STORY Deb

BOARDS Scott

6
Pictures
That
Tell
A
150
Exercises
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 story-
boards 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 separa-
ble. 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 Routines using Write Six Short
because Sentences and Answers
1 Titles
5 MAKING BREAKFAST Oral Q & A Yes, I would. Write
No, I wouldn’t. Questions
2 with Did
9 MAKING A SANDWICH Match Sentence Write Six Questions &
& Picture Sentences & Negatives
3 Titles
13 MAKING A BAG LUNCH Describe Your Write Six Short
Lunch Sentences & Conversations
4 Titles
17 GETTING READY FOR SCHOOL Morning Routines Frank and Paul The Wrong
& Differences Walk to School - Word
5 Map Activity
21 DRESSING FOR WINTER Clothing Race Pronouns & Story Strip
Possessives for
6 Male & Female
25 GETTING READY FOR DINNER Describe the Short Write Six
Pictures Conversation Sentences
7
29 MAKING A PIZZA Survey Illustrated Story
Crossword Strips
8
33 MAKING AN ICE CREAM SUNDAE Describe How to Correct the Short
Make a Sundae Punctuation Conversation
9
37 GOING TO BED My Bedtime: Time Tell the Sometimes,
and Things I Do Story Often, Always,
10 Usually or Never
Chores
41 CLEANING UP THE HOUSE Label the Sentence Chores
Storyboard Completion & Questionnaire
11 Dialogue
45 WASHING CLOTHES Draw and Guess Tell the What Do
Story You See?
12
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49 TAKING CARE OF A BABY Write the Story What is Baby Baby Sitting
Thinking? Rules
13
53 TAKING CARE OF A DOG Speech Bubbles Match the What is the Dog
Sentences to the Thinking?
14 Pictures
57 FEEDING A CAT Write the Story Opposites Short
Conversation
15
61 CLEANING THE CAR Draw & Label Dialogue - Using Negatives -
Buying a Car Cleaning the Car
16
65 PAINTING A WALL Colour Inventory Tell the Short
Story Conversation
17
69 BUSY DAY Talk About Stories & Short
Errands Questions Conversation
18
Relaxation and Recreation
73 WRITING A LETTER Write a Letter Correct the Addressing an
Punctuation Envelope
19
77 MAKING A BIRD HOUSE Tell About the Dialogue Tell a Friend How
Project To Make A
20 Birdhouse

81 PLAYING A BOARD GAME Play a Board Match the Sometimes, Often,

Game Sentences to the Always, Usually or
21 Picture Never
85 SEWING A BLOUSE Draw & Write Six Write Questions
Label Sentences and with Did
22 Titles
89 RELAXING WITH A BOOK Discussion - How Change the Sometimes, Often,
do you relax? Meaning Using Always, Usually or
23 Doesn’t or Don’t Never
93 GROWING A PLANT Write Instructions Yes, I would. Story Strips
for Each Picture No, I wouldn’t.
24
97 PAINTING A PICTURE Talk about Art Write Six Sequence the
Sentences Sentences
25

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101 A SUMMER LONG WEEKEND Plan, Act & Make Questions & Best Sentence
Guess Interview to Picture
26
Health
105 NOT FEELING WELL Talk About Match Story Strips -
Health Problems Health Problems & Listen
27 & Solutions Solutions
109 GOING TO THE DOCTOR Write a Story Cut Out and Finish the
Match Dialogue
28
In The Community
113 GOING GROCERY SHOPPING Make a List of Create a Title & Short
Questions Dialogue for each Conversations
29 Picture
117 GOING TO A LIBRARY Tell the Board Game Write Questions &
Story Answers
30
121 MAILING A PARCEL Practise Mailing Tell the Story Write Questions
a Parcel with Did
31
125 TAKING A BUS Verb Brainstorm Writing Questions Verbs - Past &
with Did Present
32
129 GOING TO A PARK Verb Practice Stories and Write Questions &
Questions Answers
33
133 GOING TO THE BEACH Swimming & Give Advice for Sometimes, Often,
Water Sports Each Picture Always, Usually or
34 Conversation Never
137 GOING TO THE ZOO Adjectives & How are the What are the
Guessing Game animals and the animals Thinking?
35 people the same?
141 GOING ON A PICNIC Picnic List Write Questions & Sometimes, Often,
Answers Always, Usually or
36 Never
145 GOING CAMPING Camping True or False Vocabulary
Problems & Brainstorm
37 Solutions

