TSL 3105 : TEACHING USING COMIC STRIPS MATERIAL

Group 1AzmanMarcini

AlifAsyraf

Curriculum Specification• 1.2.1 Able to participate in daily conversation

a. express good wishesb. response to someone for help

• 1.3.1 Able to give a. simple instructions

Why Comics In The Classroom?

Provide practice with sequencing

Concrete to abstract transitions using

illustrations instead of written words.

Connect words with images.

Help early readers or readers with language acquisition problems

by providing visual clues to the context of

the narrative.

Stepping-stone to more complex and traditional written

work

Meet the needs of students in a variety

of learning styles

EXAMPLE OF COMIC STRIPS

• Comic Strip 1• Comic Strip 2• Comic Strip 3

ACTIVITY PHASE

• Presentation Stage– Teacher share the new material with the class.– Teacher relates the new material to students

previous knowledge and experiences (manner).– State the list of polite terms.– Show culture in action with the ways that men or

women are behaving and are expected to behave.– Create a situation that they can relate to the

activity later.

• Practice Stage– Divide them into groups.– Make an information gap using the photocopied comic strip.– Take a black and white, three-panel comic strip and use white

out to remove the current dialogue.– Blank out details or change what characters are saying.– Then make copies of several strips for the students and ask

them to write new dialogue.– 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.

– They should remember to make the dialogue consistent with the pictures in each panel.

– Post all the new dialogues and allow your class to vote for their favorites.

• Production Stage– Set up spot the difference activities using the

comic strip and then lead in to storytelling and acting out the comic strip.

– Each group will present their comic strip through role playing.