3.0 Introduction:
The focus of both is on the reactions of adult intermediate EFL students to the use of comic strips in the English classroom. There was an observer present in both cases and the researcher's observations are also taken into account. This chapter shall be providing a discussion on the pilot study and the final study. The pilot study serves as a sort of a pre-test for the researcher to induce alterations on streamline the results of the final study. The pilot study will be described in the succeeding portion of this chapter. Preceding the presentation of the first study is the discussion on the final study where its methodology, tools for research, and feedback shall be presented. Lastly, an analysis of the chapter shall serve as conclusion for this study.
3.1 Pilot Study:
3.1.1 Selecting students for the pilot study
Three months prior to the final study the researcher had carried out a pilot study. The subjects were an adult multicultural group of six. Their level of English was upper-intermediate and they were attending the University of Limerick, Ireland on the Erasmus program. This was conducted with a group which includes mostly those of Asian origin such as Korea , Japan , Taiwan and China
3.1.2 Feedback and implications of the pilot study
Upon the completion of the pilot study, the researcher found that some aspects needed altering before the final study.
The researcher found that the majority of students, four of the respondents believed that comic strips did not have an effect on their learning of grammar. The aspect of grammar taught was reported speech, which the students had, unknown to the researcher, already been taught. Although the student's reactions when they were subjected to the use of comic strips to aid their vocabulary were negative based on the pre-test. The researcher also took the role of the observer by immersing himself/herself in the classroom experience of the respondents. The observer recommended that comic strips be used in the future in this capacity as a grammar revision aid. This is a possibility that the researcher tends to investigate in some future research.
The researcher used the statistics in the following paragraphs as an indication that some aspects of the study required amending while others had been successfully implemented. The survey showed that 50% of students were of the opinion that comic strips were a help to them in remembering vocabulary and 100% would welcome comic strips in the classroom as an English aid in the future. Moreover, majority of the students reported that they would like to see comic strips used 'now and then' in the language classroom. The researcher deems this to be indicative that students of an adult age are doesn't mind a little novelty and fun whilst learning English. Indeed, half of the respondent-students stated that they welcomed the use of comic strips, as they were 'fun' and added variety to the classroom. The remaining was of the opinion that comic strips were an acceptable alternative form of references aside from the textbook. From the above it can be concluded that comic strips are a welcome vocabulary aid in the English classroom. Moreover, this led to the researcher's decision to focus the final study on vocabulary rather than grammar.
Overall, majority of the subjects wanted to see comic strips used in the classroom again while the remaining student insinuated that he/she would have preferred to talk about politics. This brought the idea of different learning styles to the researcher's attention and for that reason it was decided to include in the final study, a questionnaire which would determine whether or not the different learning styles of students had a role to play in the way they reacted to comic strips.
Based on the findings and results of the pilot study, it was decided to devise a new lesson plan. This was done in order to address the inept grammar tools used in the comic strips. The researcher decided that the focus of at least one of the studies should contain humour as
'to understand humour of another culture can be difficult but it's an essential element of not only life, but also becoming fluent' (Brown 1994: 51).
The pilot study also highlighted a number of difficulties to the researcher. It was obvious from their feedback that the students were not familiar with the use of such classroom materials.
The comments might indicate that the students were not used to these language students were not used to learning colloquial, spoken English and this was the reason that they deemed the English presented to be 'sometimes not good'. Therefore, the researcher needed to stress that comic strips were also being used to help them learn colloquial English. T he need to include the above statement was further deemed necessary when comments such as comic strips 'are not that functional' and 'no whole sentences' are used were made. The researcher realized that the function of comic strips needed to be stressed. 'No whole sentences' are used in comic strips as this is how first language speakers naturally speak. Another amendment to the study was to pre-teach any difficult vocabulary, in order to ensure a better understanding of the jokes presented to the same respondents.
Recall that in Chapter One, Section ??? the questionnaires used in the research were the following: the background questionnaire, the learner styles questionnaire and the feedback questionnaire that is referred to as the comic strips survey. These were changed, as was the layout of the questionnaires. Both of these changes resulted in the questionnaires being user-friendlier with no room for ambiguity. The questionnaire that sought to ascertain the students' language backgrounds was to be shortened so as to make it less threatening to complete. It was also believed that if questions appeared on both sides of an A4 page, as opposed to single-sided text, this would also result in a user-friendlier questionnaire.
