1000 Pictures for Teachers to Copy

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1000+Pictures for Teachersto Copy AndrewWright

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Contentsand Introduction

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1

How to draw

2

Settings

3

The organisation of the book and the selection of language items

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The se.lection,topics and larrguageitems in this book are 54 b.rserl on the T/rrcs/lo/rlLct,cl, a clocume.nt producec'l bv Topics, behaviour, notions 3 tire Cor-rncilof Europe for language svllabus designers.I 84 have also referreclto the Cnrlhrill,gt'Erg/ls/rLc,rlcon. Illustrated vocabulary and grammar 4 Language is enormouslv rich. A r,r'orclcan have nranv meanings depe.nding on context. I have had to be 118 Pictures for composition 5 sr.lcctive.and have.ofte.nonlv been able to illustrate orre of se.,'e.ral possiblc.mearring:. I have rrrnitted concepts Some basic ways of using pictures in 6 128 that are impossible to represent pictori.rllv ancl language language teaching ite.mslvhich are re.latir.e.ltinirr.tluent,r.c. rr'ithin stages5 1,36 or 6 of the Canrbridge English Lexicon. Further reading Onlt' rarclv can a picture contmunicate the same 137 rnc'aningto evervone n'ho seesit. The role of piciures in Index t l r i s b r t t r k i : t r ) c ( ) n t r i h u t ct o t h t ' l e , r r n i n g r ' f m e . r n i n g erperienced bv the learner .rsprrt ot a situ.rtitrn:referred k r i n a c o n r . e r s a t i o ni,l l r r s t r a t i n sr s t o r ) ' ( r r a s p a r t o f a gar-ne.It is the experience of the situation as a n hole r,''hich helps thc lcarne.r to build up a sense of the (For r-noreon the M a n y t e a c h e r s r e c o g n i s e t h e ' t t s e f u l n e s s o f * i r t r p l e n-reaningor mcanings of thc langr.rage. 128). tcaching of me.aninc sc.e pagc. dran'ings in their te.rching. Dran'ings have tnan"' advantages: thev are quick to do; their content can be determined exactlv bv vou, the teacher;thev are easv tc) Stereotyping reproduce. But manv teachersthink thev c.rnnot drau'l There has been no attemDt to reDrese.ntclifferent racial Or if thev can clrau' the'v feel ther. have not got etrt,ltglt t r p r ' * i r t t l r e d r , r t r ' i t t g . i r r L l r i . t r t ' r t r kT. h e r e S,etter,tli*t'd 'pot.rto' time. he.rclsare me.lnt to representall of us! The r-rseof This book is based on years of enjov.rble experie'nce' s t e r c t r t v p i c r l , r . r c i . - r ls v m b o l s h a s b c c n r e . j e . c t e cal s gained in helping teachersto learn hon' to c-iran'tn over rrr-rdesirable.. thirtv countries. It contains a care'ful intrtttiuction ttr dran ing and over one thorrsandclrarvirrgsfor teacherstr-r T h i s n e w e d i t i o n coPi/ 1000 PrcluHr,sr,orrTr,.rcrrF-Jts r() Colv has been usc'd bv teachers in countries all over the n'orltl. Some tcacher-s Who might use this book? have said that thev rvoulcl n()t bc n'ithout itl The rnain users of this book u'ill be langrrage teache'rs. \ e ' r ' e r t h e l e s s , s u g g e s t i o n s h a v e b c ' e n m a c l e f o r i t s anvone' i ) n p r ( ) \ ' c m c n itr r t l r eJ i g l i to i t l t i r r , ri t l t ' - r . r r r g i r rLg' \ F e r i r n ( ' H Hor,r'ever,teachersof othe'r subjccts,arrd ir-rdeecl r,r'hose job involvt's commttnici'ttiort, rt'ill finrl this of use in so lrr;lnv classrooms.ln this neu' cclitior-rthere m a t e r i a l r c l e v a n t . I h a r . e m e t s p c e c h t l r e r , r p i s t : . are sixteenertra pages.Additions inclucle:more pages of sociologists, vouth leaders, voga teachers as r,r'ell as faces ir-rclrrclirrg hou. to look v()unger (.rlu'avs r-rsefulin teachersof historr,,geographv anc-lecttnomicsu'ho make these stressful times); ne\\' pJge\ illustrating tenses anrl With the examp)t': givt'tt phclnologv and nine mor€.pagcs on iclcasfor making use use of simple rc'pre'sc'ntations. in this book, teachersand their stuc'lcntsctrn drar'r'their of the pictures in tlie book for languare te.aching.Marrv orvn pictures r,r'itl-rcomputer softu'are clr.rn'ing packages oi the inclivitir"ralpictrrreshave been motlifiecl.The inclex as lt'ell ;rs lnore trac'litionallvon thc' boarcl,on hanclouts no'"r'incorporatesArnerican crs\r'ell as tsritishEnglish. and in displavs. Acknowledgement Copying

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B v c o p v i n g I r n e a n , l o o L i n g a t t h r ' p i c t t r r e si r t t h e b o c t k and drarl,ing vour ()\vr1 r'e'rsions.I also mr'an that a teacher,having bought hi-. or her o\\'n copv nf the book, should feel that he or she can m(rke multiple copies ior use nith his or her or.r'nstttdents. I'ermissittn to m;rke multiple' copies is not gra ntecl for itny other circumstancesexcept r'r'ith erprcss pcrmission givert b1 tl.republisher.

and thanks

I r.r'otrlcllike to thank thc. r-n.urv,r-nanvte.rchcrsrvho h.rr.e p a s s e do n t o m e t h e i r p l t ' . r t u r r ' i r t u * r r r g t h i s b o o k a n d macle their suggestionsior changr.sin the nerv eclition. I particul.rrlr' \\'alrt t() thank I'aula Saudhan'r .rncl Julia Dlrcl.rs,foi p.rssing on their experience to nte and for r-nakir-rg so manv helpir-rIsnggestions.

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THow to draw

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In the first section I have reproduced the way in which I help people to draw more effectively. The level is higher than you need for copying the drawings in this book. However, I have decided to put it at the beginning of the book becauseyou need basic help even for copying. Essentially, in order to copy (i.e. without photocopying!) you must: 1 judge proportions (is a line is longer or shorter than another, or a shape thicker or thinner); 2 judge the angle of the lines (whether they are lines or the edgesof shapes). These are the main things. However, it will also help you to study how I draw solid people. When you learn my approach you will be able to copy my solid people much more easily. Similarly with the settings: when you learn how I have avoided using perspective,you will be able to copy them much more easily. So, please,even if you are only going to copy the pictures in this book (and not produce your own), do look through this first section. Thanks.

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Card or paper

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Materials and techniques

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Teachers' flash cards should certainly be on card and not paper. Card lasts longer and is easier to handle. For pupils it may be as cheap to use duplicated sheets rather than card. In Britain it is possible to get cheap or free offcuts of paper and card from printing houses.

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Sometimes you may want to stick thin paper to card. You can: I use a rubber baseci glue which does not wrinkle the paper. Professionaldesignersdo this. 2 use a paste. If you use a paste put it on the thin paper and leave the paper to expand for some time before putting it onto the card.

Photocopying 1 Don't go to the edge of your paper. 2 Don't use larger areas of black than your machine can reproduce. 3 If you stick smaller piecesof paper down so that the levels are different put typist's white opaque along the edges to remove the shadowed line. Grids To give a senseof organisation to your text and pictures arrange them within a frame and align their edges. A frame (in British English - a 'grid') may be made of one, two or even more columns. Tracing If your top piece of paper is too thick for you to see the image clearly put them both againsta window pane and copy it like that. How big? Letters should be about two cms high. But guiding rules like this are not very useful. Try a sample - see what it looks like from the back of the class. Colour It is so tempiing to use lots of bright coloursin order to please the students. Much better to choose colours for other purposes: 1 to make an object more recognisable if the shape is rather ordinary, for example, an orange; 2 to direct attention to something, particularly if it is small within a picture, for example, one person giving another a present. The people could be drawn in black line and the present in a colour; 3 to express feelings and to make the picture look nice!

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C o p y t h e s ed r a w i n g s . S t a r tw i t h t h e b o d y .

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Start u'ith the chair, then do the body.

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stickpeople Copy the angles exactly!

SlighbcharyesoF angleillus1raLe diFFerznbwaqsoFwolking (*t, fon-s.ar',il ,runniXg,and Jo,.ev"nepr.sent dif?err^L Balance

dancerisfuung Tnisbatle? ove( Decause her we$ht

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Draw furnifure, cyclesfirst

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boxpeople

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Box people are useful becausethey have characterand can be seenmore easilythan s t i c k p e o p l e i n a c o m p l i c a t e dp i c t u r e .

Tne vifatacfiono{ the borpersonts achtcvedexac?lylius rson. llo,rtever, o( q Sl'icKpe sf*r( wilh the body . L1naY Wha( sorL o( bod'yd,oyan want lo give hru or her? Chooseone!

I[U^VAA 'lhen drcta shcRgcrson lrhbs in t-he Draw (ne bod.Vhrsf . qcdon you wanl . prau Lhe lr'nbs kom lhecorners o( lhebox.

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Here are urz.e rnor.eboxpeopleaUd'raon n the sa^e sfaSesas ou7h'neaaboe. Nofe ho.l linesdis oppear fun|ta bodrcs o( oVher linrbs.

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faces

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*ny rough arcl e willdo tor alace, parficularly if ir is i r r e g v t l a r a n d bumpy!

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P, 3 in fhe eyes av$l nose firs( : thrU 4on'( Shou,rQXPrc-et|onin Srn rn plz dra utt ng . ftooev er , noses can beg rn fo sho"r ina{iuid.uqb ,-

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The eyebrows rise in the centre. There must be a gap between them or he will look too determined.The mouth turns down.

The eyebrows are now slightly concave- this gives that look of pain. The mouth is now longer and weaker and further down.

Eyebrows still more concave and further apart.The mouth, down-tumed, is weakly down more on one side.

Now the head is back. The brows are nearer the eyes due to the concentration of the outburst. The mouth must turn down.

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+= Arching eyebrows. S m a l l m o u t h ,i n t h i s casevery slightly upwards, giving a hint of pleasure.

High eyebrows, not High eyebr ows. Surprisedhorror t o o c l o s et o g e t h e r . Smalleyes,rather Bulgingeyes. Tiny m outh. Slightly larger eyes. intense. Mouth shows hint of pleasure in the surnrise.

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T h e e y e b r o w sr i s e and curve. The mouth begins to curve upwards.

