FINAL TEST

ENGLISH FOR YOUNG

LEARNERS
Teaching English for Young Learners Using Pictures

Name

: Nurmeida Urwani

Students Number

: 2223110395

Semester/ Class

:6/A

ENGLISH DEPARTMENT
TEACHERS TRAINING AND EDUCATON
FACULTY

SULTAN AGENG TIRTAYASA UNIVERSITY

2013
Teaching English for Young Learners Using Pictures

Pictures are all around us everyday, in the street, at work, at home

and even in our leisure time, so why not in the classroom as well? They
are enjoyable, they set the scene or context, they inform us, they interest
us, they are a key resource. To be even more specific, picture stories are
also common in everyday life.
As well as enjoying pictures they also form a key resource for
accessing the different learning styles that each student has. Using
pictures really appeals to visual learners who may suffer in a speaking and
listening based classroom. They also offer an opportunity for movement
and a multi-dimensional perspective which will reach our kinaesthetic
learners.
Pictures aren't based on level. Of course we can choose certain
pictures to access a certain area of vocabulary if we wish but any picture
can be the base of any kind of activity at any level. Reading stories can
restrict our students but an elementary learner can access the most
complex story through pictures so lower levels don't 'miss out' on the
'exciting' stories that the higher levels are looking at.
Of course, as we take our enjoyment from pictures in everyday life so
our students take enjoyment from the pictures in the story. They will add a

touch of intrigue to the class and make the lesson much more dynamic as
imaginations are aroused. This is especially useful with those students
who find it difficult to use their imaginations. The picture story provides a
support and ideas which the students can then build on more easily than
inventing their own story all together.
Picture stories also add pace to class. The students' reaction to a
picture is almost immediate whereas the same reaction from a written
story would take much, much longer. The students are interested and
enthusiastic right from the beginning of the class.
We can use two methods to teach the young learners using
pictures. These mothods are useful to practise speaking ability with their
imagination, and also to make the learners easier to memorize vocabulary.
For the first method we can use flashcards. Using flashcards to
learn English is very effective, because it allows students to understand
the meanings of English words by looking at pictures. By studying
flashcards, students can learn words that define certain actions, facial
expressions, colors, fruits, vegetables, seasons, animals, and others. Most
flashcards that are available on the Internet can be printed out for
convenient reference.
Flashcards worksheets can be an excellent learning and
teaching tool especially when introducing new vocabulary or drilling
familiar words. Besides being used by the teacher, they can also be used
in a variety of activities and even posted around the classroom for
students to reference.

Flash cards are a simple, versatile, yet often underexploited

resource. They are really useful for many things, it depends on the
vocabulary or grammar point you are teaching to your students. You can
use them to introduce new vocabulary or to ask your students to tell a
story based on the pictures shown in the flashcards. They give students
interesting and challenging speaking practice. And, students can
remember the vocabulary easily because they can see the image. By
using flashcards, the students will be able to understand the new
vocabulary without the need of translating it.
The second method is by using picture dictation method. Picture
dictation is a good way to reinforce or revise taught vocabulary. Young
learners love drawing and colouring so they usually keen to do activities
like this.
When we plan to do picture dictation with your kids, make sure
everybody has a set of coloured pencils ready to use. A rubber also would
be a good idea for them to have. You might wonder what is the big deal
about having a rubber but remember little children take pride of their work
and they don't want to make mistakes. So it is a big deal for them if they
think their work is not perfect to have a chance to correct it.
This is a low preparation fun activity that works well with large
classes, especially with young learners and teens. All your students need
is a blank piece of paper and all the teacher needs is a little bit of
imagination.

To implementing this method we can do some procedures. First

of all explain to the students that they are going to do a picture dictation,
that you are going to describe a picture to them and that all they have to
do is simply listen and draw what they hear you describe.
You then describe a simple and easy-to-draw picture to them and
they draw it. To help you with your first picture dictation you can use the
picture on the accompanying worksheet and the description below it as a
guide. It is a very simple picture for a low-level beginner's class but this
kind of activity can be adapted to any level of student. Simply change the
content of the picture accordingly.
When you are describing the picture it is best to describe one object
at a time slowly and to repeat each description two or three times.
Make sure you give students enough time to finish drawing one
object before you move onto the next object and it is a good idea to walk
around and look at the students' drawings as they are drawing them so
that you can see how well they are understanding your descriptions and
then you can adjust them accordingly and give them any support they
need.
By implementing those method to young learners, they will be more
interest in learning, because pictures really help to reduce preparation
time. Sets of pictures can be re-used, especially if you can laminate them,
and can be used at any level in classes for kids, teenagers, exam classes
and adults following general or business courses.

When it comes to using picture stories in class, the key point is not
to limit yourself to typical class activities and writing exercises. Students
need as much spoken English practice as they can get.