Creating a narrative for ESOL level 2
- 1. Level 2 ESOL AND prepare for Task 3 Trinity Exam Objectives: Narrate events in the past (Sc/L2.4c) Listen to a narrative (Lr/L2.2a) Know the structure of a narrative (Wt/L2.4a) By Aliah Onur CAVC 1
- 2. This PowerPoint will: 1. Tell you what features you need to include in your story to pass your Trinity writing exam, Task 3 (Write a creative or imaginative narrative). 2. Give you instructions on how to create a Digital Story using Microsoft PowerPoint to practice the skills you need to write a narrative. 2
- 3. Informal language Using similes and metaphors Using extreme adjectives Using idioms Learn the structure of a narrative Instructions to use powerpoint for your digital story Test yourself What do you think of this lesson? 3
- 4. When writing your story, phrasal verbs can help you to sound informal. Phrasal verbs are a mix of prepositions and verbs to make a phrase with a new meaning. Take the quiz to see how many you know Click the picture Practice using phrasal verbs to tell a story. Use the following to tell a short story with your group. ‘get out’ ‘took off’ ‘cheered up’ ‘broken up’ ‘wrote down’ 4
- 5. Similes compare one thing to another and are introduced by the words 'like' or 'as', e.g. The wet mud was sticky like fudge cake. Metaphors compare one thing with another, but are not introduced by 'like' or 'as', e.g. The wet mud was sticky fudge cake. Examples of similes: The moon hung in the sky like it was on an invisible thread. The storm was as violent as a ranting bull. The wind was like a roaring lion shaking its mane. To change the similes to metaphors, take out the words ‘as’ and ‘like’: The moon hung in the sky on an invisible thread. The storm was a ranting bull. The wind was a roaring lion shaking its mane. 5
- 6. Click me 6
- 7. Match the regular adjective with its extreme adjective. Click on the correct answer. Cold a) Freezing b) Exhausted c) Shivering Hot a) Fantastic b) Boiling c) Terrific Interesting a) Fascinating b) Fantastic c) Brilliant Funny a) Fun b) Amusing c) Hilarious Old a) Ancient b) Very old c) Elder Ugly a) Hilarious b) Terrifying c) Hideous Surprising a)Marvellous b) Astounding c) Shocking 7
- 8. To write a good story you need to use extreme adjectives. What do you think is more interesting to read? ‘Yesterday, it was very hot, so I went to the park, but it was very crowded. There was a very big dog in the park and I was very scared when it ran by me.’ OR ‘Yesterday, it was boiling, so I went to the park, but it was packed. There was an enormous dog in the park and I was terrified when it ran by me.’ Instead of using ‘very’ all the time, we can use extreme adjectives. Do we use ‘very’ with extreme adjectives? No because the adjective is already ‘extreme’. TASK: Look at your classmates and things in the classroom. With your group think of ten more extreme adjectives to describe them! Use full sentences! 8
- 9. An idiom is an expression where the meaning is not predictable from looking at each individual word. Tell your group any English idioms you know. Do you know any in your language? Can you translate them for your group? Click here to learn some idioms! 9
- 10. Now that you know what language to include in your story to make it effective, you are ready to plan. Think about what makes a good story with your group... 1.A beginning 2.A problem 3.A resolution The following slides will show you how to plan your story. 10
- 11. A good writer will ask themselves the following questions: Who, What, When, Where, Why, How ????????? You need to set the scene by telling us when and where it is happening. You need to introduce us to your characters. 11
- 12. This is where a small problem will occur that affects the characters, time and setting of the story. For example in ‘Titanic’ a poor man falls in love with a rich woman and he knows they can’t be together. 12
- 13. This is where the characters think they have solved the problem (In ‘Titanic’ the rich woman falls in love with the poor man) Until........... 13
- 14. This is where a problem occurs that is worse than the previous problem. With your group think of any problems that have happened in your favourite movies or stories. For example, in the ‘Titanic’, the ship hits an iceberg, sinks and many people die, including the poor man. 14
- 15. This is where the problem is really solved and the story ends! Tell your group about your favourite movie/story ending. Task: Use the slides to help you plan your group story. When you have finished, use the checklist to listen and give feedback to another group story. 15
- 16. 16
- 17. 17
- 18. 18
- 19. 19
- 20. 20
- 21. 21
- 22. Well done for finishing the lesson. To tell me how it was for you, click here 22
- 23. After your group has planned the story, tell it to another group and listen to theirs. Exchange feedback based on these questions. Ask yourself: 1. Did they describe their characters well enough? If yes how did they do that? If no what could they improve? 2. Did they mention where and when the story takes place? 3. Could you identify the problems and their resolutions? 4. Listen and note any extreme adjectives. Were they used appropriately? 5. Was the language they used informal? How do you know? 6. Did you hear any similes or metaphors? Well that’s it! Well done for completing this online lesson! Please give me feedback on how it went for you! If your teacher tells to you to begin your digital story now, instructions are here 23
- 24. To give your opinion click on the monkey! Start again 24
- 25. Well Done! Click to return 25
- 26. Click to return 26