Language Residents

an archive of lesson plans

Tag: Comic-Strip

ES F09 ADV Mafalda Comic

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 10/27/2009

Class theme/topics discussed:
THE WORLD THROUGH MAFALDA’S EYES.
Mafalda, the most famous Argentinean comic stripe. Argentinean words and humor.

How did you pick this theme or topic?
The topics of the comic stripes deal with the world and its problems, so it is very general and everyone can talk about that. Also, I wanted them to know this famous Argentinean character and comic stripe which has been translated to 30 languages and which is really funny.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave them flashcards with 20 comic stripes. Every student had to pick up one and explain the joke on it plus give their comments about the topic of the stripe. This made all of them to give their point of view and opinion about each of the topics. Then, they needed to write down what they think some empty stripes could say and explain those ones too.

How did students react?
They commented on them but they were not very enthusiastic.

Did they engage with each other and you?
Yes. They spoke in couples and in individual turns.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
20 flashcards with different comic stripes.

Please attach a copy.

Would you recommend this activity for a future class?
Yes.

Why or why not?
It gives students the opportunity to talk about all different topics dealt with in the comic stripes, but they were not very motivated.

16th Class ADV

CN F09 INT/ADV Comic Strip Story

Class theme/topics discussed:

Comic Strip Story
How did you pick this theme or topic?
To ask students to practice describing pictures and then try to figure out the sequence of a story without looking each other’s pictures by discussing.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Handouts, group work, open discussion

How did students react?

They love to describe pictures and a student plays a role as the sectary to take notes about what they said. It also make them have a good conversation while trying to figure out the sequence of the story.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
pictures

Please attach a copy.

Would you recommend this activity for a future class?
Yes
Why or why not?

It’s a good way to make conversation. However, it’s better to tell the sectary that he/she needs to write down each students’ name as well as their description. It would be easier for them to discuss the sequence by saying”Mary’s picture should be the first one or Tom’s picture should be the second one, etc…”

RU F09 INT Marriage

Class theme/topics discussed:
Marriage (basic vocabulary)
Dative Case – practicing

How did you pick this theme or topic?
It is congruent with the topic that students have at Russian 33 course this week.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Exercises, direct questioning, general discussion.

How did students react?
They liked that the conversation class is based on the companion classes at the Russian-33 course.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with exercises, comics strips.

Please attach a copy.
Sept 17_Handout _2
Sept 17_Handout _3
Sept 17_Handout _4

Would you recommend this activity for a future class? Yes.
Why or why not?
Questions given to the students encourage discussion, which allows them to practice the vocabulary they learned at the Russian-33 course and at the beginning of the conversational class.

Wedding & Marriage (Students get several separate handouts – see above; Handout #1 – ex.1,2 below).

1, 2. Dative Case Revision. Preparation for the discussion.
Handouts: «Student Activities Manual: В пути. Russian Grammar in Context», 2d ed., by Olga Kagan, Frank Miller, Ganna Kudyma, p.54, ex. 3-29; p. 57 ex. 3-35.

3. Расположите в хронологическом порядке русские эквиваленты следующих выражений а) с позиции мужчины; б) с позиции женщины. (Handout #2 – for ex. 3, 4).

Wedding; to get married; to marry smb; to be married; fiancé/fiancée (groom/bride); to get divorced; to be divorced.

4. Ответьте на вопросы о парах.

Виктор и Ольга

Кто из них женился? На ком?
Кто из них вышел замуж? За кого?
Кто поженился?

Александр и Татьяна

Кто с кем развелся?
Кто разведен?
Кто разошелся?

5. Посмотрите на комикс и расскажите, что произошло. (Handout #3)

6. Прочитайте текст. (Handout #4 – for ex. 6, 7)

Какие варианты неравного брака обсуждает автор? Каковы мнения о них? Как вы относитесь к неравным бракам?
В наши дни неравный брак, в котором мужчина значительно старше своей половины, считается делом обычным. Это в XIX веке художники создавали полотна с изображением на них несчастных девушек, отданных замуж за стариков. Сегодня все не так: молодые девушки по доброй воле выходят замуж за мужчин, которые годятся им не только в отцы, но и в дедушки. Психологи говорят, что такие браки часто оказываются более прочными, чем браки между ровесниками.
А что насчет случаев, когда мужчина женится на женщине старше его? Прочны ли такие браки, возможно ли в таких семьях счастье? Специалисты в области семейных отношений говорят «да». Счастливые браки, в которых жена старше мужа, возможны, но редки. Известен брак Агаты Кристи. Ее муж, по профессии археолог, был моложе писательницы на 15 лет. Профессия мужа давала Агате Кристи повод для шуток. Писательница любила говорить, что для археолога женщина должна быть как можно старше, ведь тогда ее ценность значительно возрастает.

7. Расскажите…

1) У вас есть невеста/ жених? А у кого-то из ваших друзей?
2) В каком возрасте (во сколько лет) вы хотите жениться/ выйти замуж?
3) Как вы относитесь к студенческим бракам?
4) У вас есть друзья и подруги, которые уже женились/ вышли замуж?
5) Как вы думаете, хорошо ли, что можно разводиться?
6) Как вы считаете – брак должен быть на всю жизнь?

FR S09 INT/ADV – Comics and tongue-twisters

Hard tongue twisters.
Strip cartoons

How did you pick this theme or topic?

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I had a documents with tongue twisters and I had them read them. They did a good job. They had a lot of questions
I asked them if they knew French “BD” They did not. I showed them pictures of Asterix, Les Schtroumpfs, Titeuf…
Then I gave them a page of a BD and they had to imagine the dialogues. It was funny. They tried to adapt to the language and the style.

How did students react?
We had fun with both activities

Did they engage with each other and you?

yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Computer handout

Please attach a copy.

Would you recommend this activity for a future class?
Yes,

FR S08 INT – Vocabulary game, comic strips and skits

Game for vocabulary.
Comic strips and skits.

How did you pick this theme or topic?
Comic strips are a good way of expressing something without too many words. It is a good exercise to practice efficient communication, and also , it is nice to have the students explain what they see.
The game for vocab is a game that I did with a friend of mine, in English, and I thought it was fun and surprising.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I gave them a letter, and, in turn, they had to say a word that starts with this letter. I left them one minute to think about as many words as possible before the games starts. Usually, it is an individual game, with limited time, but it can work for a group too. The funny thing is that they come up with words that they have never used before.
Comic strips: I presented a few examples of the most popular ones in France, after asking them if they knew any. Then I gave them empty pages and they had to invent the dialogues
3rd: I gave them magazines, and let them cut pictures of famous people, and then make up a story

How did students react?
They liked all the activities because they involved active creation, but bot only relied on their vocabulary. They had to use their imagination, which makes it more fun than just speaking about a given topic.

Did they engage with each other and you?
YES

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Copies of strip cartoons, magazines, projector and internet.

Please attach a copy.

Would you recommend this activity for a future class?
Yes

© 2019 Language Residents

Theme by Anders NorenUp ↑