Actividades

Lesson 1
Pedagogical Apparatus

Material: Learning Objectives (LO)

- pedagogical At the end of this activity pupils will be able to:
Apparatus
- book “Colour Me - associate feelings with specific colours;
Happy - talk about their feelings;
- blank sheet - have a deeper understanding of the association of
colours and feelings.

1. T takes to class the pedagogical apparatus and asks Ss to
comment on what they see.

2. Ss talk about the exterior of the box and try to guess what is
inside it.

3. T opens the box, takes out a sheet and puts it on the floor.

4. T and Ss explore the vocabulary on the sheet.

5. Ss talk about the feelings on the sheet and the colours they
associate with them. Ss link the feelings with the colours.

6. Ss sit down on the sheet and listen to the story “Colour Me
Happy”.

7. T asks Ss’ opinion about the story and discusses its theme with
them.

8. Ss stand up and compare their feeling and colour association with
the one from the book.

____________________________________________________________________________

Carla Maria Guerrelhas Santos Lopes

Activity 1
“What’s Your favourite
colour?”

- Colour paper At the end of this activity pupils will
- Scissors be able to:
- Glue - Show interest in other people’s
- Cardboard likes and dislikes.
- Count.
- Represent results in a graph.
1. T sticks some flashcards on the blackboard and asks Ss to
identify the colours that are represented in the flashcards.

2. T takes out the flashcard that represents the blue colour and
says: “This is my favourite colour. What’s your favourite
colour?”

3. T divides the class in several groups and says that they will
have to talk about their favourite colour because they are going
to make a collective survey about the favourite colour of the
class.

4. T gives a small cardboard to each group and they will have to
fill in with their preferences.

5. T asks a S from each group to come to the blackboard in order
to show the class the results of his/her group.

6. T sticks a big cardboard on the blackboard with small squares
drawn in columns and the S has to colour the square with the
corresponding colour .

7. After all the groups have done this, they will see the class’
favourite colour on the cardboard.

8. The cardboard will be displayed in the classroom.

____________________________________________________________________________


Activity 2
“I’m an alien. When I’m
1.
weak …”

- Body At the end of this activity pupils will be able to:
- Objects in the
classroom - Develop their kinaesthetic abilities by moving.
- Foster their skills to respond to a command with a
movement.
- Develop their listening skills to follow commands.
- Foster their memory skills.
- Foster their body expression through body
movements.
1. T tells Ss that they are in another planet, so they have to pretend
they are aliens.

2. Ss will pretend they are aliens and they will have a tube or an arm
through which they get energy from things.

3. T says: “I’m an alien. When I’m weak give me something blue”
and the Ss will have to find something blue and suck energy from
it.

4. T revises some vocabulary to make the game more challenging
“I’m an alien. When I’m weak give me a pink bag/ a blue pen…”

5. Then, T adapts the game to the book and says “I’m a cute cat!
When I’m sunny give me something yellow…” The students will
have to move like a cat (not crawling) and find something yellow.

6. Then, T asks Ss to complete the sentences according to the book.
For example “I’m a cute cat! When I’m sunny give me
something…” and students will have to say “yellow” and find
something yellow.

7. The T does the same for the other colours represented in the
book.

____________________________________________________________________________


Activity 3
“Miming the Story”

- Paper
- Cardboard - Develop their kinaesthetic abilities by moving.
- Pencils - Foster their skills to express their feelings by using
- Markers the body and facial expressions.
- Crayons - Develop their skills to recall a story.
- Glue - Foster their body expression through body
- Scissors movements.
- Paper colour - Develop their artistic and manual skills.
- Paper - Develop their skills to follow the sequence of a
story.
- Foster their imagination and creativity.

1. T says Ss that they will listen the story “Colour Me Happy”
again, but this time they will have to mime it.

2. T divides the Ss in two groups, one group will be responsible for
the movements and the other one will be responsible for the
props.

3. T begins:”When I’m sunny...” and the group responsible for the
movements/facial expressions makes a sunny face or a sunny
movement “...colour me yellow”, the group responsible for the
props appears with yellow props: a sun, a flower, a star or
simply a yellow circle.

