Académique Documents
Professionnel Documents
Culture Documents
RES ,EAC
'PV
ERS
Andrew W'rilght
J
How to draw
faces
Th,e secre (:.. of Joo1t;i,:J yovtn ,er- arlo( YOu.n.9€r/ Praw ,thefeatLtres SM,Q HeY" an,d, lower.
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14
How to draw
faces
determtned
blissful
confident
d.isa.pprun~ed
bored
cold
disapproving
I arrogant
_L__
How to draw
dismayed
frllstr.al ted
drunt
hangover
,
........
horrified
indifferent
-
enraged
frWghtened
hot
umocen t
hurt
,..1
]1
...
J
..!I
00011
J
- tio!
..I
"
0.11
]
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j
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J
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]
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hysterical
J
]1
How to draw
faces
interesred
lonely
lovestruck
rnischievous
kind
mistrustful
prudish
rude
sly
thoughtful
._1-
]7
Settings
Street
l1lDD
13:,.-- .. '!a$>
37
Settings
Park and garden
Settings
Beach and mountain's,
~
0'·
- -
" .
40
Settings
Bus station and bu IS
-- - ~
'5 '
_j
I
. I
41
Settings
Train and aeroplane
Settings
Kitchen and bathroom
I I
'"" - - --
t,=.
" ,. , ,
t • ,
•
~
\
I =-- ! I
~~
o
43
Settings
Dining room
~----------------~~--~~~~=====-~~===========---~=---~--------
Settings
Sitting room and bedroom
~ .~
45
Settings
Dining room
-
J
' .......
Settings
Baker and supermarket
----------~~----~~~====~==~===--~:
Settings
Restaurant and cafe
47
Settings
Travel agent and hotel
·~.,-~.,~.·-.'~.M .. · •.•. · .. WllitlU f11iV
M ·.f ,CoAST t:d
..
4:8,
liII
Settings
Post office and telephone booth
•
~ I ,
.
I I
I
I
, ,I I
49
!II!
Settings
Hospital and doctor's waiting room
'RECEPTJON
Settings
Classroom and police station
c_~
51
•
Settings
Library and museum
52
- -~
Settings
Art gallery and cinema
53
•
Topics r behaviour! notions
Personal identification
(appearance)
feCl.rures h9~t CU1D1. lowe: r a:O~ltt
young (child)
f~ari.tn~:) sh'Vnq and: ~j ,.her j rn ore. nO! ~r
young (adult)
.j<i !B'ht 1T-o,(..)1¥l r :PWhl P CJ"H:"I res:," ~a t(
middle a.ged.
old
tan
fat
-
thin
strong
weak
4,)broad-faced moustache'
thin-faced beard
5t:.m:aighl
fringe/ponytail
stooped
I
dar k- haired straight
fair-haJ1 red wavy
dark":haired C1.B'ly
'Topics; behaviour, notions
Personal identification
( appearance)
, fear.!.-\ff:S low OIQ~n On it.he head ~. nea.~ ~ar9 e r"e i 0 Fett tb the. boa.'1, bodys.ndL
o
-
very young
~a'!1l"r~ Chi" SJiM.
young
very young
heads loftoleri bowed 1e.'9~,
56
old
oM
fat cYIl.1j hrf""...st:b~l:,~~ I ,thickeral'\d I
Sil9hNif
I bo~&t' ~e;9S.
middleaged
middleaged
hetld
~ P" '9hl~ I~n~ ~M im,Jard 01"11 tN; .~ot.)eol che3t.
, i'
,
old
Topics, behaviour.motions
Personal identification
(family relationships)
JO~~N BROWN MARY BROWN
{19.l0L..19i'0I) (b" ].912-5)
g:rilndmotbi.er
@
,
-
,~ W
I
GEORGE B.ROWN BARBARA BROWN·· HAROLD GREEN ,
l(b.1950)iANl)REW BROWN (b. 1900) RACHEl BROWN (19Sn·1990} j'ANETG.REEN
® (b .. ']t{g'9'52). l® (D.l®965) G:J (~b']%O)
. . ,:".' '--". " """"~ -~","", .. ': r ---'_"" ,-,~I
iI!Bii! L ,',_ "', 1_ -" ~"~,,
! " .... '.~ ..... =" .... '., ..•.. ~.t.Ii ... ,_. '." .• c •.. '_., 'I ... ~t~.· .. · ••.••..•. , ... ,' ' .•
"'. t: -,filii' _.,'. ',_ '. ," "-', ~,' ,_. Wi , "
W ... . ... .. .-
uncle
fathl2.r
aunt
jOH N BROWN PETER BROWN NANCY BROWN
(b. 1983) (t984.]9R5) (b. 19,8])
EUZABE"fH CREEN (b.1978}
PETER GREEN (b. 1983)
~, ~
57
..
Topics I behaviour I notions
Personal iden tification
(professions/ occupations)
g
()
architect
baker
chemist
butcher (d:mggist - US)
cook
driver
I farmer
! I fireman
fac tory worker
footballer (soccerp layer - US) green grocer
grocer
labourer
mechanic
milkman
rruner
iii
J
58
bus:iliJ.eSgma~1! woman
I
I
!
I
Ii
~
j
•
1
I
~ JI
doctor
joiner
•
]
Topics r behaviour r notions
Personal iden tification
(professions! occupations)
J "J \
musician
nurse
: pianist
pilot
postman (mailman - US)
-
shop assistant
teacher
waiter
writer
59
I
I • __
office worker
policeman
soldier
photographer
policewoman
seaman
typist
~ ••
yoga teacher
unemployed
•
Topics, behaviour, notions
House andhome
(rooms etc.)
detached. house
first filJoo.r [seennd floor - US)
ground 000:1' (first iloo.r - US)
D 0. em
n 101 0
.", LI O.
10 []
13 []I
C. - nat (apartment - US)
bungalow
semi-detached house
terraced house
caravan (trai]er- US)I
tent
Topics I behaviour, notions
House and hom,e
(furniture and amenities)
record p~.a yer
pillow
potted plan ts
~I
re frige rator
I
settee/couch
R. ,'I
e U til
switch
, II
I I i
I .: I
@ ---1-
sink
I ,
table
radiator (central heating)
toi~.et/W C
',lSI' e
I I
socket
table cloth
I,
1 '
I
sheet
stool
mmllJ. tllw,m smtiiil ~Uli.le'
I'
wardrobe
washirlg. machine
62
Topics, behaviour I notions
House andhome
(household articles and tools)
brush and pan
bowl
Iron
knife
cup and saucer
mixer
pan
spoon
plate
pliers
spanner (wrench - US)
screwdri ver
torch (flashlight ~. US)
63
-
Topics f behaviour f notions
Regions
I_~_-
factoryi industria] area {ann/farming area
cCD
seaside ~
town
Topics, behaviour, notions
Animals
bat
bird
bear
bee
cat
I butterfly
camel
cockterel)
cow
crocodile
deer
bird
dog
,&).
" C1' • 0
~.
fish
6.5
cat
crab
dog
, frog
Topics, behaviour, notions
A· 11
ruma s
giraffe
goat
hen/chick
1110l1Lkey
goose
kangaroo
owl
hedgehog
lion
shark
sheep
swan
tiger
~ortoise/rurtrne
Topics, behaviour, notions
Plants
cedar
poplar
branch,
cactus
corn (grain - US)
grass
palm
bush
chrvsanthemurn
le~J
daffodil
~/t/:f;_
i:
marsh
seed
tulip
acting
baseball
bas ket ball
Topics I behaviour! notions
Free time and entertainment
bird watching
camp]ng
car racing (watching)
cinema (going to)
I [movies (going to) - US]
l]), computer
collecti ng (stamps)
cricket (playing)
cycling
I dancing
disco- I dancing I driving
68
I -
Topics, behaviour, notions
Free time and entertainment
fishing
,r---~~--t-I. .footbaH P(soccer - US)
jogging i I jum pi »s
I
~ IlL Dil;1 ~I' I~I'I! ~ W ~
'~"[ovies (going to)) opera. (going to the) }
photography
pjcnics (going on/hav~ng)
poetry (wri.tiIllg)
•
Topics, behaviour, notions
Free time and entertainment
.t!fJ ~J m~ .. '
, records (listening to) riding
, __ .. ft" ..
sailmg
singing
skiing
sunbathing swimming
snorkelling
",U:I pDlGD!:]
O,I~O
D ,0
0''','
~,
o
~, I
~ I
~
television
(watching)
theatre (going to)
ta ble ten n is
touring
O·
:'
I'''' .
video (making) video (watchirig) walking
water-skiing
yoga I
70
Topics! behaviour, notions
Travel and places
(types of trans port)
by boat
'by camel
by car
. by elephant
I •
on/by foot on horse back
by hovercraft
by lorry/wagon (by truck - II S)
by motorcycle by scooter
byplane
. by ship
by taxi
by train
by underground
van
by unicycle
L
,
71
Topics, behaviour! notions
Travel and places
(road features)
I roundabout
traffic lights (traffic signals - US)
- ,--
I
bridge
D
junction
.• .. ..
corner
~iO ,,1' ~ [ : I :1
-=-CI ] I ·~l[. iJ
one - wa y stree t
Topics, behaviour, nouns
Places in a town
. - r
/
grocer's
doctors surgery
o
school
soex:er stadium -,
73
74
Topics, behaviour, notions
Relations
(invitations and correspondence)
present/gift (gi ving a) writing a letter receiving a letter
--~~------------~------------~~----------~
lovers
telephorring
friends
Topics, behaviour, notions
Health and welfare
(p arts of the body)
body
leg
head
f:ace
,.::....moustache '!I:r.;!oo,_ tooth ~-'tongue
forehead eyebrow
eye cheek
nose
chin --~~-~ ........
neck -----12::=::]
75
Topics, behaviour, notions
Health and welfare
(ailmen ts I accidents 1 medical services)
a. coug;h
g(lt a cold
a sore throa t
stomach ache
toothache
sunburn
a broken arm
a bruise
I accident
ambulance
~,
I a headache
a temperature
a. sprain
stretcher
marse
dentist
Topics, behaviour, notions
Clothes
~ =r
bikini
cap
blouse
boots
dress
bra
hat
coat
Jumper (sweater - US)
~ ~
panties
jeans
pullover (sweater - US)
raincoat
sandals
shirt
pyjamas:
shoes
shorts
77
Topics, behaviour, nouns
Clothes
suit
slippers
swimming costume (swimsuit - US)
socks
suit
tights swimming trunks i (pantyhose - US)
tnJil!Jsers (pants- US)
T-shirt
I / -. c-J .•.. -.- .