The feedback highlighted the fact that some students in the pilot study felt the vocabulary in the comic strips hindered their understanding of the strips. This resulted in an omission of a small number of comic strips from the final study and consequently more accessible strips were selected, that is, strips with less challenging vocabulary. Moreover, four of the students would have liked to see comic strips used as a basis for discussion. Since majority of the students preferred the gender stereotypes lesson, which included discussion, this was deemed successful.
Because of the pilot study, it is evident from the aforementioned that amendments were necessary before the main study could be carried out. Such changes included placing stress upon vocabulary and not grammar, highlighting that the language used in comic strips is colloquial and as a result there will be an absence of full sentences, and correcting ambiguous questions in the questionnaires. After these alterations were made the researcher implemented her final study.
3.2 Final Study:
3.2.1 Criteria for Selecting Study Participants
The researcher taught a group of adult intermediate students who were attending a summer school in the University of Limerick, Ireland. An observation is made through the immersion of the researcher for the purposes of the final study. The reason why the level of vocabulary skills is lower to that of the pilot is due to the scarcity of students with upper-intermediate vocabulary skills attending the summer course in the University.
3.2.2 Method of Research:
3.2.2.1 Design of the Study
The study used the descriptive approach of research.The descriptive research method uses observation and surveys. In this method, it is possible that the study would be cheap and quick. It could also suggest unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative explanations and especially infer causations. Thus, this study will use the descriptive approach. This descriptive type of research will utilize observations in the study. To illustrate the descriptive type of research, Creswell (1994) will guide the researcher when he stated: Descriptive method of research is to gather information about the present existing condition. The purpose of employing this method is to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular phenomena. The researcher opted to use this kind of research considering the desire of the researcher to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study.
The research described in this document is partly based on quantitative research methods. This permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan.
This study also employs qualitative research method, since this research intends to find and build theories that would explain the relationship of one variable with another variable through qualitative elements in research. These qualitative elements does not have standard measures, rather they are behavior, attitudes, opinions, and beliefs.
Furthermore, as we define the qualitative research it is multimethod in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. Accordingly, qualitative researchers deploy a wide range of interconnected methods, hoping always to get a better fix on the subject matter at hand.
3.2.2 2 Data Collection
Data collected from students helped to decide whether or not comic strips are a beneficial aid in the EFL classroom.
Data was gathered from the following sources:
Teaching
The group, which is described in Section 3.2.1 'Criteria for Selecting Study Participants', partook in the study for two ninety-minute lessons handled by the researcher. For a period of seven days prior to the study the researcher attended the class as an observer. This allowed both the students and researcher become familiar with not only each other's presence, but also personality. The first lesson took place mid-week and the second on a Friday.
Recordings
It was the intention of the researcher to tape-record both classes. However, problems ensued with the recording of the second class, nevertheless, was not deemed a significant problem by the researcher, as there were still other means of data collected.
Observer
The class teacher also observed and took notes on the students' reactions to the comic strips during each lesson. Facial expressions, body gestures and student interactions during set activities were specifically observed.
Questionnaires
The students were given three questionnaires. The first looked for a history of the students' English learning. This was used to measure the level of competency of the respondents to the English language, length of time learning the language and difficulty rating of the language were in relation to the their reactions and success rate concerning comic strips in the classroom [Appendix XXX]. The second was a learning styles questionnaire designed by Joy Reid (1984) and was distributed with her kind permission. [See Appendix XXX] This was given to determine which types of learner benefited most from the use of comic strips. The third questionnaire [Appendix XXX] was distributed after the final lesson. The purpose of this questionnaire was to determine the students' opinions on the usage of comic strips, while also finding out whether comic strips were felt to be helpful in the learning of English vocabulary.
3.2.3 Presentation and Purpose of Questionnaires:
The questions included in the final version of the questionnaires all served a specific function, each being a necessary in determining the success of comic strips in the classroom.
3.2.3.1 Presentation and Purpose of the Background
Questionnaire.
