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<mbzsessions2restore>2</mbzsessions2restore>
<mooshcli_offline>
</mooshcli_offline>
<courseid_onl>102</courseid_onl> <!-- A-levels Literature - demo -->
</clog2dbdetails>
<clog_notes>
<![CDATA[
vim cheat sheet
:setlocal spell spelllang=ru_yo en_gb fr
<a class="clog" target="about_blank" href=""></a>
<a class="clog" target="about_blank" href="http://www.ictnle.com/tmp_pdf/"></a>
<a class="clog" target="about_blank" href="">(send the link to your google doc (in edit mode!)</a>
<img src="pix/icons8-reading-100.png" width="35em" border="0" alt="icons8-reading-100.png">
<img src="pix/icons8-quiz-100.png" width="35em" border="0" alt="quarterly test"> Prepare for quarterly test
<img src="pix/icons8-dictionary-100.png" width="30em" border="0" alt="vocab pre teach" />
<img src="pix/icons8-hammer-100.png" width="30em" border="0" alt="functional language"> 
<img src="pix/icons8-automation-100.png" width="35em" border="0" alt="grammar focus" />
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-listen-100.png" width="35em" border="0" alt="listening"> Download onto your phone or tablet and listen carefully.

]]>
</clog_notes>
<clog_format></clog_format>
<clog_plugins>
sbook_plugins/wordlist_generated_from_xml_clog_sbook_for_sbook_session.inc
sbook_plugins/payment_history_generated_from_xml_clog_sbook.inc
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<notes><![CDATA[
]]></notes>
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<!-- 
General

Introduction to this demo lesson contents

Contents below were designed for on-line synchronous delivery (as well as partially asynchronous in the case of the flipped format) in raw xml with a simple text editor (Vim) and parsed in php for display in html via LMS Moodle.
Moodle of course also supports use of PowerPoint Slides, pdfs, etc.
Contents generated in javascript, H5P, as well as the sample writing task are all accessible remotely. Additional attendance, scores/marks, feedback... can also be saved in an on-line database. 
Dumps (aka exports / snapshots) of this database are future proof because they are in a both open source and human readable format. Teachers would not experience data loss if another LMS were deployed.
Such course contents can also be exported into the SCORM format for use in any modern LMS, or even just a web-browser. Students' completion, pass/fail, progress... may also be tracked provided the target LMS supports such features.
The sample 'Practice - Mixed conditionals type 1 and type 2 (unreal situations)' is a csv file parsed for interactive display via a simple css style sheet. It can also be reused in any SRS (space repetition software, aka Flashcards, such as AnyMemo, Anki, Quizlet) or converted into gift format for Moodle's quiz module. This feature is more relevant to EFL courses.
Wordlists are automagically regenerated upon every refreshing of the page in the web-browser, and can be downloaded in 3 different formats depending on the learner's SRS app.

-->

<clog_session>
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<clog_session_date>20260710</clog_session_date>
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<clog_session_print></clog_session_print>
<clog_session_title>Narrative (per CELTA systems lesson)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
English language and literature A/AS level for AQA
Unit 5 Narrative
pg 24 25 5.1 Narratives and narrators
→ read the text
→ find 3 examples of <em>time frame</em>
<a class="clog" target="about_blank" href="todo">https://disk.yandex.ru/i/RTD_b7o_DPNxRQ</a> 

<pre style="background-color: #cdcdcd; padding: 0.3em;">CONTENTS FOR DEMONSTRATION PURPOSES ONLY
CELTA systems lesson breakdown for on-line delivery

lesson section                      CELTA stage                       interaction patterns
Lead in                             activating schemata               T / Cl → SS breakout rooms
Narrative discourse                 vocab pre-teach                   T / Cl → SS breakout rooms

(optional EFL - depending on target level)
Must vs have to, must in the past   target language presentation      T / Cl
Third conditional                   target language presentation      Ss / T
Review of unreal conditionals       target language presentation      Ss / T
Mixed conditionals                  controlled practice               SS breakout rooms
type 1 and type 2 

The suspicions of Mr Whicher        semi-controlled practice          SS breakout rooms
or the Murder of Roadhill House
Tellability                         free practice                     SS breakout rooms
</pre>
]]></clog_session_hw>

<clog_support_material>
<clog_book_title>English language and literature A/AS level for AQA</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit>Unit 5 Narrative</clog_book_unit>

<clog_activity>
<mdlid>32</mdlid>
<activity_id>1</activity_id>
<activity_title>Lead in</activity_title><!-- celta: activating schemata -->
<methodology>How to recognise storytelling devices used by the narrator</methodology><!-- literature -->
<functional_language>Describing literal &amp; figurative conflicts</functional_language> <!-- efl -->
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>Should the narrator of a story provide you with all the details, or just plant enough seeds for you to grow the plot and harvest the outcome?</activity_lead_in>
<instructions><![CDATA[
Which is more enjoyable?
<span class="show_key">
✓ setting the backdrop without giving away the plot
✓ relying on readers' curiosity &amp; imagination to fill in the gaps

backdrop = painted piece of fabric that is hung behind the stage in a theatre as part of the scenery; general conditions in which an event takes place, which sometimes help to explain that event
</span>

<div align="center"><img src="pix/seeart_female_and_male_18th_c_silhouettes_fighting_a_duel.png" width="60%" alt="visual"></div>

Look at this picture.
→ answer the questions]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>Who are these protagonists?
</qs>
<ans>✓ brother &amp; sister
✓ lovers
✓ characters in a computer game
</ans>
<hint>protagonist = main character in a play, film or book
</hint>
</qa>
<qa>
<qs>Are they really crossing swords to settle a dispute?</qs>
<ans>✓ just practising for fun
✓ flirting with swords
✓ trying to get to the next stage of the game
</ans>
<hint>to cross swords = phrase coming from literal sword-fighting and duelling, where combatants would cross their blades to parry blows or initiate a fight. Now also an idiom meaning to have an argument, dispute, or disagreement with someone
</hint>
</qa>
<qa>
<qs>What will their story be about?</qs>
<ans>✓ the siblings need to revenge their father who was murdered by a villain
✓ the lovers will repeatedly tease each other and experience passion, hate, and bitter regrets
✓ gamers can fulfil their aspirations of becoming heroes in the eyes of each other while their real life is filled with solitude and hopelessness
</ans>
<hint>to tease = to laugh at sb and make jokes about them either in a friendly way or in order to annoy or embarrass them; to annoy an animal, especially by touching it, pulling its tail, etc
</hint>
</qa>
<qa>
<qs>How successful have you been at guessing the above answers? What does it suggest?</qs>
<ans>
(your own answers)
</ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>31</mdlid>
<activity_id>2</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon><!-- CELTA: vocab pre-teach -->
<activity_title>Narrative discourse</activity_title>
<functional_language>Describing choices in language and structure which add implicit significance to events, characters and settings</functional_language> <!-- efl -->
<activity_status>active</activity_status>
<modulevisible>1</modulevisible>
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<display>6</display>
<displayoptions>
<popupwidth>300</popupwidth>
<popupheight>50</popupheight>
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-->
<activity_type>external_url</activity_type>
<activity_type>quiz</activity_type>
<activity_type>textbook</activity_type>
<modid_01></modid_01><!-- www -->
<modid_02>https://msk.ictnle.com/mod/h5pactivity/view.php?id=32940</modid_02><!-- msk -->
<external_url>https://msk.ictnle.com/mod/h5pactivity/view.php?id=32940</external_url>
<external_url>https://msk.ictnle.com/h5p/embed.php?url=https%3A%2F%2Fmsk.ictnle.com%2Fpluginfile.php%2F33165%2Fmod_h5pactivity%2Fpackage%2F0%2Fnarrative_discourse_drag-and-drop.h5p&amp;component=mod_h5pactivity" name="h5player" width="998"  height="842" allowfullscreen="allowfullscreen" class="h5p-player w-100 border-0" style="height: 0px;" id="6a4d2cd7df6c86a4d2cd7df6ca1-h5player"</external_url>
<activity_lead_in>What is a narrative discourse?
</activity_lead_in>
<instructions><![CDATA[
Why is understanding the way a story narrated pertinent to its appreciation?
<span class="show_key">
✓ choices in language and structure may add implicit significance to events, characters and settings
✓ helps distinguish what happened from the way it is narrated
✓ reveals intention(s) of the author
</span>

