The Power Of Images


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Images: The power of visual imagery to convey messages, to send affective signals and to stimulate the imagination.

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The Power Of Images

  1. 1. ! M @G3S The power of visual imagery to convey messages, to send affective signals and to stimulate the imagination. Eduardo Santos
  2. 2. Obj3ctives <ul><li>1.To examine some possibilities and reasons for using images and pictures in the classroom. </li></ul><ul><li>2.To demonstrate how virtually any pre-existing text-based activity can be improved with an aspect of image. </li></ul><ul><li>3. To show how it is possible to integrate images with the 4 skills. </li></ul><ul><li>4. To inspire teachers to look out for engaging images and create activities around them. </li></ul>
  3. 3. [email_address] <ul><li>1. How important are images for you when teaching? </li></ul><ul><li>2. How often do you use images in and out of the textbook? </li></ul>
  4. 4. Reasons to use imag3s <ul><li>1. A perfect marriage </li></ul><ul><li>2. Engagement </li></ul><ul><li>3. Meaning </li></ul><ul><li>4. Memory and language reactivation </li></ul><ul><li>5. Technology and the image era </li></ul><ul><li>6. Convenience </li></ul><ul><li>7. An international ‘language’ </li></ul><ul><li>8. Content and language integration </li></ul>
  5. 5. For example, how would you explain the difference between these two sentences?
  6. 7. Qü1z <ul><li>The power of images around us. </li></ul><ul><li>Shout out the name of the brand/company related to each image. </li></ul><ul><li>Which ones are the most well known? </li></ul>
  7. 10. <ul><li>1. Listening Activities </li></ul>
  8. 11. 1.1 Mental picture dictation <ul><li>This is a black and white photograph that was taken in 1939 at London Zoo. We see a young Chinese photographer called Ming taking a photograph of his friend Mike, a little English boy. Mike is on the right hand side of the photograph. He is sitting on a chair wearing black shorts and a long-sleeved T-shirt with a collar. Ming is on the left. His camera is on a tripod but since Ming is not very tall, he is standing on a chair to reach it. </li></ul>
  9. 13. 1.2 Jigsaw puzzle <ul><li>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? </li></ul>
  10. 15. <ul><li>2. Reading Activities </li></ul>
  11. 16. 2.1 Image quests <ul><li>What do you know about these pictures? </li></ul>
  12. 18. 2.1 Image quests <ul><li>Show the pictures to the stds. </li></ul><ul><li>Elicit what they know about the pictures and the historical moment behind each one. </li></ul><ul><li>In groups of 2 or 3 the stds will search on the web and find out more about each picture. </li></ul><ul><li>The groups will present what they found out. </li></ul><ul><li>The class will choose which picture had more effect on the world. </li></ul>
  13. 19. 2.2 The story behind an image <ul><li>You will see a picture for 10 seconds. </li></ul><ul><li>Pay attention on the details, the expression on the girl’s and boy’s faces. </li></ul><ul><li>What are they talking about? </li></ul><ul><li>What’s the target language of this lesson? </li></ul>
  14. 23. <ul><li>3. Writing Activities </li></ul>
  15. 24. 3.1 Photographic Memory <ul><li>Look at the image for 20 seconds and try to memorize all details possible. </li></ul><ul><li>In pairs, you have 1 minute to write down all you can about the image. </li></ul><ul><li>Where was the picture taken? How can you prove it? </li></ul>
  16. 26. 3.2 Ads <ul><li>In what ways do you use ads in your lessons? </li></ul><ul><li>How many different ways can you think of working with advertisement? </li></ul><ul><li>What’s the n.1 activity your students enjoy doing related to advertising? </li></ul>
  17. 31. <ul><li>4. Speaking Activities </li></ul>
  18. 32. 4.1 Where were you? <ul><li>Where/When was the picture taken? </li></ul><ul><li>What other images come to your mind of this day? </li></ul>
  19. 34. 4.1 Where were you? <ul><li>Where were you this day? </li></ul><ul><li>How did you hear about this? </li></ul><ul><li>What were you doing when you heard the news? </li></ul><ul><li>What’s the strongest memory you have of this day? </li></ul>
  20. 35. 4.2 An unforgettable scene <ul><li>What’s an unforgettable movie for you? </li></ul><ul><li>What scene from this movie really touched you? </li></ul><ul><li>Describe the scene. </li></ul><ul><li>Why is this scene meaningful for you? </li></ul>
  21. 37. <ul><li>5. Activities with Songs </li></ul>
  22. 38. 5.1 Song with images <ul><li>Look at the pictures. </li></ul><ul><li>What’s the theme of the song? </li></ul><ul><li>The song is about a girl talking to a boy. </li></ul><ul><li>Complete the sentences that start with “I wish...” according to the pictures </li></ul><ul><li>For video Type Kate Nash Nicest thing </li></ul>
  23. 39. <ul><li>I wish that we could... </li></ul><ul><li> I wish I was your... I wish that my smile... </li></ul><ul><li>I wish you’d hold... Basically, I wished that... I wish that without me... </li></ul>
  24. 40. 5.2 Together Project <ul><li>Write the word TOGETHER on the board. </li></ul><ul><li>Elicit what stds know/think about this word. </li></ul><ul><li>Play the video for your stds (YLs/Teens). </li></ul><ul><li>Do the TOGETHER project with your stds. </li></ul><ul><li>For video: Type Bob Sinclair Together and it’s the first video. </li></ul>
  25. 41. A few things to think about <ul><li>During lesson planning, always think ‘How can this activity be enhanced, improved, strengthened, and become more memorable to my students through the incorporation of image?’ </li></ul><ul><li>Start to look at the images around you and your students and think, ‘How can they be used to generate or teach language?’ </li></ul><ul><li>Don’t start off a class with a word or phrase written on the board when an image can easily be used instead. </li></ul><ul><li>Make good use of the classroom walls if you don’t already do so. </li></ul><ul><li>When using newspapers or magazines to create classroom activities, look at the images first. </li></ul>
  26. 42. <ul><li>“ 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.” </li></ul><ul><li>Jamie Keddie </li></ul>
  27. 44. Eduardo Santos [email_address] @eltbakery