There are different purposes of the parts of the questionnaire. The first part gives the respondents the option to provide their names (Q1). Secondly, if the students were learning English for a considerable period of time and were still only at intermediate level, then they may more accommodating new and alternative methods of learning the language i.e., comic strips. On the other hand, they may be set in their ways and reject any form of change. (Q's 2 and 3)It is also imperative to ascertain how immersed the students are in the English language. If they have spent a reasonable period, at least one month, in another English speaking country they may be more likely to have experienced regional dialects and colloquial language (Q4). Similarly the students' determination to improve their English and their experience of different dialects is also looked into (Q5). If English is perceived to be more difficult than any other foreign language the students' have learned, they find it the most difficult to learn, and find comic strips to be beneficial, this will contribute to the researcher concluding that this medium of teaching English is successful (Q's 7, 8 and 9). More importantly, determining whether or not comic strips can be used to help the students in their not only with purposes for studying English but also with their learning goals should be enquired (Q 10).
If they would like to learn about another culture; work and live in an English speaking country; travel to English speaking countries; and understand English songs and movies then the colloquial, incomplete grammatical sentences will prove beneficial. To learn another language is unavoidably connected with learning another culture. Indeed, part of a country's culture is humour. To understand the humour of another culture can be difficult, but it is an essential element of not only life (without it one will find difficulty communicating), but also becoming fluent. In other words, "Humour is a key element in interpersonal communication" (Brown, 1994: 51).
3.2.3.2 Presentation and Purpose of Learning Styles
Questionnaire
This questionnaire was included in the research in order to determine which types of learner benefit most from the use of comic strips in the EFL classroom. It was designed by Joy Reid and used with her permission. It acknowledges that different people learn in different ways and therefore students should be aware of which way they learn best to help improve their learning. "The questionnaire has been designed to help you identify the way(s) you learn best – the way(s) you prefer to learn" (Reid, 1984: 202). The different styles of learners included in the questionnaire are the following:
the visual learners – these people learn primarily with their eyes
the auditory learners – these people learn with their ears
the kinaesthetic learners – these people learn by experience
the tactile learners – these people learn best by 'hands-on' tasks
the group learners – these people learn best in groups
the individual learners: these people learn best while alone (Reid, 1984: 202).
3.2.3.3 Presentation and Purpose of the Survey
The researcher opted to use the questionnaire as a tool since it is easy to construct having the rules and principles of construction are easy to follow. Moreover, copies of the questionnaire could reach a considerable number of respondents either by mail or by personal distribution. Generally, responses to a questionnaire are objectified and standardized and these make tabulation easy. But more importantly, the respondents' replies are of their own free will because there is no interviewer to influence them. This is one way to avoid biases, particularly the interviewers' bias.
3.2.4 Feedback and implications of the Final Study Questionnaires
3.2.4.1 Feedback and Analysis of Background Questionnaire
3.2.4.2 Feedback and Analysis of Learning Styles
Questionnaire
The learner styles questionnaire revealed that, in contrast to the initial beliefs, comic strips appear to appeal to most types of learner in this group, not only the visual learners. Each student was given Reid's questionnaire at the beginning of the first lesson and the following results were concluded. It is evident from the table below that 50% of the students learn better while working in groups, and the same percentage learn best kinaesthetically. (unfinished)
3.2.4.3 Analysis and Interpretation of Data
The survey concerned with the students' reactions to the usage of comic strips in the classroom revealed a number of interesting facts. As the two lessons were aimed at comic strips aiding students in their comprehension and usage of vocabulary, it is significant to note that some 87.5% declared that the comic strips used did indeed help them remember new vocabulary better. Students also stated that they would prefer that comic strips be used 'now and then' in the classroom, which is consistent with the opinions of the pilot students. 12.5% stated that comic strips did not help her remember vocabulary any better than other methods and the same percentage claimed that the class was not more entertaining with the use of comic strips. (unfinished)
3.2.5 Presentation and Purpose of Observer:
The observer, the class teacher, sat at the side of the classroom, where she could have a full view of all 8 students. She noted body gestures; student reactions to the comic strips and accompanying activities; and as many oral answers as possible.
3.2.6 Feedback and Analysis of Observer's Findings:
3.2.6.1 Feedback and Analysis of Observer's Findings:
Lesson 1: Humour Lesson
This was the students' first time being taught by the researcher. Although it was the observer who had taught them previously, the students showed no signs of nervous tension of being taught by another teacher. This was probably due to the fact that the researcher had observed the previous seven classes and the students were familiar with her.