Q)J '\_/.
underwear
waistcoat (vest - US)
belt
purse
brooch.
ring
earring
Topics I behaviour, notions
Food and drink
biscuit (cookie ~ US)
bread hun cake
o
,
.
chocolate
pIe
crisps
(potato chips - US) pancake pastry (Danish)
sandwich sweets (candy - US) tart
beer
coffee
~
, V D
,
I ~ milk
tea
cream
water
@
.
,
fj
.JUIce
wine
79
Topics, behaviour t notions
Food
o
egg
butter
cheese
meat (beef")
sauce
chicken
~ .... ~ ... :-:.:~ •. ' .••.•..........•... ' I
. '. - .. '
i .' '. , ~ _ . _-- ... ~
",' ~ -_ ..
!!,p. _ r. _
omelette
barbecue
cereal
chips (frencl:l hies - US)
!
rice
spaghetti
I
---
80
boil
fry
grill
roast
Topics, behaviour, notions
Food: vegetables
Brussel sprouts cabbage
courgette
(zucchini ~ US) cucumber
fJ (eel!"! ii!1Y" b .... D,un
blo.c.k
d
0]1 ve onion
potato
radish.
watercress
. " . ~rttrt" Whlb!..
a ubergine : or .b.~&o'V,fn
asparagus I (eggpla_~~~S) _I ~eans!i beans (French)
cauliflower
It. W
leuuc€
gadic
parsnip
peas
tomato
turrup
broccoli
9'
.
,
mushroom i
~ _.. I
r.e Q!i., ,00r 8r,~r'\
I
I
o
pepper
81
'Topics, behaviour, notions
Fo,od: fruit
apple
grapes
dark
avocado
yenOlA
__".-.-...._
grapefruit
bananas
broO...,1fI
.
.
- .
.
.
kiwi fruit
coconut
Iemon
:iii
~
1 1
II
Bree.,o· .
.
.
lime
~k .. ,..ea, bm~n
lychee
mango
yel/aoW
----
fI,(eeh 0" yetlow
pear
s tra wherry
pawpaw
I red) sreetlor ,!;dh)i\oV
!O
plum
peach
•
,
.
raspberry
orange
pineapple
me-lon
,
I
·
- • •
82
:
Topics I behaviour f notions
Weather
.
it's raifl~ng
irs very cold
if's sunny
it's very hot
spring
autumn [fall - US)
summer
83
Illustrated vocabulary and grammar
Prepositions
in front of
behind
after
down
II I
into
witIt (slilgar)
I without (sugar) .
~.~(),..!]
,~~/
from
to
r:;Jl1 ~'
outside
~~ r ~Ir'
off
onto
away from
towards
85
Illustrated vocabulary' and grammar
Prepositions
around
around
I ,
i I:
I 011
next to
near (to)
in
inside
~I
. away
past
86
OllJ.
across
against
o o
for
between
along
among
Illustrated vocabulary and grammar
Verbs
answer
I~.··.·· ... CJ> ..... '-.> .... "4
~r
.k
@
I
,
I blow
brake
87
buy
IU US trated vocabulary and ,grammar
Verbs
<iJ I
I carry
cook
copy
:.J
count
cry
Illustrated vocabulary and grammar
Verbs
cross
da.nc€
I demand
deny
descend
ill
d i sappear
I draw
eat
I
enter
I dance
4
~fI
divide
89
Illustrated vocabulary and grammar
Verb,s
I fail
fight
float
fly
gather
on/put on
get;
get wet
on
90
Illustrated vocabulary and grammar
Verbs
give
guide
hang
grow
! help
hide
keep quiet
~OHl
Jump
Illustrated vocabulary and grammar
Verbs
kick
laugh
lean
I learn
leave
like
iHt
I I
~.i
I
I
live
listen
l7 I' .. J
I
lock
look after
I ~ook at
~I
Illustrated vocabulary and grammar
- .
Verb,s
make
mend
meet
mlX
marry
pick up
pay
, pick
pass
I I
93
I'
Illustrated vocabulary and grammar
Verbs
~.
~./?!d
polish
point
pas
pour
94
I""-::!..
Illustra ted vocabulary and grammar
Verbs
return
rsse
ride
ride
run
I sH
sing
95
1'-
Illustrated vocabulary and grammar
Verbs
skate
~~'.' " .. '.' '.""'.'.' ....•...•. ' ~ .
'~
smell
spill
speak
splash
i BAKER,
stir
support
sweep
",
Illustrated vocabulary and grammar
Verbs
take
take
telephone
thank
think
throw
turn
turn on
turn off
walk
97
t
I ..]
weer
Illustrated vocabulary and grammar
Verbs
wash
I ~
~
_ ...
I WUl
- ....
worry
yaWl't
I write
-
IIiI..-
wrap
-
.-
Illustrated vocabulary and grammar
Passives
They're having;.
It's eleven o'clock. She wants to go, to bed: the cat has been put out The ~~~b........dI~~-"'l-4i.J,.i1!'""'lI_"-'" garage has been locked.
TIlI'e ] ~.gh tshave been s wl tched off The radiator has been turned off. The washing tip has been done.
DfME. I
being posted! (mailed ~ US}
VICTORlA
bei ng taken o ff
o
99
Illustrated vocabulary and grammar
Tenses
-- -
I r~ goi~n9 to ~. ~'Mb 'IOn,e day ~ 'W'liU
.ti, r5 m,ou,ntcun. I dilMb Eve res I.
,t(~
r~ ~
This .morn ing ~ Jll..lrnpedoil:Jl.t, of bEd Ii :90 e cAf'es.SI€d I
rOn up a mO;Y.nt!o~·n ISWO~'" 110 rnHe.s: ana pl:ayed te.rul is.
I
,I _,CltS olmaung!A Ad irs O~~ knl/ch rtM1 e ~
I' ~ .••.••••.•.. ®JA
l!OO
Illustrated vocabulary and grammar
Tenses
After h.€ had eaten the fish he began to feel ill.
- ----~
If , won i ~ ttl i Illo'l\ J II W0i.11 d £a "I I
OO.c! <11.
101
Illustrated vocabulary and grammar
Vowels and dipthongs
0:
sun
i:
I.
fish
In _" .. ' ..
~
ann
box
u:
boot
radio
mad
e
bed
curly
pie
]02
hat
foot
~I
d pan aa
owl
flower
Illustrated vocabulary and grammar
Consonants
pen
bed
t
tie
d
k
cat
91
girl
chick
f
juggler
frog
v
video
1
-..,
.
I
.
.
three
s
feather
.r;,' Sf;::.,/ .
socks
zebra
J
shark
treasure
1]
h
~ ~
hen
1
leg
mask
knee
j
yacht
wing
w
witch
103
-
Illustrated vocabulary and grammar
Adjectives
alone
beautiful
bloody
aggress]Ve
- I~
.1),
',ruf __ I
ancient
apart
:;0<,
blondje)
104
big
blind
-
-
-
-..
.....
Illustrated vocabulary and grammar
Adjectives
cautious.
clever
doudy
comfo rra b le
cool
costly
crooked
careful
cheerful
content
Illustrated vocabulary and grammar
Adjectives
dear
deep
~' ~
~."" m.···.-
, C)1LrUi
d. iHe:relll, t
empty
endless
enormous
equal
106
electric
[J[J
-
-
Illustra ted vocabulary and grammar
Adjectives
funny
greedy
gentle
generous
D
I
~I
- . I
helpful
,
hi ,ea"vy
hilppy
Hl7
Illustrated vocabulary and grammar
Adjectives
hoI::
'..._,_
/j .... ··t '\'"
.. " 0. (2)./.' - .. ' p
~ )~ ,
~ - -
1.0
intelligent
,
last
~-~ ~,
~
late
left
light
little
108
Illustrated vocabulary and gram.mar
Adjectives
~ &M11'I1 '
. poor
109
Illustrated vocabulary and grammar
Adjectives
rapid
I
I
/21
right
responsible
npe
round
rude
iUS
shallow
sharp
short
serious
Illustrated vocabulary and grammar
Adjectives
t I
smooth
111
Illustrated vocabulary and grammar
Adjectives
thirsty
useful
I
wet
, wicked
wtde
young
x
!~ ~
wise
wrong
1'12
Illustrated vocabulary and grammar
Nouns
band
baU
bomb
bracelet
brtck
bus
comb
camera
compass
113
Illustrated vocabulary and grammar
Nouns
cork
crowd
earring
fire
doU
envelope
fireplace
(;J.I
curtains (drapes - US)
I
I drum
family
fist
flame
freezer
114
dushllan
(garbage man - US)
feather
Illustrated vocabulary and grammar
Nouns
handbag
<U . . ~ lbd
ink
i handkerchief
jad
key
knot
king
]ift (elevator - US)
I
lipstick loaf
lock
luggage
matches (box of) I microphone
115
Illustrated vocabulary and grammar
Nouns
mosque
nest
peril
mosquito
@
- " ..... > ... , ......•..•.... \,&J
pencil
overcoat
I mouth
/""
y
plpe
I queen
pond
rat
pnson
razor
116
Illustrated vocabulary and grammar
Nouns
sack
spade
Ue
stick
toothbrush/paste
sword
sleeve
tap (faucet- US)
tractor
tyre
volcano
watch
violin
zip (zipper - US)
vase
windmill
].17
Pictures for com posi tion
Individual speculative pictures
I
o lD I
~ __ CJ.
C I) 10
I -- ',I
I I}
\
II I
I" .~ ~OP
I 1]9
Pictures for composition
Individual speculative pictures
~- ---
-J
,i-.oII
-_j
.......wI
--" I
-J
.......
120
Pictures for composition
Story sequences
~ ·0
I ~
- - --I i!j_,,_----liIIz
tEl'
~, .~
7
L)
__ ,8
,]]
Pictures for composition
Two story sequences
:2
I' 3 ,------III tIoW1lfM.
