long b_________ and a long n_________. The golden eagle is tall as well. He has b_________ feathers, broad wings and a h_________ beak.
The seagull lives by the sea. He is long-winged and w_________. He has white and grey and black feathers. The s________ lives on the lake. He has white feathers and a long thin neck.
The s_________ is very small. He has brown and grey feathers. Swallows look like sparrows. But they have long p_________ wings and f_________ tails. He flies to n_________ countries in summer.He H

Ⅳ.單選 牛津英語8A UNIT5 Welcome 課堂練習題( )1. -- What are you going to do? -- I am _________.
A. go birdwatching B. going birdwatching
C. going to birdwatching D. go to birdwatching
( )2. _________ have white feathers and long thin necks.
A. Sparrows B. Parrots C. Swans D. Swallows
( )3. -- Which animal do you like _________ of all? -- Snakes. They are very dangerous.
A. better B. best C. little D. least
( )4. Golden eagles have _________ wings.
A. pointed B. small C. broad D. white
( )5. _____ are good for different kinds of plants, fish and birds.
A. Buildings B. Cages C. Wetlands D. Flats
( )6. Many birds live here ________.
A. all round years B. all year round C. round all year D. the all years round

I. 翻譯下列片語:
1. 去觀鳥 ________________ _ 6. 寬大的翅膀 _ ________________
2. 在市場上 __________ _______ 7. 飛到北方的國家 ______ ___________
3. 烤雞 ___________ ______ 8. 又長又細的脖子 ____ __________
4. 鼓勵某人做某事 _______ __________ 9. 給我看你的照片 ___ ______________
5. 參加觀鳥俱樂部 _______ _________ 10 尖長的翅膀 ____ _____________
Ⅱ. 用所給動詞的正確形式填空:Look out! The bus __________(come).
Where are you __________(go)? I will __________(go) __________(birdwatch).
The science teacher __________(encourage) us __________(join) the Birdwatching Club.
Tom isn』t __________(go) __________(camp) next week because he is too busy.
I __________(not be) late for the party tomorrow evening.
We add 『es』 to the word 『box』 and we__________(get) 『boxes』.
The zookeeper __________(tell) us about all the different birds last summer camp.
That is a good place __________(walk) the dog.
Would you like __________(join) in tomorrow』s games?
The swallow __________(fly) to northern countries in summer.

Ⅲ. 根據課文完成下列短文: www. rye .net 外 語 愛 好 者 網 站 牛津英語8A UNIT5 Welcome The crane is big and tall. He has long legs, a long b_________ and a long n_________. The golden eagle is tall as well. He has b_________ feathers, broad wings and a h_________ beak.
The seagull lives by the sea. He is long-winged and w_________. He has white and grey and black feathers. The s________ lives on the lake. He has white feathers and a long thin neck.
The s_________ is very small. He has brown and grey feathers. Swallows look like sparrows. But they have long p_________ wings and f_________ tails. He flies to n_________ countries in summer.He H

Ⅳ.單選 牛津英語8A UNIT5 Welcome 課堂練習題( )1. -- What are you going to do? -- I am _________.
A. go birdwatching B. going birdwatching
C. going to birdwatching D. go to birdwatching
( )2. _________ have white feathers and long thin necks.
A. Sparrows B. Parrots C. Swans D. Swallows
( )3. -- Which animal do you like _________ of all? -- Snakes. They are very dangerous.
A. better B. best C. little D. least
( )4. Golden eagles have _________ wings.
A. pointed B. small C. broad D. white
( )5. _____ are good for different kinds of plants, fish and birds.
A. Buildings B. Cages C. Wetlands D. Flats
( )6. Many birds live here ________.
A. all round years B. all year round C. round all year D. the all years round

