EFL

1. Gallery Activity: Lesson plan
Ms. Maria Zaheer/PYP lecturer Page 1
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)

2. Gallery Activity: Lesson plan
Ms. Maria Zaheer/PYP lecturer Page 2
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

3. Gallery Activity: Lesson plan
Ms. Maria Zaheer/PYP lecturer Page 3
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 lessonand useful elicitation in
context can be provided by the SS, which helps to build on the vocabulary required for the
lessonand the activities

4. Gallery Activity: Lesson plan
Ms. Maria Zaheer/PYP lecturer Page 4
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.