1
]22
Pictures for composition
Two story sequences
]
2
16
123
Pictures for composition
Story sequence Beauty and the Beast
.~~
. ' ... £ "l':"':". J ).~
n «»
. J
1
Pictures for composition
Story sequence
Little Red Riding Hood
127
6 Some basic ways of using pictures in language teaching
I hope that people wi th COL'1CernS vefY different fm!ITI ~hose of .~<lnguage teachers .. \1:i1l find th.]:> 'boo.k. useful <I~S <I. source of pictures .. However, Ianguageteechers <I[la,in particular, h."iId'L€'ts of Jore:ign OIJ.'i1d second languages win pmlJi'lMy be the chief usersaad it is fOil them thRt [ am adding rhls section-
The section is divided :into four pa.rts,:
Li5fl:'uing, remtinx (mil pi[l;r~n'$ Sllt't1King, wt"i,rhrg mut p,irtUn'5
EXrtlmpld'S vf WI'I,V5 of U~iJiS p,irtmn smge by Pilg€
Mt'l1in .
The ideas sugge~led h~ this secnon can be added to by referring to rrh@ books. to be found ill! Fr,~ rUre\!' nmditlg 01'1 pl1ge 139_
LiLs tening •. [lead im.g and pictures
- -
Som,e warfs ofus.ing pidures 1 To ]n~ff;5t the sttlden~
2. To help to 'u'<lt1lsk!te' the meanmg of the gist of tih.e ~ex:t or of il1ldhridu<li items of!a:_~gu<\g<e
3 T 0 gi vs 01 oont~:l1t rot' the lmgu®~ge ;,1 nd for the swdeflts' activity
II· To ghlC ,t;'l(]ltm~l int,ommltioll
5 To. contribute to the search [or specific information in the lex~ alI1d! to flEI.p the students demonstrate [1011- verbiill.y that s/he has found tha~iI'lformati[Jn and understcodit and has llper5{)iI1<11 response to nffe.r abeur it.
1',ead.ing n1Iean~llg
A siflgl.e piC~tlrl? may, oc<:asiomUy, 'be used to t&"Ich th.e meani'l'1~ of ill ~,\!'ord or phrase new to the student. HowC'v,er-,.pict'ul"eS are ~:su<)_Hy@jmbj;gu:o~s; people in~erpr~t thenl d:uffeN'nt~y.
The most useful crm:t:r.ibutioIil a pktu:r~ can make is to contrlbute to the student's understalI1diing o:ffll 1i11lorre gener",l context which mll)' be made up ofpktl1res, the t&ldter~s actions, the studene'sactions, souad ei.fects and words. ]t is in t:he u nderstandililg of tlitis overall >CO'l1l:text thflt the J,n\gua_g-e new to' the stuclie'flt wIll ha ve mC<lning-
h is ohenthe ~~y th~p'kture is used and ~efe;;red to which give'S (or doesn' I: give~) lUe;lnin!1l to tile 'new' langu<lge.
EXI'Illllll~ 1: ToInfroduce pesttense forms nil.eo te.u:::heJr cou]d ~eU a story iUustratil1!g i:~ with a series of pkture cams whkns! he props on ti'il.e ledge along the bottom of the board-
128
11 U-,'tIS (1 bml day for Tond First of all, '~efe1l vut (Jr~! Then he stood m~ tlk CJjlf! l"J~m Hr,r, ,rJr)fI~'It ~~lS IWf (U~d he !;1un1t his mo,rl th1 T:ile~l he ~l~[~J Jiis bJl~Sj' Then he tw's late fot W!O'lk! Wfu'ri Ii ail'y! e~c..
The cards aee turned around. afrte:r the $~orv has bemoo<hi. TheFt the class are asked VI,,'hnt l!npPl!fle,J If) Tom? ~'!lhat r~tI.rptm:rd jhsH He fen ,01. t of {),fa? (tllrniJ!g m~' first card armmd} ye.~, fil! foU vut .of bed. nen whtrt 1rflppfJ red?
E;tQ~~J'plc :2: Show H1e student.s a oompica~. pictu[,e,put it ~wlly and then chaUellge the students to remember it nllU an l~ol!Ji[ later, nub imlnedi.lIhdy calls for trle use of frh~ p<'l:st tense form, pmviding. you do not 'p~dt. up the pict1l]['e lmtlea.VE it hidden.
(e.g. Il shu/t'1l t, tfying to ren:r.fl~tller ,~hf pictilr;e) U <liaS (1 s~~.i,de llictwt'. TIrere l(oere t1'.j;\O OOM$ .... nO, there n~re m:ree bool$ _ .. e~.
ln these two ex<tnlples the past tensefcm'nl is mu stra!:ed, no~ by fl\~ p:k~t!re ,done, oUlth)' the way in wh~C'}\ U1e pktur-e is l!]~ and rofe1'1'ed to.
AU the 5uggestiOiIlJs, made in Sedjon 6 for activities .v:iU'l pictures concern wlilysin which picu.tres "i'lI'fL.'b,e usedto ]Iiltrooucem.ear[l][lg and to p~l'I!a]iSl!th±s fur the learner.
A most effuctlye w,<'!)' of he~ping students to become f3_n;'1j]~O!ir with the mean:ing o.f ]1lngu<l~e ne\\\l ~o them is ~o ask th" stude:rl.~s to pred uos <I. mare ,effective picture than the one used i I'l 1000 PtcrUI(ES POll. TEAGiB.RS '[0' COP'f~
"De-oJlstlfilrMn,g uTu'lierstiUlldulig
In order hi show th~i:r und ersk1.!ldjug and perhaps their personal response 'to what Ul~y Ililv,e I1e-Olrd Oil" read, the 5tt1.]dents can be asked to point to a- pkttt:lr~, to dnrw 3. picture Or to <IITim.ge several picmres in an order.
Demo\tjstrotifi,~ Im"'f:,'Standlng of vocabulary Most pa.g~ wj(hmUlt~ple, ~cliv~d:ual p~ctm,es.
.I!. wdl. kaown ;IiJctivity is Bingo {Lo,t~o}. for ~xample, plrn.otlliJopy a few ]lllg,es of the book w~~:iJch have Oil them ml'lny small. pichmes, ,rnt up the pag.es; disfribute the pictures iI:m.on,g the' students (Jive ead\t); can out the words l<titdo:lil'fLly; wfien <l studeFL~ hears a. word nam.lng ons ox his or her piernres he or she rums it OVet. W~lffiil srudcl'lt has· tumed over <11] HlI'e pictures s/he calls out BiNGO!'
AH:e:mathr,ely,r;1lti.ler U1l.'ln CllJmng Oild lJJWOl'd far e'@d~ picture you C1'I]II. describe the pictures" 'fh:isis d~a:r]y .. mere demandingi!lctivi.ty,
Demons,traiing m~dersltmdil~g of a dralague Masitf'.h;;i:l1In!5 in tbe book
J1 yO'lJi want to. test the StUd9~' t!]II.de·ffiMinding of pacts of a d iOllI(lg~.lte you C<lJ:'! ,OIs1 '~}'te:m to comp.lete- a piem.roe or 'tu dmw one. Indplc this lde<l a ppl~es to most plctures in the' :
E:mmp.!!": The srndents ~isten to Ol. di.]llog:u~ dcs.crihililg someone's appeilt<lrUcE! (o,n cassette or between two stu.dents in the dass), Dey draw Ute-information rhev he<lr' OJ'!~O .;1 sjmple drawing 01 <I box person, fa.r e;.:;ampl.e, ~OlrCt 'mO'l.ls~taehe,lon£: 11t<ljr, <L 'brown h.1t, ~<lcliet. shor~ ~rol!lsen;" etc. ~ page] S.
DemOfio'ltrtl,tjr.g u'utr:r5t(.mdft~g of (I. story Be'<!1u,t:y 3Jl!!d Ute Bea;s~ .p'a;ac U6
9bu:deflls cali!. 00 asked to I-"l!lJt mudd~ed pictures .mto the coned S~;Pl~liI~ for ifhe story you h<lVlC!U]d- You ~lI(lw.d have !o p]Juo~QPY the pagf'fir$~, cut up U~e p:i:c!:l,:ll"eS!lInd hand ~hem. OlLJJtin a mm:JId!!I?d .-;eque:ncc.
Gnppm ,exerdSI!S,I'IlUWpJe choice, Irntlfr.i1se, q~j:e$fh;i<US (mdtl,~r5
Most pidiU !lCS i~ U,.e book
Th.e i:ntonna lion needed. to do these ~raditio!"la'~ aCfiviities can betaken from <I v<IJrie~ of pa.omr;e,s,
Some ways ()If u$il1lg,piot~]!e5
1 !,o motivate the :student 'to spc.<lk orto WJlt~
2. To create <I. c-onte;d within which hisnWf respoese 'w.ill ha ve m.eani.ng
3. 1"0 provide the studeJi1l.~ with ][lImm:t.aUon to lUIs.e: i rI cO/I~mll'cljl pr<lC~i.ce work, Pictures .5Jlow~.ng objects, actions, evenl~ and !)e!atiO'!'hSlli.:ips c<ln cue ans ..... ers to questions, sllllbs,t.itut~D:ns, aJlld seub1':iln' rom:ple<tl.o!l'l.S
~ ']:0 sponsor, stimulaje and possibly 1IO gu ~k spoken ,<I WIG wf.i.t:tel'l cie5Criptions, ]1I.,jIJrraH0I1S or di."Ilogues.
