Unit Overview Module 2: Places and Activities Section in Pupil s Book: Task (pages 42 43) Learning objectives Concept: To understand the text type of comics Process objectives: 1. To study the features of comic strips 2. To learn about the ingredients of making club sandwiches 3. To write the first half of the comic strip 4. To complete the comic strip Grammar: 1. To use some and a lot of to talk about quantities 2. To use countable and uncountable nouns to refer to food items and things 3. To use need to ask and talk about things people need 4. To use good at to talk about what people are good at Vocabulary: To revise vocabulary on food items Generic skills: To develop creativity and critical thinking skills Teaching resources For less able students: Task Sheets 1, 2A For average students: Pupil s Book, Task Sheet 1 For more able students: Task Sheets 1, 2B Learning activities Activity SCT strategy Objective Resources 1. Anything wrong with the sandwich? Concept building Context building To study the features of comic strips To learn about the ingredients of making club sandwiches To write the first half of the comic strip i-book Task Sheet 1 The ingredients of club sandwiches Information Sheet Comic strip Task Sheets 2A & 2B A comic about a girl and a robot 2. Funny characters in the comic strip Context building To complete the comic strip i-book Task Sheets 2A & 2B A comic about a girl and a robot 31
Task: Write an ending to a comic (Corresponding to pages 42 43 in Pupil s Book) Activity 1: Anything wrong with the sandwich? Objectives: 1. To study the features of comic strips 2. To learn about the ingredients of making club sandwiches 3. To write the first half of the comic strip Suggested teaching time: approx. 45 minutes Teaching resources: i-book, Task Sheet 1 The ingredients of club sandwiches, Information Sheet Comic strip, Task Sheets 2A & 2B A comic about a girl and a robot Stage Teaching Steps Setting/Grouping Lead-in (5 ) Development (30 ) Introducing the focus of the lesson Tell students that they will read a comic strip. T: Class, we ll read a comic strip today. Explain what a comic strip is. T: A comic strip is a series of pictures on a piece of paper. They usually tell a story. Put the first lesson objective study the features of comic strips on the board. Concept building features of comic strips Display the Information Sheet to the class. Ask students what they can observe from the comic strip. T: What can you find in the comics? (A title / dialogue.) [Accept other reasonable answers.] T: You re right. We can find a title. T: There are dialogue bubbles and thinking bubble, too. T: Since the characters always talk to one another, the present tense is used. T: What other characteristics can you find? (Students own answers) T: The sentences are usually simple and short. T: There are sometimes no picture numbers. T: Also, many comics are funny. They make you laugh. 32
Context building of the comic strip Use the i-book to show page 42 to the class. Show the first two pictures of the comic strip to students. Introduce the setting and characters of the comic strip. You may elicit responses from students by asking them questions. T: In the first picture, there are two characters. Who are they? (A girl and a robot.) T: Yes. They re good friends. The girl says that she s hungry. What will the robot do for her? (He will make a sandwich.) T: Is the robot nice? What do you also think about him? (He is caring.) [Accept other reasonable answers.] T: (Point at the second picture.) What do you think will happen next? (The robot will make the sandwich with the wrong ingredients.) [Accept other reasonable guesses.] T: That s a good guess. (Show the third picture to the class.) If we want to know if the robot makes a nice sandwich, we need to know the ingredients of making a special kind of sandwich, called the club sandwich. Put the second lesson objective learn about the ingredients of making club sandwiches on the board. Studying the ingredients of club sandwiches Distribute Task Sheet 1. Tell students that most sandwiches are salty but some are sweet. T: Most sandwiches are salty, like club sandwiches. But some are sweet, like different kinds of toasts. T: The sandwich tastes bad if you mix the sweet taste with the salty taste. T: So you have to be careful with the ingredients. Otherwise you may feel sick after trying the sandwiches. Guide students through the vocabulary on the Task Sheet if necessary. Then students start to complete Task Sheet 1 in pairs. They use the following pattern for discussion: I think we need... for making club sandwiches. Pairs 33
Walk round the room to see if students have any questions. Check answers with the class. Put the third lesson objective write the first half of the comic strip on the board. Reflection (10 ) Completing the first half of the comic strip Distribute Task Sheet 2 to different students. Give Task Sheet 2A to the less able students, and 2B to the more able students. Ask the average students to work in their books. Ask the class to complete the first half of the comic, i.e. page 42 in their books. When students have finished, invite some of them to read out their works. Ask students to predict what will happen in the second half of the comic strip. T: What do you think will happen in the comic strip? (Students own answers) Elicit responses from the class. Praise students who give creative feedback. Individuals 34
Task: Write an ending to a comic (Corresponding to pages 42 43 in Pupil s Book) Activity 2: Funny characters in the comic strip Objective: To complete the comic strip Suggested teaching time: approx. 30 minutes Teaching resources: i-book, Task Sheets 2A & 2B A comic about a girl and a robot Stage Teaching Steps Setting/Grouping Lead-in (2 ) Introducing the focus of the esson Tell students that they will complete the comic strip in this lesson. Put the lesson objective complete the comic strip on the board. Development (25 ) Context building studying the funny characters Use the i-book to show page 43 to the class. Study the two characters, the girl and the robot. T: Last time I told you that many comics are funny. T: This comic strip in the book is funny as well, the girl and the robot are both funny. T: But we can say that the robot is funnier. T: (Point at the robot.) Look at him. He always comes with a lot of steam and smoke. The steam comes out of the cooker on his head. The smoke comes out from his engine. Explain what steam, smoke, cooker and engine are if necessary. T: He s also very nervous. Look at how many cookbooks, utensils and ingredients he carries every time. T: Now it s your turn to fill in the dialogue on page 43. Try to make the characters as funny as you can. 35
Ask students to brainstorm a funny ending individually. Then they complete the second half of the comic. The less able students should work on Task Sheet 2A, the more able students on 2B, while the average students work in their books. Walk round the room to see if students have any problems. Also observe what they write for the ending. Make a mental note of the well written ones. Individuals Reflection (3 ) When students have finished, tell the class your observation. Recap the lesson objective. 36