T h e e v c b r o w sa r e not onlv high and rounded but are n o w f u r t h e ra p a r t . The mouth, of c o u r s e ,i s n o w a fuller smile.

The distance between the eyebrows is so importantfor that s i m p l eo p e ns m i l e

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Now the headgoes back(vou show this by placing all the features higher on t h e f a c e ) .T h e e y e s c l o s e .T h e m o u t h opens.

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This face is s u r p r i s e d ,a l m o s t sad! The eyebrows are rather high. The mouth looksa little weak - perhaps becauseit is rather low. =

The eyebrows are now nearer to the eyes and nearer to the centre. The mouth is bunched and a little nearer the nose.

The eyebrows now touch the eyes.They nearly meet and they tip downwards towards the centre.

One eyebrow rests on the eye:the other has flown upwards. There is a compressed fold of skin between the eyebrows. Note the corner of the mouth is dou,tt.

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caricatures

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Essentially caricaturemeans exaggeration. I f s o m e o n eh a s a s q u a r i s hh e a c li t i s r n a d e s q u a r e .I f h e h a s a l o n g i s hp o i n t e dn o s ei t is drart'n'u'erylong anclr'ery pointed. P o s i t i o n c . ff e a t u r e s :i i t h e c. . v e sa r en e a rt h e t o p o f t h e h e a r dt h e . va r e d r . r w nr i f t h c .t o p o f the head.

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A real test of a caricatureis if vou can redraw it from memory. For people with p o o r v i s u a l m e m o r i e st h i s m e a n sb e i n g able to remember the appearanceof the c a r i c a t u r ei n w o r d s . Try it with the caricaturesdrawn above. Look at them for a few moments, describe them to yourself, and then, remembering this verbal description, try to draw them from memory.

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carlcatures

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Pea( head Smafl eyebrows big eyes lonq nose SmallmouAlt big pear bod'y Squa(e sh.r'rE

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sitting/eating

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SCCNCS Your charactersmust live somewhere. Theremust be a contextfor things to happenin. Hereis a map. Copy it and let

the students decide where the schools. hospital, etc. should be.

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How to draw

fantasycreatures

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animals and obiects

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If you want to draw from a real object or a photograph of it, there are, basically,two things to think of: first of all, the proportions of the basic shape(s)and secondly the angles of the edgesof the shape.

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Settings

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The subjects are taken from the Council of Europe Threshold Leuel contents list. I have omitted Education - you will find some pictorial reference in Section 2. Household articles are under'House and home'. Ambiguity These pictures are not expected to illustrate unambiguously the word you are trying to teach (seeintroduction). Note Most of the settings on page 23 need to be simplified if you copy them out yourself. I recommend you use photocopies of this page if you can.

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Topics, behaviour, notions

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identification Personal (appearance)

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young (adult)

middle aged

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short

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Topics, behaviour, notions

identification Personal (family relationships)

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loHN BROWN MARYBROWN (1.e20-1.970) (b. 1e25)

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grand father

grandmother

C E O R G EB R O W N

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B A R B A R AB R O W N H A R O L DC R E E N A N D R E r y B R O W N( b . 1 9 6 0 ) R A C H E L B R O W N( 1 9 s 0 - 1 9 9 0 ) j A N E T G R E E N (b. 1952) (b. 1e65) (b. 1e60)

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JOHN BROWN (b.1e83)

father

mother

P E ' I E RB R O W N N A N C Y B R O W N (1984-198s) (b.1e81)

aunt

uncle

E L I Z A B E T HC R E E N (b. 1e78)

aunt

P E T E RG R E E N (b. 1e83)

"1

t ! = -d_

= : a 1 / a

@

I

brother

@ COUSI N

cousln

57

L

Topics, behaviour, notions

L

identification Personal (professions/occupations)

L=-

:-

L.--

L.-

ll-

architect

artist

baker

/ businessman

woman

d

l!-

:=

L,-

>-

butcher

chemist (druggist - US)

doctor

L.-

L._

L==:

driver

4 ql

+ !-

factoryworker

farmer

fireman lr-

L--

BfTl€C

footballer (soccerplayer- US) Sreengrocer

grocer

E-

& lolner l--=

l--

labourer 58

mechanic

milkman

mrner

bl---

-7 - -

F-

Topics, behaviour, notions -=

identification ersonal P (professions/occupations)

.-

musician

nurse

office worker

photographer

pianist

pilot

policemin

policewoman

frJ

Rt-=-F)

nilt EI tt'|l postman (mailman - US)

qt s h op a s s i s t a n t

s eaman

u n e m p loyed

O+'

A, ,-J

I

-.J

I

,A

F

soldier

street cleaner

teacher

typist

waiter

wrrter

yoga teacher

il

: -'a-

!

59

A

Topics, behaviour, notions

-

< L

Flouse home and (rooms

L-

etc.)

j-

rutl LI

ru semi-detached house

detachedhouse

bungalow

"-FEg cottage

:-l\-

-.-<

attic bcdrot

a t t i cs i t t i n gr o o n r fl f

-.bathroonr

--first flclor (secondfloor - 115)

a--

slttrng roonl

dining room a-

ground floor (first floor - U5)

L-

tr--

.t-b-

h-

DE]C]

trurl

tf-

+ NtrlD

Ft/FrF

oucl [1trlrJ

l

r]nt]

flat (apartment -

l us)

n tr Wm

nronN

terraced house

caravan(trailer - US)

tent

ta-

F.

60

-

ts-

--

Topics, behaviour,notions

"-

House and home (furniture

--

and amenities)

armchair

bath

blanket

o

bookshelves

chair

\-,

o

o

o

o

chest of drawers

clock

olo

coathooks

cooker( stove- US) cupboard

computer

* -11

dishwasher

desk

d r e s s i n gt a b l e

electric firc (electricheater - US)

-" T

t: Cr

.fo

l l rr t l l

llltlltl

s.\ 4

hand basin

irot

"^;

1l

ttl 'll

-^|ll

')1

c o ld w a ;;

lamp

mtrTor 61

1-

Topics,behaviour, notions

t

home House and (furniture

1

and amenities)

L-

1 t-..-

t-=-

L.-

pillow

picture

potted plants

radiator (centralheating)

1-

a.

l-.

L,_

a._-

L

refrigerator

record player

--

settee/couch

t---

:--.r-= L-

!-

shower L,€

(B

L-

trlc!Er EEB EIEIGI EI @EI

tabie

switch

t a b l ec l o t h

telephone

=:

o o o 6

o

==--

televisrcln

t o i l e t / WC

wardrobe

washing machine >

-

tsz

Topics, behaviour, notions '= -=

home House and (household tools) articlesand

.":

bowl

brush and pan

fork

cup and saucer

'= "A 4r (\^.

--

(>t

--

hammer

iron

kettle

knife

o mrxer

pan

plate

pliers

screwdriver

spanner (wrench - US)

.-

-4

d

SCISSOTS .J

-

spoon

teapot

torch (flashlight - US)

trl c: vacuum cleaner

a {

63

L-

Topics, behaviour, notions

:

Reguons

I-

]=: 1-

l-*

n 0 0

l--

n

factory/ rndustrialarea farm/farming area

>_ L-

=: L=

t--=

>

fields

flat country

L

L-

=:

"#,,.,,-,,y,

=: l-

island

mourrtain

rlver

L,-

!-L-

:*-t seaside

r€ tl

o

#

D I

:-

village }-

lr-

o1+

:_ a

--

-_

-,.

Topics, behaviour, notions

Animals

bat

bear

bird

butterfly

bird

camel

cock(erel)

crab

_-4

=

deer

crocodile

'-

elephant

fish

,65 -1

Topics, behaviour, notions

Animals

:: : : 5-

giraffe

goat

goose

hedgehog

> l!-

L

hen/chick

lL-

kangaroo

horse

A

L-

a\

L:

r-_ >-* t--

monkey

n 1^ga ) f

mouse

EI\

EF--

rabbit

sh.rrk

sheep

snake

F_

jv--

E-

l--

D<

t--

swan

f iopr "b-'

tortoise/turtle

whalc'

f-

]66

^

---

Topics, behaviour, notions .:

T-rl

1

rLants

-:

branch

il

-'

/

q 4 //^

V \J,, u - us) \//

'

\i;/uVnX/;'rnX.-hiif,iti grass

\(/,

*\l/h,

-

\U(z-.--

:

a

hedge

m.trsh

4

= a

I

cirn,s.rnthemum t

Ii

67 I

Topics, behaviour, notions

Free time and entertainment

acting

b a l l e t( g o i n g t o )

baseball

bird watching

camping

c h e s s( p l a y i n g )

cinema (going to) [movies (going to) - US]

basketball

car racing (watching)

c l o t h e s( m a k i n g )

computer

c o l i c c t i n g( s t a m p s )

c r i c k e ' (t p l a 1 , i n g )

68

(plaving computcr games)

concerts (going to)

- . '- , . ,. -

clancing

r-rrclit-r tr

discodancing clriving .t_

Topics, behaviour, notions '-

Free time and entertainment

-:

'=

films (watching) lmovies (watching) -

I fishing

_ uSl

fencing

?

football (soccer- US)

.:

gardenin

hang gliding

hiking

hockey

hunting

'a

-:,

,javelin(throwing)

I -l

a 4

f

jumping

model making

C,NEA4A R,EX

a ppR

m o v i e s ( g o i n g t o ) ) o p e r a( g o i n gt o t h e )

I

painting

pets (lookingafter

J

4

/:*:#

-

photography

picnics (going on/having)

poetry lwriting)

69 I

:-

Topics, behaviour,notions

.<

:

Free time and entertainment

:' :-L--

F=:-

r a d i o ( l i s t e n i n gt o )

riding

reading

:: E

L-

: L_

rockclimbing

sailing

runnlng ()

shopping

singing L-

>!:F F

skiing

snorkelling

sq u ash( playing)

s u n b a t h i n g swlmmlng

t--_

poo t' ErrgD(]

Ir@n [-1 D

l+

F-

o

table tennis

television (watching)

tennis (playing)

fi theatre (going to)

t-t-_

touring

l,-

5 €,

video (making) video (watching)

70

4$ walking

water-skiing

yoga

ts: ]-

15 1

"-'--

Topics, behaviour, notions

places Travel and r (types of transport)

bv bicycle

by camel

by car

by elephant

on/by foot

by hovercraft

by lorry/wagon (by truck - US)

by motorcycle

on horseback

by scooter

'.-

-* .*

-a

b y pl a n e

on roller skates by ship

by taxi

I

-

4 -.t

by train

by underground

by unicycle

71

L-_

Topics, behaviour, notions

!

places Travel and r(road features)

:F:-

>->-:-=-

-

roundabout

I Icorner

junction

o

= = --

t -

pedestriancrossing(cros?wak- US)

]: !r-_ l-_

l]--n;r-ll : [f-Tl

one-way street

= I't-Tl

!-t-=-=" P !t-:

,.=F_

traffic lights (traffic signals - US)

no waitin

!-lL-

-

--

Topics,behaviour,nouns

Placesin atown BANK

Etr l-ll

l-ll

railway station (railroad station- US

cafe @

Nm

=

police station

pub/publichouse -Ju-^

=

Corner Shop

YJ ;-9

.a

doctor'ssurgery

4

swimming pool

'a = = -= -t

a information service 4 4

football stadium soccerstadium - US 73

L-

Topics, behaviour, notions

:

Relations (invitations and correspondence)

:-l: -

:-

|l

L-

il

L--

d tnner L.-

L_

L--

L,_

D.

