The three pocketbooks comprising the English Through Pictures series are the remarkable invention of I.A. Richards and Christine Gibson, who designed them. Picture This!: Learning English Through Pictures, by Tim Harris, and illustrated by Allan Rowe, is a two-level multiskills course that enables beginning students. ENGLISH THROUGH PICTURES. DESIGN FOR LEARNING. These three pocketbooks are the remarkable invention of. I. A. Richards and Christine Gibson.

English Through Pictures Book 1

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Allen, David. Getting things done: the art of stress-free productivity / David Allen anything fall through the cracks. English Through Pictures, Book 2 and A. I.A. Richards Christine Gibson Contents English Through Pictures Book 1 1 A First Workbook Of English Answers Index ENGLISH THROUGH. English Through Pictures Book #1 - Ebook download as PDF File .pdf) or read book online. English Through Pictures Book #1.

She is there. He is there. I am here. They are there.

6 Best Ways To Learn English Vocabulary Through Pictures

It is there. It is here. We are here. You are there. They are here.

ISBN 13: 9780131703360

That is a woman. This is a woman. This is a man. That woman is there. That man is there. This man is here. It is a hat. This is a hand.

This is the thumb. That is a table. That table is there. This is a table. This table is here. These are the fingers. It is in my hand. My hat is on my head. In selecting books parents need to think about gender and include some books that appeal to both boys and girls, so children have some common story experiences to exchange. Some boys find it easier to relate to information books rather than story books.

These offer children a different, less intimate and more passive experience than sharing picture books. By this time children are likely to have found out how to enjoy the picture book, and may even want to read by themselves. Book time For successful sharing it is important to set the scene for regular book times. Children need to know that this is when they can snuggle up to parents and feel confident that their parents will focus only on them and sharing the book.

Book time may be a single session or part of a larger English session which includes other activities in English. Regularity gives a feeling of security and something to which children can look forward. The role gradually changes as children begin to share a little of the reading.

Throughout this time the parent is managing the experiences and tuning into their child to find out what stage they have reached and where they need added support. This cycle repeats each time a new book is introduced, but as children learn more English the cycle takes less time.

Book browsing Book browsing is a form of play where children enjoy books by themselves, in their own time, turning the pages when they want. Like all self-initiated play, it is an important part of learning, as it gives children time to revisit what they want and consolidate their learning at their own level and speed and not that of the parent.

Young children want to please their parents and also share fun times with them. At this stage most children are not capable of silent reading. Books should not be added to the home library before children know quite a lot of the text language.

If children find they cannot read a text of a book in the home library, they are most likely to be demotivated. Young children are used to getting visual information to facilitate understanding. They often indicate that they have finished looking by turning their faces to look at the parent.

Dramatise the story reading and if possible include some physical gesture, as physical involvement helps in memorising language. Point to each word as you read so that children develop better left-to-right eye movement, and become conscious of the shape of words. Encourage joining in by letting children finish off sentences or make the noises of animals or transport. Once the reading is finished, close the book and stay silent for a few seconds.

Children may be in their own imaginative world and need time before they are ready to leave it. Asking too many questions about the book can spoil the magic.

Families who enjoy books together often find that children, when they are ready, talk to them about the shared English books in their home language. If children use a home language word or phrase while talking English, it is generally because they have not yet acquired the word in English or have forgotten it. Make no mention about the mixture of language and repeat back to them the whole phrase in English.

They will notice and generally pick up the English, ready to use it at some later stage. How does the child understand? Young children are busy decoding their own surroundings and making sense of their home language, which often includes a lot of new language, if they are not talking about daily routines.

Children are very good at understanding the gist of what is said to them and responding to it. Unlike many adults learning another language, children do not wait to understand every word. In sharing picture books, the child can get additional clues from the picture. Initially, in order to facilitate quicker understanding, parents may feel happier translating a word or phrase. However, it is better to translate once only, using a whisper that indicates it is a translation and not part of the text.

Children easily understand from a quick translation. If they know that parents are going to continue giving translations each book time, they do not make the effort to acquire the English.

Cultural content Picture books illustrated by British-trained artists tend to reflect environments and cultural habits typical of British society. Learning to read Parents may be concerned when children who can already read in their home language want to decode words in picture books.

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Formal teaching of reading should not be confused with the experience of reading picture books for pleasure. If children show interest in teaching themselves to read, parents should encourage their enthusiasm and help them informally.

They can begin by introducing the small letters of the alphabet using their sounds, not their letter names. The consonant letters for example b, d, m, t are the simplest. Once children know some of the letter sounds, point out these letters at the beginning of words, stressing the initial letter sounds dog.

As children become more familiar with the small letter sounds consonants and simple vowels , introduce the capital letters by the side of the small letters, repeating their sounds.Thick soup and clear soup are two different sorts of soup. He has four legs and a head and a tail. She took the apple. There are twelve inches in a foot.

Sell on site Start a Selling Account. This is my other hand. His mouth is shut. Potato soup is a thick soup. Soup, potatoes, meat, butter, apples, oranges are food.