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4 - 1000+Pictures for Teachersto Copy AndrewWright q,v,f J I k\_ | i'€ {,tzs LU}f J.r,! g3 L-. Contentsand Introduction -> : : !} ! 1 How to draw 2 Settings 3 The organisation of the book and the selection of language items +=- 36 The se.lection,topics and larrguageitems in this book are 54 b.rserl on the T/rrcs/lo/rlLct,cl, a clocume.nt producec'l bv Topics, behaviour, notions 3 tire Cor-rncilof Europe for language svllabus designers.I 84 have also referreclto the Cnrlhrill,gt'Erg/ls/rLc,rlcon. Illustrated vocabulary and grammar 4 Language is enormouslv rich. A r,r'orclcan have nranv meanings depe.nding on context. I have had to be 118 Pictures for composition 5 sr.lcctive.and have.ofte.nonlv been able to illustrate orre of se.,'e.ral possiblc.mearring:. I have rrrnitted concepts Some basic ways of using pictures in 6 128 that are impossible to represent pictori.rllv ancl language language teaching ite.mslvhich are re.latir.e.ltinirr.tluent,r.c. rr'ithin stages5 1,36 or 6 of the Canrbridge English Lexicon. Further reading Onlt' rarclv can a picture contmunicate the same 137 rnc'aningto evervone n'ho seesit. The role of piciures in Index t l r i s b r t t r k i : t r ) c ( ) n t r i h u t ct o t h t ' l e , r r n i n g r ' f m e . r n i n g erperienced bv the learner .rsprrt ot a situ.rtitrn:referred k r i n a c o n r . e r s a t i o ni,l l r r s t r a t i n sr s t o r ) ' ( r r a s p a r t o f a gar-ne.It is the experience of the situation as a n hole r,''hich helps thc lcarne.r to build up a sense of the (For r-noreon the M a n y t e a c h e r s r e c o g n i s e t h e ' t t s e f u l n e s s o f * i r t r p l e n-reaningor mcanings of thc langr.rage. 128). tcaching of me.aninc sc.e pagc. dran'ings in their te.rching. Dran'ings have tnan"' advantages: thev are quick to do; their content can be determined exactlv bv vou, the teacher;thev are easv tc) Stereotyping reproduce. But manv teachersthink thev c.rnnot drau'l There has been no attemDt to reDrese.ntclifferent racial Or if thev can clrau' the'v feel ther. have not got etrt,ltglt t r p r ' * i r t t l r e d r , r t r ' i t t g . i r r L l r i . t r t ' r t r kT. h e r e S,etter,tli*t'd 'pot.rto' time. he.rclsare me.lnt to representall of us! The r-rseof This book is based on years of enjov.rble experie'nce' s t e r c t r t v p i c r l , r . r c i . - r ls v m b o l s h a s b c c n r e . j e . c t e cal s gained in helping teachersto learn hon' to c-iran'tn over rrr-rdesirable.. thirtv countries. It contains a care'ful intrtttiuction ttr dran ing and over one thorrsandclrarvirrgsfor teacherstr-r T h i s n e w e d i t i o n coPi/ 1000 PrcluHr,sr,orrTr,.rcrrF-Jts r() Colv has been usc'd bv teachers in countries all over the n'orltl. Some tcacher-s Who might use this book? have said that thev rvoulcl n()t bc n'ithout itl The rnain users of this book u'ill be langrrage teache'rs. \ e ' r ' e r t h e l e s s , s u g g e s t i o n s h a v e b c ' e n m a c l e f o r i t s anvone' i ) n p r ( ) \ ' c m c n itr r t l r eJ i g l i to i t l t i r r , ri t l t ' - r . r r r g i r rLg' \ F e r i r n ( ' H Hor,r'ever,teachersof othe'r subjccts,arrd ir-rdeecl r,r'hose job involvt's commttnici'ttiort, rt'ill finrl this of use in so lrr;lnv classrooms.ln this neu' cclitior-rthere m a t e r i a l r c l e v a n t . I h a r . e m e t s p c e c h t l r e r , r p i s t : . are sixteenertra pages.Additions inclucle:more pages of sociologists, vouth leaders, voga teachers as r,r'ell as faces ir-rclrrclirrg hou. to look v()unger (.rlu'avs r-rsefulin teachersof historr,,geographv anc-lecttnomicsu'ho make these stressful times); ne\\' pJge\ illustrating tenses anrl With the examp)t': givt'tt phclnologv and nine mor€.pagcs on iclcasfor making use use of simple rc'pre'