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Of Mice And Men Revision Higher + Foundation GCSE EDEXCEL

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this booklet explain every thing that need to be done to prepare for the exam. i share this because i found it very useful to me. i i got this from http://www.aylesford.kent.sch.uk/

this booklet explain every thing that need to be done to prepare for the exam. i share this because i found it very useful to me. i i got this from http://www.aylesford.kent.sch.uk/

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  • 1. English Language Exam Preparation Exam Date – 3rd January 2014 Section One - ‘Of Mice and Men’ Section Two - Writing for a particular audience and purpose _______________________________________ http://www.aylesford.kent.sch.uk/
  • 2. Understanding My Exam Paper • When you are told to start the exam, ignore all the other book questions and find the ‘Of Mice and Men’ section. You need to answer all of these questions. • You then have ONE last question to choose at the end which is a writing task. http://www.aylesford.kent.sch.uk/
  • 3. Remember, you have to answer ALL of the questions about us on your exam… Try your best and good luck! http://www.aylesford.kent.sch.uk/
  • 4. The Higher Paper • As you know, the first half of your English Language exam is on ‘Of Mice and Men’ and is made up of two parts. You MUST answer both of them in your exam. • The first question is based on an extract that you will be given. It is worth 16 marks. (approx 25 minutes). • The second question asks you to choose ONE other part of the book. It is worth 24 marks (approx 35 minutes). http://www.aylesford.kent.sch.uk/
  • 5. The Foundation Paper • As you know, the first half of your English Language exam is on ‘Of Mice and Men’ and is made up of three parts. You MUST answer all of them in your exam. • The first question asks you to identify some (usually 3) language features on an extract. It is worth 3 marks. (5 minutes) • The second question is based on an extract that you will be given. It is worth 13 marks. (15 minutes). • The third question asks you to choose ONE other part of the book. It is worth 24 marks (35 minutes). • You will also be given some bullet points to help you know what to write. Make sure you write about ALL of them in your answer to the main question to help you earn your target grade. http://www.aylesford.kent.sch.uk/
  • 6. • The second half of the exam is a writing question. • You get to choose ONE task to do. • You MUST do ONLY ONE of these questions. • It is worth 24 marks. (approx 35 minutes to write and 5 minutes to check) http://www.aylesford.kent.sch.uk/
  • 7. • Make sure you know what you have to do • Keep an eye on the time in your exam. • Read the instructions very carefully. http://www.aylesford.kent.sch.uk/
  • 8. Foundation Question 1 – Great practice for Higher Tier students too! • Give three examples of the writer’s use of language in the extract. • Identify the language feature for each example chosen. An example has been given to help you. • (This question is worth 3 marks so you must give 3 examples and name their feature / technique) • Example: What was not to like? • Feature: This is a rhetorical question.http://www.aylesford.kent.sch.uk/
  • 9. Top Tip – In your exam you will get more marks if you name the writer’s techniques in your analysis. Take a look at these definitions with examples from Chapter Five. What other terms do you know? • Simile • Personification • Verb • Repetition • Onomatopoeia • Adverb “Her body flopped like a fish” “The silence came out of the night and invaded the room.” “Curley whirled on Carlson.” “A watersnake twisted its periscope head from side to side.” “From outside came the clang of horseshoes.” “Lennie looked helplessly at George” http://www.aylesford.kent.sch.uk/
  • 10. My Exam Skills For part one of the Higher exam and part two of the Foundation – you just need to do 4 things: 1. Read the exam question very carefully at least twice. 2. Highlight the key words in the question so you know what you are looking for in the extract. 3. Read the extract through once. 4. Re-read the extract. This time highlight any parts that you think will help you answer the question. http://www.aylesford.kent.sch.uk/
  • 11. Real GCSE Exam Question Practice Answer all parts of the following question. (a) Explore how the language in the extract influences your view of George’s and Lennie’s hopes and dreams for the future. You must include examples of language features in your answer. (16 marks) http://www.aylesford.kent.sch.uk/
  • 12. Exam Question (a) Explore how the language in the extract influences your view of George’s and Lennie’s hopes and dreams for the future. You must include examples of language features in your answer. (16 marks) A range of points needed – avoid repeating ideas It’s asking for the effect on the reader – and how the reader would respond The question is asking you to focus on the theme of dreams Features = Language techniques: Verbs, adverbs, metaphors, similes, personification, alliteration, etc… http://www.aylesford.kent.sch.uk/
