B2/C1Art vocabulary60


This ESL graffiti lesson plan is based on a video which presents the Beyond the Streets exhibition which featured over 100 graffiti artists, and touches upon the history of graffiti and street art. The worksheet includes some vocabulary tasks as well as two listening comprehension activities. Students will also have the possibility of expressing their opinion about this form of art.


Students start this graffiti lesson plan with a general warm-up discussion about art which includes some reference to street art as well. They have to answer questions and it’s your choice whether it should be an open discussion, a pair work or a group work. Next, they move to a word formation task. They get a few sentences and need to complete them with correct forms of words given in brackets. It includes such words as a curator, an exhibition, soften, etc., and most of them appear in the video they will watch later.


Before watching the video, students need to acquire some vocabulary that may facilitate listening to and understanding speakers from the video. They get four words and phrases in context which they need to match with correct meanings. Then, they move to the first listening comprehension task. In this activity they have to watch the video and answer a few questions. In the second task, students watch the video again and fill in the gaps in the sentences taken from the video. They need to complete them with one word each.


This graffiti lesson plan ends with a discussion. This time students get a list of statement about graffiti and street art and they need to tell whether they agree or disagree with them. Monitor your students and make them use various structures to express their opinions. You can even use our standalone extra worksheet for expressing opinions if you find a need to revise with your students different vocabulary and structures for giving opinions.


This extra worksheet supplements our lesson plan on graffiti and includes various words and phrases that more advanced students might use when talking about their preferences. There are two vocabulary tasks (including key word transformation) and one speaking activity in which students need to discuss and express their opinion about selected works of art. For the last task (discussion exercise) we picked a few works of art we thought people might either hate or love – if you want to use other artwork for this task, we recommend browsing Google Arts&Culture



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  1. Hi there,
    I like this lesson plan and the topic is interesting. I just wondered if it could be better to have the discussion questions before the vocabulary exercise on page 1. Just a thought!

    1. Audrey, thanks for the idea! Actually, when I think about it now, it seems much better to have discussion questions at the beginning of the lesson rather than the word formation task. We’ll definitely change the worksheets 🙂 Thanks!

    1. We mixed the columns in the Teacher’s Version and we’ve just fixed that. But that’s about it. Could you be more specific? We look at that pdf and can’t see other mistakes.

  2. Another interesting lesson plan. Thanks! I’m going to use it today in class.

    There’s a typo in the word “graffiti” in the file name, the header, and the title of this page.

    1. Thanks for letting us know about this issue and it’s also nice to hear that people from Australia come to ESL Brains! That’s the farthest from our HQ 🙂 I assume you get a message from YT that this content is unavailable in your country due to copyright issues. If that’s so, we can’t do much about it besides not using content from that channel in the future.

  3. Hi Justa, it worked perfectly! The lesson ran smoothly and both me and my student learned something new about graffiti. 🙂 Thanks a lot!

  4. Thanks for this great lesson. I was just wondering how I could make these PDF worksheets editable for my students so when they are uploaded onto Google Classroom they could just write in them.

    1. If you are a Patron, then you could use our E-Lesson Plans which are prepared in Google Slides. Just copy, edit and share those slides with your students so that they can work on them online.

  5. I noticed the following errors. 1. Why do you think art is an important part of THE culture of a given country? 2. a) to REMAIN anonymous. b) spray PAINTING. e) not interview, rather talk or lecture. h) Graffiti and street art have become… 4. When did photographer Martha …

    1. Gail, thank you for the comment! I’ve just fixed points 1, 2a), h), 4., and let me refer to the remaining ones:
      “b) spray PAINTING” = in that case, it’s not about painting, but paint itself
      “e) not interview, rather talk or lecture” = I must disagree. I can’t see what’s wrong with ‘interview’ in that example. Can you elaborate on that?

  6. Hi Justa, thank you for the response. I have a few issues with the “interview” sentence. A film star can give an interview to a reporter. A reporter can interview a film star. An interview consists of one person asking another person a series of questions, normally a formal situation that has been pre-arranged (think job/journalist/police interviews). A museum curator cannot give me an interview about modern art. He can answer all my questions about modern art, yes. I could arrange to interview the curator about modern art with a view to publishing the interview, but that’s not the same as asking him questions about modern art when I visit the museum. That usage just doesn’t sound correct or natural to me, perhaps consult someone else? Otherwise, I love your lessons!

    1. Oh, I get it now! Thanks so much for clarification. That sentence was meant to be said to a reporter. But there wasn’t much context, so it might have been confusing.
      To avoid further confusion, we’ve just modified this sentence a bit:)


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