Using Pictures in Class   Recently updated !

Collage

11th May 2016

A treasure trove of ideas for using picturesDavina

 

What a great wealth of ideas and links! Sue

ELTchat

#ELTchat is a weekly, (more or less) hour-long conversation which takes place on Twitter every Wednesday at 7pm BST (20:00 GMT/UTC).

On Saturdays one of the moderators puts up a blog post where followers can propose topics for the following Wednesday. Once the moderators have reviewed the topics they create an online poll and #ELTchat followers are asked to vote.

Summaries and Transcripts Index
At the end of the chat someone ‘volunteers’ to make a Summary of the discussion, the moderators providing the Transcript.

Contributors:

Annan SueSue Annan
@SueAnnan
Artibey DavinnaDavinna Artibey
@DavinnaArtibey
JBarber Jackack Barber
@JACKxELT
Bestwick TeresaTeresa Bestwick
@TeresaBestwick
 Bollas AngelosAngelos Bollas
@angelos_bollas
Constantinides MarisaMarisa Constantinides
@Marisa_C
Hanson GlenysGlenys Hanson
@GlenysHanson
Litim HadaHada Litim
@Hada_ELT
 Platt TammelaTammela Platt
@tammelaplatt
 Sandy Millin
@sandymillin
 Read DavidDavid Read
@dreadnought001
Screen Shot 2015-09-15 at 15.15.44Marjorie Rosenberg
@MarjorieRosenbe
Sage ColinColin Sage
@colin_sage
 Samano MildredMildred Samano
@mildredsamano

Activities

  1. I love showing the students a picture and asking them to ask at least 10 questions about it. Hada
  2. I like to cut up pictures where students have to mingle to find their other half. Sue.
  3. Portrait interviews! Students play characters in a painting and improvise answers. Great for language + rewarding to look at art. Colin
  4. Show pictures and ask students to create a story out of them. Hada
  5. A picture and a caption a day. Hada
  6. Take a picture and make a meme. Sue
  7. Students choose 3 small pictures from a pile that are connected to their life in some way. Then explain the connection to their life in pairs. Colin
  8. Use large wall pictures so all the class with their heads up and collaborating with each other. Easy for the teacher to intervene too. Glenys
  9. Use a picture of a house (a room, a street, a beach…) and build a picture of the people who live there. Sue, Glenys
  10. Jigsaw puzzles with pictures. Do a quiz, right answer gets part of puzzle until they know what it is. Sue
  11. I like picture dominoes – pile of pictures for students to pick up and continue a story. Marisa
  12. In Jill Hadfield’s book Intermediate Communication Games Ch 9: Sci-fi dominoes / Fairytale dominoes – but can make your own. Marisa
  13. Murder Mystery. Draw round someone’s body and lay it out on classroom floor. Put some clues round the class and they speculate what happened – great for past modals of speculation (but GLOOMY!!) Colin, Sue, Marisa
  14. Predict the story in the picture. Mildred
  15. Prediction can be used in TBL lessons – students write the story or dialogue FIRST and THEN hear or read it. Marisa
  16. Get groups to blutack their pictures to different boards & tell their story to other groups. Glenys
  17. Questions Please – Show pictures from a story,  students ask LOTS of YS/NO questions to discover story – then they tell or write it. Marisa
  18. Once they’ve told a story in the Present, remove the pictures and get students to retell in the Past. It feels psychologically past that way. Glenys
  19. I use #ELTpics of energy types to elicit discussion with my scientists. Then they debate pros and cons. Sue
  20. Also use a lot of pictures with my IELTS students to generate content points on a specific theme. Hada
  21. And build on other topics of course EAP – ESP whatever. Marisa
  22. Draw round someone’s body and lay it out on classroom floor. Depending on age/level, they could do comparatives…measure themselves against the outline. Colin, Teresa
  23. Use pictures from the urban landscape for language discussions, e.g. Funny t-shirts from China, cute signs or advertising signs  Sue
  24. Hilarious texts can be produced on the basis of images used for safety from something – government drawings often confusing. Marisa
  25. Pictures of funny toilet signs add fun to lessons. Students can guess where they came from too. Sue
  26. Could also translate the bad English photos people post there’s loads at engrish.com. Teresa
  27. Use pictures of steps in a recipe and write the recipe. Hada
  28. All “how to” images work well and are easy to find on the internet. Glenys
  29. There’s an activity somewhere of ordering the relationship in pictures – when do they argue/get married? Teresa
  30. Put out a number of images in a version of Kim’s Game (look for 30” and then remember as many as you can). Marisa
  31. Using holiday snaps to make little e-books is good for students to take home. Sue
  32. Start with an image of a person and draw their home. Sandy
  33. Students find images to accompany a story. Marisa
  34. Giving students a set of pictures to produce ‘used to’. Hada
  35. Students provide picture of something they used to do. Stick pictures on the board  – students ask questions to find who used to do what. Glenys
  36. Head dictations. Students put their paper/notebook on their heads head. Listen and draw without looking. Then compare and remember. Sandy.
  37. Running picture dictations are great too as avoid learners dictating phonetically – emphasis less on correct spelling at that point. Teresa
  38. Sit students back-to-back. They describe something for the other student to draw. Sue
  39. How about picture dictations or describe and draw. Marisa
  40. Fold paper into e.g. 8 squares. Students draw pictures in the four squares on the left. Each picture is one sentence/phrase/word. They pass it to another pair. They remember and write phrases in the other four boxes. Pass back. Check. Sandy
  41. Use pictures  of famous people. Get students to work out relationships between them. Sue
  42. Put pictures of famous people on students’ backs. They ask 20 questions to find out who they are. Sue
  43. Or scan picture and upload on to a puzzle making app (https://t.co/ir1pCELYaw) and have students predict the pic as they get the pieces. Hada
  44. Use pics of nice places and ask students to write the guide book entries. Sue
  45. Make sure copyright and attribution given. Sue.
  46. Images good for writing captions. Tammela
  47. Running dictation: A dictates and B draws pic of sentences, then when they have all pics, write the original sentences. Teresa

