1. Individual Hour Activities Picture Description Oral & Written Presentation Betty Simelmits

2. Social Interaction Pupils interact effectively in English, orally and in writing, in varied social contexts with people from varied linguistic and cultural backgrounds. Ask and answer simple questions about familiar topics and everyday situations, such as family, school, personal interests express feelings, likes and dislikes Interact for purposes such as giving directions, making requests Engage in short conversations Give and receive short messages in writing, such as notes, invitations

3. Presentation Pupils present information and ideas in an organized and planned manner in a variety of formats, in both spoken and written English, on a wide range of topics. Pupils present information about personal topics, orally and in writing, using basic organizational skills. Pupils use basic vocabulary and simple syntax

4. Tips for Teachers Magazines are a rich source of pictures. No matter what the subject matter of the magazine you’re sure to find interesting pictures in advertisements or accompanying the articles search for free clip art or other Internet resources. Affix the pictures to construction paper and laminate. This gives pictures a nice, clean look and makes the pictures more rigid so they hold up better to frequent handling.

5. Organizing picture files, sort your pictures into file folders according to life skill topic, language skill or classroom activity. It is possible to put all the pictures is a folder of a spiral file, the picture is in front of the pupils and the other side (with guidelines) is in front of the teacher.

6. Getting Started.. Pictures in multi-level instruction - When using pictures, learners at different proficiency levels can be given different tasks while working with the same sets of pictures. –Put learners together in pairs or groups at the same level of proficiency. Assign each pair a level- appropriate task. Rotate the pictures to each group.

7. Levels of Description Objects, weather, nature, Places People – physical description –cloths, parts of the body, colors, information from ID cards Actions, prepositions Feelings - emotions, likes and dislikes Related to pupil’s world – describe your..

8. Sentence Structure I can see a fat cat / seven balloons. It’s a green car / long and brown. He/She has a green hat. The book is blue / on the desk. The woman is reading a book. This is a big house. The boy/boys is/are in the mall / playing football. The pen/pencils is/are in the school bag. There is / There are an apple on the table / apples in the basket.

9. Show the picture to the entire group and ask general questions. What do you see? Who is in the picture? Where are they? Ask them to name the people, animals, and other objects in the picture, as well as the action taking place. Some responses will be based on direct evidence in the picture. LEVEL 1

10. Ask series of questions: –Wh-, yes/no, and “or” (choice) questions related to the picture. –Elicit responses from learners. –If any child is having difficulty, gently prompt the child using "who, what, where, why, and how" questions. For example: What is the boy doing in this picture? Why is he crying? –To encourage the children to express themselves, try to avoid questions that can be answered with yes or no. Elicit full sentence answer.

11. Encourage pupils to give their opinion, express feelings, likes and dislikes. Ask questions such as: –Do you think …. Why? –Do you like the …. –Why does he look so unhappy? LEVEL 2

12. LEVEL 3 Encourage pupils to “talk” about the relevant topic in their lives –describe their room / house / family etc’ –Talk about things they do after school

13. Extension activities Put learners in pairs. Members of the pair each have a turn being the “teacher” who asks questions about a picture and the “learner” who answers the questions. Rotate the pictures among the pairs to give additional practice. Have learners write a description of the picture.