1. All resources from tonight (with the exception
of the mock paper from November) will available
on:
the VLE parental area
the blog: msbutterfield.com
useful blog for past papers:
https://younisfarid.wordpress.com/categ
ory/igcse-first-language-english-0500-
past-papers/

2. Which Room am I in?
N / V band (stay in the hall to start with) D band (move to classroom for 25 mins)
11n2 Owain John A1
11n1 (Kat Kolakowski)
and 11n3 Robin Marsden A9
11n4 and 11v1 Kirsty Saull A3
11v2 Sarah Martin A4
11v3 Lisa Scott A5
11d1 Robin Marsden A9
11d2 Owain John A1
11d3 and 11d5 (Kat Kolakowski)
Chloe Butterfield A2
11d4 Lucy Gotham A3
11d6 Julie Forth A4

3. English Language
40% - coursework
3 pieces (1 side of A4 typed each)
a rant
a descriptive piece
a letter responding to an article or blog
20% - Speaking and Listening (assessed in March in private to the class
teacher. You can have prompt cards and props)
a 3 min presentation on a topic of your choice
followed by 5 min discussion
40% - 1 Exam. The same format as the mock in November.
3 questions over 2 hours

4. English Literature
40% - cwk - comparison between poems and a play or novel
60% - exam - 1 question on an unseen poem
- 1 question on ‘Journey’s End’
Three essential things:
1. Have a copy and re-read ‘Journey’s End’ (we can get you a copy if
needed)
1. Watch the film on YouTube
1. Get key quotes for every character from through the play (first time
we see them/middle/last time we see them) and place these around
the house and/or have them on prompt cards.

5. English Literature
How we can help:
• Provide you with all of the past questions
• Provide you with a sample full mark answers and mark schemes
• Provide you with key quotes for each character to learn
• Revision sessions before the exam and possibly over Easter
• Mocks in class (one in the last week of this term)
These will be e-mailed out and the ones in blue will be available
tonight in hard format

6. English Literature
How you can help:
• Make your son/daughter sit somewhere where you can see them (with no
electronic gadgets near them) and re-read the play – they might want to note
down any interesting quotes as they go!
• Watch the film with them. They could make notes on key events that happen.
• Test them on key quotes for each character (they won’t have time to be flicking
through the play in the exam)
• Use the past paper questions to plan out answers. Choose at least 3 quotes
from the beginning/middle and end (and try and include a stage direction).
Choose quotes and link them back to the question and to other moments or
quotes in the play.
• Create an adjective bank for characters so you sound as intelligent as you are
eg. Osborne is mature/perceptive/considerate

7. English Language
How we can help:
• Cwk guides to show you how to complete each piece and how to move
the work to a C or A*
• Teacher’s doing their own presentations for speaking and listening.
• A revision guide with past papers and and the formula on how to do
each question
• Their November Mock with mark scheme and formula on how to do
each question
• Revision session over Easter and before the exam
• Mocks in class

8. English Language
How you can help:
• Go to Younis Farid’s blog and find a past paper (always choose
paper 2). You can practise Question 1 and Question 2 (BUT NOT
3 AS IT IS DIFFERENT THIS YEAR)
• Help them create prompt cards – one for each question (3) - and
check that they know the timings and what they have to do for
that question
• Open past papers and get them to tell you in their own words
what the questions requires (not reading the question is the
most common error in exams)
• Get them to summarize texts (read them and select 15 key ideas
in bullet points)
• Get them to talk to you in a character/voice that you choose. Eg.
A newspaper reporter
• Practise reading something and then putting in their own words
(you hold the text in front of you and see if they can avoid using
any words in there!)

9. Q3: The summary question
(20 marks out of 50)
Read this and understand what it is about…
Alice walked into the room, slamming the door
behind her. She hardly knew where to start …
maybe she just needed to be blunt and tell them
what she really thought. Tell them that she was
really upset by the fact that they clearly didn’t trust
her judgment. She sighed, sat down opposite a
hoard of hungry cameras and cleared her throat.
Who is Alice?