Scaffolding

  1. Pictures are useful as scaffolding for lower level adults. Colin
  2. Maybe one of these days I’ll understand what “scaffolding” means. Glenys
  3. I only got it recently 🙂 It’s breaking things down into small manageable steps so students don’t have to leap. Sandy
  4. But isn’t that what good teachers have always done? Glenys
  5. It can be useful to have a term to remind people. New teachers often find it difficult/miss key stages out. Marisa & Sandy.

Using smartphones

Pictures in ELT are great because they allow the students to use their devices in class. Hada

  • Ask students to get their phones out, show a few pictures and describe or discuss them. Hada
  • Using pictures on their phones to find similarities and differences. Hada, Jack
  • Students take own pictures around town and use to discuss rules, e.g. Keep off the grass. Sue
  • Take close up pictures of every day objects and students guess what they are. They then do the same for each other. David
  • At start of week, students share an unusual picture from their weekend. Other students have 20 yes/no questions to guess what they did or where they were. David

Links

The Memes factory, Jack

Mematic, Kombie, Dubsmash. Sue

Sketchnoting. Marisa. See: Sketchnoting in the Classroom  – Kathy Schrock

From Images to Words Marisa Constantinides
Activities described in detail:

  • Find the Differences
  • Describe & Draw
  • Find your other half
  • Pictures & Texts
  • Questions Please
  • Musical Portraits

Ben Goldstein Working with Images. Reviewed by Sandy

ELTpics blog Sandy

Picture this recorded webinar – Sandy Millin

Free Picture Puzzle Makers – HadaLitim

Taking the Pics out of Coursebooks Dave Dodgson. Sandy

Picture Scavenger Hunt – Adam Simpson. Sandy

Note

I used clipart.com, to find the collage I used at the beginning. Clipart is not free but a very practical way to find a specific image quickly.


‘Can we teach Business English when we are not business specialists’ – summary of #ELTchat 2016:02:17

Business English

 

 

This is my first attempt to summarize  an ELTchat and I’m feeling rather nervous about not doing it right.

I’ve looked at previous summaries and noticed that there’s no “model” – people go about it in different ways. This is reassuring.

I volunteered to do it because I’ve been feeling guilty for some time about taking advantage of all the work the moderators do to set up these sessions without giving anything back. I would never have believed that it was possible to have useful discussions on serious professional topics within the Twitter constraints of 140 characters in a post. How wrong I was!

I chose this particular subject –  teaching business English – just because it’s not one I was a priori particularly interested in but, as usual, the format and being confronted with other peoples’ ideas drew me in.

This session was moderated for most of the time by @angelos_bollas.

His first question to start us off thinking and chatting was: “Are you Business literate? Do you need to be one in order to teach Business English?”

