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Đây là cuốn sách rất hữu dụng cho tất cả mọi người nói chung và những người làm giáo viên Anh ngữ nói riêng bởi nó cung cấp những cách thức làm sao để có thể tạo ra được các hình minh họa Tiếng Anh một cách dễ dàng nhất mà không tốn nhiều công sức cũng như phải yêu cầu có năng khiếu trong lĩnh vực hội họa. Tất cả mọi điều bạn cần làm chỉ là copy theo!
4 - 1000+ Pictures for Teachers to Copy AndrewWright q,v,f J I k\_ | i'€ {,tzs LU}f J.r,! g3 Contents and Introduction 1 How to draw 3 2 Settings 36 3 Topics, behaviour, notions 54 4 Illustrated vocabulary and grammar 84 5 Pictures for composition 118 6 Some basic ways of using pictures in language teaching 128 Further reading Index Many teachers recognise the'ttsefulness of *irtrple 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) reproduce. But manv teachers think thev c.rnnot drau'l Or if thev can clrau' the'v feel ther. have not got etrt,ltglt time. This book is based on years of enjov.rble experie'nce' gained in helping teachers to learn hon' to c-iran' tn over thirtv countries. It contains a care'ful intrtttiuction ttr dran ing and over one thorrsand clrarvirrgs for teachers tr-r coPi/ Who might use this book? The rnain users of this book u'ill be langrrage teache'rs. Hor,r'ever, teachers of othe'r subjccts, arrd ir-rdeecl anvone' r,r'hose job involvt's commttnici'ttiort, rt'ill finrl this material rclevant. I har.e met spcech tlrer,rpist:. sociologists, vouth leaders, voga teachers as r,r'ell as teachers of historr,, geographv anc-l ecttnomics u'ho make use of simple rc'pre'sc'ntations. With the examp)t': givt'tt in this book, teachers and their stuc'lcnts ctrn drar'r' their orvn pictures r,r'itl-r computer softu'are clr.rn'ing packages as lt'ell ;rs lnore trac'litionallv on thc' boarcl, on hanclouts and in displavs. Copying the pictures Bv copving I rnean, looLing at thr'picttrres irt the boctk 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'n stttdents. I'ermissittn to m;rke multiple' copies is not gra ntecl for itny other circumstances except r'r'ith erprcss pcrmission givert b1 tl.re publisher. The organisation of the book and the selection of language items The se.lection, topics and larrguage items in this book are b.rserl on the T/rrcs/lo/rl Lct,cl , a clocume.nt producec'l bv tire Cor-rncil of Europe for language svllabus designers. I have also referrecl to the Cnrlhrill,gt' Erg/ls/r Lc,rlcon. Language is enormouslv rich. A r,r'orcl can have nranv meanings depe.nding on context. I have had to be sr.lcctive. and have. ofte.n onlv been able to illustrate orre of se.,'e.ral possiblc. mearring:. I have rrrnitted concepts that are impossible to represent pictori.rllv ancl language ite.ms lvhich are re.latir.e.lt inirr.tluent, r.c. rr'ithin stages 5 or 6 of the Canrbridge English Lexicon. Onlt' rarclv can a picture contmunicate the same rnc'aning to evervone n'ho sees it. The role of piciures in tlris brttrk i: tr) c()ntrihutc to tht' le,rrning r'f me.rning erperienced bv the learner .rs prrt ot a situ.rtitrn: referred kr in a conr.ersation, illrrstratins r stor)'(rr as part of 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 n-reaning or mcanings of thc langr.rage. (For r-nore on the tcaching of me.aninc sc.e pagc. 128). Stereotyping There has been no attemDt to reDrese.nt clifferent racial tr pr'* irt tlre dr,rtr'ittg. irr Llri. trt'rtrk. There S,etter,tli*t'd 'pot.rto' he.rcls are me.lnt to represent all of us! The r-rse