deb scott's 50 story boards - six pictures tell a story - sample pages

50 Storyboards for ESL & Literacy © 2008 www.eslresources.com 1-866-833-9485

Photocopiable by the Purchasing Teacher for Her/His Students Only

Deb

Exercises

A

BOARDS

STORY

6

That Pictures

Tell

Story 150

Illustrations by Hugo Arias Jimenez

Scott



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50 Storyboards: An Introduction You can call them storyboards, comic strips or picture sequences, the fact remains these kinds of visuals are a great way to teach and learn English. Fifty Storyboards contains 50 thematic story-boards and 150 exercises. Each unit is comprised of one-six frame storyboard, an exercise to introduce the theme and then two more exercises in the form of ready-to-go exercise sheets. Storyboards are great because they are just the starting point. Use the storyboard with the class and elicit the story. Then brainstorm and make a list of vocabulary; start with nouns and verbs, then add adjectives. Storyboards are also great for multi-level classes: the lowest level can write nouns and verbs for each frame, the intermediate level can write sentences, and advance level can write a detailed story. Below we have included 20 ways to use the storyboards for various levels. Ten suggestions for common activities for beginner to intermediate students. 1. Cut out the pictures and have your students put them in order. Then they explain why they have chosen that order. 2. Add more empty frames; the students draw the pictures in them to make the story more complete. 3. The students write sentences for each picture. 4. Students make their own version of the sequence based on the theme and present it to the class. 5. Students physically demonstrate the activity in the picture and explain what they are doing. 6. The teacher writes the story in the present tense and students rewrite it in the past or future tense. 7. Use the first three pictures as a story starter and have students finish their own story. 8. As a class, make up simple sentences based on each picture. Then, the students improve the sentences and story by adding adjectives, better verbs, details etc. 9. Use ordinal numbers to describe the sequence in the storyboard. 10. Make a list of noun vocabulary for each story. Say a word and have students point to it in the picture. Ten suggestions for common activities for intermediate to advanced students. 1. Write a process paragraph (how to...) to describe one of the activities. Write an opening sentence that introduces the topic. Add four or five supporting sentences that start with transition words. Write a closing sentence that sums up the process. 2. Give an oral presentation about one of the activities. Write the necessary details in proper sequence - give a copy to your instructor. Choose one person to introduce you and another to thank you. The class can ask questions about the procedure.



3. Choose one of the six-frame picture stories and describe how you would do the activity differently. e.g., If I were cooking breakfast, I would poach the eggs. I would have hot cereal instead of cold cereal. I would pour cream on the cereal instead of milk. I would have freshly squeezed orange juice, not concentrated juice. If I were having toast, I would spread strawberry jam on each piece. I would put the cereal box in the cupboard and the cream carton in the refrigerator before I started to eat my breakfast because I am a very neat person. 4. Choose one of the picture-frame stories and write about each frame using the simple past verb tense and some adverbs and adjectives. e.g., He woke up reluctantly at seven a.m. He stretched and yawned lazily. Next he treated himself to a leisurely shower with warm water and scented soap. Then he got dressed in a freshly laundered shirt. After he had buttoned up the shirt, he combed his thick, black hair carefully. He did not shave because he is letting his beard grow longer. When he had finished cleaning and flossing his teeth thoroughly, he was ready to enjoy his breakfast. His eggs and toast tasted good, but his coffee tasted great! 5. Choose one of the picture-frame stories and write about each frame using the simple present passive construction. e.g., Two slices of fresh bread are taken out of the bag and placed on a plate. Next, mayonnaise is liberally spread on one slice. Then mustard is evenly spread on the other slice. After that, four or five slices of cold meat are placed on the bread. A cheese slice is added to top it off. The delicious sandwich is quickly devoured. It isn't even cut in half! 6. Practise using indirect question formation. Choose one of the stories and write an indirect question about the activity. e.g., I wonder why the father and child are carrying a long, heavy board. I'd like to know why the father is sawing it into pieces. I really need to find out why he is drilling a large hole in the board. I 'm trying to figure out how they created a birdhouse so quickly. Can you tell me what colour the child is painting the birdhouse? I am interested in knowing what kind of birds will live in the birdhouse. I will ask whether he fell off the ladder because it doesn't look very steady to me! 7. Each six-frame story shows a different activity. Choose one frame and tell why you would never do that activity. e.g., I would never go on a picnic because: a) I don't like sitting on the hard ground on a blanket. b) I prefer to eat inside at a table. c) I don't like insects and they always want to share the food at picnics. d) I don't like packing lunches. e) I think picnics are boring. f) It might rain. 8. Choose one of the stories and pretend that you were doing the activity. Everything went wrong. e.g., I decided to return my books to the library. I forgot to take them with me. I was hurrying home when I fell and scraped my knee. I arrived home and discovered that I was locked out. I climbed through a window, but ended up breaking the glass and cutting my finger. I bandaged my wounds, gathered up my books and ran back to the library. Unfortunately, it was closed for the day. I said words that I didn't learn in ESL class! 9. Choose a few of the stories and write descriptions of the people or things. Use as many adjectives as you can. e.g., a smiling, friendly librarian; a bearded, curly-haired man; a large, interesting variety of books; a user-friendly, functioning computer; a clearly-printed, personalized library card; a fascinating, successful book search. 10. As you look at the activities in the picture stories, you can see several verb-preposition combinations with the preposition “up.” Make sentences using the phrases. See if some are separa-ble. Decide whether the “up” is always needed. e.g., He folded the clothes up - or - He folded up the



