Міністерство освіти і науки України

Технічний коледж
Луцького національного технічного університету

Розробка уроку
з англійської мови
на тему:

AN INTRODUCTION TO COLOR

Розробила: Батура О. В.
Викладач англійської мови
 Луцьк 2015
The subject of the lesson: «An Introduction to Color»
Teaching objectives
Practical objectives:
- to revise lexis on the topic;
- to train and improve skills: reading, listening, speaking;
- to teach students to use teaching materials of the previous lessons and new
vocabulary in dialogical and monological speech;
- to involve students in the process of communication;
- to motivate students in expressing their own opinion and views on the topic;
Educational objectives:
- to expand the students' knowledge of English as a foreign language;
Developing objectives:
- to incorporate creative thinking, team-work;
- to develop the students' ability of using their knowledge in new situations,
their readiness for taking part in the process of English communication;
- to teach students to make conclusions;
- to develop students' imagination, memory, logical thinking, quick reaction;
- to promote intellectual curiosity;
Educative (upbringing) objectives:
- to educate respect for people working in various fields;
- to educate awareness of the importance of learning a foreign language and
need to use it as a means of communication in terms of international relations;
- to raise self-improvement;
Type of lesson: integrated.
Equipment: board, books, dictionaries, copy-books, handouts with activities for
pupils, computer.
Procedure of the Lesson:
І. Introduction
1. Greeting and aim
T: Good morning, dear students! I am glad to see you healthy and in a good mood.
I believe you'll enjoy the subject of our today's lesson. Today we are going to deal
with colors. You know, that it is necessary and very important for designers to know
everything about colors. We'll talk about color wheel, different colors, their intensity.
I hope that our lesson will be interesting and useful for you.
2. Warming-up.
T: First of all, let`s remember what colors do you know?
S1: White and black, red, green, yellow, gray.
S2: Blue, purple, orange, pink, brown.
T: Good. And now describe todays` weather using different colors.
S3: It is autumn now. Today the weather is fine. The sky is blue and orange sun is
shining. We can see yellow, red and brown leaves on the trees. But some trees and
grass are still green.
T: Nice. But do you know what are primary and secondary colors?
Ss: ….???
T: Well, let`s then read some information about colors.

II. The Main Part

1. Reading
Describing colors
The three primary colors are red, yellow, and blue. You can combine these colors to
create secondary colors. Adjust the amounts of each pigment to create more hues in
between. Each hue appears in a variety of shades.
A color wheel shows the full spectrum of colors. It helps you determine how different
colors interact. It shows simple combinations of complementary colors for beginner
artists.
Once you understand colors, you are ready to use them. Ask yourself what level of
intensity you need. Do you want a soft, dull yellow? Or would you prefer a bright,
vibrant red? The possibilities are truly endless.
T: Let`s do an exercise to this text. Mark the following statements as true (T) or false
(F).
1 Blue is one of the primary colors.
2 Combining two shades creates a pigment.
3 Complementary colors are shown on the color wheel.
S1: Blue is one of the primary colors. True.
S2: Combining two shades creates a pigment. False.
S3: Complementary colors are shown on the color wheel. True.
T: And now answer the questions:
1) What are the primary colors?
2) What is a complementary color for red?
S4: Red, yellow and blue are the primary colors. (1)
S5: Green is a complementary color for red. (2)
T: Very good. And now let`s practice our vocabulary. Here we have some exercise:
Exercise1. Match the words or phrases (1-5) with the definitions (A-E).
1 dull
2 vibrant
3 complementary color
4 intensity
5 color wheel
A a circular chart that shows different colors
B how strong something is
C strong or bright
D a hue that does not contain the same primary colors as another hue
E not strong or bright
Suggested answer:
S6: A circular chart that shows different colors – color wheel
S7: How strong something is – intensity
S8: Strong or bright – vibrant
S9: A hue that does not contain the same primary colors as another hue –
complementary color
S10: Not strong or bright – dull
T: Let`s do next exercise.
Exercise2: Read the sentence pairs. Choose which word or phrase best fits each
blank.
1 primary colors/secondary colors
A Red and yellow are ……………….. .
B Green and orange are …………………. .
2 shade/hue
A The painter mixed two different colors to create a new ………………. .
B Add more black to make a darker ………………….. .
3 pigment/spectrum
A The art student bought a chart that showed the whole ………………. of colors.
B The artist ran out of the red ………………. so she used violet instead.
Suggested answer:
S11: Red and yellow are primary colors .
Green and orange are secondary colors.
S12: The painter mixed two different colors to create a new hue.
Add more black to make a darker shade.
S1: The art student bought a chart that showed the whole spectrum of colors.
The artist ran out of the red pigment so she used violet instead.

