Teaching Practice 4
Upper Intermediate level
To introduce students to new vocabulary in the context of Art and artists
To practice reading for gist and detail in the context of Art and artists
Procedure (38-47 minutes)
- The lesson starts with asking two questions from the students; Have you ever been to art galleries or art exhibitions? What sort of things do you enjoy seeing? - Responses from two or three students are heard. - The students are shown visuals of four different types of artwork; a portrait, a landscape, a sculpture and a mural. They are asked what comes to their mind when they see these pictures. The aim is to elicit the word 'works of art/ types of art' from the students. - After they recognize these pictures are pieces of art, the aim is to elicit what each one is called. - These pictures will help develop students' interest in the topic and also introduce them to vocabulary related to art.
The aim of this stage is to introduce new vocabulary in the context of Art and artists through a reading material titled Performance Art which is about a renowned performance artist, Orlan. - The class will be told that they will read a text about an artist who uses herself as an object of art. Before reading the text, they will look at the picture of the artist and do Exercise 1 individually. The answers will not be discussed in the class. - The students will read the text to find out if their answers are correct or not. - They will also be instructed to do Exercise 2 while they read the text. Once they are done, they can compare their answers with their partners and later check them in the class feedback. The reading material presents new vocabulary to the students that they might not have read or heard before. In the following stages, they will be introduced to the meaning, pronunciation and form of the vocabulary and practice how to use them in the context of arts.
In this stage the students are introduced to new vocabulary that relates to the topic of arts. - They are shown two pictures representing the difference between abstract art and figurative art. First they are asked whether the pictures look different to them and then they are asked what difference can they notice in the picture. The students will be able to tell the difference but might not know the words 'abstract' and 'figurative' so they will be told the difference between the two words through the picture. - The students will then do a gap fills exercise on the board for the words; exhibitions, gallery and art dealers. This will introduce them to these three new words that are commonly used in the context of arts. - Drilling exercise will be done for all the vocabulary so that they students are able to pronounce them correctly.
The students have learned nine new words related to the domain of arts from the reading text. Through controlled practice, they will be given an opportunity to use the vocabulary that they have learned. They will do Exercise 1 individually, which is a fill in the blanks exercise. Then they will check the answers with their partners and do Exercise 2 in pairs. Exercise 2 gives the students a chance to practice their productive skill of speaking using the newly learned vocabulary.
In this stage, the students sit in groups of three and do a word search puzzle together. They have to find a total of thirteen words connected with the topic of arts. Five minutes after they start, the teacher will put the visual of the exercise on the board along with the answers so that the students can match their answers. They will be asked to continue with Exercise 4 once they are done with Exercise 3. The answers for Exercise 4 will be discussed in class so that the students can check their answers.