clothes - or - He folded them up - or - He folded the clothes. He climbed up the ladder. She hung up the clothes. He opened up the dryer. Other “up” phrases in the pictures: cut up, pick up, pack up, pop up, eat up, do up, get up, drink up, pile up, put up, button up, finish up, mix up, stir up and lather up. About the Author Deb Scott has over 30 years of experience in education. She has had many E.A.L. students in her classes over the years, worked as an E.A.L. specialist and trained English teachers in Thailand. She is presently teaching grade 4 at Darwin School in Winnipeg, Manitoba, Canada. Dedication Dedicated to my students and fellow staff at Darwin School in Winnipeg, Manitoba, Canada. Thanks to Fran Marshall for her 10 suggestions for common activities for intermediate to advanced students.



Contents Daily Routines and Chores

P Theme Exercise 1 Exercise 2 Exercise 3

1 GETTING UP IN THE MORNING

1 Routines using because

Write Six Sentences and Titles

Short Answers

5 MAKING BREAKFAST

2 Oral Q & A Yes, I would.

No, I wouldn’t. Write Questions with Did

9 MAKING A SANDWICH

3 Match Sentence & Picture

Write Six Sentences & Titles

Questions & Negatives

13 MAKING A BAG LUNCH

4 Describe Your Lunch

Write Six Sentences & Titles

Short Conversations

17 GETTING READY FOR SCHOOL

5 Morning Routines & Differences

Frank and Paul Walk to School - Map Activity

The Wrong Word

21 DRESSING FOR WINTER

6 Clothing Race Pronouns &

Possessives for Male & Female

Story Strip

25 GETTING READY FOR DINNER

7 Describe the Pictures

Short Conversation

Write Six Sentences

29 MAKING A PIZZA

8 Survey Illustrated

Crossword Story Strips

33 MAKING AN ICE CREAM SUNDAE

9 Describe How to Make a Sundae

Correct the Punctuation

Short Conversation

37 GOING TO BED

10 My Bedtime: Time and Things I Do

Tell the Story

Sometimes, Often, Always, Usually or Never

Chores

41 CLEANING UP THE HOUSE

11 Label the Storyboard

Sentence Completion & Dialogue

Chores Questionnaire

45 WASHING CLOTHES

12 Draw and Guess Tell the

Story What Do You See?

Around The House



49 TAKING CARE OF A BABY

13 Write the Story What is Baby

Thinking? Baby Sitting Rules

53 TAKING CARE OF A DOG

14 Speech Bubbles Match the

Sentences to the Pictures

What is the Dog Thinking?

57 FEEDING A CAT

15 Write the Story Opposites Short

Conversation

61 CLEANING THE CAR

16 Draw & Label Dialogue -

Buying a Car Using Negatives - Cleaning the Car

65 PAINTING A WALL

17 Colour Inventory Tell the

Story Short Conversation

69 BUSY DAY

18 Talk About Errands

Stories & Questions

Short Conversation

73 WRITING A LETTER

19 Write a Letter Correct the

Punctuation Addressing an Envelope

77 MAKING A BIRD HOUSE

20 Tell About the Project

Dialogue Tell a Friend How To Make A Birdhouse

81 PLAYING A BOARD GAME

21 Play a Board Game

Match the Sentences to the Picture


85 SEWING A BLOUSE

22 Draw & Label


Write Questions with Did

89 RELAXING WITH A BOOK

23 Discussion - How do you relax?

Change the Meaning Using Doesn’t or Don’t


93 GROWING A PLANT

24 Write Instructions for Each Picture

Yes, I would. No, I wouldn’t.