→ place expressions on the diagram
→ recycle the definitions to describe the picture in the background
]]></instructions>
<activity_contents><![CDATA[
<div class="d-flex justify-content-end mb-3">
</div>
<iframe
    src="https://msk.ictnle.com/h5p/embed.php?url=https%3A%2F%2Fmsk.ictnle.com%2Fpluginfile.php%2F33165%2Fmod_h5pactivity%2Fpackage%2F0%2Fnarrative_discourse_drag-and-drop.h5p&amp;component=mod_h5pactivity"
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<script src="https://msk.ictnle.com/h5p/h5plib/v127/joubel/core/js/h5p-resizer.js"></script>
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>30</mdlid>
<activity_id>20201003-0932</activity_id>
<activity_title>Must vs have to, must in the past</activity_title><!-- CELTA: target language presentation -->
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_lead_in>Can you make assumptions about the narrator's intentions?</activity_lead_in>
<activity_contents><![CDATA[
I [must | have to] remember to give him a call
✓ must
[you think something is necessary | someone else says it's necessary]
✓ you think something is necessary 
= speaker's perspective

I [must | have to] work this Saturday
✓ have to
[you think something is necessary | someone else says it's necessary]
✓ someone else says it's necessary
= external reason

If you say talking about today 'I must finish by the end of the month'
what do you say talking about the past?
I [ ] finish by the end of the month
✓ had to 
= past form of 'must'
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>29</mdlid>
<activity_id>20210320-0858</activity_id>
<activity_title>Third conditional</activity_title><!-- CELTA: target language presentation -->
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_lead_in>What conditionals do you need to make a hypothesis about events and characters?</activity_lead_in>
<activity_contents><![CDATA[
If I [knew | had known] about the traffic jams, I [had left | would have left] earlier
✓ had known + would have left
= past perfect + would have + past participle
→ past result of a past condition
→ unreal, hypothetical situation, past
⇒ 3rd conditional
]]>
</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>28</mdlid>
<activity_id>20210423-2014</activity_id>
<activity_title>Unreal conditionals</activity_title> <!-- CELTA: target language presentation -->
<activity_status>active</activity_status>
<activity_type>decks</activity_type>
<activity_contents>deck_of_phrases_conditionals_2-3.csv</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>27</mdlid>
<activity_id>20260507-0919</activity_id>
<activity_title>Practice - Mixed conditionals type 1 and type 2 (unreal situations)</activity_title>
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents><![CDATA[grammar_conditionals_selection_b2_03.csv]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>26</mdlid>
<activity_id>3</activity_id>
<activity_title>The suspicions of Mr Whicher or the Murder of Roadhill House</activity_title> <!-- CELTA: semi-controlled practice -->
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<session_date></session_date>
<hw_anchor></hw_anchor>
<methodology></methodology>
<activity_type>edit_short_reading_floating</activity_type>
<activity_type>prep_short_reading_floating</activity_type>
<activity_icon>pix/icons8-reading-100_white.png</activity_icon>
<activity_lead_in>Can you recognise discourse devices in prose?</activity_lead_in>
<instructions><![CDATA[<!--pg 26 text 5 A
The suspicions of Mr Whicher or the Murder of Roadhill House, Kate Summerscale -->
Read the excerpt
→ answer the questions
→ recycle narrative discourse devices

→ make assumptions with 'must, have to'
<em>It must have been colder earlier.</em>

→ make suppositions with the 3rd conditional
<em>If the weather had been better, perhaps the victim wouldn't have chosen a hansom cab to Paddington Station.</em>
]]></instructions>
<!--<instructions02><![CDATA[]]></instructions02>-->
<!--<instructions_demo><![CDATA[
]]></instructions_demo> -->
<qa>
<qs>Who do you think are the narrator and narratee?
</qs>
<ans>→ narrator
✓ some detective reading notes made by Detective-Inspector Jonathan Whicher
✓ a plaintiff during court proceedings

→ narratee
✓ a judge
(...)
</ans>
<hint>narratee = person to whom a narrative is told
plaintiff = person who makes a formal complaint against sb in a court of law
</hint>
</qa>
<qa>
<qs>Who is the character? What can you suppose from the precise description of how much he paid?</qs>
<ans>✓ Detective-Inspector Jonathan Whicher of Scotland Yard 
✓ attentive, patient

✓ he might be imagining the way someone spent their day
→ perhaps he's checking how much was spent by a victim on the day they disappeared...</ans>
<hint>
</hint>
</qa>
<qa>
<qs>Which are central events, and which are additional events? Why are the latter mentioned?
</qs>
<ans>✓ main event
→ buying 2 rail tickets 

✓ additional events
→ the day was warm
→ if the day was warm for the first time, perhaps it had been chilly or raining previously - which is why a cab was taken
→ there must have been a reason for stopping in Chippenham on the way to Trowbridge instead of going directly
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>What does your knowledge frame help you assume?</qs>
<ans>✓ Detective-Inspector Jonathan Whicher of Scotland Yard can't have been doing some tourism the Cotswolds Area of Outstanding Natural Beauty
✓ the investigation must have been launched on serious grounds (theft, murder)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>How can you actively participate in the text by using your own experiences to fill in the narrative gaps?</qs>
<ans>(your own answers)</ans>
<hint>
</hint>
</qa>

<article_w_columns>
<title>The suspicions of Mr Whicher or the Murder of Roadhill Housee</title>
<article_title>The suspicions of Mr Whicher or the Murder of Roadhill House</article_title>
<author>Kate Summerscale</author>
<date></date>
<published_by></published_by>
<section>
<column><![CDATA[On Sunday, 15 July 1860, Detective-Inspector Jonathan Whicher of Scotland Yard paid two shillings for a hansom cab to take him from Millbank, just west of Westminster, to Paddington station, the London terminus of the Great Western Railway. 
]]></column>
<column><![CDATA[There he bought two rail tickets: one to Chippenham, Wiltshire, ninety-four miles away, for 7s.10d., another from Chippenham to Trowbridge, about twenty miles on, for 1s.6d.
]]></column>
<column><![CDATA[The day was warm: for the first time that summer, the temperature in London had nudged into the seventies.
]]></column>

<popup_definitions>hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
7s.10d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
1s.6d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
seventies = approximately 21 degrees Celsius
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</popup_definitions>
</section>
</article_w_columns>
</clog_activity>

<clog_activity>
<mdlid>25</mdlid>
<activity_id>3</activity_id>
<activity_title>Tellability</activity_title> <!-- CELTA: freer practice -->
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>What makes someone want to tell a story? Why is it worth reading and listening to?</activity_lead_in>
<instructions><![CDATA[
pg 27 ex 5 C reading
The strange motorcyclist

pg 27 ex 5 D reading
The falling dog

Read both excerpts
→ answer the questions
→ recycle narrative discourse devices and the concepts of tellability described below]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>-->
<instructions_demo><![CDATA[
high tellability 
= characteristic of a narrative that presents interesting material in an engaging way

low tellability 
= characteristic of a narrative that presents uninteresting material in an uninspiring way
]]></instructions_demo>
<!--<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs><![CDATA[What do you think makes <em>The strange motorcyclist</em> tellable? How does the narrator shape and present their tales?
]]></qs>
<ans>(your own answers)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs><![CDATA[What do you think makes <em>The falling dog</em> tellable? How does the narrator shape and present their tales?
]]></qs>
<ans>(your own answers)
</ans>
<hint>
</hint>
</qa>
</clog_activity>

