gallery activity

Gallery Activity: Lesson plan

Activity Gallery activity

Number of learners: 15

Level of class: CEFR level B1/B2 (upper-intermediate)

Type of material: Authentic material :

The pictures related to the theme of the lesson ‘land marks of London’

Source: Google images

http://www.google.co.uk/search?q=landmarks+in+london&hl

=en&prmd=imvnsu&source=lnms&tbm=isch&sa=X&ei=vBgbUI-iGqKp0QWFkIDgDQ&ved=0CE0Q_AUoAQ&biw=1525&bih=743

Type of activity: Speaking/Gallery activity

Point in lesson when used, noting preceding and subsequent activity: This Kinaesthetic activity is used as a

warmer; Students are asked to walk around the room

and find what the pictures are about. Try to guess the city and recognise the

places therein. Subsequent by Eliciting/Feedback with

the help of a spidergram and concept questions (CQ’s)

Ms. Maria Zaheer/PYP lecturer

http://www.google.co.uk/search?q=landmarks+in+london&hl


Rationale

What is the linguistic purpose of this material? In particular, what are the objectives for the learner’s language development? example exponent / language item.

To pre teach names of London’s Landmarks (especially pronunciation) as recognition of landmark was important for their listening task.

To develop students’ speaking ability by asking and answering questions about the landmarks of London

Use lexis about the Landmarks of London

e.g.

Knightsbridge House of parliament

Hyde park St Paul’s cathedral

British Museum Westminster bridge

London eye The Serpentine

Waterloo bridge Trafalgar square

Why this material will help the students’ language development?

Facilitating visual learners to speak in the target language Building on context Drilling and pronunciation checked

After you had prepared the material and before the lesson, what difficulties can be anticipated for your learners?

Don’t recognise the landmarks in London (lack of world knowledge) Don’t understand the word ‘landmark’ Hard to pronounce the lexis Unfamiliar with the lexis of the landmarks in London

What strategies can be planned for dealing with the above mentioned difficulties?

Pictures used of the landmarks in the gallery activity and PPT A spidergram to elicit lexis and highlighting landmarks Listening to an audio clip for specific information task Drilling and indicating stress

Materials Evaluation



How far were your materials successful in achieving your objectives?

This kinaesthetic activity arises a lot of interest among the students

What aspects of the material can lead to its success?

The pictures chosen were the most famous landmarks in London

The pictures related to the theme were stuck in different places around the

classroom

Motivated the students to look through all the pictures in order to identify the

‘landmarks’ therein

How does management of this material enhance its success?

The pictures are printed and mounted on bright colour paper to make it more

appealing

These pictures are placed around the class in a manner as one could view them in a

gallery

What can be learnt from this material about successful material design?

Kinaesthetic activities helps to develop SS interest in the lesson and useful elicitation in

context can be provided by the SS, which helps to build on the vocabulary required for the

lesson and the activities

Motivation of the students



How does the following enhance the motivation of the students and their ability to engage with

the material?

Quality of material

The print of the pictures are in black and white ink

Zoomed out to a good size and clear visuals

Mounted on bright coloured paper

Relevance of the material to students (e.g. interests, learning styles, cultural background)

Interested to know more about England

Get to know more about London; As it is frequently highlighted in media because

of Olympics 2012

The use of authentic materials is actually helping the students “to acquire an

effective receptive competence in the target language” (Guariento and Morley,

2001:347)

Talking about their own experiences of the landmarks which they have visited makes

the topic more meaningful. Giving students the opportunity where they can express

their individual perceptions can help them to learn more effectively (McDough and

Shaw, 1995)

Suggest any aspects of this material that could be improved to develop the students’ motivation

further.

SS improved their ability to use lexis about ‘Landmarks of London’ and developed

their speaking skills with the help of difficult words that was highlighted throughout the

lesson.


gallery activity

Education