Ks2-Year 6

English - Fiction

KS2-Year 6
English

Fiction

Name
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Teacher Me Checklist Teacher Me Checklist

Use more figurative I have used correct

language punctuation
I have used sensory words to I have used advanced
make it vivid punctuation such as; - — ()
…:
I have described the I have used sophisticated
characters and the setting vocabulary that suits the
topic
Write a proper dialogue: I have used proper sentence
• Used synonyms for said structure:
and a description of the • Correct tenses
characters • Subject and verb agreement
(physically) and/or their
actions.
I have used show don’t tell I have ideas expressed
technique clearly
I have varied my sentence I have organised my text and
structure (simple, compound, placed the events in
complex) chronological order
I have used relative clauses I have double checked my
spelling
I have used sentence openers I didn’t translate Arabic into
English
I have written a proper I have created an
ending introduction that hooked the
reader (used one of the four
techniques)
 The best thing in your writing is that (www)
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 Even better if (EBI)
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Grading Rubric

Total Spelling Sentence Text Content

structure & Structure
Punctuation
25 3 7 7 8

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Features of different Fiction Genres

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Fiction Writing Techniques:

1- Short unconnected paragraphs:
• To emphasise on exciting part of the story
• Shows a change of place
• It shows a change of action or situation
• To introduce a new character
2- Short sentences:
• To create a sense of speed
• Mirror the actions and thoughts of characters
• To build the tension
3- Imagery:
• Adds to the reader’s imagination (made me feel I am there)
• Create suspense and tension (It added to my fear)
4- Ways to build up tension:
• Short sentences
• Using grabbing sentence starters (Suddenly, out of nowhere….)
• Imagery
• Not knowing source of danger (who’s screaming? who’s shadow is it? ………)
• Repetition of words
• Use of hyphens to extend (N-o-o-o-o)
• Use of exclamation marks
• Description of the character’s emotions
• Use of powerful verbs, adjectives (screamed, froze, exciting ……..)
• Use of the reactions of the crowd
• Using Block letters
• Ellipses ( to indicate a pause, to hook the reader, if only she had … oh)

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SETTING DESCRIPTION

 A good setting description should create a vivid image in the reader’s

mind; thus, it should address the reader’s five senses by including
sensory details.

 Here are some examples of vivid descriptions of different settings:

Vivid Description of the sea

Colour of the sea: The sea was jewel-blue. The beach was flax-gold.
The sky: The sky was like a curtain of silk.
The horizon: The horizon was a line of silver.
Sea sounds: The sea song of the waves soothed me.
Motion: The waves were rippling gently.
Salt smell: The air was pregnant with the smell of salt.
Sensations: It was a heart-warming experience. The sun toasted our skin

1) The sea was like a blue rippling blanket. Squabbling seagulls flew overhead,
harassing the beachgoers in their endless hunger. The horizon was edged with a
silver tint while the waves in the distance were like white creases on a vast
bundle of velvet and the lolling of the yachts is both rhythmic and mesmerising.

Vivid Description of a forest

The forest was nut-brown.

The twigs were crunching under my feet. auditory
The trees were the towers of the forest guarding the forest. Metaphor/visual
The morning rays shone like silver petals.
Nuts were scattered on the floor of the forest.
The smell of the forest was springy. olfactory

1) The enchanted forest summoned me into its pulsing heart. The deep,
haunting rhyme of its ancient song called out to me. With a light heart, I plunged
into the forest. The forest was nut-brown. The grass was crispy under our feet.
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We looked up and the trees were skyscraper tall. Hares were scampering away
from us up ahead. The morning stars were shining like silver snowflakes. The
peace of the morning was soul soothing. The forest’s smell was fresh and
organic. We picked some wild pears and they were meadow sweet.

2) The forest we entered was oak-brown. The grass we stepped on was crackly
beneath our feet. We were in awe (amazed/
hypnotized/fascinated/mesmerized) of the size and majesty of the trees. Their
knotted arms rose ever upwards, as if guarding the forest. They were like
ancient fortresses that stood proudly.

Vivid Description of a river

1) The river was a sleeping cobra. It lay across the land in smooth seductive
curves, beautiful in the morning light. The gentle murmur of the water lured
you, yet behind its serenity, it hid a myriad of dangers. The boat we were in
looked like it would simply be our coffin.

2) After so many months of no rain, the river was barely a stream moving.
There was no wading over it, no swimming, no jumping in, we could step across
it and still have dry feet. The marsh plants on the banks were wilted and weak.
The edges of their blade-like leaves were yellowed where they should be green.

Vivid Description of rain and storm

1) I looked out the window. The sky was tar-black and the large pillows of cloud
were forming, blotting out the old-gold colour of the sun. I heard a tapping on
the window and then it became a pitter-patter. I could hear the murmuring of
the rain through the window. It sounded like the buzzing of angry bees.

2) Storms brewed on the cold horizon promising nothing but winds and heavy
rain. The rain lashed down like a whip, and the wind was unleashed. Thunder
rolled/cracked across the sky, seeming to crack the world in halves and reveal
the fury of the gods. (lightning flashed/ struck across the sky)

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3) Thunder rumbled in the distance and a bolt of lightning cracked the sky into
halves. The terrible tune of the wind and the gushing of the rain went in
unison/harmony, creating a scary symphony. The rain showed no sign to cease;
the inception of the storm had only just arrived.

4) The wind screamed. Rain fell as stones. The trees moaned as they bend
because of the harsh wind. The rain and wind were wicked, destroying anything
and everything in their way.

Sense of sight in a place

Dust, cobwebs, sheets on furniture, broken tables, chairs, windows, lamps,

peeling wallpaper, gaps in the floorboards, holes in the walls, flickering lights,
chandelier with broken strings of crystals, broken glass on the floor, spiders,
cockroaches, rust, ripped curtains, shadows, gloomy staircases, old portraits &
paintings, cracked walls.

Sense of sounds in a place

footsteps on the stair, creaking doors, window shutters rattling on the outside,
rustling paper through a broken window gap, words whispered in ear, screams,
crying, wailing, laughter, glass smashing, the scrap of a chair moving, the
scratch of tree branches scraping at the windows, rats squeaking, heavy
breathing.

Sense of touch

A phantom hand on the shoulder, the puff of breath on the earlobe or the back
of the neck, the sensation of being grabbed on the arm, pushed, pulled, pinched,
poked, slapped, burned, icy cold, hair rising on arms or the back of the neck,
chills, shivering.

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Setting description

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Planning Frame
Choose one of the following scenarios and try to write the opening of a story that feels very
believable to the reader
Task A

An ice-castle built high in the mountains of a

kingdom called “Xeron”. A white snow leopard
guards the entrance as a stranger approach.
Describe the scene.

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Task B At the beach

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Decode Narrative Features

Answer the following questions:

Where had Kirsty been?

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What do we know is made of leather?
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Which two signs indicate that the driver is likely to refuse to take kirsty before he
speaks?
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How many paragraphs begin with a verb?

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1. What could be the moral of this story?
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2. Who has given Kirsy advice?
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B) Choose the correct answer:
1) What is the purpose of the ellipsis used when Kirsty speaks to the driver for the first time?

a) Something has been missed out b) There to follow is information to follow that is not
included

c) The dialogue is important e) The passage of time

f) None of these

2) How is the driver feeling?

a) angry b) uncomfortable c) happy d) rushed e) tired

3) What is the meaning of "pallor"?

a) pale colour b) mist c) beard d) poor e) friend

Developing Elaboration with showing sentences.

Show, Don’t Tell
“Show, Don’t Tell” is an important rule when it comes to writing your story, it is the
magic technique that breathes life and energy into any story.
The single best piece of advice you can receive to become a good writer is “Don’t
tell me, show me.” Don’t tell me the character is angry; show me that the character
is angry. Don’t tell me that the character had a good time at the party; show me how
the character had a good time.
This is The First Rule of Writing
Show, Don’t Tell. Yeah, that sounds easy, but what, exactly, does show mean?
Show, don’t tell — Show, don’t tell — Show, don’t tell...
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It’s a phrase that writing teachers throw at their students — but do they really get it?
It’s important to understand the profound difference between showing and telling in
your writing.
Telling sentences tell us something. They give information but it is general, non-
specific, and often vague. They don’t involve the reader. Telling sentences are
written in a dull and lifeless manner. You leave out the action, emotion, and sensory
detail—all the vital ingredients that make the reader believe in your story. “Telling”
is a way of communicating facts to the reader— the wrong way. The right way is to
“show” information through the use of action, dialogue, and the five senses. (If
you’re still confused, please read on and let me “show” you what I mean.)

Showing sentences show us - they describe the scenes and actions; they help us see
by using clear, specific details to create clear, strong pictures in our minds.
Showing sentences dramatise the events of your plot. The reader experiences the
story as if he’s right there, participating in the story. In his imagination, he becomes
the character. A showing sentence has a different “sound” and “feeling” when you
read it.

Look at the following examples:

1) First Example
Telling sentence: Jack was afraid.
Showing sentence: As the footsteps tapped closer and closer, Jack felt his stomach
muscles tighten. He flattened himself to the wall, the gritty bricks against his cheek.
Sweat chilled his palms. He used both hands to steady the gun.
Notice in the “telling” sentence, we’re given information, but in a way that doesn’t
involve us in any scene. It’s as if we’re sitting in that movie theater, staring at a
black screen and growing increasingly annoyed by our inability to see what’s
happening.
In the “showing” sentence, however, we live through the scene along with Jack. We
hear the tap of footsteps.
We feel the tension in his stomach, the cold dampness of his hands, and the grittiness
of the brick. We see the gun in his shaking hands. We live his fear, rather than
merely being told of it.

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And along the way, something miraculous happens: Jack becomes a real person.
Even if he’s the bad guy, we can identify with him because we experience his fear,
and fear is a universal human emotion. We want to turn the page and find out what
happens to Jack. This is the power of “showing” instead of “telling.”
So what is the secret to “showing” a scene? It’s beautifully simple. Use specific
details.
Specific details breathe life into your story. They stimulate the reader’s
imagination, so he can project himself into the -scene and become a part of it.
Jack was afraid. It’s lazy writing.
The reader won’t feel the emotional impact. How much better it is to “show” the
emotion through action, the five senses, and dialogue.
2) Second Example
 Telling sentence: Dave thought Brenda was acting secretive.
 Showing sentence: Brenda slammed his dresser drawer shut and spun around,
her hands hidden behind her back. Her lips jerked into a stiff smile. “Dave! I
thought you wouldn’t be home until six o’clock.”
So now you have the idea, right? We need details. We need to know thoughts,
feelings; we need to see, hear, feel, smell and taste your story. Learn how to put
details in your writing. Did you ever wonder why you remember the characters in a
book? Or what made a story especially memorable? By combining many elements of
writing, you can learn how to write good stories and essays. You have to use the
senses, avoid boring dialogue, and write memorable descriptions.

3) Third Example
 Telling sentence: Mary was a pretty girl, with blue eyes and blond hair.
 Showing sentence: Mary’s blue eyes glistened with joy, her blond hair
bouncing with each step.
4) Fourth Example
 Telling sentence: Molly is a wonderful person.
 Showing sentence: Molly is always there when anyone needs her. She’s the
first to arrive with a casserole when someone is sick, the first to send a note of

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encouragement to those who are troubled, the first to offer a hug to anyone --
man, woman or child -- at anytime.

