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Activities For Using Comic Strips
Activities For Using Comic Strips
Cut up the pictures and get students to reorder the story. 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.
Remove the last picture of a cartoon and ask students to think of an ending. Artistic students
may like to draw the last frame. Vote for the best ending.
Remove the sentences under each frame and either ask lower levels to match them to each
frame or ask them to write the sentences that tell the story. Lower levels might need
vocabulary prompts on the board.
Give students a comic strip with a short paragraph for each frame. Ask students to reduce
each paragraph to one sentence for each frame. Compare their efforts to the original. With
higher levels you can discuss techniques of summarising your message.
Give students a story. Groups confer to guess what might be missing. Give them the comic
strip version. They must fill in the blanks in their written story by using the comic strip
pictures. Then ask them to think of speech bubbles for the comic strip. This might also
include thought bubbles for characters.
Remove speech bubbles from a comic strip. Cut them up and give out. Ask them to order
them and to imagine what the story or situation is. Groups can act out their version for the
class. Then give them the comic strip and ask them to see if their speech bubbles fit the story
there.
When you use a short story with younger learners ask them to make the story into a series of
4 pictures. This can be a group effort or a whole class task with each group drawing one
part. If you use a black and white comic strip allow time for younger learners to colour their
versions.
Make an information gap using a photocopied comic strip. Blank out details or change what
characters are saying. Make sets which are coloured differently. Set up spot the difference
activities using the comic strip and then lead in to storytelling and acting out the comic strip.
Exploit characters
Make a comic strip character
Look at different comic strip heroes. Get suggestions from the class of names: Superman, Bart
Simpson, Asterix, Tin Tin or others. Describe popular characters for their age range in the UK
today. Encourage the students to tell you about local comic book characters. Ask them to
describe one character in pairs.
o What makes this character special?
o What can they do? Have they got special powers?
o What are their weaknesses?
o What do they look like?
o What are their special interests or ambitions?
o Then ask each group or pair to choose a favourite character and make a simple situational
dialogue which is typical for them.
Ask students to work in pairs or groups to invent their own character. If appropriate students can
draw the character. Give the character special powers, a name and a special mission.
The final stage is to tell an everyday story involving the character.
Choose a key situation which would involve language students might need to practise, such as
agreeing with opinions, asking permission or saying you are sorry.
Use a sequence from a cartoon with the sound off so students describe what is happening,
imagine what is being said and can then use the sequence to improvise a sketch. Listen to the real
sketch at the end.
These ideas were originally published on the British Council Language Assistant site where you
will find more suggestions for using cartoons and comic strips.
Picture stories are often neglected or used in a very predictable way in the classroom, usually as
a starting point for a narrative speaking and ultimately writing activity, but they can also be of
key importance in the communicative and interactive classroom.
Pictures aren't based on level. Of course we can choose certain pictures to access a certain area of
vocabulary if we wish but any picture can be the base of any kind of activity at any level.
Reading stories can restrict our students but an elementary learner can access the most complex
story through pictures so lower levels don't 'miss out' on the 'exciting' stories that the higher
levels are looking at.
Of course, as we take our enjoyment from pictures in everyday life so our students take
enjoyment from the pictures in the story. They will add a touch of intrigue to the class and make
the lesson much more dynamic as imaginations are aroused. This is especially useful with those
students who find it difficult to use their imaginations. The picture story provides a support and
ideas which the students can then build on more easily than inventing their own story all
together.
I find that picture stories also add pace to my classes. The students' reaction to a picture is almost
immediate whereas the same reaction from a written story would take much, much longer. The
students are interested and enthusiastic right from the beginning of the class.
Internet
The internet is a fantastic source of pictures and can be found related to any topic through major
search engines. This adds the bonus of being right up to date, perhaps the latest film or cartoon
characters or the students' favourite football players.
Drawing
For those more artistic teachers and students among us there remains the option of drawing our
own picture stories. If you feel you need more support however, there are pictures and picture
stories in the English language course books that we are currently using which we can adapt.
Pocket pictures
Last but not least, let's not underestimate the power of sketches or stick men on little pieces of
paper or sticky-backed notelets! They are accessible, fun and add another dimension to the usual
class.
Rather than writing a narrative, I find that students respond well to telling their stories out loud to
others in the class. It is a challenging activity which can be done in pairs or as a group,
depending on the size of the group and the personalities of the learners.
To make the story-telling activity more interactive, those students who are listening make notes
and react to the story with appropriate interest, asking questions if and when necessary.
Instead of just responding to a picture story, students can be fully involved in making it,
collecting their own pictures and perhaps then giving them to another group to develop the story.
Students can rearrange the pictures to change the sequence of events and make quite a different
story. A competition for the best story adds an extra incentive for being creative.
While one student tells a story orally based on his/her set of pictures, the student or students
listening do line-drawings to recreate the pictures their partner has. These can then be compared
after the activity and students can check whether they explained and understood correctly.
What happens next…? This kind of activity can be used as the basis of a class discussion. Once
the students' interest has been stimulated by the picture story, they then need to speculate and
predict the outcome. This opens up a new collection of tenses and grammatical structures to
practise e.g. conditionals and modals verbs, in addition to the typical past tenses.
Use picture stories not to stimulate a speaking activity about them but as prompts for another
type of activity. For example students have to give a presentation (about any subject) and create
a picture story to remind them of the main points rather than being dependent on notes which
they may be tempted to read.
Finally, why not let students become directors and act out the picture story they've been
studying. If you have the facilities it is great fun to write the scripts and then film the final
version.
Conclusion
As they say "a picture speaks a thousand words" and what more could we want from a resource
in our English speaking classrooms?
Pictures really help to reduce preparation time. Sets of pictures can be re-used, especially if you
can laminate them, and can be used at any level in classes for kids, teenagers, exam classes and
adults following general or business courses.
When it comes to using picture stories in class, the key point is not to limit yourself to typical
class activities and writing exercises. Students need as much spoken English practice as they can
get.
Picture stories will help you and your students enjoy more dynamic classes while limiting
teacher preparation. It sounds perfect doesn't it? Just try it!
If you have any suggestions or tips for using picture stories in the classroom you would like to
share on this site, contact us.