CLASS 3rd grade 23th March

Opening – The student gets used to read common articles of a newspaper or magazine in English.
TASK A
Instruction – Go to the next link https://edition.cnn.com/style/article/history-of-color-pink/index.html . Read the first
section of the article “Refined, rebellious and not just for girls: A cultural history of pink”. Then answer the next
questions.
1. What do the iconic Elvis’ Cadillac, Monroe’s dress and “pushy” hats’ women have in common?

the color pink.

2. What’s the conception of the colour pink?

feminine, erotic, kitsch, sophisticated and transgressive.

3. What was the notion of the colour pink 150 years ago?

pink as synonym with fragile femininity

Lock up – The student assimilates the order of events in a story.

TASK B
Instructions – Read the section “A colourful history” and order the events

Sèvres named its exquisite new

manufacture “Rose Pompadur” Pink
became
a
gender-
code
thanks
to
brandin
g and
marketi
ng of
the
America
n
1,- Postwar 3.-
.

5.-
Pink had an erotic connotation because of
its references to the sexual allure in relation
2.- to the female body
Pink went from luxury to working class

Pink became an expression of delicacy and

froth…
5.

Closing – The student gets the main idea of a common English article
TASK C
Instructions – Read the part “Shifting significance” answer the following question. Highlight it in blue

What is the idea that best summarizes the last section?

a) Pink is a gender code that means femininity and eroticism
b) Pink is not a controversial colour as many cultures use it
c) Pink is only used in the nouvelle women movements