  • 13. Example A In this extract, Steinbeck writes about George and Lennie's dream, which is continuously repeated throughout the novel. When talking about George, Steinbeck writes, "His voice was growing warmer." The word "warmer" suggests to the reader that the thought of the dream makes George feel better, and even though he tells the story for Lennie, he gains self-satisfaction in doing so. This reveals to the reader that George wants the dream equally as much as Lennie. What is good about this answer? http://www.aylesford.kent.sch.uk/
  • 14. Example A In this extract, Steinbeck writes about George and Lennie's dream, which is continuously repeated throughout the novel. When talking about George, Steinbeck writes, "His voice was growing warmer." The word "warmer" suggests to the reader that the thought of the dream makes George feel better, and even though he tells the story for Lennie, he gains self-satisfaction in doing so. This reveals to the reader that George wants the dream equally as much as Lennie. What is C grade about this answer? Brilliant! – ONLY writing about the extract for this question. Makes a sensible point using the words of the question. Uses evidence from the text to back up their point. Analyses / explains individual words. Embeds the evidence in the sentence Stays focused on the exam question. Uses the words from the question. Does not waffle! http://www.aylesford.kent.sch.uk/
  • 15. Steinbeck writes the word "plenty". This implies to the reader that if George's and Lennie's dream does come true, they will be living an easy life and will have more than enough of everything they need. This makes the reader pleased because if the dream becomes a reality, it will make up for all the times they have suffered in the past. http://www.aylesford.kent.sch.uk/
  • 16. Steinbeck writes the word "plenty". This implies to the reader that if George's and Lennie's dream does come true, they will be living an easy life and will have more than enough of everything they need. This makes the reader pleased because if the dream becomes a reality, it will make up for all the times they have suffered in the past. What is good about this answer? Reader’s response – remember this is a key feature of successful exam writing. Uses specific words from the extract as evidence. Puts the quote in the sentence to save time. Why is this key exam vocabulary? Which ‘E’ from PEE does this section represent? How does this show the student is answering the question? http://www.aylesford.kent.sch.uk/
  • 17. The repetition of the word "rabbits", emphasises to the reader just how much Lennie wishes for his dream to come true. George repeats this word because for him to keep believing in the dream, Lennie has to believe in it too. With Lennie in high spirits, it enables George to keep faith in the dream. This affects the reader because it proves to them that it is a shared dream and they will only accomplish it if they do it together. http://www.aylesford.kent.sch.uk/
  • 18. What is good about this answer? The repetition of the word "rabbits", emphasises to the reader just how much Lennie wishes for his dream to come true. George repeats this word because for him to keep believing in the dream, Lennie has to believe in it too. With Lennie in high spirits, it enables George to keep faith in the dream. This affects the reader because it proves to them that it is a shared dream and they will only accomplish it if they do it together. Excellent! This student has included the technique. Technique and individual pieces of evidence embedded into the sentence. Does this section explain the evidence successfully? Why include this? This makes sure that the __________ is answered and focused on. http://www.aylesford.kent.sch.uk/
  • 19. Checklist to earn a C grade or above 1. Make a POINT. (Say something to answer the question). 2. Find some EVIDENCE (only from the extract). Choose particular words or techniques the writer has used. To earn more marks try to name the technique. 3. EXPLAIN / EXPLORE how the evidence you have used links to the question. (This should be the longest and most detailed part of your answer). 4. Refer back to the key words from the question. 5. Keep an eye on the time! This answer should be shorter than the last ‘Of Mice and Men’ question.http://www.aylesford.kent.sch.uk/
  • 20. Think: Point, Evidence, Explain, Explore Remember! PEE / Explore all the way through your English essays! http://www.aylesford.kent.sch.uk/
  • 21. Good Sentence Starters for PEE / Explore P = In this extract, Steinbeck creates a sense of hope / tension (use a key word from the question) in the reader by… E = Make sure your evidence is concise (short), relevant and with lots you can say about it! E/E= The word “______” suggests / implies / reveals… The use of onomatopoeia “clang” appeals to the reader’s senses and is a harsh noise making the image seem scary.http://www.aylesford.kent.sch.uk/
  • 22. The Longer GCSE Question Exam Practice The last exam question for the ‘Of Mice and Men’ section lets you choose one other part of the book to write about. The question tells you what to look for. http://www.aylesford.kent.sch.uk/
  • 23. How do I choose one part of the book? • Make sure you know what happens in each chapter so you can find what you need quickly and not waste time. Remember there are only six chapters… http://www.aylesford.kent.sch.uk/