>-*

L-

-= L

L-

bring-a-bottleparty

cocktailparty

:l-

L

F

p r e s e n t / gfit l g i v i n g a )

writing a letter

receiving a letter

O

=

v

:

I

tlF :

telephoning

friends

not friends

lovers f:--

1--

Topics, behaviour, notions

-

Health welfare and (parts body) of the

ankle

body

shoulders ankle

thigh thumb finger stomach waist heart

chest

breast elbow

I

head

foot-Gr-

foot feet

I

*---hair

face hair --+

forehead

'1

eyebrow

I

eye

"J I I t

c- moustache tooth etongue e--

beard

@,

cheek ear nose

*(

'g

mouth chin neck

-/ 75 -l

:-

Topics, behaviour, notions

:

welfare and Health (ailments, accidents,medical services)

5. :--

:-= t-

L,-

got a cold

a sore throat

a cough

a headache :-: :-.

a rF,

L--

L

stomach ache

toothache

sunburn

a temperature l-.:.

t

L-

\

a broken arm

=-

a bruise

a sprain

-:--,

AMBULANCE F

ambulance

stretcher

= F= F -

@E

F l-

tablets L-

76

ts--

*-

Topics, behaviour, notions

Clothes

blouse

boots

hat

CAP

J

--J

jacket

bra

leans

jumper (sweater- US)

nightdress

4 !

t -:

panties

pullover (sweater- US)

oviamas I

J l

raincoat

J

J-

-,

4

*4 4

sandals

shoes

shorts

-1,

-t J

77

r--15

Topics,behaviour,nouns

:

Clothes

I

:--. !.--= 5-.E j}--

:!-k

skirt

slippers

:-

socks

!-. --= >4-

-

r-.,

suit

swimming costume (swimsuit - US)

swimming trunks

tights (pantyhose- US)

] tL-

r.<

:-:-r*

trousers (pants- US)

T-shirt

underwear

waistcoat (vest - US)

!-t

--

l--

I belt

bracelet

brooch

earrlnS

:---L-

-l-<

-F r.-

-L.-

_tI

__t-necklace

78

purse

nng

sunglasses

_-

--

Topics, behaviour, notions -a

Food and drink

biscuit (cookie- US)

tm

.-

chocolate

cnsps (p o ta tochips- US)

pancake

sandwich

sweets(candy - US)

coffee

cream

pastry (Danish)

-

_: -:

pre

tart

*j -". I

J -l

J

tea ,-t

79 --J

t

Topics, behaviour, notions

-

Food L-

a:

--.-

L--

butter

bacon

cheese

chicken

t-.L--

L-

jam (jelly- us)

egg

bE;;€o omelette

L

L--

=

meat (beef)

sauce

sausage

soup =

= cereal

chips (french fries - US)

E

spaghetti

nce

=

t t ltr.

,t

tl{ r lr,

'ltt{ll

=

-0-!--0-.0-LL =-

barbecue

80

fry

=

=---

:

Food:vegetables d ,a rL re 4

uhib asParagus

wh'rbe Xre?-n, aubergine or brcwn (eggplant - US) beans

beans (French)

broccoli

glcf''or(ed'

\

uLiYe ceafr< Brusselsprouts

cabbage

cauliflower

celery r^lhilc

r"l hile courgette (zucchini - US) O(ce^ aY black

olive

cucumber

garlic

brO.-rn

onion

lettuce

red or

o(ae^

Parsnlp

Peas

Sree^

PePPer 9(een.

r_ >_ L_

L--

L-

L-

L--

=

s>lL.--

=-

>L=

= L--

=-

L--

84 L

Illustratedvocabularyand grammar

Prepositions rLrtq,reus

I

-n n a re(uJ

@a w before

)rt

after

in front of

behind

u{ton^el

f; up

in

down

to

out

_t

-! a

4

f

v {

\t \-

-

,1

with (sugar)

g

without (sugar)

a

\3:

tq+

away from

towards

85

Illustrated vocabulary and grammar

t-

Prepositions

E-E_.l--L

t.."

a T near (to)

around

T

+li

t-tE:. f--

next to L--J+

under

over -* ---: =:-

inside

across

=: F-=

d\

Y

L: L.

F:

between

> >*

A

>_ l.-

>-

h rou

|rL

86 -

Illustrated vocabularyand grammar

Verbs l6R SALAI 70.,q{i4

T-,,:f,y{,y "ii';r r',fn

allow

apologise arnve

answer

:-r

E{

bark

answer

attack

bathe

/=i.-."

itv

:il

-a

blanre

a -= -:

=.13 blor,r'

brakr:

^f8,

break

87

Illustrated vocabulary and grammar

Verbs

=

>-.

>_.

>_-

>__

>_.

>_=

iL-

---t-= -" {

' Y;e-v come down

-t-//a

?\

OJ

F t>.

88 -

Illustrated vocabularyand grammar

Verbs tznx${ dance

dance

descend

demand

disagree

nt

disappear

ffi

divid e

'-

a a

ldrive

,t_

: '-

examlne -'=

89

Illustrated vocabularyand grammar

:

Verbs

:*

fall off

.trtl finish

frighten

gather

get/receive

get on/puton

get on

90

get down

Illustrated vocabularyand gramrnar

Verbs

gl!'e

gro\v

hitch hike

w' f \

hunt

imitate

lmprove

corvt< o ?kose -llturcday .l

I

introduce =J

f^il" x *i

ftxapr'/

keepquiet 91

Illustrated vocabulary and grammar

Verbs

L-

> : = :-

++

H

,"lJ ll ILU

lie

A-

+ -L

+ + Iisten to

l-

5 il

1

!

look after -1

92

J !

Illustrated vocabulary and grammar

Verbs

make

g

,trP obey

93

Illustrated vocabulary and grammar

:

Verbs

:

>

*b polish

l--

I-_

IL

prefer

=

= !5-

put away

put down

quarrel

5-

!L_

,L-

JL*

jL-.

rr--

.l_

tr,-

L_

,* -_ nd l-

a O1

-

Illustrated vocabularyand grammar

Verbs

sell

tt

shake

sing 95

Illustrated vocabularyand grammar

Verbs

:

:

-= r-

-

sl e e p

tr-

L--

li,

spill

smell

ilr-

.L,-

.L,-

'E-

--

L/)

splash

5-

standu

BAKER

\. .r-, -L-

l-

i]-

rr-=

sting l,-

l_

l--

^-t_

supporr = 96

I

-

Illustrated vocabulary and grammar

Verbs

take off

telephone

thank

){,

r \

turn on

turn off

97

L.

Illustrated vocabulary and grammar

L

Verbs

L

l-

L

L

L_

_L--

wear

L-

ilL

.L-

5-

wish I--

.L,-_

-5.-

jL-,

iL-

+-

-L-

.a-=_

l=

[-_ L=

t=

l,_

t-

98

I

t

Illustrated vocabulary and grammar

Passives

S h e ' sh a v i n g h e r p h o t o t a k e n .

They're having their housepainted. I t ' s e l e v e no ' c l o c k .S h e wants to go to bed: the cat has been put out. The g a r a g eh a s b e e n l o c k e d . T h e l i g h t s h a v eb e e n s w i t c h e d off. The radiator has been turned off. The washing up h a sb e e n d o n e .

Fslr orrrce

being posted (mailed - US)

being collected

being taken

being sorted

b e i n gp u t o n

b e i n g t a k e nb v

being taken off

ytcToRtA I

being takei

FOST

being takEn to

br'rng sorted again

being cle.live.red

99

+--

Illustratedvocabularyand grammar

l

Tenses

L

:--

>= _1-

a-: ===

y swims in a pool,

t toda ne s swlmmln

in the sea!

= =. =-=* ==.r-

trs'H 7\r#14'. This rmorning l_,lrrrnpedouL of bea, goE o{ressecl, Yan up a /vroL(hfain, swom to rniles and play

Adiectives

L-'._

:-

'%-:

\/

\ r-

L-

L--

L.

hollow

L_

L-

>

humorous

ill (sick - US)

rmportant

L_

L-_

'L-impossible

instant

-

intelligent

L,-

iealous

>

-

light 108

}. -

Illustrated vocabularyand grammar

Adj ectives

lonely

frA6 A f,"4 $,,"ft

'/f#,^

,[i './,/ (!-*--.,

middle-aged

.l

J I : J-

Poor

t lfr t ftrI 1?' a7

narrow

.al1

7

o Pp o s r t e

painfu

powerfr-rl

precious

f.

polite

109

=-.-

Illustrated vocabularyand grammar

5

Adj ectives

=

s!f5

pfl

gl--llll-

5 l

quiet

rapid

respectful

s :-''ll

*-o

responsible

_,l--

:l :l-

w//#

.+_

:l_ll_

IF€EEI

+:

/{

oeo

+ '.4_

( _l-_

rude

ru sry

selfish =

+ + _l'_-

+serious

shallow

_r-

+ t

Illustrated vocabulary and grammar

Adiectives

ffi thy

I

- US) si ck(n a useous

similar

&2,'2:

skilful

smooth

sl e e p y

srormy

t

\a

_t

straight 4

111

Illustrated vocabulary and grammar

Adj ectives

thoughtful

**9 OJ' unconscl0us

unhappy

untidy

unwilling

wealthy

wicked

aTfk-r,

woollen

t72

wide

Illustrated vocabulary and grammar

Nouns

balloon

banana --

t,

-t t chimneys !

