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Colors Lesson
Intermediate (B1-B1+) level

Description

In this lesson, students read a text about colours and their impact on human emotions and behaviour.

Materials

Abc Slips of paper
Abc Hand-out
Abc Reading text

Main Aims

  • To provide gist and inference reading practice using a text about the effects of colours on human behaviours.

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of the effects of colours on human behaviour and emotions.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

- T greets the Ss. - Then T asks Ss's favourite colours and why do they like them. - After collecting a couple of answers, T asks "Do you think the colours that we see can affect our mood? How and to what extend?"

Pre-Reading/Listening (3-4 minutes) • To prepare students for the text and make it accessible

- T tells: "Let's look at some key vocabulary before reading." - T elicits "synthetic" by asking questions. (What do we call the materials that are made from chemicals or artificial substances?) - Then T asks CCQ's about synthetic. (Are they natural products?) [No] (They are man-made, right?) [Yes] - Then T models the correct pronunciation and drills it and highlights the word stress. - T elicits "stimulant" by asking questions. (What do we call the things that increases your heart rate? ...the things that make your mind more active and less likely to make you sleepy?) - Then T asks CCQ's about stimulant. (Can you name any product which has a stimulating effect on you?) [Coffe, nicotine, pills are sample examples] - Then T models the correct pronunciation and drills it and highlights the word stress.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist reading task.

- T divides the classroom into groups of 3. - T distributes the reading texts and hand-outs. - T tells students to read only the first two paragraphs. (2-3 mins.) - After Ss finish reading, T tells Ss to look at the ex.1 in their hand-outs. Ss answer the questions individually. (3-4 mins.) - Then check their answers with their group members. (1-2 mins.)

While-Reading/Listening #2 (14-15 minutes) • To provide students with more challenging detailed, deduction and inference readingtasks

- T tells Ss to read the rest of their texts. (2-3) - Then Ss look at exercise 2 in their hand-outs. Ss match the words with their meanings. (3-4 mins.) - T tells Ss to check their answers with their group members. (1 min.) - Then T tells Ss to look at the activity 3. At this stage, Ss first work individually then, with their group members. Each S tries to identify the features of the colour that they read a text about in the chart and fill in the chart with the given information. (2-3 mins.) - Then the Ss fill in the rest of the chart by asking questions to their group members. (2-3 mins.)

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- T distributes the coloured slips of paper to Ss. - T tells Ss to discuss with their group members the effects of each colour that he gave them and take notes on the paper about the effects of the colours.

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