Ask students to look at chapter 5 ("Grannies in the Wainscot") of Cider with Rosie, from: "You a hundred yet, Granny?" to "softly across her face".
How does it make the narrator feel about time and age?
Students could read chapter 8 of The Woodlanders by Thomas Hardy, from "What he had forgotten..." to "almost without another word", and consider what qualities Hardy wants us to recognise in Winterborne as a woodsman.
How does he use language to achieve this?