Deb Scott's 50 Story Boards - Six Pictures Tell a Story - Sample Pages

Deb

STORY

Scott

BOARDS

150

6

Pictures That Tell A Story

Exercises

Illustrations by Hugo Arias Jimenez

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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 storyboards 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.

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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 separable. Decide whether the “up” is always needed. e.g., He folded the clothes up - or - He folded up the 50 Storyboards for ESL & Literacy © 2008 www.eslresources.com 1-866-833-9485 Photocopiable by the Purchasing Teacher for Her/His Students Only

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.

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Contents Daily Routines and Chores P

Theme

Exercise 1

Exercise 2

Exercise 3

Routines using because

Write Six Sentences and Titles

Short Answers

Oral Q & A

Yes, I would. No, I wouldn’t.

Write Questions with Did

Match Sentence & Picture

Write Six Sentences & Titles

Questions & Negatives

Describe Your Lunch

Write Six Sentences & Titles

Short Conversations

Morning Routines & Differences

Frank and Paul The Wrong Walk to School - Word Map Activity

Clothing Race

Pronouns & Possessives for Male & Female

Story Strip

Describe the Pictures

Short Conversation

Write Six Sentences

Survey

Illustrated Crossword

Story Strips

Describe How to Make a Sundae

Correct the Punctuation

Short Conversation

My Bedtime: Time and Things I Do

Tell the Story

Sometimes, Often, Always, Usually or Never

Label the Storyboard

Sentence Completion & Dialogue

Chores Questionnaire

Draw and Guess

Tell the Story

What Do You See?

Around The House 1

GETTING UP IN THE MORNING

1 5

MAKING BREAKFAST

2 9

MAKING A SANDWICH

3 13

MAKING A BAG LUNCH

4 17

GETTING READY FOR SCHOOL

5 21

DRESSING FOR WINTER

6 25

GETTING READY FOR DINNER

7 29

MAKING A PIZZA

8 33

MAKING AN ICE CREAM SUNDAE

9 37

GOING TO BED

10 Chores 41

CLEANING UP THE HOUSE

11 45

WASHING CLOTHES

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TAKING CARE OF A BABY

Write the Story

What is Baby Thinking?

Baby Sitting Rules

Speech Bubbles

Match the Sentences to the Pictures

What is the Dog Thinking?

Write the Story

Opposites

Short Conversation

Draw & Label

Dialogue Buying a Car

Using Negatives Cleaning the Car

Colour Inventory

Tell the Story

Short Conversation

Talk About Errands

Stories & Questions

Short Conversation

Write a Letter

Correct the Punctuation

Addressing an Envelope

Tell About the Project

Dialogue

Tell a Friend How To Make A Birdhouse

Play a Board Game

Match the Sentences to the Picture

Sometimes, Often, Always, Usually or Never

Draw & Label

Write Six Sentences and Titles

Write Questions with Did

Discussion - How do you relax?

Change the Meaning Using Doesn’t or Don’t

Sometimes, Often, Always, Usually or Never

Write Instructions for Each Picture

Yes, I would. No, I wouldn’t.

Story Strips

Talk about Art

Write Six Sentences

Sequence the Sentences

13 53

TAKING CARE OF A DOG

14 57

FEEDING A CAT

15 61

CLEANING THE CAR

16 65

PAINTING A WALL

17 69

BUSY DAY

18 Relaxation and Recreation 73

WRITING A LETTER

19 77

MAKING A BIRD HOUSE

20 81

PLAYING A BOARD GAME

21 85

SEWING A BLOUSE

22 89

RELAXING WITH A BOOK

23 93

GROWING A PLANT

24 97

PAINTING A PICTURE

25

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101 A SUMMER LONG WEEKEND

26

Plan, Act & Guess

Make Questions & Best Sentence Interview to Picture

Talk About Health Problems & Solutions

Match Story Strips Health Problems & Listen Solutions

Write a Story

Cut Out and Match

Finish the Dialogue

Make a List of Questions

Create a Title & Dialogue for each Picture

Short Conversations

Tell the Story

Board Game

Write Questions & Answers

Practise Mailing a Parcel

Tell the Story

Write Questions with Did

Verb Brainstorm

Writing Questions with Did

Verbs - Past & Present

Verb Practice

Stories and Questions

Write Questions & Answers

Swimming & Water Sports Conversation

Give Advice for Each Picture

Sometimes, Often, Always, Usually or Never

Adjectives & Guessing Game

How are the animals and the people the same?

What are the animals Thinking?