<!--
Unit 3 Mode and genre
mode = physical channel of communication: either speech or writing
oppositional view = a way of defining the difference between modes by arguing that they have completely different features
continuum = sequence in which elements that are next to each other are not noticeably different but elements at the opposite ends are very different from each other
blended-mode = text which contains conventional elements of both speech and writing
prototype model = model of looking at differences within a category or mode by thinking about typical and less typical examples
genre =
intertextuality = process by which texts borrow from or refer to conventions of other texts for a specific purpose and effect

Unit 4 variation, register &amp; representation
variation = differences associated with particular instances of language use and between groups of language users
register = variety of language that is associated with a particular situation of use
situation of use = specific place, time and context in which communication takes place
situational characteristic = key characteristic of the time, place and contexts in which communication takes place
representation = the portrayal of events, people and circumstances through language and other meaning-making resources (e.g., images and sound) to create a way of seeing the world

Unit 6.2 Semantics
semantic field = a group of words that fulfil the same kind of role and function in speech and writing
collocates = words that typically appear together
fixed expression = a well-used group of words that becomes accepted and used as one long structure
synonym = a word that has equivalent meaning to another word
euphemism = a more socially acceptable word or phrase
dysphemism = using a blunt or direct word instead of a more polite or indirect alternative, close to taboo
-->

<clog_activity>
<mdlid>24</mdlid>
<clog_expressions>
knowledge frame = mental store of knowledge about the world gained through experience
gap-filling = act of adding a rich sense of meaning to individual words and phrases based on our own knowledge and the context in which they appear
tellability = features of a story that make it worth telling to an audience
high tellability = characteristic of a narrative that presents interesting material in an engaging way
low tellability = characteristic of a narrative that presents uninteresting material in an uninspiring way

backdrop = painted piece of fabric that is hung behind the stage in a theatre as part of the scenery; general conditions in which an event takes place, which sometimes help to explain that event
protagonist = main character in a play, film or book
to cross swords = phrase coming from literal sword-fighting and duelling, where combatants would cross their blades to parry blows or initiate a fight. Now also an idiom meaning to have an argument, dispute, or disagreement with someone
to tease = to laugh at sb and make jokes about them either in a friendly way or in order to annoy or embarrass them; to annoy an animal, especially by touching it, pulling its tail, etc
hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>23</mdlid>
<clog_deco><![CDATA[
I haven't <strike>saw</strike> <strong>seen</strong> this film
Maybe <strike>or</strike> <strong>either</strong> period drama or docudrama
They learnt how <strike>do</strike> you <strong>are</strong> supposed to behave in <strike>some</strike> noble society
<strike>Did</strike> <strong>Have</strong> you ever <strike>went</strike> <strong>gone | been</strong> to a country on a different continent? <strong>(Did you go to the cinema last night = point in time ← past simple | Have you ever been (= gone) to... = from the past up to now ← present perfect</strong>
]]></clog_deco>
<clog_pig>
character /'keriktə:/
emperor /ˈempərə/
</clog_pig>
</clog_activity>
</clog_session>

<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260709</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>12:00-12:50</clog_session_time>
<clog_session_ach>1</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>2</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Narrative (per CELTA basic skills lesson)</clog_session_title>
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
English language and literature A/AS level for AQA
Unit 5 Narrative
pg 24 25 5.1 Narratives and narrators
→ read the text
→ find 3 examples of <em>time frame</em>
<a class="clog" target="about_blank" href="todo">https://disk.yandex.ru/i/RTD_b7o_DPNxRQ</a> 

<pre style="background-color: #cdcdcd; padding: 0.3em;">CONTENTS FOR DEMONSTRATION PURPOSES ONLY
CELTA basic skills lesson breakdown for on-line delivery

lesson section                      CELTA stage                       interaction patterns
Lead in                             activating schemata               T / Cl → SS breakout rooms
The suspicions of Mr Whicher        text + gist task                  SS breakout rooms
or the Murder of Roadhill House     
( - )                               feedback                          Ss / T

(optional EFL - depending on target level)
Must vs have to, must in the past   target language presentation      T / Cl
Third conditional                   target language presentation      Ss / T
Review of unreal conditionals       target language presentation      Ss / T
Mixed conditionals                  controlled practice               SS breakout rooms
type 1 and type 2 

Narrative discourse                 vocab pre-teach                   T / Cl
The suspicions of Mr Whicher        text + details                    SS breakout rooms
or the Murder of Roadhill House     discussion 

Tellability                         production activity (drafting)    SS breakout rooms
Writing task (Paper 1A, Section C)  production activity               homework
</pre>
]]></clog_session_hw>

<clog_support_material>
<clog_book_title>English language and literature A/AS level for AQA</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit>Unit 5 Narrative</clog_book_unit>

<clog_activity>
<mdlid>22</mdlid>
<activity_id>1</activity_id>
<activity_title>Lead in</activity_title><!-- celta: activating schemata -->
<methodology>How to recognise storytelling devices used by the narrator</methodology><!-- literature -->
<functional_language>Describing literal &amp; figurative conflicts</functional_language> <!-- efl -->
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>Should the narrator of a story provide you with all the details, or just plant enough seeds for you to grow the plot and harvest the outcome?</activity_lead_in>
<instructions><![CDATA[
Which is more enjoyable?
<span class="show_key">
✓ setting the backdrop without giving away the plot
✓ relying on readers' curiosity &amp; imagination to fill in the gaps

backdrop = painted piece of fabric that is hung behind the stage in a theatre as part of the scenery; general conditions in which an event takes place, which sometimes help to explain that event
</span>

<div align="center"><img src="pix/seeart_female_and_male_18th_c_silhouettes_fighting_a_duel.png" width="60%" alt="visual"></div>

Look at this picture.
→ answer the questions]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>Who are these protagonists?
</qs>
<ans>✓ brother &amp; sister
✓ lovers
✓ characters in a computer game
</ans>
<hint>protagonist = main character in a play, film or book
</hint>
</qa>
<qa>
<qs>Are they really crossing swords to settle a dispute?</qs>
<ans>✓ just practising for fun
✓ flirting with swords
✓ trying to get to the next stage of the game
</ans>
<hint>to cross swords = phrase coming from literal sword-fighting and duelling, where combatants would cross their blades to parry blows or initiate a fight. Now also an idiom meaning to have an argument, dispute, or disagreement with someone
</hint>
</qa>
<qa>
<qs>What will their story be about?</qs>
<ans>✓ the siblings need to revenge their father who was murdered by a villain
✓ the lovers will repeatedly tease each other and experience passion, hate, and bitter regrets
✓ gamers can fulfil their aspirations of becoming heroes in the eyes of each other while their real life is filled with solitude and hopelessness
</ans>
<hint>to tease = to laugh at sb and make jokes about them either in a friendly way or in order to annoy or embarrass them; to annoy an animal, especially by touching it, pulling its tail, etc
</hint>
</qa>
<qa>
<qs>How successful have you been at guessing the above answers? What does it suggest?</qs>
<ans>
(your own answers)
</ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>21</mdlid>
<activity_id>2</activity_id>
<activity_title>The suspicions of Mr Whicher or the Murder of Roadhill House - Reading for gist</activity_title> <!-- CELTA: semi-controlled practice -->
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<session_date></session_date>
<hw_anchor></hw_anchor>
<methodology></methodology>
<activity_type>edit_short_reading_floating</activity_type>
<activity_type>prep_short_reading_floating</activity_type>
<activity_icon>pix/icons8-reading-100_white.png</activity_icon>
<activity_lead_in>Do you enjoy making predictions?</activity_lead_in>
<instructions><![CDATA[<!--pg 26 text 5 A
The suspicions of Mr Whicher or the Murder of Roadhill House, Kate Summerscale -->
Read the excerpt for gist
→ answer the questions
]]></instructions>
<!--<instructions02><![CDATA[]]></instructions02>-->
<!--<instructions_demo><![CDATA[
]]></instructions_demo> -->
<qa>
<qs>Who do you think are the narrator and narratee?
</qs>
<ans>→ narrator
✓ some detective reading notes made by Detective-Inspector Jonathan Whicher
✓ a plaintiff during court proceedings

