Designed for level 2 ESOL learners to teach them the requirements to pass the Trinity writing exam and get them practicing the skills through creating a group digital story

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
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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.
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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?
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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’
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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.
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6. Click me
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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
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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!
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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!
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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.
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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.
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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.
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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...........
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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.
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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.
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22. Well
done for
finishing
the
lesson.
To tell me
how it
was for
you, click
here
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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
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24.  To give your opinion click on the
monkey!
 Start again
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25. Well Done!
Click to return
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26. Click to return
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