5) Fifth Example
 Telling sentence: It was very dark inside.
 Showing sentence: I held my hand in front of my eyes but couldn’t see its
outline. The walls were invisible and it was impossible to see the bottom of
the steep stairs.
6) Sixth Example
 Telling sentence: The pizza was delicious.
 Showingsentence:
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7) Seven Example
 Telling sentence: The house was haunted.
 Showing sentence:
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8) Eight Example
 Telling sentence: Eating healthy is good for your body.
 Showing sentence:
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9) Ninth Example
 Telling sentence: I was really mad.
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 Showing sentence:
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10) Tenth Example

 Telling sentence: Jim was so angry that Blair was afraid.
 Showing sentence:
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11) Eleventh Example

 Telling sentence: The weather was bad.
 Showing sentence:

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WRITING

EXERCISES
Now you try it! Write a showing sentence about
each telling sentence.

19) The class is terrific.

20)The car was old. 1) Lisa is a spoiled child.
21) The date was romantic. 2) My mother/father is a wonderful person.
22) My grandmother looked sad. 3) She is a talented musician.
23) She is creative. 4) The party was great.
28) My room is a mess. 5) My mother bugs me.
29) The food at the party was incredible. 6) He eats like a horse.
30) The weather made me homesick. 7) He looked guilty.
31) The speaker got everyone’s attention. 8) The child was a brat.
32) They lived happily ever after. 9) The abandoned house was scary.
33) The streets were crowded. 10) School is boring.
34) The book was intriguing. 11) My friend was angry.
35) Camping is a rewarding experience. 12) My dog is cool.
36) The relationship changed. 13) She acted older than her age.
37) The loss was devastating. 14) The trip was fun.
38) The climb was exhausting. 15) She changed.
39) The concert was disappointing. 16) A student’s life is hard.
40) The living room was a warm, inviting 17) The new student was lonely.
place. 18) The substitute teacher was strange.
41) The city was beautiful. 24) The test was difficult.
42) My friend was steaming mad. 25) The place was weird.
43) The drive in the car was uncomfortable. 26) She has a fantastic personality.
44)1 have a dream. 27)1 was embarrassed.
45) Those girls are snobs.
46) Reading is important.

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WRITING ASSIGNMENT — SHOW, DON’T TELL

Telling sentence # _____
Showing Sentence:

Telling sentence # _____

Showing Sentence:

Telling sentence # _____

Showing Sentence:

Telling sentence # _____

Showing Sentence:

Telling sentence # _____

Showing Sentence:

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CHARACTERIZATION
 Characters are people or animals in a story.
 DO NOT TELL DIRECTLY ABOUT THE CHARACTER; SHOW THE
CHARACTER.

TELL:
Mr. Dave was a mean teacher; he hated the students.
SHOW:

With his evil stare, Mr. Dave sent chills down the children’s spine. He was like a
hungry dinosaur that wanted to feed on them,

“Get your H.W out, you lousy lot!” he roared like angry thunder.
Speech
• Indirect Characterization shows things that reveal the
personality of the character. Thoughts

“Good morning, little angels,” whispered Ms. Linda with a beaming Effect on others
smile on her charming face. The children’s eyes glistened and Actions
sparked as they watched her move around. “Have you had trouble
Looks
with your H.W?” she asked as she patted Jessy’s shoulder. The aura
of kindness around her hypnotized the children.”

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Vivid Description of monsters

1) This phantom was close. Very close. At first its whisper was like the soft
murmur of the wind in the trees. Then, as the ghost became clear, more sharply
focused, the whisper became an eerie rasping voice. Moaning… Groaning. Now
we could see the form of a man with a silvery ragged line across his neck and
cold, soulless eyes.
2) The monster was a predator. His frontal eyes were better than any hawk and
his teeth sharper than steak knives. He moved in the shadows until his victim
was in reach and then the tentacles would shoot out and pull them into his
mouth. For the most part, those poor victims didn't even have time to call out
and all one could hear was the crunching of bones.

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Sensory Details Worksheet

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Genre Worksheet 1
Directions: Read the descriptions of the texts. Look for details that reveal the genre. Write the genre and
subgenre on the lines and write a sentence explaining your answer.

1. The Hard Way Out by Terry Vaughn

In this novel, Brian is struggling. After losing both of his parents in a tragic car accident, Brian is
living at his Aunt's house and sharing a room with his cousin. Basketball is his only escape. But
after getting benched for low progress report grades, Brian's world shatters. Does he have it in
him to improve his grades? Will Brian come to peace with his emotions? Can anyone help him?

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

2. Newton's Law by Morton Mallon

After a life of studying the nano-transportation sciences, Professor Melton stumbles upon a major
breakthrough. On April 20th, 2042, Melton discovers a way to transport particles at light-speed across
fixed distances. Now he can teleport from one location to another. But Professor Melton soon discovers
that there is no such thing as a free lunch. He learns that the body ages relative to the distance travelled,
not just the time. This means that a teleporting body ages very rapidly. Can Melton solve this problem
before his time is up?

Genre: ___________________________________ Subgenre:_____________________________

Explain your Answer

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3- Intermediate Math Problems for Students by M. Colwell

This workbook explains how to perform basic mathematical operations, like double-digit addition,
subtraction, multiplication, and division. It also explains fractions and decimals.

Genre: ___________________________________ Subgenre: ____________________________

Explain your Answer

4. "If a Tree Falls" adapted by Stan Tanner

This is the very short story of a buck. The buck was admiring his horns in the water's reflection and feeling
bad about his skinny legs. Then a hunter tries to kill him. As the buck tries to escape, his big horns get stuck
in some tree branches, but his skinny legs manage to pull him free. The moral is that what is truly valuable
is often unappreciated.

Genre: ___________________________________ Subgenre: ____________________________

Explain your Answer

5. The Tinfoil Key by Rob Burnside

When young Ian Bradley accidently switches suitcases with an intergalactic space explorer, he ends up
going on the trip of a lifetime. Now that he's left holding the bag, Ian must deliver it to the light scientists
on Gamma Outpost 9 in time. Every life form in the galaxy is unknowingly depending on the success of
Ian's efforts.

Genre: ___________________________________ Subgenre: ____________________________

Explain your Answer

8. "Rapunzel" adapted by Craig Hooper

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Once upon a time a young girl named Rapunzel was running an errand for her mother. An evil witch
kidnaps Rapunzel and imprisons her in the tower of a castle. After years in the tower, Rapunzel grew long,
beautiful hair. Having seen nobody but the evil witch her whole life, Rapunzel is very lonely. One day a
prince wanders by and climbs up her hair. The witch doesn't like this and action ensues. Eventually the
prince and Rapunzel live happily every after.

Genre: _________________________________ Subgenre: _____________________________

Explain your Answer

Genre and Subgenre Worksheet 2

Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how you
got your answer.

Fiction: science fiction, historical fiction, and realistic fiction

Nonfiction: autobiographies, biographies, informational writing

Folklore: myth, fairytale, legend, tall tale, and fable

1. Journey to the Centre of the Earth by Jules Verne

The story of a German professor who believes there are volcanic tubes going toward the center of the
Earth. He, his nephew Axel, and their guide Hans climb down a crater and have many wild adventures,
encountering dinosaurs and prehistoric man. They eventually return to surface again in southern Italy.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

2. Sleeping Beauty retold by Charles Perrault

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A beautiful princess pricks her finger on a sewing needle, after being cursed by a wicked fairy. The princess
falls into a deep sleep. One hundred years later, a prince fights his way through the enchanted forest and
awakens the beautiful sleeping princess with a kiss.

Genre: ___________________________________ Subgenre: ____________________________

Explain your Answer

3. The Reign of Attila the Hun by Ed Reaves

Attila the Hun was the scourge of both the Eastern and Western Roman Empires in the 440s and 450s. . He
invaded and conquered territory in what would now be considered France and Italy, terrorizing the
countryside along the way. This text tells the story of Attila's life.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

4. No Way In by Patty Slate

High school student Darren Banks is sick of being a viewed as a nerd. Darren enlists the help of his older
cousin Tyrone to help him learn to dress, walk, and talk. With Tyrone's help, Darren soon climbs to the
peak of high school popularity, but in his quest to become someone else, will Darren forget who he was?
Find out in this exciting novel.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

5. The Big Book of Science, Grades 5-6 by Mortini School Publishing

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This science book for grades 5 and 6 puts the "fun" in "fundamental." Students complete a variety of
exercises to develop their science skills using materials that can be found at home. This version contains
over 62 practice activities.

Genre: ___________________________________ Subgenre: ____________________________

Explain your Answer

6. The Fox and the Grapes retold by Aesop

One day a fox came upon a grape orchard and found a bunch of beautiful grapes hanging from a high
branch. "Boy those sure would be tasty," he thought to himself. He backed up and took a running start,
and jumped. He did not get high enough. He went back to his starting spot and tried again. He almost got
high enough this time, but he still could not reach the grapes. He tried again and again, but he just couldn't
get high enough to reach the grapes. Finally, he gave up. As he walked away, he put his nose in the air and
said: "I am sure those grapes are sour anyway." It is easy to hate what you cannot have.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

7. Bump in the Night by John Fox

Fox tells the story of the fictional John Potter, a seasoned Union soldier who gets captured by Confederate
forces during the American Civil War. Potter undergoes some of the most dreadful conditions imaginable
while detained in a Confederate POW camp, but he soon makes friends with a Confederate guard who
helps Potter survive as they realize that their differences are not as striking as their similarities.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

9. A Princess of Mars by Edgar Rice Burroughs

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When John Carter finds gold in Arizona, he makes enemies with some Apache warriors. While attempting
to escape from these warriors, Carter hides in one of their sacred caves and is mysteriously transported
to Mars. He finds that he has great strength and superhuman agility in this new environment as a result of
its lesser gravity. He soon falls in with a nomadic tribe of Green Martians and thanks to his strength, speed,
and fighting skills, Carter rises to a high position in the tribe. When the Green Martians capture Dejah
Thoris, princess of the humanoid Red Martians, Carter can't help but to be taken with her beauty. He will
have to make some tough decisions in the exciting novel.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

10. The Reading Times published by the Mortini Group

This periodical contains strategies for teachers and students to improve reading comprehension skills.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

11. The Silver Cross by Steve Stark

This novel tells the story of a fictional American teenager named Henry Cross. Against his mother's wishes,
Cross enlists in the fight against the Germans in World War II. At first he is frightened and ineffective in
battle, but after making friends with an elite sniper, Cross learns to overcome his fear in battle and become
a better solider. Soon Cross is a war machine, but sometimes soldiers have to make difficult decisions
concerning the lives of others. Will Cross make the right decision when he runs into just such a situation?
Is there a right choice for Cross to make?

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

12. African Creation Story by unknown

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According to this Bakuba account of the world's creation, the Earth was once just darkness and water and
it was ruled by the giant Mbombo. One day Mbombo felt some sharp pains in his stomach, which caused
him to vomit the sun, moon, and stars. The sun's rays evaporated the water covering the Earth, which
created clouds, and soon the dry hills emerged from the water. Still feeling some pains in his stomach,
Mbombo vomited again, this time expelling the world's first man and woman, all of the animals, the trees,
falling stars, the firmament, and lighting.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

13. Shooting for the Moon by Lance Legstrong

Lance tells the true story of his own adventure into outer space. Legstrong was once an underachiever
with a troubled past, until one day a teacher influences him positively. Lance describes how he worked
hard from that point on until getting accepted into an experimental NASA space program and going to the
moon. Lance shares with readers the many life lessons he has learned in this exciting text.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

14-The Most Exciting Moment of My Life by Mr. Morton

Mr. Morton, in a five paragraph narrative, tells the true story of the most exciting moment in his life: when
he went to a reading workshop near downtown Chicago.
Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

15. Sir Gawain and the Green Knight by unknown

Sir Gawain is King Arthur's nephew, and this is the story of how Gawain met a challenge from a giant
knight dressed in all green armor. The story is very serious and is told as though it was true; many people
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believe that King Arthur was a real person, but this story is probably not true. If it were true, it has been
greatly exaggerated.

