Урок 14

Writing consequences

This is a fun activity to create a group story. Each student needs a blank sheet of paper and a pen. If possible, sit in a circle shape to play. Each student adds one stage to the story then folds the paper to cover the information and passes the paper to the student on the right. At each stage, before folding and passing to the student on the right, give these instructions.

• 1 Write the name of a man. It can be a famous man or a man everyone in the class knows. (Depending on the group, allow them to put the names of class mates)

• 2 Write the name of a woman. It can be a famous woman or a woman everyone in the class knows. (Depending on the group, allow them to put the names of class mates)

• 3 Write the name of a place where the two people meet.

• 4 When they meet, he says something to her. What does he say? Students write what he says to her.

• 5 She replies to the man. What does she say?

• 6 What’s the consequence of this encounter? What happens?

• 7 What’s the opinion of the whole story? What does the world say as a comment?

The end result is a mixed up story that can often be amusing. Read yours as an example of how you want the students to tell the story. Then invite students one by one to unfold their stories and read them to the group. Depending on the level you can encourage use of connectors, reported speech etc. Jo Budden, British Council, Spain

Урок 15 Описательный абзац.

Descriptive paragraph

A paragraph is a series of sentences developing one main idea or topic. The first line of each paragraph is indented a few spaces to the right of the margin or separated by a double space. A paragraph may consist of a single sentence but usually it has more. They give details and reasons in support of the main statement, which is expressed by the topic sentence.

The topic sentence can appear in any part of the paragraph and it tells the reader what the paragraph is about. It is followed by a well-written body and, finally, by the concluding sentence. It once again reminds of the main topic of the paragraph.

Example:

John Glenn is one of America’s first astronauts. He was the first to try to go all the way around the Earth. He rode in the capsule of the spaceship. During flight he could sit up. There was a window in the capsule. He could see the Earth far below. John Glenn was the first American to orbit the Earth. Many others came after Glenn.

Task 1. Write a paragraph about a famous man. Think of the best place to put the topic sentence. Edit your work:

• Did you capitalize each sentence?

• Did you indent the first line?

• Did you use the right punctuation and spelling?

• Did you formulate your topic sentence well?

• Are all the sentences in your paragraph about one main idea?

• Is your writing clear and easily read?

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A simile is a comparison of two different objects using the words ‘like’, ‘as’ or ‘as if (example: sly like a fox, bright as a star.)

A metaphor is a comparison of two completely unlike objects without connecting words (example: Morning is a new sheet of paper). It is important to use imagination while writing similes and metaphors. They enrich your language by showing the reader a new, fresh comparison.

Task 2. Read the following descriptive paragraph. Say how Pumpkin looks/feels/sounds. Find the exact words, similes and metaphors.

Pumpkin is the biggest cat I know. She is also the gentlest. She loves people and purrs like a motorboat when she meets you. She is mostly orange, with one big white spot over her left eye and another in the middle of her back. Her coat is soft and smooth, and she always shines as if she had just had a bath.

Task 3. The computer mixed up all sentences in a tasty description of SNICKERS. Could you, please, help us to build it up again?

SNICKERS

• It tastes wonderful and nothing can compare with Snickers

• When I touch it, my hand feels a fat cold chocolate bar.

• It is so nourishing!

• And if you want to eat very much, you can eat only one Snickers and will be satisfied.

• It smells and looks delicious, like a mountain of ice cream in hot summer days.

• It is made from milk, chocolate, nuts and nougat.

• I want to tell you about Snickers.

• I can hear Snicker’s voice, when I eat it, because it crunches very well.

• I chose it to describe, because I like it very much.

Write down the whole story about Snickers

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