  • 24. Chapter 1 We meet George and Lennie by the Salinas River. (Chapter six is also set here = cyclical structure). We hear both their frustration and their longing to achieve their dream - American Dream. Themes of loneliness and dreams are introduced. Chapter 2 George and Lennie arrive at the Ranch. They are welcomed by Candy. We see the poverty of their lives in the bunkhouse. The Boss is suspicious. All main characters introduced. George and Lennie hear about Curley’s wife and meet her at the end. Chapter 3 George confides in Slim: we learn more about Weed. Comparison between shooting of Candy’s dog and Lennie later in Chapter 6. Fight between Lennie and Curley foreshadows what is to come: Lennie can’t always control his strength. Hints that Lennie will kill his puppy. Candy has money to join G+L’s dream. Reader wonders if it will become a reality… Chapter 4 The men have gone into town leaving the ‘misfits; behind. Chapter is set in Crooks’s room. Lennie, then Candy, then Curley’s wife appear. Chapter 5 Set in the barn. Lennie accidentally killed his pup. Curley’s wife enters. She confides in Lennie like Crooks did previously: he is unlikely to remember what he hears. We learn about her hopes and dreams. Both like soft things: he accidentally kills her by breaking her neck. Candy finds her body and fetches George. Candy realises that this is the end of their dreams. Chapter 6 Same setting as chapter one with some subtle changes. Lennie appears and has ‘visions’ of Aunt Clara and a giant rabbit who tell him off. George finds him and as the lynch mob close in he tells Lennie about their dream one last time. He shoots Lennie in the back of the head [the same as Candy’s dog and with the same gun]. When the others appear, Slim reassures George that he had to shoot Lennie. Carlson gets the last words of the novel to reinforce the harsh life of 1930s America. http://www.aylesford.kent.sch.uk/
  • 25. The Longer GCSE Question Exam Practice In the novel, hopes and dreams for the future are important. Explore what you learn about hopes and dreams in one other part of the novel. You must use examples of the language the writer uses to support your ideas. (24 marks) http://www.aylesford.kent.sch.uk/
  • 26. Top Exam Skills Tips! Remember the same things from before: 1. Read the exam question very carefully at least twice. 2. Highlight the key words in the question so you know what to do. 3. The question says choose ONE part of the novel which you think will answer the question. In this case ‘hopes and dreams’. This means only one part of the novel. You can’t write about hopes and dreams in chapter one and chapter six for example. 4. You are not allowed to choose the extract that was in the earlier question either. 5. Every year the examiners say that students ignore the instruction to choose ONE part! They will only reward you for writing about ONE so don’t waste time jumping around the book. Practice - Think about the question together from the last slide. What is it asking you to do? http://www.aylesford.kent.sch.uk/
  • 27. The Longer GCSE Question Exam Practice In the novel, hopes and dreams for the future are important. Explore what you learn about hopes and dreams in one other part of the novel. You must use examples of the language the writer uses to support your ideas. (24 marks) http://www.aylesford.kent.sch.uk/
  • 28. Why is this a C grade introduction for this exam question? What has this student done well? Could anything be improved? Hopes and dreams is a strong theme throughout the novel, and each character has a different dream. The extract I have chosen is about Curley’s Wife dream that she tells to Lennie in the barn. (pg 99-100). We learn that she wants to be an actress and in the ‘pitchers’. Steinbeck describes that “her words tumbled out”. The verb “tumbled” suggests that it was that some movement when her dream was taken away from her. She found a famous, rich man at the top but tumbled down to the bottom and married Curley. This makes the reader feel sympathetic towards her because she had to settle for less.http://www.aylesford.kent.sch.uk/
  • 29. What makes a C+ introduction? • Use the key words from the examiner’s question • Name the ONE part of the book you chosen to use • Get to the point immediately. Make sure that everything you write answers the question. • You don’t need to mention the historical / cultural context (That’s for your Lit exam)http://www.aylesford.kent.sch.uk/
  • 30. Hopes and dreams is a strong theme throughout the novel, and each character has a different dream. The extract I have chosen is about Curley’s Wife dream that she tells to Lennie in the barn. (pg 99- 100) We learn that she wants to be an actress and in the ‘pitchers’. Steinbeck describes that “her words tumbled out”. The verb “tumbled” suggests that it was that some movement when her dream was taken away from her. She found a famous, rich man at the top but tumbled down to the bottom and married Curley. This makes the reader feel sympathetic towards her because she had to settle for less. Identifies the extract they have chosen - must not be the same extract as the first question Strong beginning that uses the key words from the exam question Embedded evidence and close analysis of one word Explanation of evidence Reader’s response Names language technique / device http://www.aylesford.kent.sch.uk/