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

16. U.S. History by Mortini Publishing Group

This textbook tells the history of America, from the Revolutionary War to the Iraq War.

Genre: ___________________________________ Subgenre: ____________________________

Explain your Answer

17. The Rising by Lindsay Logan

When Sheila moves to a new school in California, she has some trouble fitting in with the other kids. She
cannot afford the expensive clothing that the other kids wear and she does not have the newest cell
phone, but she does have a good heart. Will a chance run-in with a celebrity whom Sheila admires give
Sheila the confidence she needs to adapt to her new environment?

Genre: ___________________________________ Subgenre: _____________________________

Explain your Answer

Story planner (Use words or pictures or both to plan your story)

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How the story - Setting Description Character Audience

starts Description (who is the story to
be read by?)

Ending BANG – 2nd thing 1st thing that

big event happens happens
that

Context clue
Main Clue Character Point Extract
‘Shiffled’ suggests he The man is old or The man shuffled towards the rundown
cannot walk well — infirm. house.
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because he is either old

or ill

Rita sat on the bottom step and placed

her head in her hands.

He sat outside the room and again

touched his collar, then his tie.

Kay moved quickly from the armchair

to her desk. There she began writing
frantically.

As he listened to the student’s story, Mr.

Parker’s hands tightened

Using description to reveal more about a character

Small details of description can be a really good way of telling your reader about your
characters.

Example 2 Example 1
Serena sat in her Porsche. Serena sat in her car.

We begin to make judgements about We only know what she is doing.

Serena’s background her 1ifestyle and
wealth.

What about?

Serena shifted uneasily in her Porsche. She looked in the rear mirror and
lowered her head suddenly as if she were reading a book or magazine.

We learn about:

● Serena’s attitude (she seems nervy, worried)

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● Her lifestyle (her Porsche)

● Her behaviour (but the writer keeps us guessing - what has she seen in the mirror? Why
is she biding her head?)
You can use all kinds of description to illuminate character:
Appearance
• Serena’s sunglasses hid her concern.
• Her mouth turned down at the edges.
Setting
• The traffic roared past as she sat there (showing that she is isolated).
• The sky darkened (suggesting danger).
Actions
• She trapped her fingers rapidly on the dashboard (suggesting nervousness)
• She fumbled beneath the seat for her briefcase (“fumbled” suggests that she’s in a rush)
Bystanders:
Bystanders are other characters. You can use them to give information about your main
character, or to show her from a different viewpoint:
• The man cleaning the window of the shop watched her light a cigarette.
• Jane Tate, walking to work, noticed a woman in sunglasses in a smart car and thought
no more about it.
Hints
• Keep your details brief and precise — not great slabs of description.
• Keep description visual — appearances, textures, colours, movements — to help the
reader see the scene.
• Give specific details, e.g. “a Porsche”, “a Vaughn” rather than “a car”.
Details like this can tell us about a character (“He ate his half-melted KitKat” is more
interesting than “He ate his chocolate bar.”).
Remember to:
• get some action into the description — make people or animals do something
• make up some dialogue to change the rhythms of the writing.
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• avoid using the verb “to be” (‘was’/’is’) too much

• choose words that create pictures in the reader’s mind
• use similes if appropriate

Jenkins was sitting in a seat in an aircraft. He was wearing a navy blue suit, though he wished
that he had taken off his jacket. He had a tie on that had the logo of his company on it. It was
an unusually hot day for Heathrow in the spring. The pilot was waiting for clearance to take
off. The cabin crew had sealed the doors and were walking up and down to check that
everyone had fastened their seatbelts. A man near the back was sweating and closing his
eyes. A child at the front was yelling. Jenkins (got out his newspaper and thought what a long
flight it was going to be.

Why I would cut /change this text?

Making places seem real

Setting is one of the most important ingredients in a story. The power of words
allows the writers to set their scenes anywhere — in this world, in the past, in the
future, in the outer space. All the reader needs’ is imagination.
Your setting could be a long bus queue on a wet night; an eerie burnt-out cottage in a
wood; a busy football stadium; an empty theme park in winter the inside of an alien
space craft; on your own kitchen.
To make places seem real, describe a place you know how it looks like. Try to use
places you know or adapt places that suit your stories.
Concentrate on the way you give your description. Don’t start by saying,
“There was ….... It was …... There were ….....” That would be a dull description.

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Take this example — the opening of an imaginary story set at a funeral. It ought to
be a gripping opening, but notice how passive descriptions get in the way:
It was a bitterly cold day. Everyone was in black. The cars were black too.
There were people standing around in a group waiting for the coffin.
Crows were flying in the sky. It was really eerie.
This is a terrible opening. Notice:

● How many sentences start: “it was ... there were ……”

● How the use of the verb “to be” (was and were) reduces the power of the
description — it isn’t active enough.

● How the writer tells us that it was eerie rather than showing us

Now look at the way a brilliant writer brings the scene to life.
Opposite is the opening to Susan Hill’s novel, Mrs de Winter.

The undertaker’s men were like crows, stiff and black, and the cars were black, lined up
beside the path that led to the church: and we, we too were black, as we stood in our pathetic,
awkward group waiting for them to lift out the coffin and shoulder it, and for the clergyman
to arrange himself, and he was another black crow in his long cloak.
And then the real crows rose suddenly from the trees and from the fields, whirled up like
scraps of blackened paper from a bonfire and circled caw - cawing above our heads.

● Scene contains movement and action — the undertakers, the crowd of onlookers, the
clergyman and the crows. We wonder who they all are and why they are here.

● ‘black’ repetition of emotive words adds to tension

● “like crows — like scraps of blackened paper” Similes help us to visualise the scene
really powerfully.

● “another black crow” vocabulary is simple but powerful

● “Suddenly” Use adverb ‘suddenly’ creates tension — something that breaks the
atmospheres.

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● “Bonfire” image for the ‘blackened paper from a bonfire’ is very effective - suggesting
danger and creating a strong visual picture.

● “Caw-cawing” The movement of the crows and the way the writer imitates their sound
makes them seem menacing. (onomatopoeia).

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Understanding Tone

In a text, the author’s tone is the attitude that the author has toward the topic
or audience. We can identify the author’s tone by looking closely at word
choice.

Words to describe tone

playful depressing sad
delighted disgusted peaceful
optimistic gleeful nervous
guilty formal informal
longing satisfied calm

Read the excerpts below. For each one, identify a tone.

Tone:
Oh Shenandoah,
I long to see you,
Underline words that
Away you rolling river. reveal the tone.
Oh Shenandoah,
I long to hear you,
Away, I'm bound away,
'cross the wide Missouri.
You can try, but you will fail
To catch me as I run!
Tone: Here and there and everywhere
Evading everyone.
My cookie legs will carry me
Underline words that Far, far out of town
reveal the tone. Where I will start a new
life All ginger-y and brown.

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Tone:
Dark brown is the
river. Golden is the
sand.
It flows along for ever, Underline words that
With trees on either reveal the tone.
hand.

Green leaves a-
floating, Castles of
the foam,
Boats of mine a-boating—
Where will all come home?

Tone: I couldn’t blame them. They

had seen no battles, but the
invisible arms of the war had taken
Underline words that their men and their hope. Every
reveal the tone.
.face I saw was angry and bleak

The anger rose in me for a

moment. I hadn’t asked for the war. I
hadn’t wanted to leave my family for
years and to travel so far away. What
did I have to show for those years? A
woolen blanket, a cooking kettle, a
lucky stone, and stories of what I had
seen—the good and the bad. Too
.bad I couldn’t eat stories

Which text did you find most intriguing or interesting? Why?

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Different Story Beginnings

The first paragraph creates the first impression and you need that to be effective. In order for
your story to be effective, avoid the following beginnings:

⮚ Once upon a time.......

⮚ Many years ago.......

⮚ This is my story about.......

⮚ Hi! My name is .......

⮚ One sunny day .......

Instead, use one of the following techniques to start your story

Start off the story by having the main character ……..
I. DO SOMETHING (Action)
Put the main character in the setting doing something relevant. For example, begin a sea adventure
on the beach with the main character walking along the beach looking for killer whales.
E.g.
I tasted the salty sea air as I walked across the sand finding the perfect spot to view the killer
whales.
Or
Suzan was on her way to the school’s welcome party when all of a sudden ……..
II. SAY SOMETHING
(Say something using exclamation or (dialogue)
Begin the story by having the main character saying something relevant.
E.g.
“This is the perfect spot to see the killer whales!” I said as I walked towards the rocky outcrop on
the beach.
Or
“Hey! Wait for me,” Debi screamed at the top of her voice trying to catch up with Suzan- the
fastest person on the face of the earth- while they were heading to school to attend their welcome
party.

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III. THINK OR FEEL

Begin with the main character expressing thoughts or feelings about an important aspect of
the story.
E.g.
I had a strange feeling in the pit of my stomach that today we would see the whales.
Or
Never was Suzan excited about something as she was about her long -awaited welcome party.
She knew it would be the perfect opportunity for her to make new friends.
IV. HEAR A SOUND
Let an unusual sound draw the reader into the setting or action of the story.
E.g.
Woo! Woo! The wind howled across the sand stinging the back of my legs as I looked for the
perfect spot to see the whales.
Or
“Whew! That was a long walk, wasn’t it?” exclaimed Debi while she was fixing her dress and
tossing back a stray strand of her long blonde hair.
Activity sheet: three bad openings
Choose one or two of these story openings and rewrite them to make them more interesting. Then in
the box below, write two or three sentences explaining the changes you have made.

C B A

“I cannot tolerate this any Mrs. Newgate knew that The sea was really deep and I
longer,” said Todd and he something was wrong when felt a bit afraid of walking
walked out of the room in a she heard a rather strange further down the beach into
huff. sound that she hadn’t heard it.
before and worried what it
might be, so she decided to
go downstairs and
investigate.

Rewritten version Rewritten version: Rewritten version:

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Commentary: Commentary: Commentary:

Writing Powerful Endings:

ENDINGS
At the end of a story you could……..

⮚ Describe or show the character’s feelings

⮚ Provide a moral

⮚ Show what the characters have learnt from their experience or want
from the future

⮚ Mention some object or detail from the story.

⮚ Make a link with the beginning

● Novel endings could tie up all the loose endings, or tell us what happens to the main
character, but it mustn’t be a happy ending.

● Short stories leave us surprised or disturbed at the end.

● There could be twist at the end that we didn’t expect.

● Endings could leave the reader surprised, laughing or impressed.

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The worst ending you could ever write, is what you realise at the end that it
was all a dream. This is considered a cheap way of finishing the story as all the
tension immediately evaporates.

Here are some alternatives:

1. Open-ended endings
Leave the reader to work out what happens, giving hints on what might have happened using words
that stick in their memory for a few minutes.
Example
We looked again at the horizon. There was definitely — just a speck – floating towards us.
2. Dialogue
A character can say something that hints at what happen in the future.
Example
‘Okay,’ she said. ‘Maybe tomorrow.’

