Ali Farzadian Ali Farzadian

Art lesson
upper-intermediate level


In this lesson students learn some vocabulary in the field of art.The lesson starts with a question and some discussion about art. Then Ss will have a gist reading activity on Performance Art and this will be followed by teaching vocabulary and finally they will have a short discussion on some questions about Art.


No materials added to this plan yet.

Main Aims

  • To provide review, clarification and practice of Art vocabulary in the context of an Art exhibition

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about Orlan in the context of Performance art


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

The teacher asks 2 questions and students answer in pairs: 1) Do you ever go to art galleries or art exhibitions? 2) What sort of things do you enjoy seeing? (Straightforward teachers book, P.61) This is followed by a quick WC feedback. 2)The teacher gives the Ss HO1 with descriptions to discuss whether they can be considered as works of art. (Straightforward teachers book, P.61)

Pre-Reading/Listening (4-5 minutes) • To prepare students for the text and make it accessible

1) Pre-teach- Abstract and figurative art are introduced by two pictures, eliciting the differences. Qs: 1) which one shows real things? Which one shows ideas and feelings? 2) which one is figurative and which is abstract? Then some repetition drill is given. 2)The teacher shows HO2 and instructs the Ss to read the statements, look at the photo and guess whether they are True or False and then check guesses in pairs.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1) The teacher asks the students to skim the text individually and check their guesses. This is followed by a quick WC feedback. 2) The teacher gives instructions for the next activity on the handout (put sentences in the correct order). Ss do the activity individually and check in pairs. Then the answers will be put on the board. 3) Would you like your government to support these kinks of art and artists? Why(not)?

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1) The teacher says "Now lets review some are vocabulary" and puts a list of words on the board and asks the students to share the meanings they know with their partners. 2) the teacher gives the definitions on HO3 and asks the students to guess the words and write them in front of definitions in pairs. This is followed by a feedback. 3) The teacher elicits some other parts of speech of the words and puts on the board. This is followed by some repetition drills. 4) Students are given HO4 to complete the questions with the given words. after a pair check the teacher gives them the feedback, followed by some more repetition drills.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students discuss the answers of the questions in HO4 in pairs. The teacher listens and collect errors for the feedback and error correction.

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