10. Q3: Read this and understand what it is
about…
Alice walked into the room, slamming the door
behind her. She hardly knew where to start …
maybe she just needed to be blunt and tell them
what she really thought. Tell them that she was
really upset by the fact that they clearly didn’t trust
her judgment. She sighed, sat down opposite a
hoard of hungry cameras and cleared her throat.
Who is Alice? A police inspector? A headteacher? A
celebrity?

11. Q3: Read this and understand what it is
about…
Alice walked into the room, slamming the door behind
her. She hardly knew where to start … maybe she just
needed to be blunt and tell them what she really thought.
Tell them that she was really upset by the fact that they
clearly didn’t trust her judgment. She sighed, sat down
opposite a hoard of hungry cameras and cleared her
throat.
Who is Alice? A police inspector? A headteacher? A
celebrity?
WE NEED TO READ THE WHOLE THING FIRST BEFORE WE
ANSWER OR MIGHT GET IT WRONG.

12. Q3: Select bullet points that summarize the text
Alice walked into the room, slamming the door behind her.
She hardly knew where to start … maybe she just needed to
be blunt and tell them what she really thought. Tell them that
she was really upset by the fact that they clearly didn’t trust
her judgment. She sighed, sat down opposite a hoard of
hungry cameras and cleared her throat.
What do we discover about Alice and how she is
feeling?
What would you underline and use for your bullet
points?

13. Q3: Select bullet points that summarize the text
Alice walked into the room, slamming the door behind her.
She hardly knew where to start … maybe she just needed to
be blunt and tell them what she really thought. Tell them that
she was really upset by the fact that they clearly didn’t trust
her judgment. She sighed, sat down opposite a hoard of
hungry cameras and cleared her throat.
What do we discover about Alice and how she is
feeling?
What would you underline and use for your bullet
points?

14. Q3: Select bullet points that summarize the text
Alice walked into the room, slamming the door behind her. She
hardly knew where to start … maybe she just needed to be blunt
and tell them what she really thought. Tell them that she was
really upset by the fact that they clearly didn’t trust her judgment.
She sighed, sat down opposite a hoard of hungry cameras and
cleared her throat.
What do we discover about Alice and how she is feeling?
What would you underline and use for your bullet
points?
• She is angry and ‘slam[s] the door’ (a short quote and
explanation)
• She is not feel very confident and ‘hardly knew where to
start’ (a short quote and explanation)
• She is ‘upset’ because they don’t ‘trust her judgment’

15. Q3: Use the bullet points to write a summary in your own words
What do we discover about Alice and how she is feeling?
• She is angry and ‘slam[s] the door’ (a short quote and
explanation)
• She is not feel very confident and ‘hardly knew where to start’ (a
short quote and explanation)
• She is ‘upset’ because they don’t ‘trust her judgment’
Alice is feeling upset unhappy and angry frustrated because
she thinks that people don’t trust her or her judgment
opinions.

16. Q1: writing in another voice (20 marks out
of 50)
Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg!
We would be enjoying a friendly fight or just sitting
doing nothing when she would pounce on us like a cat,
and savage retribution would follow. As we stood in
the corner of the room with hands on heads, she
would snarl, ‘How dare you! Making my tidy room
messy, wasting your time. I saw you!’
Aunt Pegg had eyes on sticks. How she saw us we
never knew: one moment she wasn’t there, the next
she was on top of us. She was a wizened, tiny woman
of great muscular strength and energy, and her mouth
was like an upside-down new moon without the hint of
a smile.

17. Q1: writing in another voice
• Imagine you are Aunt Pegg. After one week of
looking after the children, you write a letter to
their parents in which you:
• give your impressions of the children;
• give an account of your progress with them so
far;
• tell your plans for the next week.
• Write your letter. Base it on what you have read
in Passage A.