Story Strips

97 PAINTING A PICTURE

25 Talk about Art Write Six

Sentences Sequence the Sentences

Relaxation and Recreation



101 A SUMMER LONG WEEKEND

26 Plan, Act & Guess

Make Questions & Interview

Best Sentence to Picture

Health

105 NOT FEELING WELL

27 Talk About Health Problems & Solutions

Match Health Problems & Solutions

Story Strips - Listen

109 GOING TO THE DOCTOR

28 Write a Story Cut Out and

Match Finish the Dialogue

In The Community

113 GOING GROCERY SHOPPING

29 Make a List of Questions

Create a Title & Dialogue for each Picture

Short Conversations

117 GOING TO A LIBRARY

30 Tell the Story

Board Game Write Questions & Answers

121 MAILING A PARCEL

31 Practise Mailing a Parcel

Tell the Story Write Questions with Did

125 TAKING A BUS

32 Verb Brainstorm Writing Questions

with Did Verbs - Past & Present

129 GOING TO A PARK

33 Verb Practice Stories and

Questions Write Questions & Answers

133 GOING TO THE BEACH

34 Swimming & Water Sports Conversation

Give Advice for Each Picture


137 GOING TO THE ZOO

35 Adjectives & Guessing Game

How are the animals and the people the same?

What are the animals Thinking?

141 GOING ON A PICNIC

36 Picnic List Write Questions &

Answers Sometimes, Often, Always, Usually or Never

145 GOING CAMPING

37 Camping Problems & Solutions

True or False Vocabulary Brainstorm

149 MAKING A FIRE

38 Group Sentence Building

Giving Safety Advice

Dialogue Completion



153 PLAYING BASEBALL

39 Making Plans Sometimes, Often,

Always, Usually or Never

Verbs - Past & Present

157 ORDERING IN A RESTAURANT

40 Role Playing The Verb Be and

Pronouns Write Six Sentences and Titles

161 PACKING A SUITCASE

41 Destinations & Packing

Regular Verb Journal

Write Questions and Answers

165 FLYING ON A PLANE

42 Travel Presentation

Short Conversation

Story Strips

Special Days & Activities

169 HAVING A BIRTHDAY PARTY

43 Places for a Birthday Party

Stories and Questions

Gabe’s Neighbourhood

173 WELCOMING SOMEONE HOME

44 Discuss Party Plans

Stories and Questions

The Verb Be and Pronouns

177 SPECIAL DAY

45 Holiday Plans Write Six

Sentences and Titles

Interview - Special Days

181 TRICK OR TREAT

46 Write Questions Verbs -

Past & Present Six Sentences and Six Titles

185 MAKING A JACK-O-LANTERN

47 Recipes Write Six

Sentences Short Answers

189 A CHRISTMAS TREE

48 Christmas Tree Discussion


Short Answers

193 SNOW DAY

49 Plan an Emergency Kit

Dialogue and Questions

Write Questions and Answers

197 MAKING A SNOWMAN

50 Scrambled Sentences

Write a Dialogue

Match the Best Sentence to Each Picture



1 GETTING UP IN THE MORNING

TOPIC morning routines and activities

OBJECTIVE students explain, using the word because, why they choose the things

they do each morning

TIME NEEDED 20 minutes

GROUPING any size

LEVEL beginner to intermediate

MATERIALS sentence starter topics (see directions)

STRUCTURES I because I don’t because

VOCABULARY shower dressed comb brush teeth breakfast toast juice wake up washing hair shirt t-shirt jeans pants dress skirt socks shoes

PRE-TEACHING review vocabulary words as a class form sentences about the choices they make each day students describe the clothes they wore to school today

DIRECTIONS students tell about the choices they make each morning and explain why they make these

choices use some of the following situations: getting up early / late eating breakfast / not showering / not washing hair / not having coffee / not listening to the radio / not reading the paper / not watching TV / not getting up when the alarm rings / not taking vitamins / not making a bag lunch / not doing homework / not exercising / not talking on the phone / not

VARIATIONS tell or draw what else you do each morning as a part of your morning routine and when you do

these activities explain the order in which you normally get ready in the morning and why

1



2



Write Six Sentences and Titles Write six sentences about Sam. One for each picture. Write a title for each picture. shower dressed comb brush teeth breakfast toast juice wake up washing hair shirt soap pants tie dress skirt socks shoes suit

Title: _____________________ _________________________

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3



Short Answers Look at the pictures of Sam on page two. Answer the questions with short answers. Then ask your partner the questions. Yes, I am. No, I’m not. Yes, he is. No, he isn’t. Yes, I do. No, I don’t. Yes, he does. No, he doesn’t. Yes, I did. No, I didn’t. Yes, he did. No, he didn’t.

