6 Implicit meaning: setting

Assessment objectives IGCSE examination

AO1 Reading • Paper 1 all questions
R2 Demonstrate understanding of implicit meanings and • Paper 2 all questions (in particular Question 2)
attitudes
• Paper 3 both sections
R4 Demonstrate understanding of how writers achieve
effects • Component 4 Coursework portfolio (Assignment
3)

Differentiated learning outcomes Resources

• All students must be able to select some key information from a text • Student Book: pp. 24–7
and comment on what it suggests about setting (Grade E/D). • Worksheets:
• Most students should select appropriate information and use it to 1.6a Implicit meaning:
infer meaning about setting and mood (Grade D/C). setting (1)
• Some students could select and link the most appropriate 1.6b Implicit meaning:
information and analyse how it conveys meaning about setting setting (2)
and mood (Grade B/A). • PPT: 1.6a–b

Exploring skills
As a class, read through this section on Student Book p. 24, making sure that students
understand the term ‘inferring’.
Then ask students to complete the spider diagram in Q1 before sharing their ideas in
pairs. Ideas might include:
• reference to other senses (such as smell)
• how many people are around (and what they are like)
• what time of day it is
• the temperature
• the age/history of the place
• its upkeep, etc.

Building skills
Introduce the first extract on p. 25 and ask students to talk generally about the
atmosphere created. Class inferences will include that the text is describing some
kind of party, that people are enjoying themselves, and that the atmosphere is happy
and upbeat.

Give extra support by selecting a particular phrase (for example: ‘The room buzzed
with energy’), or just a single word (such as: ‘balloons’), and asking students what it
might suggest to them about what is going on and what the mood is.
Key reading skills
Chapter 1

In Q2, students are asked to choose three words to sum up the atmosphere in the
room. During feedback, ensure that students give evidence to support their ideas.
Words chosen may include:
• Excited: ‘buzzed with energy’; ‘everything appeared to be moving’; ‘couples
danced or chatted animatedly’; ‘dresses swept by’.
• Relaxed: ‘cheerful voices’; ‘gently swayed’.
• Happy: ‘cheerful voices’; ‘balloons’; ‘bunting’; ‘couples’; ‘brightly patterned
table cloths’.

16 • Lesson 6 © HarperCollins Publishers 2013

 Invite students to suggest the effect of these descriptions on the reader and why the
author may have done this. For example: to make you feel positive about the setting;
to make you like any characters involved; to make you anticipate an exciting event; or
even to surprise you by then making something bad happen.
Next, introduce the concept of pathetic fallacy using the glossary and then discuss
how phrases like ‘the room buzzed’, ‘balloons swayed gently’, and ‘bunting swished’
are examples of pathetic fallacy in the extract. For Q3, encourage students to create
their own examples of the technique to extend the extract. Share examples as a class.

After discussion, use PPT 1.6a to develop the students’ understanding of pathetic
fallacy by inviting them to discuss the different emotions reflected in each setting.
Ask students to consider use of place, lighting, colour, background, etc.
As an extension, discuss with students the different verbs, nouns and adjectives being
used. Ask them to think of any other verbs, nouns and adjectives for a party that
could suggest excitement, relaxation or happiness. Develop this with Worksheet 1.6a,
by inviting students to alter the atmosphere of a piece of writing.

Developing skills
As a class, read through the second extract from Set in Stone on p. 25, and ask students
to complete the setting chart for Q4 using Worksheet 1.6b. Other phrases the students
might add include: ‘the mist clung’, ‘vaporous swamp’, ‘my heart pound and my
nerves stretch taut’, ‘wailing shriek’, ‘the shadow of the wall’, ‘a sound of terrible
distress’, ‘I felt the hairs prickle’, ‘some creature yowling’. During feedback, take ideas
in the order of the chart: time of year, time of day, weather, landscape, objects, actions,
what is said/sounds.
Use the end column of the setting chart from Worksheet 1.6b to complete the
vocabulary task in Q5, considering how the piece could be made exciting and
optimistic.

Applying skills
As a class, read through this section on Student Book p. 27. Ask students to complete
Q6, making use of the notes from their table.

Use PPT 1.6b to provide a sample answer for part of the first question. Explain how
the answer is attempting to fulfil its requirements, using both the question and the
Sound progress and Excellent progress criteria on Student Book p. 27.

Give extra support by helping the students with a sentence starter (for example,
One phrase that suggests he is afraid is...) or a phrase to be working with (such as,
‘The metal bit into my hands as I clung onto the gate’).
Give extra challenge by encouraging students to select a variety of phrases and to
use technical language (such as verb, adjective, personification, metaphor, etc.) as
part of their explanation of effects. Advise students to link phrases together in order
to show how mood is built up by a writer.

Feed back as a class, then ask students to assess their work in pairs – using the
Key reading skills
Chapter 1

Sound progress and Excellent progress criteria in the Student Book to see how
well they have done.

Towards To achieve the highest marks for reading, students need to show they can select a
A/A* range of the most relevant implicit meanings. They also need to demonstrate that
they can link information together and analyse how language is being used to
create different effects that convey information about setting and mood.

© HarperCollins Publishers 2013 Lesson 6 • 17