LISTENING QUIZZES 3&4

HORROR STORY CONTEST

You’re cordially invited to participate in our:

 Horror Story Contest

Read carefully  the information below.   Plan your story and send your drafts to panamericano.ingles@gmail.com before September 30th.

First Prize: November Literature and Grammar exams exemption. 
Second Prize: November Literature or Grammar exam exemption. 

Characteristics of a Horror Story

Horror stories represent a collision between what we know for a fact is possible (death, plague, dismemberment, kidnapping) and what we believe is impossible (resurrected corpses, mutations, necromancy, ancient curses). What drives the narrative of these stories is as much a pulse-pounding urgency to protect (a family or community, for instance) as an overpowering sense of helplessness and confusion that the threatening forces might become too strong to conquer. The horror genre encompasses a slew of subgenres: ghost stories; witchcraft and sorcery; historical, regional or ethnic folklore; science gone bad; and psychological terror.

When planning your own horror story, first identify the elements that terrify you the most. These may be things such as drowning, burning, falling, suffocating, being devoured by wild animals or stung to death by bees, awakening in the middle of surgery or being buried alive. Second, imagine watching such horrible things happening to your closest relatives and friends while you’re unable to do anything about it.

Elements

Setting

We often think of horror stories unfolding in sceneries such as: a creepy mausoleum, an abandoned mine shaft, a haunted mansion, a cave, a fog-shrouded moor, etc. Choosing these kinds of places as a setting might cause that your readers -who could never imagine having put themselves in such places- will not connect to your story. To counteract this, experiment with more familiar and accessible locations.

Horror masters such as Stephen King, can turn an innocent hometown suburb into a devil's den. Think about the places where you usually go: coffee shops, movie theaters, gas stations... Imagine what types of monsters, human or otherwise, might find these particular venues attractive places for seeking victims. Picture such seemingly innocuous settings on a dark and stormy night. Imagine yourself trapped there. Consider how the physical location or the materials used to construct it could trigger an encounter with the supernatural.

Characters (Motivations)

The two primary motivations of heroes in a horror story are: to get away and/or to destroy the enemy. Try to ascribe a comparable level of motivation to the bugs, beasties, zombies or whatevers on the attack. While a horror plot does not need to strive to make its villains sympathetic, it should still treat them the same way it would human bad guys, giving such entities plausible reasons for their actions. Some of these reasons might include revenge for past transgressions against them, anger that their eternal sleep has been disrupted, chemical imbalances, the depletion of food sources or the quest for companionship, etc.

Plot

In horror stories, the characters often find themselves lulled into a false sense of security. They believe they're in charge. But that's when things get ugly. Take a moment to look around you. Identify six random objects and consider what they could do to harm you if they suddenly came to life. If you're in the kitchen, you're probably in the most peril with all those sharp, pointy, heavy and electric objects. If you're in a home office, you're not only at the mercy of technology running amok but also of scissors, letter openers, pencils and books. Rushing outdoors could get worse, especially with every plant, rock, bug, bird and squirrel.

Some common ideas for horror stories’ plots are:
ü Monsters
Stories can be built around classic monsters, such as vampires, werewolves or ghosts. These stories are usually built around the idea of the monster of choice terrorizing humanity. The hero of the story, often the only one who understands the true nature of the danger, is tasked with defeating the monster.

ü Human Evil

Evil is a word that is not easily defined, but when we speak of human evil in horror fiction, we generally mean something like a serial killer being on the loose or someone going crazy and committing horrible acts. Horror fiction of this kind can be very disturbing because it is largely based in reality and readers can easily believe the premise.

ü Science Fiction Horror

Horror stories often involve a mix of science fiction. These stories became increasingly popular in the 1950s and '60s as humanity was making great scientific advancements and many people could easily imagine the science spinning out of control. Horror stories of this type usually rely on the idea that some scientific experiment has gone wrong, perhaps creating a monster, causing some catastrophic plague or inviting extraterrestrial beings into our lives. Horror fiction of this type works because we can recognize the possibilities of the horror happening, even though it may not be a reality at present.

ü Emotional Horror

Emotional horror is a subtle sort of horror story idea. These stories usually deal with a perceived fear or terror, rather than something tangible. It may be a fear of losing someone or a fear of the dark or a fear of bugs. These fears are then magnified in the mind or life of the protagonist who then has to deal with them or be consumed by them.

Extra tips:

Ø The Setting

Thoroughly describe your setting, make your readers imagine every single detail, including: time, place, weather conditions, social conditions, mood or atmosphere. Use lots of sensory words.

Ø The Flaw

Introduce your hero and give him/her a flaw. Before you can put your hero in jeopardy your reader must be sympathetic towards him/her, make him/her human.

Ø The Fear

Create a fear for your hero, one he/she must defeat together with the horror.

Ø No Escape

At times, have your hero at an isolated location where he can't escape the horror.

