ELT News Think Tank
Panelists: Marc | Chuck | George
Date: February 2003
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Topic: "What role can collaboration and project work play in language classes?"
George Jacobs
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3. Cartoons
People of all ages enjoy cartoons, and the drawings support comprehension and language production.
Steps
- The teacher cuts a cartoon version of a story into individual frames. Each group receives one complete
set of frames with the pictures face down.
- Group members distribute the cartoon frames face down in such a way that everyone has an equal number (or
as equal as possible). Students look at what is shown in their frames without letting others see.
- The teacher reads aloud the story, stopping at various points. If students think they have a cartoon frame
that fits with something the teacher has read thus far, they show that frame to their group and explain how it
matches something read by the teacher.
- Groupmates agree or disagree and place the frames in the correct order.
When the teacher has finished reading, groups try to agree on the order of the frames. The teacher calls a number,
and students with that number go to another group and listen as the members of that group take turns to explain,
not just tell, the order of their cartoon frames.
References
- Demi. (1990). The empty pot. New York: Henry Holt.
- Middle Atlantic Association for Cooperation in Education (MAACIE). (1998, September). How to use the 'Scripts'
Menu in an ESR (Every Student Response) Classroom. MAACIE Cooperative News. [retrieved 23 August, 2002 at
http://www.geocities.com/~maacie/article22.html under the title Nineteen Scripts for Paired Activities]
Panelists: Marc | Chuck | George
George Jacobs, SEAMEO Regional Language Centre, Singapore
Author of "Linking Language and the Environment".
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