STORY

BOARDS

Scott

Deb

150
Exercises

6

Pictures That Tell A Story

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
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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

Around The House 1 GETTING UP IN THE MORNING

1
5 MAKING BREAKFAST

Routines using because Oral Q & A

Write Six Sentences and Titles Yes, I would. No, I wouldn’t. Write Six Sentences & Titles Write Six Sentences & Titles

Short Answers Write Questions with Did Questions & Negatives Short Conversations

2
9 MAKING A SANDWICH

3
13 MAKING A BAG LUNCH

Match Sentence & Picture Describe Your Lunch Morning Routines & Differences Clothing Race

4
17 GETTING READY FOR SCHOOL

5
21 DRESSING FOR WINTER

Frank and Paul The Wrong Walk to School - Word Map Activity Pronouns & Possessives for Male & Female Short Conversation Illustrated Crossword Correct the Punctuation Tell the Story Story Strip

6
25 GETTING READY FOR DINNER

7
29 MAKING A PIZZA

Describe the Pictures Survey

Write Six Sentences Story Strips Short Conversation Sometimes, Often, Always, Usually or Never Chores Questionnaire What Do You See?

8
33 MAKING AN ICE CREAM SUNDAE

9
37 GOING TO BED

Describe How to Make a Sundae My Bedtime: Time and Things I Do

10
Chores
41 CLEANING UP THE HOUSE

11
45 WASHING CLOTHES

Label the Storyboard Draw and Guess

Sentence Completion & Dialogue Tell the Story

12

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TAKING CARE OF A BABY

Write the Story

13
53 TAKING CARE OF A DOG Speech Bubbles

What is Baby Thinking? Match the Sentences to the Pictures Opposites

Baby Sitting Rules What is the Dog Thinking? Short Conversation Using Negatives Cleaning the Car Short Conversation Short Conversation

14
57 FEEDING A CAT Write the Story

15
61 CLEANING THE CAR Draw & Label

16
65 PAINTING A WALL Colour Inventory

Dialogue Buying a Car Tell the Story Stories & Questions

17
69 BUSY DAY

18
Relaxation and Recreation
73 WRITING A LETTER

Talk About Errands

Write a Letter

19
77 MAKING A BIRD HOUSE

Correct the Punctuation Dialogue

Addressing an Envelope Tell a Friend How To Make A Birdhouse Sometimes, Often, Always, Usually or Never Write Questions with Did Sometimes, Often, Always, Usually or Never Story Strips

20
81 PLAYING A BOARD GAME

Tell About the Project Play a Board Game Draw & Label Discussion - How do you relax? Write Instructions for Each Picture Talk about Art

21
85 SEWING A BLOUSE

Match the Sentences to the Picture Write Six Sentences and Titles Change the Meaning Using Doesn’t or Don’t Yes, I would. No, I wouldn’t. Write Six Sentences

22
89 RELAXING WITH A BOOK

23
93 GROWING A PLANT

24
97 PAINTING A PICTURE

25
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Sequence the Sentences

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101 A SUMMER LONG WEEKEND

26
Health
105 NOT FEELING WELL

Plan, Act & Guess

Make Questions & Best Sentence Interview to Picture

27
109 GOING TO THE DOCTOR

Talk About Health Problems & Solutions Write a Story

Match Story Strips Health Problems & Listen Solutions Cut Out and Match Finish the Dialogue

28
In The Community
113 GOING GROCERY SHOPPING Make a List of Questions Tell the Story Practise Mailing a Parcel Verb Brainstorm

29
117 GOING TO A LIBRARY

Create a Title & Dialogue for each Picture Board Game

Short Conversations Write Questions & Answers Write Questions with Did Verbs - Past & Present Write Questions & Answers Sometimes, Often, Always, Usually or Never What are the animals Thinking?

30
121 MAILING A PARCEL

Tell the Story

31
125 TAKING A BUS

32
129 GOING TO A PARK Verb Practice

Writing Questions with Did Stories and Questions Give Advice for Each Picture How are the animals and the people the same?

33
133 GOING TO THE BEACH

34
137 GOING TO THE ZOO

Swimming & Water Sports Conversation Adjectives & Guessing Game Picnic List

35
141 GOING ON A PICNIC

36
145 GOING CAMPING

Write Questions & Sometimes, Often, Answers Always, Usually or Never True or False Vocabulary Brainstorm Dialogue Completion

37
149 MAKING A FIRE

Camping Problems & Solutions Group Sentence Building

38

Giving Safety Advice

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153 PLAYING BASEBALL

Making Plans

39
157 ORDERING IN A RESTAURANT Role Playing

Sometimes, Often, Verbs - Past & Always, Usually or Present Never The Verb Be and Pronouns Regular Verb Journal Short Conversation Write Six Sentences and Titles Write Questions and Answers Story Strips

40
161 PACKING A SUITCASE

41
165 FLYING ON A PLANE

Destinations & Packing Travel Presentation

42
Special Days & Activities
169 HAVING A BIRTHDAY PARTY

43 44 45
181 TRICK OR TREAT

Places for a Birthday Party

Stories and Questions Stories and Questions Write Six Sentences and Titles Verbs Past & Present Write Six Sentences Write Six Sentences and Titles Dialogue and Questions Write a Dialogue

Gabe’s Neighbourhood The Verb Be and Pronouns Interview Special Days Six Sentences and Six Titles Short Answers

173 WELCOMING SOMEONE HOME Discuss Party Plans 177 SPECIAL DAY Holiday Plans

Write Questions

46
185 MAKING A JACK-O-LANTERN Recipes

47
189 A CHRISTMAS TREE

48
193 SNOW DAY

Christmas Tree Discussion Plan an Emergency Kit Scrambled Sentences

Short Answers

49
197 MAKING A SNOWMAN

Write Questions and Answers Match the Best Sentence to Each Picture

50

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

1

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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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: _____________________ 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. 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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4

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 over easy milk frying pan ate I made I fried I poured eggs juice fried made soft-boiled margarine bacon cooked I ate I microwaved I opened toast jam plate opened

2

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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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 apple cake eggs cereal rice cola noodles soup candy orange toast bacon milk steak cookies fish Sam

Yes, I would.

No, I wouldn’t.

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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
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

3

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. Squeeze mustard on the bread. Add some cheese.

Spread on some mayo on the bread. Put some meat on the piece of bread. 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
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10

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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12

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