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English materials for
​Secondary school in México

First Grade

Unit 8
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Lesson plan

Lesson plan | Worksheets & Handouts | PowerPoint presentations
Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Contents
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Sessions 8-9
Picture

Session 1

Introduction (10 mins.)
T asks Ss what they remember about a well-known comic (Superman or Spiderman). T shows the cover of a comic and elicits from Ss the name of the comic (title), setting, the main characters (hero/heroine and villain), the plot, the author, publisher (e.g. DC, Marvel) and the audience.
Development (20 mins.)
T invites Ss to do a quiz about well-known comics:
  1. What is Superman's real name? a) Kara Zor-El  b) Kal-El c) Jor-El  d) Zor-Kar
  2. What is the name of Peter Parker’s Aunt in Spider-man? a) June  b) May  c) Mary-Jane d) Gwen
  3. Bruce Banner became the Hulk after being exposed to what? a) Adamantium b) Cosmic rays c) Gamma rays  d) Krypton
  4. Wonder woman belongs to which team of DC Comics superheroes? a) Avengers b) Justice league  c) Suicide squad  d) Teen titans
  5. What villain appeared in the first Avenger’s comic book? a) Doctor Doom b) Red skull  c) Loki d) Magneto
  6. What is Captain America’s shield made from? a) Vibranium b) Adamantium c) Steel d) Kryptonite  
  7. Which girl does Spider-man marry? a) Felicia Hardy b) Gwen Stacy c) Cat woman d) MJ Watson
  8. What is Batman’s real name? a) Edward Nigma b) Bruce Wayne c) Peter Parker d) James Gordon
  9. What is Superman’s home planet called? a) Earth b) Mars  c) Titan  d) Krypton
  10. Where is Thor from? a) Xandar  b) Asgard  c) Midgard d) Earth
Consolidation (10 mins.)
T reads aloud some comic descriptions and asks Ss to try to guess what comic book is.
Here are some descriptions:
  1. This comic is about a teenager who is bitten by a radioactive spider. As a result of the bite, he gains great powers. (Spider-man)
  2. It’s about a superhero protector of Gotham City, a man dressed like a. bat who fights against crime. (Batman)
  3. The main character is a genius engineer and wealthy man who wears a metallic suit of armor and other technologies invented by his alter ego Tony Stark. (Iron man)
  4. This comic is about an alien Symbiote with an amorphous and liquid form who survives by bonding with a host, usually human. (Venom)
  5. It’s about a team of mutants who protect the world that hates and fears them for their unusual appearances and abilities. (X-men)
Closure (10 mins.)
In pairs, Ss discuss their favorite comic and give reasons for their choice.
Then, T reads aloud to the class the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit.
Homework: Ss do some research. Ss have to choose a comic they like and write the following information required: title, setting, main characters, plot and author. They may include images.  

Session 2

Introduction (10 mins.)
T sticks some copies of comic covers on the board and asks Ss to label them using comic genres (western, superhero, romance, horror, sci-fi and comedy).
T invite Ss to predict what the comic may be about looking at the illustrations.
In pairs, Ss discuss:
  1. Which comic cover seems more interesting/boring? Why?
  2. Which one would you choose to read? Why?
Development (15 mins.)
T reads aloud some speech bubbles from each comic and asks Ss to identify which comic is from.
Here are some speech bubbles:
  1. Supergirl (Superhero) – “Slow down. First tell me who you are and where you came from and why you are wearing that. -I’m Kara Zor-El! From Argo city on Krypton!”
  2. Swing (Romance) – “OMG, just tell me! On a scale from 1 to 10!! -He’s so handsome and smart”
  3. The good, the bad and the ugly (Western) – “That’ll buy me a horse and a colt. You should be more careful who you let in town”
  4. Dark soul (Horror) – “What are these things? -Dead things. -Ugh! -Help!”
  5. Garfield (Comedy) – “Oops! I’m in real trouble! We suddenly have to much reality in this reality show! Run Odie!”
  6. Star wars (Sci-fi) – “This is your last chance Plutt. Tell me who has the droid… or I’ll kill you with my lightsaber” 
Consolidation (15 mins.)
In pairs, Ss choose a comic genre and write a list of expressions that could be used in that genre. Then, some volunteers come to front of the class and read aloud their expressions.
Closure (10 mins.)
T invites Ss to suggest more comic genres that they have heard or seen. The answers may vary (action, adventure, crime, drama, manga, movies, mythology, religious, vampires, video games, war, zombies). T writes on the board Ss' responses. Then Ss write on their notebooks a list of comic books according to the chosen genres.