2. Listening
T: And now I suggest you listen to the conversation between two designers.
But, first of all, I`ll hand out you papers with exercises to this conversation.
I`ll read and you`ll listen. Be attentive, please.
Designer1: I`m not happy with the colors on this new book cover.
Designer2: Here, let me take a look. 1 You`re right, something`s off.
Designer1: Do you think I should use green 2 instead of yellow?
Designer2: No, I think the color is fine. But the 3 intensity might just be too dull.
Designer1: Well. I see what you mean. So you think it should be 4 more vibrant?
Designer2: It`s worth a try. And maybe add a 5 second color to make it more
interesting.
Designer1: Oh, that`s a good idea. What should I use?
Designer2: How about a 6 light shade of purple? That`s a complementary color for
yellow.
Ex1: Choose the correct answers:
1. What is the main idea of the conversation?
A mixing pigments to create a new shade
B deciding on the color scheme for a project
C comparing the qualities of different hues
D disagreeing about the intensity of a color
2. What color is a book cover?
A green C purple
B yellow D blue
Ex2: Listen again and complete the conversation.
Designer1: I`m not happy with the colors on this new book cover.
Designer2: Here, let me take a look. 1 ............ ………., something`s off.
Designer1: Do you think I should use green 2 ………. ……… …………?
Designer2: No, I think the color is fine. But the 3 …………. might just be too dull.
Designer1: Well. I see what you mean. So you think it should be 4 ……. ………..?
Designer2: It`s worth a try. And maybe add a 5 ………… ……….. to make it more
interesting.
Designer1: Oh, that`s a good idea. What should I use?
Designer2: How about a 6 ……… ………. of purple? That`s a complementary color
for yellow.

3. Speaking
T: And now let`s make similar conversation.
Imagine that you are a designer. Talk to another designer about:
  colors in your project
 what doesn`t look right
 his or her suggestions
You are another designer. Talk to the first designer about colors in his or her project.
You can use language such as:
I`m not happy with ….
I think the …. is fine.
So you think I should …?
Suggested answer:
S1: I`m not happy with these colors for this sign.
S2: You`re right, something`s off.
S1: Do you think I should use light blue instead of dark blue?
S2: No, I think the shade is fine. But you might have too many hues.
S1: Well. I see what you mean. So you think I should take out the red?
S2: It`s worth a try. And maybe make the blue a little duller.
S1: That`s a good idea.

IV. The Concluding Part of the Lesson

1. Summarizing
T: So, we have discussed some aspects of the theme “Colors” What did we get to
know?
S3: We know that there are primary, secondary and complementary colors.
S4: Full spectrum of colors is shown in a color wheel.
S5: Primary colors are red, yellow and blue.
S6: The color wheel helps us to determine how different colors interact.
2. Evaluation
T: Thank you for your active work. I was greatly impressed with your answers. Your
marks are…

3. Homework
T: You have a home task. Use our conversation to complete the project update sheet.
Project Updates
Use this form to record changes to your project.

Job: ……………………………

Color changes: …………………………..

Why changes were made: …………………….

………………………………………………..

……………………………………………….

T: We have come to the end of our lesson. Have a nice day. Good bye.

Handouts with activities for students

CARD 1
Text
Describing colors
The three primary colors are red, yellow, and blue. You can combine these colors to
create secondary colors. Adjust the amounts of each pigment to create more hues in
between. Each hue appears in a variety of shades.
A color wheel shows the full spectrum of colors. It helps you determine how different
colors interact. It shows simple combinations of complementary colors for beginner
artists.
Once you understand colors, you are ready to use them. Ask yourself what level of
intensity you need. Do you want a soft, dull yellow? Or would you prefer a bright,
vibrant red? The possibilities are truly endless.

Exercises for reading:

Mark the following statements as true (T) or false (F).

1 Blue is one of the primary colors.
2 Combining two shades creates a pigment.
3 Complementary colors are shown on the color wheel.

Exercise1. Match the words or phrases (1-5) with the definitions (A-E).
1 dull
2 vibrant
3 complementary color
4 intensity
5 color wheel
A a circular chart that shows different colors
B how strong something is
C strong or bright
D a hue that does not contain the same primary colors as another hue
E not strong or bright

Exercise2: Read the sentence pairs. Choose which word or phrase best fits each
blank.
1 primary colors/secondary colors
A Red and yellow are ……………….. .
B Green and orange are …………………. .
2 shade/hue
A The painter mixed two different colors to create a new ………………. .
B Add more black to make a darker ………………….. .
3 pigment/spectrum
A The art student bought a chart that showed the whole ………………. of colors.
B The artist ran out of the red ………………. so she used violet instead.

CARD 2
Exercises for listening:

Ex1: Choose the correct answers:

1. What is the main idea of the conversation?
A mixing pigments to create a new shade
B deciding on the color scheme for a project
C comparing the qualities of different hues
D disagreeing about the intensity of a color
2. What color is a book cover?
A green C purple
B yellow D blue

Ex2: Listen again and complete the conversation.

Designer1: I`m not happy with the colors on this new book cover.
Designer2: Here, let me take a look. 1 ............ ………., something`s off.
Designer1: Do you think I should use green 2 ………. ……… …………?
Designer2: No, I think the color is fine. But the 3 …………. might just be too dull.
Designer1: Well. I see what you mean. So you think it should be 4 ……. ………..?
Designer2: It`s worth a try. And maybe add a 5 ………… ……….. to make it more
interesting.
Designer1: Oh, that`s a good idea. What should I use?
Designer2: How about a 6 ……… ………. of purple? That`s a complementary color
for yellow.