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••••••••••••••当前位置：›上海版沪教版牛津英语1A教案(全册共69页)上海版沪教版牛津英语1A教案(全册共69页)上海版沪教版牛津英语1A教案（全册）Unit 1 My classroomPeriod OneTeaching contents: L et‘s act ( Page 2)Teaching aims:1. 知识目标：能用祈使句Stand up, please. Sit down, please. Open yourbook. Close your book.给出简单指令。
2. 能力目标：能听懂简单指令并作出反应。
3. 情感目标：激发学生学习的兴趣，使学生寓教于乐。
Difficult and key points:能用所学的命令相互交流。
Teaching aids: cassette, book, bag.Teaching procedure:Period TwoTeaching contents: let‘s talk ( page 3 )Teaching aims:4. 知识目标：学会问候语How are you?及回答Fine, thank you.学会Goodmorning.问候早上好。
5. 能力目标：熟练运用句子交流。
6. 情感目标：教育学生做到礼貌待人。
Difficult and key points: How are you? Good morning.的问候语。
Teaching aids: Cassette, a puppet.Teaching procedure:Unit 1 My classroomPeriod ThreeTeaching contents: let‘s learn ( page 4 )Teaching aims:7. 知识目标：学会pencil, pen, ruler, rubber, bag等学习用品。
8. 能力目标：运用各种方法简单描述物品。
第二课时(2nd PERIOD)一、主要新授内容(Main new contents )Play a game:1) Kitty Li, Alice Wang ( English names )2) ---You’re …---Yes, I’m … / No, I’m …二、学习目标(Learning objectives)1．学生能够了解英语名字与中文名字在表达上的不同；2．学生能够运用You ‘re …询问对方的名字；在听到别人对自己的询问时也能作出相应的回答。
3．学生能够理解句子的真正含义，并能正确书写、使用句子。
4．学生能够根据实际情景，灵活运用所学单词及句型；（一）任务前期准备（PRE-TASK PREPARATION）Activity 1 Song1. 教学辅助（Aids）：磁带Activity 2 RevisionActivity 3 Difference（二）任务实施过程（WHILE-TASK PROCEDURE）1．新知识的引入（PRESETATION ） Activity 1 RetellActivity 2 Listen and understand 1.教学辅助（Aids ）：磁带2、新知识的操练（PRACTICE ）1）机械性操练（MECHANICAL PRACTICE ） Activity 1 Imitation 1. 教学辅助（Aids ）：磁带Activity 2 Passing game 1. 教学辅助（Aids ）：句子卡片2）意义性操练（MEANINGFUL PRACTICE）Activity 1 RetellActivity 2 Guessing game1. 教学辅助（Aids）：面具Activity 3 Memory game1. 教学辅助（Aids）：眼罩（三）任务后期活动（POST-TASK ACTIVITY）1．新知识的运用：Activity 1 Blindfolded game1. 教学辅助（Aids）：眼罩（或蒙眼的布）2、课后作业（ASSIGNMENT）口头作业：1．P9：听录音，跟读课文。
上海版牛津英语a教案全册教案The document was prepared on January 2, 2021Oxford English Book 1A Unit 1the first period一．教学说明1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。
作为一名英语教师，要通过充满知识和乐趣的课堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。
2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。
教师应主动地去了解学生，这对今后的教学工作十分重要。
二．教学内容1．认知内容：能听懂会说Good morning. –How do you do –How are you-Fine, thank you. –Hello! 等问候语。
2．能力要求：学会用-Good morning. –How do you do –How are you-Fine, thank you. –Hello! 来问候和交流。
3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。
并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了解和友谊。
四、教学提示1．媒体准备：玩偶、响板、歌曲磁带2．教学关注点：本课中的句子例如：How are you Fine, thank you. 对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。
1）注重学习的过程，为学生的学习铺好台阶；2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子；3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。
3．资源分享：九年义务教学课本3A有配套的歌曲：如<Hello, how are you>4. 设计思路：1）这个单元中的歌曲对于一年级的小朋友而言学起来比较困难。
而少量多次是分解难题的有效方法，因此可将这首歌的学习安排在本单元中的各课时中，让小朋友在几节课中，从感知到熟悉和学唱一步步的学习，这样学起来既轻松又有成效。
牛津沪教一上《Unit 3 My abilities》word教案Period OneTeaching contents: Let’s act ( Page 12 )Teaching aims:1. 知识目标：Locate specific information in response to simpleinstructions.2. 能力目标：Use modeled phrases to communicate with other learners.3. 情感目标：To be discipline in the classroom.Difficult and key points: Using imperatives to give simple instructions. Teaching aids: Cassette player, tape, etc.Teaching procedure:Period TwoTeaching contents: Let’s talk ( page 13 )Teaching aims:1. 知识目标：Using formulate expressions to ask for one’s age, andresponding2. 能力目标：Use modeled phrases to communicate with other learnersOpen an interaction by eliciting a response3. 情感目标：Communicate with each other politelyDifficult and key points: Using formulate expressions to ask and answer Teaching aids: Wallchart, a muppet, tapeTeaching procedure:Period ThreeTeaching contents: Let’s learn ( page 14)Teaching aims:1. 知识目标：Pronounce words properly2. 能力目标：Using verbs to indicate momentary actions3. 