Ø Foreplay

Tease your readers. Make them jump at scenes that appear scary but turn out to be completely normal. Give them some more foreplay before bringing in the real horror.

Ø Evil Attacks

A couple of times during the middle of the story show how evil the monster can be -as it attacks its victims.

Ø Investigation

The hero investigates, and finds out the truth behind the horror.

Ø Showdown

The hero has to face both his fear and the monster. The hero uses his brain, rather than muscles, to outsmart the monster.

Ø Aftermath

Everything's back to the way it was from the beginning but the hero has changed for the better or for the worse

Ø Evil Lurks

The readers may see evidence that the monster may return somewhere… somehow… in the future.

SPEAKING 2: DELIVERING YOUR MESSAGE

William Shakespeare wrote that all speakers give two speeches at the same time: the one that is heard and the one that is seen.  Believe it or not, most people are frequently more influenced by what they see than by what they hear.  Facial expressions, gestures, eye contact, and posture can either hurt or help speakers. 

What is body language? Body language means posture, eye contact, facial expressions and gestures.  Your body language, as well as your speech patterns reflects how you feel about yourself.  It also affects how others react to you.  It can help you convey an aura of confidence, or it can make you appear uncertain before you even open your mouth.

People will pay attention to you and your words if you look them in the eye, improve your posture and use of gestures, and use decisive-sounding speech patterns. 

POSTURE TALKS

Your posture tells how you feel about yourself.  It can say, “I’m timid and afraid of my own shadow.  “Don’t listen to me; just ignore me” On the other hand, your posture can send the message, “Listen to me. I know what I’m talking about”

When giving a speech, here are five ways you can radiate confidence and strength of character even before you open your mouth:

• Keep your spine stright and rotate your shoulders back.
• Keep your head erect
• Keep your hands at your sides with your fingers open or slightly curled.
• Keep both feet flat on the floor and slightly apart.

Activity 1

Build your confidence

1. Come to class prepared with a favorite saying, proverb, or piece of advice your grandmother always told you.
2. Walk to the front of the class with your head up, your spine stright, and your shoulders back.
3. Spend a few moments looking directly at your audience.
4. Say “Good morning” or “Good afternoon”. Deliver your quote or saying
5. When you finish, look at the audience and smile.
6. Walk back to your seat with your head up.

LOOK THEM IN THE EYE

Good eye contact...

• shows that you are open and honest
• is more effective than words you say
• encourages listeners to pay attention to you, to respond to you and to respect you
• indicates that you have confidence in yourself and what you are saying
• allows you to read your listeners faces to get feedback

FACIAL EXPRESSIONS AND GESTURES

If you smile before you speak, you give your listeners the impression that you are confident and looking forward to speaking.  Don’t fake a big politician-type smile!  A small, natural smile will be fine.  A smile is a good way to establish rapport with your audience and to help put both you and your audience at ease.  Other facial expressions can be used to convey different emotions.  Try to change your facial expressions during your speeck to convey the emotions that you feel.

MOVEMENT

Listeners find it extremely distracting to watch speakers nervously twirl strands fo hair with their fingers; fiddle with earrings, necklaces, or constantly push slipping eyeglasses up on their noses. 

While speaking, don’t hide your hands in your pockets and jingle your keys or loose change.  Keep your hads at your sides.  On the other hand, don’t stand “frozen” in one place for your entire speech.  If you’re nervous, take a few steps to your right or left while speaking.  This will help you to relax and move naturally.

Activity 2

Communicate through body language

The following are different messages that can be expressed through body language without speaking.  This activity will help you lose your inhibitions aobut using nonverbal gestures.

I don’t know                                                 I’m starving

Take it easy                                                 Wait a moment

You’re late                                                   Go away

You’re crazy                                                Stop

See you later                                               Don’t do that

I’m full                                                          That’s OK

It’s getting late                                             Absolutely not

Come here                                                   You’re right

1. Your teacher will call you to the front of the room.  Select any message from the box on page 31.  Don’t tell the rest of the class which one you chose.
2. Express the message using nonverbal gestures.  The messages may be expressed through different gestures in different cultures.  Use the gestures that you feel most comfortable with based on your culture and experience.
3. Call on a classmate to guess which message you demonstrated.

ARE YOU ASKING ME OR TELLING ME?

Your voice has a natural upward inflection when you ask a question such as, “Would you like some water?” If you use the upward inflection too much, you’ll sound like you’re asking a question rather than making a statement.

Activity 3

Think about your intonation

Practice saying the following pairs of sentences aloud

1.         a. We need a better cafeteria!

b. We need a better cafeteria?

2.         a. I’m going to get a 10 in this class!

            b. I’m going to get a 10 in this class?

3.         a. I deserve a raise!

            b. I deserva a raise?

4.         a. I’m a good student!

            b. I’m a good student?

