Αγγλικά (Γ Γυμνασίου): Ηλεκτρονικό Βιβλίο

UNIT 7

Shades of Meaning!

Look at diagram A and discuss

what colour you can see. Look at

diagram B. How many shades of

green can you see?

Topic	Shades of Meaning!
	Grammar	Using Modal Verbs: could, should, would, might
	Function	Giving advice, making suggestions, expressing doubts
	Reading Skills	Skimming a text for the general idea
	Listening Skills	Listening for implied information Listening for specific items mentioned in a song
	Writing Skills	Reporting about a decision
	Vocabulary	Adjectives of feeling; shades and colours.

Strategies:	I can look for key words in a text I can use personal experiences to help form opinions I try to infer meaning from poems I think about texts at a deeper level than the basic meanings of the words.

Lesson 1

AIMS

To skim a text for the general idea
To infer the function of a text
To raise awareness of colour and the laws of
physics

Lead-in
Task 1

Read the short text and decide if you agree or disagree with it.

Creative use of colours can make you feel hungry or jazz up the environment.
Red is the colour of energy and life, desire and love. Orange, is full of warmth and

enthusiasm, cheerfulness and optimism. Yellow expresses a positive attitude of a friendly

person. Green suggests hope and growth. Blue reflects calmness and peace. Beige or

Indigo represent peacefulness and friendliness. Darker colours suggest sadness and

depression.

Source: Secrets of Colour Healing by S. Morris 2001

Look at the living-rooms in the pictures. Which one feels: homely and cosy;

light and airy; lively and dynamic? Which one do you like?

Task 2

A. Use the text in the box to help you choose which living-room you would prefer.

Example: Living-room No 3 is elegant and safe because of

the brown and gold decoration.

B.	Describe the colours in your bedroom to your partner and ask him or her what impression it gives.

If you could change the colours in your room, which ones would you

use for the walls, carpet, furniture, curtains, bedspread, etc.?

Task 3

How good are you at Physics? Find information about colours on the internet

or ask your Physics or Art teacher to arrange the colours

in the correct columns.

Primary colours	Secondary colours	Intermediate colours

Ask your Physics teacher why primary colours are important.

Colours in our lives!

Task 4

In pairs, read the following definitions of colour and
decide which one you think is correct. Why?

a) colour comes from the spectrum of light an
object reflects to the eye
b) colour comes from a mixture of light and
darkness
c) the way our eyes see things creates the colour.

A “definition” is a

statement about the exact

meaning of something,

how it works and what its

functions are. In order to

write the definition of

'colour', you need to say:
i) how colour appears, and
ii) what causes it to appear.

Task 5

A.	What creates the colours of the rainbow? Use your dictionary to write a definition of what the ‘rainbow' is.

B.	Read this poem and say how the poet feels when he sees a rainbow. How do you feel when you see a rainbow? Why?

Write a short paragraph. Take ideas

from the texts on colours in the

Appendix or from the poem.

William Wordsworth (1802)

My heart leaps up when I behold
A rainbow in the sky:
So was it when my life began;
So is it now I am a man;
So be it when I shall grow old,
Or let me die!
The Child is father of the Man;
And I could wish my days to be
Bound each to each by natural piety.

Task 6

Create a simple colour poem. It could

be like this:

Roses are red, / violets are blue,/ your

sister is lovely,/ what happened to you?

Read it aloud according to the pauses

indicated by the/

Lesson 1

Reading 1 - Colour and Clothes

Task 1

A.	Look at the picture in B. Which century do you think it comes from? Indicate the period on the timeline below. What role did colours play in these periods?

B.	Did people in Greece wear the same clothes in the 15th century? Would it be acceptable for people to dress in these colours today? Why? Why not?

The Colour of Our Environment
Colour is personal; the clothes we wear and the colour
schemes of our homes and gardens can tell a great deal
about us. It is used to express mood, attitude, wealth,
status, and belonging to a specific group. We should
always try to surround ourselves with colours which attract
us, so that we feel in tune with our environment.
We must also recognize that our need for colour changes as we change: while we may
always have a favourite colour, there might be times when we have a sudden desire to
redecorate our bedroom or buy an article of clothing in a colour that we would not normally
choose. To put a balance in our lives, we should be aware of the role of colour and its
importance in our everyday lives.

Task 2

Read the text and then in pairs answer the following questions:

A.	The main idea in this text is to:

i) inform us about the uses of colour
ii) advise us what colours to wear
iii) describe how colour influences our characters

B.	Find words in the text to complete the following sentences and choose one as a title for the article above.

i) Matching colours can help …………………… people's lives.
ii) What we wear says …………………… about us.

C. What colour would you wear if you were in a good or a bad mood?

Task 3

What colours will people wear in 2500? What will the preferable colours be

then? Draw a picture to represent that period.

Colours in our lives!

Reading 2 - Colours Everywhere

Task 1

Skim through the texts and match a title for each from those given. Which period

on the timeline do they refer to?

Colour and shopping

Colour in Cosmetics

Colour in the home

A. The kitchen is a lively room of any home therefore it is best to shy away

from hues of purple and blue as they will slow you down when you are on-the

go.
Bright, exciting colour schemes can increase energy levels when you have

a lot of cooking and cleaning to do. Bright red gets you going. Like orange,

yellow is refreshing and increases energy and inspiration although it might be a

bit bright. In any case, why not have a go and change your kitchen to suit you?

B. The food industry cleverly exploits the powerful connection

between taste and vision in a variety of ways. Food colorants are

added to ensure that the colour of the food matches our

expectations. For example, butter is naturally much whiter in

colour; margarine is black! A natural pea is not as green as it is

in the packet. Therefore, we should think twice about those

products sitting on the shelves of our supermarkets.

C. The idea that make-up was first used in the

twentieth century is wrong, although it is true

that only comparatively recently has the use of

make-up by women become almost universal,

with make-up being all the go for young and

old women everywhere today. As long ago as

3000 BC, aristocratic Egyptian ladies used

complex and ornate make-up such as black

eyebrows and lashes, blue eye-shadow, red lips and nails.

Source: Adapted from a text on colour at www.experience.org.

Task 2 - Comprehension

Read the texts again and answer the following questions:

Which of the three texts: a) gives advice, b) mentions how colours are used in a bad way, c)
talks about human nature?
Which verb in text B shows you how the writer feels about using colours in food?
Which text gives information which breaks a myth?
Which fact in text B sounds shocking? Why?

Task 3

In groups of five, imagine you are members of a marketing team and want to

launch a new product. What colours would you use (or not use) for the packaging

of: milk, toothpaste, orange juice, soap, chocolate, biscuits and olive oil?