EAL Resource: Teaching Notes

THE WOMAN IN BLACK PART 2

SUBJECT/CURRICULUM AREA(S): English

KEY STAGE(S): 4
literature
TOPIC: Understanding a literary LANGUAGE LEVEL: Early acquisition - Developing
text competence

RESOURCE CONTENTS

• Plot summaries and timeline ;

• Jigsaw activity with questions;
• Plot summary cloze activity with sequencing language.

CURRICULUM OBJECTIVES

• Consolidate knowledge of the plot;

• Explore plot features;
• Consolidate vocabulary knowledge and practise vocabulary use.

Language functions Useful Language

Summarising Mr Kipps left village, ghost appeared in church

Narrating After they left Eel Marsh House; …until she died.

Asking and answering What do you think…? What happened to…?

questions Why did Mr Kipps ….?

Vocabulary

haunting, ghostly, superstition, alarm, malevolence, isolated, burial ground, nightmare,

causeway, grief, chaos, revenge, hatred, curse
Connectives: after, while, before, then, whenever, next, as, later, since, until, when

PREPARATION

• Print out copies of the plot summaries. Each student will need a copy of the
summary for the group they are in.
• Print out a few copies of the timeline, for each group.
• Print out the questions in the PDF document for the jigsaw activity.
• Print out the plot summary cloze activity.

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EAL Resource: Teaching Notes

IDEAS FOR USING THIS RESOURCE

Plot summaries and timelines

The
The plot summaries focus on the six days at the centre of the story, from Arthur Kipps’
arrival in the village to his rescue from Eel Marsh House by Samuel Daily, taking in the
events surrounding Mrs Drablow’s funeral, the trips across the causeway, and the time Mr
Kipps spends in the house. Each group of about five learners will focus on one of those
days. They will practise their summarising skills by extracting key moments from the
summary text and placing them on the timeline for that day. In doing so, they will practise
transferring information from one format into another, useful for learning across the
curriculum. This will help consolidate their knowledge of the key events of the story, and
the order in which they happen.

• Divide the class into six groups.

• Allocate one of the six days to each group.
• Give each student a copy of the summary for their group’s day.
• Give each group a copy of the timeline (or copies, in case they want to make
changes) for their day, which they will fill in together.
• Give the groups time to read through the summary on their own, and for
multilingual learners to use translation tools to translate key vocabulary that is new
to them, and to ask other members of the group to explain key words and cultural
features (e.g., what is an ‘inn’?).
• The group can also refer to the relevant pages in the book, to expand their
knowledge of the events of the day.
• Then the whole group can design their timeline and fill in the key events on it.
Remind them to use just short phrases e.g., Kipps arrived at the inn, so that they
can fit just the most important events on their timeline.
• Once each group has completed their timeline, the class can work together to
construct a larger timeline, setting out the order of events over the six days.

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EAL Resource: Teaching Notes

Jigsaw activity with questions

This activity has been designed so that each group can share their knowledge of the
events of the day they have focused on with the class. The questions are designed to give
multilingual learners practice in using the language of questioning and answering, in the
context of exploring the events of the story and the motivations of the narrator, and in
more detail.
• Starting with the group for Day One, ask them to present their timeline to the class.
• Suggest that each person in the group has a turn to present one point on their
timeline, so that each student has an opportunity to speak. earners who are
developing competence in English can rehearse their point beforehand to help
them participate with confidence.
• Share the questions for Day One with the rest of the class and invite individual
students to pose a question. This is also an opportunity for multilingual learners to
practise using the language of questions, with support.
• The questions have been designed so that students can present facts about the
events (e.g., What did Mr Kipps do when…?) and so that students can think more
deeply about the events and what they reveal about a character’s motives (e.g.,
Why did Mr Kipps go back…?). The questions are also designed so that students
can express their opinions (e.g., What do you think Mr Kipps should have
done…?), to help students use the language they will need for responding to exam
questions.

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EAL Resource: Teaching Notes

Plot summary cloze activity

This activity has been designed to give multilingual learners an opportunity to practise
summarising the plot, using connectives that sequence the order of events. The writing
frame will support them and reinforce the language of narrating, including using the past
tense.
• The students can work in pairs, and you can allocate those who are acquiring English
to a partner who is confident using English.
• Give each pair a copy of one part of the summary and the word bank.
• Suggest that they read through the full summary first. They can also refer to the last
section of the book that the summary covers.
• Then explain that they could allocate some of the connectives more than once, as they
complete the cloze activity.
• Once they have filled in all the missing connectives, they can read their final answer
aloud and make any changes.
• Place each pair with two other pairs that have completed the other parts of the
summary. In their groups of six, give the learners time to share their summaries and
talk about their answers.

