Teach Your Child Creative Writing
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About this ebook
Teach Your ChildCreative Writing is a complete course meant for children aged 6 to 12. It has been written after 15 years of teaching and research and is based on the development and progress of very creative youngsters. Simply start at your level and work your way up! Each of the 31 Activities is designed to stimulate your imagination, improve your proficiency and contribute towards creativity. The Essential Grammar needed for story writing is also covered but in a unique and interesting manner. Exercises, solutions and Notes are provided for each activity. Whatever creative talent you have will be brought out or will improve markedly with this book, which requires a minimum of supervision and guidance by a tutor, teacher or parent.
Pervaiz Salik
I have an honours degree in Mathematics from the Open University and taught in Scotland before gaining an M.A. in English Literature. I taught English to O Level International GCSE Cambridge students for 14 years in Pakistan and was Head of Department there. My Haiku on Cultural Diversity is published in UNESCO’S Cultural Report 2000. My story of Big Samson The Big Lion (in a much shorter form) was accepted for publication by Oxford University Press, but never published for technical reasons. Currently, I have published about 12 e-books on the teaching of English, novels, short stories and poetry. My Spelling book was ranked number 1 in its category on Amazon. My interests include chess, badminton, bridge and astronomy. (Pervaiz Salik)
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Teach Your Child Creative Writing - Pervaiz Salik
Level 1: Chapter 1
Activity 1:
Identifying Sentences
Purpose: To be able to recognise a sentence.
Method: A sentence is a group of words that make complete sense all by themselves.
Exercise 1. Which of the following are sentences?
1. My name is Jack Hawkins.
2. Where is?
3. Where is Glasgow?
4. To the dentist.
5. There's a meeting in the school.
6. I am going to the dentist.
7. You have lost a pound.
8. In the school.
9. You have won the prize.
10. Why did you scream at him?
Can you now write 5 sentences of your own?
Teaching Notes for Activity 1
(1) The definition of a sentence is as follows: a group of words (containing a finite verb) that makes complete sense on their own.
It is not necessary to clarify the meaning of a finite verb (or even verb at this stage). However, since the sentence is the basic unit of writing, it is vital that students understand this, not so much as a definition but intuitively.
(2) In order to avoid giving clues, every example of a possible sentence begins with a capital letter and ends with a full stop (or question mark).
(3) Check carefully the sentences written by the students. Give more examples if necessary to consolidate the concept of a sentence.
Answers to Exercise 1 of Activity 1
1. Sentence
2. Not a sentence
3. Sentence
4. Not a sentence
5. Sentence
6. Sentence
7. Sentence
8. Not a Sentence
9. Sentence
10. Sentence
Level 1: Chapter 2
Activity 2:
Expanding a Sentence
Purpose: To make a sentence longer.
Method: Look at these simple sentences.
1. I was late for school.
2. Jack fell asleep on the sofa.
3. A beggar came to my house.
4. I tried to win the race.
5. You can pass the test.
6. The boy ate the food.
7. Climb up the hill.
8. I don't understand.
9. I saw a mouse.
10. Get out.
11. Jack went out.
12. You can see a man.
13. I was playing football.
14. You have a cat.
15. We like to go outside.
Exercise 2. Try to make each of the above sentences longer in any way you can.
Examples: (the extra parts are underlined)
Question 1. I was late for school because I missed the bus.
Question 2. Jack fell asleep on the sofa watching his favourite film.
Question 3. A filthy beggar came to my house to ask for money.
(Note: There are many ways to make these sentences longer. Your answer might be different.)
Teaching Notes for Activity 2
(1) The purpose of this activity is to develop the skill of expanding a sentence by adding details or descriptive words. This is very useful because a piece of writing starts with an idea or an outline, which is then expanded or fleshed out to create the final article. It is the exact opposite of summary writing.
(2) Only statements are given in view of Activity 3 – no exclamations or interrogative sentences.
(3) Sample answers for questions 4 to 15:
4. I tried to win the race but I couldn't do it.
5. You can pass the test if you work hard.
6. The boy ate the delicious food in the restaurant.
7. Climb up the steep hill using a rope to help you.
8. I don't understand what this question means.
9. I saw a mouse coming out of that small hole in the wall.
10. Get out of here and don't come back again.
11. Jack went out for a walk with his dog.