I. 翻譯下列片語:
1. 去觀鳥 ________________ _ 6. 寬大的翅膀 _ ________________
2. 在市場上 __________ _______ 7. 飛到北方的國家 ______ ___________
3. 烤雞 ___________ ______ 8. 又長又細的脖子 ____ __________
4. 鼓勵某人做某事 _______ __________ 9. 給我看你的照片 ___ ______________
5. 參加觀鳥俱樂部 _______ _________ 10 尖長的翅膀 ____ _____________
Ⅱ. 用所給動詞的正確形式填空:Look out! The bus __________(come).
Where are you __________(go)? I will __________(go) __________(birdwatch).
The science teacher __________(encourage) us __________(join) the Birdwatching Club.
Tom isn』t __________(go) __________(camp) next week because he is too busy.
I __________(not be) late for the party tomorrow evening.
We add 『es』 to the word 『box』 and we__________(get) 『boxes』.
The zookeeper __________(tell) us about all the different birds last summer camp.
That is a good place __________(walk) the dog.
Would you like __________(join) in tomorrow』s games?
The swallow __________(fly) to northern countries in summer.

Ⅲ. 根據課文完成下列短文: www. rye .net 外 語 愛 好 者 網 站 牛津英語8A UNIT5 Welcome The crane is big and tall. He has long legs, a long b_________ and a long n_________. The golden eagle is tall as well. He has b_________ feathers, broad wings and a h_________ beak.
The seagull lives by the sea. He is long-winged and w_________. He has white and grey and black feathers. The s________ lives on the lake. He has white feathers and a long thin neck.
The s_________ is very small. He has brown and grey feathers. Swallows look like sparrows. But they have long p_________ wings and f_________ tails. He flies to n_________ countries in summer.He H

Ⅳ.單選 牛津英語8A UNIT5 Welcome 課堂練習題( )1. -- What are you going to do? -- I am _________.
A. go birdwatching B. going birdwatching
C. going to birdwatching D. go to birdwatching
( )2. _________ have white feathers and long thin necks.
A. Sparrows B. Parrots C. Swans D. Swallows
( )3. -- Which animal do you like _________ of all? -- Snakes. They are very dangerous.
A. better B. best C. little D. least
( )4. Golden eagles have _________ wings.
A. pointed B. small C. broad D. white
( )5. _____ are good for different kinds of plants, fish and birds.
A. Buildings B. Cages C. Wetlands D. Flats
( )6. Many birds live here ________.
A. all round years B. all year round C. round all year D. the all years round

中學中學中學中學英語英語英語英語 一一一一、、、、 教案背景教案背景教案背景教案背景 1，面向學生： □中學 2，學科：英語 2，課時：1 3，學生課前准備：查找一些鳥類及它們外貌特徵的單詞，准備一些鳥類的圖片， 二二二二、、、、 教學課題教學課題教學課題教學課題 牛津英語8A第五單元 Welcome to the unit and comic strips 教學目標： 1. 知識目標：——話題功能：談論喜歡的鳥 詞彙：夲課時19個生詞+有關補充的詞彙 New words ：birdwatcher birdwatching roast yummy srane beak seaguall long-winged web-footed sparrow swallow long-ponited forked northern swan golden eagle brownish broad hooked 補充的詞彙: Long thin neck, like…best 句型：What are you going to do ? I am going birdwatching at the market. 2. 能力目標：培養學生就鳥類選擇話題的口語表達能力 Talk about their favourite bird and reason 3. 情感目標：引發學生保護野生生物的意識，保護環境 三三三三、、、、 教材分析教材分析教材分析教材分析 牛津英語8A第五單元以介紹野生生物及保護野生生物為中心話題為主線，以完成寫作申請加入觀鳥俱樂部的中心任務為主導，輔以功能和結構項目，有效培養學生綜合運用英語的能力。這單元圍繞這個話題展開，內容聯系社會生活，貼近學生生活實際，富有時代氣息，體現時代精神。而本課作為本單元的第一課時，主要是以介紹野生生物的名稱並結合學生已有的知識，激發學生的學習興趣，通過教師教學引發學生保護野生生物的意識，並為下文扎龍自然保護區做鋪墊。 四、 教學方法教學方法教學方法教學方法及及及及教學思路 採用Role-playing; Cooperating;; brainstorming; listening for special information等教學、學習策略，正確利用好教學圖片以及多媒體課件展開課堂教學體現教學過程中學生的參與活動work alone, Pair work, Group work, Discussion. 詞彙教學可以通過圖片或多媒體進行，以原有知識帶動新知識，並在教學詞彙是，進行必要的句子教學或小篇段教學，使詞彙教學不孤立。I 五五五五、、、、 教學過程教學過程教學過程教學過程 Step1 :lead in 1. Play a piece of muic about birds』 Voice After listening, talk about it with the whole . 1) Is it nice ? 2) Would you like watch the bids ? Let』s gp birdwatching .Let』s be bid watchers

