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BK

Cambridge : Cambridge University, 1997

218 s. : il.

ISBN 0-521-35800-0 (brož.)

Cambridge handbooks for language teachers

Bibliografie: s. 216 - 218

Jazyky cizí - vyučování - obrázky - příručky učitelské

000077581

Contents // Acknowledgements ix // Introduction 1 // Who is Pictures for Language Learning for? 1 Chief aims of Pictures for Language Learning 1 // PARTA PICTURES IN THE LANGUAGE CLASSROOM // 1 Key considerations 2 // 1.1 Why use pictures ? 2 // 1.2 Five basic questions 2 // 1.3 Five ways of looking at language 4 // 1.4 Activities that matter 6 // 1.5 Challenges and opportunities 7 // 1.6 Pictures and class organisation 10 // PART ? EMPHASIS ON SPEAKING AND WRITING // 2 Introduction 17 // 2.1 Some roles for pictures in speaking and writing 17 // 2.2 Controlled and open speaking and writing 17 // 2.3 Mechanical practice and communicative practice 18 // 2.4 Simulated and real 19 // 3 Mechanical practice 22 // 3.1 Folding paper and mechanical practice 26 // 4 Communication and challenges 41 // 4.1 Challenge to describe 41 // 4.2 Challenge to identify 52 // 4.3 Challenge to match 56 // 4.4 Challenge to group 61 // Contents // 4.5 Challenge to sequence 68 // 4.6 Challenge to order 89 // 4.7 Challenge to memorise 92 // 5 Communication and opportunities 96 // 5.1 Opportunity to express opinions 96 // 5.2 Opportunity to express experiences and feelings 97 // 5.3 Opportunity to speculate and express opinions 109 // 5.4 Opportunity to express and debate opinions 111 // 5.5 Opportunity to dramatise 113 // 6 Mini-dialogues 116 // 6.1 Pictures and mini-dialogues 116 // 6.2 Organising mini-dialogues 117 // 6.3 Examples of mini-dialogues with pictures 118 // 7 Role play and simulation 126

PART C EMPHASIS ON LISTENING AND READING // 8 Pictures and the teaching of meaning 136 // 8.1 Establishing meaning 138 // 8.2 Bringing the outside world into the classroom 139 // 8.3 Contributing to the world of the classroom 147 // 9 Developing listening and reading skills 159 // 9.1 Types of skills 159 // 9.2 Micro-skills 160 // 9.3 Stages 160 // 10 Communication and challenges 162 // 10.1 Challenge to identify 162 // 10.2 Challenge to match 165 // 10.3 Challenge to group 170 // 10.4 Challenge to sequence 173 // 10.5 Challenge to order 177 // 10.6 Challenge to memorise 178 // 11 Communication and opportunities 180 // 11.1 Opportunity to imagine 180 // Contents // PART D FINDING, USING AND STORING PICTURES // 12 Sources of pictures 182 // 13 What to do with a picture 188 // 13.1 Personal response 188 // 13.2 Pictures which illustrate 190 // 13.3 Pictures which imply 192 // 14 Types of picture and types of use 193 // 14.1 Checkchart for pictures 193 // 14.2 Pictures of single objects 193 // 14.3 Pictures of one person 196 // 14.4 Pictures of famous people 197 // 14.5 Pictures of several people 197 // 14.6 Pictures of people in action 197 // 14.7 Pictures of places 198 // 14.8 Pictures from history 198 // 14.9 Pictures with a lot of information 198 // 14.10 Pictures of the news 199 // 14.11 Pictures of fantasies 199 // 14.12 Pictures of maps and symbols 200 // 14.13 Pairs of pictures 200 // 14.14 Pictures and texts 200 // 14.15 Sequences of pictures 201 // 14.16 Related pictures

201 // 14.17 Single stimulating pictures 201 // 14.18 Ambiguous pictures 202 // 14.19 Bizarre pictures 202 // 14.20 Explanatory pictures 202 // 14.21 Student and teacher drawings 203 // 15 Creating and adapting pictures 204 // 15.1 Simple drawing 204 // 15.2 Pictures on the board 206 // 15.3 Pictures on the overhead projector 206 // 15.4 Paper and card 207 // 15.5 Collage 207 // 15.6 Adapting magazine pictures 210 // 15.7 Folding pictures 211 // 16 Filing pictures 212 // 16.1 Filing by subject 212 // vii // Contents // 16.2 Filing by course unit 213 // 16.3 Filing by language teaching points 214 // 16.4 Filing by skill 214 // 16.5 Filing by topic 214 // 16.6 Filing by situation 214 // 16.7 Filing by cultural information 215 // 16.8 Protecting and storing pictures 215 // Bibliography 216 Further reading 217 // vin