3. Shock tactics
This could give a twist at the end of the story.
Example
As he moved his hand finally to switch out the light, he realised in a sickening second that he was
no longer alone. His old friend was back.
4. Description:
You could get a powerful effect by changing the focus away from your character to something in
the setting.
Example
‘No,’ said Ralf. He looked away.
A gust of wind lifted the branches and a scattering of red leaves fell slowly to the earth.
Building tension:

● When you build tension, you keep the reader curious to know what will happen next without
keeping him too long as it will be boring then.

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● This is greatly used in thrillers and mysteries.

How do you build tension?

1. Sentence type
Short sentences — used carefully — can build tension. Their rhyme can create a feeling of worry
or threat.
Example
Arnanda is walking home. It is just starting to get dark. She walks down a passageway and thinks
she hears footsteps behind her.
Notice

● The second builds tension, by showing events from Amanda’s viewpoint - we only know
what she does.
● The short sentences make it feel disjointed and disturbing.

● The details about the alleyway also build tension.

● Too many short sentences would be repetitive and boring.

● The best way is to mingle between both short and long sentences.

2. Atmospherics

● You can build tension by using emptive word – such as ‘darkness’, ‘fear, ‘storm’.

● These words create a feeling that all is not well.

● They are more powerful than ‘street road’, ‘alleyway’ and they help to create a feeling of
unease.

Example
The darkness deepened. She looked for the end of the alley. Something was there, but not the light
she was expecting. The wind lifted and the branches above her head began to scratch at the
wooden fence beside her.
Notice

● The choice of words creates the feeling of uneasiness

● Don’t overdo as your writing would be corny and predictable

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3. Delaying Action

● When the reader wants to know what will happen next, you can build tension by keeping
him/her waiting using ???.......................

● Cut to a one-sentence description of something instead.

● Focus on a sound or texture.

● Look at how the device builds tension.

Example
Amanda peered harder into the gloom. A cat somewhere whined to be let in. Amanda’s fists
clenched tighter. There was someone there, she was sure The wind tugged at the hood of her
raincoat. She took a step further forward A cloud drifted across the moon and the darkness
thickened.
Notice

● How the writing shifts describing Amanda to other details.

● How we are kept waiting to see what may be at the end of the passageway

Creating Action in Storytelling

Understanding how to introduce a story through action
I ran quickly, with my heart pounding like a bass drum. The trees flashed past as I moved noisily
through the forest. My side ached painfully, I had a stitch, I gasped desperately for air. It felt as
though my lungs were bursting.
I was terrified, the forest was crowding in on me, darkly enveloping me in swirling mist. Suddenly I
fell, sprawled messily on the dirt. I clutched frantically at the silver necklace.
I had found the necklace just moments before, like an unexpected gift, underneath an overturned
rock of granite. I saw the strange image carved roughly onto the outside of the rock and lifted it
curiously, to find the treasure.
I had lifted the necklace suspiciously out, only to be caught by an eerie wind that rushed at me,
violently from behind.
Shakily, I stood up, unsure of where I was. As I stared thoughtfully at the necklace, it began to glow
with an iridescent silver light.
The fear crept uneasily into my mind.

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We are going to introduce a story through action!

1. Think of your interesting object, choose three good words to describe it.
2. Think about your setting, and three good describing words.
3. Use verbs and adverbs to create an action based introduction to your story
Toolkit

● Use powerful verbs that create impact.

● Use adverbs to describe how the action is done.

● Use a capital letter at the beginning of a sentence and for names and places and put a full
stop at the end of each sentence.

● To use paragraphs for each new part of the story.

● Use similes and description to add interest.

● Make sure your handwriting is joined and neat.

Writing Practice

Boy on holiday with parents. Swims to small island not far from the beach he’s been lying
on. Briefly explores island. Comes back to see the tide has moved in fast. The island is going
to be submerged and the crossing back to the beach is getting wider. He has to swim for it...

Take the scenario below and practice creating tension in it, using the three techniques outlined
above.

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

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……………………………………………………………………………………………………
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……………………………………………………………………………………………………
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Writing Horror Stories
Sample Short Horror Story Excerpt 1
David turned his head and spat off front porch. It had been a long day. It was good to be home.
He turned the key, his brain releasing a little squirt of dopamine at the familiar sound of the coming
relaxation and waited on the next of the two sounds he heard every day 5:30 scruff banging against
the door.
There was no banging, though. No panting, either. Nothing at all to signify that dog even knew he
was there. After a decade of driveway – key – door – dog, it was easy to notice the silence.
He shouldered the door open, failing to compensate for Scruff's missing weight and stumbles over
the threshold. More silence.
"David?"
There was a sound he noticed. He hadn't seen Linda's car when he pulled in, but he supposed he
could have missed it.
"It's me," he said, making his way towards the back of the small house they shared. "How are you?"
"Good." Linda's voice made him feel a little better. The missing dog still nagged at him.
"Where's Scruff?"
"Down here," Linda said. "He followed me downstairs to do the laundry."
David froze with his hand an inch away from the doorknob scruff never went downstairs.
Heck, Linda never did either, at least not since –
Not since they moved the washing machine upstairs.
"Linda? Are you okay?"
"Yeah." Her response was quick and sounded unusually defensive.
"You sure?"
"Yes, hon." A little softer this time, but still not right.
David eased his hand toward the doorknob.

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"Can you help me?" Her voice sounded clipped again. "I have a lot of cl ----- stuff to carry, and I
can't get to the door."
You're being stupid, Davey.
The voice in his head as full of contempt, but he couldn't shake his fear. Had she just not noticed
what she'd said? What else would she be carrying?
"Hon?"
The irritation of having to ask a third time certainly sounded normal. Dave turned the Knob and
opened the door.
He didn't have enough time to see exactly what waited on him, but it wasn't Linda. It absolutely was
not Linda.

Sample Horror Story 2

Unfriended
"It's been a week now and Dania hasn't showed up. Eerie isn't it?" questioned Noah while striding to
reach the school’s most beautiful playground.
Diego, Olivia and Noah finally reached the colourful wonderful playground's door where a
surprise was waiting for them. The door was just half a meter away from the playground; it would
normally take just few seconds to reach, but not on that specific Saturday.
They started hearing what had lumps develop in their throats-screams. Each one of them
started imagining what might have happened at the other side of the door – the other side that they
would in seconds reach.
What they saw didn't just make them scream but also burst into tears. Their questions about
Dania were all suddenly answered. What they could never have made its way to anyone's mind.
They saw someone hanging down a rope from the cherry tree they used to hang out under. Peering
and getting closer to that body at the far end of the playground, they found out it was Dania. Their
breath was now heavy on their fragile bodies.
Other questions started evolving in their minds but were all buried inside as time passed.
After weeks of sleepless nights, nightmares and even tranquilizers, they had all unconsciously
decided not to mention this creepy accident or even allow themselves to think of it.
After a year had passed, Olivia, Diego and Noah were video chatting at 01:00 a.m. on a
Saturday unaware what the rest of the night holds for them. They suddenly received a request from
someone to join their video chat, from an unknown user, a request they kept declining for more than
10 times.
All of a sudden, they received a message that said, “Guess who?” They kept wondering
about who it might be, but received another message before they could reply, "Ready to play a
game?"

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They all started recalling what happened a year ago; they remembered how they had over
upset Dania by making fun of her forcing her to leave the party. They shook the idea out of their
heads, trying to find more reasonable thoughts.
"Beep!" Another message said, "REVENGE!"
The sound was repeated thrice. "You choose before I do. One of you needs to kill himself.
You have five minutes, or I will force you all to."
Now, they believed it was Dania, or maybe Dania's ghost! None of them wanted to die –
none of them was ready to die, of course. They kept arguing and screaming until – “3… 2… 1…"
Their tears started covering their faces. They were ready for someone to jump through their
screens or whatever, but nothing happened – except for Diego who had been moving around the
house. They realized he was nowhere inside his room.
Diego suddenly showed up with a blender. He plugged it in and put his hands inside, one
following the other. Olivia and Noah saw nothing but blood splashing all over Diego's laptop, as if
he existed in a pool filled with blood. They like running away, far away where no one would be
able to reach, but realized there was no place a ghost can't reach. They knew nothing but that Diego
would have never done this. They looked at each other terrified – someone was controlling Diego's
movement!
In a drop of a hat, Olivia got off her bed and reached the kitchen with her laptop still on her
hands. She drank some water and secretly grabbed something and went back to the room.
"Is that what you want?" shouted Olivia crazily while stabbing a knife inside her body. She
repeated the same action over and over again, once in her arm other in her leg and the last one was
on her left side, right inside her heart.
Noah blinked and rubbed his eyes; he was dazed and sick to his stomach. He wished
somebody would hit him on the head or wake him up from his nightmare, but as he started at
Olivia's body lying on the floor with a puddle of blood spreading out of it, it all dawned on him – it
wasn't a nightmare. Olivia had saved his life – all her previous actions now made sense – she
definitely had been secretly in love with him. Noah started screaming and crying hysterically when
he suddenly realized he needed to get out of that place before anything else happened – he had to
find a way to take revenge for all his friends.
Sample Horror Story 3
Hidden shadows
I sighed heavily pushing the door to my bedroom open slinging my backpack off my
shoulder and throwing it aside. I stood before my bed before plopping onto it fluttering my eyes
shut. Today was a long day at school, it felt endless. I got a few test scores from some teachers,
helped with the float committee as volunteer work at school, and I had cheerleading practice after
school since we had a state cheerleading competition within two weeks. I was exhausted and
wanted to take a nap, and the bed seemed very welcoming. I got up and headed to the bathroom to
take shower since I was sweaty from practice. Once I entered the bathroom, I untied my hair and
got into the shower, my cheerleading uniform being discarded to the floor. The steam from the hot
shower relaxed my tensed muscles making me sigh in content.
I heard a nock on the bathroom door making me slightly started.
"What?" I asked slightly aggravated since whoever it was just broke my peace and quiet.

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"Chill, Candice; I was just informing you that I'm going to Wal-Mart. Need anything? "my older
sister, Gemma, asked.
"No, thank you," I replied back
I heard a few footsteps before a door slammed shut informing me she left. Looks like I have
a little time alone before my parents are back from work.
I turned off the water ringed my hair from the excess water. I suddenly felt this shadow form
but as soon as I blinked it was gone. I must be seeing things. I shook my head at myself.
I got out grabbing a towel to wrap around me and to wrap my hair in. I looked at the mirror
only to gasp in fright. On the mirror in big bloody letter was written DON'T LOOK BEHIND YOU,
but that was exactly what I did, but I found nothing. When I turned back around the text in blood
was gone and all what was in front of me was a foggy mirror. I gripped the sides of my head
breathing slowly.
Nothing is happening. It's all in my head.
I went to my room to get dressed into my PJs and got under the duvet to try and take a nap so I
could study afterwards.
Ten minutes had passed and all I had done was to stare at the ceiling. Something made me
feel uneasy, but I didn't know what. I played with my damp blonde hair trying to get bored and fall
asleep when I felt a presence. Something was here. Someone was here. I heard a wind – like sound
in my room even though the window was closed. The more time passed the louder the sound got. I
was feeling more frightened by the second and decided to see what was happening. I looked to find
a black shadow near my window becoming bigger and bigger while the sound turned into more of
loud growls making me back up until my back hit the headboard of the bed. Finally, the shadow
turned around.
It had red menacing eyes, two devilish horns and a yellow wicked grin that made my eyes
widen in terror. It opened its mouth and green slime came out while it spoke in a voice that made
me shudder.
"I was in need of a soul to feed on and the purest ones are the most satisfying. You my dear
are very pure which is why bad things always happen to good people, "he said hauntingly getting
closer while I tried to get back.
He was cornering me and I had no way to escape. I sobbed silently trying not to anger him.
"Please just leave me alone," I croaked in fear.
"Too late princess," he said taking one last step in front of my bed.
He suddenly let out a blood – curding scream and grabbed my neck with his bloody hands. I
let out an ear – piercing shriek when his nails dug into me penetrating my skin. He ripped my skin
open ramming his fist to grab my heart and eat it with all his might, enjoying my blood and
laughing evilly. I let out one last scream my eyes fluttering shut to never be opened again.