→ narratee
✓ a judge
(...)
</ans>
<hint>narratee = person to whom a narrative is told
plaintiff = person who makes a formal complaint against sb in a court of law
</hint>
</qa>
<qa>
<qs>Who is the character? What can you suppose from the precise description of how much he paid?</qs>
<ans>✓ Detective-Inspector Jonathan Whicher of Scotland Yard 
✓ attentive, patient

✓ he might be imagining the way someone spent their day
→ perhaps he's checking how much was spent by a victim on the day they disappeared...</ans>
<hint>
</hint>
</qa>

<article_w_columns>
<title>The suspicions of Mr Whicher or the Murder of Roadhill Housee</title>
<article_title>The suspicions of Mr Whicher or the Murder of Roadhill House</article_title>
<author>Kate Summerscale</author>
<date></date>
<published_by></published_by>
<section>
<column><![CDATA[On Sunday, 15 July 1860, Detective-Inspector Jonathan Whicher of Scotland Yard paid two shillings for a hansom cab to take him from Millbank, just west of Westminster, to Paddington station, the London terminus of the Great Western Railway. 
]]></column>
<column><![CDATA[There he bought two rail tickets: one to Chippenham, Wiltshire, ninety-four miles away, for 7s.10d., another from Chippenham to Trowbridge, about twenty miles on, for 1s.6d.
]]></column>
<column><![CDATA[The day was warm: for the first time that summer, the temperature in London had nudged into the seventies.
]]></column>

<popup_definitions>hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
7s.10d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
1s.6d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
seventies = approximately 21 degrees Celsius
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</popup_definitions>
</section>
</article_w_columns>
</clog_activity>

<clog_activity>
<mdlid>20</mdlid>
<activity_id>20201003-0932</activity_id>
<activity_title>Must vs have to, must in the past</activity_title><!-- CELTA: target language presentation -->
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_lead_in>Can you make assumptions about the narrator's intentions?</activity_lead_in>
<activity_contents><![CDATA[
I [must | have to] remember to give him a call
✓ must
[you think something is necessary | someone else says it's necessary]
✓ you think something is necessary 
= speaker's perspective

I [must | have to] work this Saturday
✓ have to
[you think something is necessary | someone else says it's necessary]
✓ someone else says it's necessary
= external reason

If you say talking about today 'I must finish by the end of the month'
what do you say talking about the past?
I [ ] finish by the end of the month
✓ had to 
= past form of 'must'
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>19</mdlid>
<activity_id>20210320-0858</activity_id>
<activity_title>Third conditional</activity_title><!-- CELTA: target language presentation -->
<activity_status>active</activity_status>
<activity_type>grammar</activity_type>
<activity_lead_in>What conditionals do you need to make a hypothesis about events and characters?</activity_lead_in>
<activity_contents><![CDATA[
If I [knew | had known] about the traffic jams, I [had left | would have left] earlier
✓ had known + would have left
= past perfect + would have + past participle
→ past result of a past condition
→ unreal, hypothetical situation, past
⇒ 3rd conditional
]]>
</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>18</mdlid>
<activity_id>20210423-2014</activity_id>
<activity_title>Unreal conditionals</activity_title> <!-- CELTA: target language presentation -->
<activity_status>active</activity_status>
<activity_type>decks</activity_type>
<activity_contents>deck_of_phrases_conditionals_2-3.csv</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>17</mdlid>
<activity_id>20260507-0919</activity_id>
<activity_title>Practice - Mixed conditionals type 1 and type 2 (unreal situations)</activity_title>
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents><![CDATA[grammar_conditionals_selection_b2_03.csv]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>16</mdlid>
<activity_id>3</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon><!-- CELTA: vocab pre-teach -->
<activity_title>Narrative discourse</activity_title>
<functional_language>Describing choices in language and structure which add implicit significance to events, characters and settings</functional_language> <!-- efl -->
<activity_status>active</activity_status>
<modulevisible>1</modulevisible>
<!--
<display>3</display>
<display>6</display>
<displayoptions>
<popupwidth>300</popupwidth>
<popupheight>50</popupheight>
</displayoptions>
-->
<activity_type>external_url</activity_type>
<activity_type>quiz</activity_type>
<activity_type>textbook</activity_type>
<modid_01></modid_01><!-- www -->
<modid_02>https://msk.ictnle.com/mod/h5pactivity/view.php?id=32940</modid_02><!-- msk -->
<external_url>https://msk.ictnle.com/mod/h5pactivity/view.php?id=32940</external_url>
<external_url>https://msk.ictnle.com/h5p/embed.php?url=https%3A%2F%2Fmsk.ictnle.com%2Fpluginfile.php%2F33165%2Fmod_h5pactivity%2Fpackage%2F0%2Fnarrative_discourse_drag-and-drop.h5p&amp;component=mod_h5pactivity" name="h5player" width="998"  height="842" allowfullscreen="allowfullscreen" class="h5p-player w-100 border-0" style="height: 0px;" id="6a4d2cd7df6c86a4d2cd7df6ca1-h5player"</external_url>
<activity_lead_in>What is a narrative discourse?
</activity_lead_in>
<instructions><![CDATA[
Why is understanding the way a story narrated pertinent to its appreciation?
<span class="show_key">
✓ choices in language and structure may add implicit significance to events, characters and settings
✓ helps distinguish what happened from the way it is narrated
✓ reveals intention(s) of the author
</span>

→ place expressions on the diagram
→ recycle the definitions to describe the picture in the background
]]></instructions>
<activity_contents><![CDATA[
<div class="d-flex justify-content-end mb-3">
</div>
<iframe
    src="https://msk.ictnle.com/h5p/embed.php?url=https%3A%2F%2Fmsk.ictnle.com%2Fpluginfile.php%2F33165%2Fmod_h5pactivity%2Fpackage%2F0%2Fnarrative_discourse_drag-and-drop.h5p&amp;component=mod_h5pactivity"
    name="h5player"
    width="998"
    height="842"
    allowfullscreen="allowfullscreen"
    class="h5p-player w-100 border-0"
    style="height: 0px;"
    id="6a4d2cd7df6c86a4d2cd7df6ca1-h5player"
></iframe>
<script src="https://msk.ictnle.com/h5p/h5plib/v127/joubel/core/js/h5p-resizer.js"></script>
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>15</mdlid>
<activity_id>4</activity_id>
<activity_title>The suspicions of Mr Whicher or the Murder of Roadhill House - Reading for detail</activity_title> <!-- CELTA: semi-controlled practice -->
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<session_date></session_date>
<hw_anchor></hw_anchor>
<methodology></methodology>
<activity_type>edit_short_reading_floating</activity_type>
<activity_type>prep_short_reading_floating</activity_type>
<activity_icon>pix/icons8-reading-100_white.png</activity_icon>
<activity_lead_in>Can you recognise discourse devices in prose?</activity_lead_in>
<instructions><![CDATA[<!--pg 26 text 5 A
The suspicions of Mr Whicher or the Murder of Roadhill House, Kate Summerscale -->
Read the excerpt
→ answer the questions
→ recycle narrative discourse devices