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EAL Resource: Teaching Notes

DIFFERENTIATION FOR SUPPORT AND CHALLENGE

Support
• To expand language use, you can ask multilingual learners to write a short
description of the photograph attached to the summary of the day of the group they
are in. Here are sentence frames to help them:

GROUP ONE: The fireside at the inn.

The room looks ……
The fireplace is ……….
Arthur Kipps felt … when he was there.

GROUP TWO: The pony and trap

The trap is the part that is attached to …..
The passengers sit …..
Mr Kipps was … when Mr Keckwick arrived in a pony and trap.
When he stood on the causeway in the mist, Mr Kipps heard ….

GROUP THREE: Spider

Spider was the dog that ….
Spider went with Arthur Kipps to ………

GROUP FOUR: The marshes

When Mr Kipps cycled to Eel Marsh house, the weather was…
The marshes looked ……….
Mr Kipps enjoyed the view because …..

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EAL Resource: Teaching Notes

GROUP FIVE: The pile of letters

Mr Kipps found out that ……..
Jennet did not want to ……..
The child was adopted by ……….

GROUP SIX: The chaotic child’s room

The rocking chair was ………
The room looked …………
The atmosphere in the room was …………………

• For more practice with the order of events, learners could construct smaller timelines,
for example setting out the order of the sightings of The Woman in Black and where
they happened; or of Mr Kipps’ trips to and from Eel Marsh House and what
happened there each time.
• You could place students in pairs and get one to describe the physical setting while
the other draws it. The first learner could say:
Crythin Gifford is a small village. There is a train station at the edge of the village.
There are rows of houses. In the middle is a market square. The inn, called the
Gifford Arms is in the market square. Mr Jerome’s offices are in a street off the
square. The church is at the end of a long path, with the graveyard on the right of the
church and the school and other buildings on the left.

Challenge
• In the plot summaries activity, you can draw students’ attention to the emotional
journey that Arthur Kipps embarks on, from the time he reaches the village of Crythin
Gifford until he is rescued from Eel Marsh House. They can arrange these moments
in the correct order:
1. He feels energised after he cycles around the countryside.
2. He enjoys his dinner at the inn and goes to sleep feeling safe and happy.
3. He feels terrible sadness in the child’s nursery.
4. He remembers his safe happy childhood when he hears the rocking chair.
5. He has nightmares about the crying child and the pony and trap.
6. He thinks the landlord and Mr Jerome are superstitious and silly.
7. He questions whether he is experiencing a haunting.
8. He experiences a terrible shock and faints.
9. He thought Eel Marsh House was in a beautiful place where he could live with
Stella.
Answer: The correct order is: 2, 6, 9, 5, 1, 7, 4, 3, 8.
• When your students do the questioning activity, in Resource Two, encourage them to
think of and ask additional questions and to stretch their understanding of the
characters and why they did what they did. For example, you can focus on the story
of the Woman in Black: What had happened to her? Why was she so angry? Why
did she want revenge? Do you think her anger was justified?

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 The Bell Foundation: EAL Resource

The Woman in Black Part 2

Plot summaries and timelines

Subject(s): English

Key Stage: KS4

Topic: Understanding a literary text

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk

Plot summaries
Plot Summary A: Day One: Arrival at Crythin Gifford

Arthur Kipps arrived on the train from

London, into the small town of Crythin
Gifford. The man he met on the train,
Mr Samuel Daily, offered him a lift in his
car, and they travelled from the train
station together. Mr Daily’s driver
dropped Kipps off at the inn, where he
settled in happily. Mr Kipps then
enjoyed a glass of wine at the fireside
and ate a good dinner.

Before he went to bed, the landlord

explained that there would be a lot of
farmers in the town the next day, for an
auction. Mr Kipps explained he was
there to attend Mrs Drablow’s funeral.
The landlord seemed to react with
alarm and did not want to discuss Mrs
Drablow any further.