5 To sponsor, stimulate and ofJelr informaHon fur frl,;,'i,;' " .. :rH11:l_g a:floC! speili~,'f'.ref' inthe sense of the: teacile'r offering 1l010l_I'Ig.ll<\ge guidance errestric ~.i:on5
MewaJrlicaJ alndi comnu.mic3i~w.ve use o'.rruangl!lJage Plctuees can be uS'ediLn acHvjties ".,,fruct! o.ffel! ]Htle more fhan mf'(fml!icli~ rJmr;1 ice in U\e use of t:llte .Language or may be used ][1 rnmillil~·"iiCRHD.e Ilcti[;litiCl; whieh "wuld be m.ea.ningrni. to n~.e students even if fh!!:!y did~hem ]I:'l therr own language.
n is lffipoft.a:nt '~ note that communlcatilre <Lcth'itics ruay demand Olli\ objective .e5pm:1S>e or a :mb~ectiv~ ~~sf0[lse. For example, if you W'I.<!ike a l;)jg silll'llp~.e drawing of <I r~rs.ol'l jurnpililg <I!:ld t:h~u slowly pun it outO( <In envelope, '~h~ sh:u:i~n't!;call be asked to guess what it is, lkcit guesses w:illlDe as objedive as ~heyc"ln rni!!ke th,em; ~here is ill. right olrwmng; answee, If you s<how~he pi.Cti1Jre ot the SEMISil!k' and <15k the students to say\",ln.cthflf' or not :itrcrni11lds. them of their holid,lYs by Ole sea U'IlellIllS\\!"CI"S m~s~ b~ sybj~ti""'e ,1J'Id Ci!in:I'LO~ be judged asrugM or w~ong lIS f@r @s Ule,C'On~nt ofwhilt they say is eoneerned. In lliTle ease of the pmdill~ly-hidden d~alwillg the 5tl.laerTIm5 <liN~ beingmoltivated by lJei[lgthlll~eugi!'tt. [1""1 tite (;O'!!!>e of the e);;c.ha~ oflie,ellirl~ and experierrces, the students OIl,e oomg j.fviloo and .e~'jic;ow'ilgd'fl"
Th~ ide;ll of dmUclIgC', hwiffllirm afldt'~irroilrilgf'mf"i.!1 C1Ill. be used by fhe ~~ c:her to help bun Oil her to minimiseth~ aJmount of pu~lyrIWCh,ant~iwm:k tRe~rud.el"lts aile asked to dID.
Some ways of chaUengrnng ,and 'encJ1lIu.nging stl!Dldernilts _
The id,e<! oJ dml,le'/!g~ .. nd i~!~1i'r.:r~io~! can 00 ad<lpted to the needs otstudeuts a~ tn.e high~starld a~ too most baste of prOficiency .leve.ls. The adiviUes .1I!'Ising include controiled, gu idoed. and free act:i'i.li~i'e!>, as w@]l as subjective or obje(till'e responses.
.Ichm tifYJing
Cha]lel~ge the studexu:s to identify <I picture whk.n i;s djfJicuJtto i,demi fy _ ·¥ou may sh.ow them the picltune <It gl\~a~ s(X'ed 0'1" g~o.W !tn~m only a smaU uU'iLcfiar<'lder.isti.c pl\'lft of]t ]n the alS@ o't these h"lo eXOlfl'lpIes the stud~ts call out and <ltltem!~pt to descdbe ",,11,1 t they s~e- Other types of challenge toideilittify depend on U'ne students ailing questtions. iFor ex:a:n;tple, you think of one pid1.l,[\e 1'IIndthey ask Y01!] questi.urnl;.s to find ou~ which olle i ~ is.
Dt'$crii!irlg
Cha'llel'!,gethe s.~dents to de-scr.i[je· a picture 50 well tha~ o~be!:" stude-nIlS can d,(I oo:m..ethln:g. Foil'" e_xam.ple,~he other students ni'ligll~ dra~ll a picture based 01'1 the desc[]ptio:llJ or liury' m~ght, ju~~ l1I2Jm@ wha~ has b~VI descrn,ed,
The studens C<ln deserfbe byspeakiing n:r by w~iti:rl,g ami.
depending on the- activity, til student can describe the picture objectively Dr subjectively. f-or example, if the student thinks about one of the scenes in the fimt part of the book (for example, the official and the waiting people on j)@ge 51) and recounts a personal experience relating ~o the picture so that the other- student can say winch picture it is. This would be a su bjective description,
Matd1iJ'lg
Challenge the students to find a relationshtp between two bits of information, for example, between two pictures or a picture and a text, Many of tb.e best-known language games belong to this kind .of challenge, for example, trua/ false games (in \~'hi.ch the student has to match what is said against what he or she knows to he true or false); BIngo (Lotto) games; picture/text mat(njl'1g O!cHvities.
OI1C~ mom.. the matching could be objective .or subjective. For example, " subjecti'i,~ematch could be between two pictures with no obvious ecnnecncn eX02'pt to an individual who feels there is one and ]S wiUing to tell the others ..... hat i.~ is.
Grouping
Challenge the students to find a I'elatiortsh.~p between three Or more bits of information. The bits of information might be all pictures or could be pic-tures, written texts, objects, tape recordings, etc. The grouping could be objective or subjective. For example, an objective grou pi,ngOO1,lld be 2111 those objects which are usually associated with a particular job,
Sequrmcillg
Cha lIellge the students to place various hi ts of information into a sequence. For example, 01 number of indi vidual pictures Or a number or pirtures and t xts, If you cut up one of the story sequences, for example, Helm!y arid fhe Herlsl it would be .m obj~ti.ve chaflenge to place them into the correct sequence, If you give the students one page of objects and ask them to write a story which involves at least ten of the objects it would be a subjective challenge, as there is no 'correct' sequence !\or this,
Ol'd,eril1g
Challenge the srudentsto place various bits of information into an order of vahie, For example, varjous pictures or pictures and texts. You could photocopy tile pages oJ foods and ask the studenes topu~ themimo their order of appropriacy for a school day outing by coach. A more subjective invitation would be to place the foods in a personal order of preference and then to find someone in the class with the same order of preference,
Relnembe.ring
Challenge- Hw students to remember what is shown in 01 picture or in a s€':CJ.uence of pictures, You rrughtmake tha t part of a preparation for dealmg wHh ev-cryday life situations C'tra:ining the visual memory") Copy the street scene (page 37) onto <I transparency, show it to the students for three minutes a nd then ask them who was in the street and what~hey \, .... ere doing, Anothe-r wen known pidure memory game ·is sometimes COIned, 'Pehnallism', in which about twenty small pictures are laid upside down and then stadents try to' remember which is which, If they are correct they ~.<Ik@ the picture and. have another go. Both these ex'Hrrple$ are draUe-rrges,
130
You might. on the other hand, invitethl/! lesmers to look at the pictures of young children on page 5-5 and remember their own chlldhood. Alternatively, the students could look at the pages of expressions, pick out one of them and tell their ndghbour.s when they last felt the same and what happened,
Pichil .... es 01!$ cues in m:~ni~dia.logues M0'S~: pages wHiIl. i.n.d~vidu] pictures .
Pictures have been us-ed for many years to cue substitutions within dialogues in which the basic sentence patterns ate determined by thete<tcher _ Such dialogue work, after an initial demonstration, would normally be done in pairs or group werk. Tile- pictures would either be printed on a ' ingle sheet and taken in turn or each picture would be on. a single piece of pap_er or card and ·then turned over or taken by a student. The advantage of the latter lies partly ln the element of surprise and Interest; more Importantly, however, the advantage i.iesin the creatioa of an 'jnfhrmOihofl gap' between the students, H only student B sees the picture there is some reason for student A asking the question, The idea of 'informatiOlJ gap'- and 'cpinion gap' ball been central to language teaching in the last twenty years, However, it is not enough; a. 'gap' Is no use if the student is net motivated to cross the gap - and that is where the idea of dlillli'!l1ge, irl"uitatioJl and ImanlmglrrTield come in. The following example of a mini-dialogue, prompted by pictures, hovers on the edge of being of 5uffident .interest to make the students want to know what the other is saying and want to respond.
Example: . phobDCOPY the two pag,e_s 'OJ jobs on pages 58 and 59 .. Cut them up and distribute approximately ten to each grou p of four students. Place the pictures upside down. Students take it in turns, to turn a Picture over and then, referring to that picture, they ask another student WorM YOIi .li1..'1f .to bea (/armf'f)? The other student replies truthfully Yes, I ttX)IIld./ No, I wOllld'I't If dOIl·'f fmm.o/ Definitely 110t!, etc
Many of the pages of obj~,cl's or of actions can be used as cues for mi_fli-dia lcgues, l suggest that you photocopy the page of plctures you need, stick the page onto card, cut 1,.1 p the earn into the individual pictures, put them ·in~ an envelope, write the instructions arid sample dialogue 0[1 the outside' of the envelope as follows;
Pictures: Jobs
How to play: 1'1..1.00 the ptcturcs upside down em the table. Take it inturns to pick up a. picture and to ask someone else a question,
Student A:. (picking up a picture of a farmer) Would you Uk.: 10 be il farmer?
Student B: (tdling .tlre trutl1) Yes, I would,/No, I ~vou{dld. Optlonal lenguage. Yes, H mould be greatrlNo, it ~O(Ju{d bt' lmr6b1dJCerlainly noOjU Wl)uld be very bol'inglhl1ml{umry/ ('f:r5_'1 .,'
Extension into unguided oral fluency:
Stu,dent A.: Why?
Student B: !lecmlse 1 hrot' lIm:rrmls mad i love working outside if I the clmn air, etc,
sles of ways of using the pietures page
Ex,a' page _
hll. U'te following section, due ~o lim:itation of [>pllce, ] have only been able to 5Ugg,est a few ways uf usJing UU~ many pictures in thebook. Fur more ideas an~l5JJ['IIg pictures, see Further .rt:'l1thng OI1L page 139',
How ~Q' draw (pages 3 In 35) Activity]
Uis :;,ectiolliis primarlly (or you", Howsver. a d:rawil'g lesson based on H1Lese pages wouLd be ]nt('lX;"SHngfo. the sn.tdet'tL~ and would CO!ltexwalisc, vel'Y 1'I(11'~II'lIUYi ~ lot of b..1sic \fo\'(lb~lafy for th~ body, piuscon1pamHve toems, Co:nskle:r givi ng 11 d r<lW'iI1lg~es5un .',. then the students can h~lp you draw pictures 11'11. the future!
Row W draw folce~ ~pages tt '1:00 11.4.) Act iv·ity 2.