of sterctrtvpicrl, r.rci rl svmbols has bccn re.je.ctecl as rr r-rdesirable This new edition 1000 Prc luHr,s r,orr Tr,.rcrrF-Jts r() Colv has been usc'd bv teachers in countries all over the n'orltl. Some tcacher-s have said that thev rvoulcl n()t bc n'ithout itl \e'r'ertheless, suggestions have bc'en macle for its i)npr()\'cmcnt irr tlre Jiglit oi tltir r,r itlt'-r.rrrgirrg L'\Ferirn('H of use in so lrr;lnv classrooms. ln this neu' cclitior-r there are sixteen ertra pages. Additions inclucle: more pages of faces ir-rclrrclirrg hou. to look v()unger (.rlu'avs r-rseful in these stressful times); ne\\' pJge\ illustrating tenses anrl phclnologv and nine mor€. pagcs on iclcas for making use of the pictures in tlie book for languare te.aching. Marrv oi the inclivitir"ral pictrrres have been motlifiecl. The inclex no'"r' incorporates Arnerican crs \r'ell as tsritish English. Acknowledgement and thanks I r.r'otrlcl like to thank thc. r-n.urv, r-nanv te.rchcrs rvho h.rr.e passed on to me their plt'.rturr'irt u*rrrg this book and macle their suggestions ior changr.s in 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-rI snggestions. : !} ! = +=- +- a a a > F: -c !- .l_ 1,36 137 L -> : : l- l t- -!- E .> > .> > L tsz THow to draw 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 because you 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 edges of 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. Materials and techniques Card or paper 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. Adhesives Sometimes you may want to stick thin paper to card. You can: I use a rubber baseci glue which does not wrinkle the paper. Professional designers do 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 pieces of paper down so that the levels are different put typist's white opaque along the edges to remove the shad- owed line. Grids To give a sense of 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 against a 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 colours in 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! _ = "! =-J - - t E- l L -A ,4t How to draw stickpeople Can you see the difference? Is A wider than B? Is F longer than D? F If you think A is wider and D is longer then you can judge angles and proportions and that is all you need for copying the drawings in this book. Indeed, it is the basic skill you need for doing objective drawings of the highest order. Amazing facts about the human body The head and body are equal in length to the length of the legs. The arms are as long as the body. More amazing facts elbows are halfway down the arms and point backwards knees are halfway down the legs and point forwards ,-<. .l:i -1_ - - - F-: + ,a f e- D : 3a F tR ilr,irl,o"', { f no hips, no hands L\[m.mr'.'il$:s't'" =t- - + e =1- l-_ 1 I ;a- _ _t- < e i? F E E 1tr,#'!)* /, rL Al I wish I c,oula run tike You.l '^,nS ,4T:?T f,(ton It ti"ut #l"i?"etut io ""? .l rrU ^-,o(o\'' =- d z = ,(g lf you or youtftiend, ak achn! ouV a posrlton, then clo se the whdovts O,td loch- the doors in Cate Wu afe laoh.e d bpon aad Jadged lo bec.azy! Here are some actions to copy. Study the Copy the angles exactly as you see them angles of the body, then the arms and here and you will then have the same legs. Judge the angles of each bit by dynamic action. And you CAN judge comparing it with either a vertical or angles! You did it on page 4lIf you[et it horizontal line. *ro.rg, do it again! 