Rashell Lisowski Rashell Lisowski

TP4:
Upper-Intermediate Level level

Description

In this lesson, Ss learn lexis and focus on the receptive skill of reading in the context of art and artists. The lesson begins with a T-centered lead-in that utilizes drawing, and simultaneously introduces key vocabulary to showcase different styles of art. Ss will then complete a fill in the gaps HO to learn more new vocabulary. After this, students will look at a photo and complete a short T & F activity, then quickly read about Artist Orlan. Next, students will be asked to read the text in detail, and accordingly arrange a sequence of statements in chronological order. Following this, the T will introduce more new vocabulary with the use of photos and examples, and then Ss answer a couple of discussion questions. To end the lesson, students will then complete a word search, and use it to complete a fill in the gap exercise.

Materials

Abc Definitions HO
Abc Gap-fill HO 2
Abc Word Search
Abc Matching handout
Abc Orlan text
Abc Event-order HO
Abc Projector
Abc Gap-fill HO

Main Aims

  • To introduce as well clarify new vocabulary to students and give them the opportunity to practice using the new lexis in the context of Art.

Subsidiary Aims

  • To practice reading for gist and detail in the context of art, focussing specifically on performance art within this greater context.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students while introducing them to a few key vocabulary terms

-Draw two squares (picture frames) on the board. -Explain to the class that I have decided to become an artist instead of a teacher and would like to know what they think about my skills. -Tell a member of the class that I will draw a sketch of them. -Draw the sketch. -Ask what Ss think of my work (they won't like it), and tell them that I will try a new style since I am not very good at this one. -Draw abstract items in the second square and ask students what they think again. -Ask students for descriptive words about each drawing. I.E. Is it about a real thing? Can you tell what it is easily? Is it something that shows how I feel? Will everyone understand the idea/message of the drawing easily? -Explain to students that the first drawing is figurative art, and the second is abstract art. -Clarify the meaning of both new vocabulary terms.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming receptive tasks

-Tell Ss there are some new words they might like to learn to talk about art. -Give Ss a Gap-fill handout from the coursebook (pg. 46, ex. 1), and allow students time to fill out the HO in PW. -Provide an answer key on Google Slides. -Provide students with definitions HO. -Give Ss new partners and have them ask and answer a few of the questions with a new partner (pg. 46, ex. 2).

Exposure (8-10 minutes) • To provide exposure to the text and a model of production expected in coming tasks through reading

-Display photo of Orlan and ask students to decide if a few statements about the artist in the photo are True or False in PW. -Ask students to quickly skim/ read over the article to determine if they were correct or incorrect about the Artist based on the photo (coursebook, pg. 46, ex. 1). -Provide FB on the board with Google Slides.

Receptive Task(s) and further exposure (18-20 minutes) • To provide an opportunity to practice target receptive skills, and introduce more vocabulary

-Ask Ss to read the article in detail, and allow them time to do so. -Distribute event order HO. -Ask Ss to arrange events in chronological order based on the text they have just read (coursebook, pg. 46, ex. 2). -Display FB quickly. -Display discussion questions from pg. 46, ex. 3 on the board with Google Slides and have students discuss in PW. -Provide students with matching HO, and ask them to match the word to the photo in GW. -Display FB quickly.

Further practice with the new lexis (8-10 minutes) • To practice using the new lexis and keep students engaged

-Distribute word search and allow students a few minutes to complete. -Display words within word search on the board using Google Slides. -In PW have students quickly show one another where they found any words the other student is missing. -Have students complete a gap-fill HO using the words found in the cross word (they're on the board at this point as well) with their partner. -Display feedback.

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