Writing Fantasy Stories

- Start creating the protagonist(s) (Character / hero).
⮚ Your protagonist could even be a creature of some sort. But

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⮚ is it a female or male?

⮚ What's his / her role in the story?

⮚ Define main personality traits, without going too much into detail.

⮚ Do you want to make a very realistic character? Your character can be an alien, Fairy god
mother, an animal.

- Decide where your creations should live.

⮚ Humans live on Earth, but where do your characters live? Is it our Earth, in a parallel
universe? Is it a world you wish to create?

Ideas for Writing Fantasy Stories:

⮚ Some of these are stories in which animals behave as human beings in that they
experience emotions, talk and have the ability to reason.
The animals in fantasies also retain many of their animal characters symbolize human counterparts,
and these fantasies are often vehicles for exploring human emotions, values and relationship.

⮚ Some are stories in which admired or beloved toys (e.g., teddy bears, puppets or dolls) are
brought to life and transformed into animated beings that talk, think, live, breath and
love like humans do.

⮚ Some of these stories depend on magic. The magic becomes the very subject of the story,
rather than simply a means to an end.

⮚ In many fantasies, we see the protagonists undertaking journey to some fantasy world or
alternative world.

⮚ The great advantage to sending fictional characters on a journey is that the possibilities for
plot variations are virtually endless. The plots of fantasies are usually quite loose simply
putting together a series of adventures.

⮚ The journey may have some purpose (e.g., Alice wants to find the Queen's Garden; Dorothy
wants to find the Emerald city and ultimately a way back home), but the purpose is usually
overshadowed by the thrill and delight offered by the extraordinary events happening in
the fantasy world.

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⮚ Sometimes these stories mainly discuss a search for something. The quest may be pursuit
for justice or love, or for a rich reward, such as a magical power or a hidden treasure. In this
case, the conflict usually centers on the struggle between good and evil.
Sample Fantasy Story
Seeing is Believing
I was on my way driving to my best mate, Jacob, who had texted me saying he had
something extremely urgent to tell me, so here I was stuck in traffic wondering what was so
important that he had to tell me and couldn't do it by texting or over the phone. I reached his
apartment complex parking my car near the entrance. I got on the elevator too lazy to climb the
stairs. Once I reached his front door, I knocked waiting patiently for him to open.
"Finally! Took you long enough!" Jacob said guiding me inside.
"Sorry I can't use magic to fly my car here," I replied sarcastically.
"Just sit down wherever while I get us something to drink," he said waving his hands around.
I went to his living room plopping myself down onto his couch. He soon reentered with two
sodas and a worrisome expression.
"Okay, Ed what I am about to tell no one else knows and this has to remain a secret between us," he
whispered slowly and softly. "You have to promise me Ed that you will keep an open mind, okay?"
he asked.
"What do you have to tell me?" I asked.
"I'm … I'm a …a" he stuttered.
"Spit it out" I said.
"I'm a wizard," he spoke finally.
I laughed loudly clutching my stomach, but once noticed the serious expression on his face I
noticed he wasn't joking.
"Oh, you're not joking?" I asked confusedly to which he nodded.
"How – how can that be? Wizards aren't real!" I protested.
"I was born this way," he simply said shrugging.
"This makes no sense and why did you decide to suddenly tell me?" I implored hesitantly.
"Well, I've been hiding this secret for too long and can't take it anymore!" he shouted. "I want to be
myself."
"Prove it," I told him thinking to myself – seeing is believing.
He snapped his fingers and we were transported suddenly to this weird island.
"Whoa!" I shouted looking around me.
"That's not all" he said smirking. He waved his hand, and there suddenly was a rainbow and slight
rainfall.
"I can control nature, cast spells and more!" he claimed.
"Cast a spell!" I pleaded.

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He waved his hand at me, and I was suddenly wearing different attire. I grinned at him to
which he returned my smile.
"Want to go to a different century?" he asked, his eyes gleaming with excitement.
"Yeah!" I said nodding. He snapped his fingers and we were suddenly in the middle of a jungle. We
turned around to find a dinosaur looking at us the way we look at food. We screamed and started
running while it chased after us. After a good thirty-minute run, we found a cave to hide in to catch
our breath.
"Are you crazy?!" I yelled fearfully. "You almost killed us! Why on Earth do you have to take us all
the way back to the days of dinosaurs?! Ok, ok, I believe you. Can you take us back home now?" I
asked panting. "I can't believe I am discovering my best friend is a wizard" I mumbled.
"Uh – tiny problem-I don't remember the spell to get us back," he muttered scratching the back of
his neck.
"WHAT?" I asked, my eyes widening.
"I'll think of something! But we might as well get comfortable because this could take a while," he
said.
"Jacob – a wizard – the dinosaurs! AHHHHHH! I screamed.,
"Ed? Are you ok? Are you still sleeping? You'll miss the school bus!" Mum yelled at the top of her
voice.
Mum's voice penetrated my mind as I jumped out of bed, dazed and looking around. I
sighed in relief, realizing it had all been such a bad dream!

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Science Fiction Story Sample

Planting on a New Level
I sighed rubbing my eyes then putting my glasses back on crumpling the piece of paper in
my hand and getting a new one. I was currently working on my genetic engineering science project,
and I haven't even reached one point to work on. I was testing how it would be possible to create a
seed that would make a plant grow at an abnormally fast pace and make the flower grow and until
now my page was blank. This was my graduation project and it had to be perfect.
I decided I needed a little break and went to get a coffee from Starbucks near the science
lab. As I was drinking my coffee, I thought about what I should do with my project. Half way
through my cup I got an idea. I went back quickly to the lab and started writing down a few
equations and mixing up a few mixing up a few chemicals while consuming coffee from Starbucks
throughout the day. I kept trying and failing then perfecting. This process happened for about four
days and on the fifth day something happened. My experiment actually worked!
It turned out that the PH at the soil was affecting the growth formula that I have whipped up
in the lab. The more alkaline it was the faster the rate of growth. I made a solution that also gave the
flowers an ability to glow with the simple touch of hand on the petals. I was ecstatic at first, but
then I noticed the flower got abnormally large. The flower kept growing and growing and it just
wouldn't stop. I tried to find out what was wrong when I noticed that was the flower in the pot with
soil with PH of 14 and had my strongest batch of the growth formula. It started to develop into a
carnivore plant. I tried to see what was done wrong and turns out I added a wrong chemical that
would soon turn it into a man eating plant.
"Stop you little demon!" I yelled chasing the plant that was trying to eat my assistant.
"Rose! Help me!" Diana, my assistant, yelled.
I then decided that I have to cut the root which will kill it and try and work on my project
again. I grabbed the nearest knife I could find and cut the flower's root. As soon as I did, the flower
went limp as I dropped the knife to the floor catching my breath.
"Well, back to the drawing board." I said sighing and getting back to my desk to start all over again.

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Writing Adventure stories

- Choose a faraway, exotic location for your hero to visit.
⮚ Foreign countries, deserted islands or even other worlds altogether are obvious
choices, but heroes don't necessarily have to leave their backyards to find an
adventure.
- Create a hero or heroine.
⮚ Adventure stories typically do not focus on character development, but your
character should possess some kind of defined role, whether he holds a job or is a
student.
⮚ The hero is usually an innocent and unexperienced young man who is chosen
because of his bravery and trustworthiness to go on a quest for something or save his
country from a monster or tyrant.
⮚ Also create a villain (an evil person a powerful lord or witch, etc.) who tries to kill
the protagonist or stop him/her from solving the conflict.
⮚ This villain usually has some other characters that support him/her or are under his/
her spell.
⮚ Then create a sidekick (a character who accompanies the hero everywhere and
supports him/her) who provides emotional support, advice and a good laugh to the
readers and hero!
⮚ In many cases, there is also an old man who is wise and who will guide the hero, or
he is about to die and has a secret to pass on.

- Invent a catalyst (a person or event that quickly causes changes or action) for your
adventure story.
⮚ Give your protagonist a reason to leave and go exploring.

⮚ This catalyst should involve some danger to build suspense.

⮚ For example, in "Indiana Jones," a professor is led to search for an artefact he

believes could be lethal (deadly) if it falls into the wrong hands.

- Craft some unexpected twists and turns to challenge your protagonist.

⮚ She could get lost following a false clue, become kidnapped by a villain, find a
treasure map or have an ally betray her or die.
⮚ Then, construct a spellbinding climax wherein the hero faces extreme danger and a
positive outcome of events seems doubtful.

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- Finally, resolve the climax with the defeat of the antagonist by the protagonist and her
friends.
⮚ Allow the protagonist to return home with the promise of resuming normal life.

Adventure Story Sample

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Writing Mystery Stories

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Samples for Mystery Stories

The Mystery Man
A fire crackled in the open fireplace, making the modest living room a snug retreat
from rain outside. Across the room sat two men. One of the men, who had short
auburn hair, was whispering quietly to the other. As Kitty sat in the corner of the
room, she tried desperately to remember where she had seen him before.

Slowly, she walked across the room, through the old, wooden door frame, into the
kitchen. She strolled across the room to the banquet table where she helped herself
to a piece of chocolate gateaux and filled her glass with lemonade. Carefully, she
juggled the glass and plate through the crowd, back towards the study where she
would ask the man why he was so familiar.

On entering the room, Kitty noticed that the two men had disappeared. ‘That’s
strange,’ she thought to herself, ‘I didn’t see them in the kitchen.’ Confused, she sat
back down in the old, leather armchair and began to tuck into the slice of cake.

As she raised the fork to her mouth, she noticed that there was a faint indigo glow
surrounding the mammoth bookcase. “I must be seeing things,” she muttered to
herself quietly, blinking hard to clear her mind. Slowly, she opened them. The light
was still there.

Kitty put down her plate and stood up. Cautiously, she walked towards the bookcase.
It was ajar. The misty haze was coming from inside the bookcase. Kitty reached out
her hand and touched the antique pine. It was freezing cold. She edged nearer and
nearer. She couldn’t see beyond the bright lights. “Hello,” she whispered. No-one
answered. Every nerve in her body warned her not to go any further. Closer and
closer she moved.

Her body froze. She tried to call for help. She couldn’t. Her lips wouldn’t move. She
started to panic. Where was she going? What if nobody noticed she had gone? She
closed her eyes. Tears started to roll down her cheeks.

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Her throat was dry, her tongue thick and heavy in her mouth. She opened her eyes
and couldn’t believe what she was seeing.

