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  • Explain to students that the tools they need are, simply, a pen and a highlighter. As well as their brains and hard work!
  • Ask students what they recall about this question. Remind them of the details on the slide. For C/D borderline students, 3-4 relevant points may be more realistic; rather than becoming anxious about finding more points, they should focus on good explanations of what they are able to retrieve from the text. Remind students that they are not analysing, but that they must explain the points they take from the text to showing they understand the article.
  • Remind students of Step 1 – reading the question and highlighting the key words (what they’ll have to ‘retrieve’ and write about in their answer). As a class (or in groups or pairs) discuss what key words should be highlighted in the examples of retrieval questions on the slide. This could be printed off as a handout (though this may slow things down).
  • Step 3 is writing the response. Warn students about spending too much time thinking or writing about this; an awareness of purpose and audience should be summarised in one sentence (as well as implicitly shown in a good answer). Explain to students that, essentially, the question itself will give them hints about the puropse of the text, and that in Text 1, purposes are usually the basic kinds mentioned on this slide. Discourage students from speculating about the audience. If it’s not clear, the general phrases about readership mentioned on the slide are sufficient and safer!
  • Show students these examples. Think, pair, share.
  • Show students these examples. Think, pair, share.
  • Modelling, using some highlights students have already made, is a good idea. This could be done on the whiteboard, with the next slide (which provides useful words and phrases) on the IWB. Students should then, in their groups, carefully construct a response. Give them 10 minutes (the approximate time they will have in the exam) to write. Choose a fast scribe, and encourage plenty of discussion and oral drafting from all members of the group.
  • Students should ONLY use words / phrases they’re comfortable with. There’s no time to experiment! Column 1: Useful connectives to organise a response (and ensure enough distinct points are being made). Column 2: Active verbs that may be used, referring to the text. Column 2: Passive, and then active, sentence constructions that may be used when referring to the reader or audience .
  • Students can swap this attempt with someone else in the class for them to peer assess against the mark scheme. Please make students aware that this is only a sample mark scheme; each mark scheme is slightly tailored to the content of Text 1 (the third bullet point).

Aqa lang. -_reading_question_1 Aqa lang. -_reading_question_1 Presentation Transcript

  • Section A - ReadingSection A - ReadingQuestion 1: RetrievalQuestion 1: RetrievalApproaching and answeringApproaching and answeringQuestion 1Question 1
  • Question 1: RetrievalQuestion 1: Retrieval•8 marks8 marks•12 minutes, including active reading time12 minutes, including active reading time•Make 4-5 relevant pointsMake 4-5 relevant points•You’re not analysing languageYou’re not analysing language•You’re showing you fully understand the text, usingYou’re showing you fully understand the text, usingevidence (short, embedded quotes) to prove itevidence (short, embedded quotes) to prove it
  • 1.1.1.1. •Read the question, and highlight the most important words in it.•The most important words are those telling you what to writeabout in your answer.What do you learn from Elisabeth Hydes article about where she hasbeen and what she has been doing?What do you learn from Ben Leach’s article about the issues and concernsregarding the building of wind farms?What do you learn from the article about the reasons behind ZakiBadawi’s success?What do you learn from Tim Jonze’s article about the popularity of theMercury Music Prize?What do you learn from the article about the benefits of a third runway atHeathrow Airport?
  • 3.3.3.3.IN GROUPSIN GROUPS•Now you’re ready to write up your ideas, thinkabout the purpose of the article, and who its audience might be. Whenwriting an introductory sentence to your answer, you can mention thesethings.•For Question 1, likely purposes will be to inform (or to ‘make the readeraware’), explain or describe.•Sometimes it may be clear that a text is aimed at a particular group. Ifyou’re not sure about the particular group, don’t guess but simplymention ‘the reader’ / ‘its readers’ (the article’s readers) / or even ‘us’.Purpose and AudiencePurpose and Audience
  • 3.3.3.3.WHAT TO AVOIDWHAT TO AVOIDDon’t write things like this:What’s wrong with these openings?Purpose and AudiencePurpose and AudienceText 1 aims to inform readers about the success of the Mercury MusicPrize, and also to entertain them and make them think the Mercury MusicPrize is a really good thing. The audience are people who are in their teensand 20s and who like music or are in bands themselves.Text 1 aims to tell readers about all the problems to do with wind farms inthe UK. Readers will be people who are concerned about the environmentand the government and they will be shocked, sad and angry when theyread the article.
  • 3.3.3.3.WHAT TO WRITEWHAT TO WRITEDo write things like this:What’s better about these openings?Purpose and AudiencePurpose and AudienceText 1 aims to inform ‘Guardian Music’ readers about the success of theMercury Music Prize.In this article Ben Leach explains issues and concerns to do with windfarms to readers, perhaps especially those concerned about thecountryside or the environment.Text 1 explains to ‘Telegraph’ readers the reasons behind the success ofthe businessman Zaki Badawi.
  • 3.3.3.3.IN GROUPSIN GROUPS•Write your clear, simple opening sentence.•Now you need to address the question, writing about the things you’vehighlighted by re-phrasing them and putting them in your own words.•Don’t copy chunks of the text.•Pepper your points with two or three word quotes.•Aim for 2-3 sentences per point; explain points toshow you’ve understood the text.
  • 3.3.3.3.USEFUL WORDS & PHRASESUSEFUL WORDS & PHRASESConnective The text /article…The reader…(or ‘we’…)FirstlySecondlyThirdlyAs well as thisFurthermoreMoreoverFinallyLastlyArguesDescribesEmphasisesExplainsHighlightsInformsRaisesRefers toRevealsShowsTellsIs made awareIs informedIs toldLearnsDiscoversRealises
  • Question 1: Retrieval – Sample Mark SchemeQuestion 1: Retrieval – Sample Mark SchemeQuestion 1: Retrieval – Sample Mark SchemeQuestion 1: Retrieval – Sample Mark Scheme
  • Question 1: Retrieval – Sample Mark SchemeQuestion 1: Retrieval – Sample Mark SchemeQuestion 1: Retrieval – Sample Mark SchemeQuestion 1: Retrieval – Sample Mark Scheme