The Shuients would proo..1bly enjoy le.1frril:lgtom<),~e these expffl'Ssions ,<lnd ~t 'would. be a goed way o~ be(lomh\g fil!umar w ~~h ithe wards fior~t1e '~motkm~_ Ttl€! compO'! rOl~i ve rO:<111£ are alsc weU con'l'CXtu~l]sedwHh 'fhas@ dmwings.,
H0W ,to dt:01rwfa(:e~ (pi1ge 14) AcUvUy3
5hm ... r the students how to draw younger <md younger people, G~~le each student several pieces of paper 00 th,U they am produce several facss 1!00dl, Ask goc~tlps of f{l~ r tlJ O'Im'lnge 'their faees ]1:\ terms 01 how old thq look and to use the p!UOlOOS: SP1~'.$ QJ.rl'C'l"f~w~gel' U~i'm ,1~ertJu·m., Haw ,01,d i~ fll'Ji:? SfJlels {lbmli (3).
ActivUy""
Som~ of the people l.'II'~ looki]llg at d iHer..ent allglEa, Shuw ~he studenjs how to do th.is and a<;;1i;: them tosu,gge.st 1;vh<lt th~y think thereop.~e <I:re~ooli;i:l'Ig<lt tVhich srucientc<'l!'l prOdUGE the most unexpect~cI 6uggestio!'!?
How to draw f,a~es (pages 15 t~ nl)' Activity 5
Whidl oJ t~.le6e dr,i'lWlngJS is a" dear, U !lOll mb]gl!J,~;l'l,lS Hlw,tr<ltio!'l of the word? Which isrhc mostambiguous? Copy the on~ yem W.1.I.lt the students to learn 1I1ld ask fl1lC'rn ~omnk~h~mi'li'l. order of ~he!i:[ am.biguity,
Activity 6
Ask the s:tIJ]dl2ll'~~ to imagine wh y the peTSf1llJ Jeeis as he Or she does, ~d111t has [ust happened and what wiU happen next,
Acti11i.ty i
'Ihestudents, working in pairs, lm<lgii~e ,[I ecnversancn between any two 01 U~~e people. They <lC~ out the conversation, The Oo['h~r srudents ml!;lS~ guess which wel'e' thet1. .... o :faces and woro.s pmv:id i:ng the s~i1rting paint for ~hl!! d~.akJ<gl!JJe_
ActwU:yB
Each student chooses one of the expressions and triesto
make n,,~ same facial ell:pn::ssion, His or her pllrtner tries. tn guess how s the feels,
How t@ draw races (page 18) Giilricat:ur,e'S (pages 19 t(!l24)
A cfi:oity 9'
The pictures on these pages provide the basis of 11 whole 'soop tlpera' 5.e~ O'E chara.ct.effi which (a:n be used ~ a small e1e:llle'nt ~I'I a ]3:r'1.ijua.goe programme or as. the chief verude of it.
'[',e<l(;hers who hll\l'e mi'!!d,e SQ<:I.p opera characters a cei.1traJ part of their t~ching have told me th a t student age and plJOficj)~ncy~ev~l make llO d iH~"~I.lC~; e"'~I'ycme enjoys th~ experience, buslness peop~)~ il~ w>e~] as d1i.~dj;!211!
The OIdV'anta;g;e opera characters is that tlhe students create every fr ng about: them and they Ciln be mad'e to do an}I~.hil'lg .H Oill, .1.llfu:nl"l_i'ltion about the characters can grow <IS tIle students' proficiency grows. In the ea fly stages the eharaerers c,m be £1 van uaraes, ages aad hobbies. ln the lonJer stagrn. ~h~y c<ln discuss wh~t they \ ... ~outd do if U~ey ,'lIOn il rniMion dollars lInd they can \"'rU~ 'to each otther <I.ol:mt n,.
The studen~s are respensfble fur establ:ishing the informatim:ll. since it is their ,c:rea.tion.. Dialogues, letters, ntl'Wspi'lpers, radio <llil.d videesean be made,
Row ~o draw fa:n~asy ,creatures (page 2:6) Activity n~
l t.is oneil murh easler 10 use th~ 1I,tifici.~lity of ~ ""ery limited amount of~1!n,guo1lgc .1ihrmt 11 fantasy creature th..'1n abmI~ lmifmal, realpeeple w hmn one knows to be i[l.fim,te.~y wmp]ex! 1111.e :stude:nts CiSlliiI. be <I5kedito 5UGGl?St (ir<Jzyfirlme5, ages, hdbhue5r~i:ke5 ,00I1Ld dislikes :for tlhese oe.nUl'e5.
M<lh a character profile of one or '~hese erea tures_ [ute;rv:icw him 0[1" her fo~ one or ~h~ jobs. iUustr.1lted Oil plllges 58 k:l59-
Activity 11
]moll.gin~ one of these c!reatl!:lr~s arriv:ingil'1l one of the scenes on pages 36 to 52" Wh~ilt would happen ?Write 011 swry or a. d.i.a.log:ue about H.
SetH~g~ l(p:a~S 37 to 53)
Tlh.e complexity of thesepsctures Is (me of their strength5,
ACtit1Uy 12 (Ar~y setting)
Ask [he 5:h.tdents ~ C<l]~. out or to h.t;t clown as marlY words as. tillLey ('<1['11 O'loout the plcture in three mi i"lutes- if ~his ]S done ]]'i[ groupa there can 00 a grotlp cO!npe~Hioll. F'oHow]ug this the ..... ords ell 1'1 be pl!:l~ mro as many gM[lp~ as tile shlderlls·c."I1l (k,risc 01' iutoalphabetical miler, Word trees can bemade {e.g" for Sining .rtWm en pl'lge 45}~
ACf i:vity 13 (Any selUng)-
P,1I.inNork One studem, pretends tu be b]ind, The u~he[ describes the scene to him or her. The first student guesses where it is.
Activity 14 (A P~y setting)
P<lirwork EadfL pair writes toGfIi S'enlences \''>lil:h gil J'SThese fire give'll to another' ]pair of s!ud.~nts w}\o musl comp]ete th~ sentenoss by ref",rf[ng ~n the picture. {YULI 111US't decide whether In allow the questions to be passed
to the othe:r pair before you correct them.
Activity 15 (Most settings)
. Pairwork, Eadi palr writes ten sentences which are true or false. These are given~o another pe:iT who must read them. and decide which are true and which are false,
A.ctivify 16 (Mast settings)
The teacher remains silent but gesluresat a projeetsd image or W(I.1l chart of the pktu.~, The gestures ind.icate what the students should describe and S<I)' about the picture,
Example: (Street page, 37) A. street.
A br,lsy stmet.
TIle-re (lre (.l tat ()f C'llrS,
.A woman is comirlg out of Ii silOp'. She's wmil1:g o;I.t1'O! the Intke-r's.
Activity 17 (Mas t seUings)
The students Jcok at the picture and decide w here the place is, who the people might be, wh~t the~ migl~t be do]ng/thin.kingl~eeling, why they nught be dmng! thinking/feeling this wa}', how weUther know each other,
Activity 18 {MoM seUiI115.S)
The students choose where they would like to he in the picture. They say why and wl~<It they would be dOling, saying. thinking and f,ee!:lng. They could add what they can see, hear, smell, touch, taste,
Acl:ivUy 19 (Beach page 40)
fiol"h student says what s/he sa't\' this afternoon and tries
to. repeat ve h<lt everybody else saw, trying to remember it all in the OOfN.(;t order:
This lIflen!OO1i I 5.I1i'V a gM 51l11bi.l,t/fing tIna a ship sa£ling Ql'ta II helicopter {lying,etc .
AHemative:~y; This Ilftemoon J saw Iii gfr.l. She was swrbilllring, J saw a ship, It WIllS saiUng. I ,$ilW a helicopter. It was fiyil1g,
AcUvi!y .20 (Most settings>
Ask the- studentsto look at a setting forth['ee minutes and then to turn the: picture ove.!" and to describe the picture from memory. After :fj,ft~n miu~tes (or whatever time }'OU judge to be approprlate) ask the students to 00111pa.re their descriptions with their neighbouJ"S andto wri te togethe.r as good a descriptior, as they can. Alternatively, you or a student stand with your back to the projected scene and h:r to describe it t:otbe class . AUernativ.e1y; each studen! studies one of four pictures. S/hethen leaves the picture Oil the' desk and circulates trying to flnd which other students had the same picture,
Activity 21 (Any sdtingJ
In pairs" the studentstake it Ln turns to describe someone or something in the picture &0 well t.hat their partner can identify him/her lit
ACUllity 22 (Any sdtirrg)
A student pretends that sl he is a mouse and is hiding in the pichue. The other students must try to find where file mouse is by asking questions: Are Y(I!I in tire man's lrnFf ek,
Activity 23 (Any Sr.Uill,g)
In pairs the students write ten sentences albout the
~
132- ..
-
"-
~ , -
pj!l;;~l)lIre which n1ay be m.:te or fa~se, Tbe studenjs give thd r sentences to other palrswhe must read them. and decide w helher Q]' not they are true or false,
Activity U (ArlY setNI~8)
The studeI1Ltl; write 8J l:iffi;~ of nveoty things whkh nght have just 11t.1pre~.oo l:Jefore the situation der~c~edl in the p~cture, Ahermlti'l'e:1y, they write ~n~y tb:illg~ whkh might happen nex!t'. Display the sru(k~nts'id~:ils and ask l'hem tiel decide who has Hli~ most interesting ideas. You l!l\ght like to help them to ge~ the idea. by pr<ldising ordy \"f.ith 11 d.ifre:rent pkrnre.
EX;1lmp~e: (T~rm(jr page 39')
WflM mr,~l1t 'iil'll¥ jx~sl J'ulppene.d 1*'Iore Uw picttlro?
