This document provides instructions and ideas for using paintings to teach English language skills. It includes lesson plans and activities centered around analyzing paintings. Some activities involve students describing characters, comparing similarities and differences, creating family trees, predicting future scenes, and more. Suggested levels range from elementary to advanced. Links to relevant paintings are provided for each activity. The goal is to spark students' interest and encourage language use through engaging with visual art.
An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
An interactive DBQ by Anna Harrington explores the human costs (death, injury, etc.) of war on soldiers during World War I. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
The Real Romanovs: How media affects people’s perception of eventsPeter Pappas
An interactive DBQ by Kelly Marx explores the last days of the Romanovs and the mystery of Anastasia. A chapter excerpt from Exploring History Vol IV. http://bit.ly/2iyHMaX
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Warmer: This is my life
http://www.claudemonetworks.com/painting/jean
-monet-on-his-hobby-horse
http://commons.wikimedia.org/wiki/File:Van
Gogh-self-portrait-with_bandaged_ear.jpg
http://www.smithsonianmag.com/ist/?next=/arts-culture/the-woman-who-
brought-van-gogh-to-the-world-66805589/
http://en.wikipedia.org/wiki/File:M
ona_Lisa.jpg
http://commons.wikimedia.org/wiki/File:Claude_Monet_-
_Springtime_-_Walters_3711.jpg
http://www.wikiart.org/en/edouard-
manet/the-boy-with-cherries-1859
http://en.wikipedia.org/wiki/Ginevra_de'_Be
nci
3. This is my life
Level – Elementary upwards
Langugage focus – Introducing a person, using present simple
for facts
Material – a portrait or a painting of a character per person
Method
1. Students receive a painting each.
2. Students walk around the classroom and introduce their
character.
3. Then they swap cards and find another person.
4. They introduce their new character.
Idea taken from Workshop – Tesol France 2012 – MariCruz Arcos Sorando
4. Variation: Similarties and Differences
Level – Elementary upwards
Langugage focus – Using comparisions
Material – a portrait or a painting of a character per
person
Method
1. Students receive a painting each.
2. Students walk around the classroom and
compare their characters finding similarities and
differences.
Idea taken from Workshop – Tesol France 2012 – MariCruz Arcos Sorando
6. Family trees – Emma Riordan
Level – Elementary upwards
Langugage focus – speaking about family, third person singular and third
person plural in the present tense, modal verbs of probability for higher
levels.
Material – 5 to 10 portraits of individual figures for each group of 4. Different
groups can work with the same set of paintings or different sets.
Method
1. Students work in groups of 4. Each group should create a family tree
using the set of portraits provided.
2. The groups discuss their ‘family’ and try to be as specific as possible in
their descriptions e.g. names, where family lives, how well they get on
etc.
3. The different groups introduce their family tree to the rest of the class.
The rest of the class can ask for further information or clarification.
Idea taken from Grundy et al. English through Art. Helbling Languages
7. Family Trees – Emma Riordan
http://www.koreatimes.co.kr/www/news/art/2009/05/135_44579.html
http://pixels.com/featured/portrait-of-a-woman-pierre-auguste-renoir.html
http://pixels.com/featured/portrait-de-claude-terrasse-french-composer-of-operettas-pierre-
auguste-renoir.html
http://www.zona-pellucida.com/renoir-claudepainting.html
8. Family Trees – Emma Riordan
Variation for higher levels:
1. Students describe the personal relationships
with the family e.g. whether there are any
arguments, scandals, tragedies, etc.
2. Students can also practise using modal verbs
e.g. That can’t be the mother.
She is too young. That must
be the sister.
Idea taken from Grundy et al. English through Art. Helbling Languages
9. What are they thinking?
https://www.google.com/search?q=child+with+do
ve&espv=2&tbm=isch&tbo=u&source=univ&sa=X&
ei=6ICLU7L0CcSO7AaR6ICYDw&ved=0CCcQsAQ&bi
w=1242&bih=607
http://www.icollector.com/Picasso-Harlequin-
And-His-Companion_i12103676
http://www.vangoghartworks.com/pain
ting/the-prison-courtyard
http://www.nationalgallery.org.uk/paintings/h
ilaire-germain-edgar-degas-combing-the-hair-
la-coiffure
http://www.nationalgallery.org.uk/paintings/georges-
seurat-bathers-at-asnieres
Level: Pre-Intermediate upwards
Language focus: Present
continuous, adjectives of feeling
Method:
Talk about the character’s secret
thoughts.