  • 31. Task - Take a look at the rest of this student’s answer. This is a C Grade answer. Add EXPLORATION to each paragraph to move up into Bands 4 and 5. When Curley’s Wife talks about her dream, Steinbeck writes “before her listeners could be taken away.” This shows us that similarly to Lennie and George, Curley’s Wife’s dream is the only thing that keeps her going. If no-one will listen to her dream, then she is worried her dream will be taken away along with her listeners. This reveals to the reader how important the dream is to her, and that she is desperately trying to keep it alive.http://www.aylesford.kent.sch.uk/
  • 32. When Curley’s Wife talks about her dream, Steinbeck writes “before her listeners could be taken away.” This shows us that similarly to Lennie and George, Curley’s Wife’s dream is the only thing that keeps her going. If no-one will listen to her dream, then she is worried her dream will be taken away along with her listeners. This reveals to the reader how important the dream is to her, and that she is desperately trying to keep it alive. http://www.aylesford.kent.sch.uk/
  • 33. When Steinbeck writes the word “trailed”, it makes the reader acknowledge that her dream is trailing behind her. This highlights to us that any slight possibility of her dream coming true was in the past, and will always be behind her. Although she still hopes for her dream to become reality, the reader recognises that she missed her chance and will be forever holding on for something that will never happen, as her dream continues to trail behind. http://www.aylesford.kent.sch.uk/
  • 34. When Steinbeck writes the word “trailed”, it makes the reader acknowledge that her dream is trailing behind her. This highlights to us that any slight possibility of her dream coming true was in the past, and will always be behind her. Although she still hopes for her dream to become reality, the reader recognises that she missed her chance and will be forever holding on for something that will never happen, as her dream continues to trail behind. http://www.aylesford.kent.sch.uk/
  • 35. In the novel, we recognise that certain characters need hopes and dreams to get them through each day. Candy joins in with George and Lennie’s dream, hoping he can live the last years of his life peacefully, Curley’s Wife hopes she can do something with her life and Crooks hopes to live in a fair world full of justice and equality between races. Steinbeck gives these characters dreams to encourage the reader to have faith in the characters, and to show the reader that even when you live a poor, lonely and cruel life, dreams can keep you going. http://www.aylesford.kent.sch.uk/
  • 36. In the novel, we recognise that certain characters need hopes and dreams to get them through each day. Candy joins in with George and Lennie’s dream, hoping he can live the last years of his life peacefully, Curley’s Wife hopes she can do something with her life and Crooks hopes to live in a fair world full of justice and equality between races. Steinbeck gives these characters dreams to encourage the reader to have faith in the characters, and to show the reader that even when you live a poor, lonely and cruel life, dreams can keep you going. http://www.aylesford.kent.sch.uk/
  • 37. Writing My Own Exam Answers http://www.aylesford.kent.sch.uk/
  • 38. June 2011 Foundation Paper (a) (i) Give three examples of the writer’s use of language in the extract. Identify the language feature for each example chosen. An example has been given to help you. Example: prince of the ranch Feature: This is a metaphor. (3 marks) http://www.aylesford.kent.sch.uk/
  • 39. June 2011 Foundation Paper (ii) Explain how the language in the extract influences your view of Slim. In your answer, you must give examples of the language the writer uses. You may include the examples you have used in your answer to 5(a)(i). (13 marks)http://www.aylesford.kent.sch.uk/
  • 40. June 2011 Foundation Paper (b) Slim is one of the male characters in the novel. Describe how another male character is presented in one other part of the novel. In your answer, you must give examples of the language the writer uses. You may wish to consider how the writer: • describes the character’s physical appearance • describes the kind of person he is • shows what other characters think of him (24 marks)http://www.aylesford.kent.sch.uk/
  • 41. June 2011 Higher Paper (a) Explore how the language in the extract influences your view of Slim. You must include examples of language features in your answer. (16 marks) http://www.aylesford.kent.sch.uk/
  • 42. June 2011 Higher Paper (b) Slim is one of the male characters in the novel. Explore how the writer presents another male character in one other part of the novel. You must use examples of the language the writer uses to support your ideas. (24)http://www.aylesford.kent.sch.uk/
  • 43. English Language Exam Preparation Exam Date – 10th January 2013 Section One - ‘Of Mice and Men’ Section Two - Writing for a particular audience and purpose _______________________________________ http://www.aylesford.kent.sch.uk/
  • 44. What do I have to do? In the January exam, you will earn a mark out of 24 for Section B of your GCSE English Language exam. Your examiner will award you a mark out of 8 for your use of spelling, punctuation and grammar. 16 marks are for demonstrating your writing skills. http://www.aylesford.kent.sch.uk/
