Find the Content and Exercises with Solution
Lesson Objectives
Lesson Objectives
To enable students to create imaginative fictional stories with clarity and coherence using the STAR method (Situation → Task → Action → Result).
Use this structured table to build fictional stories with depth: Situation → Task → Action → Result.
STAR Method: Situation, Task, Action, Result
Expand details to make scenarios vivid and believable
Include emotions, dialogue, and descriptive settings
Useful for narrative writing and creative storytelling
| Step | Focus Area | What to Include | Example Phrases (Set 1) | Example Phrases (Set 2) | Example Phrases (Set 3) |
|---|---|---|---|---|---|
| 1. Situation | Set the scene |
|
Set 1 “One stormy evening in a small coastal town, I found myself stuck in an abandoned lighthouse with three of my closest friends. We had gone there out of curiosity after hearing rumors of hidden treasures. The atmosphere was eerie, with the waves crashing against the rocks and the dim light flickering above us.” |
Set 2 “Last summer, during a camping trip in the dense forests of Canada, I got separated from my group. My best friend and two other hikers were with me, but we quickly realized we had strayed far off the main trail. The air was cold, the trees loomed over us, and the distant sound of wolves howling set the tone for what was about to unfold.” |
Set 3 “It all began in the year 2100, in a futuristic city built among the clouds. I was part of a team of young explorers chosen to test new hovercrafts. Our mission was supposed to be routine, but everything changed when the city’s power grid failed, leaving thousands stranded mid-air.” |
| 2. Task | State the goal/challenge |
|
Set 1 “Our task was to find a safe way back home before the storm worsened. I was responsible for keeping the group calm and figuring out whether the rumors of secret tunnels under the lighthouse were true. It was important to act quickly, as staying longer meant risking our safety.” |
Set 2 “The main challenge was to survive the night in the forest and navigate back to camp without proper maps. As the most experienced hiker in the group, I had to take the lead. It mattered because panicking would only make the situation worse, and everyone was depending on me for direction.” |
Set 3 “Our goal was to restore the city’s backup power system before the floating platforms collapsed. My responsibility was to guide the hovercraft team through the malfunctioning towers. It was crucial because the lives of thousands of people depended on us completing the mission.” |
| 3. Action | What you did |
|
Set 1 “We searched the dusty lighthouse floor and found a hidden hatch. I encouraged everyone to stay close as we crawled through narrow tunnels filled with cobwebs. Fear gripped us, but I cracked jokes to keep the mood light. Finally, after what felt like hours, we saw a faint light leading us outside.” |
Set 2 “I built a small fire using dry branches to keep us warm. Then I studied the stars to determine direction, just as my grandfather had taught me. My friends were scared, but I reassured them, saying, ‘We’ll make it back together.’ Slowly, we started walking toward what I believed was the river leading back to camp.” |
Set 3 “I coordinated with my team through headsets, instructing them to manually restart the turbines. Sparks flew, alarms blared, and my heart pounded as we worked in near darkness. Despite the danger, I stayed focused, reminding myself, ‘If we panic now, everything will collapse.’” |
| 4. Result | Outcome & reflection |
|
Set 1 “At last, we emerged safely near the shore, where the storm had begun to settle. I felt relieved and proud of how we stuck together. That night taught me the importance of staying calm in scary situations, and it deepened my friendship with the group.” |
Set 2 “We eventually reached the riverbank and followed it back to camp, exhausted but safe. I learned how important it is to stay collected under pressure. My friends later told me they admired my leadership, which boosted my confidence for future challenges.” |
Set 3 “In the end, we managed to restore partial power, saving most of the floating city. People cheered as the lights flickered back on. I felt a rush of pride and realized that teamwork and courage can make the impossible possible. That mission changed the way I viewed responsibility forever.” |
📖 Key Features
- 📌 Format: Text with High Qquality Graphics
- 📌Content: this text is very helpful for IELTS students, especially for Speaking Part 2 (cue card tasks like "Describe a person you admire") and also for Writing Tasks where structured description is needed.
- 📌 Ideal for: IT-Assisted Classrooms
- 📌 Perfect for: Presentation Purposes and Personal Learning too
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