G8U3L4 - Handout

PLACES
AND PERSPECTIVES
Unit 3 Lesson 4
“Point of View”
1. What is a Point of View?

2. Reading: Tales from a Small Planet
3. Active Learning: Decision Ally
Textbook pages: 146 – 149

Workbook pages: 11 - 14
2
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3
Vocabulary Quiz
Plantain Churn
Concerns
Hardly Uniting
Machete Outhouse
Concept Melancholy
Boogie Board
4
Sharpen Your Skills:
Sequencing
“Sequence” means “to order / organise” something.
Good writers organize the sentences in their paragraphs and texts to follow a
logical sequence that develops their story.
Notebook 5

Sequencing
1. Look again at Tales from a Small Plant. How did Magdalena sequence her
text to make it logical?
Rearrange the options below to answer.
A) She tells us about the
B) She mentions what her
most important lesson she
feelings were before going
learned and how it changed
to Ghana
her life
C) She explains what she D) She explains her first

would do during most of impressions of Accra and
her time in Ghana what she did there
6
Sequencing
1. Look again at Tales from a Small Plant. How did Magdalena sequence her
text to make it logical?
Rearrange the options below to answer.
A) She tells us about

B) She mentions what D) She explains her C) She explains what
the most important
her feelings were first impressions of she would do during
lesson she learned
before going to Accra and what she most of her time in
and how it changed
Ghana did there Ghana
her life
Answer: B-D-C-A
7

Sequencing
2. Look again at the last paragraph of Tales from a Small Planet. Why are the
sentences placed in this order? Are they:
A) Placed in chronological order?

B) Ordered to build up extra details and examples?
C) Sequenced to see what she was seeing around her?
8
Sequencing
2. Look again at the last paragraph of Tales from a Small Planet. Why are the
sentences placed in this order? Are they:
A) Placed in chronological order.

B) Ordered to build up extra details and examples?
C) Sequenced to see what she was seeing around her?
What is a Point of View?
Travel writing can be very personal and sometimes

focusses entirely on the writer’s personal thoughts
and feelings.
“Point of view” is the way that the writer feels about

something.
10
Writers can use tools to make their point of view
clear when sharing their own experience.
• Direct Statements
• Implied Meaning
• Choice of Information
11

Direct Statements
Direct Statements are when the writer clearly expresses

how they feel about something.
They might even name their emotion!
Examples:
I loved seeing all the wild animals in Kenya!
The markets in Cairo were very overwhelming. 12

Direct Statements
Using Direct Statements can create a very clear point of view, because the
reader does not have to interpret what the writer means.
We know exactly what he or she is feeling about a specific experience.
who what
I loved seeing all the wild animals in Kenya!
feeling where
13

Your Turn!
Write a direct statement including Example:

the key words of each situation.
excited, elephants, everywhere:
A) furious, monkeys, running He was excited to see

B) nervous, waves, swimming elephants everywhere.
or
Share your answers with the class! The elephants were clearly
excited to see fruit
everywhere!
TB. p136 & WB. p11 14
Implied Meaning
When a writer implies the meaning, they

do not provide all the information.
The readers will have to think about what

they have read and use their own
imagination (infer) to understand the
writer’s feelings.
15

Implied Meaning
Some techniques that the writer can use to imply meaning

are:
• Metaphors and Similes

• Using imagery
• Showing actions
• Personification
16
Examples: Implied Meaning
I started running when I saw the hyena. Action
The African sun was beating down on us

Personification
as we walked.
Mist covered the mountains. We could

hear the low, rumbling belches of the Imagery
hidden gorillas from deep within the dark
forest. 17

Implied Meaning
Examples:
Mist covered the mountains. We could hear the low,
rumbling belches of the hidden gorillas from deep within
the dark forest.
These words give a sense of mystery to the

environment. The writer does not name his
emotions, but we can guess (infer) that he is
perhaps curious, excited and a little scared.
18
Your Turn!
1. Write 1-2 sentences implying your Example:
point of view in each of the situations
(next slide). A)Hiking in the mountains:
2. Once you have written your The mountain stood in front

sentences, the teacher will call on of me - a hideous monster
students to share their sentences. just waiting for its prey.
Can you tell what your classmate feels I think the writer feels scared
about each situation? and intimidated.
WB. p 11 19

Your Turn!
Situations: Example:
A)Hiking in the mountains:

A) Scuba diving with sharks
B) Taking a hot air balloon ride The mountain stood in front
of me - a hideous monster
Students should complete the implied just waiting for its prey.
meaning sentences for both situations
before reading their sentences to the I think the writer feels scared
class. and intimidated.
WB. p 11 20
Choice of Information
Writers can also make their point of view clear by choosing which
information to share or not share with the reader.
21

Writers can also make their point of view clear by choosing which
information to share or not share with the reader.
Example:
We spent a week in Zanzibar, an island off the Tanzanian coast.