情感目标：To be active in school livesDifficult and key points: Using verbs to indicate momentary action correctlyTeaching aids: Word cards, picture cards, tapeTeaching procedure:Period FourTeaching contents: Let’s play ( page 15)Teaching aims:1. 知识目标：Using modal verb ‘can’ to express abilitiesUsing formulaic expression to express thanks 2. 能力目标：Open an interaction by expressing one’s abilityOpen an interaction by expressing thanks3. 情感目标：Express their thankful feelings to their teacher Difficult and key points: Pronounce ‘thank’ correctly Teaching aids: Word cards, picture cards, tapeTeaching procedure:Period FiveTeaching contents: Let’s enjoy( page 16 )Teaching aims:1. 知识目标：Using modal verb ‘can’ to express abili ties2. 能力目标：Open an interaction by expressing one’s abilities3. 情感目标：Learn to work hard to be advantageDifficult and key points: Pronounce the phrases clearlyTeaching aids: Cassette player, tape, a book, a pencil and some paper Teaching procedure:。
上海牛津英语1A教案Unit 3 Myabilitiesunit 3 my abilities1、teaching aims: ss can use imperatives to give simple instructions, such as : raise your hand.2、teaching aids: tape recorder3、language skills:listeninglocate specific information in response to simple instructions speakinguse modeled phrase to communicate with other learners.4、teaching period: 1[1]teacher’s activityss’ activityremarkspre-task1. ask ss to listen and act. revise the classroom instruction language student have learnt. eg. stand up please.give me…show me a…2. say’open your book. who can act? raiseyour hand.”and move your hand to give ss a hint. let the students copy you.3.say ‘put it down’ and put down your hand to let the ss understand its meaning.ask the ss to repeat the words and the action.4.say ‘show me your book.’ move your hand to explain the meaning.let the ss copyyou.while-task1.have the class listen and act according to your commands raise your hand, put it down andshow me your book.repeat several times until they can act freely.2. say the commands in random order and ask individuals to act accordingly.3. open the ss’ book to page 12. play the cassette tape for ‘raise your hand. ask some ss to act it and the rest of the class to judge right or wrong.4.repeat the process with ‘put it down’and show me your book.’5.divide the class into groups of four to practise acting the commands. in each group,one student gives commands and the others do the action. then let them changeroles.6.select groups to act the commands to the class.post-taskplay a match:who is the quickest to respond? ask every student to act according to your commands(including the commands in unit1 andunit2).the quickest student to act will be the winner. students listen and act.ss act.students copy and follow.students repeat the word and act.students copy.ss carry out the commands.ss repeat the commands and act.individual ss carry out the commands.ss listen to the tape.ss act.the other students judge right or wrong.ss repeat.ss do pair work.ss change their roles.ss act the commands to theclass.ss play a match.通过口令复习，引入新课，激发学生爱好，消退学生的惊慌。
Unit3 Are you Kitty? 第2课时教学设计【内容来源】上海教育出版社（2013年版）三上Module1 Unit3【主题】Listen and say, Play a game【课时】第2课时一、教学目标(Teaching aims)1．通过Listen and say的情景对话，帮助学生理解和掌握句型Are you ．．．?Yes, I am．/No, I’m not．2．通过“捉迷藏”游戏，进一步巩固和使用本单元的核心句型。
二、教学重难点(Teaching points and difficulties)1．句型：Are you ．．．?2．Yes, I am．3．No, I’m not．三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1．播放音乐，带领学生朗读儿歌，感受Are you ．．．?句型。
Are you a boy?Are you a boy?Yes, I am．Yes, I am．Are you a girl?Are you a girl?No, I’m not．No, I’m not．2．请个别学生用课时一学过的句子介绍自己。
S1: Hi, I’m… (name)．I’m a … (boy/girl)．While-task procedures1．出示Listen and say的图片，播放录音或多媒体动画，让学生跟读对话。
板书句型Are you …? Yes, I am．/No, I’m not．让学生跟读，然后通过提问帮助学生理解该句型的用法。
T: Are yo u …?S1: Yes, I am．/No, I’m not．2．再次播放Listen and say的录音，让学生跟读。