→ make assumptions with 'must, have to'
<em>It must have been colder earlier.</em>

→ make suppositions with the 3rd conditional
<em>If the weather had been better, perhaps the victim wouldn't have chosen a hansom cab to Paddington Station.</em>
]]></instructions>
<!--<instructions02><![CDATA[]]></instructions02>-->
<!--<instructions_demo><![CDATA[
]]></instructions_demo> -->
<qa>
<qs>Which are central events, and which are additional events? Why are the latter mentioned?
</qs>
<ans>✓ main event
→ buying 2 rail tickets 

✓ additional events
→ the day was warm
→ if the day was warm for the first time, perhaps it had been chilly or raining previously - which is why a cab was taken
→ there must have been a reason for stopping in Chippenham on the way to Trowbridge instead of going directly
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>What does your knowledge frame help you assume?</qs>
<ans>✓ Detective-Inspector Jonathan Whicher of Scotland Yard can't have been doing some tourism the Cotswolds Area of Outstanding Natural Beauty
✓ the investigation must have been launched on serious grounds (theft, murder)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>How can you actively participate in the text by using your own experiences to fill in the narrative gaps?</qs>
<ans>(your own answers)</ans>
<hint>
</hint>
</qa>

<article_w_columns>
<title>The suspicions of Mr Whicher or the Murder of Roadhill Housee</title>
<article_title>The suspicions of Mr Whicher or the Murder of Roadhill House</article_title>
<author>Kate Summerscale</author>
<date></date>
<published_by></published_by>
<section>
<column><![CDATA[On Sunday, 15 July 1860, Detective-Inspector Jonathan Whicher of Scotland Yard paid two shillings for a hansom cab to take him from Millbank, just west of Westminster, to Paddington station, the London terminus of the Great Western Railway. 
]]></column>
<column><![CDATA[There he bought two rail tickets: one to Chippenham, Wiltshire, ninety-four miles away, for 7s.10d., another from Chippenham to Trowbridge, about twenty miles on, for 1s.6d.
]]></column>
<column><![CDATA[The day was warm: for the first time that summer, the temperature in London had nudged into the seventies.
]]></column>

<popup_definitions>hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
7s.10d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
1s.6d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
seventies = approximately 21 degrees Celsius
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</popup_definitions>
</section>
</article_w_columns>
</clog_activity>

<clog_activity>
<mdlid>14</mdlid>
<activity_id>5</activity_id>
<activity_title>Tellability</activity_title> <!-- CELTA: production activity -->
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>What makes someone want to tell a story? Why is it worth reading and listening to?</activity_lead_in>
<instructions><![CDATA[
pg 27 ex 5 C reading
The strange motorcyclist

pg 27 ex 5 D reading
The falling dog

Read both excerpts
→ answer the questions
→ recycle narrative discourse devices and the concepts of tellability described below]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>-->
<instructions_demo><![CDATA[
high tellability 
= characteristic of a narrative that presents interesting material in an engaging way

low tellability 
= characteristic of a narrative that presents uninteresting material in an uninspiring way
]]></instructions_demo>
<!--<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs><![CDATA[What do you think makes <em>The strange motorcyclist</em> tellable? How does the narrator shape and present their tales?
]]></qs>
<ans>(your own answers)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs><![CDATA[What do you think makes <em>The falling dog</em> tellable? How does the narrator shape and present their tales?
]]></qs>
<ans>(your own answers)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>Brainstorm contents of a 300 word-long essay on the high and low tellability of both excerpts.
</qs>
<ans></ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>13</mdlid>
<activity_id>6</activity_id>
<activity_icon>pix/icons8-hand-with-pen-100_white.png</activity_icon><!-- CELTA: production task / hw -->
<activity_title>Writing (Paper 1A, Section C)</activity_title>
<functional_language></functional_language> <!-- efl -->
<activity_status>active</activity_status>
<modulevisible>1</modulevisible>
<!--
<display>3</display>
<display>6</display>
<displayoptions>
<popupwidth>300</popupwidth>
<popupheight>50</popupheight>
</displayoptions>
-->
<activity_type>external_url</activity_type>
<activity_type>textbook</activity_type>
<modid_01></modid_01><!-- www -->
<modid_02>https://msk.ictnle.com/mod/assign/view.php?id=33269</modid_02><!-- msk -->
<external_url>https://msk.ictnle.com/mod/assign/view.php?id=33269</external_url>
<activity_lead_in>To what extent do you agree with this view in relation to the two texts from The strange motorcyclist and The Falling Dog you have studied?</activity_lead_in>
<instructions><![CDATA[
Paper 1A, Section C
<em>'Narrative techniques deployed by an author often make a story more engaging than the plot itself.'</em>

<strong>To what extent do you agree with this view in relation to the two texts from The strange motorcyclist and The Falling Dog you have studied?</strong>

Remember to include in your answer relevant comment on the ways the writers have shaped meanings.
]]></instructions>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>


<!--
Unit 3 Mode and genre
mode = physical channel of communication: either speech or writing
oppositional view = a way of defining the difference between modes by arguing that they have completely different features
continuum = sequence in which elements that are next to each other are not noticeably different but elements at the opposite ends are very different from each other
blended-mode = text which contains conventional elements of both speech and writing
prototype model = model of looking at differences within a category or mode by thinking about typical and less typical examples
genre =
intertextuality = process by which texts borrow from or refer to conventions of other texts for a specific purpose and effect

Unit 4 variation, register &amp; representation
variation = differences associated with particular instances of language use and between groups of language users
register = variety of language that is associated with a particular situation of use
situation of use = specific place, time and context in which communication takes place
situational characteristic = key characteristic of the time, place and contexts in which communication takes place
representation = the portrayal of events, people and circumstances through language and other meaning-making resources (e.g., images and sound) to create a way of seeing the world

Unit 6.2 Semantics
semantic field = a group of words that fulfil the same kind of role and function in speech and writing
collocates = words that typically appear together
fixed expression = a well-used group of words that becomes accepted and used as one long structure
synonym = a word that has equivalent meaning to another word
euphemism = a more socially acceptable word or phrase
dysphemism = using a blunt or direct word instead of a more polite or indirect alternative, close to taboo
-->

<clog_activity>
<mdlid>12</mdlid>
<clog_expressions>
knowledge frame = mental store of knowledge about the world gained through experience
gap-filling = act of adding a rich sense of meaning to individual words and phrases based on our own knowledge and the context in which they appear
tellability = features of a story that make it worth telling to an audience
high tellability = characteristic of a narrative that presents interesting material in an engaging way
low tellability = characteristic of a narrative that presents uninteresting material in an uninspiring way

backdrop = painted piece of fabric that is hung behind the stage in a theatre as part of the scenery; general conditions in which an event takes place, which sometimes help to explain that event
protagonist = main character in a play, film or book
to cross swords = phrase coming from literal sword-fighting and duelling, where combatants would cross their blades to parry blows or initiate a fight. Now also an idiom meaning to have an argument, dispute, or disagreement with someone
to tease = to laugh at sb and make jokes about them either in a friendly way or in order to annoy or embarrass them; to annoy an animal, especially by touching it, pulling its tail, etc
hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>11</mdlid>
<clog_deco><![CDATA[
I haven't <strike>saw</strike> <strong>seen</strong> this film
Maybe <strike>or</strike> <strong>either</strong> period drama or docudrama
They learnt how <strike>do</strike> you <strong>are</strong> supposed to behave in <strike>some</strike> noble society
<strike>Did</strike> <strong>Have</strong> you ever <strike>went</strike> <strong>gone | been</strong> to a country on a different continent? <strong>(Did you go to the cinema last night = point in time ← past simple | Have you ever been (= gone) to... = from the past up to now ← present perfect</strong>
]]></clog_deco>
<clog_pig>
character /'keriktə:/
emperor /ˈempərə/
</clog_pig>
</clog_activity>
</clog_session>