When they were asked about their knowledge and experience of comic strips one student remarked that what he found difficult regarding comic strips were the words. "Sometimes the words are too hard and sometimes I can understand the words and not the jokes." The same student also answered the following question; number 10, on which questionnaire stating that comic strips should be used, because they contain both words and pictures and because of this the situations and words are easier to remember. For these two questions especially, all the other classmates leaned forward in their chairs and appeared immensely interested in the topic at hand.
Following this were new expressions for the students to learn. These were alternatives for the phrase 'I think'. The students' appeared eager to learn these. This was obvious by the manner in which they looked at each other. They smiled impressively and immediately took notes. The next exercise had the students choosing the correct punch line from a selection of three. The eldest student was amused at the idea of finishing the last panel. All students in all groups had input into discussions of what the last panel should be. The eldest remarked that it had to be something funny.
The second exercise had the eldest student (25) again impressed, she laughed at the cartoons and read them before doing the exercise. Two other students, a Spaniard and a Korean started straight into the exercise without really taking time to read and enjoy the strips. One student said, "This is a good way. It's funny!" when he saw the method in which the new vocabulary was presented.
Some of the male students laughed aloud while reading the strips and one said to his neighbour "This is a funny class." Three of the females, two Spaniards and a Korean, were overheard using the expressions that appeared in the strips. They were doing so in a manner which suggested that they were teasing each other. Some expressions from the comic strips that they said to each other were "You're a cutie", see Table ? strip 4 and "Did you have a magical time last night?" see table ? strip 5.
What the observer found captivating was that two of the quiet male students were working together for the next activity, writing a punch line for a number of comic strips. The interaction between them surprised the observer, as they appeared quite animated about discussing answers. While writing, the endings they worked individually, because they could not agree to some punch lines. After the lesson, they reported to the observer that they found the lesson funny and entertaining. The Chinese student was particularly quiet for this lesson as it was his first. He joined the class at this late stage and afterwards told the observer and the researcher that he found the class funny and helpful as he learns a different way in China
3.2.6.2 Feedback and Analysis of Observer's Findings:
Lesson 2: Gender Stereotypes Lesson
This lesson took place on a Friday morning and the students had been out until late the night before. However, when they understood what the lesson was about they started to wake up. During the first activity, the researcher mimed stereotypical characteristics of an Irish and an American, and this raise a laugh from the students. Next, they were put into separate gender-based groups to come up with the main stereotypical characteristics of the opposite sex. This started slowly, but after some motivation from the researcher, they made more of an effort to work, and as a result, each group came up with sufficient information. Within the sex groups there was an element of disagreement between three of the men. They had a somewhat heated discussion in English about whether or not women are always changing their minds. Disagreements were not only present in the male group, two females also argued about whether men are lazy or not.
Next, the students were put into mixed groups; however the members the groups worked separately still be gender and consequently new groups were formed: one male group of three, one female group of the same and finally a unisex pair.
It was clear at this stage that the Korean student was bored by the activity, she lounged down on the desk during the activity, but the others continued, without attempting to address the bored Korean student. As the lesson progressed, the groups became more animated in their discussions.
3.2.8 Analysis of Lessons:
3.2.8.1 Analysis of Lesson 1: the Humour Lesson
The purpose of this lesson was to determine whether comic strips would aid in the comprehension and retention of vocabulary such as alternatives to 'I think', and to help students how to 'get' jokes in comic strips by exposing them to the punch lines in a multiple choice exercise.
The class began quite comfortably. Although the researcher had not previously taught the students, they were relaxed and 'showed no signs of nervous tension' (See 3.2.6.1 Feedback and Analysis of Observer's Findings: Lesson 1: Humour Lesson). It is highly probable that the students felt familiar with the researcher as she had observed and occasionally helped the students with group work during seven previous lessons.
A comic strip was placed on the class overhead projector (OHP) and the students were asked a number of questions. These can be seen in the left hand column of the table below with the answers in the right.