4. 牛津初中，高中英語教材分析

牛津高中教材偏重於以英語為語言情境進行教學，而非比較機械化的分析。是版屬於比較母語化的教材。權但是課程排序及組織比較凌亂，會讓一些老師覺得吃力，但如果能在學習過程中逐一落實以及理解，體會英語的細節，藉助一些較為系統的語法書以及詞彙書就能取得不錯的效果。

5. 牛津少兒英語的教材特色

該教材根據小學生的生理心理特點，從一個較為簡單的起點出發，就像該教材的名字LET』S GO!一樣讓人感到輕松愉快，沒有壓力，使孩子易於接受。針對我們把英語作為外語學習的小學生，缺乏英語語言環境，在課外少有聽、說、讀、寫的機會，該教材注意了各級語言水平間、各單元間語言知識的銜接、重復、鞏固。圖文並茂的教學內容激發孩子聯想思維的豐富性，在教學過程中通過教師的激勵和模仿、游戲、表演等互動教學，激發學生學習英語的興趣，培養出學習英語的積極態度，初步樹立起學習英語的自信心，培養學生良好的語感和語音，形成用英語進行日常交流的能力，增強實踐能力。《let』s go》教材在教學指導中提供了許多被證明是成功的、在兒童教育中已重復使用過的教學方法。如MAT教學法、TPR教學法、語言功能教學法、交際教學法、聽說教學法、語法結構教學法等。
（一）以故事為主要內容
根據兒童愛聽故事的天性，選編優美的童話作為教學內容的主題部分，教師們在課堂上把孩子們引入到童話世界，忘情於故事情節的變化，情緒的起伏，排除母語的干擾，乾脆利索地說英語，並用這主題內容促進教學方法和手段的改革，教師通過電化教學、情景教學、游戲教學，大量運用簡筆畫，使孩子們廣泛交流，並運用童話中具體、鮮明個性的人物和動物，賦予教學豐富的感情色彩和生動的形體語言，增強感染力和吸引力，使兒童產生深刻印象。
（二）以劇本為主要體裁
根據兒童這一特定的教學對象，將所選童話故事全部改編成劇本，這是與現行的英語教材大不相同的，是教材建設上的重大改革。在教學中讓孩子們扮演劇中的各種角色，學一段演一幕，學完一篇，一個童話劇就已排練完畢，可上演了。通過教學排練表演，孩子們英語口語交際能力迅速提高，這種方法比起虛擬一個孤立情景進行口語教學，要生動、更自然，因而教學效果十分明顯。
（三）以游戲為主要教學手段
游戲是兒童生活中最具樂趣的組成部分，根據兒童這一天性，創設了一百多種課堂教學游戲，從教學目標分為單詞教學游戲、句子教學游戲、音標教學游戲、詩歌教學游戲和鞏固復習游戲；從方式方法上分為比賽、猜結果、角色表演、聽音反應、模擬、律動、變聲調游戲等，課堂教學游戲貫穿模仿、操練、活用等教學過程的始終。這些教學方法充分滿足了兒童好玩、好動、好奇、好勝、好表揚的心理需要，因而聽課時注意力集中，情緒高漲，思維活躍，學習潛力得以充分發揮。在游戲教學中，孩子們一節課學會一、二十個英語句子或幾十個單詞是常見的事。
同時，運用VCD、多媒體、教學專用軟體、電子圖書、電子黑板等現代化教育手段使LET』S GO英語教學達到國內領先水平，力爭探索一條運用現代化高科技手段服務於兒童英語教學的道路。

