![]() ![]() If appropriate students can draw the character. Ask students to work in pairs or groups to invent their own character.Then ask each group or pair to choose a favourite character and make a simple situational dialogue which is typical for them.What are their special interests or ambitions?.What can they do? Have they got special powers?.Ask them to describe one character in pairs. Encourage the students to tell you about their favourite comic book characters. Get suggestions from the class of names: Superman, Bart Simpson, Asterix, Tin Tin or others. Set up spot the difference activities using the comic strip and then lead in to storytelling and acting out the comic strip. Make sets which are coloured differently. ![]() Blank out details or change what characters are saying. Make an information gap using a photocopied comic strip.If you use a black and white comic strip allow time for younger learners to colour their versions. This can be a group effort or a whole class task with each group drawing one part. When you use a short story with younger learners ask them to make the story into a series of four pictures.Then give them the comic strip and ask them to see if their speech bubbles fit the story there. Groups can act out their version for the class. Ask them to order them and to imagine what the story or situation is. Remove the speech bubbles from a comic strip.This might also include thought bubbles for characters. Then ask them to think of speech bubbles for the comic strip. They must fill in the blanks in their written story by using the comic strip pictures. Groups confer to guess what might be missing. With higher levels you can discuss techniques of summarising your message. Ask students to reduce each paragraph to one sentence for each frame. Give students a comic strip with a short paragraph for each frame.Lower levels might need vocabulary prompts on the board. Remove the sentences under each frame and either ask students to match them to each frame or ask them to write the sentences that tell the story.Artistic students may like to draw the last frame. Remove the last picture of a cartoon and ask students to think of an ending.Make this more difficult and challenging linguistically by giving separate frames to each student in a group and ask them to not show the pictures until they have arrived at an order through describing the pictures. Cut up the pictures and get students to reorder the story.Show culture in action with the ways that men or women are behaving and are expected to behave.Provide easily identifiable characters to form the basis for sketches.Give an example of vocabulary related to current trends and fads.Provide comment and provoke thought on events and issues in the news.They are powerful teaching tools and can: ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |