EVERY PICTURE TELLS A STORY

EVERY PICTURE TELLS A STORY

EVERY PICTURE TELLS A STORY Photos by Bruce Lyne Activities by Madeline Bovin & Joan Dundas

Copyright 2000 FULL BLAST Productions IN CANADA IN THE UNITED STATES FB Productions FB Productions Box 408 Box 1297 Virgil, Ontario Lewiston, New York 14092-8297 L0S 1T0 Photocopying rights are granted to the individual teacher or the single school purchasing the materials. A copy of this book purchased by an individual teacher is that teacher's property and can travel with her from school to school. A single copy of this book may not be kept at a resource center and used to service several schools. To be entitled to copy this book, a teacher in the school or the school itself must own an original copy. Please respect copyright. Canadian Cataloguing in Publication Data Lyne, Bruce, 1963- Every picture tells a story ISBN 1-895451-28-0 1. English language -- Study and teaching as a second language.* 2. English language -- Conversation and phrase books. 3. Pictures in education. I. Bovin, Madeline L. (Madeline Leda), 1965-. II. Dundas, Joan, 1958-. III. Title. PE1131.L96 2000 428.3 4 C00-932983-8 Printed in Canada. ISBN 1-895451-28-0

Teacher s Notes It has been well-documented by expert linguists that using visual stimuli in the language classroom is of great benefit to language learners. Every Picture Tells A Story provides seventy-five black and white photographs to use in your ESL conversation class. With each photograph there is an activities page. Each activities page includes at least twelve ideas for ways to keep your students talking. The photographs in Every Picture Tells A Story may be photocopied. The photographs depict a wide variety of situations, people and cultures. Every Picture Tells A Story can be used with beginning, intermediate and advanced level ESL students. Teachers should always read the activities page before presenting a photograph and choose the prompts and discussion questions that are right for your students level. The majority of the activities in Every Picture Tells A Story can be described as follows: Vocabulary Brainstorming: This is done to start each unit. In pairs or groups, students think up and write down as many words or expressions that they can think of that relate to the photograph. As a class, you should discuss the vocabulary your students have generated. Giving the Photograph a Title: Each student comes up with a title. The titles are discussed, and the class chooses one title for the photograph. Describe the Photograph: The teacher can decide whether this is done as a class, in pairs or in groups. The students are asked to decribe the photograph in detail. i

5Ws: Where appropriate, the photographs have some combination of Who, What, When, Where, Why, and How questions. Personal Response: Students are asked to relate any personal experience they have similar to the situation depicted in the photograph. Discussion: The photographs often have wider world significance and suggestions for discussions are given. Dialogues: Each activities page includes a prompt for your students to invent a dialogue on a topic related to the photograph. Paragraph Writing: The final activity in each unit is writing a paragraph based on the photograph. Every Picture Tells A Story makes for lively conversation. Your students will never have nothing to say about these photos! ii

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1 Photograph 1

Photograph 1 1) With a partner or in a group, write down as many words and expressions that you can think of that relate to the photograph. Share your list with your classmates. 2) Write a title for the photograph. Share your title with your classmates. As a class, choose a title for the photograph. 3) Describe in detail what you see in the photograph. 4) What is happening in the photograph? Whose car is it? 5) What type of car is it? What is happening to the car? Why is this happening? 6) Who is the man near the car? 7) Who are the children watching the car? Where did the children come from? 8) Why are the children interested in what is going on? 9) Have you ever seen a movie being filmed? What movie? What did you see? 10) If you were to star in a movie, what type of movie would it be? 11) Give your movie a name. What would happen in the end of your movie? 12) Where would you film your movie and who would you choose to star with you in your movie? 13) Does your family own a car? What type is it? Describe your family s car. 14) If you could own any car you wanted, what kind of car would you choose? Describe your ideal car. 15) Do you have a driver s permit? How long have you had it? Where did you get your driver s permit? Describe the process of getting a driver s permit to a partner. 16) With a partner, invent a dialogue between a movie director and a movie star. Perform your dialogue for your classmates. 17) Using a title of your choice and using vocabulary from number 1 above, write a paragraph about this photograph. 2

3 Photograph 2

Photograph 2 1) With a partner or in a group, write down as many words and expressions that you can think of that relate to the photograph. Share your list with your classmates. 2) Write a title for the photograph. Share your title with your classmates. As a class, choose a title for the photograph. 3) Describe in detail what you see in the photograph. 4) What is going on in the photograph? Is it a parade or a protest? Or something else? 5) Using adjectives, describe the expression on the faces of the two main people in the photograph. 6) What are reasons why workers sometimes go on strike? 7) Have you ever used a video camera? Do you like being video-taped? 8) Do you or does your family have any home movies, videos, or photographs of you when you were younger? Describe what you have. 9) Most people would agree that doctors should not be allowed to go on strike because public health and safety would be at risk. List three to five other professions that you feel it could be argued should not be allowed to go on strike. Give a reason for each. 10) Should school teachers be allowed to go on strike? 11) Do you wear hats? When? What do your hats look like? 12) With a partner, invent a dialogue between a student and a teacher. Perform your dialogue for your classmates. 13) Using a title of your choice and using vocabulary from number 1 above, write a paragraph about this photograph. 4