Picnic List

Write Questions & Sometimes, Often, Answers Always, Usually or Never

Camping Problems & Solutions

True or False

Vocabulary Brainstorm

Group Sentence Building

Giving Safety Advice

Dialogue Completion

Health 105 NOT FEELING WELL

27 109 GOING TO THE DOCTOR

28 In The Community 113 GOING GROCERY SHOPPING

29 117 GOING TO A LIBRARY

30 121 MAILING A PARCEL

31 125 TAKING A BUS

32 129 GOING TO A PARK

33 133 GOING TO THE BEACH

34 137 GOING TO THE ZOO

35 141 GOING ON A PICNIC

36 145 GOING CAMPING

37 149 MAKING A FIRE

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153 PLAYING BASEBALL

Making Plans

Sometimes, Often, Verbs - Past & Always, Usually or Present Never

Role Playing

The Verb Be and Pronouns

Write Six Sentences and Titles

Destinations & Packing

Regular Verb Journal

Write Questions and Answers

Travel Presentation

Short Conversation

Story Strips

Places for a Birthday Party

Stories and Questions

Gabe’s Neighbourhood

173 WELCOMING SOMEONE HOME Discuss Party Plans

Stories and Questions

The Verb Be and Pronouns

177 SPECIAL DAY

Holiday Plans

Write Six Sentences and Titles

Interview Special Days

Write Questions

Verbs Past & Present

Six Sentences and Six Titles

Recipes

Write Six Sentences

Short Answers

Christmas Tree Discussion

Write Six Sentences and Titles

Short Answers

Plan an Emergency Kit

Dialogue and Questions

Write Questions and Answers

Scrambled Sentences

Write a Dialogue

Match the Best Sentence to Each Picture

39 157 ORDERING IN A RESTAURANT

40 161 PACKING A SUITCASE

41 165 FLYING ON A PLANE

42 Special Days & Activities 169 HAVING A BIRTHDAY PARTY

43 44 45 181 TRICK OR TREAT

46 185 MAKING A JACK-O-LANTERN

47 189 A CHRISTMAS TREE

48 193 SNOW DAY

49 197 MAKING A SNOWMAN

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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  I don’t

because because

VOCABULARY shower breakfast hair dress

dressed toast shirt skirt

comb juice t-shirt socks

brush wake up jeans shoes

teeth washing pants

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

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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: _____________________ Title: _____________________ Title: _____________________

_________________________

__________________________ _________________________

_________________________

__________________________ _________________________

_________________________

__________________________ _________________________

_________________________

_________________________

_________________________

Title: _____________________ Title: _____________________ Title: _____________________

_________________________

__________________________ _________________________

_________________________

__________________________ _________________________

_________________________

__________________________ _________________________

_________________________

__________________________ _________________________

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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. Yes, I do. Yes, I did. Yes, I will.

No, I’m not. No, I don’t. No, I didn’t. No, I won’t.

Yes, he is. Yes, he does. Yes, he did. Yes, he will.

No, he isn’t. No, he doesn’t. No, he didn’t. No, he won’t.

1. Did Sam wake up at 6:00? No, he didn’t.

12. Will you grow a beard?

2. Do you wake up at 6:00?

13. Did Sam look in the mirror?

3. Is Sam a woman?

14. Will you look in the mirror today?

4. Is Sam a man?

15. Did Sam brush his hair?

5. Are you woman?

16. Will you brush your hair today?

6. Are you a child?

17. Did Sam wear a tie?

7. Did Sam have a shower?

18. Do you wear a tie?

8. Do you shower in the morning?

19. Will Sam eat eggs?

9. Did Sam shave?

20. Will you eat toast?

10. Did you shave this morning?

21. Did Sam read a book?

11. Does Sam have a beard?

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 baked I toasted VOCABULARY scrambled cereal bowl toaster

I made I fried I poured over easy milk frying pan ate

eggs juice fried made

I ate I microwaved I opened soft-boiled margarine bacon cooked

toast jam plate 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

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“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 apple

Yes, I would.

No, I wouldn’t.

Sam

cake eggs cereal rice cola noodles soup candy orange toast bacon milk steak cookies fish 50 Storyboards for ESL & Literacy © 2008 www.eslresources.com 1-866-833-9485

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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.

A) B)

2. Sara poured cereal.

A) B)

3. Sara fried a hamburger.

A) B)

4. Sara poured milk.

A) B)

5. Sara ate an apple.

A) B)

6. Sara poured juice.

A) B)

7. Sara drank coffee.

A) B)

8. Sara made toast.

A) B)

8. Sara ate lunch.

A) B)

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MAKING A SANDWICH

3

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 butter knife

plate spread

squeeze add

bread put in

mustard bag

mayo 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

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.

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

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Write Six Sentences and Titles Write six sentences about Juan, one for each picture. Write a title for each picture. meat butter

cheese knife

plate spread

squeeze add

bread put in

mustard bag

mayo eat

Title: _____________________ Title: _____________________ Title: _____________________

_________________________

__________________________ _________________________

_________________________

__________________________ _________________________

_________________________

__________________________ _________________________

_________________________

_________________________

_________________________

Title: _____________________ Title: _____________________ 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.

Q) A)

2. Juan is frying eggs.

Q) A)

3. Juan’s mother is helping him.

Q) A)

4. The cheese slices are round. Q) A) 5. Juan is squeezing the mayo. Q) A) 6. Juan’s friend is eating the sandwich.

Q) A)

7. Juan is making toast. Q) A) 8. Juan is eating soup. Q) A)

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