Art or Vandalism?

Teacher’s Notes

Matching
This section introduces the topic of art and graffiti. Put the students into pairs and give each pair
one of the vocabulary cards. The students work together to match the words to the meanings. Tell
them to guess if they aren’t sure. When they have finished, put pairs together so that pair A works
with a pair B. They tell each other the words and definitions they had and help each other if there
were any matches they weren’t sure of. When they have done this, tell them that, if they have the
correct answers, both A and B should have the same matches (1c, 2a etc)
Answers: A 1c 2a 3e 4b 5d

Picture discussion
Tell the students that they are now going to work in pairs to discuss some questions about graffiti.
Hand out one set of pictures and questions to the students and set a time limit so that all the
students discuss the questions at the same speed. When they have finished, elicit some ideas from
them.

Information exchange

Put the students into pairs and give each pair either material A or B. Ask the students to read
through their information and make sure they understand all the vocabulary. Alternatively, check
potentially difficult vocabulary before handing out the materials:

unknown, fake, mix, humour, political, adverts, arrested, vandalism, community service,

When ready, the students look at the blank information sheet about the other artist and work
together to think of questions to ask to find the information

e.g. What is his/her name? What is his/her real name? When and where was he/she born? When
did he/she start?

You may also want to check other useful vocabulary such as: Could you repeat that, please? How
do you spell…? Sorry, I didn’t get that? etc

Tell students that they are going to join together with a second pair and take it in turns to ask for the
missing information and write it on their paper. They shouldn’t show each other what their
information says, they should do the activity by talking only. When they have finished, they can
show each other their materials to check that they have written everything correctly.

Grammar
If you think the students need some help with these, ask them to look at the information about
Banksy and ask: What is his most expensive painting? What are his most famous paintings? Elicit
the answers and what kind of words we use to talk about the biggest, best, most expensive etc.
Elicit or give the word ‘superlative’. Hand out the material to students for them to complete. Elicit
their ideas and then tell them the correct answers.
Answers: 1. The longest 5600 2. The largest 225,201 3. The most expensive 140 million
4. The oldest 35,000 5. The most popular 8.5 million

© Pearson Central Europe, October 2011 -1-

Art or Vandalism? Teacher’s Notes

Discussion
Hand out the sentence stems and tell the students to complete them so that they are true for them.
When they have finished, put them into groups of three or four. The students tell each other what
they wrote and why. At the end of the activity, elicit ideas from different students.

© Pearson Central Europe, October 2011 -2-