' 'fiY iltfi

CTTCUS

113

Illustrated vocabulary and grammar

:

Nouns

: !-!l ::I

curtains (drapes- US)

l l : : :-

dustman (garbageman - US)

devil

L

: I

4?^

l L-

:earrlng

envelope

family

feather

(,{ h1

l--

: ft5

:F

de

t-_

t-

fireplace

fire

l-

F

d€ n

e

! lF 5 guitar t-

174

L

I

:

Illustrated vocabularyand grammar

Nouns

bl hairdrier

handbag

t

handkerchief

handles

rl

/

.a

{[(

ice cream

Ir t

iail

k"y

king 1t{

3l rt

0 t -:

,a

knot

lift (elevator - US)

Iipstick

Ioaf

Iock

luggage

matches(box of)

microphone

4

115 :

}-:

Illustrated vocabulary and grammar

>.

Nouns

L

>: L-.-

=-.L,-

=--

qblt iq mosque

=-=-

mosquito

moustache

mouth

Ergli>h

= =:--:_ --*

nest

nuts

overcoat

-_ t_

--_

+-=_

pencil

ple

plano

L=_

L-_

fr

l=-

g

l-

'{::::-

pl8eon

p rp e

pond

F-=-=

prlson l,-

l,--

>L--_

l_:

pylamas

queen

razor

-_.l-

116 -

:

Illustrated vocabulary and grammar

Nouns o

spade

r-. )' saddle

shirt

sleeve

stick

sword

tap (faucet- US)

toothbrush/paste

towel

tractor

van

VASC

violin

_a

-4 -t 4

Vre

't\ll'

,tt: '-''rq. ++i.d'

volcano

watch

windmiil

*-.

zip (zipper - US) T17

>:

5 Picturesfor Composition

L-

l =

I

L-

5-: It is quite easy to invent speculative pictures and story sequences.However, people do not usually think it is going to be easy so they do not even try. When you have copied some of these you will feel more confident in doing vour own.

Individual speculative pictures The secret of inventing these is to clear your mind of any specific incident. The picture must be ambiguous! For ways of using these pictures, see page 134.

Il-_

Story sequences Once more I think it is better to allow a certain ambiguity in the story. Fairy storiesand other traditional tales give a clear story to illustrate, see'Beautyand the Beast',page 726. For ways of using these pictures, see page 135.

\ !--_L-_

L-_

L-

L,-:

L=

L

L-

>-=

>-= L,_

>L-=:

=-!-. L--_

=-!: }.-

118

L.-

D

Pictures for composition

Individual speculative pictures

sffi wdA9

*: -a

:. -a

4

--= -:

[1fnI

h 179

t

Pictures for composition

Individual speculative pictures

rfE 1^nr

y-

to the other pair before you correct them.

Actiuity 75 (Most settirtgs) Pairwork. Each pair writes ten sentences rvhich are true or false. These are given to another pair who must read them and decide which are true and which are false.

Actiuity16 (Mostsettings) The teacherremains silent but gesturesat a projected image or wall chart of the picture.The gesturesindicate what the students should describeand sav about the picture. Example:6treet page37) A street. A busystreet. Therearea lot of cars. A womanis comingout of a shop. out of thebaker's. She'scomirtg Actiuity L7 (Most settings) The studentslook at the picture and decide rt'here the place is, who the people might be, what they might be doing/thinking/feeling, n.hy they might be doing/ thinking/feeling this wav, how well they know each other. Actiaity 18 (Most settittgs) The studentschoosewhere they would like to be in the picture. They say why and what they wouid be doing, saying,thinking and feeling.They could add what thev can see,hear,smell,touch, taste. Actiaity 79 (Beachpage40) Eachstudentsayswhat s/he saw this afternoonand tries

to repeat what everybody else saw, trying to remember it all in the correct order: This afternoonI saw a girl sunbathingand a ship sailing and a lrclicopterflyiirg, etc. Alternatively: This afternoon I saw a girl. She was sunbathing.I saw a ship. It was sailing. I saw a helicopter.It zoasflying. Actiuity 20 (Most settings) Ask the students to look at a setting for three minutes and then to turn the picture over and to describe the picture from memory. After fifteen minutes (or whatever time you judge to be appropriate) ask the students to compare their descriptions with their neighbours and to write together as good a description as ihey can. Alternatively, you or a student stand with your back to the projected scene and try to describe it to the class. Alternatively: each student studies one of four pictures. S,/he then leaves the picture on the desk and circulates trying to find which other students had the same picture.

Actiuity21 (Antt settirtg) In pairs, the students take it in turns to describe someone or something in the picture so well that their partner can identify him/her/it.

Actiuity 22 (Any setting) A student pretends that s/he is a mouse and is hiding in the picture. The other students must try to find where the mouse is by asking questions: Are you in the man's hat? etc.

Actiuity23 (Any setting)

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picture which mav be true or false. The students give their sentences to other pairs who must read them lnd decide whether or not they are true or false.

Actirrit!/21 (Any setting) The students write a list of twenty things which might have just happened before the situation depicted in t"he picture. Alternatively, thev write twentv things n,hich might happen next. Display the students, ideai and ask them to decide who has the most interestins ideas. you might like to-h_elpthem to get the idea bv practising orallv with a different prcrure. Example: (Terracepog" :O) Wut might hnue just happenedlteforcthe Tticture? The man zttltLt is reading nright hntte goneinto the houseand askedfor n drink. Actiaitrl 25 (Any setting) Students write a letter or a postcard as if thev \\rere a person in the picture. Thev can inclucle several things which are untrue. Another student readsthe letterarid decides if anv of it is untrue.

Actiaity26 (Any setting) Croupwork. Give each €jroup a copir of the same picture. Each group lr'rites ten questions about the picture. Take the pictures from them. Each group then talies it in turns to ask a question of the other groups who must write down their answer from memorv. When everv group has asked five questions find trut nhrch groups have the most correct ans\.vers.

Actioity27 (Any setting) Cive each pair one photocopv of a scene. (Errlarge the picture to fill an .A4 sheet if possible.) Ask them t; hold the paper to ihe light but to view the scene from the back of the.paper. They will see the picture through the paper. Ask them to write on the back of the sheet ill the words thev can which describe the picture on the other side. Thev should r,r,rite each r.rlord eractlv i,r-here the object/person shows through from the otlr-erside. This is more easiiy done if the picture is held against a window.

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over the hole and challenge the students to identify what they carr see from ihese tiny glimpses and to prediit what other things they might see and to remember what they have seen. Then show them the whole picture rather than the hole picture! This is known as the holistic method! (strange English humour ...)

Actiuity29 (Mostsettirtgs) Photocopv various scenes. Cut them in half. Give each student a half picture. S/he writes four sentences describing their picture. Display these descriptions. Students read the descriptions and decide who has the other half of their picture.

Actiaity30 (Mostsettitlgs) Photocopy some scenes. Cut them into six or eight pieces. Cive each student one piece. The students m"ust -and studv their piece of picture then talk to other students and find out wh_ohas pieces of the same picture. Finally thel' should put a11theii pieces of picture tbgether to make the whole picture. Topics, behaviour

and notions (pages 54 to g3)

Actitity 31 (Most pages) Many of these pages can be used as picture cues for the mini-dialogues described. on-page 130. particularly useful: profersiorr: pages 5tr to j9; rtttitnalspages b5 to b6; pages 6lt to 70; trnrcl page 7l : ltt'altfipage 75 to t'rtt t.tnt.c 76; clothespages 77 to 78; foodpiges 7o to 82; triatier page 83. Erample: u,enther Student A: Wtnt's the u,entherlike today? B: (-student,picking up a card) k's raitting. flu{ent Student A: Wnt are Lloltgoittgto do, then? Student B: I tltink I'll ... (go fishing). Student A: Good idea!/ You ntust lte mad!/ I zuill ns uell! / Oh, I u,on'tl/Ridiculous!, etc.

Actiuity 32 (Mostpoges) Pairs look at a page for three minutes and then wrrte down all the pictures thev remember. Alternativelv:_cutup the page inttr twentv pictures. Turn them over and try to remember which is which. point at the back of each picture and try to name it. Turn it over. If you are right you can keep it.

Actiaity 33 (Most pages) Croupwork. One student thinks of one picture shown on one page and the others ask questions [o find out which it is.

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Actittity34 (Most pnges) This paper can then be used as a vocabularv test bv the students. Student A sits with his or her back to theiieht and looks at the picture. S/he points to each part of ihe picture naming whatever s/he can. StudeniB, on the other side o{ the paper, can see the picture showing through and the written vocabuiary, as well as thE shadow of the other student's finger. Student B can then confirm or reject what Student A is saying.

Actiuity 28 (Most settings)

Pairs studv one page and try to find ten different wavs of g r o t r p i n gt h e o b j e c t s . Actiuittl 35 (Most pages) Cive any two of the pictures to a student and ask him or her to say_what the relationship between them might be. Example: The postman slnuld ent this beef to makeii, Irg, strotryer. When I'm hot I don't uant to utenra heauVsuit.

Photocopy g scene onto a transparency. place a piece of a paper with a hole in it on the OHp glass. pass tiie scene

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of objects) Actiuity36 (MostTtictures Students are given a picture of an object and have to try 'buy' it. to persuade other students to Alternativelv, the student has to complain about the object s/he has'bought'. The class consider the complaintand decidc if it is convincing. Alternatively, the student has to think of five different things that s/he could do with the object he or she has been given. Groups could compete to see hon' many different things could be done with the object. Alternatively, the students try to say i.t'hy one of the represented on pages 14 to 22 would love to have [i"tt"

of objects.) Actiaitrt37 (Mostpictures Give each group pictures of tn'entv objects and ask them to decide which five objects they rvould take if they were: on a desert island/staving in hospital/camping on holiday/on a train journev Actiitittl 38 (Most pages.) Cive the student one of the pictures and ask him or her to sav n'hv it could be a metaphor for something else, for exarnple, their friend/a student/a teacher/a teenager/a prime minister/1ove.

plges58 snd 59) Actiuity39 (Professions Stuclents choose one of the jobs, write four good things about it and four bad things about it. Read their eight lines to another student and see if s/he can identifv the job referrecl to. Actittity 40 (House atd honrc Ttages60 to 63) Give selectedindividual pictures to each student. S/he writes three lines clescribins its use. S/he snows the descriptions to five other students who try to identify the object referred to. If most of the students identifv the has communicated object correctlv then s /he successfullv! Illustrated

vocabulary

and grammar

(pages 84 to

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to find as many examplesas possible.Seewhich group of four has made the most examples. Examine each exampleof the winning group with the classas a whole to checkthat they really have won! This enablesyou to do someintensivegrammar practice!