But Mr Kipps ignored the landlord’s

reaction and he fell asleep feeling very
relaxed and happy.
Glossary

Word Definition

auction a small hotel

a sale of items, like farm animals or land. The person who
inn
offers the most money can buy the item.
landlord the owner of an inn.

Key quote

… innocence, once
lost, is lost forever.

Mr Kipps

Contrast
Mr Daily and the innkeeper don’t want to talk about Mrs Drablow. The innkeeper even
seems afraid. There is an air of fear and suspicion. Meanwhile Kipps is relaxed, and
rational.
Plot Summary B: Day Two: The Funeral and out to Eel Marsh House

The next morning, Mr Kipps woke to a property and he thought they were silly
bright sunny day in Crythin Gifford. He and superstitious.
walked around the small town and saw
how isolated it was. It was surrounded Mr Kipps was surprised when Mr
on three sides by fields that stretched Keckwick came to fetch him in a pony
for many miles. To the east was the and trap, and not in a motor car. They
marsh, the estuary and the sea.

Mr Jerome fetched Mr Kipps and the

two men, dressed in their black suits,
went to the church to attend Mrs
Drablow’s funeral. The church was cold
and empty. The minister, Mr Kipps and
Mr Jerome were the only people at the
funeral. But near the end of the service,
Mr Kipps noticed a woman in the
church. She was dressed all in black
and was terribly pale and thin. She
looked as if she suffered from a wasting
disease. She appeared again in the
graveyard, standing behind a
gravestone. But before Mr Kipps could
talk to her, she had disappeared.

When he walked away from the church, travelled across the wide-open
Mr Kipps looked back and saw a line of marshes and reached Nine Lives
pale children looking through the iron Causeway. The causeway was a long
railings. They were silent and still, and path across the water to Mrs Drablow’s
not like children at all. He told Mr home, Eel Marsh House. They reached
Jerome about the woman in the church. the stony isolated house and Mr
When he described her, Mr Jerome Keckwick promised to fetch him by five
froze, and then refused to turn back to o’ clock, before the tide covered the
the church to find her. Mr Kipps saw her causeway. Mr Kipps walked and
again. She was hiding behind a reached an old, ruined chapel and
gravestone and then she disappeared. graveyard. He felt uncomfortable and
was about to go to the house when he
Mr Kipps ate lunch at the inn. The man saw the woman in black again. He saw
he sat next to said that nobody, not the hatred, evil and loathing in her face
even rich Mr Daily, would want to buy and became very afraid. The woman
Mrs Drablow’s house and land. Mr vanished and he ran to the house and
Kipps became angry because nobody went inside.
would talk about Mrs Drablow and her
 The Bell Foundation: EAL Resource

In the house he found Mrs Drablow’s him. But the sound came and went and
papers in every desk and writing table. then he heard the noises of the horse in
There were piles of notebooks, letters, panic, and the terrible sound of a child
receipts and legal documents. It was crying. He realised the pony and trap
too late to get started on looking at all had fallen into the marsh and was
the papers and Mr Kipps decided to go sucked under, into the quicksand.
for a walk.
Mr Kipps struggled through the mist
He walked out along the causeway, and reached the house. When he got
which quickly became covered in sea inside, he put on all the lights, poured
mist. Soon he couldn’t see the way himself a brandy and then looked at all
ahead and the walk became terrifying. the rooms in the house. Each door was
He decided to turn around and walk open and each room looked neat and
back to the house. Out of the mist he tidy. Upstairs, only one door was
heard a pony and trap, and he thought locked. He went back downstairs and
it was Keckwick coming back to fetch fell asleep on the sofa.

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Glossary

Word Definition

chapel a small, private church

a slippery fish, like a snake, that lives in rivers and
eel
marshes
estuary the place where a river meets the sea

quicksand loose sand that sucks people down under the surface

ruined broken down

a fear of unknown things and a belief in spirits and
superstitious
unnatural power
the movement of the sea as it comes close to the beach
tide
for six hours, then goes far out for six hours, every day
wasting
a sickness that makes a person very weak and thin.
disease

Key quote

It was as though she were searching for

something she wanted, needed – must
have, more than life itself, and which had
been taken from her. And towards whoever
had taken it she directed the purest evil
and hatred and loathing …

Mr Kipps

Contrast
The church and the graveyard were cold, empty, eerie, and unsettling, but the inn was
full of life, noise and people going about their business.
Plot Summary C: Day Three: Preparations and dinner with Mr Daily

Mr Keckwick finally arrived at 2am the

next day. He explained that he could
not come earlier because of the heavy
mist across the marshes. Outside all
was clear and Mr Kipps wondered if
everything before, hearing the pony
and trap and the crying child as they fell
into the marsh, was just a terrible
dream.