Session 3

Introduction (10 mins.)
T draws on the board a comic strip with the elements of a comic (panel, speech balloons, illustrations/drawings, caption, time sequence, characters and onomatopoeia) and asks Ss to label them.
Development (20 mins.)
T draws on the board 4 types of speech balloons in a comic (shout, speech, thought, whisper) and asks Ss to label them. Then, T reads aloud each function of the balloons and encourages Ss to match them.
Here are the speech balloons and their functions:
  • Speech balloons – It’s used for character dialogues.
  • Thought – It expresses what the character thinks.
  • Shout – It’s used to represent shouting and screaming dialogues.
  • Whisper – It’s used when the character speaks softly without vibration of the vocal cords.
T writes on the board a list of expressions and Ss match them with the correct speech balloons.
Here are some expressions:
  1. Hello! How are you?
  2. Help!!!
  3. That’s so exciting.
  4. No!
  5. I wonder if she misses me too.
  6. Quiet! Or they’ll hear us!
  7. Don’t tell this to anyone…
  8. What’s that?
  9. I think I’m a fool.
T tells Ss that there are words used to represent sounds in a comic. These are called onomatopoeia. So, T writes a list of onomatopoeias on the board and asks Ss to match them with the meanings.
Here are some onomatopoeias and their meanings:
  1. “¡BUM!” -  The sound of a big explosion.
  2. “ZZZZ” – The sound of sleeping or snoring.
  3. “HACHOO” – It used for a sneezing sound.
  4. “POW, BLAP!, BAM” – The sound of hitting someone.
  5. “BANG!” – The sound of a gun.
  6. “WOOF-WOOF” – The sound of a dog barking.   
Consolidation (15 mins.)
T shows a page of a comic strip without speech bubbles and onomatopoeias. In pairs, Ss redraw the scenes (panels) including these 2 elements (speech balloons and onomatopoeias).
Closure (5 mins.)
Ss share their work with others and adjust their dialogues and onomatopoeias.
Homework: Ss print a page from their favorite comic book and label their elements. 

Session 4

Approach: Task-based learning
T put Ss into teams of 3 or 4. T gives each team 4 pages of a comic book and asks them to analyze the elements of the comic. Ss take notes on their notebooks. T monitors the activities.
These are the tasks for the class:
1. Match the following elements of the comic (1-10):
  • Title (     )
  • Author (     )
  • Publisher (     )
  • Panel/Frame (     )
  • Caption (Narrator) (     )
  • Illustrations (     )
  • Characters (     )
  • Speech balloon (     )
  • Shout balloon (     )
  • Onomatopoeia (     )
2. Match the feeling and emotions with the characters (A-H).
For low-level students: Angry, surprised, furious, confused, worried, scared, sad, nice and happy.
For higher levels: Anger (frustrated, defensive, defiant, impatient, irritated), Sad (disappointed, depressed), Anxious (afraid, cautious, nervous), Hurt (shocked, abandoned), Happy (relaxed, confident, trusting).
3. Match the actions (panel descriptions) with the number of the page (1-4).
4. Answer the following questions:
  1. What is the comic about?
  2. What’s the setting? Where do things happen?
  3. Who are the main characters?
  4. What’s your opinion about the comic?
5. Ss create a new page predicting what is going to happen next in the comic.
At the end, Ss evaluate their performance. T gives Ss feedback on the tasks.

Session 5

Introduction (10 mins.)
T writes on the board: “Things that you admire about a superhero or heroine” and elicits from Ss their ideas about the topic. Their answers may vary (e.g. superpowers, costume, courage, bravery, special abilities, generosity, commitment, humility, patience, caring, what he/she represents). T writes their answers on the board. Then, T asks Ss about their favorite superhero or heroine. 
Development (20 mins.)
T writes a list of adjectives on the board and asks Ss to identify which ones describe the personality of a superhero.
Here’s a list of adjectives: brave, egoistic, altruistic, persistent, cowardly, lazy, courageous, inspiring, arrogant, generous, honest, intelligent, reliable, two-faced, trustworthy, stingy, and evil.
Then, Ss describe their favorite superhero using the adjectives above, for example: “My favorite superheroine is Supergirl. She is so brave and courageous. She rescues people from fires”. Volunteer come to the front of the class and share their preferences.
Consolidation (10 mins.)
In pairs, Ss discuss what makes a person a hero/heroine and which characteristics he/she has. Ss may talk about firefighters, police officers, doctors, nurses and soldiers.
Ss have a class discussion about justice, helping others, and courage in real situations. 
Closure (10 mins.)
T tells Ss that comics express the values of a society and encourage Ss to create a new superhero or superheroine to solve the world’s problems like global warming, pollution, poverty, etc. Ss describe the superhero’s abilities and his personality.