<clog_session>
<clog_session_number></clog_session_number>
<clog_session_date>20260708</clog_session_date>
<clog_session_date_cancelled></clog_session_date_cancelled>
<clog_session_date_rescheduled></clog_session_date_rescheduled>
<clog_session_time>12:00-12:50</clog_session_time>
<clog_session_ach>1</clog_session_ach>
<clog_session_rate></clog_session_rate>
<clog_session_credit></clog_session_credit>
<clog_session_credit_date></clog_session_credit_date>
<clog_session_balance>1</clog_session_balance>
<clog_session_status>active</clog_session_status>
<clog_session_print></clog_session_print>
<clog_session_title>Narrative (flipped lesson format + TTT)</clog_session_title><!-- but TTT should be only for systems lesson!... -->
<clog_session_comment>By the end of this session you will have studied </clog_session_comment>
<clog_session_hw><![CDATA[
<img src="pix/icons8-smartphone-tablet-100.png" width="35em" border="0" alt="smartphone or tablet device"> <img src="pix/icons8-print-50.png" width="35em" border="0" alt="print"> Download onto your tablet or print the following pdf for our next lesson.
English language and literature A/AS level for AQA
Unit 5 Narrative
pg 24 25 5.1 Narratives and narrators
→ read the text
→ find 3 examples of <em>time frame</em>

<pre style="background-color: #cdcdcd; padding: 0.3em;">(additional prep for flipped format)
(optional EFL - depending on target level)
Review of unreal conditionals   
Practice - Mixed conditionals type 1 and type 2 

The suspicions of Mr Whicher or the Murder of Roadhill House   
Read the excerpt for gist
→ answer the questions</pre>
<a class="clog" target="about_blank" href="todo">https://disk.yandex.ru/i/RTD_b7o_DPNxRQ</a> 

<pre style="background-color: #cdcdcd; padding: 0.3em;">CONTENTS FOR DEMONSTRATION PURPOSES ONLY
flipped lesson + Test/Teach/Test breakdown for on-line delivery

lesson section                      CELTA stage                       interaction patterns
(optional EFL - depending on target level)
Review of unreal conditionals       teach                             T / Cl
Practice - Mixed conditionals       test                              T / Ss
type 1 and type 2 

The suspicions of Mr Whicher        feedback                          Ss / T
or the Murder of Roadhill House     
Lead in                             activating schemata               T / Cl → SS breakout rooms
Narrative discourse                 vocab pre-teach                   T / Cl
The suspicions of Mr Whicher        text + details                    SS breakout rooms
or the Murder of Roadhill House     discussion 
Tellability                         production activity (drafting)    SS breakout rooms
Writing task (Paper 1A, Section C)  production activity               homework
</pre>
]]></clog_session_hw>

<clog_support_material>
<clog_book_title>English language and literature A/AS level for AQA</clog_book_title>
<clog_book_level>B2</clog_book_level>
<clog_book_unit>Unit 5 Narrative</clog_book_unit>

<clog_activity>
<mdlid>10</mdlid>
<activity_id>20210423-2014</activity_id>
<activity_title>Unreal conditionals</activity_title> <!-- teach -->
<activity_status>active</activity_status>
<activity_type>decks</activity_type>
<activity_contents>deck_of_phrases_conditionals_2-3.csv</activity_contents>
</clog_activity>

<clog_activity>
<mdlid>9</mdlid>
<activity_id>20260507-0919</activity_id>
<activity_title>Practice - Mixed conditionals type 1 and type 2 (unreal situations)</activity_title> <!-- test -->
<activity_status>active</activity_status>
<activity_type>review</activity_type>
<activity_contents><![CDATA[grammar_conditionals_selection_b2_03.csv]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>8</mdlid>
<activity_id>1</activity_id>
<activity_title>The suspicions of Mr Whicher or the Murder of Roadhill House - Reading for gist (prep)</activity_title> <!-- flipped -->
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<session_date></session_date>
<hw_anchor></hw_anchor>
<methodology></methodology>
<activity_type>edit_short_reading_floating</activity_type>
<activity_type>prep_short_reading_floating</activity_type>
<activity_icon>pix/icons8-reading-100_white.png</activity_icon>
<activity_lead_in>Do you enjoy making predictions?</activity_lead_in>
<instructions><![CDATA[<!--pg 26 text 5 A
The suspicions of Mr Whicher or the Murder of Roadhill House, Kate Summerscale -->
Read the excerpt for gist
→ answer the questions
]]></instructions>
<!--<instructions02><![CDATA[]]></instructions02>-->
<!--<instructions_demo><![CDATA[
]]></instructions_demo> -->
<qa>
<qs>Who do you think are the narrator and narratee?
</qs>
<ans>→ narrator
✓ some detective reading notes made by Detective-Inspector Jonathan Whicher
✓ a plaintiff during court proceedings

→ narratee
✓ a judge
(...)
</ans>
<hint>narratee = person to whom a narrative is told
plaintiff = person who makes a formal complaint against sb in a court of law
</hint>
</qa>
<qa>
<qs>Who is the character? What can you suppose from the precise description of how much he paid?</qs>
<ans>✓ Detective-Inspector Jonathan Whicher of Scotland Yard 
✓ attentive, patient

✓ he might be imagining the way someone spent their day
→ perhaps he's checking how much was spent by a victim on the day they disappeared...</ans>
<hint>
</hint>
</qa>

<article_w_columns>
<title>The suspicions of Mr Whicher or the Murder of Roadhill Housee</title>
<article_title>The suspicions of Mr Whicher or the Murder of Roadhill House</article_title>
<author>Kate Summerscale</author>
<date></date>
<published_by></published_by>
<section>
<column><![CDATA[On Sunday, 15 July 1860, Detective-Inspector Jonathan Whicher of Scotland Yard paid two shillings for a hansom cab to take him from Millbank, just west of Westminster, to Paddington station, the London terminus of the Great Western Railway. 
]]></column>
<column><![CDATA[There he bought two rail tickets: one to Chippenham, Wiltshire, ninety-four miles away, for 7s.10d., another from Chippenham to Trowbridge, about twenty miles on, for 1s.6d.
]]></column>
<column><![CDATA[The day was warm: for the first time that summer, the temperature in London had nudged into the seventies.
]]></column>

<popup_definitions>hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
7s.10d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
1s.6d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
seventies = approximately 21 degrees Celsius
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</popup_definitions>
</section>
</article_w_columns>
</clog_activity>

<clog_activity>
<mdlid>7</mdlid>
<activity_id>2</activity_id>
<activity_title>Lead in</activity_title><!-- celta: activating schemata -->
<methodology>How to recognise storytelling devices used by the narrator</methodology><!-- literature -->
<functional_language>Describing literal &amp; figurative conflicts</functional_language> <!-- efl -->
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>Should the narrator of a story provide you with all the details, or just plant enough seeds for you to grow the plot and harvest the outcome?</activity_lead_in>
<instructions><![CDATA[
Which is more enjoyable?
<span class="show_key">
✓ setting the backdrop without giving away the plot
✓ relying on readers' curiosity &amp; imagination to fill in the gaps

backdrop = painted piece of fabric that is hung behind the stage in a theatre as part of the scenery; general conditions in which an event takes place, which sometimes help to explain that event
</span>