It is evident from the table above that the majority of the students were familiar with comic strips; they had no difficulty in naming some. Nevertheless, the Korean proved otherwise that all students enjoyed comic strips as an alternative medium of studying. This seemingly shows that some students either prefer the old-fashioned books in studying or they are just plain bored of any form of schoolwork. They did however believe that children and teenagers were considered as a distraction. Only a single from those present read comics at that time and found them funny. This minority admitted that he did not always understand the jokes as "sometimes the words are too hard and sometimes I can understand the words, but not the jokes. Maybe I have to be English to understand!" This answer is quite interesting as this student recognized the fact that understanding the vocabulary of jokes is only one element of comprehending them. In order to fully appreciate the humour in jokes, in this case jokes that appear in comic strips, one must have some insight into the culture of the language medium. The student jokingly remarked, "Maybe I have to be English to understand", and in this lesson he and his classmates were going to learn how to 'get' jokes.
The same student answered 'Pictures and words together. If you want to remember a word it is easier, because you can think of the picture and remember the words from that,' to the question 'Why do you think comic strips should be used for English?' This answer showed that at least 12.5% of those present were aware of the benefits of using this medium in the classroom. The observer and the researcher both agreed that whilst answers to questions whether comic strips are beneficial in their quest of learning the English language (Q9 & Q10) were being answered, three of the remaining students nodded in agreement and all were leaning forward in their seats, indicating a strong interest in the topic at hand. The students were also asked what makes a joke funny and none gave an answer. This was not considered a problem by the researcher, as one aim of the lesson was to teach students how to 'get' a joke in English and part of this was to learn what constituted a joke.
During the next part of the lesson the students were pre-taught any new vocabulary needed in order to enable comprehension of the comic strips. The aim of this activity was to elicit from the students different ways of saying 'I think'. This was first done by placing a comic strip, with the final speech-bubble omitted, on the OHP and asking students to guess what happens next. A mere 25% of the group, used 'I think' in their estimation on what was to happen in that third panel. The students gave no other alternative to 'I think'. When asked as a group if they knew alternative ways of expressing 'I think'; 'I believe' and 'in my opinion' were suggested. From these alternatives it was evident that this group of adult intermediate students were in need of alternatives to 'I think'. After writing seven other phrases on the board (see table 3.2.7.1 Presentation and Purpose of Teaching Lesson 1: the Humour Lesson, Activity 2), the students appeared impressed. The observer noted that 75% of the students immediately made note of the phrases 'with enthusiasm'.
After this, the subjects were requested to separate these phrases into columns headed 'strong' and 'very strong'. 100% of the students correctly segregated the words (see 3.2.7.1, Presentation and Purpose of Teaching Lesson 1: the Humour Lesson, Activity 3). It was clear by this activity that the students were quickly becoming familiar with the phrases, but in order to make sure that they would use them comfortably whilst speaking amongst each other they were asked to complete a number of comic strips from three alternatives: one correct punch-line, one straight-forward ending, and finally one non-sequitur ending (a response that does not follow logically from anything said). The students were required to use alternatives to 'I think' in guessing the correct outcome of the last panel. It was noted by the observer and the researcher that all of the eight students had input into the discussion of the last panel, and all students used the following phrases: 'I'd say that', 'I'm pretty sure that', 'I'm fairly certain that', 'I honestly feel that', and 'without a doubt', that is 62.5% of the alternatives to "I think" which had been presented.
What was noticeable was that 50% of the students i.e., 100% of the females present in the class were making a more conscious effort to use the new expressions. In addition to this, two of these students who were working together, could not agree on which alternative was the correct one and 'almost started to argue' (see researcher's observations). The male members, however, were also quite 'animated' in their discussion of what should be the correct ending, of comic strips 1 and 3 in particular. Although all four were Spanish, English was the medium through which they communicated.
While the students were carrying out this activity, they encountered new vocabulary. To help students learn this vocabulary the researcher explained the relevant words in comic form, above the accompanying comic strip (see comic strip 3 below as an example). The reason for doing this was to investigate whether comic strips aid students in their comprehension of the English language. One student, upon seeing the presentation of the vocabulary remarked to his partner "This is a good way. It's funny!" (See 3.2.6.1 Feedback and Analysis of Observer's Findings: Lesson 1: Humour Lesson). During the next activity, the students were required to state the reason for their choices regarding the multiple choice activity, they were also asked if they knew what makes a joke funny. Five students immediately gave the responses: 'Something that you don't think will happen', 'it should be a surprise' and 'it must be funny'. The final activity consisted of the students completing the punch line to a selected number of comic strips. They worked in pairs and a lot of discussion ensued, with 75% of the students using the previously learned alternatives to the 'I think' phrase, without being instructed to do so.
