Describing Pictures

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Reading and Writing Module 2

Describing
Pictures and People

Teacher’s Guide

Curriculum Project
May 2009

Reading and Writing 2: Describing People and Pictures Teacher’s Guide - 1

1. Introduction
This introduction section looks briefly at all the points students will cover in
this module. Following sections focus on these points in detail.

Preview. Ask the students (in anylanguage):
-

What do you know about descriptions?
What do we describe and when?
What language do we usually use to describe something?

Put their answers on the board.
A. In groups, students look at the picture and discuss the questions.
Example answers: - There is a boy in the picture.
- He is sitting and looking away.
- I don’t think he is happy/ I think he’s happy.
- I think he’sabout 13 years old.
- He is too young to be in the army and to fight a war. He should be at
school instead.
- “Child Soldier” or “A Child at War,” etc.
B. Look at the example sentences next to the picture.
Groups make more sentences about this picture, using the same sentence structure.
Groups write sentences on the board. Elicit corrections from the class.
C. In groups, students think ofideas to complete the chart.
Write the chart on the board. Elicit ideas and write them on the chart.
Example answers:
What can you see in the picture?

I can see a boy.
He has a gun.
He looks sad.

What can you imagine about what
you see in the picture?

I think he is a soldier
Maybe he misses his mother
I think he doesn’t want to be a soldier

D. Students read the description, andmarks the mistakes.
Elicit correct sentences.
Example answers:
He’s about 20
He’s about 13.
He looks happy
He looks unhappy
He has a small gun.
He has a large gun.
He’s wearing a school uniform He’s wearing an army uniform
There’s an elephant beside the boy.
Get students to read out a correct paragraph.
Reading and Writing 2: Describing People and Pictures Teacher’s Guide - 2

2.Sentences
A. Elicit ideas of what students can find in a sentence. Write their ideas on the board.
Try to elicit these things:
words
subject
verb/noun/adjectives etc (parts of speech)
full stop/comma/exclamation mark (punctuation)
object
letters
capital letters
B. Students decide if these are sentences or not.
If not, they decide why they are not sentences.
Students read the information inthe box, and discuss their answers in pairs.
Answers:
1. sentence
2. no verb, e.g. My friend in Mae Sot is a teacher.
3. sentence
4. sentence
5. no subject, e.g. She teaches mathematics to high school students in Shan State.
6. no verb, e.g. My father’s old blue motorcycle goes very fast.
7. sentence
8. sentence
9. no verb, e.g. A beautiful house beside the Salween River costs a lot ofmoney.
or add a subject and verb at the start: We live in a beautiful house beside the Salween River.
10. sentence

Look at the Parts of the Sentence box. Clarify anything the students don’t understand.

Reading and Writing 2: Describing People and Pictures Teacher’s Guide - 3

C. Students identify the mistakes, and make them into correct sentences.
Answers:
1. I think the boy’s name isMaung Maung Soe.
2. He was born in a village near Pa-an, in Karen State.
3. He Didn’t go to school.
4. His mother and sisters are very poor, and his father is dead .
5. There is a cinema in his village.
6. Maung Maung Soe likes going to the cinema.
7. One night, some soldiers came to the cinema.
8. They took Maung Maung Soe to the army headquarters.
D. In pairs, students write incorrectsentences like the sentences in C.
You may want to elicit examples and write them on the board first.
They can refer to the Parts of the Sentence box for ideas.
Pairs exchange incorrect sentences with another pair.
Pairs correct each other’s sentences, and give them back. Were they right?

3. Structures to describe pictures: there is/are
In the next three sections, students focus on...
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