SILENCE IS GOLDEN

Expressions and noises such as “You know?” “You know what I mean?” “Um!” “Er!” are called “vocal fillers.” They distract from the speaker’s message and signal that he or she is uneasy.  They cause the speaker to appear nervous.  Assertive, confident speakers know the importance of deliberate silences when they speak.  You can use a moment of silence to think about what you want to say next.  These pauses also give your listeners time to consider what you’ve just said.

EFFECTIVE USE OF NOTES

When talking extemporaneously, speakers depend on good notes that allow them to maintain their connection with the audience through continuous eye contact as well as use of a conversational, natural style of speech.

The following guidelines will help you to use note cards effectively:

1. Buy a packet of large index cards. One card slides easily behind the other when you are finished with it.
2. Write only key words or short phrases on the cards to help you remember your main ideas
3. Use one card for introduction, one for your preview, one for each main point, one for each transition, one for the summary, and one for the conclusion.
4. Be sure not to put much information on each card
5. Write your notes in dark ink using a very large font size.
6. Write on only one side of each card
7. Practice your speech using the note cards in order to become familiar with the information.
8. Number each card so you don’t lose their place.

Activity 4

Presenting a Speech

1. Prepare a speech with the title “The Importance of Body Language” following each of the tips provided in this sheets.
2. Present it to your group.
3. Teacher and classmates will give you feedback.

Tongue twister

When a doctor doctors a doctor, does the doctor doing the doctoring doctor as the doctor being doctored wants to be doctored or does the doctor doing the doctoring doctor as he wants to doctor?

WRITING: STORY CHECKLISTS

Revising

	YES	NO
Did I write a catchy beginning?
Did I start with the sentence given?
Did I use the name (s) given in the sentence as the name (s) of the character (s)?
Are my ideas in order?
Have I included enough details?
Have I used intensifiers to make the story more dramatic?
Have I included a conclusion?

Proofreading

	YES	NO
Did I check spelling using a dictionary?
Did I use adjectives and adverbs for descriptions?
Did I use appropriate words to show sequence?
Did I use present tenses correctly?
Did I use past tenses correctly?
Did I include at least one gerunds and one participle?
Did I use at least three new vocabulary words?

WRITING 2: STORY

Definition:

A narrative, either true or fictitious, in prose or verse, designed to interest, amuse or instruct the hearer or reader.

USEFUL LANGUAGE

Saying when something happened:
It all started…

Some time later…

Shortly after that…

Soon after…

Gradually…

Slowly…

Minutes later…

Meanwhile…

Eventually…

In the end…

Making your story interesting: Suddenly…

At that moment…

All of a sudden…

Using adverbs and adjectives for descriptions:

It was amazing / incredible / wonderful / so unexpected…
I felt so scared / worried / nervous / frightened…

…incredibly scary…

…absolutely overjoyed…

…completely miserable…

…totally overwhelming…

…fantastically happy…

The end of the story:

When it was over…

When I looked back…

After all that happened…

It had all been…

At last,…

TIPS

• Read the instructions carefully.  Make sure you begin or end with the sentence you are given.
• Don’t change the words you are given to start or finish your story.
• Use the names you are given in the sentence as character (s) in your story.
• Use a variety of vocabulary; avoid unnecessary repetition.
• Check your past tenses carefully.
• Use a variety of words and expressions to show sequence.

PLAN

Paragraph 1

a.       Write a dramatic start.

Paragraph 2

2. Give background, where, when, etc.
3. Describe the main characters.

Paragraph 3

4. Carefully explain the climax.
5. Move toward the end.

Paragraph 4

6. Reveal your ending.

EXAMPLE

Instructions: Write a short story that would begin with the following words:

Jane woke up in the middle of the night. Her room was filled with the moonlight.
Jane woke up in the middle of the night. Her room was filled with the moonlight. She laid in her bed for a while watching weird figures appearing on the wall. 'Hmm. It is strange. The moonlight does not cast shadows' - Jane observed but she was too drowsy to give it a deeper thought.
The girl began falling asleep again when she heard a strange whisper. The sound was unusual enough to draw her attention. Jane got up and tiptoed to the window. Hidden behind the curtain and unnoticed by anyone, she witnessed an extraordinary meeting.
It was sort of an animal counsel. There were a lot of different species participating in this specific get-together. They sat together in two circles - bigger animals found place on the ground and birds shared the branches above them. The group discussed something - Jane was sure of that, but she did not understand a single word of their language.
Next morning Jane woke up on the floor next to her bed. She still thought of her funny dream while making breakfast. Her cat was sitting on the sill, watching her with narrowed eyes...

SPECIFIC FEAR PREPARATION WORKSHEET

What is the nature of the fear?
When did the fear develop?
Where did it develop?
Why did it develop?
How do you react when faced with this fear?
What have you done to try to overcome this fear?