Part 1 Significance

Unit One Why do we adopt stick figures and cartoons in ELT?

1.1 What are stick figures and cartoons?

1.1.1 Definition of stick figures

1.1.2 Definition of cartoons

1.2 Significance of the adoption of stick figures and cartoons in ELT

1.2.1 Requirements of The National English Curriculum

1.2.2 Psychological functions

1.2.3 Satisfying students'needs

1.3 Principles and criteria of designing language teaching with pictures

1.4 Various sources and uses of stick figures and cartoons

Unit Two Characteristics of stick figures and cartoons

2.1 Simple

2.2 Clear-cut

2.3 Accurate

2.4 Flexible

2.4.1 Developing from basic figures to meaningful pictures

2.4 2 Omitting complex structures or relationships

2.4.3 Making the meaning reached by using exaggeration

2.4.4 Developing the plots by drawing a series of pictures

2.5 Direct

2.5.1 Breaking through the limit of space like young children's drawing

2.5.2 Reorganizing the sequences of time by shortening the time span

2.5.3 Directly presenting dialogues

2.5.4 Directly presenting physiological activities

2.5.5 Directly presenting psychological behaviors

2.5.6 Directly presenting causality

2.5.7 Directly presenting directions of actions

2.5.8 Directly presenting physical characters of the target objects

2.5.9 Directly presenting changes of nature

2.6 Pictographic

2.6.1 Pictographic nature reflected in ancient Chinese characters

2.6.2 Creating pictographic figures of English spelling

2.7 Descriptive and representative

2.7.1 Presenting abstract and complex theories and ideas

2.7.2 Presenting new topics

2.8 Meaningful

2.9 F unctional

Part 2 Skills

Unit Three Basic skills of drawing stick figures and cartoons

3.1 Prepa rations for your drawing

3.2 Basic lines and figures

3.3 Choosing proper lines and figures to draw stick pictures

3.4 Detailed descriptions in drawing cartoon pictures

Unit Four Diversity of drawing stick figuresarid cartoons

4.1 Humans

4.1.1 Alternatives of stick figures and cartoons

4.1.2 Proportion

4.1.3 Head and countenance

4.1.4 Body and limbs

4.1.5 Hands

4.2 Careers

4.3 Activities

4.3.1 School and social activities

4.3.2 Sports

4.4 Animals

4.5 Objects

4.5.1 Tools and living goods

4.5.2 Household appliances

4.5.3 Furniture

4.5.4 School things and stationeries

4.5.5 Musical instruments

4.5.6 Using personification

4.6 Plants

4.6.1 Trees

4.6.2 Flowers

4.6.3 Pot-flowers and bonsais

4.7 Vegetables and fruit

4.8 Food and drink

4.8.1 Chinese food and drink

4.8.2 Western food and drink

4.9 Clothing

4.10 Vehicles and transportation tools

4.11 Buildings and architectures

4.12 Locations and places

4.13 Countries,cities and places of historical interest

4.13.1 Capitals and countries

4.13.2 Famous cities and places of historical interest

4.14 Natural sceneries

4.15 Disasters and accidents

4.16 Customs

4.17 Religions

4.18 Festivals

Part 3 Application

Unit Five Stick figures and cartoons adopted in teaching language knowledge

5.1 Phonetics

5.2 Letters

5.3 Vocabulary

5.3.1 Nouns

5.3.2 Verbs

5.3.3 Prepositions

5.3.4 Adjectives and adverbs

5.4 Sentence patterns

5.5 Grammar

Unit Six Stick figures and cartoons adopted in teaching language skills

6.1 Listening with pictures

6.2 Speaking with pictures

6.3 Reading with pictures

6.4 Writing with pictures

Unit Seven Samples of designing classroom teaching with stick figures and cartoons

7.1 Word learning

7.2 Small book making

7.3 Introduction activities

7.3.1 Self introduction

7.3.2 Introducing a friend

7.3.3 Introducing a family

7.4 Looking for the differences

7.5 Spinners

7.6 Board games

7.7 Pair dictation and drawing/writing

Unit Eight Evaluation with pictures

References

Helpful web resources