149 MAKING A FIRE Group Sentence Giving Safety Dialogue

Building Advice Completion
38
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153 PLAYING BASEBALL Making Plans Sometimes, Often, Verbs - Past &
Always, Usually or Present
39 Never

157 ORDERING IN A RESTAURANT Role Playing The Verb Be and Write Six
Pronouns Sentences and
40 Titles

161 PACKING A SUITCASE Destinations & Regular Verb Write Questions

Packing Journal and Answers
41
165 FLYING ON A PLANE Travel Short Story
Presentation Conversation Strips
42
Special Days & Activities
169 HAVING A BIRTHDAY PARTY Places for a Stories and Gabe’s
Birthday Party Questions Neighbourhood
43
173 WELCOMING SOMEONE HOME Discuss Party Stories and The Verb Be
Plans Questions and Pronouns
44
177 SPECIAL DAY Holiday Plans Write Six Interview -
Sentences and Special Days
45 Titles

181 TRICK OR TREAT Write Questions Verbs - Six Sentences and

Past & Present Six Titles
46
185 MAKING A JACK-O-LANTERN Recipes Write Six Short Answers
Sentences
47
189 A CHRISTMAS TREE Christmas Tree Write Six Short Answers
Discussion Sentences and
48 Titles

193 SNOW DAY Plan an Dialogue and Write Questions

Emergency Kit Questions and Answers
49
197 MAKING A SNOWMAN Scrambled Write a Match the Best
Sentences Dialogue Sentence to Each
50 Picture

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GETTING UP IN THE MORNING 1
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 because
 I don’t because
VOCABULARY
shower dressed comb brush teeth
breakfast toast juice wake up washing
hair shirt t-shirt jeans pants
dress skirt socks shoes
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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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. No, I’m not. Yes, he is. No, he isn’t.

Yes, I do. No, I don’t. Yes, he does. No, he doesn’t.
Yes, I did. No, I didn’t. Yes, he did. No, he didn’t.
Yes, I will. No, I won’t. Yes, he will. No, he won’t.

1. Did Sam wake up at 6:00? 12. Will you grow a beard?

No, he didn’t.

2. Do you wake up at 6:00? 13. Did Sam look in the mirror?

3. Is Sam a woman? 14. Will you look in the mirror today?

4. Is Sam a man? 15. Did Sam brush his hair?

5. Are you woman? 16. Will you brush your hair today?

6. Are you a child? 17. Did Sam wear a tie?

7. Did Sam have a shower? 18. Do you wear a tie?

8. Do you shower in the morning? 19. Will Sam eat eggs?

9. Did Sam shave? 20. Will you eat toast?

10. Did you shave this morning? 21. Did Sam read a book?

11. Does Sam have a beard? 22. Do you drink coffee?

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MAKING BREAKFAST 2
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 made I ate
I baked I fried I microwaved
I toasted I poured I opened

VOCABULARY
scrambled over easy eggs soft-boiled toast
cereal milk juice margarine jam
bowl frying pan fried bacon plate
toaster ate made cooked opened

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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“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 Yes, I would. No, I wouldn’t.

apple Sam

cake

eggs

cereal

rice

cola

noodles

soup

candy

orange

toast

bacon

milk

steak

cookies

fish

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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 3
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 plate squeeze bread mustard mayo
butter knife spread add put in bag eat

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. Spread on some mayo on the bread.
Squeeze mustard on the bread. Put some meat on the piece of bread.
Add some cheese. 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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Write Six Sentences and Titles
Write six sentences about Juan, one for each picture. Write a title for each picture.

meat cheese plate squeeze bread mustard mayo

butter knife spread add put in bag 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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