<div align="center"><img src="pix/seeart_female_and_male_18th_c_silhouettes_fighting_a_duel.png" width="60%" alt="visual"></div>

Look at this picture.
→ answer the questions]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>
<instructions_demo><![CDATA[ ]]></instructions_demo>
<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs>Who are these protagonists?
</qs>
<ans>✓ brother &amp; sister
✓ lovers
✓ characters in a computer game
</ans>
<hint>protagonist = main character in a play, film or book
</hint>
</qa>
<qa>
<qs>Are they really crossing swords to settle a dispute?</qs>
<ans>✓ just practising for fun
✓ flirting with swords
✓ trying to get to the next stage of the game
</ans>
<hint>to cross swords = phrase coming from literal sword-fighting and duelling, where combatants would cross their blades to parry blows or initiate a fight. Now also an idiom meaning to have an argument, dispute, or disagreement with someone
</hint>
</qa>
<qa>
<qs>What will their story be about?</qs>
<ans>✓ the siblings need to revenge their father who was murdered by a villain
✓ the lovers will repeatedly tease each other and experience passion, hate, and bitter regrets
✓ gamers can fulfil their aspirations of becoming heroes in the eyes of each other while their real life is filled with solitude and hopelessness
</ans>
<hint>to tease = to laugh at sb and make jokes about them either in a friendly way or in order to annoy or embarrass them; to annoy an animal, especially by touching it, pulling its tail, etc
</hint>
</qa>
<qa>
<qs>How successful have you been at guessing the above answers? What does it suggest?</qs>
<ans>
(your own answers)
</ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>6</mdlid>
<activity_id>3</activity_id>
<activity_icon>pix/icons8-dictionary-100_white.png</activity_icon><!-- CELTA: vocab pre-teach -->
<activity_title>Narrative discourse</activity_title>
<functional_language>Describing choices in language and structure which add implicit significance to events, characters and settings</functional_language> <!-- efl -->
<activity_status>active</activity_status>
<modulevisible>1</modulevisible>
<!--
<display>3</display>
<display>6</display>
<displayoptions>
<popupwidth>300</popupwidth>
<popupheight>50</popupheight>
</displayoptions>
-->
<activity_type>external_url</activity_type>
<activity_type>quiz</activity_type>
<activity_type>textbook</activity_type>
<modid_01></modid_01><!-- www -->
<modid_02>https://msk.ictnle.com/mod/h5pactivity/view.php?id=32940</modid_02><!-- msk -->
<external_url>https://msk.ictnle.com/mod/h5pactivity/view.php?id=32940</external_url>
<external_url>https://msk.ictnle.com/h5p/embed.php?url=https%3A%2F%2Fmsk.ictnle.com%2Fpluginfile.php%2F33165%2Fmod_h5pactivity%2Fpackage%2F0%2Fnarrative_discourse_drag-and-drop.h5p&amp;component=mod_h5pactivity" name="h5player" width="998"  height="842" allowfullscreen="allowfullscreen" class="h5p-player w-100 border-0" style="height: 0px;" id="6a4d2cd7df6c86a4d2cd7df6ca1-h5player"</external_url>
<activity_lead_in>What is a narrative discourse?
</activity_lead_in>
<instructions><![CDATA[
Why is understanding the way a story narrated pertinent to its appreciation?
<span class="show_key">
✓ choices in language and structure may add implicit significance to events, characters and settings
✓ helps distinguish what happened from the way it is narrated
✓ reveals intention(s) of the author
</span>

→ place expressions on the diagram
→ recycle the definitions to describe the picture in the background
]]></instructions>
<activity_contents><![CDATA[
<div class="d-flex justify-content-end mb-3">
</div>
<iframe
    src="https://msk.ictnle.com/h5p/embed.php?url=https%3A%2F%2Fmsk.ictnle.com%2Fpluginfile.php%2F33165%2Fmod_h5pactivity%2Fpackage%2F0%2Fnarrative_discourse_drag-and-drop.h5p&amp;component=mod_h5pactivity"
    name="h5player"
    width="998"
    height="842"
    allowfullscreen="allowfullscreen"
    class="h5p-player w-100 border-0"
    style="height: 0px;"
    id="6a4d2cd7df6c86a4d2cd7df6ca1-h5player"
></iframe>
<script src="https://msk.ictnle.com/h5p/h5plib/v127/joubel/core/js/h5p-resizer.js"></script>
]]></activity_contents>
</clog_activity>

<clog_activity>
<mdlid>5</mdlid>
<activity_id>4</activity_id>
<activity_title>The suspicions of Mr Whicher or the Murder of Roadhill House - Reading for detail</activity_title> <!-- CELTA: semi-controlled practice -->
<activity_status>active</activity_status>
<activity_status>wip</activity_status>
<session_date></session_date>
<hw_anchor></hw_anchor>
<methodology></methodology>
<activity_type>edit_short_reading_floating</activity_type>
<activity_type>prep_short_reading_floating</activity_type>
<activity_icon>pix/icons8-reading-100_white.png</activity_icon>
<activity_lead_in>Can you recognise discourse devices in prose?</activity_lead_in>
<instructions><![CDATA[<!--pg 26 text 5 A
The suspicions of Mr Whicher or the Murder of Roadhill House, Kate Summerscale -->
Read the excerpt
→ answer the questions
→ recycle narrative discourse devices

→ make assumptions with 'must, have to'
<em>It must have been colder earlier.</em>

→ make suppositions with the 3rd conditional
<em>If the weather had been better, perhaps the victim wouldn't have chosen a hansom cab to Paddington Station.</em>
]]></instructions>
<!--<instructions02><![CDATA[]]></instructions02>-->
<!--<instructions_demo><![CDATA[
]]></instructions_demo> -->
<qa>
<qs>Which are central events, and which are additional events? Why are the latter mentioned?
</qs>
<ans>✓ main event
→ buying 2 rail tickets 

✓ additional events
→ the day was warm
→ if the day was warm for the first time, perhaps it had been chilly or raining previously - which is why a cab was taken
→ there must have been a reason for stopping in Chippenham on the way to Trowbridge instead of going directly
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>What does your knowledge frame help you assume?</qs>
<ans>✓ Detective-Inspector Jonathan Whicher of Scotland Yard can't have been doing some tourism the Cotswolds Area of Outstanding Natural Beauty
✓ the investigation must have been launched on serious grounds (theft, murder)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>How can you actively participate in the text by using your own experiences to fill in the narrative gaps?</qs>
<ans>(your own answers)</ans>
<hint>
</hint>
</qa>

<article_w_columns>
<title>The suspicions of Mr Whicher or the Murder of Roadhill Housee</title>
<article_title>The suspicions of Mr Whicher or the Murder of Roadhill House</article_title>
<author>Kate Summerscale</author>
<date></date>
<published_by></published_by>
<section>
<column><![CDATA[On Sunday, 15 July 1860, Detective-Inspector Jonathan Whicher of Scotland Yard paid two shillings for a hansom cab to take him from Millbank, just west of Westminster, to Paddington station, the London terminus of the Great Western Railway. 
]]></column>
<column><![CDATA[There he bought two rail tickets: one to Chippenham, Wiltshire, ninety-four miles away, for 7s.10d., another from Chippenham to Trowbridge, about twenty miles on, for 1s.6d.
]]></column>
<column><![CDATA[The day was warm: for the first time that summer, the temperature in London had nudged into the seventies.
]]></column>