18. Q1: writing in another voice (or
number them in the text)
Bullet Point Ideas for the text (at least 3 for each bullet point)
1. What
children are
like
2. Progress so
far
3. Plans for
next week

19. Q1: writing in another voice
What children are like
Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg!
We would be enjoying a friendly fight or just sitting
doing nothing when she would pounce on us like a cat,
and savage retribution would follow. As we stood in
the corner of the room with hands on heads, she
would snarl, ‘How dare you! Making my tidy room
messy, wasting your time. I saw you!’
Aunt Pegg had eyes on sticks. How she saw us we
never knew: one moment she wasn’t there, the next
she was on top of us. She was a wizened, tiny woman
of great muscular strength and energy, and her mouth
was like an upside-down new moon without the hint of
a smile.

20. Q1: writing in another voice
Bullet Point Ideas for the text (at least 3 for each bullet point)
What children
are like
Fighting scrapping
Lying around doing nothing at all
Making the room messy Room = bombsite.
Progress so far
Plans for next
week

21. Q1: writing in another voice
Bullet Point Ideas for the text (Minimum = 3 for each bullet point)
What children
are like
Fighting scrapping
Lying around doing nothing at all
Making the room messy Room = bombsite.
Dear Linda and Paul,
I hope you are having a good holiday? Everything here is fine.
I had a rather tough time to start with as the children insisted on
scrapping all the time and if they weren’t doing that then they lay around
around doing nothing at all. I was very surprised because I know that you
will have bought them up to use their time wisely and to respect each
other and their property. It was an effort to stop them turning the house
into a bombsite!

22. Q2: Selecting 4 interesting words and
analyzing them
Read the reactions of the writer and his family to the bath and the
shower. Select four powerful words and explain how each word or
phrase selected is used effectively.
The crew carried the twins to the large four-feet deep, hot sea-
water bath. There, in the fresh water shower (we had to adjust our
ideas to the notion that fresh water could be used for other things
besides drinking) they soaped and lathered and wallowed in luxury,
scrubbing at the brown scurf which our skins had developed. Then
Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of
not having to protect boil-covered parts of our anatomies from solid
contacts had to be experienced to be believed, but the simple joy of
soap lathering in fresh water is surely one of the greatest luxuries of
mankind.

23. Read the reactions of the writer and his family to the bath and the
shower. Select four powerful words and explain how each word or
phrase selected is used effectively.
The crew carried the twins to the large four-feet deep, hot sea-
water bath. There, in the fresh water shower (we had to adjust our
ideas to the notion that fresh water could be used for other things
besides drinking) they soaped and lathered and wallowed in luxury,
scrubbing at the brown scurf which our skins had developed. Then
Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of
not having to protect boil-covered parts of our anatomies from solid
contacts had to be experienced to be believed, but the simple joy of
soap lathering in fresh water is surely one of the greatest luxuries
of mankind.
The writer describes X as ‘QUOTE’… This means… The use of a Y
(technique) is effective because it makes the reader feel…. This is
reinforced when …. (the link)

24. Read the reactions of the writer and his family to the bath and the shower.
Select four powerful words and explain how each word or phrase selected is
used effectively.
The crew carried the twins to the large four-feet deep, hot sea-water bath.
There, in the fresh water shower (we had to adjust our ideas to the notion
that fresh water could be used for other things besides drinking) they soaped
and lathered and wallowed in luxury, scrubbing at the brown scurf which our
skins had developed. Then Lyn and I luxuriated in the warmth of the deep
tub. The ecstasy of not having to protect boil-covered parts of our anatomies
from solid contacts had to be experienced to be believed, but the simple joy
of soap lathering in fresh water is surely one of the greatest luxuries of
mankind.
The writer describes the family’s reaction to the bath by saying
that they ‘wallowed’ in it. This verb makes them sound like they
enjoyed being surrounded by the water and is effective because
it makes the reader feel that they are almost like hippos in a mud
bath with the water bringing them relief. This is reinforced when
the writer says that they ‘luxuriated’ …. (the link)