The magnificent trees stood tall and proud, while a blanket of snowdrops danced
towards to glittering ground. Kitty shivered. As she steadied her gaze towards the
majestic trees in front of her, she noticed that icicles, which were hanging from
every branch, glistened like liquid diamonds. Patches of misty light shone through the
gaps in the trees with a trail of fresh footprints heading towards the clearing. She
felt uneasy. The hairs on the back of her neck prickled with dread. She took a deep
breath and followed the footprints.
The 25th of December Incident
This morning I awoke blurry eyed and I instantly knew something was wrong…

Me and my family live in a creaky old house with large chimneys on the roof. My bedroom is on the second
floor and on one wall there is a huge fireplace with a wooden mantel piece. Normally, my collections of
sports awards are displayed neatly on top. My football awards on the left and tennis on the right.

However, this morning was different and a chill ran down my spine. Lying on the floor in a mess were my
trophies and awards. They were scattered around the fire place. What had happened? Then something
even stranger caught my eye! Dark, thick, dusty foot prints dotted the carpet like patch work. Strangely,
they led from inside the fire place all the way to my bedroom door. Cautiously stepping out of bed, I
noticed that these foot prints returned the same way in which they came, as though the intruder had both
entered and exited from the same chimney. Surely, this was not possible!

Peering around the frame of the door, I made my way down the stairs, which creaked and squeaked as I
stepped. Following the dust of destruction, I tip-toed over broken vases, knocked picture frames and even
crumbs, which, I later discovered, belonged to our missing mince pies!

Making my way towards the living room, my heart was thumping hard. What if the intruder was still in the
house? What if the footprints returning to the chimney were just a trick!? Taking one final deep breath, I
pushed the door open, ever so slowly. What I saw next, I will never forget. My eyes widened and my
thumping heart skipped a beat or two. Sat in the corner, like a stack of bricks were presents. I rushed
towards them. The paper glistened in the early morning sunlight. Each box was individually wrapped so
neatly and so well. Taking one small gift from the top, it read…

To Mum, lots of love, S.

I couldn’t believe it. Each present was labelled for me and my family.

Who was this ‘S’? Why did they come? How had they made such a mess? I did not have answers for any of
these questions but I knew it was my mission to find out

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Checklist for Stories, Fables and Legends

Teacher Features of Story Writing Pupil

(tick here)

I used paragraphs (introduction, body, ending)

My story has a setting, plot, characters

My plot contains one unexpected event.

I used powerful verbs.

I used time connectives

I used powerful phrases to express my feelings

I used powerful adjectives and adverbs.

My story contains dialogues (2 or3)

I used SHOW NOT TELL techniques

My story contains compound and complex sentences

(connectives and clauses)

I used time connectives at the beginning of each

paragraph

I used similes, metaphors and personification

(imagery)

My story is written in the past tense

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Checklist for Myths/Legends

My legend/myth has a setting

It features a hero - describe

It features a monster/beast — describe

It features a problem
(What is the problem/who asked the hero to solve it.

It features a battle/fight/struggle

How is the problem solved?

Good defeats evil

Features of Myths and Legends:

•Set in ancient times
•It contains a hero/heroine
•It contains mythical creatures such as monsters and dragons
•It contains battles
•Good defeats evil at the end

Description of a Monster:
•The monster had human head and arms, but its body was like an enormous fat snake
covered in warty spots and spines.
•The monster had hundred heads, each one dripping with venom.
•It hissed like a thousand snake and it roared like a hundred lion.
•When it roared, great rivers of boiling mud and fiery stones poured out of its mouth.
•The ferocious fierce monster tore up enormous mountains by roots.

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Important Questions in Paper 2

1. In any fictional text, the author tries to create a certain mood.

tension humour peace suspense Surprise

The form of the question in the exam paper

A- Which mood is the author trying to create in the story?
Or
Underline the word that best describes the mood the author is trying to create
Surprise suspense peace humour tension

B- Do you think the author is successful at creating the mood?

Yes, the writer is successful at creating the mood. He uses strong adjectives and phrases such as
“……….” and “……………….” to create the mood of ………………. He also uses short
sentences and fragments such as ……………….. to create a sense of …………………

2. Another important fictional technique is the author’s use of powerful verbs and
images to create an atmosphere.
The form of the question in the exam paper
Read this sentence from the text
“ She had felt the thunder clap of the cracking ice cliff and had glanced over her shoulder”
Compare it to this sentence
“ She heard the noise of the ice cliff and looked around”
Sentence 1 (if you choose it)
The first sentence is more effective because the author uses powerful verbs “……………..” and
images “……………………..” to create an atmosphere. It also uses more interesting words
such as “…………………” to create a better image in the reader’s mind.
Sentence 2 (if you choose it)
Sentence 2 is better because it is clearer and easier to understand as it uses simple language.

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3. Another Fictional Writing Technique

The writer sometimes uses a short paragraph among 2 long paragraphs preferring not to
join it either to the previous paragraph or to the next paragraph.
The form of the question in the exam paper
Give two reasons why this paragraph is short and is not joined to either the previous or
next paragraph?
Answer:
a) This is an exciting part of the story and a short paragraph emphasises it.
b) It shows a change of setting/place from the previous paragraph so it cannot be part of it.
c) It introduces a new character.
d) It shows a change of action from the following paragraph, so it cannot be part of it.

4. Why does the writer sometimes describe a certain character in details?

So that the reader can imagine/visualise the character accurately and enter into the experience of
this character.
5. Another Fictional Technique
Some writers make things sound quite ordinary and nothing to be afraid of at the
beginning but as the story unfolds, the reader realises there was something special about
it, why?
The writer uses this technique so that he can gradually buildup suspense by surprising the reader
with something unexpected.

6. A- Which genre do you think the story is? Underline the correct answer.
Fable / fairy tale / legend / myth / science fiction / fantasy / historical story / play script /
horror / real life story
B- Mention two features of this genre
1- Historical Fiction /story

● Set at a time in the past “………” e.g. “rnany centuries ago”

● Includes unfamiliar vocabulary “……” e.g. “hearth”

● Includes old fashioned ideas and phrases “……….” e.g. “Oil lamp”

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2- Fantasy

● It is imaginary

● It has unusual /magical setting such as other worlds

● It has strange characters (made-up character or animals that talk)

● It has impossible actions, such as (time travel)

3- Science Fiction

● It is a story about what might happen in the future

● It is imaginary

● It has unusual /magical setting such as other worlds/other planets

● It has strange characters such as made-up characters /aliens

● It has impossible actions, such as (time travel)

4- Fable

● It is a short story that is untrue

● It involves animals (animals that can talk)

● It teaches a moral at the end

5- Myth

● It is a long story that is untrue

● It includes monsters, gods, heroes, villains and talking animals.

● It is used to explain a wonder of nature.

6- Horror Stories

● A familiar setting often becomes unfamiliar/scary

● Characters could be frightening

● An element of shock (not just surprise)

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● The story often scares its readers

● The plot may involve nasty characters and/or monsters etc. which need to be overcome

● It could be terrifying

● There may be gory details, e.g. blood

● There could be scary sounds / voices

● Nightmares

● Ghosts (as a generic feature).

7- Real Life Story

● The characters could be real people.

● The events could actually happen.

● The story has a contemporary setting.

● The plot is a familiar theme for a real life story.

● The setting could be in a real place.

8- Legend

● A long story that may not be true, but it is based on truth such as a real person, place or
event that people have added to over time.
● The events are narrated in past tense

● The story happens in the historical time

● It sometimes has a monster

● It has a hero who is brave and strong

9- Play Script

● It has scenes

● It uses stage directions to show/portray the characters’ actions and to narrate

● It has a hero who is brave and strong

● The characters’ names are on the left, the dialogues on the right.

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● The stage directions are in brackets.

10- Narrative Poem

● It is set out in verses

● It tells a story

● It uses figures of speech such as, similes, metaphors and personification.

7. A-Who is the point of view character in the story?

…………… is the point of view character
B - Explain how did you know?
*He is the main character in the story / He is the hero of the story.
*We only see ……………..‘s feelings, thoughts and actions throughout the whole story.

8. Explain how the author succeeded in creating suspense in the text. Use words and
phrases from the text to prove your answer.
Suspense is created through many techniques such as:
a.Starting the story with a story hook (describing a monster / exciting action to grab the
reader attention) + give example from the text
b.The usage of imagery …………….+ give example from the text
c.Description of the character’s feelings + give example from the text
d.Using short sentence and sentence fragments + example from the text
e.Using descriptive adjectives + give example from the text Adjective

9. Why did the author use short sentences and sentence fragments in the text?

a) To create a sense of speed! to build up speed.

b) To create a sense of suspense and excitement.
c) Short sentences and fragments mirror the character’s thoughts and actions.
d) To build up tension

10. Why does the writer sometimes use lone sentences in his story?

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a) To show the pace is slow.

b) To create a detailed, picture of the setting.
c) To give a detailed description of a character accurately and enter in to the character ‘s
experience.

11. Using dialogues is an important technique in a story. Some writers use: short
sentences and contractions in a dialogue. why?

a) Using short sentences in a dialogue: To show how boring it was and how the character
has nothing specific to talk about.
b) Using contraction in a dialogue. To make the conversation more authentic, friendly and
real as people usually talk short when they speak.

12. List two examples of figurative language in the text.

Why do writers use figurative language in their stories?
Examples of figurative language are (simile /metaphor/ personification/ alliteration)
- Because they make a better image in the reader’s mind.

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Powerful Verbs
In this session we are going to look at ways of making our writing more
powerful, vivid and interesting. We are going to look at how people say
things in conversation and try to replace the word said with an alternative
verb.
Here are some examples of the word said:
“Don’t go in there!” he said loudly.
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“Don’t go in there,” she said quietly

“Wait for me,” he said hurriedly.
Do you notice that we have to say HOW something was said? We are
adding an adverb (a word that gives more information about a verb) each
time. There is a more powerful and shorter way of doing this.
The word said has been replaced with a more appropriate verb:
“Don’t go in there!” he screamed.
“Don’t go in there,” she whispered.
‘Wait for me!” he shouted.
Do you think this is better?
I don’t have to keep saying how something was said. The words:
screamed, whispered and shouted also give the reader an idea of how the
person speaking is feeling.
There are many powerful ways to replace the word said.
Here are some of them.

yelled Shouted growled bellowed exclaimed

roared grumbled stammered Sobbed whimpered
cried Pleaded whispered mumbled interrupted
retorted Continued explained squealed laughed
replied Warned objected Asked answered

I. Try the following table and see how you do. I have put in how
the speaker is feeling when they speak.
The first one is done for you.

Speech Speaker is feeling Alternative to said

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“My leg hurts,” she pain, upset Cried, sobbed, whimpered

………………

“I found it on the field. Don’t secretive

tell anyone,” he ………………..

“It’s mine I found it. Give it upset

back,” he ………………

“It’s mine I found it! Give it very annoyed

back now, he ……………….

“Keep off the grass!” she angry

………………

“I don’t know how to open unsure

it?” she ……………………..

“It’s easy you just turn the helpful

key” he ……………….

II. Write down a more interesting word instead of went in each

sentence:
whispered zoomed stomped bellowed rushed

sang sprinted Shouted screamed

1. Mary…………. to the post office, hoping she’d be in time to get a ticket.

2. Becky……………… around the shops after her granny, wishing she wasn’t there.
3. Hayley…………… to the museum in her new car.

III. Change the verb said to a more interesting verb each time:
1. “The hills are alive with the sound of music.”………… Bob.
2. “Get out of my sight, you ungrateful, horrible woman …………. Ryan
3. “1 think we should be quiet; no one else is talking in here ………….Margaret.
4. Suzan …………… at the beautiful expanse of land. It was just breath-taking.