They returned to the inn, where Mr

Kipps went to bed and slept, but he had
nightmares of the crying child and the
woman in black. He woke feeling heavy
and sick and he wanted to run away.
But it wasn’t because of what he had
seen and heard. It was because of the and other items and then went to have
fear that he felt from the power of evil dinner with Mr and Mrs Daily.
and hatred that came from the things he
had seen and heard. Mr Kipps told Mr Daily all the ghostly
sightings he had experienced, and Mr
In the morning he visited Mr Jerome to Daily warned him not to continue with
ask if anyone could help him go through his work, and not to go back to Eel
Mrs Drablow’s many papers but Mr Marsh House. But Mr Kipps insisted he
Jerome refused and became very would go back, and Mr Daily gave him
afraid as he explained that some of the his dog, a small terrier called Spider, to
graves in the burial ground near Eel take with him. Mr Kipps and the dog left
Marsh House belonged to Drablow Mr Daily’s grand house in high spirits.
family members.

Mr Kipps went out into the country on a

long cycle ride. Looking out over the
marshes towards Eel Marsh house, he
realised that he was very affected by
the strange ghostly events he had
witnessed. But he knew he must finish
the job. He ate lunch in another village,
had a rest in a barn and cycled back to
Crythin Gifford, feeling energised. He
set about preparing to spend two nights
out at the house. He bought some food
Glossary

Word Definition
a big building on a farm, for keeping animals, tools, hay
barn
etc.
energised full of energy

high spirits feeling in a very good mood.

Key quotes

I felt older and like a man who

was being put to trial, half
fearful, half wondering, excited,
completely in thrall.

Mr Kipps

You’re a fool if you

go on with it.

Mr Daily

Contrasts
Mr Kipps felt ill, afraid, and shocked after his first night at Eel Marsh House. But after
he spent a day cycling around the countryside, he felt much better and stronger and
decided he must finish his work sorting out Mrs Drablow’s papers.
Plot Summary D: Day Four: Return to Eel Marsh House

The next day was clear and bright. Mr noise. He felt very frightened, but went
Kipps cycled out across the causeway, down the passage with Spider, to the
with Spider running by his side. At the locked room without a keyhole. Spider
house he settled down to work and was terrified, but the low sound
enjoyed the view over the beautiful continued, from inside the room. The
shining marshland. He took a walk sound was familiar to Mr Kipps.
outside to the graveyard, which felt
calm and peaceful after the frightening Then Mr Kipps heard another noise and
sight of the woman in black two days went back to his room to see what it
before. He looked at the headstones was. But there was nothing in his room
and tried to work out what the writing on and he realised the sound came from
one of them said. Later, he took Spider outside. He looked out of the window,
outside again and then back in the but all was calm across the marshes.
house, put on all the lights and built up Mr Kipps thought he heard a faint cry
the fires. from far away. Spider was relaxed
again, so Mr Kipps went back to the
He went to bed but woke up suddenly locked room and tried to open the door.
because Spider was at the bedroom But he couldn’t and so went back to
door, all her hair standing up, growling bed.
quietly. And then Mr Kipps heard a faint
 The Bell Foundation: EAL Resource

Glossary
Word Definition

familiar something you know or have heard before

a piece of stone at a grave that says who the person
headstone
was

Key quote

It was the sound of something bumping

gently on the floor, in a rhythmic sort of
way, a familiar sound and yet one I could
still not exactly place, a sound that
seemed to belong to my past.

Mr Kipps

Contrast
Mr Kipps woke up feeling sick and afraid, but after his cycle out in the country he felt
full of energy and determination to return to Eel Marsh House and finish his work.

