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Introduction j

Why use a picture dictionary? • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••• • • • •• "' • fl • • .

The first, and perhaps most important reason, is for building vocabulary. The Longman Children's
Picture Dictionary presents vocabulary words in context within 50 colorful and imaginative
illustrations. All the selected topics are designed to engage children's imagination, stimulating them
to learn and retain the vocabulary words.
Suggested activities and model substitution dialogs use a large number of the vocabulary words in
meaningful situations. Learning the dialogs gives children a way to use the words in the topic while 'l
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providing practice in some of the most common functions of language, such as asking for
information or stating preferences.
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Another reason for using a picture dictionary is to practice reading and writing. Many activities are
suggested for this purpose in the Teacher's Resource Book. The Workbooks of this series offer i
additional opportunities for reading and writing practice through a variety of enjoyable activities.
Finally, a picture dictionary is useful for meaningful supplementary practice of textbook material. It ~
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offers a change from everyday routine that any class can appreciate.

Using the Picture Dictionary as a supplement • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • .,

A teacher using a textbook in class may choose to use the Longman Children's Picture Dictionary as a
supplement to his/her textbook. There are several approaches.
The teacher can choose a topic that corresponds to a unit in the students' textbook. For example, if
the students are learning about school, corresponding topics in the Longman Children's Picture
Dictionary would be, Topic 38 The Schoolyard, Topic 39 School Day or Topic 40 School Bag Search.
The teacher can also choose functional dialogs that match the target language in the textbook. For
example, if the textbook unit teaches asking and saying, What's the matter? Topic 4 7 At the Doctor's
would be a good choice for additional meaningful practice.
The teacher can also choose activities or dialogs that match the grammar in the textbook. For
example, if the textbook is teaching the how many pattern, appropriate dialogs can be found in
Topic 23 Time and Shapes and Topic 44 Bugs and Little Creatures.
Finally, the teacher can simply let the students choose a topic they are interested in.
If the Longman Children's Picture Dictionary is used as a supplement, the teacher can use the entire
suggested lesson plan, or only those parts there is time for.

Using the Picture Dictionary as a course • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

A teacher may decide against using a textbook in class and use the Longman Children's Picture
Dictionary as a course instead. This would be an appropriate choice, as the dictionary includes most
of the words and structures introduced in most beginning level textbooks. Furthermore, used
alongside the other components in the series, it provides a good balance of practice in the four skill
areas of speaking, listening, reading and writing.
The teacher can choose to work through the dictionary from Topic 1 through Topic 50, introducing
the vocabulary, doing the activities, practicing the dialogs, singing the songs and having the children
complete the Workbook pages. Alternatively, the teacher can choose topics in random order,
depending on what his/her students would most enjoy. In either case, the following suggested
lesson plan would be appropriate.