The world of our senses

 Do you like reading stories?  What kind of stories do you like reading? Why?  What are the common elements in stories? Plot Exposition Complication Resolution The sequence of events in a story who? where? when? why? the problem experienced by the characters how the problem is solved or how the story ends

Plot 1. Exposition 2. Complication 3.Resolution It comes at the beginning of the story and introduces the Setting and the main characters (Who? Where? When? Why/) It comes in the middle of the story and tells about the problems experienced by the characters. It comes at the end of the story And tells how the problem is Solved or how the story ends Skills building1: plotting a story

Put the paragraphs in the correct order. A I noticed Captain Lee …... This was my first trip after…... The ship sank but we manage …... As we stared out at the sea, …... The ship began to rock and …... Suddenly, the lightning came …

Decide which part each paragraph belongs to. Write E for exposition, C for complication or R for resolution. B E C C C C R

Step 1: completing a checklist 1. Part A : listen and complete the checklist. 1.The questions your teacher asks are for the beginning of the story middle of the story end of the story 2. You need to write about the ______________ of a girl. 3. The story must have a happy ending a sad ending a surprise ending Joining the storytelling contest √ √ special experience

Step 1: completing a checklist Part B: Listen and answer the questions. 1.What is the name of the main character? 2.Where did the girl go? 3.Why did the girl go there? 4.Who did she go with? 5.How did she get there? 6.What happened before the girl arrived at the museum? 7.What time of the year was it? 8.What time of the day was it? Sandy To the museum. To do a class project about art and history. Her classmates and teachers. By school bus. Sandy and her partner Li Feifei got lost on their way from the school bus to catch up with their classmates at last. Summertime. Late morning.

Possible example: It happened in this summer. One morning at about 10, Sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. They got there by school bus. When they arrived at the museum, Sandy and her partner Li Feifei were so busy looking around that they got lost. So they ran about, trying to find their classmates. Luckily they saw their classmates and caught up with them. Part C: Write the beginning of the story using your answers from Part B.

Skills building2: identify different elements of a comic strip Label the different ways of adding words to pictures speech bubbles thought bubbles sound bubbles caption

Label the different ways of adding words to pictures speech bubble thought bubble sound bubble caption

Label the different ways of adding words to pictures speech bubble thought bubble sound bubble caption

Label the different ways of adding words to pictures speech bubble thought bubble sound bubble caption

Step2: prepare a story with a surprise ending. A. Draw the correct bubbles around the words or actions and complete the captions for the pictures. sound bubble Sandy had ______ at the painting for so long that she began to feel sleepy. stared

sound bubble Suddenly, she ___ a tap on her shoulder. It was a man in a metal suit. felt speech bubble

thought bubble Then she _______ Mona Lisa singing. heard

thought bubble After that, she looked at a painting of some flowers. She was sure that she could _____ them. smell

speech bubble The girl in the painting jumped out and offered Sandy an apple. It ____ sweet. tasted speech bubble

Possible example: All of a sudden, a bell ringing, Sandy woke up and found herself sitting on a chair. She could see people were leaving. To her great surprise, she saw a big, red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight. B. Complete the story with a surprise ending.

Skills building3: using adjectives and adverbs in stories Adjectives: 2. to express physical and other qualities, our feelings and views 3. to express origin, necessity, frequency and degree of certainty 1. to describe a person or thing.

Adverbs: 1. to add more information to a verb, an adjective, a phrase or another adverb. 2. to express place, time, frequency, degree, manner and viewpoints. 3. to make comments, concentrate on a certain word or phrase and link clauses or sentences.

Step3: improving your story tired Sandy arrived at the museum at last. She was so _____ that she had to find a chair to sit on. Once she sat down, she noticed a ________ painting on the wall. She stared at it for a long time. So long, that she fell asleep. _______, she felt a tap on her shoulder. She looked up and saw a man on a horse wearing a metal suit. He was only a display in the museum a moment ago, but now he was _____ and talking to Sandy. She was so _________ that she ran down the corridor. From around the corner she could hear someone colourful Suddenly alive frightened

singing. She went to see who it was but she couldn’t see anyone there. Then she looked at a painting on the wall. It was the Mona Lisa. She was interested in the painting. To her surprise, Mona Lisa was singing _____. ‘My goodness,’ Sandy whispered, as she stepped ______. She walked so far back that she banged into another painting on the wall. She turned around and saw a woman in a ________ dress walking in the painting. The woman looked at Sandy and walked towards her. Sandy was sure she could smell the flowers. Then the woman offered her a big, _____ apple. Sandy was deciding whether she should eat it. ‘It looks ________,’ Sandy thought. She bit into the apple. It tasted sweet. loudly back beautiful red delicious

Homework: 1. Prepare a short story with a clear plot. 2. Finish the exercises in workbook.