Session 6

Introduction (10 mins.)
T writes on the board a list of adjectives. Then, Ss match them with their antonyms to check Ss understanding.
Here a list of adjectives and their antonyms:
  • New – old
  • Good - bad
  • Interesting – boring
  • Clear – confusing
  • Modern - classic
  • Popular – unpopular
  • Serious – ridiculous
  • Simple – complex
  • Common – uncommon
  • Predictable - unpredictable
Development (20 mins.)
T elicits from Ss the comic genres and writes them on the board. Then, T asks Ss to complete the following sentence prompts:
  1. I prefer ____________ comics because they are very interesting.
  2. I think ____________ comics are more popular.
  3. In my opinion ____________ comics are more ____________.
Ss write the sentences on their notebooks.
T explains that an opinion is what someone believes or feels about something. So, Ss share their sentences with a partner. Then, T invites Ss to say whether they agree or not with their partner’s sentence (I agree with you/I disagree with you). Ss may interchange their notebooks.
Ss rewrite the following sentences using antonyms:
  1. In my opinion, the illustrations are interesting.
  2. I think the comic is very popular.
  3. In my opinion, the characters are classic.
  4. I think the comic design is good.
  5. In my opinion, the comic strip is funny.
  6. I think the story is very predictable.
Consolidation (15 mins.)
 Ss choose their favorite comic and write 2 opinions about it. Also, Ss write 3 or more arguments for each opinion.
Closure (5 mins.)
T asks Ss to define opinion and reason (argument), and give examples. 


Session 7

Introduction (10 mins.)
T writes a few discussion points on the board about comics:
  1. Do you like comics?
  2. Why do you like reading comics?
  3. What is your favorite comic?
Ss share their ideas or have a class discussion. T leads in questions related to the theme:
  • What do you think about that comic?
  • What about you? Do you agree with (me/him/her/them)?
  • What’s your opinion about the characters?
  • What do you mean?
  • Do you find (something) interesting?
  • Don’t you think that comic is boring?
  • What kind of details, exactly?
  • Why do you say that?
  • Have you ever heard that?
Development (20 mins.)
T draws a chart with 3 headings: expressions to ask for opinions, expressions to give opinions & clarifying meanings. Ss classify the following expressions:
  • What do you think about…?
  • In my opinion…
  • I think…
  • I don’t think…
  • Let me show you…
  • What about you?
  • I don’t think so.
  • For example…
  • Because…
  • For instance,
  • What do you mean?
  • I’d love to have your opinion.
  • Don’t you think that…?
  • I agree with that.
  • I disagree, I believe…
  • Why do you say that?
  • What I mean is that…
T clarify the meaning of unknown expressions by using context clues and analyzing meaningful word parts.
T asks Ss to complete the following conversations:
Conversation #1
*** agree – like – favorite – mean ***
A: Hey, Carl. Do you ____________ comics?
B: Yes, I do. My ____________ comic is Deadpool. It’s so cool.
A: I don’t ____________ with you. It’s not cool.
B: What do you ____________?
A: I like comic with a moral.
Conversation #2
*** Why – think – because - do – What ***
A: ____________ you like this comic?
B: I think it’s interesting. ____________ do you think about it?
B: I ____________ it’s very predictable.
A: Really? ____________ do you say that?
B: ____________ the main character is look like Spider-man. He has the same powers.
Consolidation (10 mins.)
 In pairs, Ss make a short conversation using the expressions that they have learned.
Closure (10 mins.)
Volunteers come to the front of the class and share their conversation.
T gives Ss feedback on Ss’ writing skills. 

Sessions 8-9

T asks Ss to choose their favorite comic to analyze it and write their observations.
Ss examine the use of caption, speech balloons and onomatopoeia in the comic.
Ss identify what is the topic about, the setting and the conflict.
Ss identify the main characters of the comic and describe them.
Ss write opinions about the values and characters in the comic. Ss practice saying their opinions.
Ss have a class discussion and exchange opinions. Ss give examples to clarify their opinions.
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  • adistancia1g