4. At some point T asks a S to continue the story and the groups
will do the same for the other colours.

5. When they have finished miming the story, they will tell it
themselves in group, but this time they will have to adapt the
language, for example: “When we are sunny (movement group)
colour us yellow (props group).

____________________________________________________________________________


Activity 4
“Disappearing colours”

- Cardboard (a circle) At the end of this activity pupils will be able
- Colour paper to:
- Pencil
- Dividers - Predict
- Glue - Motivate them to observe and conclude.
- Develop their enthusiasm when learning.
- Develop their abilities to test speed and
its effects.

1. T tells Ss they are going to do a fantastic experiment with six
colours.

2. T gives Ss a cardboard and asks them to do a circle.

3. T asks Ss to divide the circle in six triangles (like slices of
pizza). Then they will have to fill in each triangle with different
colours: red, orange, yellow, green, blue and purple (using
colour paper)

4. T asks Ss to make a hole in the centre of the circle with a
pencil and tells them that they have to leave the pencil there to
spin the circle.

5. Ss spin the circle and they will observe the experiment, then
they will take their conclusions.

6. Ss will see that when the circle is spinning fast they can't see
the colours, but when the circle becomes slower they can see
the colours separately.

7. T and Ss conclude that the speed influences the sight of things,
and then they will write down those conclusions in a worksheet.

____________________________________________________________________________


Activity 5
“Let’s Have a Different
Twister Time”


- Cardboard circles
- Twister - Develop their imagination.
- Develop the skills of using the body
movements to represent an abstract
concept.
- Develop their skills to express feeling with
the body movement.
- Predict.
- Develop their memory skills (recalling the
story).

1. T tells Ss they will have a “Twister time”.
1. They will play the Twister in teams. They have to choose a
leader that is going to the carpet and the other members of the
team spin the clock in turns and then give the instructions to
the leader.

2. Ss will play an adapted version of the Twister game. This
version is adapted to the book.

3. Ss have to twist an arrow and the colours that the arrow points
at are related to a feeling.

4. They will have to move to the circles of that colour expressing
the feeling. For example, if they get pink and red (in the book
pink is related to being funny and red to being angry), they will
have to go to the pink circle being funny and then to red one
feeling angry.

5. The other Ss have to tell how that student is feeling.

____________________________________________________________________________


Activity 6
“Colours Apart”


- A few “smarties” At the end of this activity pupils will be able to:
- Coffee saucer - Predict.
- Water - Develop their skills to express conclusions.
- Blotting paper - Motivate them to observe and conclude.
- Develop their enthusiasm when learning.
- Make them aware of the colour combinations
used to form another colour.

1. T brings “coloured smarties” to the class and asks Ss to identify
the colour of some of them.

2. T asks Ss to choose some “smarties” from different colours.

3. Ss will have a few “smarties” from different colours (three
orange, three purple or black, three green).

4. T asks Ss to put the “smarties” in a coffee saucer organised by
colour and they will add some water and mix them to give
colour to the water.

5. Ss will cut a strip of blotting paper and put one of the ends of
the paper in the coffee saucer. They wait to see the results.

6. Ss conclude that in each coffee saucer there’s a different
combination of colours that appear in the blotting paper. That
combination makes the colour of the smartie

7. T asks Ss to tell them what they see and write down the
conclusions in a worksheet.

____________________________________________________________________________


Activity 7
“Preparing a Picnic”

- Fruit At the end of this activity pupils will be able to:
- Kitchen utensils
- Bread - Foster the cooperation in tasks.
- Milk - Develop the interaction between students.
- Juice - Become aware of the safety procedures used
- Cheese when cooking.
- Share their work with the community.

1. T tells Ss they are going to have a picnic in the classroom.

2. They will have fruit (cut in Tupperware), bread, cheese and
drinks (milk or juice).

3. T and Ss prepare the classroom for a picnic and at the same
time revises vocabulary related to food and colours, for
example: “the banana is yellow; the milk is white…”

4. Ss have previously made an invitation card in which they write
the name of the S they are going to invite (guest). The card has
also a place for the guest to write the food he/she would like to
eat.

5. Ss put a big towel on the floor and put the food on a table ready
to be served to the guests.

6. T calls a S and asks him/her to order the food they want.

7. Each guest asks the corresponding S for the food they want and
after being served wait in the towel for the time to eat.

