Lisa Helfrich Lisa Helfrich

Friends and Strangers - Part 3
Intermediate level


Students will practice speaking in the context of comparing famous paintings.


Abc Picasso two portraits projection
Abc Useful phrases projection
Abc Picasso and Matisse projection
Abc Audio clip 1.45
Abc Van Gogh, Hopper, Klee projection
Abc "Talking about art" handout

Main Aims

  • This lesson will give students speaking practice within the context of talking about art.

Subsidiary Aims

  • Students will practice their listening skills while they hear an audio clip and while they are having conversations with each other.


Lead-in (3-5 minutes) • To set lesson context; engage students; link to previous lesson

WRITE name on board. PROJECT paintings by Picasso and Matisse. ELICIT names of artists. Ask for thoughts - which do you prefer? Do you enjoy art? Do you go to museums or galleries? (skip if Susan has already covered these last questions)

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

1. PROJECT Picasso paintings. ELICIT name of artist. ASK what is the same in both pictures (women, they are sitting, dark hair, look serious)? 2. SAY there are also some differences. Let's listen to people speaking about the differences between these pictures. PLAY audio and ask what differences the speakers mention. 3. PASS OUT handout. INSTRUCT listen and circle the stressed words. PLAY again. PROJECT handout of audio transcript. Ask which words were stressed (old, young, one, two). Circle on whiteboard. ASK why were those words stressed?

Speaking Task 1 (8-10 minutes) • To provide an opportunity to practice target productive skills

1. PROJECT slide with sentences about art and differences ("In the first picture the colors are dark" etc). ELICIT meanings of whereas, realistic, harmonious. DRILL more difficult words (picture, whereas, complicated, realistic, harmonious). DRILL phrases between commas. SAY opening of sentence, ELICIT Ss to complete it. 2. GROUP students into pairs (those sitting together) and ask them to stand. PROJECT slide with paintings and phrases. INSTRUCT students to come to the whiteboard and discuss together, using the TL on the handout ("useful phrases"). "PLEASE look at the handout where it says useful phrases. Use these phrases to talk together about the paintings." Monitor.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' use of language

Drill/model errors which were found when monitoring.

Speaking Task 2 (5-10 minutes) • To give students freer practice in speaking together.

GROUP students into new pairs using letter cards. INSTRUCT: speak in pairs and discuss these questions from the handout (SHOW and READ): Do you like the pictures? Why/why not? What do you know about the artist? NOMINATE students to repeat instructions and to say questions.

Feedback and error correction (3-5 minutes) • To correct errors found when monitoring

Drill/ask CCQs regarding errors found while monitoring.

Speaking Task 3 (if another activity is needed) (5-7 minutes) • To give students further practice speaking, in the context of talking about art.

PROJECT photos of paintings. ASK them to again speak about the artwork in pairs using last set of questions on handout.

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