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ALWAYS, check the student comprehension of the task before handing out the pictures.
NEVER, had out the pictures first, as the students will become too distracted to listen to
your examples and instructions. I learned this lesson the hard way!!!!
• Pictures can also be used to create descriptions and stories which may include
words that are new to the students. In this case, the students will need to use their
dictionaries to look up new words, and pronunciation of the new words. All new
words should be taught to the rest of the class by the student presenters.
1) Grammar: Describing the action in a picture (Explain and model the task, then
place many pictures on a table or floor and let the students choose the one they
want to use)
Lower levels: Present, present continuous and simple past
Intermediate: Irregular past, future, past continuous
Advanced: Future continuous, conditionals, perfects, passives
Math:
a. Finding shapes
(circles/circular/triangles/triangular/rectangles/rectangular/
cube/squares)
b. Oral Math problems and measurements. (adding prices etc.)
Advanced: (Critical thinking/analysis)
a. Describe setting mood/tone (disturbing, loving)
b. Moods of the characters (anxious, satisfied, fearful, worried)
c. Describe gestures and body language being used and their
effect on the listener/viewer.(pointing a finger=threatening,
giving directions, explaining)
d. Prepositions of place/direction, manner, means
Prepositions of direction examples
around: She walked around the car/the rock at: They are at home/at the market/smiled at her
down: They lived down the road In: lives in Dakar, in a house
from: from Senegal, 10 K from here inside: Put it inside the house
of: south of Senegal on: We sat on the other side
through: They drove through the tunnel/village up: He walked up the stairs
To: give it to me with: He went with me
3) Writing: Describing the picture (Explain and model the task, then place many
pictures on a table or floor and let the students choose the one they want to use)
Lower levels:
a. Write nouns found in the picture
b. Write 1 to 3 sentences describing the picture
Intermediate:
a. Write a paragraph about the life of one person in the picture.
b. Write one descriptive sentence about the picture and pass it on
to the next person to write another descriptive sentence.
Advanced:
a. Write a 3-5 paragraph short story using the picture as a writing
prompt.
b. Write the first line of a story and pass it along to have the next
person write the second line of the story etc.
4) Ora/listening: Describing the picture (Explain and model the task, then place
many pictures on a table or floor and let the students choose the one they want to
use)
a. Oral: Do any of number 3 (writing) above, orally instead of written. Story
creation in pairs or groups is a great way to increase vocabulary, and a
wonderful opportunity for students to use critical analysis.
i. BEFORE they begin, you may want to have them practice
answering the wh questions (what, where, when, who, how) about
their picture.
b. Oral Predictions: Fold the picture in ½ and have small groups of students
or pairs predict what is on the other ½ and why they think so.
(Intermediate/Advanced)
c. Listening: In pairs or small groups, have one student describe the picture
while the other students listen and draw what they hear. Younger students
can use crayons for the colors.
d. Listening: Places a number of the pictures on the board with a number
under each. The teacher describes a picture and the students write down
the number of the picture they think is being described. At the end, re-read
the description and have the student shout their answers.