牛津英语写作教材分析

1. 牛津英语课本的内容简介

《牛津英语课本:高2年级(第1学期)(S2A)(上海版)》是根据牛津英语教材编回写的，涵盖了答各地区实际使用的教材内容。牛津英语教材作为教育部基础教育课程实验教材用书之一，被全国多个省市的中小学选用，并得到了广泛好评。它是一套在引进基础上经国内专家精心改编并通过国家审定的新课标英语教材。其语言的原汁原味、编写理念的先进科学、版式的活泼精美早已得到专家、教研人员、一线教师和学生的认同。

2. 如何进行小学牛津英语主题单元整体教学设计

主题单元整体教学是以主题为核心，以单元为备课的基本单位系统的设计教学，整体内处理单元教学内容容，落实知识与技能、过程与方法、情感态度价值观三维学习目标。

主题单元整体教学纵向以语言知识为主线，横向则以围绕主题的听说读写能力提高为依据，各课时之间有紧密的逻辑关系，各个课时任务的完成正好构成了一个单元任务，每一课时任务是单元任务的一个部分或一个环节。

“单元教学目标必须是通过该单元的四节课或五节课来实现的，而每节课的目标应该是体现层次，有所侧重。比如有的老师设计第一节课的教学就是要求学生能掌握该单元的词汇或句型，这样的课就不是特别现实 ”

因此，单元目标的落实是分布在不同的35分钟里，在不同的三十五分钟内以子目标为核心各有侧重，或以单词学习为主，或语法学习为主，或以语篇学习为主；或以听说能力培养为主，或以读写综合运用能力培养为目标。主题单元整体设计兼顾了知识、技能和语境三者之间的关系，有助于学习策略等长期教学目标的达成。

3. 译林版牛津英语8au5welcome to the unit 课文

I. 翻译下列词组:
1. 去观鸟 ________________ _ 6. 宽大的翅膀 _ ________________
2. 在市场上 __________ _______ 7. 飞到北方的国家 ______ ___________
3. 烤鸡 ___________ ______ 8. 又长又细的脖子 ____ __________
4. 鼓励某人做某事 _______ __________ 9. 给我看你的照片 ___ ______________
5. 参加观鸟俱乐部 _______ _________ 10 尖长的翅膀 ____ _____________
Ⅱ. 用所给动词的正确形式填空: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. 根据课文完成下列短文: www. rye .net 外 语 爱 好 者 网 站 牛津英语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.单选 牛津英语8A UNIT5 Welcome 课堂练习题( )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. 翻译下列词组:
1. 去观鸟 ________________ _ 6. 宽大的翅膀 _ ________________
2. 在市场上 __________ _______ 7. 飞到北方的国家 ______ ___________
3. 烤鸡 ___________ ______ 8. 又长又细的脖子 ____ __________
4. 鼓励某人做某事 _______ __________ 9. 给我看你的照片 ___ ______________
5. 参加观鸟俱乐部 _______ _________ 10 尖长的翅膀 ____ _____________
Ⅱ. 用所给动词的正确形式填空: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. 根据课文完成下列短文: www. rye .net 外 语 爱 好 者 网 站 牛津英语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.单选 牛津英语8A UNIT5 Welcome 课堂练习题( )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. 翻译下列词组:
1. 去观鸟 ________________ _ 6. 宽大的翅膀 _ ________________
2. 在市场上 __________ _______ 7. 飞到北方的国家 ______ ___________
3. 烤鸡 ___________ ______ 8. 又长又细的脖子 ____ __________
4. 鼓励某人做某事 _______ __________ 9. 给我看你的照片 ___ ______________
5. 参加观鸟俱乐部 _______ _________ 10 尖长的翅膀 ____ _____________
Ⅱ. 用所给动词的正确形式填空: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. 根据课文完成下列短文: www. rye .net 外 语 爱 好 者 网 站 牛津英语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.单选 牛津英语8A UNIT5 Welcome 课堂练习题( )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. 翻译下列词组:
1. 去观鸟 ________________ _ 6. 宽大的翅膀 _ ________________
2. 在市场上 __________ _______ 7. 飞到北方的国家 ______ ___________
3. 烤鸡 ___________ ______ 8. 又长又细的脖子 ____ __________
4. 鼓励某人做某事 _______ __________ 9. 给我看你的照片 ___ ______________
5. 参加观鸟俱乐部 _______ _________ 10 尖长的翅膀 ____ _____________
Ⅱ. 用所给动词的正确形式填空: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. 根据课文完成下列短文: www. rye .net 外 语 爱 好 者 网 站 牛津英语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.单选 牛津英语8A UNIT5 Welcome 课堂练习题( )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

