Mehrdad Baradaran Shokouhi Mehrdad Baradaran Shokouhi

TP5b, Mehrdad Baradaran Shokouhi
Upper Intermediate level

Description

In this lesson, Ss will learn and practice functional language in the context of evaluating artwork. All of the Ss are adults from about 20-50 years old. Total number of Ss varies from 14-15. Most of Ss are fairly on the same level except a few who have a higher command of English. The ones with higher strength tend to help the weaker ones. It is a motivated team as a whole. Ss are cooperative, friendly and mature. They do their best to follow T instructions. Turkish is used occasionally amongst Ss for clarification but Ts try to return Ss attention back to speaking English.

Materials

Abc Pictures, Staightforward, Upper Intermediate
Abc HO, Self-Prepared, Phrases

Main Aims

  • To provide clarification and practice of the functional language on the context of evaluating artwork.

Subsidiary Aims

  • To provide fluency and accuracy on speaking on the context of artwork.

Procedure

To engage Ss in the discussion of the value of an artwork (3-5 minutes) • To set lesson context and engage students

1. Is art valuable? 2. Why is it valuable? 3. What does it mean when we talk about an art piece being valuable"? 4. Where do you buy a valuable piece of art? - Art Gallery - Auction

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

1. Divide Ss into two groups ( A, B ) 2. Write down the following phrases each on a piece of paper and stick them on the wall in the classroom. - It's extremely valuable. - It's priceless. - It's absolutely worthless. - It's not worth anything at all. - It's a masterpiece. - It has no redeeming features. - It's a load of rubbish. 3. Ask group A to pick the phrases that are positive. 4. Ask group B to pick the phrases that are negative. 5. Ask each group to write on each paper if the phrase on the paper reflects any of the followings, - Very high value - Very low value - Very high quality - Very low quality * Elicit the meaning of "priceless" and "redeeming features" and "a masterpiece".

Highlighting (2-4 minutes) • To draw students' attention to the target language

Drawing Ss' attention to the value and quality of an artwork, I will elicit where a piece of artwork can be purchased. Where can a good piece of artwork be purchased? - An art gallery - An auction Where can a good piece of artwork be purchased for a lower price? - An auction What form of auction is accessible easily? - Online auction

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will clarify the meaning, form, and pronunciation of the following, - It's extremely valuable. - It's priceless. - It's absolutely worthless. - It's not worth anything at all. - It's a masterpiece. - It has no redeeming features. - It's a load of rubbish.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ex2 1. Divide Ss in two groups. 2. Ask Ss to read the list of items which are to be auctioned online. - "Hanging Spirit" by Stephen Knapp - "Symmetry #17" by Charles Andrews - "Horse" by Diocletus the Etruscan - A self-portrait of Van Gogh - An autographed photo of Elton John 3. Ask them to express their opinions about what they think each item is worth using expressions from Ex1 page49. 4. I will tell them that they can use "I have no idea" if they really cannot imagine the value of the work of art. Ex1, Roleplay, page49 5. Divide Ss in groups depending on the total number of the Ss attending the class. - As Ss to look at the photos in their groups and decide between them which two works they like the best and why. - Hanging Spirit - Symmetry #17 - Horse - Set a time limit of 3mins to make their choices.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Explain to Ss that they are supposed to play the role of a company trying to buy work of art. Divide Ss into three groups. Ask each group to take over one responsibility. - Director of Finance - Director of Marketing - Director of Human Resources Give the relevant Excercise HO to each student. Ask each group to read the situation and think about which work of art their company should buy and why. Ask the representative of each group speak for the group and explain which work of art they have decided to buy and why.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ask Ss to discuss in their groups what would be right things to consider to buy a piece of art. - Why do they want to buy? - Where is it for? - Who's work? - Budget - etc.

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