Finding Zemo

Additional Info

  • Name: Finding Zemo

  • Linguistic dimension

  • CEFR Level: A1
  • Linguistic dimension - Skill(s): Reading, writing, listening, speaking.
  • Duration: 5 * 60 minutes
  • Target language: English
  • ICT dimension

  • ICT resources:
    • Internet connection (WiFi if possible).
    • Videos:
      • Any BitStrips tutorial in the students’ L1 (for younger students) or  L2 (for older students)
      • GoAnimate tutorial in the students’ L1 and/or L2.
      • (Consider the use of PowToon or Moovly.)
    • Online bilingual dictionary, PC, projector and/or digital board.
    • Students’ portable computers or smartphones if available.
  • ICT competences: • To browse or search the Internet for specific information. • To use word processing ICT tools. • To use PCs for educational purposes.
  • Detailed description of the task

  • Situation / theme(s): Parts of the house
  • Product requirements or prerequisites: • Students must be acquainted with the vocabulary of the topic “PARTS OF THE HOUSE”. • They must know the prepositions of place. • They must know the Present Continuous. • They must be familiar with BitStrips or GoAnimate online software.
  • I can...:
    • I can introduce myself and others.
    • I can ask and answer questions about personal details such as where I live, people I know and things I have.
    • I can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
    • I can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.

    I can understand and use familiar everyday expressions and very basic phrases.

  • Product: • To create an animated comic strip to help them practice English by using suitable vocabulary (parts of the house and prepositions of place) and adequate grammar (Present Continuous).
  • Product requirements or prerequisites:
    • Students must be acquainted with the vocabulary of the topic “parts of the house”.

    • They must know the prepositions of place.

    • They must know the Present Continuous.

    • They must  be familiar with the use of the BisStrips online software.

  • Process:

    Lesson # 1      Pre-task

    • Memory time:
      • and/or another BitStrips and/or GoAnimate tutorial in L1.
      • Students revise the vocabulary about “parts of the house” which has been previously learnt.
      • Students write at least one sentence with each word, showing they know their meaning.
      • Teacher and students revise the Present Continuous.
    • Students watch the videos:

    Lesson # 2      Pre-task

    • Teacher explains students the task requirements:
    • BitStrips:          Design a 6-frame comic strip containing:
      • 1 frame with the questions:

                Where is Zemo?  and   What is he doing?

    • 5 frames showing 5 different parts of a house and using 5 different prepositions of place.
    • At least 2 of them must also contain a sentence telling what Zemo is doing.
    • GoAnimate:
      • Make a short movie using the vocabulary and grammar seen above.
    • Teacher now shows the process on the classroom PC/digital board.
      • In the case of BitStrips, s/he can use his/her previously designed avatar.
    • Teacher now shows the evaluation grid (see below) so that the students know how they are going to be assessed.

    Lessons # 3 & 4          Task itself

    • Under teacher’s supervision, students create and edit their strips/movies using the BitStrips or GoAnimate software.
    • They can create their own avatars in BitStrips.
    • In the case of GoAnimate, students should write their stories on paper before recording them on the app.
    • Comics/movies are shared with the teacher using any of the ways available in the apps, so that it can be assessed and marked later.

    Lesson # 5      Exposition and assessment

    • Students show their strips by using the digital board / PC and projector.
    • Students and teacher vote for the best one, by filling in the following grid:


    Student’s name:


    Items Points
    Size and layout requirements  
    Avatar design  
    Background design  
    Major mistakes (negative points)  


    • (The teacher has shown the students this grid at the beginning of the task so that they know how they are going to be assessed.)
    • The teacher will evaluate according to the “Success factors” below, which have also been previoulsy available to the students.
    • Each item is valued 1 to 5 points.

    Apart from a standard mark, the best three students get a gold, silver and bronze medal, meaning 2, 1,5 or 1 extra points in the next test.

  • Division of roles (optional): • Individual, pair or small group work, depending on the class.
  • Consolidating activities suggested or follow up plan:
    • Memory time activities:
      • Present continuous is revised by most textbooks in a thorough way, at any level.
      • Each week, the vocabulary from the previous week can be revised by asking students to write sentences to contextualize the words.
  • Success factors or evaluation criteria:

    Students will get their marks according to these criteria:

    • Linguistic competence:
      • They have used  appropriate vocabulary.
      • They have used the Present Continuous correctly.
      • Their pronunciation is correct.
      • They self-correct and demonstrate that they consider mistakes as part of the learning process.
    • Digital competence: They have produced the target product and therefore show that they have used ICTs successfully.
  • Authors: • Antonio Cantero Ramírez. • María Carmen Caravaca Vargas. • Raúl Ruiz-Cecilia. If you wish to receive more information about the task or discuss its adaptation and implementation with its author, please contact This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Acknowledgements: Carla Marello
  • Didactic added value of the task and other information

  • Practical hints for teachers:
    • In order to avoid delays in lesson development, download videos beforehand using any YouTube downloader.
    • Sample strips/movies can also be downloaded previously on a storage device. Internet connections do not always work properly.
  • Additional methodological or didactic comments:
    • BitStrips/GoAnimate apps are: engaging, fun, intuitive and easy to use.
    • GoAnimate is equipped with music and mic recording.
  • Reasons why this task is a model of best practices:
    • The task is aimed to develop linguistic, social and digital competences.
    • It is fun and easy, so students will be happy and motivated throughout the different activities.
    • It is success-oriented.
  • Impact that it is expected to have on the teaching practices and attitudes:
    • Engage teachers in the use of ICT in the language class.
    • Encourage teachers to adopt TBLT and CEFR in their practice.
  • Reasons why this task travels well:
    • The grammar and vocabulary in this task is dealt with in any national syllabus or foreign language programme.
    • It can also be easily changed to other CEFR levels.
  • Rationale and/or theoretical underpinnings of the task: • TBLT using CEFR common reference levels. • Basic competences as the basis of modern teaching. • ICTs as a tool for teaching and learning.

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