Picture Discription

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PICTURE DESCRIPTION
GUIDELINES, TECHNIQUES & EXAM TIPS
©

Mª CRISTINA C. B.

PICTURE DESCRIPTION
IN THE BACKGROUND… IT LOOKS LIKE… IN THIS PICTURE..

GUIDELINES, TECHNIQUES & EXAM TIPS
LET ME SEE… AS I SEE IT… IT SHOWS… AT THE TOP…

A picture description is an ideal way of practising your English vocabulary in all sorts of fields. Pictures provide serious language practice and can be invaluable in the classroom for stimulating discussion and bringing enormous variety to lessons. They also provide the teacher with a flexible and convenient tool to test many different things in exams.

Here you have some techniques and exam tips I have put together to help you describe a picture or photograph. Study them carefully and decide on how to structure your picture description. Don´t worry if you find it a bit difficult at first, we´ll practise a lot to make things easier in time. I´ve also included some exercises that we´ll correct in a future revision class.

After all, as the saying has it: “A picture paints a

thousand words”

M. Cristina C. B.

QUESTIONS
What happens when I have to describe a picture? It´s simple. The examiner gives you a picture and asks you to say what you see. He or she may also ask you to give an opinion or comment on the content of the picture. What does this test? That depends on what the examiner is looking for. It can test fluency, vocabulary, stress, pronunciation and rhythms of speech, ability to communicate, grammatical accuracy and interactive communication. And probably it can test them all at the same time. How should I approach this type of test? Here are some useful techniques and guidelines for describing pictures. You will not need to use all of them every time but it will be useful to be familiar with them.

TECHNIQUES 1. Describe where things are in the picture
Make sure you are familiar with the language used to describe where something is in a picture. Check that you know how to use the phrases in the boxes below:
IN THE TOP LEFT (-HAND) CORNER AT THE TOP IN THE TOP RIGHT (-HAND) CORNER

ON THE LEFT (-HAND) SIDE

GUIDELINES
DO
Look carefully at the photos. Think how to describe what you can see. Take your time to do it. Be as precise as you can when you describe the photo itself. Use some ‘position’ language if it helps. Use present continuous verbs to describe what is happening. If there is a person or people in the photo, you will need to describe their appearance. Answer questions as fully as possible. Keep talking, give details, explain your point, ask questions, paraphrase, don´t get stuck on words…. Any device that demonstrates that you can carry a topic through will help your performance. Try to direct the conversation towards something you are interested in and can talk about easily. Speak naturally and be animated! Keep eye contact with the examiner, be friendly and show a positive attitude.

IN THE MIDDLE

ON THE RIGHT (-HAND) SIDE

DON´T
Don´t worry if you don´t understand immediately what is going on in the picture. Don´t worry if you don´t know the precise words for what you can see; use alternatives. Don´t use the present simple to describe what is happening. Don´t use general language to describe people. You should use vocabulary of the level required. Don´t give too many one - or two – word answers. Avoid answers which are single words or lists. Silence is you enemy! If you are not a talkative person by nature, you must make an extra effort for the test. Don´t feel you have to stick rigidly to the subject. Don´t give complicated explanations if you are not sure. Don´t be shy! This is your chance to show how well you can speak. Smile and relax!

IN THE BOTTOM LEFT (-HAND) CORNER

AT THE BOTTOM

IN THE BOTTOM RIGHT (-HAND) CORNER

IN THE

BACKGROUND FOREGROUND

Fill in the gaps with the correct ‘position’ language:

1. 2. 3. 4. 5. 6. 7. 8. 9.

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________

2. Don´t be too certain
Sometimes you cannot be sure what is happening in a photo or picture. Use appropriate language to show that you are guessing. Use uncertain and speculative language when you aren´t 100% sure.

3. Paraphrase if you don´t know the word
Don´t worry if there are things in the picture that you don´t know the English for. Make sure you know how to talk ‘round’ words you don´t know. These expressions are always useful:

I think / guess/suppose it is… I´m not sure but, they could be… It´s not very clear but, probably… I can´t quite make it out but, perhaps….

Maybe / Perhaps they are… They seem to be taking part in… It can/could/might be a scene of…

It´s used to open… / It´s used for opening… / You use it to open… It´s what you do when you..(if you don´t know the verb) I don´t know what you call it, but…(describe or define it) I don´t know what it is called /the word for it, but… It´s a kind / sort of… It´s like a….. It´s stuff /a thing for

We use expressions with ‘look’ when we are making guesses and deductions based on (usually visual) evidence:

Study these constructions using ‘look’ :

Where necessary correct these sentences :

1.

This looks like the work of a child look like + NOUN (when it means be similar to)

1. She looks like hungry

2. It looks as if it is going to rain

3. The boys look like breaking into the car 2. The boy looks tired and fed up look + ADJECTIVE ( when it means seem )

1. Take it in turns to choose one of the objects. Describe the object to your partner but do not say what it is. Your partner must guess which object you are describing

4. He looks like his father

5. They look they are in a crowded market

2. Remember to use
6. They don´t look as if happy 3. The girl looks as though she is in her late 20s look as though/as if + VERB PHRASE

7. It doesn´t look anyone is living here

the expressions mentioned above to talk ‘round’ words you don´t know

(similar to 1, but attention must be paid to the grammatical construction) * As if and As though are interchangeable

8. He looks capable and reliable

4.Give your opinion & Use hesitation words

6. What to include
LOCATION (describe where things are in the picture) What can you see in the picture? Where are things placed in the picture?
Remember to use the position language you have learnt so far in order to do it in a proper way.