Thereare four types of picture in this section: 1 Individual speculativepictureswhich are intended for useas singlepictures.Pages119to 120. 2 Ambiguous story sequencesin which there is no final 'correct'story. Pages721to 723. 3 A flowchartof random pictures,abstractmarks,words, symbols,numbers which act as cues for a story. Pages 724 and 1.25. 4 Picturestrips of well known stories.Page726 and 127. Individual speculative pictures. (Pages119 to 1201 Actiuity 41 (Any speculatiuepicttrres) Using one of these pictures a possible sequenceof activitiesis as follows: Description First of all, the studentsdescribein very simple terms what thev can see.How manrlpeople arethere?Wat's this? etc.

Conflicting individual interpretations of what is representedbecomeapparentvery quickly, and should be encouragedas they lead to genuine exchangesof views. It is advisablefor the teacherhim/herself not to allow anvone'sinterpretationto 'crush' another's. Here are someusefui ouesnons: W'nt is ha1tpening? Do you agree? Wut hashawened? Whntzttillhappennext? Wttl tlorlouthirtkthisis a roornirta houselhutlfactorylschool, ctc.? Wy tlo you thir* it is a backdoornnd not a front doctr? Personnlexperiences Sometimesdiscussionof what might be happeningin the picture leads to personal experiences,for example, accidentsof various kinds. Let studentstell each other these associatedexperiences... possiblysome can be sharedwith the classas a whole.

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r'""" the grammar and cxlteriertcltl,qits meanings that the student can learn. With this in mind, it is a most useiul activitv to ask the students to think of alternative ways of drawing pictures to illustrate the conceptsin this section.In the act of doing this work the student's feeling for the grammar w'ill take a step forward. The manl' acti"'ities r,r'hich focus on grammatical points or specific areas of lexis r,r'hichare possible with the other pictures in the book are just as likeiy to help the students to internalise and grasp the grammar as a specific section on grammar. On pages 100 and 101 there are eight strips of pictures illustratins various tense forms. Cive the students a selection of ten verbs frorn pages 87 to 98. Either n'rite the r.erbs on the board or photocopy the pictures and gir.e each pair of students an identical set. Select the strips of tenses lr.hich vou wish the str,rdentsto practise. Each pair attempts to make as many alternative examples as possible using the ten verbs. After five minutes ask each pair to join another pair and to add their sentencestoeether.Cive'them another five mtnutes 'lrandling'

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Sometimesa broaderissuemight emergeand be highlightedbv the teacher.For example,the questionof punishmentfor peoplewho are seenas responsiblefor the 'accident'. Hout sltouldthepersonbeputished?tAhatis How haoeyou been theroleof ptuishmentin society? punished?

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Ask the studentsto imagine a conversationbetweenthe people (or other people not depicted,e.g. a neighbour) before, during or after the incident depicted. They should write the conversationdown, perhaps with anotherstudent,and then act or read it out.

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Moking tlrc Tticture less antbigrrotrs

pickeLlit .forhcr. 'You 10 StrLldt:rrly n lugc rnttrtsternTtpenred nnd snid, haue entertnrtl food ttrttl slept in nty ltetl,nou you hnue tnken my rosc!' Tht rnerchnrrttold the moilster thnt tfu roseu,nslor l.is tlnuslier. 17'Ciz,t:nE ttour dnuglrtertttltertt,ise I zaillent you!' snid the tttottstcT. 72T|rcrrrcrclntrtu,errtltortte so tlmt lrccould snqgoodbrlc to his L . r n t r t y l(tP a g e l 2 U b o t t t r m r i g h t p i c t u r e ) cltiltlran l:e.ittrt retttrrritrg ttt tlu: ntonsterto bc r:nten.H()lL1erer, I.f tlttu iunrtttd ttt rtnke thc .LticttLre into t't sittirtg rtttnn rntlu,r Btntttrlittsisfcdort rcturttirtgit,ithhin. thntt n clnssrtttutt itlnt sltoultlrlttudtt? 13 So Benttttlrtturtrctl iuith lrcr ftttherto tha cnstle. Ytttt sltottldplrt sontacurtLtirts ttrttlrc it,irtdoia. 11 Ercrll ti,crtitrg thc tnttustercatilc to it,ntchBenuty eat nntl LIou csrt Vor s/ror{'tlnt it is t1 irittl(tu,? Wlnt shttultl qou llrtrtl,tlkt,l firtr'i/rr'r. tlrsiL,? 15 fftis cr-trttittucdfor selernl rnotttls rrtttil BeatLttlsnitl htnu Yctucould dToit,Lt itintltta' /crl.gc nrtd sotrtt'reflectiLttts ort tlt trrucltshe nisscd hcr fntlur. Tht: nrttnstergnt,elrcr n ring and g/nss. told her thnt it tuouldcnrry her hornennd ltLtck ngaininstatly. Ytttt cottltltlrnu, sonretlurtgtltrough tlr itirtdott. etc. L!c rrttttlehcr ngrecto rctirrt itt onc u,eek. 16 Her intlrcr rt,ns7,ervpleasetlto seeher nrul slrcstaycdt'or Ambiguous story sequences(pages121to 122) tnoretlntt n u,t:ek. 77 SudLlettlrl, otte triglt, she u,okc ul1. Sfu felt sonethirrg Actiuitrt42 terrible luttl lmp1terted. These stories mav be copied as thev are or cut up ir-rto l8 Slic tcrrrfttl:r ritts Ltruituntetl it on lrcr t'inger. 19 Irtstnrrtlrl,s/tt,it'as bnck iuith tlte rnorrcter.She fttuntl hint their different frames. There is ,-rc,c,n.-correct storyr 5l tt tt'ri-isd -so/rt thnt she Pairs of students invent a storv. Each makes sure that It1i rtg in tht cttrdcilns if lrc tt'rc dt'n11. kissetihirn. s/he knorvs their storl' and then lloes hr other students to take it in turns to tell ihe storv, referring to the pictures. 20 He ttltt:ttctlli-s rqcs ntttl slretold hint tlnt sheloud hin. 27 T'lis rcns tht trntgic lrc trct:tled!LIe turtted bnck irto a bcautiful Ttrirtct:. A flowchart of random pictures, etc. (Page 125) 22Tltcr1nnrritd Lttd sll tlrcfnnily cnnrcto their iaedditrg. Agree on an interpretation of the pictures. Ask the students to suggest hor,l' to make the picture less ambiguous bv modifving the drau'ing: by adding to it or bv changing parts of its. This activity is very useful for contextualising the follor,r'inglanguage:

Actititrl13 If the stuclents ha'"'enever seen such a thing in their li','es before it lvould be better to invent a story together, orally, based on tiris page. You could .rsk the students tct take a soap opera character through this rnaze of informationl Once the.vhave the idea thev can be asked to make their on'n flolvchart and then to \,\'rite their wav through it. Essentiallv,the studer.rtsare asked to write a storv in r,r'hrcheverv piece of information is taken into accLrunt.The reac'lerof the storv should be able to follolv the route throtrgh the inftrrmatirrrrn'hich the storv n'riter took. Note: three tvpes of line and their possibleinterpretation l.rave been clrar,r,nat the bottom of page 125. These emr:rtionscan add 'flavour' to the storv.

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Whenever possible do vour drawinp;s on paper, card or on OHP transparenciesso that vou can use them ag.tin. (Preparing piitures at horne alro m"arls that vou can drau'in peace and produce them the instant vou need thcm.) If you do r,r.ish to dran on the board, it is of tremendous help if vou have at least tried out the dralr'ing beforehand, perhaps copving it from this book or from a photograph. Manv teachers sav that the r.ery inaclequacvof their drarvings catchesthe students' attention. However, er.'en a good joke begins to lose its attraction u'hen relentlessly Story sequence:Beautyand the Beast.(Page126) repeated! Even professional illustrators n,ould find it difficult to drar,r, an_v action, animal or object on the board if thev had not prer.iouslv str-rdiedit. So, if you find Actiuity14 it difficult to drar,v on the board rvithout sLrnle The students can be asked to studv the strips, imagine preparation you are quite normal! the storv and to tell it or r,r'rite it before vou tell it. One wav of retaining interest and class clisciplineu'hile Alternativelv, copv the strips, cut tlrenr up anti give them vou drar,t is to ask the studerrts to guess n'hat vou are to a group of stude.nts.Then ask the students ttr put the d ra r,r'ing. strips into the correct sequenceas vou tell them the story. Making the picture develop or rnodifying the picture is The gist of Bcnuttl tttrtltlr Bcnslis as follolvs: possible on the boarcl;this is impossible if the picture is 1 A riclt nu:rclnttt hoLltltree sonsnrrtl tlrret,tlnttghtcrs. prepared beforeh;rnd. This factor, plus the interest of 2Tltc tlotrrrgt,st tlnuqlter itns cnllt,tlBt:nutt1. :ecing strrnething being made is the board's great 3 Tlrc merclnrtt it,oslnr,irtg,n diificult titrtcttnd hntl rromtttrt:r1 attraction. lcft. 4 Llis cltildrcn lL1erc u(nl ztttrrit:d. Magnet board, flannel board and'Blu-tack' 5 Orrt tlnrl tltr: rnerclnrtt sct ofl to n tlistnttt tottrr tct tlctsonr lrrisircss.Tlte oltlcr sistcrsu,nrttt't/linr to ltrinc thtwt dresscs Solid people rather than stick people are essential for front thc citq: thc ltrofhus uwnteLlsnsrt hnts; Bttttrty just thesemedia. People,animals and objectscan be stuck on the board and movecl around on a setting, providing oskedfor n rost'. reference for the practice of specific language or for less 6 Tlrc fnthcr cnrneto thc cttstlt,. 7 Tltrc iLlosn() (nk' ttbcwtso ht: iacttt ittsidenttd fcttttd n ntanl controlled oral and lr,ritten composition. They can also be used as a support for listening comprehension. ttttitirrg.He ntc it. 'Blu-tack' is a brand name for a substancerather like B Thcrc a{rr?-s nr) o,lr' nbout sttk slapt ttrt ortt of tltc bcds. 9 Nc.t/ nrcrnirtqlt snu n roscnrtd retnt,tnltering Benrrttlht: plasticine. Small balis of it can be stuck onto the back of pictures ancl then stuck to most hard surfaces. it can be

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Eused many times and doesn't usuallv darnagethe picture 'Blu-tack' or or the rvall, although it does sometimes! more convenient very much are products equivalent than magnet board or flannel graph and offer more or less the same versatilitv.