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5. 7. The detective ……………….. on the whole neighbourhood to detect the

criminal.
6. He ……………… his head through the door.
7. Alongside him is Ieon - cool under pressure, with a steely ……….. than lets you
know he means business.

IV. Change the verb smile / laugh to a more interesting verb each time:
Sneer- grin- smirk- grimace- beam - simper - chuckle - giggle- snort-
guffaw

1. “There is no way I will go out with this weirdo!” Sam ………………

2. I’ll soon wipe the_................ from the war witch’s face.
3. She laughs nervously. I probably shouldn’t have said that. She fell in a flutter
of nervous ………………..________
4. When asked about his homework, the boy ………… a lame excuse.
5. When he saw his best friend in Italy, his mouth stretched in a wide
……………………________
6. I start……………….. with derision every time my kids open their mouths.
7. My mother ……………….. at me, filled with a sense of immense pride, for having
won the scholarship.
8. He burst into a loud …………………. when he heard the joke.
9. The girl …………….. at her little sister’s attempt to play the piano.

Alternatives to “Went”
Slowly Quickly Happily
Ambled Sprinted Skipped

Wandered Careened Sauntered

Slouched speeded Hopped

Wandered ran galloped

inched flew

Animal-like Loudly Quietly

trotted stomped tiptoed

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bounced shuffled inched

stampeded crept

pranced

Powerful Verbs
Walked Moved
strutted stomped ambled raced hurtled crawled

strolled tiptoed paraded plunged sped shot

meandered crept marched ran slid flew

Words to Use in Place of “Good”

advantageous edifying jewel tiptop

angel elite masterpiece treasure

asset excellent model useful

beneficial favourable moderate valuable

benefit fresh perfect virtuous

brilliant gem precious well-behaved

dandy genuine pride

divine heavenly prince

improve profit

Words to Use in Place of “Bad”

abuse deviate oppression rotten

atrocity evil outrage tainted

burden hurtful persecution torture

corrosive ill pest trespass

decaying imperfect plague vicious

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decomposed misbehave putrid wicked

deteriorated mischief reprehensible

Adverbs to Describe Action

Speed Sound Force When How Often
quickly loudly heavily soon often

slowly quietly lightly yesterday never

sometimes
rapidly speedily silently softly gently now
regularly
harshly later

Powerful Verbs
Walked Ran Scared saw
Marched Dashed Petrified Spotted
Scampered
Stomped Horrified Glanced
Sprinted
Strolled Terrified Glimpsed
Hustled
Staggered Shocked Scanned
Trotted
Hobbled Frightened Peeked
Zoomed
Limped Examined
Flashed
Crept Starred
Sneaked Darted
Observed
Tiptoed
Escaped

Sound verbs
The following verbs are used to express different types of sounds. Many of these
words are onomatopoeia.
Buzz Rattle

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Bees buzz as they fly about collecting pollen.

The broken part rattled inside the gadget.

Hum
I like to hum as I do the cleaning around the house. Neigh

The horse neighed as it came to a stop.

Boo
The crowd booed the politician to show their Squeak
displeasure.
The little mouse squeaked as it looked for food
throughout the house.
Howl
Sarah howled in pain when she stubbed her toe on Splash
the door.
Tom splashed loudly when he jumped into the
swimming pool.
Whimper

The dog whimpered because it missed its owner. Ping

The modem pinged as it connected to the network.
Crunch
The icy snow crunched underneath my feet as I Puff
walked across the field.
I stood puffing hard after the two-mile run.

Whoosh
Clatter
The air left the tire with a great whoosh.
The dishes clattered in the kitchen while he cleaned
up after dinner.

Screech
The crow screeched in the distance when it saw
the people approaching. Thud

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The book dropped onto the floor with a loud thud.

Whir

The computer whirred as it processed the data. Moo

The cow mooed loudly as it tried to scare the men
Grind walking through the field.

Don’t grind your teeth! You’ll wear them down.

Tinkle

Gurgle The crystal glass tinkled lightly when I toasted with

my wife.
I could hear the small brook gurgling in the
background.
Clang

Chirp Could you please be quiet? You’re clanging those

pots and pans and it’s driving me crazy!
The little songbird chirped happily from the bush.

Hiss
The snake hissed at the hiker to warn him away.

USEFUL ADJECTIVES TO DESCRIBE

Describing people
1. shy: showing that person is nervous or embarrassed about meeting and
speaking to other people.

Once ‘bitten, twice ‘shy (saying) after an unpleasant experience you are careful to
avoid sth similar.

2. Rebellious: unwilling to obey rules

3. Uptight: anxious and/or angry about sth:
Relax! You’re getting too uptight about it.
4. Hot-tempered: tending to become very angry easily.

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5. Single-minded: only thinking about one particular aim or goal because you
are determined to achieve.
She is very single-minded about her career.
6. Good natured: kind, friendly and patient when dealing with people.
7. Timid: not brave - not courageous.
8. Highly -strung: nervous and easily upset.
9. Adventurous: willing to take risks and try new ideas.

Emotion
Heartbroken/indifferent (lacking in interest) / distraught (extremely angry
or upset)/ irritated/ ecstatic (very happy and excited)/ miserable.

Useful Character Adjectives

adventurous aggressive beautiful bold

boring calm caring Clever

cunning dainty cute Funny

good-looking grumpy handsome happy

hardworking helpful honest merry

moody neat plain plump

practical pretty rich rough

scruffy short shy silly

smart spotty stupid sweet

tall ugly wrinkled

Characteristics of BAD character

Wicked Horrid Rude Beastly

Vicious Angry Cruel Spooky

Liar Spiteful Unreliable Crazed

Nasty Evil Vile Sour

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Violent Bad-tempered Wild Bully

Desperate Guilty Disobedient Jealous

Unpleasant Idiotic Mean Monstrous

Spoilt Mischievous Miserable Dangerous

Sly Trickster Devilish Deceitful

Unhappy Manic Selfish Disgusting

Unfriendly Unsightly Ghastly

Some useful vocabulary to describe how people move

Shuffled Tip-toed Walked Ran

Leaped Jumped Bounded Staggered

Strolled Rolled Stumbled Escaped

Twisted Spun Hopped Flew

Glided Soared Meandered Skipped

Crept Hiked Hovered Danced

Scuttled Marched Hobbled Trod

Trudged Strode Plodded Dashed

Jogged Raced Crawled Shuddered

Rushed Scampered Scurried Hurried

Bounced Pounced Leapt Jerked

Flinched Frolicked Roamed Waded

Stomped Stamped

Describing family
My elder brother, Mark, is mad about computers, Just like you
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I’m sure you’ll get on well with my dad. He loves football almost as much as you!
It’s wrong to write (My brother is nice/or good/or friendly)

1. Exuberant: full of energy, excitement and happiness.

2. Close-knit: having strong relationships with each other and taking a
close, friendly interest in each other’s activities arid problems.
3. Reticent: unwilling to tell people about things
Synonym: reserved, uncommunicative
4. Down-to-earth: sensible and practical, in a way that is helpful and
friendly
5. Hospitable: pleased to welcome guests; generous and friendly to
visitors
6. Supportive: giving help, encouragement or sympathy to people
7. Judgmental: judging people and criticizing them too quickly
8. High-spirited: very lively and active
Descriptive Paragraphs
Home (flat or house or place or area or neighbourhood) and location:
I live in a 4-bedroom house so make sure you’ll have your own separate room as
I know you don’t like sharing rooms (as I know, you enjoy revelling in your own
solitude). I live right in the center of Cairo with a marvellous view of famous river
Nile. I know you are PICASSO, so the view will inspire you.

I know you are a shopaholic, so make sure you will have a whale as fun as City
Stars the biggest mall in Cairo is just a stone-throw away from my house.

Everything is quite different here than your quiet and tranquil atmosphere in
your village. (creating interest).

Family
I’m sure you’ll enjoy the company of my elder brother, Mark, he’s a computer
addict just like you.
Wait till you meet my younger sister, Lydia, she’s a bookworm, she gathered
most of Dickens’ novels when she heard about your love to his novels.
I hope you don’t mind having practical jokes played on you as my young
brother, John, is always at it.

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My mother made a great version of her most mouth-watering chocolate cake as

she heard about your love to it, I hope you won’t addict her food. She is a great
cook!!

School
It only takes me 10 minutes to bike to school as it’s really near. It seems that it
was built 200 years ago!! When you get in, you will be amazed to experience all
the latest updates in the classes which make learning so interesting.

You will enjoy playing football as our playground is a second to none.

Swimming is another activity I’m sure you’ll get really well with as you are a
great CHAMPION. Ahmed, my school friend has much in common with you.
He is dying to meet you soon.

Wait till you see Mr. Jones our absent minded English teacher! He never
remembers to comb his hair, his jacket sleeves are too short and he’s always
dropping things.

Suggested adjectives for describing natural places

active amazing/ impressive/ ancient interesting

incredible

authentic beautiful/ gorgeous/ bubbling large

stunning

charming colourful Crystal-clear lazy

deep delightful dramatic iconic

enormous / huge/ evergreen exotic impeccable /

massive perfect

extinct far-flung fertile inaccessible

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gentle golden granite mysterious

green/ emerald- historic holy odd/ strange/

green weird/ unusual/
unique

organic panoramic old-fashioned picturesque /

photogenic

Describing Places – Adjective Word Order

animal/ wildlife beach/ coast campsite cave

Cliff cottage desert/dunes estuary/ delta

farm farm house field/ meadow forest/ wood/ copse

Glacier harbour/bay/ port/ hiking route hill/ mountain volcano

gulf

island/ peninsular jungle lake/ pond/ lagoon lane

mountain range path peak/ plateau rain forest

river/ stream rock (formation) scenery/ view slope

Spring stately home/ tree/ bush/ valley/canyon

mansion/ manor house hedgerow

village/ hamlet waterfall quaint remote/ isolated

roaring rolling sandy scenic

slow moving snow-capped sun-drenched thatched

traditional tropical/ semi-tropical untamed untouched/ well-

preserved

wild wind-swept world-famous

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Sensory Sentence Starters Chart

Describe what you see
● I couldn’t help but notice…………

● I gazed …………

● Looking carefully, I noticed....

● I was surprised to see....

● I peered at…………

● She eyed him suspiciously…………

● I glanced…………

● She peeked…………
Describe what you hear
● Standing quietly, I noticed

● I heard......

● I could make out the sound of………

● I listened closely to………

● I strained to hear……….

● I overheard………

Describe what you feel

● I felt………...

● When I ran my hand along it, I……….

● I enjoyed the feel of………

● When I touched…………

● He was fingering…………

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● She fondled…………

● I stroked…………

Describe what you smell

● Breathing deeply, I noticed ……..

● I sniffed at ....

● The aroma of ....

● I inhaled the scent of ....

● I could smell ....

Describe What you taste
● My mouth watered as ....

● I smacked my lips....

● My stomach growled as ……

● I tasted …….

● I could taste ……..