Tht! lu,rm wlw is: nmdhlg mjgl~l JrJ1!!t: gtmq J'p~ 1'0 ,I'lre l~ousc m~d aslnnf {or a drink-
Act;~itll' 25 (Aj~y tieN.{ug)
Students W!:'~~~ a letter or a pos:ocard as if they w~.re ~ perro'l'l ln the pkilulle_ Theyc.m:nhlldude several things which ~m 'llIl.l'trblf~, Another studentreads the letter ,and de.ckles if any o:ff H is untrue,
AcUvily 26 (A~~y sl!th"~g)
Gmupwork" Give &i.cn groop <I copy of the same pic~me. EaCH groop writes ten q~ue-St~orls about the p.icture, Take title picrntes from tbt>li:wt. Ei1;ch gmup then t<!lkes ~t in 1t\l_WS to ask a que-stiO!i'!. of t'1\~ othe'r grou~ who I'm,lst write down~hej ral'lswfl'rfr'O[I1l memory. When every group has .1l5hd[iv~ qUestiUl1cfl .fi~dI mlltwhkh g;nmps have Ule mes] correct <I0S\"I'ers,
Activity '27 of Any ,5eml~;g l'
Glveeaeh pair one photocopy of a scene. (En]arge the picture to .fi.ll<1t1. A4 sbeet if possible.) Ask tlh.en1i. to hold ~he P.1peT to '~:he hght but to vtew the scene frOfl'tthe back of the !Jape:;, They will see H~£ pktllllte thro'l"l,gh tbepap~r_ Ask them .~ write on ~he hack of the sI1ed ;:II! the word:s they can which describe the piettm~' on n~e o~her $ide. They s,hgu klw:rH~ each word exactly where the objt?cU peFSO!rt shows Un:ootJIgh from the ether side. This is mOl'eeasi]y done if the pi.cW re i:il h.eM <lg:<Jil'ilst ~ wim;!_ow,
Th:is, rllp~r can then be used as a.vocsbularytest by the students. Stl:JIdenit A scits li\f:ith. his or her back w th~ ligM and looks <'It the picture, Sine pail'!~ to each part of the picture n.<l:f.I''ti]1J;g wh.l'lteve-r s/~e can, Stude<nt B, 011 t.h~ otller side of tbe p<lper, all!'! see ~h~ pkt~re sl1iJ(lwi!'lE! rhro~gil:\ and tl1..e writt~[1 vocabulary, asw~U as ~],e shadow of th~ oHll!r studear's finfjer. S't1JJld.el'lt B can thfll1. confirm ,or ~jed wha~ Studenf A is ~<lyil1g"
,AcMvliy 28 (Mosl s.e.ttiI1gS)
P1llJOt:ocopy a scene onto a t-ranspaI'El:lcy. PI<K'e 11 piece ef a paper Wm.l a holein H un the OHP gl<1ss. P<I!55 the scene
over the hole and cMUe:nge the stud enfs to ~de'ntify wlhlt they Can see frem these tiny gllnapses and to pred.ict what oth.e:r tmliLgS they might-see and tto rem.errtlber whil.t the)' have seen- ll1{t]'l" show them the whole pict:u[',e ratber H\<J11 the how picture! This is known as the holistic me+hodl' btr.lllllgeEI'Iglts:h humour " __ )
Adivi,y 29 (MO$f setfings)
Photooopy w rieus scenes, Cut tmmin 11,111£_ GiVl;f each student 11 half pi.ctun~. S! he writes fou r sentences describing UlJJei:rpictul'e. Disp~lIY these descriptions_ Srudf'l'It5, re .. d the d.esc.rjptio:ns<lnd decide who has the other haU of tbek p~rtt!re.
Ac.tipity 30 (Most settingfi)
Photocopy some scenes, Cut fhem into six or eight pieces- Gi ve each &lUdel11~ (fil1e p'ieQ~_ The students must .shldy 'their piece oJpict[lre and ~h(!ll It'alk ~'O othe-r stL1dents and find ou ~who h:ls pieoesof the SOl me pictureiFini.'lHy they should put l3JU their pueoes of picrur~' ~o~etbc'l" to make the whole pi£tu[\~.
'fop~('S, belila.viortllrand notwen:s (pages 5410 83) Activity 31 (Most pages)
Ma]"l;Y 01 these pages ca f! be used as picture cues for d\e miw"cii1i!logU(!,5 described {m page no, P a r~icu:la r.ly uaeful: pro{.cssirms P"'lges SB fuel ~9i t,mimn'$ p~g~s, 65 to 66; fi'i~ tim~ l'mges fiB ~D 70, tMl.l£.~ page 7]; lrtllUI:i page 75 to 76; dOl Tn's :pages '77 te 78; fiwd pages 79 to 82; weathe-r pag;e 83.
Extlmpte~ MlIlmc-r
Stl.l"d"f!.t k Whot's Hlr? H~'aUler IHce ~rMI1l!J?
S;llI"ldellJt Eli: (stl!lIael1i1', picking upa Cilrd} U'"~ mi1!h~~_ Srudent A: VilIi~f ar,!? you MCiirrg to dO'r tfie'l!?
St:ud.ent 13: I thi,~k I'll ". (~'r() fishiNg}.
Student A: Good id,fl;ajfY.ou mw:f br madrn wiU I!!s .udl! I Dh, :l wr:m' HI Rfdic.u~O'l;5!. e"~.
Activity 32 (Most pag,l:SJ'
Pairs ]@O~ aJ a pOlge for t:hre(l :n;i'Llt1utes and therL'l write d,owl1Ii!U ~lw pidY res ~h~yrem;emb~r_
A~~ll!rnat~ve]y: cuj up the page into 'twen ty ph: rofes. Tem them over and try toremember which ls whkJ'L Point at the I:J1I!Ck of E.'<LC':h pktul"e and ttl)' to name it. Tuen Hover .. If you are right you (<1:1'1 keep it
Ach'm'~'J 33 (MDS.~ pages)
Gwupwotk, One student d'ti:l'lks of one picture shown (JiE'I one page and th.e others ask questions to find out whkh i~ is.
Activity 34 (Mosfpngcs)
Pajrs ~aud y 'Olle 14lge <l]1ld try W fund ten diffen!ll~ ways of grolLlping the object's_
Activity 35 (Mo$1 ptlges)
Gi V!1; OIny!:wo of the pictures to a s;mldent and. ask him or h£f 'lro 'say\"" h~t th~re]an(lFtsb.tp between them might he. EXilmp~e~ Tfi~ p'ililStm,fln sho.ul,d Mt tillS beef .hl· mflk~ his legs sf;r;cmgel',
V)lhei',r r~1J iJ'O! If .km',~ wa~d h~ 1't.'t'Ilr ~ J':rmJvy S:1~it.
13.3
Activity 36 (Mi.)St pictures of Obif.~cts)
Students are given a picture of .'III. objed and have to try 00 persuad!2 other students to 'buy' H.
Alternatively, the student has to comp]alH about the object sJhe has 'bought'. The class consider the complaint and decide if it Is convincing.
Alternatively I the student has to think of five: different things that s! he could do , .... ith the object he Of she has been given,
Grou ps could compete to see how' many dine:l'ent~hj ngs could be done with the object:
Altemativety, H\e students try to say why one of the people repr~sen ted: on pages 14 to 22 would Jove to have it!
Ac.tivify 37 (Most pictures of objects.)
Give each group pictures of twenty objects and ask them to decide which five objects they would take iJf theywere: on 11. desert isl.andjs.ioaying in hospitat/camping On holiday / on a train journey
A.ctj·vify 38 (Mast pages_)
Give the student one of the pictures and ask: him or her to say why it cou ld be a metaphor for somethmgelse, for example, tllei:r friend.' a student/a teacher /a ~eerI,OIigerl it prime minister/love,
Activity 39 (Pmfessiol1s pag(~ 58 and 59')
Students choose one of the jobs,wFite four good things about j,~and four bad things about it. Read their eign ~ Ii nes to another student and see if sl he canIdentify the jeb referred to.
Actir.~ity 40 (Hofl.se and home pages 60 to 63)
Give s.dec~ed individual pictures to each strident S/lw writes throe lines describing its use, S/he snows the descrlptions to five other students 'who tr.y to identify the object referred ~CI. If most of the students identiiy the object correctly then s/he has communicated successfull y!
m ustrated VO(<I bulary and gram.mar (pages 84 t'O 117)
lllustratio:n.s of gr·ammaHcal ~~atur·~s and vocabulary do not teach the concepts represented. his only by 'handling' the grammar and expe'Yieru:1l1g its IDe41,nings thlll t the student can learn, With this in mind" lt L5 a most useful activity to ask the students to think of alternative ways of drawing pictures to ilhistrate the c-oncepts ill this section .. In the act of doing this work the student's feeiiIllg for the grammar will take a step forward.
The ma:py activities which tocus on grammaticalpoints or specific areas, of lexis which are possible wnh the other pictares in the book are jus t as likely to he~p Hhe students to Intemalise and gmsp the grammar as a specific section on grammar.
011 pages ]00 and 10] there are eight strips oJ pictures illustrating various tense forms, Give the students a selection often verbs from pages 87 to 98, Either write the verbs on ~he board. orphoeocopy the pictures and give each pat:ir of studle-:n~s ,m identical set- Sele(t the strips of tenses which you wish the students to practise, Each peril" attempts to make as many alternative examples as possible using the ten verbs. After five minu tes ask each pair to join another pair a nd to add their sentences together. Give them another five minutes
to find <IS, many examples, as possible, See which group of four has made the most examples, Exam.:ine each example of the winning group with the class ,as a whole to checkt::l1at they rea]! y have won~ This enables you. to do som!1 intensive grammar practice!
Pkt:u_.[~s fDir Compositioliil. (Pages 11:9 to 127l There are four types ofpicture in this section:
1 Iridividual speculative pictures which are illtended for use as slngle pictures. Pages 119 W 120,
:2 Ambiguous story sequencesin which there is no final 'correct' story. Pages 121 to 123,
3· A flowchart of random pictures, abstract marks, words, symbols" numbers which ad as cuss fur a story. Pages ]24 and 12:5.
4 Picture strips of wen known stories. Page 126 <lnd 127,
Individual speculative pictures. (Pages 1'19' to 12:0)
Adivity 41 {Any speculative pidm't's)
Using one: of these pictures a possible sequence of activities is as follows:
Description
f'irs'~ of a.IL the srndents describe in \'~ry simple terms wh<Jllhey com see, How Itti"my people aI"f there] MlIlfs Ulis? etc,
In te-rpI't'tation
Conf id~ ng: h'tdi vtd ual interpreta tions of wha t is represented become apparent very qeickly, and should be encouraged • s tlley lead 'to genuine exchanges. of views. it isadvisable fOT the t. acher him/herself not to atlow anyone's interpretation to 'crush' another's.
Here are some useful questions:
Mml is happenillg? Do you Ilgrf.'IJ?
