Throw the dice - colour and food

Throw the dice_Colours and food

This lesson plan will help your children to revise words quickly and will cost you only one minute to prepare. It’s also suitable to use in a CLIL lesson as it links language to the real world. Let's go!

Would like this activity plan or the flashcards as pdfs? Contact me.

Content aims

  • 1 Categorise fruit and vegetables

Language aims

  • 1 Revise the colours.
  • 2 Revise keywords of another topic, e.g. fruit and veg.
  • 3 Revise a key structure that you have taught and have practised with your children.


It is important that the children already know the words and the structure and can use them with some confidence.


  • One die (dice) for each pair or group
  • Optional: Personal files if the children can read and write

Words and structures for the children

1. Language of learning

the keywords and the key structures you want the children to revise, e.g. colours and fruit and veg. Make your own choice.

Lexical groupWords and structures
Colourse.g. red, blue, yellow, purple, green, orange, pink, black, white, grey / gray, brown, light blue, dark blue, silver, gold
Fruit and vegetablese.g. an apple, a banana, a grape, a kiwi, a lemon, a lime, a mango, a melon, an orange, a pear, a pineapple, a strawberry; a cauliflower, a carrot, a cucumber, an onion, a pea, a pepper / bell pepper, a potato, a tomato
StructureIt’s yellow. A banana is yellow.


2. Language for learning

Throw the die. Throw the dice. Have a go.

It's your turn. It's my turn.

Name a colour. Name a fruit or vegetable.


You've got one point / five points.

Well done!

3. Language through learning

Make sure that your children have a personal file to note down new words and expressions they come across while learning.

NrStepsWhat you could say as a teacher
2AIMS Say what today's aims are.We're going to talk about colours.
2ACTIVATE THE LANGUAGE Revise the colours. Point to something in the classroom and say what colour it is in a full sentence. Get the children to repeat. Continue with more objects. Name a colour and get the children to point to something that is that colour.Red and blue are colours. Who can name other colours? Okay, here’s a pencil and: It's red. Please, repeat after me: It's red. [The children repeat.] Great! I'm going to say a colour and you point to something in the classroom that is the same colour. Let's try. I say: It's green, and you point to something green. Great, Mike, the plant's green. Yes, Kyle, your shirt's green.
3ACTIVATE THE CONTENT Revise the colours by linking them to another theme that you have worked on, e.g. fruit and veg. Ask who can name the colour of a banana. Continue with other pieces of fruit and vegs.What colour is a banana? [ A child says: Yellow.] Yes, Ahlaam, a banana is yellow. Can you say: It's yellow? [The child repeats]. Can we all say: It’s yellow? Good! Let's try to use a full sentence, okay?
4INPUT. Play a game. Ask for a volunteer to help you. Show the dice, get the children to repeat the word dice and throw it. Practise the sentences you see in the section: language for learning while playing with a child.We're going to play a game but first you need to know what to say when you play this game. Okay, Lucy, throw the dice. Can we all say: Throw the dice? [The class repeats.] Great job. That's a 5. Now it's my turn. Can you say: It's my turn. Okay, I throw the dice. One. Now it’s your turn. Can we all say: It’s your turn? [The children repeat.]
5PRACTICE Hand out dice to pairs or groups of 4. Get them to practise with the sentences in the section: language for learning. Walk around while the children are playing. Give help and feedback, focussing on the language of learning and for learning.You're going to work in pairs / groups of 4. You'll all get a dice and will take it in turns to throw it. Use sentences like: Throw the dice; It's my turn; It's your turn; That’s 5. Okay? I'll be here to help.
6INPUT Write down 6 instructions or make 6 drawings. Examples: 1 = Jump 1 time. 2 = Name a yellow fruit or vegetable. 3 = Name a red fruit or vegetable. 4 = Name a green fruit or vegetable. 5 = Clap your hands 5 times. 6 = Name the colours of the rainbow. Say you are going to play the game: Throw the dice. Model this with a child. Check if everybody knows what to do. If not, reteach.Let's read these six instructions together: I will read them first and then you repeat after me. One: Jump 1 time. etc. Now, you're going to play the game. I'll show you using a volunteer. Who would like to help me? Francis? Lovely! Francis is going to throw the dice. Have a go, Francis. Throw the dice. Three! It says here: Three. Name a red fruit or vegetable. Francis? [The child says: Apple.] Yes, Francis, some apples are red. Can you say: An apple is red. [The child repeats.] Good. You've got one point. What can you say to me? [The child says: It's your turn.] Excellent. So, I'm going to throw the dice. Do we all know what to do? Let's play!
7PRODUCTION Play the game. Walk around while the children are playing. Give help and feedback, focussing on the language of learning and for learning.Whose turn is it? Is it your turn? How many points have you got? Three? Great! Do you know what you have to do? Shall I help you? That's a really nice word you used there, raspberry. Well done!
8ASSESSMENT Stop the game. Check if everybody has practised by asking a few pairs / groups to play the game. Offer help and feedback.Who would like to show us what they know?
9EVALUATION Ask the children if they liked playing the game. Have a vote to check who would like to play it again some other time. Ask the children what their experience was like, working in pairs / groups. Ask the children if they have learnt anything. Give them time to write new words in their personal files. words in their personal files.What was it like, playing the game? Did you like it? Clap if you liked it, please. Who would like to play it again some other time? Hands up, please. What was it like, working in groups? Did you all work together? Who's learnt something new? It's time to write any new words in your personal files. Write the new word and give an example sentence or make a drawing. Use your best handwriting.


  • 1 You can help the weaker children by playing the game in groups of 4: one pair plays against another pair.
  • 2 You can help weaker children by hanging up pictures. For example, if you want them to revise fruit and veg, hang up a poster or flashcards. You can also give them a list of words, so they simply have to choose the correct words.

Would like this activity plan or the flashcards as pdfs? Contact me.


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