Remember you may also be asked to give your opinion on the content of the picture or topics related to it. To start with, here are some expressions you can use:
In my opinion As I see it If you ask me I suppose/believe/think/guess As far as I´m concerned I would say that Personally From my point of view

PLACE (mention something about the place)

Where is it? What´s the place / scenery like?

In order to play for time, to give yourself time to think, you can use hesitation words or sounds ( ‘delaying sounds’). Make sure you don´t use them from your own language. They can sound strange in English!
Well,… Er..., Let me see…, You know (what I mean) Mmm…, Then..., I mean…,

ACTION (describe what is happening )

What are the people doing?

PEOPLE PEOPLE (speculate about the characters ) What are the people like? What are they wearing? How are they related?

5.Ask for clarification & Correct yourself
Don´t be afraid to interrupt and ask if you don´t understand what you are being told. It´s important to familiarise yourself with the right phrases to ask for clarification or repetition and be able to go on :
Shall I start? What do you mean? I don´t (really) understand… Do you think you could say/explain that again? Would you mind repeating it, please? May/can I ask you a question? I´m not (quite) sure what I have to do… Can I interrupt or say something?

Talk about people´s appearance, clothes, relationship. If there is not a main character, focus on the group

What has happened?

IDEAS & OTHER DETAILS
(speculate about the scene)
Give extra information about the scene to add further details to your description.

What do you think will happen next? What is the weather like? What else can be interesting in the picture?

Asking the examiner to repeat can actually be the perfect opportunity to show off some complex language - e.g.: 'I 'm sorry, I didn 't quite catch the last part… ' 'I didn´t quite get what you said… ' 'If I can just check what you are saying, you 'd like me to… '

How do they look?

IMPRESSION (give some impressions and opinions) What is his/her emotional state? What are they thinking/talking about?

And, be confident to correct yourself if necessary!
What I mean… What I´m trying to say… I don´t think I explained that very well…

PRACTICE 1

PRACTICE 2
Location

Takes after Might Could be Shows

To tell The background Make it out Perhaps

She has got Would say It looks as though Looks like

Looks Can´t be Maybe

Match the phrases on the left with the appropriate places in this photograph

This photo (1) ………………………….. a young mother and her two kids. I (2) …………..……… they must be from somewhere in South America. (3) ……………………they´re in a crowded market, although it is difficult 4)……………, because you can´t see much of (5)…………

The mother has her hair up in a bun and a roundish face. She (6) ……………… fed up, but this (7) ………………… because she´s tired. (8) ……………………... she´s had a busy day shopping. The child with its arm around her neck (9) ………………………. a little boy. It seems he´s aware of the camera. The little girl (10) …………………… more than three. She´s a little plump, but you can see that she really (11) ………………………. her mother. (12) …………………… her mother´s mouth and the most beautiful almond-shaped eyes. She´s holding something in her hand … I can´t really (13) ……………………..… . It (14) ……………………… be a charm or (15) …………………….…it´s a crucifix.

Picture discussion
Look carefully at the photograph and answer the questions. Remember to use the expressions you learn to make suggestions and give your opinion. A Description 1. What can you see in the photograph? 2. How are the eight people in this photograph related? 3. What else could you describe to the examiner? B General questions 1. How many people are there in your family? 2. Would you like to be a twin, a triplet a sextuplet? Why? Why not? 3. Why do you think parents often dress twins in the same clothes? 4. From a child´s point of view, what are the pros and cons of being part of a big family? 5. From the parents´point of view, what are the advantages and disadvantages of having only one child? M. Cristina C. B.

BIBLIOGRAPHY
• http://www.oup.com/elt/ • http://www.ukstudentlife.com • http://www.ieltshelpnow.com/html • http://www.gov.pe.ca/languagetraining • http://www.pearsonlongman.com • http://www.onestopenglish.com • http://www.languageproject.co.uk • http://www.ieltshelpnow.html • http://www.teachingenglish.org.uk • http://www.flo-joe.co.uk/ • http://www.bbc.co.uk • http://www.schule-studium.de/English

• BURGESS,Sally: First C. Exam Maximiser.Longman • HEINES,Simon: First Certificate Masterclass.O.U.P • KERR, Philip: Straightforward. Macmillan • NAUTON, John: Think First Certificate. Longman • NAYLOR,H. and HAGGER S.: Insight into Pet. C.U.P • NAYLOR, Helen: Cambridge F.C.Handbook. C.U.P. • NEWBROOK, Jacky:New First Certificate. Longman

Bibliography: • http://www.oup.com/elt/ • http://www.ukstudentlife.com • http://www.ieltshelpnow.com/html • http://www.gov.pe.ca/languagetraining • http://www.pearsonlongman.com • http://www.onestopenglish.com • http://www.languageproject.co.uk • http://www.ieltshelpnow.html • http://www.teachingenglish.org.uk • http://www.flo-joe.co.uk/ • http://www.bbc.co.uk • http://www.schule-studium.de/English • BURGESS,Sally: First C. Exam Maximiser.Longman • HEINES,Simon: First Certificate Masterclass.O.U.P • KERR, Philip: Straightforward. Macmillan • NAUTON, John: Think First Certificate. Longman • NAYLOR,H. and HAGGER S.: Insight into Pet. C.U.P • NAYLOR, Helen: Cambridge F.C.Handbook. C.U.P. • NEWBROOK, Jacky:New First Certificate. Longman