  • 45. Think TAP for Exam Success •Text Type •Audience •Purpose http://www.aylesford.kent.sch.uk/
  • 46. T = Text Type Text type = What type of writing am I expected to use in my answer? Diary extract Poem Formal letter Challenge - List as many different types of texts as you can… http://www.aylesford.kent.sch.uk/
  • 47. A = Audience Audience = 1. Who am I writing for? 2. How do I need to adapt (make suitable) my writing to match the reader? Teenagers Head Teacher Challenge - List as many different types of audiences as you can… http://www.aylesford.kent.sch.uk/
  • 48. P = Purpose Purpose = 1. Why am I writing? 2. What type of ingredients are in this type of writing? (The conventions?) To give information To explain something To entertain Challenge - List as many different types of purposes as you can… http://www.aylesford.kent.sch.uk/
  • 49. TAP Exam Practice Task Look closely at the following exam style questions. What is their TAP? Write an article for teenagers to inform them about the dangers of smoking. Text type Audience PurposeSubject matterhttp://www.aylesford.kent.sch.uk/
  • 50. TAP Exam Practice Task Now you know what the question is asking you to do. Make a plan of how you would approach this question. Write an article for teenagers to inform them about the dangers of smoking. Conventions of an Article • Heading • Subheadings • Lively and interesting style What else? Informing • Give facts, percentages, etc • Expert’s opinions • 5 Ws and 1 How • Emotive language • Problems smoking causes What else? Audience • Teenagers = Informal style • Need Standard English except occasional slang word for effect What else? http://www.aylesford.kent.sch.uk/
  • 51. TAP Exam Practice Task Look closely at the following exam style questions. What is their TAP? Write a leaflet for retired people to help them understand a new form of technology Text type Audience PurposeSubject matter http://www.aylesford.kent.sch.uk/
  • 52. TAP Exam Practice Task Now you know what the question is asking you to do. Make a plan of how you would approach this question. Write a leaflet for retired people to help them understand a new form of technology Leaflet • Heading / Title • Subheadings What else should be in a leaflet? Help them = Writing to Advise • Advisory tone • Facts and other information • Product details • Jargon with explanation (technical words) • Decide what type of technology you know well What else should you include? Audience • Retired people • What type of tone? • What type of language? • How will you make it suitable? What else? http://www.aylesford.kent.sch.uk/
  • 53. TAP Exam Practice Task Look closely at the following exam style questions. What is their TAP? Write a podcast for parents or carers informing them about how best to support their teenager during Year 11. http://www.aylesford.kent.sch.uk/
  • 54. TAP Exam Practice Task Now you know what the question is asking you to do. Make a plan of how you would approach this question. Write a podcast for parents or carers informing them about how best to support their teenager during Year 11. AudienceText Type Conventions Purpose http://www.aylesford.kent.sch.uk/
  • 55. SPAG to earn a C or above! • Spelling • Punctuation • And • Grammar = Good communication skills! Spag is not about tricking you or making your life difficult! In reality, good spag skills make your writing easier to read and help you express your ideas more fluently. These are key areas for life and not just to show off in your exam. Move me for more info! http://www.aylesford.kent.sch.uk/
  • 56. Spelling Skills http://www.aylesford.kent.sch.uk/
  • 57. How can I improve my spelling skills? • The trick is to be an active learner! • If you find spelling tricky… concentrate on learning a few spellings at a time. • Use revision websites such as www.bbc.co.uk/skillswise/english http://www.aylesford.kent.sch.uk/
  • 58. Work out what it is you find tricky and then tackle it step by step. For example… • Homophones (words that sound the same but are spelt differently) eg their / there / they’re • Plurals (changing from one to more than one). Knowing what letters to add at the end of words. http://www.aylesford.kent.sch.uk/
  • 59. Look, Cover, Write, Check Top Tip! When you come across a new or tricky word use the ‘Look, Think, Cover, Write, Check’ method to help you remember it. • LOOK carefully at the new word. How can you break it into smaller parts? Do any of the smaller bits remind you of the patterns of letters from other words? • THINK about the parts of the words which might cause problems - double letters, or a vowel that isn't said as you would expect. • COVER the word and close your eyes. Try to see it in your mind's eye. • WRITE the word down without looking back. • CHECK to see if you're right. If not, look carefully at where you went wrong and have another go. http://www.aylesford.kent.sch.uk/
  • 60. Breaking Words Down… Tricky Words (Syllables) Break it down Difficult bits / reminders Got it? Advertise Ad – ver -tise Tick or cross Alliteration Al –lit – er - ation Remember the double l Metaphor Met – a – ph –or Remember the ph Simile Sim – i – le Smile with two i’s http://www.aylesford.kent.sch.uk/
