Unit 2 Learning English is fun! Lesson 4 教学设计 -2025-2026学年冀教版（2024）七年级英语上册

该初中英语教学设计聚焦颜色与情感词汇（如blue-sad、red-angry）、颜色-情感关联及文化差异，通过“颜色猜测”热身活动导入，激活学生已有颜色知识，建立与情感的初步联系，作为学习支架，引导从颜色识别过渡到情感表达，再深入文化差异，形成“词汇-关联-文化”知识链。 此设计亮点在于技能整合与文化意识培养，通过chant听力填空、对话阅读提取信息、个人颜色-情感写作等活动，融合听说读写提升语言能力，结合中西方颜色文化对比实例（如白色象征意义差异），深化文化意识，引导学生分析比较，促进思维品质发展。对学生而言，提升语言综合运用与跨文化沟通能力；对教师而言，步骤清晰活动多样，易操作且高效落实教学目标。

Unit 2 Learning English is fun! Lesson 4 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master vocabulary related to colours and feelings (blue, green, yellow, red, indigo, purple, sad, sick, scared, angry, calm, happy). Students will be able to understand the connection between colour words and feelings in English, learn about cultural differences in colour meanings, and use this knowledge to complete conversations and passages. 2. Ability Objectives Improve reading and listening skills: Extract information from conversations and chants to answer questions and complete tasks. Enhance speaking and writing skills: Discuss favourite colours and their associated feelings, and write about personal colour - feeling connections, applying language to explore emotional and cultural aspects. 3. Affective Objectives Cultivate awareness of cultural differences in colour meanings, and enhance emotional expression through colour - feeling discussions. II. Language Knowledge 1. Key Vocabulary & Phrases Colours: blue, green, yellow, red, indigo, purple Feelings: sad, sick, scared, angry, calm, happy Cultural phrases: different meanings in different cultures 2. Key Sentence Patterns Colour - feeling connection: “In English, blue can mean ‘sad’, green ‘sick’, yellow ‘scared’, and red ‘angry’.” Personal preference: “My favourite colour is blue. It makes me feel cool.” Cultural difference: “In Chinese culture, white is a symbol of death. But in Western cultures, white is a symbol of peace.” 3. Key and Challenging Points Key Points: Master colour - feeling vocabulary; understand the connection between colours and feelings in English; learn about cultural colour meanings. Challenging Points: Correctly use colour - feeling connections in conversations; understand and explain cultural differences in colour meanings. III. Teaching Procedures (45 Minutes) Step 1: Warm - up & Lead - in (5 Minutes) Activity 1: Colour Guessing Show a coloured object (e.g., a red pen) and ask: “What colour is it? How does this colour make you feel?” Activate students’ knowledge of colours and feelings. Step 2: Vocabulary & Connection Learning (10 Minutes) Activity 1: Colour Identification Do textbook “What colours can you find in the picture? Write them in the box” (Exercise 1). Students identify colours in the rainbow picture (red, orange, yellow, green, blue, indigo, purple), then practice saying the colour words. Activity 2: Colour - Feeling Explanation Teach the connection between colours and feelings using the conversation: “In English, blue can mean ‘sad’, green ‘sick’…” Practice sentences like “Yellow makes me feel scared.” Step 3: Reading & Conversation Understanding (12 Minutes) Activity 1: Conversation Reading Do textbook “Read the conversation and answer the questions” (Exercise 2). Students read the conversation between Li Ming and Jenny, then answer questions about colour - feeling meanings (yellow means ‘scared’ in English) and cultural differences (red is a happy colour in China, different from English? No, red can mean ‘angry’ in English but is happy in Chinese). Activity 2: Key Information Extraction Ask follow - up questions: “Why does Li Ming like to wear red clothes? What’s Jenny’s favourite colour and how does it make her feel?” Guide students to retell the conversation, reinforcing understanding. Step 4: Listening & Chant Practice (10 Minutes) Activity 1: Chant Listening & Completion Do textbook “Listen to the chant. Complete it and sing along” (Exercise 3). Play the audio, students fill in the blanks with feelings (sad, scared, angry, sick), then sing the chant to practice colour - feeling connections. Activity 2: Chant Performance Have students perform the chant in groups, emphasizing correct pronunciation and emotional expression. Step 5: Writing & Extension (5 Minutes) Activity 1: Passage Completion Do textbook “Read and complete the passage with the sentences” (Exercise 4). Students use colour - feeling knowledge and context to fill in the blanks, focusing on logical connections. Activity 2: Personal Colour - Feeling Writing Do textbook “What colour do you like? Talk and write about it” (Exercise 5). Students write about their favourite colour, how it makes them feel, and why, e.g., “I like green. It makes me feel calm. I like to play in the forest because it’s full of green trees.” Step 6: Summary & Homework (3 Minutes) Summary: Recap colour - feeling vocabulary, their connections in English, and cultural differences in colour meanings. Homework: Polish the personal colour - feeling writing and share it with a classmate. Find one more example of cultural colour - meaning difference and write it down. IV. Assessment In - class: Check colour identification accuracy, conversation comprehension (answer correctness), and chant completion. Homework: Evaluate the quality of personal colour - feeling writing and the found cultural difference example. V. Design Purpose Skill Integration: Combine reading (conversation understanding), listening (chant completion), writing (passage and personal writing), and speaking (chant performance) to master colour - feeling language. Real - life Application: Use colour - feeling discussions and cultural difference exploration to apply language to emotional and cultural communication. VI. Blackboard Design Unit 2 Learning English is fun! Key Colours: red, orange, yellow, green, blue, indigo, purple Colour - Feeling Connections: blue - sad, green - sick, yellow - scared, red - angry Cultural Difference: Chinese white - death; Western white - peace Key Sentences: “In English, [colour] can mean ‘[feeling]’.” “My favourite colour is… It makes me feel…” Homework: Writing polish + cultural difference collection. 学科网（北京）股份有限公司 $$