5

7

8Whole class work

Plenary

Further work• Discuss with the class the terms ‘suggest’ and ‘implies’

and why they are used.

• Show Images 4.4, 4.5 and 4.6 of a tree, an apple and a bird. Ask students to explain what ideas these images would suggest or imply to a reader.

• Point to an image in your classroom, e.g. on a poster or a book cover, and choose a student to explain the purpose of the image.

• Ask another student to describe the content of the image.

• Ask another student to use the word ‘because’ to explain the content of the image.

• Repeat this activity a number of times. Point out how many times students will see images on texts throughout their day. Encourage them to consider the purpose of the images they see and the reasons for the choice of image.

• Distribute Worksheet 4.2, which asks students to describe the image used. They should then explain the writer’s choice, using the words because, suggests and implies to explore the meaning behind the image.

Resources requiredStudent Book pages 18-19Weblink 4: Crimestoppers websiteImage 4.1: Children’s story bookImage 4.2: Science textbookImage 4.3: Crimestoppers leafl etImage 4.4: TreeImage 4.5: AppleImage 4.6: BirdWorksheet 4.1: Crimestoppers leafl etWorksheet 4.2: Banksy

Assessment objectivesExplain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and infl uence the reader. (English A02ii/English Language A03iii.)

Learning objectives > understand why images are used in texts > explore the content of images

18

Unit 1a English Today: Reading

Lesson 4 Understanding how images are used

1

2

Starter

Whole class work

• As a revision activity on audience and purpose open Image 4.1 (a page from a children’s story book) and Image 4.2 (a page from a science textbook).

• Encourage students to explore how the images in these texts appeal to their audience and help to achieve the purpose of the text. Ask students to discuss their ideas in small groups before taking feedback.

• Show students the home page of the Crimestoppers website on page 18 of the Student book. Individually, students should write down their opinion of what the Crimestoppers website would look like without any images. Challenge them to think about both positive and negative consequences of there being no images to avoid the repetition of ‘it will be boring’.

• In pairs, students should discuss their ideas and write down any new ones they have. Ask each pair to sharetheir ideas with another pair and then each group toshare with the class.

Independent work • Ask students to

complete part 2 of Activity 1, explaining why the writer has included each of the images.

• Share student answers, then encourage students to use all of the ideas they have heard to write about the images in more depth.

• Take students through a model answer in preparation for the next activity: On the Crimestoppers website there is an image of a man in a mask next to the heading ‘Fight crime without revealing your identity’. This image backs up the idea that the reader will remain anonymous if they report crime. However, the man also looks like Zorro, a masked hero who fought injustice. The choice of this image suggests that the writer views the reader as a hero fi ghting against crime. Then ask students to refl ect on how their own response compared to this, focusing on the level of detail.

Unit 1a English Today: Reading

19

Image 4.1

Image 4.2

Weblink 4

4 Whole class work• Open Image 4.3 to display the

cover of the Crimestoppers leafl et from page 19 on the board.

• Using Worksheet 4.1, ask students to label the details in the leafl et, e.g. a boy in a hooded top.

• Ask students to share the details they have identifi ed. Each time they describe something from the image ask ‘why has it been used?’

• Ask students to complete Activity 2 in pairs and discuss the answers as a class.

Image 4.3

Image 4.4 Image 4.5 Image 4.6

6 Independent work • Write the following two statements on the board: – “The lea� et suggests teenagers are careless and

potential victims.” – “The lea� et presents teenagers as criminals.”

• Ask students to select one of the statements and write a paragraph explaining how this is suggested by the image on the cover of the leafl et.

• Then, ask them to write an additional paragraph describing other images that the writer could have selected to suggest a similar meaning.

Worksheet 4.2

3

Suggested answers

Activity 1

• Boring/ unattractive/ plain/ easier to read the text/ take up less space/ diffi cult to understand the point of the site.

• The silhouette = a symbol to link to a certain part of the website – list the people who have done the worst crimes – the silhouette is used to make you think of someone creeping around in the shadows or a person that isn’t know yet. The red background suggests danger.

• C and S = the logo for the website and the TV programme – makes the site easily recognisable – might suggest that the stoppers are central to stopping crime.

Activity 2

• Teenagers are represented as being quite scary and threatening – the shadows in the background especially. However, a different perspective might be that they fi nd themselves distracted because of a phone, music, etc. and therefore might become the victims of crime – so they are not paying enough attention. The black and red does seem to suggest they are criminals.

Additional supportStarter• Talk partners: pair fl uent English speakers with EAL learners so that

EAL learners learn the vocabulary necessary to discuss the images, their effect and their part in persuading, etc.

• Word Wall: use individual cards but in a movable display on the wall. Each card will have a language technique that can be used to talk about the effect on the reader such as ‘suggests that…’ ‘encourages the idea that…’, ‘involves the reader in…’, ‘creates the impression…’, ‘adds emphasis…’, ‘makes the reader feel…’ ‘implies…’ etc

• Note: if the words are stuck on a display with Blu Tack®, students could physically take them from the display to use to give confi dence in the discussion and to reinforce the phrases used to talk about or write about (comment).

Activity 1• Matching activity: card sort with negative and positive

consequences of having no images so that EAL students have good examples of phrases to use.

• Writing frames: provide frames for describing and explaining ‘why?’ which include ‘because’ ‘therefore’, ‘however’.

• Clarifi cation: of ‘entwined’ and ‘silhouette’ may be necessary.

• EAL students who speak the same fi rst language could discuss ‘suggest’, ‘imply’ and other words on the word wall and writing frames to ensure understanding. A bilingual dictionary could be useful.

GCSE_HighEnglish_TB_Lesson4-01.indd 18-19 11/12/2009 15:01