All the colours around us lesson plan

ALL-THE-COLOURS-AROUND-US-LESSON-PLAN In this lesson, students talk about the effect colours have on our lives, learn new adjectives to describe the area where they live, and practice the language of persuasion. It is suitable for levels B2-C1.

This lesson plan was created in response to  Milada’s challenge and the introductory part was published in the latest issue of The Teacher.

To teach the class you are going to need this presentation It is likely to take around 60 minutes to teach it.

Step 1: Introduction

Students choose photos according to the instructions and then discuss the reasons for choosing each (hopefully, reaching a conclusion that colours do tend to affect they way we think and perceive things around us).

Step 2: Speaking

Students talk about the way colours affect our mood and perception and discuss the area where they live.

Step 3: Speaking and vocabulary

Students look at what French artist Patrick Commecy did with different buildings facades and discuss the outcomes. Then, they take a look at different adjectives used to describe the area one lives in and brainstorm more alternatives (might be a good idea to introduce your students to a synonyms dictionary such as Wordhippo.com )

Step 4: using the language of persuasion

Students work in groups to prepare arguments for and against a plan to change the neighbourhood. It is a great opportunity to introduce/revise different expressions used when persuading other. Students hold a discussion in pairs or small groups. In this part, students interact freely with each other, practice agreeing and disagreeing and expressing their opinions. It is an effective speaking activity for both exam and general English classes.

To see more engaging lesson plan ideas take a look here, here, and here.


  1. Gosia! This is a fantabulous lesson. It’s a real pity I’m not teaching a Gen.Eng course right now where I can squeeze it in. I’m going to try and see if I can do it for the next teacher training demo lesson I deliver. I was wondering what other adjectives you had in mind – are they all student selected? If you were to choose the target language, which adjectives would you teach beyond the three mentioned.

    • Hi Adi, thanks so much for your comment! Given the lesson was designed with B2 -C1 students in mind, I’d want to push them beyond adjectives such as “boring” or “pretty”. Here’s where I’d actually use a site like wordhippo to browse through several alternatives and decide whether they are appropriate in the context (‘dreary’ and ‘luckluster’ both come up as synonyms for ‘drab’ but which one would you use to describe a building/neighbourhood?). What do you think?

    • You’re welcome, Denise! Thanks for taking the time to comment and I hope the class goes well.

  2. Fabulous presentation and comments too! I’m going to give it a try with my Upper-Intermediate students. It seems just the right thing to do with super-keen adult students like mine. Thanks a lot for sharing!

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