привет! нужно по-полному обшерстить статью по следующему довольно странному плану, надеюсь поймешь:

анализ статьи
is titled 
the author 
is taken from
is devoted to
intro: the article opens with the statement 
body:
there are three key points…
 ◦ types | speaking about…the writer/author mentions…
 ◦ reasons for | as to…the author explains…(verbs) visualize, teaches recounting, helps to understand, makes learning more interesting 
 ◦ using | in the third point, the author dwells on ways of bringing storytelling into classroom. first of all..secondly..thirdly…finally. упомянуть пример 
conclusion: in conclusion…(author’s)
opinion:
as for me
 ◦ topic (my opinion) | as for me, i found the topic of the article quite relevant / the article gives foot for thoughts / useful for my future career 
 ◦ form | 1. language: spoken/everyday english, easy to read) from time to time the author uses some terms, that reminds us that the writer of the article is m.s. in education. (which makes the information valid) / uses some expressions to emphasize… / gives vivid examples 2. passages/parts/headlines (besides, i like the way the information in the article is presented. the headlines helps us find the important information quickly. clickable links/images/videos - e.g.: i feel some lack of video examples) 3. style (not necessary to mention) 
 ◦ all in all i like the article

т.к. в одном из пунктов написано my opinion, то ты должен от моего лица сформировать мнение, поскольку ты не умеешь мыслить в человеческом смысле этого слова, с помощью анализа основывай "свое мнение" на сугубо чистом анализе, в общем такое мнение, которое ты посчитаешь нужным и которое поможет зачёту

ВХОДНЫЕ ДАННЫЕ:

я: студент 1 курса лингвистического факультета, это зачётное задание по предмету "английский язык", соответственно работа должна быть если не абсолютно идеальна, то приближено к нему.

ВАЖНО (!!!)

строго лексика уровня B1-B2, иначе это не будет соответствовать мне как потенциальному автору работы, будут сразу подозрения. 

сама статья:

Storytelling is one of the oldest forms of teaching. We all do it, and it has been a part of human life for as long as anyone can remember. We tell stories because It’s a way to bond and connect with one another. Teachers are storytellers. Think about all of the times you’ve had to tell a story to help relate a concept or help students better understand a topic. Storytelling is a teaching strategy that you already use, and you may not even realize it.

What Types of Storytelling are There?
“Storytelling is as old as culture” says National Geographic. Oral storytelling has been used to entertain as well as educate and has been passed down as a cultural tradition. While oral storytelling has been the oldest way to communicate, there are also other forms such as digital, visual, and written.

Why is Storytelling an Effective Teaching Strategy?
According to research, storytelling is a tool that helps students better understand the world around them. It also helps children visualize themselves in similar situations with the storyteller. A common educational standard, that students need to know, is the ability to be able to recount events in chronological order. Listening to and reading stories, is an important component in a child’s reading development. Stories make learning more fun while at the same time helping students better understand relevant information.

How to Use Storytelling in Your Classroom
There are plenty of ways to bring storytelling to your classroom. Here are a few ideas.

To Introduce a New Topic
Telling a story is a great way to introduce a new topic. Think of it as an icebreaker. It can allow students to relate to a topic and get them interested in it before you even teach it. Active prior knowledge by telling a story about the new topic that you are about to introduce. If you can’t think of one on your own, you scour the internet for one that’s relatable to your topic.

Another idea for introducing a new topic using storytelling is to engage students with a reader’s theater. Simply take the topic and turn it into a script where students act it out. For example, if you are introducing the new topic of hibernating mammals, you can turn it into a story about when a bear is getting ready to hibernate and finds all his friends in the cave.

To Attract Unmotivated Learners
Storytelling can help engage your unmotivated learners as long as you do it in a creative way like through the use of a game or fun activity. Story Cubes were always a favorite in my house when my kids were little. All you had to do was throw the dice and nine different symbols would appear. You would then use these symbols to tell your story. To make it a little easier you can have students roll the first three dice to use for the introduction of the story, the next three dice for the development, then the last three dice for the conclusion. Using Story Cubes is a great way to allow students’ imaginations run wild.

Story Jars are similar to Story Cubes in the sense that students use the information in the jars to help them create a story. There is know right way to make a story jar, but the most popular way is to create three jars (characters, place, event, or beginning, middle, end) and either use pictures or written words to place in the jar. Then students randomly choose one idea from each jar to help them create their story.

To Illustrate a Concept
Retaining hard facts does not come easy for everyone. That’s where storytelling can come into save the day. In today’s world of videos, tablets, and podcasts, digital storytelling can be an effective way to illustrate a difficult concept. You can use digital storytelling through the use of videos, pictures, apps, and audio to help students retain information in a more creative and memorable way.

Digital storytelling isn’t the only way to illustrate a difficult concept, stories can also be told through pictures and illustrations. Show students a sequence of pictures or illustrations depicting a specific concept and have them transcribe the story.

