Cartoons Melissa García …………. Arturo Alan González Padilla Mónica Cardoza

Cartoons Can:  Be used from beginner level to advanced level for a variety of language and discussion activities.  Tell a complex story in a few images  Provide comment and provoke thought on events and issues in the news  Give an example of vocabulary related to current trends and fads  Provide easily identifiable characters to form the basis for sketches  Show culture in action with the ways that men or women are behaving and are expected to behave  Comment on and illustrate a whole range of issues like racism, teenage relationships, sexism, ageism, family relationships.

Positive Features  Appeal to the child in us  Story Line  Language  Culture

Negative Features  No clues from visual articulation  The use of children’s or unusual voice  Exaggerated Speech Features

How to use a cartoon  Theme  The most obvious reason for using a cartoon in class is our desire to use its content to teach about a topic. Good cartoons tell a story and have a moral or lesson to teach  Language  Despite silent viewing for prediction or dialogue activities, we usually use a video for its language to provide students with listening input. Some cartoons contain mostly action and have very little dialogue. Others contain too many strange voices combined with sound effects that further obscure clarity.

Activities  Cloze  Reading a Transcript  Performing a Mini-play  Comprehension Questions

Activity  The purpose of the following activity is to improve the speaking and writing skills of the students.  The students are going to receive a comic cartoon and then they´ll erase the dialogues and create new ones; the new dialogues have to be creative and funny.

Bibliography  nal/cartoons.htm nal/cartoons.htm  age-assistant/teaching-tips/using- cartoons-comic-strips age-assistant/teaching-tips/using- cartoons-comic-strips  ptions.htm ptions.htm