English Book - Spanish - Picture Dictionary.pdf

(33621 KB) Pobierz
Microsoft Word - Table of Contents finished.doc
Spanish-English
Picture Dictionary
DEVELOPED BY J. D. ALEXANDER
2007
Bilingual Picture Dictionary
Table of Contents
I NTRODUCTION T O THE D ICTIONARY (2 pages)
S TUDENT C OMPLETED P AGE ( S )
Older students, text only (1 page)
Younger students, drawings and text (2 pages)
O BJECTS
Fixtures (3 pages)
Board
Chair
Computer: keyboard, monitor, mouse
Desk
Door
Phone
Sink: faucet, handle, soap bottle
Table
Trash can
Water Fountain
Materials for the classroom (2 pages)
Backpack
Book ( closed )
Calculator
Folder
Notebook
Paper
Pen
Pencil
Other materials (1 page)
Ball
Jacket (hood, sleeve, pocket)
P LACES ( 3 pages)
Art Room
Bathroom (sink, toilet, toilet paper)
Bus
Cafeteria
Classroom
Computer Lab
Gym
Hallway
Library
Music Room
Nurse’s Office
Outside (grass, sidewalk, tree)
Playground
Principal’s Office
Stairs
Developed by J.D. Alexander
2007
Bilingual Picture Dictionary
Table of Contents
P EOPLE
The Body (2 pages)
Ankle
Arm
Back
Chest
Elbow
Face ( cheek, ear, eyebrow, glasses, lip, nose, teeth, throat, tongue)
Finger
Foot
Hair
Hand
Head
Heel
Hip
Knee
Leg
Mouth
Neck
Shoulder
Shin
Stomach
Thigh
Thumb
Toes
Waist
Wrist
Feelings (3 pages)
Cold
Confused
Happy
Hot
Hungry
Mad
Scared
Sleepy
Surprised
Thirsty
Worried
Family (2 pages)
Aunt
Baby
Brother
Cousin
Daughter
Father
Grandfather
Developed by J.D. Alexander
2007
Bilingual Picture Dictionary
Table of Contents
Grandmother
Mother
Nephew
Niece
Sister
Son
Uncle
V ERBS ( 6 pages)
Count
Finish
Line Up
Listen
Look
Point
Raise your hand
Read
Share
Sit (in a chair, on the floor)
Stop
Talk
Think
Walk
Wash hands
Write
T EXT O NLY S ECTIONS (7 pages)
Asking Questions
A few useful phrases
Numbers
Calendar
Cognates and False Cognates
High Frequency Verbs
B IBILIOGRAPHY
(Image Credits)
Developed by J.D. Alexander
2007
Introduction
Why a picture dictionary?
When two people do not share a spoken language, it is often still possible to
communicate through gesture and pictures. As a tutor, I often find myself drawing pictures
to help explain show my students what I mean. When words are insufficient, it seems natural
to use images to clarify meaning—that’s why we have blueprints for building houses and
photographs of plants in seed catalogs instead of just descriptions. When a friend travels to a
place we’ve never been, of course we want to hear the stories, but we appreciate pictures as a
means of conveying what words cannot (yes, the water was that blue).
But drawing on the spur of the moment has some major limitations. One doesn’t
always have the proper materials (and it is tricky to draw “plum” without it being mistaken
for “peach” if you don’t have crayons or colored pencils and “fuzzy” isn’t in the shared
vocabulary yet). Some people can’t draw realistically enough for this purpose—especially
when they want to communicate quickly. So, when I asked an administrator what her
teachers needed to better help their students who speak Spanish and she told me that a
picture dictionary would be helpful, I thought that made perfect sense. I actually thought
that the need for such a thing was so obvious that there would already be a good one readily
available.
There are many fine picture dictionaries, but they are not usually bilingual. The
bilingual dictionaries that do exist generally aren’t illustrated. Or the text and the illustrations
aren’t well integrated, or the book is cumbersome to use. Certainly I was not able to find one
that was edited to include only words that would be most relevant in a school setting, freely
available via the Internet, and easy to customize. That is what I have tried here to create.
Research as well as anecdotal evidence supports the idea that this tool could be
useful in the classroom. In their article “What We Know about Effective Instructional
Practices for English-Language Learners” Gersten and Baker (2000) identified the practice
of “building and using vocabulary as a curricular anchor” and “using visuals to reinforce
concepts and vocabulary” as the top two of their five specific instructional variables that can
be “critical components for instruction.” Particularly in regards to using visuals, they write:
Two of the intervention studies and several of the observational studies
noted that the use of visuals during instruction increased learning… Rousseau et
al. (1993) used visuals for teaching vocabulary (i.e., words written on the board
and the use of pictures), and Saunders et al. (1998) systematically incorporated
visuals for teaching reading and language arts. Because the spoken word is
fleeting, visual aids such as graphic organizers, concept and story maps, and word
banks give students a concrete system to process, reflect on, and integrate
information….
Implementation of even simple techniques, such as writing key words on
the board or flip chart and discussing them, can enhance meaningful English-
language development and comprehension. The professional work groups
concurred that even the simplest integration of visuals is drastically underutilized
(Gersten & Baker, 2000).
About the words included
The list of words that appear in this dictionary is the result of discussions with many
educators (general classroom, ESL, special education, school administrators, college
professors, etc.) and students about what would be most useful. Having only a limited
amount of time in the semester, I tried to create a relatively short list of high utility words
tailored to the school setting. I then chose words from this list that would be possible to
Developed by J.D. Alexander
2007
109493759.001.png

Plik z chomika:

Inne pliki z tego folderu:

Inne foldery tego chomika:

Zgłoś jeśli naruszono regulamin