Comic presentation

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Comic presentation

  1. 1. Comic strips in language<br />classes<br /><ul><li>By: Lorena Palomares Chavez</li></li></ul><li>Questions<br />Haveyouevertried comic strips in yourclasses?<br />Whatkind of language can youteach<br />With comic strips?<br />
  2. 2. Do youwanttoknow…<br />whatis a comic strip?<br />Comic strips can be humorous <br />A comic strip is a sequence of drawings arranged in interrelated panels to display brief humor or form a narrative, often serialized, with text in balloons and captions<br />
  3. 3. Motivation<br />Funny<br />Cheerfulatmosphere<br />Facilitatevocabulary<br />Vocabulary and language can beused in context.<br />Grammaticalpoints can be introduce and practiced.<br />Improvecommunicative competence<br />Comic strips are authentic<br />Build up confidence<br />Advantages<br />
  4. 4. Comic strips can beusedtoteach a widevariety of skillsincluding:<br /><ul><li>Topracticedescribingcharactersusingadjectives (e.g., Garfield is a verytroublesomecat); </li></ul>Pedagogical Uses<br />-Tolearnsynonyms and antonymstoexpandvocabulary<br />-To introduce culture-specificonomatopoeia (e.g., Drip, dripforthesound of falling rain Bangrepresentingthesound of somethingcrashing, etc.).<br />
  5. 5. -Topracticewritingdirectspeech<br />Reportedspeech (Themansaid, “……….."); <br /><ul><li>Toimprovestudents' listeningbyreadingaloudtheaction in one of fourpanels in a comic strip and havingstudentsselectthecorrectpicture.</li></li></ul><li><ul><li>Topracticetellingthestory of a sequentially-ordered comic stripthat has beenscrambled up.
  6. 6. Toreinforcethe use of time-sequencetransitionwordstomaintaintheunity of a paragraphorstory (e.g., First, theboyleftforschool. Next, he . . .).
  7. 7. Topracticebasic rules of pronunciation.
  8. 8. Topracticeformation of differentverb tenses </li></ul>(i.e., changingthepresent tense of theaction in thestriptothepast tense). <br />
  9. 9. Creating comic strips<br />SUMMARY: Studentswillpracticewritingskills in a fun a creativemanner.<br />Thewillcreatetheirown comic stripsusingtemplatesgiven.<br />“Learners are askedtogenerate<br />Peronal responses tosomething<br />In thetext, responses which<br />Necessitatetheproduction of<br />Original discourse” <br />(Hirvela 1996, 128)<br />
  10. 10.
  11. 11. Adapting Comics and <br />for Classroom Teaching<br />to demonstrate high-frequency vocabulary in context<br />VOCABULARY<br />To illustrate idioms and expressions<br />Writetheenglishword of thispictures<br />Writetheenglishexpression of thesestatements<br />ENTREGAR. TRANSFERIR <br />QUE PASA?<br />QUE HAY DE MALO? <br />
  12. 12. To teach verbs and other parts of speech as examples of connected speech<br />Writethepast tense of theseverbs<br />WRITE:<br />COMPARE:<br />DETACH:<br />OPEN:<br />LIVE:<br />SEE:<br />WANT: <br />to simulate dialogues to inject humor into class sessions<br />to provide a basis for oral discourse and writing activities<br />to illustrate culture and values<br />
  13. 13. Thanks<br />
  14. 14. References<br />http://comics.com/<br />http://www.garfield.com/comics/vault.html?yr=1981&addr=810401<br /><ul><li>http://comics.com/lola/
  15. 15. http://www.makebeliefscomix.com/</li></ul>http://comics.lib.msu.edu/rri/index.htm<br />

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