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! M @ G3S

! M @ G3S. The power of visual imagery to convey messages, to send affective signals and to stimulate the imagination. Eduardo Santos. Obj3ctives. 1.To examine some possibilities and reasons for using images and pictures in the classroom .

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! M @ G3S

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  1. !M@G3S The power of visual imagery to convey messages, to send affective signals and to stimulate the imagination. Eduardo Santos

  2. Obj3ctives 1.To examine some possibilitiesandreasons for usingimagesandpictures in theclassroom. 2.To demonstratehowvirtuallyanypre-existingtext-basedactivitycanbeimprovedwithanaspectofimage. 3. To show how it is possible to integrateimageswiththe 4 skills. 4. To inspire teachers to look out for engagingimagesandcreateactivitiesaroundthem.

  3. 1M@93S 1. How important are images for you when teaching? 2. How often do you use images in and out of the textbook?

  4. Reasons to use imag3s 1. A perfectmarriage 2. Engagement 3. Meaning 4. Memory andlanguagereactivation 5. Technologyandtheimage era 6. Convenience 7. Aninternational ‘language’ 8. Contentandlanguageintegration

  5. For example, how would you explain the difference between these two sentences?

  6. Qü1z The power of images around us. Shout out the name of the brand/company related to each image. Which ones are the most well known?

  7. Activities

  8. 1. Mental picture dictation This is a blackandwhitephotographthatwastaken in 1939 atLondonZoo. Wesee a youngChinesephotographercalled Ming taking a photographofhisfriend Mike, a littleEnglish boy. Mike is ontherighthandsideofthephotograph. He is sittingon a chairwearingblack shorts and a long-sleevedT-shirtwith a collar. Ming is ontheleft. Hiscamera is on a tripodbutsince Ming is notverytall, he is standingon a chair to reach it.

  9. 2. Jigsaw puzzle Romeo and Juliet are dead. They are lying on the floor in a bedroom. The floor is wet. Romeo and Juliet are surrounded by lots of pieces of broken glass. There is a shelf above them. There is no one in the house. All the windows and doors are locked and there is no sign of a break-in. The house is situated in a remote location very close to a railway track. Can you explain what happened?

  10. 3. The story behind an image • You will see a picture for 10 seconds. • Pay attention on the details, the expression on the girl’s and boy’s faces. • What are they talking about? • What’s the target language of this lesson?

  11. 4. Photographic Memory • Look at the image for 20 seconds and try to memorize all details possible. • In pairs, you have 1 minute to write down all you can about the image. • Where was the picture taken? How can you prove it?

  12. 5. Ads • In what ways do you use ads in your lessons? • How many different ways can you think of working with advertisement? • What’s the n.1 activity your students enjoy doing related to advertising?

  13. 6. Where were you? • Where/When was the picture taken? • What other images come to your mind of this day?

  14. 6. Where were you? • Where were you this day? • How did you hear about this? • What were you doing when you heard the news? • What’s the strongest memory you have of this day?

  15. 7. An unforgettable scene • What’s an unforgettable movie for you? • What scene from this movie really touched you? • Describe the scene. • Why is this scene meaningful for you?

  16. 8. Song with images • Look at the pictures. • What’s the theme of the song? • The song is about a girl talking to a boy. • Complete the sentences that start with “I wish...” according to the pictures

  17. I wish that we could... I wish I was your... I wish that my smile... I wish you’d hold... Basically, I wished that... I wish that without me...

  18. 9. Speaking with images • What images come to your mind when you think of the World Cup? • Are they ‘happy’ or ‘sad’ images? • What are your expectations for the next World Cup? • What do you know about these pictures?

  19. A few things to think about • During lesson planning, always think ‘How can this activity be enhanced, improved, strengthened, and become more memorable to my students through the incorporation of an image?’ • Start to look at the images around you and your students and think, ‘How can they be used to generate or teach language?’ • Don’t start off a class with a word or phrase written on the board when an image can easily be used instead. • Make good use of the classroom walls if you don’t already do so. • When using newspapers or magazines to create classroom activities, look at the images first.

  20. “Images speak to us. They give rise to outbursts of emotion, thought, and curiosity. They bring back memories and remind us of the experiences we have had. Images refresh the part of the brain that words alone fail to reach.” Jamie Keddie

  21. Eduardo Santoshttp://eltbakery.edublogs.org @eltbakery

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