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TasTESOL

Conference 1/4/2017

Workshop – Anna Kingston

Teaching Speaking and Writing Using Pictures

www.tastafe.tas.edu.au

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Contact

• Anna Kingston Teacher, Volunteer Tutor Trainer and Support English Language Services South| TasTAFE Level 3 75 Campbell Street, Hobart TAS 7000 | GPO Box 2015, Hobart TAS 7001 p 61655863 (Reception) e anna.kingston@tastafe.tas.edu.au www.tastafe.tas.edu.au M Migrant Education Volunteers Hobart

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Why use pictures?

• Immediately engaging

• Set context for language learning

• Can be used with a variety of language levels

• No reliance on literacy skills

• Can be less intimidating for learners

• Make use of authentic ‘texts’

• Minimal preparation for the tutor

• Can be reused and recycled for different activities

• Endless possibilities...

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Where can I source pictures?

• Magazines and newspapers

• Second-hand books

• Brochures (e.g. tourism, business, services)

• Fliers for events

• Catalogues (food, garden, tools, outdoor, auto, chemist etc)

• Old phone books, street directories etc.

• Photographs (your own, your student’s, take some together)

• Free postcards (available in many cafes)

• Calendars

• Stickers (look around for realistic images or symbols)

• Clipart in computer programs (e.g. Microsoft Word)

• Posters

• Draw your own!

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Internet Sites for Images • Google Images http://www.google.com.au/o

• Google search “Writing Prompts pictures”

• Flickr http://www.flickr.com/

• Wikimedia Commons

http://commons.wikimedia.org/wiki/Main_Page

• Microsoft Clipart http://office.microsoft.com/en-us/images/

• Youtube www.youtube.com

• WikiHow http://www.wikihow.com/Main-Page

Tips: • View online and save paper

• Check copyright if you’re going to redistribute pictures

• Be cautious about what sites the images might link to

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Google Images-how to find images

labelled for non-commercial re-use

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What pictures are appropriate?

Compare the following:

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Some considerations • Is the picture content appropriate for the learner?

(consider learning needs, age, interests, cultural and

religious background)

• Are there more culturally appropriate

models?

• Does the picture clearly depict what you aim

to portray? Consider style and medium.

• Is one picture enough?

• Would the leaner benefit from viewing the

source of the picture?

• Does the learner have vision problems?

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Ideas for using pictures:

VOCABULARY • Make picture flashcards and categorise by

theme e.g. vegetables, clothes, the car, tools, sports, furniture

• Make word cards to use with the picture cards for matching activities or games such as ‘snap’, ‘go fish’ and ‘memory’

• Make picture bingo cards

• Make a vocabulary scrapbook with pictures, either categorised under sound or initial letter, or by theme

• Use one picture with labelling, numbering or lines leading to different words, e.g. A picture of a face: eyes, chin, etc

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Conversation – finding the

student’s level

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Compare and Contrast

https://www.slideshare.net/jayreimer/what-the-world-eats-3961234

What the World Eats • Describe your picture to your

partner (hide from them) • Look at the 2 pictures

together – compare and contrast

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CONVERSATION • Identify some of the key things

in the picture

• Ask questions about the pictures to prompt discussion

• Talking about what is happening in the picture

• Encourage the learner to ask questions

• If there are people interacting in the picture, guess what they are saying. Make up a dialogue together and practise it.

• Make up a back story for the picture, or a story about what happens next

• With higher-level students, discuss any broader issues the picture raises (e.g. News items, social, political, cultural)

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GRAMMAR

• Prepositions of location: on, under, behind, between,

opposite, on top of, above, etc. E.g. “The book is on the table”

• Articles: “What can you see?” A motorbike, an ambulance,

some people. “The policeman is talking to the driver.” etc.

• There is/There are with singular and plural: There are six tomatoes. There is a loaf of bread. There isn’t any

milk. There aren’t any lemons.

• Adjectives: long hair, a blue shirt, an expensive necklace. For

higher level students, order of adjectives e.g. “A beautiful new

red leather bag”.

• Comparatives and superlatives: bigger than, more

expensive than, not as big as, the oldest, the most beautiful...

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Grammar: Question forms • Question words: What, Where, When, How, Who, Why

• structure of questions and answers:

E.g. Higher level

•She has (She’s) been working

in the garden.

• Has she been(digging)?

•Yes, she has / No, she hasn’t.

• What has she been doing?

• How long has she

been working?

E.g. Beginner:

•He is driving.

•Is he driving?

•Yes, he is. / No, he isn’t.

• What colour is the car?

• Who is driving the car?

• Where are they going?

• How many people are

in the car?

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For grammar: Tenses • Present continuous: describe what people are doing.

Explain structures - He/She is walking, We/They are eating, It is

raining etc.

• Past simple: make up a story about a picture. E.g. What happened? Focus on regular verbs (walk/walked,

open/opened etc) and irregular verbs (go/went, eat/ate etc)

• Past continuous and past simple, for pictures

depicting actions, such as a street scene: He was walking across

the road when he saw her. She was driving her car when a dog ran

across the road.

• Future: make sentences or a story What do you

think will happen next? What is he/she going to do?

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WRITING Guide the learner to

write:

• a list of vocab or labels

• questions OR answers to questions you provide

• a description of the picture

• a dialogue based on the picture

• a narrative • a set of instructions for a sequence of pictures

• a profile or description based on their own photo

• a letter to accompany photographs

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Pictures to Words and

Passages to English –

good resources using pictures to develop writing skills.

PS

another good “picture to words”

series is the

“True Stories”

series held in the

DOE EAL/D Resource

Centre

eal.program@education.tas.gov.au

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Activity

• You will be put in groups with pictures from

magazines

• Work together to think of English learning

activities you could do with:

a) a beginner student

b) a high level student

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READING AND WRITING:

Using pictures from real events and experiences

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Excursion photos

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Other ideas: • Picture dictation – give the learner a pencil and paper,

and give spoken instructions of what to draw.

• Cover, predict and reveal – cover part of a picture

and guess what is hidden / happening. Make up a story.

• Puzzles – paste images onto card and cut up

• Picture story – make from a collection of images

• Spot the difference – find activities in magazines etc

• Camera function on mobile phones – Take

photos of activities together. Ask the learner to take pictures

on his/her phone of signs etc that the learner does not

understand. Look at them together.

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Useful Online Links

• http://www.englishlanguage.org.nz/picture-resources

• http://www.eslflow.com/Picturelessonsandteachingide

as.html

• http://iteslj.org/Techniques/Werff-Pictures.html

• http://usingpictures.blogspot.com/2009/07/warming-

up-with-pictures-using-pictures.html Many thanks for ideas contributed at the workshop at TasTESOL

Conference, 1/4/2017

THIS PRESENTATION WAS ADAPTED FROM “Teaching English Through Pictures”, LAURA

CHAPMAN, 2010 AND WAS CREATED FOR ENGLISH LANGUAGES SERVICES SOUTH.

IT IS THE PROPERTY OF TASTAFE. IT IS NOT INTENDED FOR PUBLIC USE OR

REDISTRIBUTION.

Anna Kingston, April 2017