Jake and I stayed in a five-star resort! We spent our days sipping
delicious drinks next to the pool, getting massages and snorkeling
in clear blue waters. What a place!
What is the writer’s point of view of Zanzibar? Why do you say so?
22
How does the writer’s point of view change when the information in red is
added?
Example:
We spent a week in Zanzibar, an island off the Tanzanian coast. It is so small
that you can walk around it in one day. Jake and I stayed in a five-star resort,
although we would have preferred something cheaper! We spent our days
sipping delicious, expensive drinks next to the pool, getting massages and
snorkeling in clear blue waters. What a place!
Has the writer’s point of view changed? Why do you say so?
23

How does the writer’s point of view change when the information in green is
added? What is the writer’s point of view now?
Example:
We spent a week in Zanzibar, an island off the Tanzanian coast. It is so small
that you can walk around it in one day. Jake and I stayed in a five-star resort,
although we would have preferred something cheaper, there wasn’t any
budget-friendly accommodation available! We spent our days sipping
delicious, expensive drinks next to the pool, getting massages and snorkeling
in clear blue waters. There really isn’t anything else to do. What a place!
24
Group Work What is a Point of View?
Your Turn! Student 1
Work in teams of 4.
THE CHALLENGE: Student 2

Can you change a completely positive paragraph into a
negative one by adding only a few words to it?
Student 3
Each student can only add two or three words to the
paragraph.
Student 4
Look at the example on the next slide.
WB. p 12 25

Example: Your Turn!
Student 1
The morning was cool and refreshing as we started our hike up a
mountain in Da Lat. There were trees everywhere and the sound of a
distant waterfall.
Student 2 The morning was cool and refreshing as we started our long hike up a
mountain in Da Lat. There were fallen trees everywhere and the sound
of a distant waterfall.
Student 3 The morning was cool and refreshing as we started our long, exhausting
hike up a mountain in Da Lat. There were fallen trees everywhere and
the sound of a distant, threatening waterfall.
Student 4 The morning was too cool and refreshing as we started our long,
exhausting hike up a mountain in Da Lat. There were dead, fallen trees
everywhere and the sound of a distant, threatening waterfall.
26
Group Work What is a Point of View?
Work in teams of 4.
Every student starts as student 1. Student 2
Write 2 – 3 sentences describing a completely positive

experience. Student 3
Do not use direct statements, only imply your meaning.

Student 4
3 minutes
WB. p 12 27

Swap your workbook with the student next to you.
Every student is now student 2. Read the paragraph your Student 2
friend wrote.
Add two to three words to the paragraph, making it a Student 3
little less positive.
Student 4
2 minutes
WB. p 12 28
Swap your workbook with a different student.
friend wrote, including the added words.
Add two to three words to the paragraph, making it even Student 3
less positive.
Student 4
2 minutes
WB. p 12 29

Swap your workbook with the final student.
friend wrote, including the added words.
Add two to three words to the paragraph, making it as Student 3

negative as possible.
After 2 minutes, return the workbook. Student 4
2 minutes
WB. p 12 30
Reading:
Pre-Reading
Our text today is set in Ghana, a country in Africa.
Watch the short video about Osu and Accra in Ghana.