然后请一个学生上来戴上眼罩，再请另外三个学生和教师一起参与游戏，在游戏中不断重复问Are you ．．．?S1: Are you．．．?S2: Yes, I am．/No, I’m not．S1: Are you …?S3: Yes, I am．/No, I’m not．3．Listen and guess: 猜谜游戏。
Module 1 Getting to know youUnit 3 Are you Kitty?本课是教材Module 1 Unit 3的教学设计。
本单元的语言功能项目是To revise vocabulary and expressions to describe “Are you Kitty?”.主要话题是The students are able to use the key words correctly,本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。
【知识目标】1. To revise vocabulary and expressions to use “Are you Kitty?”2. To guess meaning from context.3. The students are able to use the key words correctly.【能力目标】To use the sentences in context.【情感目标】利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。
【教学重点】The students are able to use the key words correctly.【教学难点】通过阅读活动，引导学生通过阅读抓住关键信息，了解故事大意，通过角色扮演，让学生巩固和运用本单元所学核心词汇和句型。
◆教学目标◆教学重难点◆◆课前准备◆◆教材分析Tape recorder, Multimedia.Step 11. Listen and sayFree talkT: What do you know about “Are you Kitty?”？Look at the pictures on P10 and PPT. Talk about “Are you Kitty?” Encourage them to talk about the topic.2. ListeningPlay the listening materials, stop when necessary. And then check the answers.To train the students’ ability of catching the information of the listening materials.Step 2Look and learnLead them to read and explain the “Are you Kitty?”e.g: Are you Kitty? Yes./No.To review the related knowledge.Step 31. Say and actLet the students look PPT and act the scene.To make them get familiar with the details of the text and train their ability of saying and reading.2. Learn the lettersList the letters in P13 for them.To develop their interest and lead them to the conclusion.Step 41. Dictation.2. Use the new words to make sentences on your own or check them in a dictionary.略。
Unit3 Are you Kitty? 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module1 Unit3【主题】Look and learn, Read and circle【课时】第1课时一、教学目标(Teaching aims)1．呈现不同男孩和女孩的照片，引出Look and learn中的单词boy和girl，帮助学生学习词汇。
2．通过Read and circle的练习,帮助学生巩固所学词汇。
二、教学重难点(Teaching points and difficulties)1．词汇：boy, girl, am, no, not, yes2．日常用语：Goodbye!三、教学准备(Teaching preparation)课间、音频四、教学过程(Teaching process)Pre-task preparations1．播放歌曲How are you? 的录音,让学生跟唱, 以复习前两个单元所学的语言。
2．用两个手偶表演情景对话，引出句型l’ m a boy/girl．T: (show a puppet boy) Hello! I’m Jack．I’m a boy(show a puppet girl) Hello，Jack! I’m Cathy．I’m a girl．While-task procedures1．出示Kitty的图片，介绍Kitty，引出单词girl。
请个別女生说I’m a girl．T: (point to Kitty in the picture) This is Kitty．Kitty is a girl．Girl．(point to some girls in the class)．．．is a girl．．．．is a girl too．Girl．Ss: Girl．T: Girls, please stand up and say “I’m a girl” ．S1: Tm a girl．S2: I’m a girl．…T: Who is a girl?S1: (point to a girl in the class)．．．is a girl．出示Joe和Peter的图片，引出单词boy，然后请个别男生仿说I’m a boy．T: (show Joe’s picture) A girl?Ss: No．T: Joe is a boy．Boy．Ss: (point to a boy in the class)…is a boy．T: Boys, stand up and say “I’m a boy”．S1: I’m a boy．S2: I’m a boy．2．Listen and guess:猜谜游戏。
第四课时(4th PERIOD)一、主要新授内容(Main new contents )Learn the letters:1) The sounds of the letters2) word: insect二、学习目标(Learning objectives)1．学生能够了解一些字母在单词首时的发音规律；2．学生能通过字母在单词中的发音规律，掌握单词的拼读方法及技巧；3．学生能够根据实际情景，灵活运用所学单词及句型；（一）任务前期准备（PRE-TASK PREPARATION）Activity 1 Song1. 教学辅助（Aids）：磁带Activity 2 Look and say1. 教学辅助（Aids）：字母卡片（二）任务实施过程（WHILE-TASK PROCEDURE）Activity 1 Sounds1. 教学辅助（Aids）：图片、单词卡片、磁带Activity2 Revision1. 教学辅助（Aids）：句子卡片Activity 3 Follow the tape 1. 教学辅助（Aids）：磁带（三）任务后期活动（POST-TASK ACTIVITY）Activity1 Exercises1. 教学辅助（Aids）：磁带、练习纸2．活动过程（Process）课后作业（ASSIGNMENT）口头：1.听录音跟读M1 U1-U3书面：完成练习卷上的练习：（这两个练习是在理解、掌握句子的基础上进行的语篇练习，要求更高）1）阅读对话，根据上下文或提示填空2）阅读短文，判断下列句子与短文内容是否相符，相符用“T”，不相符用“F”表示（要求学生根据被判断的句子在文中找出相应的内容，然后进行判断）。