Wall pictures The scenes in this book rvill prove invaluable in making rvall pictures. As n'ith all pictures it is essentialthat the vital details are big enough and clear enough. Solid figures rt'ould normallv be clearer tl-ranstick figures in .l 'rvall picture-. Picture cards for class use: flashcards Such cards must be one of the most flexible of the media, 'Blu-tack' and its equir.'alentsallow particularlv nou,'that the teacher to stick the cards onto the board or onto cupboards, etc. Their chief role is in intense oral r'r'ork, bolh controlled and open. The ease with l'r'hich a picture can be product-d, shorvn to the class or to an individual and then pu_tawav helps the teacher to create a stlnse ()f urgency ano drama. A picture card can, of course,simply cue a responseas described abo"'e. Hort e'u'er,there are more challenging or inviting activities possible rvith picture cards which make the students want to sPeakl For example, a series of action cards are' shovr'n to the students. When thev are familiar u'ith the ones in vour hancl (about six or seven of them) shou' one card to half the class (Group A). Then tell evervone to concentrate and feel the telepathic u'a','es! Croup B then has three 'ls guesses: irc sztimmlrrg?Is lrc juntpirtg? Is he plnrlirtg ftxttball?'See if telepathv rtorks: trv the erperiment t\\'entv times anti record t'ach time a 8r()up tuesses correctll' u'ithin three guesses. This sirnple sentence pattern is an intrinsic part of the activity. Furthermore, it is used as a genuine question. The students really r'r'ant to knor'r'. Er''e'na drili can be communicativel Here is another erample of the use of a picture card, in this case for open, unguic-ledcommunication. Take anv picture carcl shorving J ferv objects or people on it. Hold lt so that the class sc-ethe reverse side of the card, then spin it r''erv rapidll'l Thei' rvill onlv see a flash of the picture and u'i1l protest! Horvever, experienceof plaving this game shor,r.s that people do see something. Graduallv, as vou spin the card again and c-ncourage discussion the content of the ptcture is established. Picture cards for group use The cards can obviouslv be smaller tht-rnfor class use. Their main purpose ls to cue language in controlled practice. A single sentencePattern or a mini-dialogue is set bv the teacherand u,ritten on the board or on a piece of caid u,'hich all the group can see. The picture cards are usuallv placed face don'n. lVhen it is a student's turn tcr speak, s/he picks r"rpa card and refers to it in his or her sentence. Ernnryle: picturesof t'tttttls likc (chips)? Student A: (picking up a card) Do t1t'tu Yes, I tlo.lNo, I Student B: (answ'ering truthfullv) d o n ' t . f Y e s ,lIo t , et h e m . l N t t , lh a t et h t m . Ertensiott into unguidetl oral fltrurcy Student A: Hotu often do you ent tlrcm? Do you cooktlrcm or butl then? Wrcn did tlou Inst ent thcm? Are chioshnd for uou?

The overhead projector Pictures can be shown on the OHP with ease. They can be prepared beforehand, either by hand or copied on a photocopying machine. They can be produced at the right moment, moved around on the screen, have text added to them and then be stored away to be used again ... and again. The great flexibility of the OHP in terms of the wav in which pictures and text can be used means that all the skills at ail levels can be catered for.

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Simple drawing packages are readilv available. The technologv to combine lr,'ords, pictures, interactive screens, animation and voice simulation is here. The stickmen and stickwomen in this book have no fear of alternative media and are ready to hop into anv programme vou may like to write.

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Further reading Bvrne D TenchingOral ErtglishLongman Nelson Fletcher and Birt Nezssflns/r Granger C. Play GamesWitlt English Heinemann Hadfield I ElenrcntnruCommunicationGamesNelson Hadfield I IntermediateCttmmunicationCamesNelson Hadfield 1 AdttancedCotnnunication Cnmes Nelson Hadfield J and C Writirtg CanresNelson Hill D Visirnllrtpncl Longman Maley and Duff Drnma Techniquesin LanguageLearning Cambridge University Press Maiey, Duff and Grellet Thc Mind's Eye Cambridge Universitv Press Palim and Power lttnrboreeNelson Palim, Por.verand Vannuffel,Tonfuola Nelson Mcrrgan and Rinvolucri Ortce Uport a Tine Cambridge Universitv Press Ur and Wright Fit,e-Minute Actiaities Cambridge University Press Wingate I Fun With PicturesThe Friendly Press Wingate J Fun With FncesPilgrims and the Friendly Press Wcxrlcott I TakeYour Plck Nelson Wright, Betteridge and Buckby Cnmes for Language LearningCambrid ge University Press Wright and Haleem Visuols for the LnnguageClassroom Longman Wright A Pictures for Language Lennting Cambridge Universitv Press Wright A Storynaking nnd Storytelling With Children Oxford Universitv Press Wright and Dudas Son2tOyteras:Class Created Fictional ComntutitiesNelson

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Index

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above (prep), 86 a b s e n t( a d j ) , 1 0 4 accident (n), 76 across(prep), 86 acting (n), 68 actor (n), 68 adjectives, 101-172 a d u l t ( n ) ,5 5 a e r o p l a n e6 ) , 3 0 , 4 2 , 7 1 afraid (adj),104 after (prep), 85 against (prep), tt6 aggressive(adj), 1{-}a a g o n i s e d( a d j ) , 1 5 agree (v), E7 alive (adj), 10'1 allow (v), 87 alone (adj), 10,1 along (prep), 86 a m b u l a n c e( n ) , 7 6 among (prep),86 ancient (ad;), 104 angrv (adj),15,125 animal (n), 28 30, 65-66 ankle (n), 75 answer (v), 87 anxious (adj), 15, 33 apart (adj), 104 apartment - US (n), 60 apologise (v), 87 apple (n), 82 architect (n), 58 arm (n),75,76,102 armchair (n), 45, 61 around (prep), 86 arrive (v), 87 arrogant (adj), 15 art gallery (n), 53 artist(n),58 ask (v), 87 a s l e e p( a d j ) ,3 4 , 1 0 4 asparagus(n), 81 assistant(shop) (n), 59 at (prep), 85, 92 attack (v), 87 attic (n), 60 aubergine (n), 81 aunt (n),57 autumn (n),83 avocado (n), U2 away (prep), 86, 94 away from (prep), 85 a x e( n ) , 1 1 3 baby(n),113 back (n), 75 (adj), 104

bacon (n), 80 bad (ady),104 bake (v), 87 baker (n), 46, 58 bald (adj), 55, 104 b a l l( n ) , 1 1 3 ballerina (n), 68 ballet (n), 68 balloon(n),113 b a n a n a( n ) , 8 2 , 1 1 3 band (n),113 bandage n), 50 bank (n), 73 barbecue (v), 80 bare (adj),104 bark (v), 87 baseball (n), 68 basement (n), 60 basketball (n), 68 bat (n), 65 batlr (n), 43,61 (v) , 87 bathe (v), 87 bathroom (n), 43, 60 beach (n), 40 beans (n), 81 bear (n), 65 beard (n), 55, 75 b e a s t( n ) , 1 2 6 beautiful (ady),10a beauty (n), 126 bed (n), 45, 61, 102, 103 bedroom (n), 45, 60 bee (n), 65 beef (n), 80 beer (n), 79 before (prep), 85 begin (v), 87 behind (prep),85 below (prep),86 belt (n),78 bend (n),72 beneath (prep), 85 between (prep),86 b i c y c l e( n ) , 3 0 , 7 1 big (adj), 10a bikini (n),77 bird (n), 30, 65 bird watching (n), 68 biscuit (n), 79 bite (v), 87 bitter (adj), 15 blackboard (n), 51 blame (v),87 blanket (n), 61 bleed (v), 87 blind (adj),104

blissful(adj),15 blond(e)(adj),10a b l o o d y( a d j ) , 1 0 a blouse(n),77 blow (r'),87 blunt (ad;),104 boat (n),40,71 body(n),75 boil(v),80 b o m b ( n ) ,1 1 3 book (n),32,52 bookshelves 6),52,61 boot (n),77,102 bored(adj),15 b o r r o w( v ) , 8 7 b o t t l e( n ) , 8 1 bowl (n),63 box (n), 102,115 box people(n),8-1() boy (n),55,56 bra(n),77 b r a c e l e(tn ) , 7 8 ,1 1 3 brake(v), 87 branch(n),67 b r a v e( a d j ) , 1 0 4 b r e a d( n ) , 4 6 , 7 9 break(v), 87 breast(n),75 b r i c k( n ) , 1 1 3 b r i d g e( n ) , 7 2 bright (adj),104 bring (v), 74,88 broad (adj),105 broad-faced(adj),55 broccoli(n),81 broken(adfl,3a,76 brooch(n),78 brother(n),57 browse(v), 52 bruise(n),76 brush (n),63 brusselsprouts(n),81 build(v),88 bun (n),79 bungalow(n),60 burn (v), 88 burned (partic),88 b u s( n ) , 4 1 , 7 7 , 1 1 3 bus station(n),41 bus stop (n),47, 73 bush (n),67 businessman/woman (n), busy (adj),105 butcher(n),58 butter(n),80 butterfly (n), 65

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tootball stadir-rm(n), 73 footb;rller(rr),5E for (prep), 86 forehcacl(n), 75 iorest (n), 6'l torgetful (aclj),107 fork (n), 32, 63 (ad1),107 forr.r.r..rl fre.e.time (n), 6E-70 freeze.r(n), 114 French fries - LIS (rr),B0 fresh (acli),107 friencls (n), 7-l frighten (r'), 90 frightenecl(adj), 16 fringe (n), 55 frog (n),65,103 from (prep), 85 fruit (n), 82 fruit juice (n), 79 (acl;),16 frr-rstratecl frv (r'), 80 f u l l ( a d j ) ,1 0 7 f u n n v ( a d j ) ,1 0 7 furniture (n),61-62 garage (n), 60 - L.lS(n), 114 garbage.n.ran (rr), 38, 60 (r') 69 garc'ler.r g ; r r d e n i n g( n ) , 6 9 g a r l i c ( n ) ,8 1 gate(n), 11-i gather (r'), 90 g e n e r o u s( a d j ) , 1 0 7 g e n t l e ( a d j ) ,1 0 7 get (v),90 ghost (rr),33 gift (n),7-l giraffe (n), 66 g i r l ( n ) , 5 5 ,5 6 , 1 0 3 give (r'), 74, 91 glor.'e(n), 32 go (r'), 6E,69 goat (n), 66 goose (n), 66 grain - US (n), 61 grandfather / motl.rer (n), 57 grapefruit (n), 82 grapes (n), 82 grass (n), 67 greedy (ad;), 107 greengrocer (n), 5E grill (v), E0 grim (adj),13 grocer (n), 58, 73 ground floor (n), 60 grorv (v), 91 guide (r'), 91 guitar (n), 32, 114 lrair (n), 75,702 hairdrier(n), l15 half (adj), 107 h a m m e r ( n ) , 3 2 ,6 3 hand (n),75 hand basirr (n), 61 handbag(n),115 handkerchief (n), 115 h a n c l l e( n ) , 1 1 5 handout (n), 35