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Plot Summary E: Day Five: The letters

The next morning the weather was grey At that moment, Spider started to growl
and damp. Mr Kipps cycled back across again and Mr Kipps decided to go and
the causeway to fetch more food in the see why. Spider ran upstairs to the
village. In the village he found a letter locked room and Mr Kipps heard the
from his wife, Stella, which cheered him same bump bump bump noise inside
up and he cycled back to the house the room. He went outside to get an axe
feeling cheerful. to break the door down. It was very dark
outside, and then he heard the sound of
Back at Eel Marsh House it became the pony and trap. He heard it turn off
very windy and wet. Mr Kipps thought the path and travel into the marsh.
he should go back to the village, but the Spider appeared outside too, as Mr
causeway was covered by the tide. So Kipps again heard the agonising
he went back to his work on Mrs sounds of the pony screaming with fear,
Drablow’s papers. and the child crying, as they were
swallowed up by the quicksand.
Spider let out a howl. Mr Kipps knew
that the sounds were a haunting. But
he also knew that long ago, a pony
and trap with a child in it had been
swallowed up in the marshes.

Mr Kipps took Spider and went back

inside the house. Spider became calm
and then ran up to the locked room. Mr
Kipps followed her, and at that
moment his fear became even greater
Mr Kipps found a pack of letters, written than before: the door that had been
by a woman called Jennet Humfrye, to locked, with no key and no keyhole,
Mrs Drablow, about 60 years before. In was standing open. He realised that the
the letters Jennet explained that she noise he was hearing was rocking. He
was pregnant, and because she was plucked up all his courage and went
unmarried, her family were forcing her into the room. It was a child’s nursery,
to give the child away. She was very very tidy and perfectly arranged, with a
angry. Then in the later letters she said small, neat bed, lots of beautiful clothes
she would give the child to Mrs Drablow for a child and lots of toys.
and her husband, to look after. Then Mr
Kipps found papers that said the child, The room first felt safe and secure to Mr
Nathaniel Pierston would be adopted Kipps and reminded him of his own
by Mr and Mrs Drablow and would be happy childhood. He remembered the
looked after by a nursemaid called sound of his nurse in a rocking chair
Rose Judd. next to his bed, as he fell asleep. But
after a while, Mr Kipps felt a feeling of
sadness in the room. He left the room
and closed the door behind him and
went back to his own room.

Outside, it became very windy and the

house shook. But Mr Kipps thought
again of his childhood and relaxed. A
moment later, a loud cry shook him.
Then came the cry of the child out on
the marsh. Mr Kipps went out of his
room and suddenly felt as if someone
had gone past him, down the corridor.
He went back to his room to get his
torch, but dropped it in the dark and it
broke.

After some time feeling terrified, Mr

Kipps decided to go to the nursery, to
fetch a candle there. Once in the room,
he felt a very strong feeling of grief, as
if he had lost someone very close to
him. He took the candle, left the room
and closed the door behind him. At that
moment the sadness went away and he
felt himself again.
Glossary

Word Definition
when the law gives a child to a person who is not their
adopted
birth parent
agonising very upsetting

haunting when a ghost or spirit appears in a place

tide the sea was high.

Key quotes

At that moment I
began to doubt my
own reality.

Mr Kipps

It was as though I had, for the

first time I was in the room,
become another person, or at
least experienced the emotions
that belong to another.

Mr Kipps

Contrast
The strong feelings Mr Kipps had in the child’s nursery: the good feelings as he
remembered his own happy childhood and the changes to sadness and grief.
Plot Summary F: Day Six: Away from Eel Marsh House forever

In the morning, Mr Kipps went outside Mr Kipps woke up on the sofa, with Mr
with Spider, and heard someone Daily shining a torch into his face. Mr
whistling for a dog. Spider ran off and Daily explained that he had become
started to be pulled down into the mud. worried and so he drove out in his own
Mr Kipps ran after her and then felt pony and trap, found Mr Kipps lying on
himself getting sucked down by the the grass outside, and carried him
quicksand. He fought as hard as he inside.
could, straining and stretching to reach
the small dog and save her. At last he Feeling calm, Mr Kipps went upstairs to
grabbed her neck and pulled her free fetch his things. He looked down the
from the sucking mud. passage and saw that the door to the
nursery was standing open. He began
As Mr Kipps staggered back to the to feel frightened again but went in to
house, carrying the exhausted dog, he find the room in chaos. Everything had
looked up at the house and saw the been thrown around, broken or torn.
woman in the nursery window. As he The rocking chair was still, in the middle
reached the grass at the house, he of the room. The windows were locked.
heard the pony and trap. The sound
shocked and frightened him so much After this shock Mr Kipps went down
that he fainted. and got into the pony and trap, and rode
away from Eel Marsh House, with Mr
Daily and Spider, for the last time.
Glossary

Word Definition

quicksand loose sand that sucks people down

still not moving.

