牛津英語
譯林出版社出版圖書
《牛津英語》是2008年1月1日由譯林出版社出版，上海教育出版社編寫。
本書能夠給那些仍然在前進道路上迷茫，或被慣性思維束縛的年輕人一些啟示，讓他們了解足夠多的人生經驗與哲理，能夠以更輕鬆、更快樂的姿態去面對生活，也為迎接人生的輝煌做好準備。
構清晰、語言簡潔，適合初、、級讀。
興趣，推薦強功效，提供思考題及思，習簡單及哲識，語言非俗易懂枯燥類型優勢。
《牛津語(參考)(級)()()》育版社版。
| City life | |
| 1 Great cities in Asia（P.2） | 7 Travelling in Garden Citu（D.46）I |
| 2 At the airport（P.8） | The notural world |
| 3 Dragon Boot Festival（P.14） | 8 Windy weather（P.55） |
| 4 Staying healthy（P.21） | 9 Sea water and rain water（P.62） |
| Changes | 10 Forests and Iand（P.70） |
| 5 What wilIl be Iike？（P.33） | 14 Controlling fire（P，77） |
| 6 Seasonal changes（P.40） | Project：Reusing old materials（P.89） |
| Word bank（P.93） | |
| Photocopiable pages（Php.1-14） | |
| Workbook answer keg（WB 1-76） | |
插圖：
There is firstly a Pre-task preparation section; this willinclude review of previous lesson, but more importantly itaims to set the scene; to give the students a contentframework to which they bring some knowledge.
The language preparation section demonstrates ways ofintroducing new material using the photos, dolls, puppetsor other suggested resources, before the students areexposed to the Student's Book. Teachers are given clearguidelines on language used passively and for students'production.
The While-task procedure section links the languagepreparation which familiarizes students with the languagenecessary for the learning task, and the learning task itself.The task（s） ensure:
progress towards the learning targets for English;
opportunities for interaction, particularly amongstudents;
natural use of language in a wide variety of activities.
Depending on the maturity of each learner, a degree ofteacher support will be required during a task. Theteacher's intimate knowledge of each learner's ability willenable him/her to offer appropriate guidance. Additionalresources to help students carry out a task are available asphotocopiable pages.
In the Post-task activities section, the vocabulary andstructure（s） learnt already in this lesson are recycled by thestudents in a different context in lively follow-up taskssuch as games, practical tasks, experimenting, reportwriting; all intended to stimulate the use of language in theclassroom.
Instructions for the use and integration of the Workbook,which provide further post-task activities in the lesson, areclear and suggested at the appropriate time. Furtherconsolidation of language is also suggested in theWorkbook.
