7Wp1, 7Wp2, 7Wp3, 7Wp4, Literary and linguistic features of horror/suspense texts 7Wp5, 7Wp7, 7Ws1, 7SL1, Learners share favourite extracts from horror/suspense books. 7SL5, 7SL6 Vote in groups for most effective extract. Points of tension highlighted, then one learner from each group reads aloud to the class, using appropriate intonation/pace.* Learners complete a grid, as below, on horror/suspense texts regarding typical features of setting, characters, plot, dialogue and mise en scène. Orally, class collectively constructs a tense sequence one sentence each which stretches out narrative time, e.g. I – – walked along the long, lonely road. It was dark. Very dark. Footsteps echoed … Learners analyse a horror/suspense extract for evidence of literary/linguistic devices such as: narrative hooks; dialogue to move plot along; shifts in narrative pace; thoughts, fears and emotions (e.g. My heart was characters’ darkness, smell, decay; extreme weather; unexpected noise; short sentences; rhetorical questions; beating furiously); similes; strong verbs; onomatopoeic verbs; fronted adverbs of degree (e.g. slowly).
7Wp1, 7Wp2, 7Wp3, 7Wp4, 7Wp5, 7Wp7, 7Ws1, 7SL1, 7SL5, 7SL6 Literary and linguistic features of horror/suspense texts Learners share favourite extracts from horror/suspense books. Vote in groups for most effective extract. Points of tension highlighted, then one learner from each group reads aloud to the class, using appropriate intonation/pace.* Learners complete a grid, as below, on horror/suspense texts regarding typical features of setting, characters, plot, dialogue and mise en scène. Orally, class collectively constructs a tense sequence – one sentence each – which stretches out narrative time, e.g. I walked along the long, lonely road. It was dark. Very dark. Footsteps echoed … Learners analyse a horror/suspense extract for evidence of literary/linguistic devices such as: narrative hooks; dialogue to move plot along; shifts in narrative pace; characters’ thoughts, fears and emotions (e.g. My heart was beating furiously); darkness, smell, decay; extreme weather; unexpected noise; short sentences; rhetorical questions; similes; strong verbs; onomatopoeic verbs; fronted adverbs of degree (e.g. slowly).