Yes, I will. No, I won’t. Yes, he will. No, he won’t. 1. Did Sam wake up at 6:00? No, he didn’t. 2. Do you wake up at 6:00? 3. Is Sam a woman? 4. Is Sam a man? 5. Are you woman? 6. Are you a child? 7. Did Sam have a shower? 8. Do you shower in the morning? 9. Did Sam shave? 10. Did you shave this morning? 11. Does Sam have a beard?

12. Will you grow a beard? 13. Did Sam look in the mirror? 14. Will you look in the mirror today? 15. Did Sam brush his hair? 16. Will you brush your hair today? 17. Did Sam wear a tie? 18. Do you wear a tie? 19. Will Sam eat eggs? 20. Will you eat toast? 21. Did Sam read a book? 22. Do you drink coffee?

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2 MAKING BREAKFAST TOPIC preparing your breakfast OBJECTIVE students use the past tense to explain what they made or ate for breakfast TIME NEEDED 20 minutes GROUPING whole class LEVEL intermediate MATERIALS storyboard STRUCTURES I cooked I made I ate I baked I fried I microwaved I toasted I poured I opened VOCABULARY scrambled over easy eggs soft-boiled toast cereal milk juice margarine jam bowl frying pan fried bacon plate toaster ate made cooked opened PRE-TEACHING review the vocabulary and make sentences in the past tense about the pictures DIRECTIONS ask the students what they ate for breakfast and how the food was prepared VARIATIONS 1. talk about all the cereals, granola bars, cereal bars and jams that people have for breakfast 2. students compare the traditional breakfast foods of their culture with North American favourites discuss the nutritional value and flavours of each

5



6



“Yes, I would.” “No, I wouldn’t.” In the chart below there are many kinds of food. Write the questions and then ask your partner if they would like to eat/drink these kinds of food for breakfast. Example: Sam, would you like to eat an apple at breakfast? Yes, I would. or No, I wouldn’t.

Food Yes, I would. No, I wouldn’t.

apple Sam

cake

eggs

cereal

rice

cola

noodles

soup

candy

orange

toast

bacon

milk

steak

cookies

fish

7



Sentences To Questions and Answers Write each sentence as a question. Remember to use did and the main verb. The main verb is the verb in the present tense. Then look at the pictures and give the short answer to each question. Example: Sara ate pizza. Q) Did Sara eat pizza? A) No, she didn’t.

1. Sara fried eggs. 2. Sara poured cereal. 3. Sara fried a hamburger. 4. Sara poured milk. 5. Sara ate an apple. 6. Sara poured juice. 7. Sara drank coffee. 8. Sara made toast. 8. Sara ate lunch.

A) B) A) B) A) B) A) B) A) B) A) B) A) B) A) B) A) B)

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Get two pieces of bread. Spread on some mayo on the bread.

Squeeze mustard on the bread. Put some meat on the piece of bread.

Add some cheese. Eat the sandwich.

3 MAKING A SANDWICH TOPIC how to make a sandwich OBJECTIVE students match sentences with pictures to form a sequence of statements about how to make a sandwich TIME NEEDED 10 minutes GROUPING any size LEVEL beginner MATERIALS storyboard and sentence strips cut out STRUCTURES basic present tense sentences VOCABULARY meat cheese plate squeeze bread mustard mayo butter knife spread add put in bag eat PRE-TEACHING review the vocabulary for this activity and practise forming sentences about sandwich-making DIRECTIONS students work in pairs to match the sentences with the pictures, then practise reading them Sentence Strips VARIATIONS 1. add more vocabulary, then the students explain how to make their favourite sandwiches 2. students make their own sequence activities by writing a recipe or demonstrate how to make

their favourite sandwich 3. students explain how to make a sandwich or other food item using the past or future tenses

9



10



Write Six Sentences and Titles Write six sentences about Juan, one for each picture. Write a title for each picture. meat cheese plate squeeze bread mustard mayo butter knife spread add put in bag eat

Title: _____________________ _________________________

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Title: _____________________ __________________________

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Title: _____________________ _________________________

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Title: _____________________ _________________________

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Title: _____________________ __________________________

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Title: _____________________ _________________________

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Questions & Negatives Look at the storyboard. What is Juan doing? Rewrite the following sentences a) as questions, b) as negatives using isn’t, aren’t, wasn’t or weren’t. Example: Juan is making soup. A) Is Juan making soup? Subject Subject B) No, Juan isn’t making soup.

1. The sandwich is in a bag. 2. Juan is frying eggs. 3. Juan’s mother is helping him. 4. The cheese slices are round. 5. Juan is squeezing the mayo. 6. Juan’s friend is eating the sandwich. 7. Juan is making toast. 8. Juan is eating soup.

Q) A) Q) A) Q) A) Q) A) Q) A) Q) A) Q) A) Q) A)

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deb scott's 50 story boards - six pictures tell a story - sample pages

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