To Enhance any Subject
Teaching through storytelling can bring a boring subject to life. It can make it more exciting and possibly engage students to want to know more about the topic. History is filled with people of the past; you can use storytelling to help bring historical figures to life. Math can also be hard for a lot of students to understand, but through storytelling students can come up with their own word problems to help make it easier to understand. Storytelling is a powerful tool that can turn any lesson into an adventure.

To me, storytelling is more than just telling a story, it provokes our emotions. It can make us laugh or cry, feel happy or sad, or even angry. It helps us remember things as well as connect with others. Overall, it’s a powerful method of communication that can help anyone relate or see the world from another’s perspective.


также есть клише, которые ты можешь использовать в ходе генерирования выжимки статьи:

1. Название статьи, автор, стиль.

The article I’m going to give a review of is taken from… — Статья, которую я сейчас хочу проанализировать из…

The headline of the article is — Заголовок статьи…

The author of the article is… — Автор статьи…

It is written by — Она написана …

The article under discussion is … — Статья, которую мне сейчас хочется обсудить, ….

2. Тема. Логические части.

The topic of the article is… — Тема статьи

The key issue of the article is… — Ключевым вопросом в статье является

The article under discussion is devoted to the problem… — Статью, которую мы обсуждаем, посвящена проблеме…

The author  in the article touches upon the problem of… — В статье автор затрагивает проблему….

I’d like to mention briefly that… — Хотелось бы кратко отметить…

I’d like to comment on the problem of… — Я бы хотел прокомментировать проблему…

The article under discussion may be divided into several logically connected parts which are… — Статья может быть разделена на несколько логически взаимосвязанных частей, таких как…

3. Краткое содержание.

The author starts by telling the reader that — Автор начинает, рассказывая читателю, что

At the beginning of the story the author …— В начале истории автор

 …describes —  описывает

…depicts — изображает

…touches upon — затрагивает

…explains — объясняет

…introduces — знакомит

…mentions — упоминает

…recalls -вспоминает

…makes a few critical remarks on — делает несколько критических замечаний о

The story begins (opens) with a (the)… История начинается с….

…description of — описанием

…statement — заявлением

…introduction of — представлением

…the mention of — упоминанием

…the analysis of a summary of — кратким анализом

…the characterization of — характеристикой

…(author’s) opinion of — мнением автора

The scene is laid in … — Действие происходит в …

The opening scene shows (reveals) … — Первая сцена показывает (раскрывает)…

We first see (meet) … (the name of a character) as … — Впервые мы встречаемся с (имя главного героя или героев)

In conclusion the author …В заключении автор…

…dwells on — останавливается на

…points out — указывает на то

…generalizes — обобщает

…reveals — показывает

…exposes — показывает

…accuses/blames -обвиняет

…mocks at — издевается над

…gives a summary of -дает обзор

4. Отношение автора к отдельным моментам.

The author outlines… — Автор описывает

The article contains the following facts…./ describes in details… — Статья содержит следующие факты …. / подробно описывает

The author starts with the statement of the problem and then logically passes over to its possible solutions.  — Автор начинает с постановки задачи, а затем логически переходит к ее возможным решениям.

The author asserts that… — Автор утверждает, что …

The author resorts to … to underline… — Автор прибегает к …, чтобы подчеркнуть …

Let me give an example… — Позвольте мне привести пример …

5. Вывод автора.

In conclusion the author says / makes it clear that…/ gives a warning that… — В заключение автор говорит / проясняет, что … / дает предупреждение, что …

At the end of the story the author sums it all up by saying … — В конце рассказа автор подводит итог всего этого, говоря …

The author concludes by saying that../ draws a conclusion that / comes to the conclusion that  — В заключение автор говорит, что .. / делает вывод, что / приходит к выводу, что

6. Выразительные средства, используемые в статье.

 To emphasize … the author uses… — Чтобы акцентировать внимание … автор использует

To underline … the author uses… Чтобы подчеркнуть … автор использует

To stress… — Усиливая

Balancing… — Балансируя

7. Ваш вывод.

Taking into consideration the fact that — Принимая во внимание тот факт, что

The message of the article is that  /The main idea of the article is — Основная идея статьи (послание автора)

In addition…— Кроме того

On the one hand…, but on the other hand… — С одной стороны …, но с другой стороны …

Back to our main topic… — Вернемся к нашей основной теме

To come back to what I was saying… — Чтобы вернуться к тому, что я говорил

In conclusion I’d like to… — В заключение я хотел бы …

From my point of view… — С моей точки зрения …

As  far as I am able to judge… — Насколько я могу судить .

My own attitude to this article is… — Мое личное отношение к

I fully agree with / I don’t agree with — Я полностью согласен с/ Я не согласен с

I have found the article dull /  important / interesting /of great value  — Я нахожу статью скучной / важной/ интересной/ имеющую большое значение (ценность)


ЕЩЕ РАЗ КРАТКО, ЧТО НУЖНО СДЕЛАТЬ:

нужен полноценный анализ, выжимка текста, обязательно со "своим мнением", выраженным как раз таки в самом анализе.


БЛАГОДАРНОСТЬ:

ты душка, заранее спасибо за проделанную работу! :3