<popup_definitions>hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
7s.10d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
1s.6d. = How much is that worth today? - Value of some pre decimal coins used in England <a class="clog" target="about_blank" href="https://eehe.org.uk/31230/whatsitworth/">https://eehe.org.uk/31230/whatsitworth/</a>
seventies = approximately 21 degrees Celsius
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</popup_definitions>
</section>
</article_w_columns>
</clog_activity>

<clog_activity>
<mdlid>4</mdlid>
<activity_id>5</activity_id>
<activity_title>Tellability</activity_title> <!-- CELTA: production activity -->
<session_date></session_date>
<hw_anchor></hw_anchor>
<activity_status>active</activity_status>
<activity_type>edit_ol_qa</activity_type>
<activity_icon>pix/icons8-collaboration-100_white.png</activity_icon>
<activity_lead_in>What makes someone want to tell a story? Why is it worth reading and listening to?</activity_lead_in>
<instructions><![CDATA[
pg 27 ex 5 C reading
The strange motorcyclist

pg 27 ex 5 D reading
The falling dog

Read both excerpts
→ answer the questions
→ recycle narrative discourse devices and the concepts of tellability described below]]></instructions>
<!--<instructions02><![CDATA[ ]]></instructions02>-->
<instructions_demo><![CDATA[
high tellability 
= characteristic of a narrative that presents interesting material in an engaging way

low tellability 
= characteristic of a narrative that presents uninteresting material in an uninspiring way
]]></instructions_demo>
<!--<activity_options>stopwatch</activity_options> -->
<html5_video></html5_video>
<qas>
</qas>
<key>
</key>
<qa>
<qs><![CDATA[What do you think makes <em>The strange motorcyclist</em> tellable? How does the narrator shape and present their tales?
]]></qs>
<ans>(your own answers)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs><![CDATA[What do you think makes <em>The falling dog</em> tellable? How does the narrator shape and present their tales?
]]></qs>
<ans>(your own answers)
</ans>
<hint>
</hint>
</qa>
<qa>
<qs>Brainstorm contents of a 300 word-long essay on the high and low tellability of both excerpts.
</qs>
<ans></ans>
<hint>
</hint>
</qa>
</clog_activity>

<clog_activity>
<mdlid>3</mdlid>
<activity_id>6</activity_id>
<activity_icon>pix/icons8-hand-with-pen-100_white.png</activity_icon><!-- CELTA: production task / hw -->
<activity_title>Writing (Paper 1A, Section C)</activity_title>
<functional_language></functional_language> <!-- efl -->
<activity_status>active</activity_status>
<modulevisible>1</modulevisible>
<!--
<display>3</display>
<display>6</display>
<displayoptions>
<popupwidth>300</popupwidth>
<popupheight>50</popupheight>
</displayoptions>
-->
<activity_type>external_url</activity_type>
<activity_type>textbook</activity_type>
<modid_01></modid_01><!-- www -->
<modid_02>https://msk.ictnle.com/mod/assign/view.php?id=33269</modid_02><!-- msk -->
<external_url>https://msk.ictnle.com/mod/assign/view.php?id=33269</external_url>
<activity_lead_in>To what extent do you agree with this view in relation to the two texts from The strange motorcyclist and The Falling Dog you have studied?</activity_lead_in>
<instructions><![CDATA[
Paper 1A, Section C
<em>'Narrative techniques deployed by an author often make a story more engaging than the plot itself.'</em>

<strong>To what extent do you agree with this view in relation to the two texts from The strange motorcyclist and The Falling Dog you have studied?</strong>

Remember to include in your answer relevant comment on the ways the writers have shaped meanings.
]]></instructions>
<activity_contents><![CDATA[
]]></activity_contents>
</clog_activity>

<!--
Unit 3 Mode and genre
mode = physical channel of communication: either speech or writing
oppositional view = a way of defining the difference between modes by arguing that they have completely different features
continuum = sequence in which elements that are next to each other are not noticeably different but elements at the opposite ends are very different from each other
blended-mode = text which contains conventional elements of both speech and writing
prototype model = model of looking at differences within a category or mode by thinking about typical and less typical examples
genre =
intertextuality = process by which texts borrow from or refer to conventions of other texts for a specific purpose and effect

Unit 4 variation, register &amp; representation
variation = differences associated with particular instances of language use and between groups of language users
register = variety of language that is associated with a particular situation of use
situation of use = specific place, time and context in which communication takes place
situational characteristic = key characteristic of the time, place and contexts in which communication takes place
representation = the portrayal of events, people and circumstances through language and other meaning-making resources (e.g., images and sound) to create a way of seeing the world

Unit 6.2 Semantics
semantic field = a group of words that fulfil the same kind of role and function in speech and writing
collocates = words that typically appear together
fixed expression = a well-used group of words that becomes accepted and used as one long structure
synonym = a word that has equivalent meaning to another word
euphemism = a more socially acceptable word or phrase
dysphemism = using a blunt or direct word instead of a more polite or indirect alternative, close to taboo
-->

<clog_activity>
<mdlid>2</mdlid>
<clog_expressions>
knowledge frame = mental store of knowledge about the world gained through experience
gap-filling = act of adding a rich sense of meaning to individual words and phrases based on our own knowledge and the context in which they appear
tellability = features of a story that make it worth telling to an audience
high tellability = characteristic of a narrative that presents interesting material in an engaging way
low tellability = characteristic of a narrative that presents uninteresting material in an uninspiring way

backdrop = painted piece of fabric that is hung behind the stage in a theatre as part of the scenery; general conditions in which an event takes place, which sometimes help to explain that event
protagonist = main character in a play, film or book
to cross swords = phrase coming from literal sword-fighting and duelling, where combatants would cross their blades to parry blows or initiate a fight. Now also an idiom meaning to have an argument, dispute, or disagreement with someone
to tease = to laugh at sb and make jokes about them either in a friendly way or in order to annoy or embarrass them; to annoy an animal, especially by touching it, pulling its tail, etc
hansom = carriage with two wheels, pulled by one horse, used in the past to carry two passengers
Trowbridge = town which became the county town of Wiltshire in 1889 when Wiltshire County Council was formed and sought a place which representatives from Swindon and Salisbury, among others, could reach and return home from in one day. Trowbridge fulfilled this criterion by its railway connections and thus was chosen as the county town, further reinforced by the construction of County Hall in 1939 
Chippenham = market town and civil parish in north-west Wiltshire, England. It lies 13 miles north-east of Bath, 86 miles west of London and is near the Cotswolds Area of Outstanding Natural Beauty
Scotland Yard = nickname for the headquarters of the Metropolitan Police Service (the police force covering most of Greater London). The name stuck because the original headquarters, established in 1829, was located on a London street called Great Scotland Yard
</clog_expressions>
</clog_activity>

</clog_support_material>

<clog_activity>
<mdlid>1</mdlid>
<clog_deco><![CDATA[
I haven't <strike>saw</strike> <strong>seen</strong> this film
Maybe <strike>or</strike> <strong>either</strong> period drama or docudrama
They learnt how <strike>do</strike> you <strong>are</strong> supposed to behave in <strike>some</strike> noble society
<strike>Did</strike> <strong>Have</strong> you ever <strike>went</strike> <strong>gone | been</strong> to a country on a different continent? <strong>(Did you go to the cinema last night = point in time ← past simple | Have you ever been (= gone) to... = from the past up to now ← present perfect</strong>
]]></clog_deco>
<clog_pig>
character /'keriktə:/
emperor /ˈempərə/
</clog_pig>
</clog_activity>
</clog_session>

</root>