h..rng(r,), 91 harrg glide (r'), 69 hang glicling (n), 69 lrappv (aclj),13, 107,125 lrat (n), 77, 102 have ('r'),99 head (rr),75 heaclache(n), 76 health (n), 75-76 heart (n), 75 heat(n),33 he.rvv (adj), 107 he.dge(n), 67 h e d g e h o g( n ) , 6 6 help(r.),91 helpful (ad1),107 h e n ( n ) , 3 0 , 6 6 ,1 0 3 h i d e ( r ' ) ,9 1 h i g h ( a d j ) ,1 0 E hike (r'), 69 hiking (n),69 hill (n),64 hips(n),75 Iiit (r,'),91 hitch-hike (r'), 91 hockev (n), 69 hold (v),9] hollor'r,(ad;),1Oti honest (ad1),108 horrified (ad;), 16 h o r s e( n ) , 2 9 , 6 6 , 7 1 horseback (n), 71 hospital (n), 50 hot (adi), 16, 83, 108 hot and cold n'ater (n), 61 hotel (n), 48 house (rr),60 household article (n), 63 n o v e r c r a r t( n ) , / 1 Iiuge (adj), 108 Itumorous (adj), 108 h u n g o v e r ( a d j ) ,1 6 hunt (r,'),69,91 hunting (n),69 hurt (adj), 16 hystcrical (adj), 16 i c e c r e a m( n ) , 1 1 5 icy (adj), 83 i l l ( a d j ) ,1 0 8 imitate (r'), 91 important (adj), 108 impossible (adj), 108 improve (r.'),91 in (prep), 85, 86, 90 in front of (prep), 35 indifferent (adj), 16 industrial area (n), 6,1 information desk (rr),41 information service (n), 73 ink (n),115 innoccnt (adj), 16 irrside (prep), 85, U6 (adj), 108 instant (adj), 108 insult (v),91 inteiligent (adj), 108 interested 6dj),17 into (prep), 85 introduce (r'), 91 [nvffs (v), !]

139

E_iron (n),63 island(n),64 jacket(n),77 l a i l( n ) , 1 1 5 jam(n),80 l a r ( n ) ,1 1 5 javelin(n),69 jealous(adj),17,108 jeans(n),77 jelly - US (n),80 j o gf t ) , 6 9 , 9 1 j o g g i n g( n ) , 6 9 j o i n( v ) , 9 1 joiner(n),58 j u g( n ) , 1 1 5 juggler(n), i03 juice(n),79 j u m p( v ) , 6 9 , 9 1 j u m p e r( n ) , 7 7 j u m p i n g( n ) , 6 9 j u n c t i o n( n ) , 7 2 kangaroo(n),66 keep(v), 91 keepquiet (v),91 kettle(n),32,63 k e y( n ) , 1 1 5 kick (v), 92 kind (adj),17,108 k i n g ( n ) ,i 1 5 kiss(v), 92 kitchen(n),43,60 k i t e ( n ) ,1 1 5 kiwifruit (n), 82 knapsack- US (n),40 knee(n), 103 kneel(v), 92 knife (n),32,63 knock (v),33,92 k n o t( n ) , 1 1 5 labourer(n),58 lake (n),64 l a m p( n ) , 6 1 large(ady),108 last (adj),108 late (adj),108 laugh (v), 92 lavatory(n),60 lawnmower(n),38 leaf(n),67 lean(v),92 learn(v),92 leave(v),92 left (adj),108 l e g ( n ) ,7 5 , 1 . 0 3 l e m o n( n ) , 8 2 l e n d( v ) , 9 2 letter(n),74,99 letterbox(n), 32 lettuce(n),81 library (n), 52 lie (v), 92 lift (n), 715ft),92 light (v), 92 (adj),108 lightning (n), 83 like (v), 92 l i m e( n ) , 8 2 line (get in) - US (r,),49,50

l i o n( n ) , 6 6 l i p s t i c k( n ) ,1 1 5 tisten(v), 70,92 little (adj),108 live (v), 92 l o a f( n ) , 1 1 5 lock (v), 92,99 (t't),11.5 l o n e l y( a d j ) ,1 7 , 7 0 9 tong(adj),109 took (v),92 look after ft), 69, 92 look for (v), 93 loose(adj),109 torrv (n),71 tose(v), 93 loud (adj),109 love (r,),3'1,93 lo'"'ers(n), 74 lovestruck(adl, 17 l u g g a g (en ) , 1 1 5 lvchee(n),82 r n a i l- U S ( v ) , 9 4 , 9 9 m a i l b o y U S( n ) , 3 2 m a i l m a n- U S ( n ) , 5 9 , 9 9 make(v), 70,93 m a n g o( n ) , 8 2 (n) m . ^ .r -r .q. rb r. i. n . .e. . - . . . / /

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marry (n), 93 marsh (n), 67 mask (n), 103 matches (n), 115 meal (having a) 6),37, 44,47 meat (n), 80 mechanic (n), 58 meet(v),93 melon (n),82 msnd (r'), 93 microphone (n), 115 middle (ad;), 109 middle-aged (adj), 55, 56,109 milk (n),79 milkman (n),58 miner (n),58 mirror (n), 61 mischievous (adl,17 miserable Gdj),17 mistrustful (adj),17 mix (v),93 mixer (n), 63 model making (n),69 monkev (n),66 moon (n), 83 m o s q u e( n ) , 1 1 6 mosquito(n), 116 mother (n),57 motor scooter (n), 71 motorcycle (n), 30, 71 mountain (n), 40,64 mouse(n),66 moustache (n), 55, 75,776 mouth (n),75,116 move (v), 93 movies - US (n), 53, 69 museum (n),52,73 mushroom (n),81 musician (n), 59 narrow (adj), 109 nauseous- US (adj), 111

near(prep),86 neck(n),75 necklace(n),78 nervous(adj),109,125 n e s t( n ) ,1 1 6 new (adj),109 next (prep),86 (adj),109 nightdress(n),77 noisv (adj),109 noodles(n),80 nose(n),75 nouns,173- 717 nurse(n), 50,59,76 n u t ( n ) ,1 1 6 oak (n),67 obey (v),93 object(n),27,37-32 obstinate(adj),17 off (prep),85,97 offer (v), 74,93 office (n), 59, 73 office worker (n), 59 o i l ( n ) ,1 0 2 o l d ( a d j ) , 5 5 , 5 61, 0 9 olive (n),81 o m e l e t t e( n ) , 8 0 on (prep),86,90,94,97 one-waystreet(n), 72 onion (n),81 onto (prep),85 o p e n( v ) , 9 3( a d j ) , 1 0 9 opera(n),69 opposite(adj),109 optimistic(adf,17 orange(n),82 out (prep),85 outside(prep),85 over (prep),86 overcoat(n), 116 owl (n),66,102 pack (v), 93 p a i n( n ) ,1 1 , 3 3 painful (adj),109 paint (v), 69,93 painted (partic),99 nrinfino r-'-""'b

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peas(n),81 pedesiriancrossing(n),22 p e n( n ) ,1 0 3 , 1 1 6 p e n c i l( n ) ,1 1 6 pepper(n),81 perplexed(adj),17 pets(n),69 phone(v),49,97 photographer(n),59 photography(n),69 pianist(n),59 p i a n o( n ) ,1 1 6 pick (v), 93 p i c k u p ( v ) ,6 , 9 3 picnic(n),69 picture (n), 53, 62 p i e ( n ) ,7 9 , 1 0 2 , 1 1 6 pig(n),30,66 p i g e o n( n ) ,1 1 6 pillow (n),62 pilot (n),59 pineapple(n),82 p i p e ( n ) ,1 1 6 plait (n),55 plane(n), 71 plant (n),62,67 plate(n),32,63 p l a y ( v ) , 6 8 ,6 9 , 7 0 , 9 4 pliers(n),63 plum (n),82 poetrv(n),69 point (v), 94 policeman/woman,51,59 police-station (n), 51,73 p o l i s h( v ) , 9 4 polite (adj),109 p o n d ( n ) ,1 1 6 ponvtail(n),55 poor (adj),109 poplar (n),62 porter (n), 4ti p o s t( v ) , 9 4 , 9 9 p o s to f f i c e( n ) , 4 9 , 7 3 p o s t b o x( n ) , 3 2 posted (partic),99 poster(n),35 postman(n), 59,99 p o t a t o( n ) , 8 1 potatochips- US (n),79 pottedplants(n),62 pour (v), 94 powerful (adj),109 precious(adj),109 prefer (v), 94 prepositions85-86 present(n), 74 prison(n), 116 proud (adj),109 prudish (adj),17 Pub(lichouse)(n), 73 pull (v),94 pullover (n), 77 pupil (n),51 purse (n), 78 p u s h( v ) , 9 4 P u t ( v ) ,9 0 , 9 4 , 9 9 pyjamas(n), 77, 116 quarrel (v), 94 q u e e n( n ) ,1 1 6

queue(r'),49,50 cluiet(aclj),1i0 rabbit(n),30,66 race(r'),68 radiabr(n),62 radio (n), 32,70,102 radish(rr),81 railroadstation- US (n),73 raih.,r'ay station(n), 73 rain (v),83,103 raincoat(n),ZZ r a i n y( a d j ) , 8 3 , 1 1 0 raise(v),94 r a p i d( a d j ) , 1 1 0 raspberry(n),82 r a t ( n ) ,1 1 6 r a z o r( n ) , 1 1 6 r e a d( v ) , 3 9 , 7 0 , 9 4 , reading(n),Z0 r e c e i v e( v ) , 7 4 , 9 0 , 9 4 record (n), 70 record player (rt),32,62, 70 r e d r i d i n g h o o d6 ) , 1 2 7 refrigerator(n),62 refuse(v), 94 region(n),64 relax(v), 38 relieved(adj),1T remain(v), 94 r e m i n d( v ) , 9 4 repair(v), 94 respectful(adj),110 responsible (adj),110 rest(v), 94 restaurant(n),47 return (\/),95 rice (n),80 r i c h( a d j ) , 1 1 0 r i d e( v ) ,7 , 7 0 , 9 5 n o l n g ( n) , , / t ) right (adj),110 ring (n),78 r i p e ( a d j ) ,1 1 0 rise (r,),95 risky (adj),110 river (n),64 road (n), 102 roast(v),80 rock climbing(n),Z0 rollerskates(n),71 r o o m( n ) , 6 0 root (n),67 rose(n),67 r o u g h( a d j ) , 1 1 0 r o u n d( a d j ) ,1 1 0 roundabout(n),72 rucksack(n),40 r u d e( a d j ) , 1 1 0 rug (n),43 run(v),21,34,70,95 runnrng(n), 70 r u s t y( a d j ) , 1 1 0 s a c k( n ) , 1 1 7 sad (adj),72,110 s a d d l e( n ) , 1 7 7 sail (v), 70,95 sailing(n),70 sandal(n),77