  1. At least a minimal interest in business is necessary.
    @HadaLitim, @patrickelt (Patrick Andrews), @angelos_bollas
  2. Teachers don’t need to know everything about, for example, balance sheets or current business trends because students can explain them. Getting students to explain is a meaningful speaking task. The teacher’s job is to help students get their English right..
    Patrick, Hada, @GlenysHanson, @Marisa_C  (Marisa Constantinides), Angelos, @Ashowski (Anthony Ash)
  3. Content can be provided via input: reading texts, student provided documents. There may be confidentiality issues using company documents.
    Patrick, @TalkenEnglish, Hada.
  4. Should we feel silly in front of students if we don’t know a term? Should we fake it till we make it? Students can do/be trained to do the research for specialised terms.
    @TalkenEnglish, Hada, Glenys, Angelos, @SueAnnan
  5. Difficulty of managing classes with people at different levels of the hierarchy (the CEO + his secretary + department heads). A problem raised by Patrick and lived by others but no solution suggested.
    @getgreatenglish (Marc Jones), Glenys, Angelos.
  6. It was news to me that teaching Business English has prestige attached to it. 😲

I was surprised that in the middle of the session that Anthony thought the chat wasn’t going anywhere. Surprised because I usually agree with what Anthony writes. Though it wasn’t the sort of chat where people jump in all the time with references to lots of online resources, I felt the participants were really reflecting on what, why and how they deal with the subject. It’s true too that the discussion was less lively than the one in 2011  – I wonder why? Maybe more Business English is taught these days and teachers generally feel more comfortable with it.

The consensus seemed to be “Experience is an obvious advantage. But advantage is not necessity” as @TalkenEnglish put it.

Complete transcript >>

——

Resources


Using the determiners a/an or the

Going naked

going nakedThe first step in understanding how a/an or the are used before nouns, is to realise that the default is not to use them at all – just to use the noun alone.Just as the bare verb, known as the Simple Present, is the default form for verbs and needs no justification for its use, the bare noun – no preceding determiners – is the default form of nouns in English. It seems common sense that if a speaker uses a word, they should know why they do so, but many learners have been led to believe that a determiner is required before every noun and so put one in, more or less at random.

It’s very easy to express oneself at length without using any determiners before the nouns. For example:

Jean lives in Paris which, as you know, is in France. He’s young and goes to university where he studies hard. He likes to enjoy himself too. He plays football, listens to music and reads science fiction among other hobbies. In spite of recent events, he’s not afraid of terrorist attacks. He goes out a lot to eat in restaurants, attend concerts and visit friends. He doesn’t often go to bed early.”

In traditional grammar books you will find long lists explaining various reasons for the “absence” of determiners in each case in the text above. Don’t clutter up your mind with them! It’s very difficult and rather ridiculous to justify a negative. If asked why you live where you do, is it normal to give reasons for not living in the myriad of places where you do not reside? If asked why you chose your profession do you usually explain why you are not an opera singer, a Jain monk, a deep-sea diver or any of the thousands of professions you have not adopted?

It’s much simpler to focus on the positive reasons for using the determiners a/an or the.
(Read more…)


Don Cherry’s videos – Questions

Don Cherry's videos - Questions

In April 2014 Don Cherry put up some more videos on his YouTube channel.

Ever since I saw his first videos, I’ve had the project of taking very short sequences (2-3 minutes) and accompanying them with questions to help teachers new to the Silent Way “see” what the teacher and the students are doing. So far, I’ve done just one: the 3 minute sequence “Put one there” vs “Put one here” about 11:00 – 14:00 in Silent Way: “Put another one there.” (2 of 4)


  1. What does the teacher do to help the students find the rhythm of the sentence?
  2. What does the student in the brown top do – and not do – that shows she doesn’t really understand the meaning of “there”?
  3. Why doesn’t Don let her take a rod?
  4. Does she seem embarrassed or frustrated when he stops her?
  5. How do we know the student in the striped top has no idea of the contrast in meaning between “here” and “there”?
  6. The student in the light-coloured clothes makes a gesture that shows she has understood pointing is important but has a slightly erroneous hypothesis. What does she do?
  7. She then says and points correctly “Put one here.” Why doesn’t Don accept it?
  8. She then points correctly and says “Put one there.” How does Don test she really knows what she’s doing and saying?
  9. Immediately after at 13:14, we hear the student in the brown top saying something in such a way that it shows she’s realised the meaning too. What is it? How does her body language indicate understanding?
  10. Why doesn’t Don continue working on the the rhythm of the sentence during this sequence?

There are many more questions that could be asked about these three minutes of class. Would you like to try?

Writing the questions made me see a lot that I hadn’t noticed at first viewing. I’m not a Silent Way beginner teacher but there’s always more to learn.


No coursebooks, no texts, no “tasks”   Recently updated !

no coursebooks

I must be the slowest blogger in the world. Is there somewhere I can get a badge for it?

Anyway, after several months I’ve just finished this post about what is maybe no longer a hot topic.

A lot has been written recently on ELT / EFL blogs mainly attacking, but also defending, general English coursebooks. However, both attackers and defenders seem to share the same underlying conception of how languages are learnt: input in the form of texts, written or aural, leads to spoken output. This transmissive view of learning is not the only one and is not the one I adhere to. (Read more…)