3.2.8.2 Analysis of Lesson 2: the Gender Stereotypes
Lesson
The aim of this lesson was to increase student's vocabulary for describing people. It must be noted that the students were already familiar with the comic characters names, after studying them the previous class. To help students with their comprehension of vocabulary, the researcher intended to display synonyms, antonyms and phrases to selected vocabulary.
In order to introduce the class to the idea of stereotypes the researcher began by miming the main characteristics of an Irish and an American. To portray an Irish person, the researcher mimed drinking a pint and dancing a jig. This miming caused the students to smile. It must be noted at this point that 87.5% of the students had been out dancing until late the previous night; therefore were less energetic and more lethargic than the previous class. The fact that the researcher was portraying the stereotype of an Irish person was correctly guessed. This was also the case for the American mime See 3.2.7.2 Presentation and Purpose of Teaching Lesson 2: the Gender Stereotype Lesson, Activity 1) The topic of the class was then elicited from the students and the next section of the lesson began.
The aim of this lesson was to prepare the students for a discussion on gender stereotypes. Divided into gender-based groups, the students discussed and made note of the main stereotypical characteristics of the opposite sex. As most of the students seemed tired, this activity started slowly but after some 'motivation' from the researcher, discussions increased (See 3.2.6.2: Feedback and Analysis of Observer's Findings: Lesson 2: Gender Stereotypes Lesson). When this was complete, each group was asked to state the characteristics of the opposite sex. This resulted in lively discussions and 'friendly, humorous arguments' from both sexes.
Following this, a question was written on the board: Are the stereotypical characteristics of males and females in real life similar to the characteristics of the comic strip characters? The aim of this was to use comic strips to encourage more discussions between the students while also increasing their vocabulary and providing dictionaries for the activity. In three groups of mixed gender the students were asked to answer the question by completing the questions in the handout, which was given to each student at this stage. (See 3.2.7.2 Presentation and Purpose of Teaching Lesson 2: the Gender Stereotype Lesson, Activity 5). For a list of answers see xxx.
The researcher also observed that whilst in the mixed sex groups, the students discussed carried out the activity in their own sexes; in other words instead of three mixed gender groups there was one and two same sex groups, one male and one female. At this stage, one student lay down on her desk and yawned. This shows that either the student was uninterested, tired, or bored. The students were then asked to discuss their answers as a class and most of the characteristics were universal. At this stage the researcher provided synonyms to the descriptions they suggested. (See xxx). Again, the question on the board was addressed and discussion ensued.
Reference:
Creswell, J.W. (1994) Research design. Qualitative and quantitative approaches. Thousand Oaks , California
Reid, Joy. (1984) Learning Styles Instrument. Murdoch Teaching Center Texas
Appendix 1
Presentation and Purpose of Teaching Lesson 1: the Humour Lesson
| Lesson 1: the Humour Lesson Level: Intermediate Materials: Comic strips: the Born Loser, Mr. Potato Head, Calvin and Hobbes, Fred Basset, Andy Capp Aims: To teach students different ways of saying 'I think' To help students understand how to 'get' jokes in comic strips by exposing them to punch lines in a multiple choice exercise Assumptions: Most students will be familiar with comic strips Most students will have a sense of humour Anticipated Difficulties: Students may find the concept of 'getting' a joke in English challenging.
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Appendix 2
Presentation and Purpose of Teaching Lesson 2:
the Gender Stereotype Lesson
| Lesson 1: the Gender Stereotypes Lesson Level: Intermediate Materials: Comic strips: the Born Loser, Mr. Potato Head, Calvin and Hobbes, Fred Basset, Andy Capp Aims: To increase students' vocabulary of describing people and their behaviour through the theme of gender stereotypes and discussion with the comic strips. Assumptions: Students will be familiar with comic strips after the previous lesson Students will have vocabulary for describing people but may not be aware of alternative ways of description, e.g. synonyms, antonyms, phrases. Anticipated Difficulties: Students may become passionate about the way their sex is perceived by the opposite. They must be reminded that we are only looking at stereotypes and not personal opinions. .
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