Powerful Phrases for Feelings
Phrases to use when scared / shocked:
1. His knees shook like twanged guitar strings.
2. I could feel the pulse beating in my throat.
3. My heart missed a beat.
4. I moistened my lips and swallowed hard. I felt the blood drain from my cheeks and
my hands became clammy.
5. Sweat was heading on his forehead. His stomach was full of slithering snakes and his
mouth was dry as a desert.
6. I stood frozen to the spot. Not breathing. Speechless. Just listening.
7. I stood rooted to the ground. Petrified with fear. Robbed out of speech. I tried to
scream hut nothing came out. It took me a while to regain my tranquillity and
then………..
8. 1 shrieked with fear and ran quickly with my heart pounding like a bass drum.
9. I was paralysed with fear. My eyes gleamed wide with horror, I felt powerless and
frantic with horror. It took me a while to regain my composure and then I……
10. His heart started thumping like a mighty drum.

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Phrases to use when suspicious about something:

1. I had this odd sense that something wasn’t quite right.
2. Questions exploded inside my head like fireworks,
Phrases to use when happy:
1. She felt on the top of the world.
2. Upon hearing the news, I punched the air in delight and shouted aloud ‘Hurray!’
3. “It must be my lucky day,” I thought.
4. Tears of joy and happiness gushed down from my pair of eyes.
5. His eyes glittered with tears of joy and a wide grin beamed across his face.
6. I was saturated with happiness. The happiness within me could not be described. A
smile of relief beamed on my face. Closing my eyes and with a smile of gratitude. 1
clasped my hands in prayer.
Phrases to use when Sad
1. I was on the brink/verge of tears.
2. Tears started rolling down his cheeks like rivulets.
3. Tears streamed down my cheeks like an open tap / waterfalls
4. Dark clouds loomed over my head.
5. With red puffy eyes, I ………………

Phrases to use when angry:

1. He turned red with fury and his eyes glared with rage.
2. He started acting like a bull in a china shop.
3. His voice crackled with anger.

Description of the sea:

1. fresh crisp sea breeze
2. splashes of water all around me
3. gentle roar of crashing waves
4. the smell of salty water mingled with lavender
5. I stood gazing at the never-ending turquoise sea
6. I felt I was walking on a carpet of candy floss as the sand was very soft
7. the waves were crawling softly to the shore
8. All combined together to create a sense of peace and tranquillity .

Description of the storm / wind:

1. A storm began to blow, the wind started roaring like a lion and the waves
started crashing.
2. The wind started roaring like a lion and countless leaves came twirling and
swirling. Trees were bent double and one tree was uprooted.

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3. A carpet of ominous black clouds covered the sky. Or (the sky was darkened by
ominous black clouds)
4. Grey threatening murk covered the sky
5. It darkened suddenly as though a curtain has been pulled across the sky.
6. Thunder rumbled overhead and shook me through.
7. A jagged bolt of lightening struck.
8. The wind I waves were cutting me through like a knife through the buffer.
9. The wind hissed and roared like dragons.
10. Dark ominous clouds seemed to constantly loom over my head.

Description of the sunrise:

Watching the sunrise was my favourite scene ever. I stood in my veranda to enjoy the
beauty of nature. As morning rose in the east, the sun peeked over the horizon, painting
the sky in extraordinary shades of yellow and orange. The moon was waving goodbye to
the world. Birds started chirping happily all over the swaying trees and the colourful
flowers started blooming. I felt the morning fresh breeze which was as sweet as ever. I was
just about to surrender to the nature’s magical spell when the loud tone of my mobile
brought me back to reality.

The most Fearful

Use the following phrases:
1. There was dead silence/it was pitch black/ the faint glow of the moon
was barely noticeable.
2. The pounding of my heart could be heard miles away
3. I could hear the howling of the wolves/the wind.
4. I started to murmur a prayer.
5. The moment I …………. I was paralyzed with fright.
6. I turned as white as a ghost when…………….
7. I was terrified/ petrified/ scared stiff.
8. The patter of the rain was knocking at the window pane/On my head.
9. The sight of ………….. sent shivers up my spine.

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10.I was about to jump out of my skin when I heard the screeching voices
of………
11.I was struggling to take my breath when………….
12.A raucous laugh was blaring out of the room when I was about to step
in.
13.She had her heart in her mouth when she saw the man approaching
her with heavy footsteps.
14.My heart skipped a beat when I was met with his hideous grin.

The most Embarrassing Situation

Use the following phrases:
1. The moment ……………, I didn’t know where to put myself.
2. I felt I had eggs on my face when they started to point at me because
of my new hairdo
3. When I was asked to ----------, I was tongue tied. clue what to say!
4. My dad put me on a guilt trip when he found out I didn’t do well in the
exam.
5. The comments I overheard about me made my ears burn.
6. The whole situation of giving a speech was extremely toe curling.
7. My face turned crimson red as my name was announced.

The happiest / most exciting moment in your life

Use the following phrases:

• I was jumping for joy when I was first on my class.
• The news of becoming the school president made me over the moon/on cloud
nine/ in seventh heaven.
• When the teacher told me that I was the “Student of the Week” I was on top of
the world.
• The sweet gesture of buying me a flower really made my day.
• Danny can’t wait to start his new job. He’s bouncing off the walls.
• You know me, I am an enthusiastic golfer: I eat, sleep and breathe it!
• Look at Bob! He’s on the edge of his seat watching that rugby match!
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• Scott was on pins and needles while he waited for the result of the exam.

Idioms and Expressions of Feelings

Idioms and expressions of “joy”
 Burst with joy: To be so filled with joy as if to burst.
Bill was bursting with joy when he got the news.
 Weep for joy: to cry out of happiness.
We all wept for joy at the safe return of the child.
 Be full of the joys of spring: to be very happy
He bounced into the office, full of the joys of spring.

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 To be on top of the world: to be very happy about something

I was on top of the world when I was offered a higher paid job.
 To walk on air: to be very happy about something
The parents were walking on air during their son’s graduation.
 Like a dog with two tails: If somebody is like a dog with two
tails, they are extremely happy.
"When Paul won the first prize, he was like a dog with two tails."
 Grin from ear to ear: If somebody is grinning from ear to ear, they look
very satisfied and happy.
"When we saw Paul grinning from ear to ear, we knew he had passed
the exam."
 Music to your ears: To say that something is music to your ears means that
the information you receive makes you feel very happy.
“The good news was music to my ears.”
 Thrilled to bits: If someone is thrilled to bits, they are extremely pleased
about something.
"Julie was thrilled to bits when her project was selected."

Idioms and expressions of sadness

 Your heart sinks: If your heart sinks, you feel very unhappy and
despondent
"My heart sank when I saw the amount of work waiting for me."
 A lump in your throat: If you have a lump in your throat, you have a tight
feeling in your throat because of a strong emotion such as sadness or

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gratitude.
"The speech was so touching that I had a lump in my throat."
 Down in the mouth: you look depressed and unhappy.
“What's wrong with Erica? She's been looking down in the mouth all week.
 Down in the dumps: to be depressed or miserable.
Sharon is down in the dumps because her parents have gone on holiday without
her.
 Feeling blue or to have the blues: to feel (or look) depressed or unhappy.
She has the blues because she hasn't seen her parents for a week.
 Reduced to tears: when someone or something reduces you to tears, they
make you feel so unhappy that you cry.
My boss reduced me to tears when he shouted at me.
 Grin and bear it: This means accepting a situation you don’t
like because you can’t change it.
“Don’t complain so much! You’d better grin and bear it, he will never change!”

Idioms and expressions of anger

 Get one's goat: If something annoys or irritates you, it gets your goat.
“It really gets my goat when people push in front of me in a
queue.”
“That postman gets my goat; he never shuts the gate.”
 To see red: If a person sees red, they are very angry.
“I saw red when the van driver drove into the back of my car.”
“I didn't mean to punch him; I just saw red.”
 Getting on my nerves: If someone is getting on your nerves, they are doing
something that is irritating or bothering you.
“Will you stop whistling! You're getting on my nerves.”
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 Makes one's blood boil: If something makes your blood boil, it makes you
very angry.
“It makes my blood boil to think that he will not be punished for his crime.”
“It makes my blood boil when I see people using their mobile phones while
driving.”
 Go ballistic: To go ballistic is to become violently and uncontrollably
angry.
“Before you go ballistic, I just want you to know it was an accident.”
 Blow your top: To blow your top up is to suddenly lose your temper (get
very angry).
“Mum will blow her top when she sees the mess you've made.”
 Have a face like thunder: to have a face like thunder is to look
very angry.
“My father had a face like thunder when he saw the broken
window.”

Idioms and expressions of surprise

 Giving the fish eye: staring in surprise.
“We were walking and talking when I made an unexpected
remark. She turned around and gave me the fish eye,
obviously surprised, and not knowing why exactly I had said that.”
 Struck dumb: If someone is struck dumb, they are unable to speak because
they are so surprised, shocked or frightened by something.
“The accused was struck dumb when the verdict was announced.”

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 Eyeballs popped out of their sockets: he was very surprised.

“His eyes popped out of their sockets after he had seen the monstrous
hound.”
 Shell-shocked: Shaken (really surprised.)
“I was shell -shocked when the thug approached me.”
 Jaw- dropping : surprised to the extent that your jaw drops open.
“His jaw dropped when he saw; he never expected to see her here.”
“Seeing blood covering his palms was a jaw-dropping situation.”

Idioms and expressions of anxiety

 Bundle of nerves: If you describe someone as a bundle of nerves, you mean
that they are very nervous or worried.
“He is waiting for the exam’s result; he's a bundle of nerves!”
 Butterflies in stomach: If you have butterflies in your stomach, you are
feeling very nervous.
“At the beginning of an exam, I always have butterflies in my stomach.”
 Heart in one's mouth: A person who has their heart in their mouth feels
extremely anxious or nervous faced with a dangerous or unpleasant
situation.
“Emma had her heart in her mouth when she saw her two-year-old son
standing in front of the open window.”
 Get/have the jitters: If you get (or have) the jitters, especially before an
important event, you become very nervous or anxious and begin to shake.
“I got the jitters when it was my turn to say my lines.”
 Nerve-wracking: if something is nerve –wracking, it makes you nervous
and anxious.
“Crossing the glass bridge was such a nerve-wracking experience.”
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Idioms and expressions of fear

 Scared stiff - if someone is scared stiff they are so frightened they are
unable to move.
“I was scared stiff when I saw the ghostly face at my window.”
 Chill the blood – if something chills your blood it scares you. Also – make
the blood run cold or blood curdling
“The horror story chilled my blood.”
“The screams from the haunted house made my blood run cold.
“The blood curdling/chilling cackle paralyzed me with fear.”

Exercise: Fill in the blanks with the following expressions:

1. scared to death
2. goose bumps
3. broke into cold sweat
4. blood turned cold
5. send chills down my spine
6. jump out of my skin
7. shaking like a leaf
8. looked like a deer caught in headlights
9. as white as a ghost/as white as a sheet

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10. hair stood on end

1. I got __________________________ when a stranger approached me.

2. My hair ________________________ when I realized this huge bulldog was
unleashed!
3. Melanie ________________________ when she realized she left her passport at home.
Her plane was about to take off in an hour.
4. Just the sound of the dental drill was enough to send __________________ .
5. Someone’s heavy breathing and loud footsteps made me ________________ .
6. He looked ______________________when the policeman asked him about his
whereabouts on that day.
7. Jami is afraid of heights. She was ____________________ when she was crossing the
bridge a hundred meters up from the river.
8. I saw a UFO in the sky last night. I get ______________________ every time I tell
people about it.

9. The accused turned _____________________ and was really shaking when the
witness was giving her testimony.
10. My ______________________ when I heard about a shooting in a local school.

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