Starter Section 12 Our Colourful World 教学设计 2025-2026学年北师大版（2024）七年级英语上册

Starter-Section 12 Our Colourful World “Our Colourful World” in Starter Section 12 of the 2024 version of the Beijing Normal University Edition English textbook for Grade 7 focuses on colour vocabulary and related sentence patterns. This section aims to enable students to describe the colours of objects in their daily lives. The content includes new words such as “red,” “blue,” “green,” “yellow,” “black,” “white,” “purple,” “orange,” “pink,” etc., and basic sentence patterns like “What color is it? It’s...” and “What colors are they? They are...”. Through various activities like looking at pictures, describing objects, and group discussions, students will enhance their language skills in listening, speaking, reading, and writing while exploring the colourful world around them. 教学目标 1. Knowledge Objectives Students will be able to master the pronunciation, spelling, and meaning of colour-related vocabulary. Students can correctly use the sentence patterns “What color is it? It’s...” and “What colors are they? They are...” to ask about and describe colours. 2. Ability Objectives Improve students' listening ability to identify colours mentioned in short dialogues or instructions. Develop students' speaking skills to express themselves fluently when describing colours. Enhance students' reading skills by understanding simple texts about colours. Train students' writing ability to complete short passages about the colours of objects. 3. Emotional Objectives Cultivate students' interest in learning English by connecting the topic to their daily lives. Encourage students to observe the world around them more carefully and appreciate the beauty of colours. 教学重难点 1. Key Points Mastery of colour vocabulary. Proficiency in using the sentence patterns for asking about and describing colours. 2. Difficult Points Some students may have trouble with the pronunciation of certain colour words, such as “purple” and “orange”. Using the correct form of the sentence patterns in real - life communication and avoiding mistakes in grammar and word order. 1. Vocabulary Colour: red, blue, green, yellow, black, white, purple, orange, pink, brown, grey 2. Sentence Patterns What color is it? It’s + colour. What colors are they? They are + colours. 3. Grammar Using “is” for singular objects and “are” for plural objects when asking about and describing colours. Adjectives (colour words) are used to modify nouns. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, play a short video about a beautiful, colourful world, such as a video of a rainbow, a flower garden, or a city street with various coloured buildings. After the video, ask students some simple questions: “What did you see in the video?” “What colours did you notice?” This can quickly draw students' attention and arouse their interest in the topic of colours. 2. Presentation (12 minutes) Vocabulary Teaching Show flashcards with different colour names one by one, and pronounce the words clearly for the students, for example, “red, /red/ ”. Let the students repeat after you several times, paying attention to their pronunciation. Write the colour words on the blackboard, emphasizing the spelling. Ask students to spell the words aloud with you. For example, when teaching “blue”, write “b - l - u - e” on the blackboard and have students say it together. Use real - life objects or pictures to illustrate the colours. For instance, show a red apple and say “This is an apple. It’s red.” Show pictures of a blue sky, a green tree, etc., and let students describe the colours using the new words they just learned. Sentence Pattern Teaching Hold up a single object, like a yellow pencil, and ask the class: “What color is this?” Then answer by yourself: “It’s yellow.” Do this several times with different objects, and then ask individual students to answer. For plural objects, show a picture of some red flowers and ask: “What colors are they?” Guide the students to answer: “They are red.” Repeat this process with other pictures of plural objects. Write the two sentence patterns “What color is it? It’s...” and “What colors are they? They are...” on the blackboard, and explain the usage and differences between them briefly. 3. Practice (15 minutes) Listening Practice Play a short audio recording. In the recording, a person describes several objects and their colours. For example, “I have a bag. It’s blue. I have some books. They are green.” After playing the audio once, ask students to listen again and write down the colours they hear. Then check the answers together. Speaking Practice Divide the students into pairs. Each pair is given a set of pictures with different objects. One student points to an object in the picture and asks the other: “What color is it?” or “What colors are they?” The partner answers. Then they switch roles. Walk around the classroom to monitor and offer help if necessary. Conduct a “Guessing Game”. One student thinks of an object in the classroom and describes its colour without saying what the object is. The other students in the class guess what the object is. For example, a student says: “It’s black and white.” Others may guess “a panda” or “a football”. Reading Practice Distribute some simple reading materials about colours to the students. The materials can include short paragraphs about a person's favourite colours, or descriptions of a room's colours. Let the students read the materials silently first, and then answer some simple questions related to the content, such as “What is the main colour of the room described in the passage?” 4. Production (8 minutes) Group Work Divide the students into groups of four or five. Each group is given a topic, such as “Our Classroom”, “My Bedroom”, or “A Park”. The students in each group need to describe the colours of the objects in their given topic using the learned vocabulary and sentence patterns. They can draw a simple picture to help with their description. After the group discussion, each group selects a representative to come to the front of the class and present their description. The other groups listen carefully and can ask questions if they have any. 5. Summary and Homework (5 minutes) Summary Review the key points of this class with the students, including the colour vocabulary and sentence patterns. Ask students to recall and say some of the words and sentences they have learned. Summarize the importance of being able to describe colours in English and how it helps us better communicate about the world around us. Homework Ask students to write a short passage about their favourite room at home, describing the colours of the furniture, walls, and other objects in the room. They should use at least five colour words and the sentence patterns learned in class. Tell students to pay attention to the colours of objects they see on their way home and be ready to share their findings in the next class. 教学反思 After teaching this lesson, I found that the use of real - life objects and vivid pictures in the presentation stage was very effective in helping students quickly understand and remember the colour vocabulary. Most students were actively involved in the pair work and group work during the practice and production stages, which significantly improved their speaking skills. However, some students still had problems with the pronunciation of “purple” and “orange”. In future teaching, I will spend more time on individual pronunciation correction. Also, during the group work, a few students were a bit shy and did not participate fully. I need to find more ways to encourage these students to actively engage in class activities, such as giving more positive feedback and creating a more relaxed atmosphere. Overall, this lesson achieved most of the teaching objectives, but there is still room for improvement in terms of dealing with individual differences among students and refining the teaching methods. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $