教学目标：
New words: colour they
Sentence patterns: What color is/are the …？ It’s …/They’re
教学重点：
New words: colour they
教学难点：
sentence patterns What color is/are the ...? It’s …/They’re
教学准备：
Word cards, picture cards, tape-recorder projector
教学过程：
Ⅰ。 Greeting
Ⅱ。 Sing a song.
III。Presentation
Revise some of the objects in the classroom by asking the pupils to put the labels on them, e.g. a desk, a chair, a window, walls, the door, curtains and a table.
Point to a singular object with a clearly defined color. Say Look at the … What color is the …？ It’s … Write on the board the question What color is the …？ And the answer It’s … Ask How many …（s） are there? When the pupils tell you One, circle the It in the answer.
Repeat the process with the walls, curtains, desks or chairs, writing the question and answer on the board and circling They’re. Show the pupils that They’re is short for They are.
IV。 Practice
1. Show Transparency and play the Pupil’s Book Cassette.
The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Point to the objects in picture 3 and ask What color is/are the …？
3. Help the pupils to answer the questions about the objects in picture 3 using It’s/They’re …
4. Ask the pupils to work in pairs to role-play the conversation.
V。Play a team game.
Make two sets of labels. One set has the names of furniture written on them and one set has colors written on them. Put the labels for the furniture and the color labels on a desk at the front. Members from each team take turns to choose a furniture label and a color label. A member from the opposing team must ask What color is/are the…？ using the item of furniture on the label. The team member who chose the labels must answer.
作业布置
1. Copybook 21
2.Workbook 30
3.Write the sentences on the note book.
板书设计：
Unit 6 My room
I have a pretty room.
What color are the walls?
They’re pink.
they’re =they are
教学反思：
Pupils felt shy to show their own pictures and talk about their pictures in front of the blackboard before I praised their works. It seems that more encouragement should be given in class.
Pupils should be told when to use they’re/ it’s. And more drills and exercise is needed.