For the warmer I will be using a power point presentation to show the students several pieces of art and ask them if they recognise the piece, what they think of it and how much they think it is worth. I have selected a series of pieces, some of which the value might be a bit shocking which is the reaction I am hoping for. Once the Ss learn the values of these paintings, the Ss will be guided to express their opinions be it negative or bad. The final piece is a child drawing I had selected off the internet. I am hoping that this will open a debate and that the Ss will be shouting extraordinary figures towards its value, only to learn that it is not worth a penny. This is a good lead in for the main aim of the lesson which is functional language in evaluating the value or quality of art.

The Ss will first be be asked to begin with Task 3 from the student work book. In this exercise they will be exposed to single words that they will be using in the following exercises. At this stage, I would like to clarify any vocabulary that the Ss might have difficulty with before moving onto the evaluating phrases. For this activity the students will be working on pairs. I will ask students that finish early to write their answers on the board. This will then be followed by whole class feed back. And clarification of vocabulary and pronunciation drilling where needed.

The students will be asked to complete Exercise 1 from the student book where they will be using their newly learnt vocabulary in phrases that are used for evaluating such as: It has no redeeming features, it's a load of rubbish, it's a masterpiece, etc. They will be asked to organise eight evaluating phrases into groups of either positive or negative. During the feedback stage, I would like to ask the students which phrases they think is associated with value and which are associated with quality. The students will then complete exercise 2 where they will be asked to use the expressions from exercise 1 to describe how much they think the listed items are worth.

For the following three exercises the students will be grouped into pairs of three where each member will assigned a letter, A, B or C. Exercise 1: The students will familiarise themselves with three pieces of art where in their groups, they will decide which piece they like the best. We will take a class vote to see whom likes what. In the following two activities the Ss will be participating in role playing activities. They will assume the role of an employee within a large company who has assigned them the task of purchasing a piece of art. An art dealer has suggested three pieces to them, each piece valuing at $25,000. Exercise 2: The students roles will be specified. Each member of the group A, B, and C will be given a specific character. They will be asked to answer a series of questions. This task is Individual work only. Exercise 3: Based on the characters that have been assigned to them, each group will take part in a group discussion where they will try to decide which piece to buy. As each character has a specific requirement, the students will have to be persuasive and express their opinions (in character) of the pieces.

Now that the students don't have to play their roles any more, I want them, within their groups to discuss the three pieces used in the semi controlled practice to express what they really think of them, using the target language. Do any of the pieces have redeeming qualities? Would any of the students but the pieces? If they were free, would they take them?

As insurance, in case of the lesson finishing early, I would like the students to complete an additional activitey. They will be given an image of MC Escher's Relativety where they will first be asked, using the target language to discuss the piece within their groups, do they like it? Why or why not? This will be followed by whole class feedback.