Unit 5
Character description
Making inferences
Good writers show us what type of person a character is by how he or she behaves: Clive had built a pushcart. It had not been easy. Paragraph 1 tells us that Clive is determined and resourceful. Clive didn’t tell Mr. Taylor that… Paragraph 3 tells us that Clive has problems but he doesn’t complain about them. 1 What does paragraph 5 beginning ‘ Clive had left nothing to chance ’ tell us about Clive’s personality? 2 Show what these characters are like by describing what they do. Example: Serena is tidy. è Serena folded her clothes carefully and put them in a neat pile on the shelf.
WB 6 pp137, 177
1 Desmond is an untidy boy. 2 Hannah is always greedy. 3 Gavin is a very kind boy.
Vocabulary 3 In the story, find each of the words listed 1–8 below. Work out from the context what each one means and match it to one of the definitions. 1 clamouring 2 hurtled
a) obtaining something b) swap c) unpleasantly bright d) changing direction suddenly e) demanding noisily f) moving fast and dangerously g) put pieces together to construct something h) reduction in price
3 swerving 4 sourcing 5 assemble 6 discount 7 exchange 8 gaudy
Speaking and listening: role play Work with a partner. Look back at the story to see why Miss Lola and Mrs. Dee were unhappy. 1 Student A is Miss Lola. Tell Student B as many reasons as you can why he / she should not run the pushcart business outside your home. Student B is Clive. Explain why you did it. Then apologise. 2 S tudent B is Mrs. Dee. Tell Student A why he / she should not run the pushcart outside your business. Student A is Clive. Explain why you did it. Then apologise.
• Character description extension: Ask students to work in pairs and think of ways of describing their partner in terms of their behaviour and what they do. Tell them not to say negative or hurtful things about their partner. DA Vocabulary: Ask students to use some of the words in sentences of their own. They can write two to eight sentences according to ability. • Speaking and listening: Discuss whether the characters would have used Standard English. Allow students to role play in Creole.
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