(沪教牛津版)三年级英语下册教案Module1Unit 1 Looking and seeingThe third period（一）任务前期准备（PRE-TASK PREPARATION ）Activity 1 （Read the sentence.） 活动过程（Process ） / Jane can /Activity 2 （Ask questions） 1、教学辅助（Aids ） 转盘2、活动过程（Process ）（二）任务实施过程（WHILE-TASK PROCEDURE ）1、新知识的引入（PRESETATION ） Activity 1 （Learn the pattern ） 1、教学辅助（Aids ） 图片2、活动过程（Process）Activity 2 （Look for the owner）1、教学辅助（Aids）学生桌上的东西2、活动过程（Process）2）意义性操练（MEANINGFUL PRACTICE）Activity 1 （Group work）1、教学辅助（Aids）学生的文具用品2、活动过程（Process）Activity 2 （Competition）活动过程（Process）Activity 3 （Make short dialogues）活动过程（Process）（三）任务后期活动（POST-TASK ACTIVITY）1、新知识的运用Activity 1 （exercises）1、教学辅助（Aids）1)练习册2)语法练习册2、活动过程（Process）Activity 2 （Read and judge）活动过程（Process）Activity 3 (Read and complete)2、课后作业（ASSIGNMENT）口头：1. Read Page 5.2. 编一个含有“Is this your…?”句式的小对话书面：完成Read and complete的练习附录：Read and judgeI Read and judge. (阅读短文判断，符合短文内容的用“T”表示，不符合的用“F”表示。
牛津英语１Ａ第三单元教案（小学）上海版topic unit 3 my abilities 1partlet’s actaims and demand1. using imperatives to give simple instructions .2. locate specific information in response to simple instructions .3. using modeled phrases to communicate with other learners.main pointslocate specific information in response to simple instructions .difficult pointsusing modeled phrases to communicate with other learners.teaching toolstape ,cardsteaching approaches step一、teaching organization. t: class begins. good morning,boys and girls. s: good morning ,miss zhu . t: sit down ,please.step 二、revision.1. revise the classroom instruction language students have learnt , eg: stand up ,please . come me pen\etcask the students to listen and act. 2.say :open your book . who can act? (raise your hand) and move your hand to give students a hint .let the students copy you.teaching approachestime3.say “put it down”and “put down your hand to let the students understand its meaning .ask the students to repeat the words and the action.4.t: show me your book . move your book.(hand to explain the meaning)step 三、pretation.1. have the class listen and act according to your commands “raise your hand ,put it down”and “show me your book .(repeat several times until they can act freely.)2. say the commands in random order and ask individual to act accordingly.3. open the students book to page 12. play the tape for “raise your hand”ask some students to act it and the rest of the class to judge right or wrong .4. repeat the process with “put it down”and “show me your book”.5. divide the class into groups of four to practice acting the commands .in each group ,one student gives commands and the other do the actions .then let them change roles. 共5页，当前第1页12345teaching approachestime 6. select group to act the commands to the class.step 四、play game. play a match. who is the quickest to respond? ask every student to act according to your commands. the quickest student to act will be the winner.step 五、consolidation. read three sentence .step 六、hw. listen to the tape and read them.topic unit 3. my abilities 2partlet’s talkaims and ing formulaic expressions to ask for one’s age and e modelled phrases to communicate with other learners.3.open an interaction by eliciting a response.main pointslearn:how old are you ? i’m five years old.difficult pointslearn: how old are you ? i’m five years old.teaching toolsthe tape ,cards. teaching approaches step 一、teaching orgnization. t: class begins. hello,boys and girls. s: hello,miss zhu t: sit down .please.step 二.revision.1. listen and act according to your commands :raise your handput it downshow ,me your book .2. say the commands in random order and ask individuals to act accordingly .3.open the student’s book to page 12.teaching approaches play the cassette tape for “raise your hand”ask some students to act it and the rest of the class to judge right or wrong.step 三、preparation.1.put up the wallchart on the board and tell a story like this:one day sam and may went to the beach with mummy and