  • 61. Punctuation Skills Use a wide range of punctuation for effect to earn your target grade. Save time at the end to check your writing! What other punctuation can you think of? http://www.aylesford.kent.sch.uk/
  • 62. • BBC Scotland’s website has great tips on improving spelling, punctuation and grammar skills. • Check them out @ www.bbc.co.uk/scotland/brainsmart/memory/mini/spe llingtip.shtml http://www.aylesford.kent.sch.uk/
  • 63. Top Tip – In your exam you will get more marks if you show off your writing skills, including good vocabulary and a range of techniques to achieve your purpose. Weak words Better alternatives (To show your maturity, make a good impression and express yourself fluently) Said Divulged, bellowed, whispered, exclaimed, interpreted, responded, defended Suggest Ask Help Tell Urge Show Add your own choices http://www.aylesford.kent.sch.uk/
  • 64. Reminder! As you know, the second half of your exam is a chance to demonstrate your writing skills. • You get to choose ONE task to do. • You MUST do ONLY ONE of these questions. If you do more than one then the examiner is only allowed to mark your first one so don’t waste time. • It is worth 24 marks. (Approximately 35 minutes to write and 5 minutes to check). http://www.aylesford.kent.sch.uk/
  • 65. • Make sure you know what you have to do • Keep an eye on the time in your exam. • Read the instructions very carefully. • Check your spag! http://www.aylesford.kent.sch.uk/
  • 66. What is my examiner looking for? Concentrate on aiming high and do your best! You response needs to be focused on the task all the way through, especially in terms of the tone and audience (TAP) Pay close attention to your sentence structure, spelling and punctuation (Writing skills) Make sure your writing makes sense and has a clear beginning, middle and end. (Clear structure) You must use paragraphs and connectives to link your ideas together http://www.aylesford.kent.sch.uk/
  • 67. Exam Practice You have been asked to advise the school governors on changes that are needed to your school or college to make it more attractive and provide a better learning environment. Write a letter on behalf of the Student Council. Remember: Step 1 - TAP the question Step 2 - Plan your answer Step 3 - Write your response Step 4 - Check what you have written http://www.aylesford.kent.sch.uk/
  • 68. Exam Practice You have been asked to advise the school governors on changes that are needed to your school or college to make it more attractive and provide a better learning environment. Write a letter on behalf of the Student Council. Remember: Step 1 - TAP the question Step 2 - Plan your answer Step 3 - Write your response Step 4 - Check what you have written http://www.aylesford.kent.sch.uk/
  • 69. Exam Practice You have been asked to advise the school governors on changes that are needed to your school or college to make it more attractive and provide a better learning environment. Write a letter on behalf of the Student Council. Remember: Step 1 - TAP the question Step 2 - Plan your answer Step 3 - Write your response Step 4 - Check what you have written What are the conventions (rules) of letter writing? You have to use your imagination. Get into character as the first person voice ‘I’. Sound interested and passionate about the topic you choose. “As the elected leader, I…” Be creative! You are showing your writing skills: it doesn’t have to be based on your real school. Use your imagination! Plan the suggested changes before you begin writing. Think of reasons why. Use your imagination! Target audience = formal tone, serious, polite, knowledgeable etc What are the conventions of advising? http://www.aylesford.kent.sch.uk/
  • 70. Powerful Ways of Starting • Directly address your reader (challenge) in the form of a rhetorical question, eg ‘As valued Governors in our school, I wonder if you have strolled around our buildings recently? • Use an anecdote – eg ‘Last term as part of my work with Student Council, I walked around our school and I was ashamed!’ • Statement or point of view. Make up evidence! – eg ‘University research shows that there is a direct link between the quality of environment and quality of education.’ • Use of contrast – eg ‘If we look after our homes, why don’t we look after our schools?’http://www.aylesford.kent.sch.uk/
  • 71. Writing a C+ Conclusion / Ending Top Tips! 1. Keep focusing on the TAP right to the very end of your text. 2. Use words from the task and link it directly to what you were asked to do. • Summarise your main points eg ‘Therefore, on behalf of the Student Council my advice would be to…’ • Present a choice eg ‘‘I know as Governors you have to choose between…’ • Challenge the audience eg ‘You as governors have to ask yourselves: can we afford not to make these urgent improvements…’ • What else would be important to include here? Remember the text type is a letter and you are writing on behalf of a particular group! How should you end?http://www.aylesford.kent.sch.uk/
  • 72. Foundation Question Practice There have been a number of serious traffic accidents involving children on a busy road in your area. Write a letter to your local Council, suggesting ways in which such accidents could be avoided. In your letter, you may wish to suggest: • Reducing traffic speed • Providing pedestrian crossing • Teaching road safety to children • Any other ideas you may have Remember: Step 1 - TAP the question Step 2 - Plan your answer (Include all the bullet points) Step 3 - Write Step 4 - Check what you have written http://www.aylesford.kent.sch.uk/
