Six steps sequence.

Task: Write a comic introducing a new superhero created by the students.

Step 1: Schema building.
The students are given comics for them to identify key vocabulary about this specific genre. The students familiarize with different kinds of superheros, their abilities and powers.

Step 2: Controlled practice.
They use different grammatical structures using for example HAVE GOT/HAVEN'T GOT and CAN/CAN'T to describe the superheros' abilities an the weapons they have.
 They match the superheroes with their characteristics and create a chart describing them.

Step 3: Authentic listening practice.
In this step the students are exposed to listening comics which extend the language they worked on steps 1 and 2.

Step 4: Focus on linguistic elements.
The students have to imagine battles between different superheroes.  The students may use cue words to write questions and answers involving comparatives and superlatives: "Who is faster? Spider man or hulk? Who is the strongest superhero? They decide what hero wins in each battle.

Step 5: Provide freer practice.
Working in groups they can create a role play performance. They write the scripts of the role play and then they perform it before the class. Some students may stick to the script while others will take the opportunity to innovate. The students may play the role of  robber, victim, superhero and villain.

Step 6: Introduce the pedagogical task
The final step is the introduction of the pedagogical task itself. In groups or individually the students design the first edition of a comic introducing a new superhero created by them. In the comic they describe the superheros' abilities and may even present a conflict that the Hero must deal with.