daddy ,they had swim-suits on and were doing some warm-up exercises before getting into the water .there was a fat man sitting nearby. look at the fingers and toes .they were so round .as sam was kicking up his foot.this man asked “how old are you?”sam answered “l’m five years old”may kown how to count,so she help up five fingers. sam and may had a happy time at the e muppet to elicitanswer to the question “how old are you?if the students only give a one word response such as “five”say “i am five years old”let them copy.3.play the cassette tape forpage 13.students listen and follow in their books.4.play the tape again.students listen and repeat several time .students may have trouble saying the word “years”help them to drill the correct pronunciation. 5.group the students into pairs .allow them to practice asking and answering the question:how old are you?i’m five years old.teaching approaches6.select pairs to act out the rold play to the class.step 四、post –task activities.1. extend the task by having the same groups practice the dialogue,substituting with their own ages.2. select pairs to act the modified dialogues check student’s pronunciation,and correct if necessary .step 五、consolidation. wb page 9step 六、hw listen to the tape .topic unit 3 my abilities 3partlet’s learnaims and ing verbs to indicate momentary actions .eg: read sing dance jump 2.pronounce words properly.main pointslearn the verbs.difficult pointsread the verbsteaching toolsthe tape,card.teachingapproachesstep 一、teaching orgnization. t: class begins. hello,boys and girls. s: hello,miss zhu t: sit down .please.step 二.revision.1. extend the task by having the same groups practice the dialogue .t: how old are you?s: i’m six \seven \five. (substituting with their own ages,)2. select pairs to act the modified dialoguce .check student’pronuncition and correct if necessary.s: how old are you?s:i’m .teaching approachesstep 二、pre-task preparation.1. put up the picture cards for the new words “drow,read,write ,jump,sing dance”on theboard.2. point to the picture card for the word “draw”and “dance”ask the student to repeat.3. repeat step 2 with the other five action words .step 三、while-task procedure.1.say the words “draw”.ask one student to do the action and the rest of the class to judge right or wrong.2.repeat step 1 with the other five action words .3.point to each picture card on the board and say the words slowly ,ask the class to listen and repeat.4.wirte the words below the pictures read the words slowly,let the students copy you.5.open the students book to page 14 ,play the cassette and allow student to follow orally until they familiar with the words .ask the students to point to each picture as being readout.6.put up the picture and word card on the board in randon order.ask individual students to come up and re-arrange them by putting the word cards below their corresponding picture cards ,as shown in their student’s books.teaching approachesstep 四、past –task activities.1. show any one of the word cords to pairs of students .ask one to read the word and the other to do the action.2. hide any one of the word cards at your back and ask individal students to guess which words.step 五、consolidation. wb page 10 what can may do ?tick the correct word. wb page 11 can you find the word in the puzzle?colour the boxes.step 六、hw . listen to the tape and read the words.topic unit 3 my abilities 4partlet’s playaims and demand1. using modal verb “can”to express abilities .2. using formulaic expressions to express thanks .3. open an interaction by expressing one’s abilities.main pointsthe sentence struction “i can read \ etc”.difficult pointsread the sentences.teaching toolsthe pictures, cards.teaching approachesstep 一、teaching orgnization. t: class begins. hello,boys and girls. s: hello,miss zhu t: sit down .please.step 二.revision.1. show any one of the wordcards to pairs of students .ask one to read the word and the other to do the action.2. hide any one of the word cards at your back and ask individual students to guess which word?3. t: how old are you?