  • 73. Higher Question Practice Write an article for a teenage magazine in which you explain what changes teenagers could make to their lives and why. Remember: Step 1 - TAP the question Step 2 - Plan your answer Step 3 - Write Step 4 - Check what you have written http://www.aylesford.kent.sch.uk/
  • 74. Connectives to Link Paragraphs • Check out the connectives on the following slide. • Learn some new ones. Don’t rely on the same words every time. • Link your paragraphs using a range of appropriate connectives. Keep your writing going by using effective connectives eg in addition, for example, furthermore, a further point in favour of… • For opposing views use: however, whereas, alternatively, on the other hand, in contrast, others may say, nevertheless • To signpost the end of your writing – in conclusion, to sum up, thereforehttp://www.aylesford.kent.sch.uk/
  • 75. http://www.aylesford.kent.sch.uk/
  • 76. So, I know I’m going to read the question VERY carefully, TAP and check my SPAG in my writing exam… BUT, what does it all look like? How do I pull it all together to get my target GCSE grade? http://www.aylesford.kent.sch.uk/
  • 77. C+ Student Examples 1. Here’s your chance to see a student’s answer from a previous exam that got full marks on the Foundation Paper! 2. Challenge – Can you work out what the examiner’s question was? 3. What is the TAP of the writing? How can you tell? 4. Try and work out what helped it earn so many marks. You will see there are some mistakes… remember you don’t have to be perfect. http://www.aylesford.kent.sch.uk/
  • 78. Right, Hi Guys! We all know being a teenager can be too much at times. Exams, school, nagging parents, friends and just keeping up with the latest fashion. Even that can be hard to up with! So in this article, us here at “Teen Scene” magazine are going to give you guys some wicked tips on how to make small changes in your life, to make a MASSIVE difference! Firstly, OMG! Pressure… We all know about those dreaded exams and the pressure teachers and parents out you under heres a few ways to do in the work and have fun at the same time! Yes I said it… Work AND fun at the same time. What is good about this answer? Engaging informal beginning – appropriate for the audience Addressing the audience Collective pronoun puts the writer and audience on the same level together Topics that are appropriate to the audience and the question Range of punctuation… What’s the effect of using ! and … ? Vocabulary that targets and engages the audience Vocabulary that targets and engages the audience Appropriate friendly tone Can you spot the mistakes? Language device: Repetition. Why has the writer uses this? Answering the question! http://www.aylesford.kent.sch.uk/
  • 79. What’s the Exam Question? A great introduction makes the text type, audience and purpose clear! Can you work out the T A P for this student’s answer? Write an article for a teenage magazine in which you explain what changes could make to their lives and why. In your article you may wish to consider such things as: • Changes at school / college • Changes in relationships with friends or family • The way teenagers spend their leisure time • Any other ideas you may have Move me when you’re ready. The actual question is under here  Challenge! As you read the rest of the answer does she follow the examiner’s advice we looked at earlier? http://www.aylesford.kent.sch.uk/
  • 80. Ever thought of study groups? They can be a big help! Try having a few friends over two or three is about right. Remember, you still need to study. Too many friends will result in a party and no work getting done what so ever! So once you have your friends over discuss what you want to have done by the end of the study sesh. Then put on some cool music – not too loud or you wont be able to focus. Don’t forget you need to keep motivated, home work and revision is for your future! So guys there you have it study group with your mates, the new cool way to study! What is good about this answer? Rhetorical question that introduces the paragraph and makes the audience think This vocabulary clearly shows the writer has the audience in mind Directly addressing the reader Informal tone – appropriate for audience and task What does the entire paragraph do well? Fulfills the purpose = explain! http://www.aylesford.kent.sch.uk/
  • 81. Friends and popularity are a major deal at school arnt they? Everybody wants to fit in but what about individuality; Everybody is different, why not celebrate the fact that you are different? Fitting in isn’t always the best choice, especially if that means you changing yourself to make someone else happy! Be yourself and celebrate what makes you different, be confident and hoping people, popularity and friends will shortly follow! What is good about this answer? Topic sentence – it introduces the topic of the paragraph! What technique is this? Why do writer’s use them? Explaining the different ways rather than just listing them. Explain is the key purpose for this question List of three to add rhythm to the writing Can you spot the mistakes? http://www.aylesford.kent.sch.uk/
