Deb Scott S 50 Story Boards Six Pictures Tell A Story Sample Pages

Deb
STORY
Scott
BOARDS
150
Pictures
That
Tell
A
Story
Exercises
Illustrations by Hugo Arias Jimenez
50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

Photocopiable by the Purchasing Teacher for Her/His Students Only
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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.

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
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.

Contents
Daily Routines and Chores
P
Theme
Exercise 1
Exercise 2
Exercise 3
Routines using
because
Write Six
Sentences and
Titles
Short
Answers
Oral Q & A
Yes, I would.
No, I wouldnt.
Write
Questions
with Did
Match Sentence
& Picture
Write Six
Sentences &
Titles
Questions &
Negatives
Describe Your
Lunch
Write Six
Sentences &
Titles
Short
Conversations
Morning Routines
& Differences
Frank and Paul The Wrong

Walk to School - Word
Map Activity
Clothing Race
Pronouns &
Possessives for
Male & Female
Story Strip
Describe the
Pictures
Short
Conversation
Write Six
Sentences
Survey
Illustrated
Crossword
Story
Strips
Describe How to
Make a Sundae
Correct the
Punctuation
Short
Conversation
My Bedtime: Time
and Things I Do
Tell the
Story
Sometimes,
Often, Always,
Usually or Never
Label the
Storyboard
Sentence
Completion &
Dialogue
Chores
Questionnaire
Draw and Guess
Tell the
Story
What Do
You See?
Around The House

1
GETTING UP IN THE MORNING
1
5
MAKING BREAKFAST
2
9
MAKING A SANDWICH
3
13
MAKING A BAG LUNCH
4
17
GETTING READY FOR SCHOOL
5
21
DRESSING FOR WINTER
6
25
GETTING READY FOR DINNER
7
29
MAKING A PIZZA
8
33
MAKING AN ICE CREAM SUNDAE
9
37
GOING TO BED
10
Chores
41
CLEANING UP THE HOUSE
11
45
WASHING CLOTHES
12

49
TAKING CARE OF A BABY
Write the Story
What is Baby
Thinking?
Baby Sitting
Rules
Speech Bubbles
Match the
Sentences to the
Pictures
What is the Dog

Thinking?
Write the Story
Opposites
Short
Conversation
Draw & Label
Dialogue Buying a Car
Using Negatives Cleaning the Car
Colour Inventory
Tell the
Story
Short
Conversation
Talk About
Errands
Stories &
Questions
Short
Conversation
Write a Letter
Correct the
Punctuation
Addressing an
Envelope
Tell About the

Project
Dialogue
Tell a Friend How

To Make A
Birdhouse
Play a Board
Game
Match the
Sentences to the
Picture
Sometimes, Often,
Always, Usually or
Never
Draw &
Label
Write Six
Sentences and
Titles
Write Questions
with Did
Discussion - How
do you relax?
Change the
Meaning Using
Doesnt or Dont
Sometimes, Often,
Always, Usually or
Never
Write Instructions
for Each Picture
Yes, I would.
No, I wouldnt.
Story Strips
Talk about Art
Write Six
Sentences
Sequence the
Sentences
13
53
TAKING CARE OF A DOG
14
57
FEEDING A CAT
15
61
CLEANING THE CAR
16
65
PAINTING A WALL
17
69
BUSY DAY
18
Relaxation and Recreation
73
WRITING A LETTER
19
77
MAKING A BIRD HOUSE
20
81
PLAYING A BOARD GAME
21
85
SEWING A BLOUSE
22
89
RELAXING WITH A BOOK
23
93
GROWING A PLANT
24
97
PAINTING A PICTURE
25

101 A SUMMER LONG WEEKEND
26
Plan, Act &

Guess
Make Questions & Best Sentence

Interview
to Picture
Talk About
Health Problems
& Solutions
Match
Story Strips Health Problems & Listen
Solutions
Write a Story
Cut Out and

Match
Finish the
Dialogue
Make a List of
Questions
Create a Title &

Dialogue for each
Picture
Short
Conversations
Tell the
Story
Board Game
Write Questions &

Answers
Practise Mailing
a Parcel
Tell the Story
Write Questions
with Did
Verb Brainstorm
Writing Questions
with Did
Verbs - Past &

Present
Verb Practice
Stories and
Questions
Write Questions &

Answers
Swimming &
Water Sports
Conversation
Give Advice for

Each Picture
Sometimes, Often,
Always, Usually or
Never
Adjectives &
Guessing Game
How are the

animals and the
people the same?
What are the

animals Thinking?
Picnic List
Write Questions & Sometimes, Often,

Answers
Always, Usually or
Never
Camping
Problems &
Solutions
True or False
Vocabulary
Brainstorm
Group Sentence
Building
Giving Safety
Advice
Dialogue
Completion
Health
105 NOT FEELING WELL
27
109 GOING TO THE DOCTOR
28
In The Community
113 GOING GROCERY SHOPPING
29
117 GOING TO A LIBRARY
30
121 MAILING A PARCEL
31
125 TAKING A BUS
32
129 GOING TO A PARK
33
133 GOING TO THE BEACH
34
137 GOING TO THE ZOO
35
141 GOING ON A PICNIC
36
145 GOING CAMPING
37
149 MAKING A FIRE
38