(answer this question one by one).step 三、pre-task preparation.1. hold up the six action word cards and ask individual students to read and do the actions.teaching approaches2. put up the picture cards for the new words on the board. ask individual students to come up and choose a artain card.then put up the corresponding word card next to it and read the word .3. practice the sentence : can you draw (sing ,dance ,write ,read ) you can do many things.step 二、1.open the student’s book to page 15. tell the story in the students’mother tongue. 2.read the story in english ,imitating a girls’voice ,explain the meaning of “can”. 3.play the tape .the students look at each picture in their books, listen and repeat . 4. t: what can may do ? what does she say ? invite individual to repeat may’s words and do the actions.5. practice reading the story once or twice with the students as they point to each picture :walk around to see if they are able to follow the sequence correctly.step 三、sing the song .1. write the six action words on the board read one of the word and ask individual students to come up and circle. the word you just read ,then practice reading the words together.2. put a book ,a pencil and some paper, and a cassette tape on the table in front of you.共5页，当前第4页12345teaching approaches3. ask you act out each action ,ask students to say “i am -----.”4. open the students’book to page 16 .point to each picture and disscuss.5. read the verses’of the song slowly ,let students repeat word on this for a while.6. let them listen to the song .sing for them a few times, sing for them allow them to sing with the tape.step 四、consolidation. wb page 12. a: draw a line from the speech bubble . b: how about you? what can you do ?tick the sentence.step 五、hw. read ,sing.。
牛津英语１Ａ第三单元教案（小学）上海版topic unit 3 my abilities 1 partlet’s act aims and demand1. usingimperatives to give simple instructions .2. locate specific information in response tosimple instructions .3. using modeled phrases to communicate with other learners.main pointslocate specific information in response to simple instructions . difficult pointsusing modeled phrases to communicate with other learners. teachingtoolstape ,cardsteaching approaches step一、teaching organization. t: class begins. good morning,boys and girls. s: good morning ,miss zhu . t:sit down ,please.step 二、revision.1. revise the classroom instruction languagestudents have learnt , eg: stand up ,please . come me pen\etcask the studentsto listen and act. 2.say :open your book . who can act? (raise your hand) and move your hand to give students a hint .let the students copy you. teaching approachestime3.say “put it down”and “put down your hand to let the studentsunderstand its meaning .ask the students to repeat the words and the action.4.t: showme your book . move your book.(hand to explain the meaning)step 三、pretation.1. have the class listen and act according to your commands “raise yourhand ,put it down”and “show me your book .(repeat several times until they can actfreely.)2. say the commands in random order and ask individual to actaccordingly.3. open the students book to page 12. play the tape for “raise yourhand”ask some students to act it and the rest of the class to judge right or wrong .4.repeat the process with “put it down”and “show me your book”.5. divide the classinto groups of four to practice acting the commands .in each group ,one student gives commands and the other do the actions .then let them change roles.。