What hilS IIt1ppe,u:d? Willi! will happen !lex!?
Why .dll YOJJ think this is a room h1 a fWlJseJhutlft:1rtorylsr::hool, etc.?
wrlY 1,10 ~1fOr.~ thiHk if is a wcil; door ami not {j frcmf door?
Personal experiences
Sometimes discussion of what mig;ht be happening in the picture leeds ~o personal experiences, for example, accidents oJ various kinds. Let students ~~I] each other these associa ted experiences .," possoNy some com be shared wi~h the class as a whole.
Bmfldel' issues
Sometimes a. broader issue might emerge and. be highlighted. by the teacher, fbr example, the question of punishment for peoplew ho are seen as responsfbla for the 'acctdent', How should all! pf'I'SO/i !Iof' ~'rlnishe.d? vVhal is the role of rnmisllmi!'rlt ill SflCiel1j? Hor.~ .. haoe you bi!'eH pwrished?
Wdtfell mid acted conm.wsatiow>
Ask the students ·~o j magine a conversation between the people (or other people not depicted. e.g. a neighbour) before, during or after the incident depicted. They shouldwrit:e the conversation down. perhaps with another student, and then. act or read it out
M(lking me pict~~ n.' J'cs.~ m~~,~;gW)US
Agllee (l1~ an ill'~~,rpr~tilHcm of ~h€! pktl,lt'CS. Ask Hw &turlants to suggest how 'to make the picture 1}~5~ a:mh:iguous by nlTLooifYl[lg the dr<rl,v:ing: by adding to H or by changing pmJrts of itl-;, This <lJdivity i~ '\1"t."1)' useful for (][]Ir1J~eKru]a1bi:rl~ Ute. .ffo~~[Jwing language:
Etam,11t> {POif.<e ] 2.0 bottom right pitt tire)
If !/{Nf WllJ'rWfl if) rJmkt> tlw pictlm' i ~~ to 11 ,~Uti~rg foom mthN Ihm! IJ dl115.~room jlollo' ~"",rA)!lld you do?
Yo,l'r ~lrm~/d /mf ~IHJ'I~ cr,~rtahJ$' 1m 1f]"I! wiruimo.
How o;ru you ~tJ\lJr;;t' mat if is a Ivhrdou'~ Wlrll'l sl'mu{d .l/ilU draw?
Yo,r1 wuld ani'll.' t;! HliJrldml' ,1f!,dp;~ mul Smi'Jt' ,f:fP,BClilJ'J'!s o'n mf' g.11'r5$,
Yw~ ,wrj,ld j·lrmv semli!'t/ling lttrough l/t{' l{l'ilutow, etc.
AmMguous s~ory :sequences (pa8e-s 121 to 122) Adi'l'Uy42
These stories may be cupie.tt as they me O[ cut up into the:l[ differeut frames, 'fhe.reo ~SIl.O one 'COrrect story! f.1irs of students inventa '>tory. Em::h makes sure tha~ s/he ~!W\M$ ~heir story and ~heJ,' goes to othe'l" stude:tlt!> to taks it jn t~Lrns tc t:en~he s~oryr referring to ~he pi(t:u res,
Activity 43
H the studentshave never seen sud~ 11 thingiJ.,thciv lives before it wou~d b~ b~tttter to irlven~ a story ~e~her, o:rony, based Oil this page. You could ask the s.tudents to ~;,Ike Ol soap Q'pe'r,lI character ~hnmgh fhls, maze o~ i]~ fDITI~~~iO'n~ Onc!2 they .h,:;we theidea they can be asked to make f.hei [ own fiowd.l1I:rt and then to write theiJ[ W,llY Ul[,o[lght it. Essentlally, thestudents are asked to write <l storyin which ev .... ry pie-ce of i:nformahon is taken mto 11JC(Oui'lt. The re<l@~[ of the story shm,dd be <lbh~ to follow the rou toe til.Klugh the i nfonn"holl which ~h.(! story w rlter took.
No~e: thr,~e ~y~s of hne and ~helr po~rblehHcrpr!2~a~km have ~n drawn ;li U~C bottom of pllge 125. These emotions can add 'fl.!Ivour' ro thestory.
Sl~lY seqllWeme:.8e, .. u~y ~nd 'lmr.,eGei'!st (Page 1:216) ANivity 44
'flhc st'l.ldents C0I111 be asked to study ~h~ :sib-.jps, hn.;!.gi.ne Lllle ~kny i1nd to ~dlit or wr.ite i.~ be.fore you tell H, Alterrmtlvely, cupy the ~,tdp.~, mt them up and give them to 11 gmup of students. Then askthe students to put the strips into the eorreet ~uettce ,<15 }'tm ~I] them t.l\~~ story.
The. gist of Bt··(w t.iI IlJ'rd tf~t i:lerrst l~<lS follo!ws;
'I A ridi ~tjt'rdrmu rmd tilt:t'C S(~~jS m~.J Ihn?(' ,riou8Irte~. 2: Tir,r ytl'lWg{'St daugMer r~'llS ,CllJ{{<dBrlmly.
.3 Vr,e mr~ICI'II11~,r{ ~~'11~ ImvrHg I~ diffkuU ~fmC' and Imiil rWfmm~~,!/ kfl.
4 Hi'S chiMrl'.n w('n~ <H.'.FI/ worried.
.5 O~re ,dlil~f Ihr wf'J<:r/wJ ri s\!',f of.f to n diMm,rt miiI'J'r ~(J' do ${JUfe ,"Hsifl~~S~, 'Tl.re (~Id~·r .~iSlfT5 WrJlJ tM hij'J'[ If! [wing lhl.:'m ttr{'S~r~ fmm Uu.' rity; Ihi' t1J'"Otfit'ts ~jNJm!>d $j'imrl hal~; :Bt~~~/y jll~1 Ilskt'lit for Ij tltSf.
6 n'w /athrf ,"mm h) ~'I~~ t'llM Ii:.
7 Hwf'1)' Wil~ n() OJ"'~ tllrou' $!O fj(! Wi!'ut inSNf{~ IIJ.nn f~lJmt.1" a J'Ht'aJ waiting. He' ale fl ..
B TI'~('"J\i!' wa~ no mne' a{)o!1 t ~r~ hl' 5le-pt em mn." ('f thr b('rl~.
9 Next JJ'wlniuX' hi! Si!li(' I'J roSe lind n.'me-jJtllfring BeWtl"!1 he
f'k~I'IJ U for r~r,l'.
10 Suddcul'y a h~IN:~ mOrls!1'r /jrJI,lCtl n'l1 (md ~(,!id., ·You '~(,we enrteu my f-oo.rllmd ~l,~pl in J~.ry t~£iI, Il(]O:W you IN'lw t~~t"j my .mse r Th~ rm'.rclmn~ told the' mlJmler tllll1f th~ rose> 1LVlS for his: dliTlg1-rfel'.
11 'Gii'l!' J'IJe yrmr dm~,ghler otheJ'io['lis{;'l ~~'fn ,M I .I!W'~~ [' said n~"I! mOU5t,(T.
12 prCllii!fdmnt wt'n~ fwmf'so lfml he muld fmy gIJodliyr to hi.s drj/dtf!n bl:'{on> rrtrj rniu.:? t(1 tfu:, mOnst,er ru hI':' rntn.r. He11·d1.!."v.el·., l:ktmi~ in~istNJ (m rl:'~l. r11 ing wi~~~ ~rim.
n s.v Bl1tudy J">!;'~lJrYJr,M' u'Uh Irerforl/rl."t if) UN' (~sUr,
1'1 Ellery ~['eHirlg IlJ"I! mlmsk]' came !o ~!OI-dl l3~'fmt'~f eat m'ld
~he'lj ~tlUQ>d tQgetheJ'. •
15 Thi:s nmtifl!j("ll for'~<lf"mJ uWnllt5 W!/U &'li~~/.r,I said l~~rJI much 5.111:' l"J'li5~ffi frtf' {li'~hel'" The mOliS/C.r gt1V1! her a ~'if!g and W.ld fh~r thnt it IOOUlti rnJT.1I f~e'.r fJ~m,r,e mulll{1ck 118,(j in i IL~I~mny. HI.' j"t,rmle hl't ngret' to n'lurn in om!' R'U'k,
l 6 Her If!lhr~' tUfrf ~Jt'ry pl&lSi>U tv S« 'it.>r land sfif! MayM for moOre 1'h.a11 .0 ~c.:t'ek.
17 SUdljlC'I~y, Im~ 'Jig/d, sJ!C ,Qj;kup. SIre frU so"wlhing krYiW!;' fmd hIl1J)~fC.ri~-d.
] 8 5hl' look th~rhJg ami t mne,d i,fmJ her fhrgeJ\
19 l.nstanlly, sill:' was II{1CKwill,r t~r,e monst,e~'. S~,te fiD:rmd hi~jJ l.iJi ri.g in ffR' grrrrl'e-n as if fil! wUe d~'m/. SJr£ It.'n5 .50 sorry that she kis-sed him,
2D tte op!.'m'il 'jL~ '-'!it'S (j r~ti SIll.' Wold hili~ lhM '>he Im;Ii'd him.
:2: 1 <n~js 1'tW,~ N~I! magi," hI:' lJet'deat fie ~'u n~elJ bnck iJ'!/o fl iterl,j Hfitl pri'l:ce.
22 TfJ~'y JIrtlrrioC'lJ m~d all Iffe fomlily (11m!? to their u)1;.0ding.
ChalkhoOlJli.'\danJd whHebo,ard.
VVlhel'le"'er poss.ible do your drawings on paper, ca:rd or Or! OHI' tranaparencles SO that yuu Ctl1'II. use them. again, (1l'reparil;i'lg pktures ,O'lt homealse meafls~:hrlt YOilll ~iln d r~w ill pe<loo ~,Ild produce them the ins.t{lrIlt you need thern.)
