Elementary:

1. The teacher provides the students with different colored papers, i.e. one color to each
student. After distributing the colored paper, the teacher calls the name of a color (e.g.
“green” or “red”) and the student holding that specific color paper has to stand up or raise
their hand, and then sit down. This activity must be performed repeatedly to make it easy
for the students to maintain a firm grasp over the color names.
2. The teacher provides flashcards to each student with a picture of a certain fruit on it.
Then the teacher calls out the name of specific color. The student holding a flashcard
with a fruit of the same color has to raise their hand. For example, if the teacher says
“yellow”, the students holding the flashcard with a picture of banana and lemon on it
have to raise their hand. This activity is repeated for each color so that students might
learn the name of different colors with respect to the fruits of the same colors.
Intermediate:

1. In order to teach colors on an advance level, it is important for the students to understand how
different colors when combined with each other mix together to form a new color. In this
regard, the teacher may provide each student with watercolors or poster paints of two different
colors. For example, a student is given a yellow paint and a red paint. The students has to mix
the two colors on a color pallete and tell the name of the newly formed color to the class i.e.
orange. This activity may be repeated between a pair of students who will mix two colors
together to form a new color and ask each other how that new color was formed. This activity
will help the students to learn how different colors can be mixed together to make new colors.

Advance:

Since the students now have a firm grasp on the basic colors, it is important to introduce new color
schemes to them. The teacher teaches them about new vocabulary of colors that are consistently used
in everyday language. For instance, the teacher may choose a random student from the class and ask
the other students to write down the color of his hair, eyes and skin. Instead of writing the color of his
hair, eyes and skin as brown, the students may write blonde, hazel and tan respectively. This activity is
repeated for other similar examples such as the color of the sky and sea, or lemon and mango etc to
understand how different shades of a single color can have multiple names.