中学中学中学中学英语英语英语英语 一一一一、、、、 教案背景教案背景教案背景教案背景 1，面向学生： □中学 2，学科：英语 2，课时：1 3，学生课前准备：查找一些鸟类及它们外貌特征的单词，准备一些鸟类的图片， 二二二二、、、、 教学课题教学课题教学课题教学课题 牛津英语8A第五单元 Welcome to the unit and comic strips 教学目标： 1. 知识目标：——话题功能：谈论喜欢的鸟 词汇：夲课时19个生词+有关补充的词汇 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 补充的词汇: Long thin neck, like…best 句型：What are you going to do ? I am going birdwatching at the market. 2. 能力目标：培养学生就鸟类选择话题的口语表达能力 Talk about their favourite bird and reason 3. 情感目标：引发学生保护野生生物的意识，保护环境 三三三三、、、、 教材分析教材分析教材分析教材分析 牛津英语8A第五单元以介绍野生生物及保护野生生物为中心话题为主线，以完成写作申请加入观鸟俱乐部的中心任务为主导，辅以功能和结构项目，有效培养学生综合运用英语的能力。这单元围绕这个话题展开，内容联系社会生活，贴近学生生活实际，富有时代气息，体现时代精神。而本课作为本单元的第一课时，主要是以介绍野生生物的名称并结合学生已有的知识，激发学生的学习兴趣，通过教师教学引发学生保护野生生物的意识，并为下文扎龙自然保护区做铺垫。 四、 教学方法教学方法教学方法教学方法及及及及教学思路 采用Role-playing; Cooperating;; brainstorming; listening for special information等教学、学习策略，正确利用好教学图片以及多媒体课件展开课堂教学体现教学过程中学生的参与活动work alone, Pair work, Group work, Discussion. 词汇教学可以通过图片或多媒体进行，以原有知识带动新知识，并在教学词汇是，进行必要的句子教学或小篇段教学，使词汇教学不孤立。I 五五五五、、、、 教学过程教学过程教学过程教学过程 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，高中英语教材分析

牛津高中教材偏重于以英语为语言情境进行教学，而非比较机械化的分析。是版属于比较母语化的教材。权但是课程排序及组织比较凌乱，会让一些老师觉得吃力，但如果能在学习过程中逐一落实以及理解，体会英语的细节，借助一些较为系统的语法书以及词汇书就能取得不错的效果。