]f YOLl do ""is,1-! to d r,(IW on lhe bOil rd, it i~ of b"eme:ndous, he.~pif you have a'~ kmst ~ried. out the d rm.ving beforehand, perhaps wpying it f1'011(1 this book orfrom a photograph,
Many t&1C.he~ s<liy tFt<lt U-U~ very i:nadeqjuac\~ u.ff ~hei[ d rawings c n tehes the 5tlId'~nt5' attentim\, ~~]o .... ~wr., even ~ goc1(loI;t joh he£:~l1!S to lose its attraction \..rhel1 relentlessly mpe1llred~ E\'ell proi~SlO!"lal U]usnilt'OliS would ffil'll.d [~ dHfkuH ,~o draw lIm;y act~on,. lIni"m<l1 or obje~t (m the board if they had not previously studied it.So, if you find Ut dlfficul t to draw em the board , .... Hhout some prep.li[.atiml yOll <Ire quite normall
One way of retaininginterest and class disciplinewhile you draw ts to ask the students ~o guess wba.~ yuu are drawing.
M alk~l1g Ithe p~cture develop or moduyi ri,g . thepkture IS ppssibte nil the boo"d; ~hi.s is l mpQS!.siblc If ~lw piICt1.lI1I;t is prcplll'ed befmehm IlG. This factor ,pl:u:;; H~einte[le~t o~ seeing s.umething being m<lde if> ~he hrmrd's g:re~t <lUmchon.
M:agnd bO<IJrd,f~ann!e~ board an.d 'EI tHack,'
Soli.d peuplerathe:r tl'L<1n sticl people are essential fur the5el1fle<ha, People, anim<lis and objects cail be stuck on the boa,dmtd l1~O'Ved OI.:f01i.1mO (m a 5euing,pw'l.fid ing reft2rence for the p!'lIctin> of s:p~ciHc bl\gu~g~ or fo(l" l~ss c'Onh'(lHed orn! a.nd lwrit~n '~"(W!~po~Hi(lin. They ClIrt lIh;o b~ Ill.sedi. as a S[llPpo:rt for~istel1.ing oo:mprehensim'l.
'B.IU·tilck' i:s II bmnd name fo:r a subs~,aI.lC-e mfher mQe p.h'lsUdne. SmaU iJans o~ it clIn be stuck onto the back oJ p.ic~urffi a lid. then stw:~ to most .hard surfaces. Ucan be:'
used marry times and doesn't usually damage the picture Or the wall, although H does sometlmesl '""Blu-It..'lck' or equivalent prod ucts wre very much more convenient than magnet board or fl<l:n:nel graph and offer mote or less t:hc sa (!'It! versatllity_
Wan pi(;mi1i!'S
The scenes ]J:, flus book will prove mva LU<J ble Jnmakmg wall pktures, As wlt'h ",I] pkt:ure$ 'ut is e-sse'n.~iOlI th;)J~he ~·.ital details ",,!'eo big enoug.b and ~]e!lr enough, Solid figLlfEswould normally be cl.earer tho'll'! stick figu.m~(> ~ [I l:'I w;;d~. picture,
Picbne c a rdsfor class use: Hashcards
Such cards nl:t1!>t be one of the m05~ flexible oJ the media, padicu]a:rly now that 'B.lu-ti'lck;' a nd im. equivalents llUOW the reacher to stick ~J\e COiJI:'dS onto~he b~ard Or Onh;l eupboards, ere, Their chief role is tn im ~el~oo oral wmk both controJled tll'ld open_ The ea&e with which a p]ctll:re C01ln be produced, shown to the ,1<156 or to 'iIl indivjdual m~rl then pu t: llWlIY he~ps the' teacher to create a sense o'.f urgency <Ind drama,
Apicrure card can, of course 511mply cue ,<I FeSpml5ellS, d~5c§jbed alxw~, Howe,,'~' there ,~[e m.Ore (n..1Ue'll:giIilg or i!1!vHing O1.ctjv±h~s possible with picture cards which m~hl the ~tude:ntswan~ to !'lpeOlk~
fl(}'I" eX,<lmp~e, a s.eriCf' o.~ ;:ICN~Ul Cilrds a:re shok!li'I~:o the students. When they are f""milill.r with the ones in ym.a r hand (;jJ.OOll]t S1X or seven of them) show (lJ.~C card ~ l~llI U t:EiLe class ~GroUip A)" Then ~~U 'E\'e~}'o[le ~o cencentraje and feel thetlelepOIth:ic waves! GroUip B then 11<15 three guesses: 'l.~ fIe: ~wilJm~ ins? Is he j~j mpin;f:? is he pJnyi rll? !OOt!NIW'SCI;l H tdep.1thy works: try the experiment ~'''~~Ilty hmes andrec(fird each time a group gue6~ correctly within three g1,:l:esws" Tilts si.l:npLe ~fltel:loe patternlis an int~~nsk P[lrit of the activ:ity. Furthemlore, it is 11,]5.1:.'0 as a geltllim~ qtue5ti(ln, The sh:lCi!E!n't\s reallv want
to l,mow, Even <1. arm \COll'l be cmtlltlL1nic.a.Uve! '
Hem is <l!1!@tile:r e-;':;Olmple oj ~he use of a pk'ture card, in this case fow ope'l'14~mguided_ CO!l'UnOil1icilt~on. Take <Lny picM.:i I\~ card showing a fe~'" objocts or !="-"()iple on it. ttold i~' so tha t the class ~~ the m~(~rse side of the CO'!M, th~fl Spill H very rapid~y' They wm. on!y s~e .<1 fi<1.sh of the picture and win protest! HOWEyer, experience CJif playing ~hUs g:<Im€' 5Jl!JIWs~lla.t. people do see some thing_ GF<lduaUy, as you sptn the earn. agaill a nd encourage d]scussion the coflteJ]l[t of ~h~ pl.ct;u,r,ei5est,a.b.lis.l!1.ed.,
Pic~ul\e' cards .~(!I11' group use
The COil rdscan obviously 'be smaller than for cLass use. Theil" Inillll p~rpose is 'W< cue l.1Jnguage in wntwlle-d prroctke- A single sentence pattern 011 a IJ'ljni·d~'<I~lOgue j;s set hy I:h~' !:e<lch~r and ~ ... ri~n on the board or ,m a ptece o.ff cardwhlch .1IU the group C<lI,l see. Tih~ pich.! ~ cardsare m;;[!aUy placed face down, 1ifVh~n it iss. student' snm:n 'to speak. s (he picks up .'I card and refers to it in. h:U5 or her sentence,
Example: pkiur-rs of foods
9tud~nt A: (picking up <I cani) 01) ym~ W;;c (chirr.;;J? Student: 8.: (answ~ri~lg tr.'1.nMu]1y} Yes, 1 do.jN,o, 1 don't.ty~s, [tDile mem_/No" I h{j~? ITJ'I!.rn,
Extensian h:~.~o unguided Gmi {lut?:Ju;:y Srtudent A: H~w ofte.n .do yo.u til,r them? DlP 'ytm coo~ fhf'm [lr b~ry ihi!'l.ri?
wrnm ,,(iii YO~j ltM' eat flliJ!!I?
Are chips lm'd for .!lym?
136
The oveehead prnj,e!:klr
Pictures can be s.how:n Oil (he o HI' wlth ease. They can be prepll:reclboefore.hllnd, eHbe:r by l1i1.'<!J;ld O~ copi,oo on a pnow~opyiJ[lgrrmcihin.e. They c-an be prOO:ucW. <l"l the right moment, moved around on the' S1:TWrI, ~:ve te-xl <I,dded to them and then be starM away lobe used again .. , .• md <!gilln, The gNat flex:ibibty off the OHP in terms. of th~ way un which ptcru res and text can be. used means thatall the slk.]Hs a.~ a]11@ve~ s can be catered fur.
Camp'l,!a!ter pfflg[am~es
S:ump~e dmw~ng packz\~~s are read:ily available. The technology to combine words, pictures, interactive screens, animation and voice simull1HOIl is here. The Shc.k.rilen '!];I.d sti.cikwu.me[l [[I tbis beek have no h~~u" of .00h~rl1il <lhvemediJa and arereiCldy~[I hop in~o any prog!Ol!mme )i'01ilI!l'L<!iy ]Hlie to write.
Furtherreading
Byrne D Tmdihrg Oml E!J:g:Usr~ Lol'1lgman P1ekh~r and Bir~ Newsjl{j'['11 Nelson
Gr<lnge.r C .. PlIilY Gnm1!'5 Willi E~;'gUslf Hch'l~m<l!nn HZldfieM. J Elt'ltl,euf~ry CoomliJmicliHo!~l GlltJ\l,(!'j Nelson Hadfteld J Inlermedintc CUJ'l,rmWliclllio.ri Gn11ie:;i Nelsol1l Had field J Adw "t'eli CvtmJ:nmiclllio1~ Gflmes N elson Hadftcld J and C W:riHrlg C""leS Nelson
Hm. D VlsimllmP'ld La
Maley and Duff DmPiJ6i (15 iu umguage LnirniJig
Cambridge University PI:!l:SS
Mil ley, Duff and Grellet ne MhuJ' 8 Eye C.u:ribridge Uni'li'ersitv Press
Pidim a rid rlOwer /fw~l)o,'~ Nelsan
Pa1im, Pnweraad V Oll1Ll'luffel TOrliUvf!!l Ne.lson
Morg;:n n and R~I1'!!'o~uclfi Oi1ce !1pl'ilr !\'I Time' Cambridge tJnivCffii!y Press
lJrllmd WrigM Fi've--Mhmlc Activilics Camlnidge UniversHy Pr'~55
W~nga~] FWI With .Pi,m~re:; The: Friend~y Press
W~rlga~ I Fm~WHJi faces :mgrims and U;e Friend]y f~s Wookuu I Toke Your Pit'k Nelson
Wright, B~Ue'ridg~OI!1d Bt:lclklry Cmlil!s{or U/IgUR8if' IA'{jynhJ8 C~ mbridge Univ,ersity Press
Wright and Haleem Vi8f;lals far Uri: LimSl1a,gf: CI4SSroO'li Longman
Wr.ight A pic,r Ii res foJr Mj'IXr,~ageLe{j1'1~ir1,g CiI!moridg,e U ni y,e[~ity Press
Wrig;tiiJt A. Storymnkhig twd Slory.tdli ng WitJI ChiMirC1!
OxJQnI Ul'Ii ress
Wrjgn ~,md D Soop Operas; Class Created Fidifmal
Cmmi'j f;1 nfl res Nelson