【正文】 ore, and then teach the new words by teaching a new song with the help of some , there is some pictures draw with different color clothes used at the beginning of the the middle of the lesson, teacher will check the new words students have mastered by letting the students to read the color of stationery and color the pictures, and teach students to learn and make the end of the lesson, teacher organizes the whole class to sing the new song : Step 1: warm up(2 minutes)Teacher: greeting to the : greeting to the : asks the students together to sing the song “Hello!How are you?” 3（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語(yǔ)系英語(yǔ)教育專業(yè)畢業(yè)設(shè)計(jì)Students: to sing the song with !How are you? Hello!Hello!Hello!Hello!Hello!Hello!How are you? Hello!Hello!Hello!Hello!Hello!Hello!How are you? I’m ’m ’m ’m ’m ’m 2: lead in(20 minutes)Teacher: tells the students that they are going to learn a new song about color and say out the name of the song, then the teacher sing the song one time by is wearing green today? Who is wearing green today? Green today? Green today? Who is wearing green today? Green today? While singing, the teacher will present the first picture draw with green ：be quiet and listen to the : teaches the song sentence by sentence for two : learn the song following the : sticks the picture to the blackboard, and writes down the word “green” on the blackboard and teaches the students how to read : read the word after the : uses the above way to teach other five new words(red, blue, and yellow, orange, purple).Step 3: practice(15 minutes)Teacher: shows the relevant colors of real stationery object, and review the words(pencil, pen, bag, sharpener, eraser, and ruler)one words two : read the six words after the : shows an object to ask student say out the color and the example: when teacher shows a green pencil, student should say ‘green pencil’.Students: say out the color and the word according to the color and object the teacher : gives a picture which including pencil, pen, bag, sharpener, eraser, ruler to 4（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語(yǔ)系英語(yǔ)教育專業(yè)畢業(yè)設(shè)計(jì)every student, and then ask the students to color the picture according to their : color the picture according to their : teaches the students to make a short dialogue A: I have a : what color is it? A: Guess!B: Yellow? Green? A: Yes./ No, it’s......Students: make a dialogue with their partner according to their real 4:(3 minutes)Teacher: organize the whole class to sing the new song and change the key word of color when it necessary.（二）Activity two: role play materials: words and sentences from PEP English for primary school student book 1 unit 5 let?s : chicken, bread, cake, French fries, hamburgersSentences: What do you like to eat?—— I like to eat...What about…?——Yes, I like it very much./No, I don?t like I have…?Here you are name: roleplay : In order to consolidate the words and sentence structures the students learned last teacher applies The Situational Approach to this roleplay activity at the beginning of the this 25minute activity, some pictures about foods, chalks, and blackboard will be this activity, the teacher will know about the students39。s a good chance for the students to practice using the target language , students? municative ability will be procedures: Step1: revision(1 minute)The teacher will show the pictures about foods which they learned last lesson to the students and ask them to say out the words one by one(The teacher ask the students question: “what?s this in English？??，pointing at the picture about foods on the teacher39。t like)Step2: beforeactivity(6 minutes)The teacher writes down the sentence structures they learned last lesson on the blackboard and tell the students they will do an activity named roleplay Provide a specific situation to the students(Situation: Mary and Lucy and Lily are day, they are going to see a movie, before this, they want to have some foods；therefore, Lily goes to buy the tickets and waits at the cinema, Mary and Lucy go to the MacDonald to buy some foods,.)(3)The teacher tells them the rules to do this activity and then divide the students into several groups of four members.(Teacher may say: “There are three members in each group, one acts as a waiter, and the other two are all should make a conversation according to the situation, using the words that we just review and the sentence structures on the will give you 5 minutes to prepare”.)When the whole class are preparing, the teacher should walk around to provide help if necessary.(Possible situation: Some students may ask the teacher how he/she can describe when he/she wants to ask Lucy “what does Lily like to eat”.The teacher?s possible answer, “You can say what does Lily like to eat?)Step3: duringactivity( minutes)Ask the students whether they have finished the preparation Invite one group to perform in front of the class as an example.（Possible conversation between four students: student A(act as Lucy),student B(act as Mary), student C(act as Lily), student D(act as waiter), student A, student B, student C and student D are abbreviate to A,B,C,D respectively in the following description）A: I am hungry。he/she likes to eat)（三）Activity three: guessing game materials:Words: pig, monkey, duck, dog, cat, cow, mouse, Sentences: What is it? It is…… name: guessing game : In order to consolidate the words and sentence structures the students are going to teacher applies The Situational Approach to this guessing game at the end of the this activity, some PPT about animals, recorder, chalks, and blac