6. 求：牛津小學英語全英文說課稿

Good morning, everyone!
Today, I』ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we』ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points 「Where』s…」 the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use 「Where』s\are…」 to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What』s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where』s\Where are the\my…
It』s \They』re…
There』s no …in \on \near…
I think the most difficult point of this period is to make sure the students can use the patterns 「Where』s\Where are…and There is no …in\on\near…」 in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss』 attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game 「Simon says」. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern 「What』s for breakfast?」 I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss』 attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where』s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They』re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There』s no …in\on\near…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I』ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition ring the game, ask Ss to finish the blanks. In this way can develop Ss』 good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don』t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That』s all. Thanks a lot for your attention.先說Class begins，good morning/afternoon boys and girls.
再說Do you know xxx?It's xxx(adj).Open your book and turn to page xxx,today we'll learn something about it/them.
Good morning, everyone!
Today, I』ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we』ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points 「Where』s…」and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use 「Where』s\are…」 to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What』s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where』s\Where are the\my…
It』s \They』re…
There』s no …in \on \near…
I think the most difficult point of this period is to make sure the students can use the patterns 「Where』s\Where are…and There is no …in\on\near…」 in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss』 attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game 「Simon says」. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern 「What』s for breakfast?」 I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss』 attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where』s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They』re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There』s no …in\on\near…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I』ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition ring the game, ask Ss to finish the blanks. In this way can develop Ss』 good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don』t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That』s all. Thanks a lot for your attention.

先說Class begins，good morning/afternoon boys and girls.
再說Do you know xxx?It's xxx(adj).Open your book and turn to page xxx,today we'll learn something about it/them.

然後開始講課就行了

講課中常用的：
Practice in pairs(兩人一組練對話)
Open your book
Close your book
Do you have any questions?
Look at blackboard.
Write down some notes(做筆記)
Stand up please.
Ok,sit down.
Listen to me.
Let'splay a game
Who wants to have a try?(誰想試一試)

最後Now class is over,see you next time.Thank you.先說Class begins，good morning/afternoon boys and girls.
再說Do you know xxx?It's xxx(adj).Open your book and turn to page xxx,today we'll learn something about it/them.

然後開始講課就行了

講課中常用的：
Practice in pairs(兩人一組練對話)
Open your book
Close your book
Do you have any questions?
Look at blackboard.
Write down some notes(做筆記)
Stand up please.
Ok,sit down.
Listen to me.
Let'splay a game
Who wants to have a try?(誰想試一試)

最後Now class is over,see you next time.Thank you.

7. 牛津版英語教材與人教版有什麼區別

人教版英語教材和牛津版英語教材的區別：

1、人教版英語教材和牛津版英語教材的課本使用對象數目不同：人教版的使用人數最多，使用范圍最為廣泛， 小學到高中都是人教版的教材，牛津版英語教材使用人數對比人教版少一些，在上海等地區使用。

2、人教版英語教材和牛津版英語教材的出版社不同：人教版出版社是人民教育出版社出版的課本教材，牛津版英語教材是上海教育出版社出版的課本教材。

3、人教版英語教材和牛津版英語教材的課本難度不同：牛津版英語教材包含知識點最多，難度也比人教版英語教材難，課本的知識點比較零散。人教版相較於牛津版教材難度低一些，更適合中小學教材。

(7)牛津英語寫作教材分析擴展閱讀

人教版和牛津版教材的出版由來：

「人教版」一般是就教科書意義而言的，是相對於其他出版社出版的教科書而言的。如長春出版社出版的教科書稱為「長春版」、廣東教育出版社出版的教科書稱為「粵教版」、上海教育出版社出版的教科書稱為「滬教版」。

「人教」指的是「人民教育出版社」，所謂「版」指的是教科書版本，而非「出版社」的「版」。 因此，「人教版」指的是由人民教育出版社出版的教科書版本。比如我國中小學教育輔導報刊中，《語文報》、《中學生學習報》、《學苑新報》等均有著不同版本的教輔報紙，諸如人教大綱版、人教新課標版等。

這兩個版本名稱均是配合由人民教育出版社出版的教科書的報紙，是新課改前後的版本名稱。隨著新課改的深入，前者逐漸退出歷史舞台，後者便統一稱為人教版。本套教科書是由課程教材研究所與xx（科目）課程教材研究開發中心編著，由新華書店集團發行。