153 PLAYING BASEBALL
Making Plans
Sometimes, Often, Verbs - Past &

Always, Usually or Present
Never
Role Playing
The Verb Be and

Pronouns
Write Six
Sentences and
Titles
Destinations &
Packing
Regular Verb
Journal
Write Questions
and Answers
Travel
Presentation
Short
Conversation
Story
Strips
Places for a
Birthday Party
Stories and
Questions
Gabes
Neighbourhood
173 WELCOMING SOMEONE HOME Discuss Party

Plans
Stories and
Questions
The Verb Be
and Pronouns
177 SPECIAL DAY
Holiday Plans
Write Six
Sentences and
Titles
Interview Special Days
Write Questions
Verbs Past & Present
Six Sentences and

Six Titles
Recipes
Write Six
Sentences
Short Answers
Christmas Tree
Discussion
Write Six
Sentences and
Titles
Short Answers
Plan an
Emergency Kit
Dialogue and
Questions
Write Questions
and Answers
Scrambled
Sentences
Write a
Dialogue
Match the Best

Sentence to Each
Picture
39
157 ORDERING IN A RESTAURANT
40
161 PACKING A SUITCASE
41
165 FLYING ON A PLANE
42
Special Days & Activities
169 HAVING A BIRTHDAY PARTY
43
44
45
181 TRICK OR TREAT
46
185 MAKING A JACK-O-LANTERN
47
189 A CHRISTMAS TREE
48
193 SNOW DAY
49
197 MAKING A SNOWMAN
50

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

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: _____________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
_________________________
_________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
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, Im not.
No, I dont.
No, I didnt.
No, I wont.
Yes, he is.
Yes, he does.
Yes, he did.
Yes, he will.
No, he isnt.
No, he doesnt.
No, he didnt.
No, he wont.
1. Did Sam wake up at 6:00?

No, he didnt.
12. Will you grow a beard?
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?

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

Yes, I would. No, I wouldnt.

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 wouldnt.
Food
apple
Yes, I would.
No, I wouldnt.
Sam
cake
eggs
cereal
rice
cola
noodles
soup
candy
orange
toast
bacon
milk
steak
cookies
fish
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 didnt.
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)

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
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

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
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
_________________________
_________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
_________________________
__________________________ _________________________
11
Questions & Negatives

Look at the storyboard. What is Juan doing? Rewrite the following sentences a) as questions, b) as
negatives using isnt, arent, wasnt or werent.
Example: Juan is making soup.
A) Is Juan making soup?
Subject
Subject
B) No, Juan isnt making soup.

1. The sandwich is in a bag.
Q)
A)
2. Juan is frying eggs.
Q)
A)
3. Juans mother is helping him.
Q)
A)
4. The cheese slices are round.

Q)
A)
5. Juan is squeezing the mayo.
Q)
A)
6. Juans friend is eating the
sandwich.
Q)
A)
7. Juan is making toast.

Q)
A)
8. Juan is eating soup.
Q)
A)

12

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Illustrations by Hugo Arias Jimenez

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

Important Copyright and Photocopy Permission Information

Purchasing Teacher (One Teacher Permission)

Purchasing School (One School/Site Permission)

Canadian Resources for ESL

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

Frank and Paul The Wrong

Draw and Guess

Around The House

GETTING UP IN THE MORNING

MAKING A BAG LUNCH

GETTING READY FOR SCHOOL

DRESSING FOR WINTER

GETTING READY FOR DINNER

MAKING AN ICE CREAM SUNDAE

CLEANING UP THE HOUSE

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

TAKING CARE OF A BABY

Write the Story

What is the Dog

Write the Story

Draw & Label

Dialogue Buying a Car

Using Negatives Cleaning the Car

Tell About the

Tell a Friend How

Talk about Art

TAKING CARE OF A DOG

CLEANING THE CAR

MAKING A BIRD HOUSE

PLAYING A BOARD GAME

RELAXING WITH A BOOK

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

101 A SUMMER LONG WEEKEND

Plan, Act &

Make Questions & Best Sentence

Cut Out and

Create a Title &

Write Questions &

Tell the Story

Verbs - Past &

Write Questions &

Give Advice for

How are the

What are the

Write Questions & Sometimes, Often,

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

153 PLAYING BASEBALL

Sometimes, Often, Verbs - Past &

The Verb Be and

173 WELCOMING SOMEONE HOME Discuss Party

177 SPECIAL DAY

Interview Special Days

Verbs Past & Present

Six Sentences and

Match the Best

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

GETTING UP IN THE MORNING

50 Storyboards for ESL & Literacy 2008 www.eslresources.com 1-866-833-9485

Title: ___________ Title: _ Title: ___________

Title: ___________ Title: _ Title: ___________

Title: ___________ Title: _ Title: ___________