While watching, make a short list of things that are similar and
things that are different to Ho Chi Minh City.
Similarities Differences
Notebook 31
Reading:
Pre-Reading
Possible Answers
Similarities Differences
Markets are a popular way to buy There is lots of street art in Accra,
goods but not necessarily in HCMC
Street food is also popular There is a beach near Accra
People often use public transport Public transport in the city are
and drive scooters small mini-busses (Ghana) rather
than big busses (HCMC)
32
Reading:
Tales from a small planet
As a young girl, Magdalena grew up in Europe and the USA.
Then, her family suddenly moved to Ghana, a country in
Africa.
When she moved there, her whole idea of ‘Africa’ changed.
Let’s read Magdalena's story.
TB. P146 – 147 & WB P 16- 18 33
P1
1. Copy a phrase that shows that Magdalena had

mixed feelings about moving to Ghana.
34
P1
1. Copy a phrase that shows that Magdalena had

mixed feelings about moving to Ghana.
“On the other hand, I was curious”

35
P2
2. Does Accra sound like an exciting place to

you? Why do you say so?
Students’ own opinions. Reasons must be given.
36
P2
37
P3
3. Refer to paragraph 3. Explain how Magdalena can

be seen as innocent (naïve). Copy a phrase to
support your answer.
38
P3
3. Refer to paragraph 3. Explain how Magdalena can be seen as

innocent (naïve). Copy a phrase to support your answer.
She does not understand how serious the

“security concerns” are. She is only annoyed
that it delays her bus to school.
39
P3
4. Refer to paragraph 3. What is the effect of writing

the word “OUTHOUSE” in all capital letters?
40
P3
4. Refer to paragraph 3. What is the effect of writing

the word “OUTHOUSE” in all capital letters?
It emphasises how shocked Magdalene was.
Most western people do not use outhouses
anymore. 41
P4
42
1. Direct Statements
A) Sometimes writers are very clear about their
feelings – they can even name them! Make a spider
diagram to write down all the emotions that
Magdalena named.
43
A) Sometimes writers are very clear about their
feelings – they can even name them! Make a spider
diagram to write down all the emotions that
Magdalena named.
Curious Melancholy
Excited Fury
44
B) Would you say that Magdalena felt:
a) More positive than negative

b) More negative than positive
c) A constant mixture of both?
45
B) Would you say that Magdalena felt:
a) More positive than negative

b) More negative than positive
c) A constant mixture of both?
46
C) Writers can present a clear reaction to an experience
to create a strong point of view.
Write down 3 positive thoughts and 3 negative

thoughts that Magdalena had about Ghana.
POSITIVE THOUGHTS NEGATIVE THOUGHTS
Unusual animals to see
47

Unusual animals to see
48

Unusual animals to see The buses are often late
There is fresh coconut juice There are security concerns
You can boogie-board The outhouses can be stinky
Some people have very little
Schools united people
money
She danced at an Ashanti festival
49
2. Inferred Meanings
A) What do you think Magdalena was thinking and
feeling when she wrote “unreal as it seems” in
paragraph 2?
“If I was thirsty, I’d ask my Mom for a drink and, as unreal as
it seems, she would say: “OK dear, why don’t you find a man
with a machete to climb up a tree and get a coconut for
you?”
50
2. Inferred Meanings
A) What do you think Magdalena was thinking and feeling when
she wrote “unreal as it seems” in paragraph 2?
“If I was thirsty, I’d ask my Mom for a drink and, as unreal as it
seems, she would say: “OK dear, why don’t you find a man with a
machete to climb up a tree and get a coconut for you?”
She feels like the experience is unique and

special. She thinks that her readers would
possibly not believe it.
51
Writing: Postcards
B) Imagine that you have gone on vacation to one of
these places:
❑ Ghana in Africa
❑ The Amazon in South America
❑ Tokyo in Japan
52
Writing: Postcards
B) Imagine that you have gone on vacation to one of these
places:
❑ Ghana in Africa
❑ The Amazon in South America
❑ Tokyo in Japanrds that would give the reader a clear
impression of your pint of view. You should use direct
statements, inferred meanings and descriptive writing
techniques.
Your paragraph should be approximately 90 words in length.

