1.3
Understanding writers’ language choices
Learning objectives
Checkpoint progress test
7R01; 7Ri1; 7Rw1
•
Differentiated learning outcomes
Resources
•
• • • •
• •
Lower: All students must use inference and deduction to work out meaning. Mid: Most students should identify similes and metaphors in writing. High: Some students could make an informed personal response, explaining the use of implicit and explicit meaning.
Paper 1, Section A
Student Book: pp. 14–17 Worksheet: 1.3 PPT: 1.3 Workbook links: Unit 1.3, p. 9–10
Introducing the skills Before students answer Question 1, remind them that factual details are explicit – they do not require readers to work out anything for themselves using inference or deduction. Talk through the definition of these terms using the ‘Key terms’ panel on page 14 of the Student Book to ensure students fully understand the tasks they will be doing in this topic. Ask students to write a list of emotions (sadness, anger, etc.). They should then create five explicit statements using some of these emotions. Get students to write in the first person. For example: I was angry when my sister dropped my phone. Ask students to swap their books. Using the five explicit statements their partner has written, students should try to deduce something about that person’s character. Remind them that deduction is adding up all the information in a text to find an overall meaning. So, a series of statements about getting worried, anxious or upset might lead someone to deduce that their partner is quite stressed.
PPT
Explain that writers often convey a lot of emotion in their work, but it is not always explicit. Recap the difference between explicit and implicit meaning in writing using slide 1 in PowerPoint 1.3. As a class, work through the examples on slide 2 to decide what emotion the red words are implicitly suggesting.
PPT
Give extra challenge by showing students the different sentence stems on slide 3, including the example given in the Student Book, to allow them to develop their thoughts and explanations of the meaning in the writing. When students have finished these questions, ask them to complete Worksheet 1.3 to consolidate their understanding of the skills practised so far. As a homework task or quiet writing task at the end of a lesson, students could write a description of themselves using both the explicit and implicit sentences on appearance and emotion that they have created.
Developing the skills Once students have completed Questions 5 and 6, get them to reinforce their understanding of similes and metaphors by doing one or more of the following activities.
Stage 7
Cambridge Checkpoint English
Students should then read Jackie Kay’s description of her father and complete Questions 2–4, looking for explicit and implicit meaning.
1 Choose one of the similes or metaphors in Question 5 and use it to write one paragraph of a story that includes further similes and/or metaphors. Students could then swap their work with a partner and identify these techniques in their partner’s writing.
6 • 1.3 Understanding writers’ language choices
© HarperCollinsPublishers 2016