5. 牛津少儿英语的教材特色

该教材根据小学生的生理心理特点，从一个较为简单的起点出发，就像该教材的名字LET’S GO!一样让人感到轻松愉快，没有压力，使孩子易于接受。针对我们把英语作为外语学习的小学生，缺乏英语语言环境，在课外少有听、说、读、写的机会，该教材注意了各级语言水平间、各单元间语言知识的衔接、重复、巩固。图文并茂的教学内容激发孩子联想思维的丰富性，在教学过程中通过教师的激励和模仿、游戏、表演等互动教学，激发学生学习英语的兴趣，培养出学习英语的积极态度，初步树立起学习英语的自信心，培养学生良好的语感和语音，形成用英语进行日常交流的能力，增强实践能力。《let’s go》教材在教学指导中提供了许多被证明是成功的、在儿童教育中已重复使用过的教学方法。如MAT教学法、TPR教学法、语言功能教学法、交际教学法、听说教学法、语法结构教学法等。
（一）以故事为主要内容
根据儿童爱听故事的天性，选编优美的童话作为教学内容的主题部分，教师们在课堂上把孩子们引入到童话世界，忘情于故事情节的变化，情绪的起伏，排除母语的干扰，干脆利索地说英语，并用这主题内容促进教学方法和手段的改革，教师通过电化教学、情景教学、游戏教学，大量运用简笔画，使孩子们广泛交流，并运用童话中具体、鲜明个性的人物和动物，赋予教学丰富的感情色彩和生动的形体语言，增强感染力和吸引力，使儿童产生深刻印象。
（二）以剧本为主要体裁
根据儿童这一特定的教学对象，将所选童话故事全部改编成剧本，这是与现行的英语教材大不相同的，是教材建设上的重大改革。在教学中让孩子们扮演剧中的各种角色，学一段演一幕，学完一篇，一个童话剧就已排练完毕，可上演了。通过教学排练表演，孩子们英语口语交际能力迅速提高，这种方法比起虚拟一个孤立情景进行口语教学，要生动、更自然，因而教学效果十分明显。
（三）以游戏为主要教学手段
游戏是儿童生活中最具乐趣的组成部分，根据儿童这一天性，创设了一百多种课堂教学游戏，从教学目标分为单词教学游戏、句子教学游戏、音标教学游戏、诗歌教学游戏和巩固复习游戏；从方式方法上分为比赛、猜结果、角色表演、听音反应、模拟、律动、变声调游戏等，课堂教学游戏贯穿模仿、操练、活用等教学过程的始终。这些教学方法充分满足了儿童好玩、好动、好奇、好胜、好表扬的心理需要，因而听课时注意力集中，情绪高涨，思维活跃，学习潜力得以充分发挥。在游戏教学中，孩子们一节课学会一、二十个英语句子或几十个单词是常见的事。
同时，运用VCD、多媒体、教学专用软件、电子图书、电子黑板等现代化教育手段使LET’S GO英语教学达到国内领先水平，力争探索一条运用现代化高科技手段服务于儿童英语教学的道路。

6. 求：牛津小学英语全英文说课稿

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.先说Class begins，good morning/afternoon boys and girls.
再说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.

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

然后开始讲课就行了

讲课中常用的：
Practice in pairs(两人一组练对话)
Open your book
Close your book
Do you have any questions?
Look at blackboard.
Write down some notes(做笔记)
Stand up please.
Ok,sit down.
Listen to me.
Let'splay a game
Who wants to have a try?(谁想试一试)

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

然后开始讲课就行了

讲课中常用的：
Practice in pairs(两人一组练对话)
Open your book
Close your book
Do you have any questions?
Look at blackboard.
Write down some notes(做笔记)
Stand up please.
Ok,sit down.
Listen to me.
Let'splay a game
Who wants to have a try?(谁想试一试)

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

7. 牛津版英语教材与人教版有什么区别

人教版英语教材和牛津版英语教材的区别：

1、人教版英语教材和牛津版英语教材的课本使用对象数目不同：人教版的使用人数最多，使用范围最为广泛， 小学到高中都是人教版的教材，牛津版英语教材使用人数对比人教版少一些，在上海等地区使用。

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

3、人教版英语教材和牛津版英语教材的课本难度不同：牛津版英语教材包含知识点最多，难度也比人教版英语教材难，课本的知识点比较零散。人教版相较于牛津版教材难度低一些，更适合中小学教材。

(7)牛津英语写作教材分析扩展阅读

人教版和牛津版教材的出版由来：

“人教版”一般是就教科书意义而言的，是相对于其他出版社出版的教科书而言的。如长春出版社出版的教科书称为“长春版”、广东教育出版社出版的教科书称为“粤教版”、上海教育出版社出版的教科书称为“沪教版”。

“人教”指的是“人民教育出版社”，所谓“版”指的是教科书版本，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书版本。比如我国中小学教育辅导报刊中，《语文报》、《中学生学习报》、《学苑新报》等均有着不同版本的教辅报纸，诸如人教大纲版、人教新课标版等。

这两个版本名称均是配合由人民教育出版社出版的教科书的报纸，是新课改前后的版本名称。随着新课改的深入，前者逐渐退出历史舞台，后者便统一称为人教版。本套教科书是由课程教材研究所与xx（科目）课程教材研究开发中心编著，由新华书店集团发行。