English materials for
Secondary school in México
Secondary school in México
First Grade
Unit 8
Lesson plan
Lesson plan | Worksheets & Handouts | PowerPoint presentations
Exercises for students | Project Ideas | Pop Quizzes & Exams
Exercises for students | Project Ideas | Pop Quizzes & Exams
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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:
T reads aloud some comic descriptions and asks Ss to try to guess what comic book is. Here are some descriptions:
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. 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:
T reads aloud some speech bubbles from each comic and asks Ss to identify which comic is from. Here are some speech bubbles:
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. |
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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:
Here are some expressions:
Here are some onomatopoeias and their meanings:
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. 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):
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:
At the end, Ss evaluate their performance. T gives Ss feedback on the tasks. |
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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. 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:
T elicits from Ss the comic genres and writes them on the board. Then, T asks Ss to complete the following sentence prompts:
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:
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. |
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Introduction (10 mins.) T writes a few discussion points on the board about comics:
T draws a chart with 3 headings: expressions to ask for opinions, expressions to give opinions & clarifying meanings. Ss classify the following expressions:
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. 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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