  • 82. How do you fab teens spend your free time? Facebook? texting? On the phone? With friends? Or listening to music? What ever you do, thats your time chill and relax. Tell us at ‘teen scene’ what amazing stuff you do to chill. Nagging Parents. Oh no, how do you tackle that one? Well communication is key… and your parents only want whats best for you. So if you and your mum are constanlly arguing… ask yourself ‘what am I doing wrong?’ Hopefully after this you might realize what the problem is and be able to resolve it. If not, try sitting down with your parents and trying to talk. If you find this difficult, invite another family member over to help mediate over the situation. What is good about this answer? Why does the writer use a list of rhetorical questions? Why is it effective? Why did the writer use this word? This is topic sentence but also shows the writer can use a range of sentence types Find other techniques and reasons why the writing in the circle is a good example of C grade http://www.aylesford.kent.sch.uk/
  • 83. Hmm… Now fashion and keeping up with the trends. Keeping cool and on trend is hard, as fashion changes quickly! You don’t want to waste money on something you’ll only be able to wear for a while… My advise is to buy key timeless items that will last and accesorise to match the fashion. This way you’ll save money and you’ll be able wear the same outfit over and over without looking dated! Smiles all round for you… and your purse! What is good about this answer? http://www.aylesford.kent.sch.uk/
  • 84. Hmm… Now fashion and keeping up with the trends. Keeping cool and on trend is hard, as fashion changes quickly! You don’t want to waste money on something you’ll only be able to wear for a while… My advise is to buy key timeless items that will last and accesorise to match the fashion. This way you’ll save money and you’ll be able wear the same outfit over and over without looking dated! Smiles all round for you… and your purse! What is good about this answer? http://www.aylesford.kent.sch.uk/
  • 85. Hmm… Now fashion and keeping up with the trends. Keeping cool and on trend is hard, as fashion changes quickly! You don’t want to waste money on something you’ll only be able to wear for a while… My advise is to buy key timeless items that will last and accesorise to match the fashion. This way you’ll save money and you’ll be able wear the same outfit over and over without looking dated! Smiles all round for you… and your purse! What is good about this answer? http://www.aylesford.kent.sch.uk/
  • 86. Hmm… Now fashion and keeping up with the trends. Keeping cool and on trend is hard, as fashion changes quickly! You don’t want to waste money on something you’ll only be able to wear for a while… My advise is to buy key timeless items that will last and accesorise to match the fashion. This way you’ll save money and you’ll be able wear the same outfit over and over without looking dated! Smiles all round for you… and your purse! What is good about this answer? http://www.aylesford.kent.sch.uk/
  • 87. Hmm… Now fashion and keeping up with the trends. Keeping cool and on trend is hard, as fashion changes quickly! You don’t want to waste money on something you’ll only be able to wear for a while… My advise is to buy key timeless items that will last and accesorise to match the fashion. This way you’ll save money and you’ll be able wear the same outfit over and over without looking dated! Smiles all round for you… and your purse! What is good about this answer? http://www.aylesford.kent.sch.uk/
  • 88. So there you have it… Teen scene’s way of making small changes, to make a BIG, MASSIVE difference! Don’t forget to contract us with the details of how you spend your free times. Those messages we do select will be in next weeks issue of ‘Teen Scene’ magazine! TeenScene@inbox.com or tel: 0801 9292 0101 or write us a letter: TeenScene ’01’ studios Norwich N1S3E Just get in touch we want to know! What is good about this answer? http://www.aylesford.kent.sch.uk/
  • 89. • You have got time to improve your writing skills before your exam. So revise and ask if you need any help. • If you know you often forget capital letters or other punctuation marks - NOW is the time to remember them. • Show your skills! You can’t just say, “Oh! But I always use a small letter instead of a capital - that’s how I like to do them.” Your examiner will think you haven’t learnt these life skills and your future boss might not be impressed either! • Do your best! Final Top Tips! http://www.aylesford.kent.sch.uk/
  • 90. Keep an eye on the time! http://www.aylesford.kent.sch.uk/
  • 91. Check what you write if you have time– don’t throw marks away by letting simple mistakes slip through! http://www.aylesford.kent.sch.uk/
  • 92. Writing My Own Exam Answers http://www.aylesford.kent.sch.uk/
  • 93. Mock Exam Practice Foundation Question Write an article for a school newspaper or newsletter reviewing 2012. You may like to include: • The Olympic Games • The Queen’s Jubilee • Other local, national or international events • Anything else you think is important Higher Tier Question would be the same without the bullet pointshttp://www.aylesford.kent.sch.uk/
  • 94. Everyone good luck in your English examination. Just do your best! http://www.aylesford.kent.sch.uk/