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Stick a selection of cards on the board and allow learners to use bilingual dictionaries to
find the words they represent. They can then write the words adjacent to the pictures.
Give pairs or groups of three a selection of cards each. They can use bilingual
dictionaries to find out the word for each picture. Then, representatives from each group
can 'teach' the rest of the class the words they have discovered, using the visual aids.
Show the class a wall chart or a large picture containing many different items (e.g. a
street scene or an airport) for a short period of time, say ten seconds. Individually or in
pairs, the learners then have to write down as many words — in English — as they can
remember having seen represented in the picture. Allow them to use dictionaries. Show
the picture again for another few seconds, to let them extend their lists of words.
Reveal
the picture for the checking stage: the individual or pair with the most correct words is
the winner.
Picture dictionary
In the first two volumes of “THE NEW YOU &ME a great part of the new words are
introduced with the help of “Picture Dictionaries”. You can find them most likely at the
beginning of a new Unit. In some units there are even two “Picture Dictionaries”
Remember to introduce the words the multi-sensory way. The more all senses (visual,
auditive, kinesthetic) are involved when introducing the meaning,
the pronunciation and the
spelling of a word, the more successful the word/structure will be stored and recalled again.
Apart from that fact a multi-sensory presentation of new words will also guarantee that you
meet the needs of the various learning types in a class.
The Procedure The following steps show a proven procedure of such a multi-sensory
approach with the help of a Picture Dictionary.
Legend:
V = visual
, a = auditive,
k = kinesthetic;
v
i
= visual internal ( when picturing an
image with the eyes closed),
k
i
= kinesthetic internal (when imaging a movement – also
articulation – as if you actually acted it out)
Ask your students to open their books and look at the Picture Dictionary.
Read
word by word
aloud. Explain the meaning through mime and gesture – if
necessary. Only in exceptional cases it will be necessary to translate the word.
Ask
the students to close their eyes and read the words slowly and distinctly
again. Ask the students not to repeat the words.
a
Ask the students to keep their eyes closed. Read the words again and ask them
to
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