Separate Sheet 53
Writing: Postcards
Now, write a postcard to your friend describing your
experience!
You should mention:

✓ What you did and saw
✓ Who you met
✓ What made it exciting
You should use direct statements, inferred meanings
and descriptive writing techniques.
15 minutes
Separate Sheet 54
Write your text here
To: [Your friend’s name]

[Your friend’s address]
Once you have written

your text,
draw a picture of the
location on the other side
of the postcard. 15 minutes
55
Decision Alley: Convince your teacher!
Group Work
Make two lines down the centre of the class.
The students on each side are a team.
You will have to convince (persuade) your teacher to visit a
destination or not to visit it.
Look at the slides to know whether you have to give the
teacher positive aspects of the place, or negative ones.
Each student in the team has to speak. Think quickly and
try not to repeat what someone else said.
56
You can buy fresh
The Mekong
sdf food easily!
Delta is so
hot!
Negative: Positive:
Say things that Say things that
are bad about the are good about
location. the location.
57
Practice Round!
Let’s practice using the

Mekong Delta.
Please make two rows.
58
Negatives Positives
59
Let the COMPETITION BEGIN!
60
Negatives Positives
61
Positives Negatives
62
Negatives Positives
Hanoi
63
Positives Negatives
64
Negatives Positives
65
Positives Negatives
Ha Long Bay
66
Vocabulary Task
Complete the gaps in your WB with words from the list.
1. It was so dark outside; I could ______see my own feet!

2. Many people like the taste of the humble ______.
3. Be careful with that ______! You could get hurt.
4. Using an ______ is much more eco-friendly than our
modern toilets.
5. Her ______ were realised as she read through her
examination – she did not study enough.
67
Vocabulary Task
1. It was so dark outside; I could hardly see my own feet!

2. Many people like the taste of the humble ______.
modern toilets.
68
Vocabulary Task

2. Many people like the taste of the humble plantain.
modern toilets.
69
Vocabulary Task

3. Be careful with that machete! You could get hurt.
modern toilets.
70
Vocabulary Task

4. Using an outhouse is much more eco-friendly than our
modern toilets.
71
Vocabulary Task

4. Using an outhouse is much more eco-friendly than our
modern toilets.
5. Her concerns were realised as she read through her
72
Plenary:
Three tools a writer can use to show
their “Point of View” are:
• D_______ _________
• I_______ _________
• C_______ of shared information.
73

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PLACES

1. What is a Point of View?

Textbook pages: 146 – 149

“Sequence” means “to order / organise” something.

Sharpen Your Skills:

C) She explains what she D) She explains her first

A) She tells us about

Sharpen Your Skills:

A) Placed in chronological order?

A) Placed in chronological order.

What is a Point of View?

Travel writing can be very personal and sometimes

“Point of view” is the way that the writer feels about

What is a Point of View?

Direct Statements are when the writer clearly expresses

I loved seeing all the wild animals in Kenya!

The markets in Cairo were very overwhelming. 12

We know exactly what he or she is feeling about a specific experience.

What is a Point of View?

Write a direct statement including Example:

A) furious, monkeys, running He was excited to see

When a writer implies the meaning, they

The readers will have to think about what

What is a Point of View?

Some techniques that the writer can use to imply meaning

• Metaphors and Similes

I started running when I saw the hyena. Action

The African sun was beating down on us

Mist covered the mountains. We could

What is a Point of View?

These words give a sense of mystery to the

2. Once you have written your The mountain stood in front

What is a Point of View?

A)Hiking in the mountains:

What is a Point of View?

We spent a week in Zanzibar, an island off the Tanzanian coast.

What is a Point of View?

THE CHALLENGE: Student 2

What is a Point of View?

Every student starts as student 1. Student 2

Write 2 – 3 sentences describing a completely positive

Do not use direct statements, only imply your meaning.

What is a Point of View?

Swap your workbook with the student next to you.

Every student is now student 2. Read the paragraph your Student 2

Add two to three words to the paragraph, making it a Student 3

little less positive.

Swap your workbook with a different student.

Every student is now student 3. Read the paragraph your Student 2

friend wrote, including the added words.

Add two to three words to the paragraph, making it even Student 3

What is a Point of View?

Swap your workbook with the final student.

Every student is now student 4. Read the paragraph your Student 2

friend wrote, including the added words.

Add two to three words to the paragraph, making it as Student 3

After 2 minutes, return the workbook. Student 4

Watch the short video about Osu and Accra in Ghana.

When she moved there, her whole idea of ‘Africa’ changed.

Let’s read Magdalena's story.

TB. P146 – 147 & WB P 16- 18 33

1. Copy a phrase that shows that Magdalena had

1. Copy a phrase that shows that Magdalena had

“On the other hand, I was curious”