18: Lessons from Architecture

Comparing architectural styles is an interesting way to examine national and

regional cultures and it also enables you to chart changes in society over a period
time. Bringing this topic into the lesson is great for students because they learn the
vocabulary to describe the interesting buildings they inevitably see on their travels
and since architecture is all around us, it is always a relevant topic. Here I suggest
EFL activities based on architecture.

Architecture Activities for the

Classroom
You need to begin by teaching students how to describe features of architecture
according to their level of English. Whether you choose to teach simple words like
door and ceiling, or more sophisticated ideas such as patio and columns, you can
find very useful images about anything architectural by using the Illustrated
Architecture Dictionary at www.buffaloah.com/a/DCTNRY/vocab.html .

Using architecture to practise passives

Most of the time people express thoughts on architecture using passive grammar.
We say things like This office building was designed by Norman Foster and It was
renovated two years ago. As every city has its iconic buildings, get students to
research a list of landmark structures and then describe them using appropriate
active and passive sentences. First the students make notes on the building and then
they transform their notes back into sentences by talking to a classmate about the
building.

For example, you ask a student to research The Shard in London. She must find out
the name of the architect, when it was completed, it’s distinctive features and it’s
function. If internet is available the student can find her own source of information
but if not you need to provide a reading that includes the answers. In either case
limit the time available for the research and ban the student from using the internet
or reading once the time is up. This ensures that the student write notes and not a
script. Finally the student presents the information to a classmate who has in the
meantime researched iconic building such as The Gherkin (also known as 30 St
Mary Axe). If the two students make notes about what their partner says, they can
then write a short piece each comparing and contrasting the two structures.

Role play building renovation

Show students an image of a run-down building and describe the area it lies in. First
get students to discuss the problems that arise when buildings are left derelict. This
presents an opportunity to teach vocabulary such as squatter, hazard, vermin,
undesirable areas and so on. Next divide students into two groups. One group

1
represents the town planning committee and they must come up with a list of
proposals for developing the building that ultimately benefits the local residents.
The other group represent a group of developers whose focus is to create an
attractive building, or buildings, on the site that will be profitable. Finally put the
students in groups of four, two town planner and two developers, to debate the
future of the site and possibly reach an agreement.

For an example of a well-debated site in London, get the students to look up

Convoys Wharf which has a unique history but divides opinion as to its future. The
developer’s website is www.convoyswharf.com but there has been a great deal of
press coverage over a ten year period.

Describing fictional cities

I recently discovered a website called the 50 Coolest Fictional Cities
(www.complex.com/city-guide/2011/10/the-50-coolest-fictional-cities/ ) which lists
and comments on cities in books, on film and in various works of art. Compile a
shortened list of cities (ten or so) choosing ones you think the students are likely to
have heard of. For example you may use Wonderland (from Alice in Wonderland),
Gotham City (from Batman), and Springfield (The Simpsons). Put the students in
small groups and ask them to discuss which city names they recognise and where
they are from. After going through the answers with the class, get each group of
students to select three cities to describe. They should discuss what they remember
about each city and then write at least three descriptive sentences about each one.

Prepare a glossary of useful words to assist the students in describing some of the
stranger concepts in the fictional locations.

When everyone has finished, the groups read each other their descriptions aloud to see
whether the classmates can guess the city. After each description, show a picture of the
fictional city described so that the class can compare the image with description ask
about other words that might describe the place.