8. After all students are served they start eating and enjoying the
moment.

____________________________________________________________________________


Activity 8
“Look at the Flags. So
many Colours!”

- The web page At the end of this activity pupils will be able to:
http://europa.eu/ab
c/european_countri - be aware of some aspects of the world around them.
es/index_en.htm - identify the flags of the EU countries.
- Worksheet - be aware of other cultures’ symbols (namely the
- Colour paper flags).
- Scissors - counting.
- Glue - Represent results in a graph.
- Cardboard

1. T shows the flag of EU and asks Ss to identify the flag and its
colours.

2. T tells Ss that they are going to do a research on the internet
about the flags of EU
countries in order to see which are the dominant colours.

3. Ss search on the website the flags of the EU countries.

4. T and Ss count the flags of the EU countries and talk about the
differences between them.

5. T tells Ss that they are going to do a bar graph with the
results.

6. Ss make a bar graph with the results of their research.

____________________________________________________________________________


Activity 9
“Differences Between
Languages”


- Worksheet At the end of this activity pupils will be able to:
- word cards
- Flashcards - say some colours in English, Spanish and
Portuguese;
- make comparisons between these three languages;
- use their manual skills;
- use their creativity and imagination.
1. T takes out from a box three flags (a Portuguese, a Spanish and
an English flag) and asks Ss to identify them, then sticks the
flags on the board.

2. T takes out from the same box the colours flashcards, asks Ss
to identify the colours and then sticks the colour flashcards on
the blackboard.

3. T shows Ss a plastic bag with word cards (colours) and asks a
Ss to pick up one and stick on the board according to the colour
flashcard and the flag.

4. Then T asks Ss to say the colour in English, Portuguese and
Spanish.

5. T tells Ss that they are going to do a leaflet with the colours in
three languages: Their mother tongue, English and Spanish.

6. T and Ss talks about the differences between the three
languages and compare them.

7. Ss make a leaflet with the colour in three languages.

____________________________________________________________________________


Activity 10
“Portugal’s and Uk’s
Transportation”

- Web At the end of this activity pupils will be able to:
- Cardboard
- Glue - Search on the internet;
- Colour pencils - be aware of transportation’s colour of Portugal and
- Computer Uk;
- associate colours with the different means of
transportation;
- cooperate with others;
- share conclusions with others.

1. T brings to class an English taxi (toy) and asks Ss to identify it.

2. T tells Ss that they are going to do an internet research about
the means of transportation of both Portugal and UK.

3. T asks Ss to compare the means of transportation of both
countries and see the differences.

4. Ss compare the means of transportation and conclude about the
differences.

5. T asks Ss to associate colours with different means of
transportation.

6. Ss learn the difference between the colours in the means of
transportation in the different countries. They will see that the
colours have different meanings according to the contexts.

7. T asks Ss to make a poster do display in the classroom.

____________________________________________________________________________


Activity 11
“Computer Game”

- Computer At the end of this activity pupils will be able to:

- play a computer game;
- say and write same colours in three different
languages;
- identify flags of some EU countries
- associate pictures with words (colours)

1. T asks Ss if they have enjoyed the book and all the activities
that they have developed.

2. T tells Ss that they are going to play a computer game related
to colours and feelings and other interesting things that they
have learnt throughout this unit.

3. Ss play the game and consolidate knowledge about the unit.

____________________________________________________________________________


Activity 12
“Can you do a mosaic
picture?””


- Magazines At the end of this activity pupils will be able to:
- Newspapers
- Leaflets - develop their manual skills.
- White sheet of
- develop their artistic skills.
paper
- Scissors - Foster their imagination and creativity.
- Glue
- Pencil - develop their skills to express an abstract concept
(faces for feelings)

1. T takes to class a rainbow made with geometric shapes.

2. Ss identify the geometric shapes and the colour of the rainbow

3. T takes to class some magazines and gives them to Ss.

4. Ss rip or cut small pieces of paper in different shapes (from
magazines, newspapers…) and then they will have to make a picture
of an object by gluing the pieces together.

5. They could also make a face of the feeling of the colour according to
the book (e.g. a red angry face, a blue sad face, etc).

____________________________________________________________________________


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