Idea taken from Writing Games: Charles and Jill
Hadfield, Nelson
http://codgerapps.codgerconsulting.com/Pi
ctures/index.php/Vincent-Van-
Gogh/Vincent-van-Gogh-4
11. What is going to happen next?
http://www.arthistoryarchive.com/arthistory/expressionis
m/Vincent-Van-Gogh.html
http://www.hugbear.net/hugbear/viewinfobearworks406.html
http://en.wikipedia.org/wiki/File:Vincent
_Willem_van_Gogh_002.jpg
Level: Elementary upwards
Language focus: future
going to
Method: Students predict
the next scene.
Paintings: The Prison
Courtyard, Girls in Black,
Harlequin and his
Companion, Combing the
Hair, Bathers at Asnieres
Idea taken from Workshop – TESOL
France 2012 – MariCruz Arcos Sorando
http://www.cultivatingculture.com/2012/10/10/renoir-painting-
stolen/
http://en.wikipedia.org/wiki/File:A_Sunday_on_La_Grande_Jatte,_Georges
_Seurat,_1884.png
13. Private life of a masterpiece
http://en.wikipedia.org/wiki/The_Art_of_Painting
http://en.wikipedia.org/wiki/The_Scream
http://en.wikipedia.org/wiki/Whistler's_Mother
Method
1. Students walk around the ‘gallery’ in pairs and choose a
painting they feel drawn to.
2. Students then write questions and answers for questions
beginning with: who, where, who, how often, how, etc.
3. They pass on the answers with the questions to another
pair.
4. The other pair tries to guess the questions.
Follow up
activity using
ICT: find out
more
information
about these
masterpieces
on the
internethttp://en.wikipedia.org/wiki/The_Kiss_(Klimt)
Idea adapted from The Intermet TESL Journal - Using Art Postcards
15. Variation
Method: Students choose a
painting and write their ‘own’
story or that of ‘someone
else’ in that place.
http://en.wikipedia.org/wiki/Vincent_van_Gogh
http://www.artmarketmonitor.com/2014/02/06/sot
hebys-imp-mod-evening-sale-highlights/van-gogh-
lhomme-est-en-mer-6-8m-gbp-16-8m-gbp/
http://www.metmuseum.org/toah/hd/cmon/hd_cmon.htm
http://wallpapershd2014.com/wallpaper/archives/tag/claude-monet-wallpaper http://pictify.com/175962/fernando-
botero-dancing-couple-1987
Idea taken from Workshop – TESOL France 2012
– MariCruz Arcos Sorando
16. Haiku poem
"Haiku" is a traditional form of Japanese
poetry. Haiku poems consist of 3 lines. The first
and last lines of a Haiku have 5 syllables and
the middle line has 7 syllables. The lines rarely
rhyme.
http://www.kidzone.ws/poetry/haiku.htm
by Kaitlyn Guenther
Spring is in the air
Flowers are blooming sky high
Children are laughing
Sand scatters the beach
Waves crash on the sandy shore
Blue water shimmers
Examples of Haiku:
Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
20. Detail: Stolen! – Luke Meddings
http://tudorhistory.org/henry8/gallery.html
The family of Henry VII: an Allegory of the Tudor Succession
Level:
Intermediate
upwards
Language focus:
Language for
identifying
elements in the
scene, Wh-
questions
Material: A
reproduction of
the same
painting per
group of 4
students.
Idea taken from Grundy et al. English through Art. Helbling Languages
21. Detail: Stolen! – Luke Meddings
http://tudorhistory.org/henry8/gallery.html
Method:
1. The class imagines they had a painting but it got
stolen. The painting was found by the police.
