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Learning, Teaching and Assessment Principles |
Sir Winston Churchill once said that Americans and the British were two peoples divided by one language. In this unit you can begin to see why.
Pre-task: Names of colors/colours is one of the areas where teachers should start telling pupils about the differences between British and American English. Three typical examples are: color, favorite and gray (American) and colour, favourite and grey (British). |
- Tasks activate and build on pupils' background knowledge.
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| Pre-task: Pupils should know the names of the colours. Pupils could discuss their favourite colours, possibly using the colours of their favourite football/basketball teams as an example. |
- Pupils interact, share information, exchange ideas and opinions and work together
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These are a few activities that can be done in class:
- Teachers can ask pupils who are wearing a specific colour to stand up in class.
- Pupils can be divided into teams and the teacher asks for a number of coloured items. The first team that supplies the items wins.
- Pupils can be asked to say what colours make us feel certain ways.
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- Tasks activate and build on pupils' background knowledge.
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| Pre-task: Pupils can be introduced to colour words and their shapes. The word shapes and the words can be put on the board and pupils can be asked to pair them up. This will prepare the pupils for the same matching game on the computer. |
- Teachers encourage the development of a positive self-image by providing success-oriented tasks and positive feedback.
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| Pupils will match colour words to word shapes. Pupils see word shapes next to a list of words. They will drag and drop the word to the shape that it matches. If they matched the word correctly to its shape, the shape turns that colour. |
- Pupils feel challenged within the range of their possible performance.
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| Pupils will play a colour matching game.They will see 11 colours and 11 names of colours and will have to type in the correct words to their colours. |
- Tasks link to pupils' prior experience.
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| Assessment: Pupils will get a personal checklist for them to see how many colours they can read and spell. Pupils should print out the feedback form they receive after submitting their checklist. They should keep the printed form or let the teacher keep it for comparison with the same checklist they fill out at the end of the unit. In this way, both the pupils and the teachers will be able to track the pupils' progress in reading and writing names of colours. |
- Assessment focuses on both the on-going process and on the product.
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Extra
Activities. More advanced or fast-working pupils may play additional
games involving colours. Teachers should note that some of the sites could
take a long time to download if the Internet connection is slow.
Panda's Book of Colors
This is a simple online book that teaches the colours.
My Colors
This teaches the colours through a series of repetitive questions about the colours of everyday objects.
Color the Rainbow
A wonderful interactive story that pupils can listen to in order to help Freda the Frog colour the rainbow. There is a neat interactive coloring game as well. It may take a few minutes to load, but it is well worth the wait.
Billy Bear
This site offers a large selection of printable worksheets. There is also a list of links to other sites that teach colours.
A simple but enjoyable game can be found at:
http://www.geocities.com/Heartland/
Plains/7316/colors1.htm
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