s a n d w i c h( n ) , 7 9 sauce(n),80 saucepan(n),32,63 s a u c e r(/n ) , 3 2 , 6 3 sausage(n),80 save(v), 95 s a w( n ) , 6 3 s c a r f( n ) ,/ 6 scenes(n),25,3l school(n), 73 s c i s s o r(sn ) , 6 3 scooter(n),71 screwdriver(n),63 seaman(n),59 search(v), 95 seasitle(n),64 secondfloor - US (n), 60 s e e o( n ) ,b , / serze(r'), 95 self-service(n), 42 selfish(adj),110 sell (v), 95 semi-detached (adi),60 send(v), 95 s e r i o u s( a d j ) , 1 1 0 serve(v), 95 settee(n), 62 shake(v),33,95 s h a l l o w( a d j ) ,1 1 0 share(v), 95 s h a r k( n ) ,6 6 , 1 0 3 s h a r p( a d j ) , 1 1 0 shave(v), 95 s h e e p( n ) ,3 0 , 6 6 , 1 0 2 sheet(n),62 s h i p( n ) , 7 1 s h i r t( n ) ,7 7 , 1 1 7 shoe(n),32,77 s h o p( n ) , 7 0 shopassistant(n), 46,59 shopping(go)(v), 46,70 s h o r t( a d j ) , 5 5 , 1 1 0 shorts(n),ZZ shoulders(n),75 shout(v), 95 s h o w( v ) , 9 5 shower(n, v), 43,62 shut (v), 95 s h y( a d j ) , 1 i 1 sick(adj),111 sick- US (adj),108 signal (traffic) (n), 72 s i l l y( a d j ) , 1 1 1 s i m i l a r( a d j ) ,1 1 1 s i n g( v ) , 3 4 , 7 0 , 9 5 s i n g i n g( n ) , 2 0 sink (n),62 sister(n),57 sit (v), 38,39,47, 95 s i t t i n gr o o m ( n ) , 4 5 , 6 0 skate(v),96 ski (v), 70 s k i i n g( n ) , 7 0 s k i l f u l( a d j ) ,1 1 1 skirt (n),78 sleep(v), 39,96 s l e e p y( a d j ) , 1 1 1 s l e e v e( n ) ,1 1 7 slide(v), 96 slip (v), 96

741

S: slipper(n),78 slorv(adj),111 s l y ( a d j ) ,1 7 s m a l l( a d j ) ,1 i 1 smell(v), 96 smile(v), 96 s m o o t h( a d j ) ,1 1 1 snake(n),66 snorkel(v), 70 snorkelling(n),70 snowing(n),83 s n o w y( a d j ) ,1 1 1 soccerball - US (n), 69 soccerplayer- US (n),58 soccerstadium- US (n), 73 socket(n),62 socks(n),79,103, sofa(n),45 soldier(n),59 s o r e( a d j ) ,7 6 , 7 1 1 sorted(partic),99 soup (n),.80 s p a d e( n ) , 1 1 7 spaghetti(n),B0 spanner(n),63 sparkle(v), 34 speak(v), 96 specialeffect(n), 33-3,1 s p e e d( n ) , 3 4 spill (v), 96 splash(v), 96 spoon(n),63 sprain(n),76 spring(n),83 squash(n),70 stampcollecting(n),68 s t a n d( v ) , 9 6 star (n),83 start(v), 96 stay (v), 96 steal(r'),96 s t e a m( n ) , 3 3 s t i c k( n ) , 1 1 7 stickpeople6), 4-7 sting (v), 96 stir (v), 96 (n),75 stclmach (n),76 stomachache stool(n),62 stooped(adj),55 storm (n),83 s t o r m v( a dj ) , 1 1 1 s t o v e- U S ( n ) ,3 2 , 4 3 , 6 1 s t r a i g h (t a d j ) , 5 51, 1 1 strawberry(n),82 s t r e e(tn ) , 3 1 , 3 7 , 7 2 s t r e e ct l e a n e(rn ) , 5 9 stretcher(n),76 s t r i c t( a d j ) , 1 1 1 stroke(v),96 s t r o n g( a d j ) , 5 51, 1 1 study (v),96 suit (n),79 suitcase(n),45,,18 summer(n),83 sun (n),83,102 sunbathe(v), ,10,7t) (n),70 sunbathing sunburn(n), 76 (n),78 sunglasses

s u n n y ( a dj ) , 8 3 , I l 1 supermarket (n), 46 support (r'), 96 s u r p r i s e( n ) , 1 1 s u r p r i s e d( a d j ) , 1 2 suspicious (ad;), 17 srvan (n), 66 - US 6),77 sr,r.eater sr'veep(r'), 96 srveet (n), 79 swim (r.),70 srvimming(n),70 srvimming costume (n), 78 s'"vimming pool (n),73 swimming trunks (n),78 sr'vimsuit - U5 (n), 7u sn ing (n), 32, 38 su'itch (n), 62, 99 srvorcl(n), 117 t-shirt (n), 78 table (n), 62 table tennls (n), 70 tablecloth (n), 62 tablets (n), 76 take (r'), 97 taken (partic), 99 talk (r,), 97 t a l l ( a d j ) , 5 5 ,1 1 1 , 11 t a m e ( a d y )1 tap(n),117 tart (n), 79 1 6 s 1 (sr ' ) , 9 7 taxi (n), 71 t e a6 ) , 7 4 , 7 9 teacher (n), 51, 59 teapot (n), 32, 63 t e l e p h o n e( n ) , 5 1 , 6 2 , 7 4 , 9 7 telephone booth (n), 49 teler.isicrn(n), 32, 45, 62,70 tell (r'),97 temperature (n),76 tennis (n), 70 t e n s e( a d j ) , 1 1 1 tenses1 , 0 0- 1 0 1 tent (n), 60 t e r r a c e( n ) , 3 9 terraced (adj), 6t) thank (v),97 theatre (n), 70 thick (adj),111 thigh (n),75 thin (adi), 55,172 thin-faced (aclj),55 think (r,), 97 t h i r s t v( a d j ) , 1 1 2 thoughtful {adj), 17, 112 three (adj), 103 throat (n), 76 thrrrrroh (nren)

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tlrron (v), 6, 69,97 t h r o w i n g( n ) , 6 9 thr,rmb(n),75 (n),83 thunderstorm tte (v), 97, 103,117 tiger (n),66 tights(n),78 t 1 l l( n ) , 4 6 , 4 7 t i n y( a d j ) , 1 1 2 to (prep),85

t o e( n ) , 7 5 toilet(n),60,62 t o m a t o( n ) , 8 1 t o n g u e( n ) , 7 5 tool (n),63 t o o t h( n ) , 7 5 toothache(n),76 n ) ,1 1 7 t o o t h b r u s h / p a s (t e torch(n),63 tortoise(n),66 touch(v), 97 tour (r,),70 t o u r i n g( n ) , 7 0 tor,r'ards(prep),B5 t o w e l( n ) ,1 1 7 town (n),64,73 tractor(n), 117 trafficlights/signals(n),72 trailer- US (n),60 train (n),42,71 transistorradio (n),32 travel (n), 71-72 travelagent(n),48 trav (n),47 treasure(n), 103 tree(n),38 trolley(n),46 trousers(n),78 truck - US (n),77 trunk (n),67 trv (v),97 tulip(n),67 turn (r'),97,99 t u r n i p( n ) , 8 1 turtle (n),66 type (r'), 59 typewriter(n),59 tvpist (n),59 t y r e ( n ) ,1 1 7 umbrella(n),83 uncle(n),57 (adj),112 unconscious under (prep),86 rrnrJoror,rrrn,-l

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underwear (n), 78 unemploved (adj), 59 "nh;nn-,

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unicycie (n), 71 untidv (adj), 112 u n r v i l l i n g ( a d j ) ,1 1 2 up (prep), 85, 90, 96 , 12 u s c . f u l( a c l j ) 1 vacuum clearrer(n), 63 valler' (n),'10,6'l v a n ( n ) ,7 1 , 1 7 7 v a s e( n ) , 1 1 7 vegetable(n), 81 verbs, 87-98 vest - US (n), 78 video (n),70,103 village (n), 64 violent Gdj),112 violin (n),117 visit (v), 97 v o l c a n o( n ) , 1 1 7 vowels, 102

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n'eather (n), 83 r,r.'elfare(n), 7S-76 r v e t ( a d i ) , 8 3 , 9 01, 1 2 u,'hale(n),66 n'icked (adj), 112 n i d e ( a d j ) ,1 1 2 n ' i l d ( a d j ) ,1 1 2 win (r'),98 r v i n c l m i l l( n ) , 1 1 7 r,r'indon'(n),34 n.indv (adj),83 n'rne (n),79 u'ing (n), 103 \,r'lnter (n), 83 rvipe (v), 98 r,r'ise(acij), 112 r,r'ish(r'), 98 n'itch (n), 103 n ith (prep), 85 n.ithout (prep), g5 n ' o o l l e n ( a d j ) ,l l 2 lr,ork (v), 98

PearsonEducationLimited Edinburgh Gate,Harlow, EssexCM20 2jE, England and AssociatedCompaniesthroughout the world. www.longman.com O A n d r e wW r i g h t1 9 8 4 This edition publishedby Addison Wesley Longman Ltd 1996 ISBN 0-17-556878-2 Eleventhimpression2004 Al1 RightsReserved'This publicationis protected in the United Kingdom Act-i.e88and in the.tt'*;;;;.,es oy comparabte P:_,1:S"oflghr legrslation.No part of it may be reproduced or recordedbV #v *"un, without

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n,orrv (r.), 98 u.ounded (partic), 76 n'rap (r'), 98 r,r'rench- US (n), 63 vr.rist (n), 25 wnte (v),69,74,9E r,r.nter(n), 59 i,r.riting (n), 69 ivrong (adj), i 12 vacht (n), 103 yan,n (r.),96 )'oga (n), 70 voga teacher(n),59 vourrg (adj), 55,56, 112 zebra (n), 103 ztp \n),117 zrpper- US (n), 117 zucchini - US (n), g1