Key quotes

A good job I came

when I did.

Mr Daily

Whoever she was this was the

focus of her search or her
attention or her grief – I could
not tell which. This was the
heart of the haunting.

Mr Kipps

Contrast
The state of the child’s nursery: the broken things, the chaos, so different from the
perfect, tidy room Mr Kipps saw before.
Timeline

Fill in the key events for your day on the timeline. Fill each event in at the correct
time. You can add more than one event for a specific time.

Early Morning Mid- Midday Afternoon Evening Night

hours morning

DAY _____________
 The Bell Foundation: EAL Resource

The Woman in Black Part 2

Plot summary cloze procedure

Subject(s): English literature

Key Stage: KS4

Topic: Understanding a literary text

The Bell Foundation – Teaching Resources and Guidance bell-foundation.org.uk

Plot summary
The summary below sets out the events after Arthur Kipps left Eel Marsh House for
the last time. The missing words are in the word bank, after each summary.

1 Read through the summary. As you read, use a bilingual dictionary to help you.

2 Write out the summary and fill in the correct words from the word bank.

The first answer has been completed for you.

Part One
…After… Mr Daily and Arthur Kipps climbed into the pony and trap, they rode to Mr

Daily’s house. …….......... they arrived there, Mr Daily had prepared a room, where

Mr Kipps could rest. …….......... Mr Kipps tried to rest, he felt on edge. …….......... he

wrote letters to his boss, Mr Bentley and to his girlfriend, Stella and …….......... he

went outside.

Mr and Mrs Daily insisted that Mr Kipps stay a bit longer …….......... he went back to

London. Mr Kipps had decided to go back, because …….......... he was at Eel Marsh

House, he was in danger from things that were ‘supernatural, insubstantial and

inexplicable.

That afternoon …….......... Mr Daily went out, Mr Kipps looked again at the letters he

had found at Eel Marsh House. …….......... he read the letters from Jennet, he felt

sorry for her, because she had to give up her child. …….......... he saw the death

certificates. …….......... he read them, he realised that a six-year-old boy, Nathaniel,

and his nurse, Rose, had drowned in the marshes,

…….......... they were travelling in a pony and trap.

Twelve years …….........., the boy’s mother, Jennet

Humfrye died. She was so angry and grief-stricken

about the death of her child, that …….......... she died, she haunted the house.

Word bank
after then as
until before when
later whenever next
while since
Part Two
Later that evening, Mr Daily told Mr Kipps the full

story. He explained that Jennet Humfrye watched

from the window in Eel Marsh House …….......... her

child drowned in the marsh. She blamed her sister,

Mrs Drablow, for what happened. …….......... her

child drowned, Jennet became ill and was filled with

hatred and misery …….......... she died. Mr Daily

also explained that …….......... Jennet’s ghost is seen, a child dies in the village.

…….......... he heard the full story from Mr Daily, Arthur Kipps felt that the woman in

black was haunting him. He became ill and heard the terrible sounds of the child

crying on the marsh, the chair rocking in the nursery and the horse screaming. He

recovered only five days …….......... and stayed with Mr Daily for twelve days in all,

until Stella arrived from London. Arthur Kipps asked Mr Daily if anything had

happened …….......... he had seen the woman in black. But Mr Daily assured him

nothing had happened, and Mr Kipps decided that the curse had ended.

Word bank
after then
as until
before when
later whenever
next while
since
Part Three
Six weeks after Mr Kipps and Stella returned to London, they got married.

…….......... a year, they had a son, Joseph. …….......... Joseph was about a year old,

they took him to a park on a

summer’s day. He became very

excited to go on a ride on a pony

and trap. …….......... Stella and

Joseph were on the ride, Mr Kipps

saw the woman in black. He felt her

terrible power and hatred.

…….......... Mr Kipps saw the pony and trap coming back. …….......... it reached him,

the ghost stepped out and frightened the pony. It ran away, and the cart crashed into

a tree.

…….......... Mr Kipps ran to the cart, he looked back but the woman in black had

disappeared.

The baby boy, Joseph died instantly, and Stella died ten months later. Mr Kipps

realised that the woman in black had got her revenge.

Word bank
after then
as until
before when
later whenever
next while
since