2. Students work in groups of 3/4. They will all claim
the painting as their own and must memorise as
much as possible of it. One of the groups will be the
police, who will decide who the painting belongs to.
3. The groups must identify and remember as many
details as possible. The police have to think of
questions to ask. No one can write anything down.
4. The police interviews each group separately (outside
the classroom) for 3 minutes. The other students can
continue discussing.
5. The police return and announce who the rightful
owners are.
6. Elicit as many details as possible from the whole class,
writing notes on the board and fine-tuning language
as required.
Follow-up:
For homework, students can write
down a description of the painting
from memory.
Idea taken from Grundy et al. English through Art. Helbling Languages
22. Still life with a snake, frogs, tortoise and lizard
http://commons.wikimedia.org/wiki/File:Paolo_Porpora_-_Still-Life_with_a_Snake,_Frogs,_Tortoise_and_a_Lizard_-_WGA18170.jpg
Detail: Stolen! – Luke Meddings
Idea taken from Grundy et al. English through Art. Helbling Languages
23. Dialogue
Method:
Students imagine a dialogue between the characters.
First line has 7 words.
Second line has 6 words.
Third line has 5 words
And so on. The last line has 1 word. (or the other way round)
The grammar must be correct.
http://en.wikipedia.org/wiki/Sistine_Madonna
http://en.wikipedia.org/wiki/File:Mona_Lisa.jpg
http://www.nga.gov/kids/ginevra.htm http://commons.wikimedia.org/wiki
/File:Pierre-Auguste_Renoir_146.jpg
http://en.wikipedia.org/wiki/Girls_at_the_Piano
Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
24. If it could talk…
If these shoes could talk.. If this chair could talk…
http://www.nationalgallery.org.uk/paintings/vincent-van-gogh-van-goghs-chair
http://harpers.org/blog/2009/10/philosophers-rumble-over-van-goghs-shoes/
Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
25. What’s on the other side?
http://elementary-art-rocks.blogspot.com/2013/04/grade-1-monet-bridge.html http://www.famous-artists.net/the-japanese-bridge-the-
bridge-in-monet-s-garden-1896/
http://www.wikiart.org/en/claude-monet/waterloo-bridge-1901-1
http://www.wikiart.org/en/vincent-van-gogh/the-langlois-
bridge-at-arles-1888-1
http://www.npr.org/templates/story/story.
php?storyId=1583370
Method: Students
imagine and tell
their partner what
they will find once
they cross the
bridge.
26. Emotions
Level: Upper-intermediate upwards
Material: Paintings that can generate complex emotion words
Method: Students need to describe how the paintings make them feel.
Emotions will vary from one student to antoher. Encourage your students to
express their individuality and make personal connections with the art. This
will encourage students to use higher order thinking skills such as analysing
and evaluating.
http://blog.faboverfifty.com/2012/05/13/whatever-else-is-
unsure-in-this-stinking-dunghill-of-a-world-a-mothers-love-
is-not-james-joyce/ http://wwwnc.cdc.gov/eid/article/12/11/ad-1211-f4
Mary Cassett
http://commons.wikimedia.org/wiki/File:Cassatt_Mary_
Mother_Combing_Child's_Hair_1879.jpg
Idea from BusyTeacher.org
32. Stick figures!
Self Portrait with
Bandaged Ear and Pipe –
Vincent Van Gogh
The Scream –
Edvard Munch
http://en.wikipedia.org/wiki/The_Scream
Thinking about death –
Frida Kahlo
http://www.wikiart.org/en/frida-kahlo/thinking-about-
death-1943
http://ayay.co.uk/background/paintings/vincent_van_go
gh/self-portrait-with-bandaged-ear-and-pipe/
34. Stick figures!
The Kiss – Gustave Klimt Sunday Afternoon on the Island of La Grande Jatte –
Georges-Pierre Seurat
http://en.wikipedia.org/wiki/The_Kiss_(Klimt)
36. Stick figures!
The Last Supper – Leonardo Da Vinci
Whistler’s Mother –
James McNeill Whistler
http://en.wikipedia.org/wiki/Whistler's_Mother
http://www.jaydax.co.uk/lastsupper/lastsupper.htm