6* rA::") sp *" ot* ' ^( r'- (od "l) *"*'?:,^-; I ild" I'ur?)eett '-^,^ i . dr\c Y v v!j.Q {de "' .y6QLf " on3\e o^ ^ Urr'i,t^' ,,.4\c D('- r.rgrrrccs l-i ""* I^ahu r-J irv\t - oi,'no.l"n*" *lo ^*' / 5od9' C' fi G ^ U - - I r t- ID rt How to draw stickpeople We can only interpret a stickperson's actions if he or she has the same essential features of a'real' person; so you must base your drawings on how people look and move. The 'real'people you copy could be you (yourself, acting out the position and copying each bit, starting with the body) or a friend or someone in a photo. Most artists study a photograph or a model if they are drawing something for the first time. C rt Nd:ff"i:'llj*'l "tffi T{"o&w.''';' How to draw stickpeople Copy these drawings. Start with the body. Make drawings from these photographs, stick by stick. Start with the body. Compare the angles with vertical and horizontal lines. ;v- t - + >- =- ts- +- I = = = l > = > = > l F ] 1 !- l- t-' l* lt L t- L L : Start u'ith the chair, then do the body. How to draw stickpeople Draw furnifure, cycles first \innc - \ess uo,.=yJ*;4*#'o )r\A\v - ='{^ro- R-l) Characters f1n * t * + r- =, a = : Copy the angles exactly! Slighb charyes oF angle illus1raLe diFFerznb waqs oF wolking ar',il ,runniXg, and Jo,. ev"n epr.sent dif?err^L (*t, fon-s Balance Tnis batle? dancer is fuung ove( Decause her we$ht 5he co,"lL prl[ trp fue box (, is no{over her t*f How to draw boxpeople +€ ts : ,1 E- \< L L- L E t- "- E_ - r- E. E e e- i5* =- =- .t- L ] l-_ l- t !* ]- t. L L L L L b E Box people are useful because they have character and can be seen more easily than stick people in a complicated picture. Tne vifat acfion o{ the borperson ts achtcved exac?ly lius L1naY o( q Sl'icKpe rson. llo,rtever, sf*r( wilh the body . Wha( sorL o( bod'y d,o yan want lo give hru or her? Choose one ! I[U^VAA Draw (ne bod.V hrsf . 'lhen drcta shcRgcrson lrhbs in t-he qcdon you wanl . prau Lhe lr'nbs kom lhe corners o( lhe box. boxpeople ! I Horv to draw - - - lrlOW draw tn ltneS r?presenting fhe oth<r sdie o( fhe lrrybs. These llnes Shouttd no? tuifare srabf Ie folds o{ a[oth, el.c. praw rh fhe teeC aslria.ngles.NriY fr,q fo draut real shoesl [( is fu aifhcnl? a,nd no( uorth fhe eftort . Draur ln fhe heds and. hands. Not.t fhe yrtre(As tlones o.nd, (ex{wres co.ngo rh - I > _ = I - >: 5 e- =- * E L- F F- F + F* =- l'-: = = F e a- F* t- t- E- E E 2, How to draw boxpeople Here are ou7 h'nea o( oVher urz.e rnor.e boxpeople aU d'raon n aboe. Nofe ho.l lines dis oppear linrbs. the sa^e sfaSes as fun|ta bodrcs {Wosl o( th" drausings in fhis booQ-are hry are fias? 7o do. l*owever, Yo6 ca^ by lhe ftrhniqnz )i,ren he r< . 22 \ \1 oF sfr'c trp e c>ple beca,ns. maUe a^q o( t!'terq solrd 10 [...]... 4 ,J 1 -1 How to draw caricatures -J :- : : , l a : : 'a : ZJ How to draw carlcatures A 4 How to draw liil: '- SCCNCS Your characters must 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 25 }: How to draw fantasycreatures < > ' = I r € >I L l]_L L L_ f-_ L- t-: - 26 - / -1 How to draw animals... obiects : 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 Aasi shwe of ob)eclt lf you wavt( to raakea drauttg ol-a car,fi* of ^ll f+ t ewzcntVb-orre.t! t"kei rtcrartgto'.qek tnto a ve^j basicshape I tsk too1"iZ Mak . 4 - 1000+ Pictures for Teachers to Copy AndrewWright q,v,f J I k\_ | i'€ {,tzs LU}f J.r,! g3 Contents and Introduction 1 How to draw. have decided to put it at the beginning of the book because you need basic help even for copying. Essentially, in order to copy (i.e. without photocopying!)