SlideShare a Scribd company logo
1 of 12
Past paper practice: June 2011
L.O: To analyse the skills needed to produce a
top level response for the final questions of
Unit 1 (the reading paper)
GCSE WJEC – Unit 1: Revision
Question 3 - Higher
 3. What are Max Davidson’s thoughts and
feelings about Old Trafford and Manchester
United? [10]
 This question tests knowledge and use of text
and inference / interpretation. It also tests
appreciation of language.
 0 marks: nothing attempted or fails to engage with the
question and/or the text.
 Give 1 mark to those who make unsupported assertions
or simple comments with occasional reference to the
text.
 Give 2-4 marks, according to quality, to those who make
simple comments with reference to surface features of
the text.
 Give 5-7 marks, according to quality, to those who
select appropriate material from the text to reach a
valid response.
 Give 8-10 marks, according to quality, to those who
select appropriate material from the text to reach a
well-considered response. These answers should be
thorough as well as perceptive.
Some points the candidates may explore:
• He thinks it is ‘the best’ thing about his visit to Manchester / he is a fan /
'sports mad'
• He thinks Old Trafford is ‘the Theatre of Dreams’
• He thinks about his ‘great memories’
• He admires the statue of the ‘Holy Trinity’ (a religious experience!)
• He does not like the ‘tacky merchandise’ in the shop / not for the
squeamish
• Mentions the Rooney romper suit
• He thinks anyone would like the museum (because it is a ‘celebration’ of
the role of football in the life of Manchester)
• He thinks the success of Manchester United has inspired Mancunians and
made them proud
• He feels ‘pure pleasure’ in the museum
• The interactive exhibits are ‘great’
• It restores his faith in the ‘beautiful game’
• He feels thrilled by his ‘warm welcome’ from Alex Ferguson, no less!
• He feels MUFC is part of his life (overview)
Question 3 and 4 foundation
 Now look at the extract from Simon Cowell’s
autobiography on the oppositepage. Look at the
first two paragraphs of the passage.
 3. Simon Cowell admits he’s rude. What
explanations does he give for his behaviour? [5]
 Now look at the last paragraph of the passage.
 4. List five reasons, according to Simon Cowell,
why anyone who wants to be a star should keep
reading his book. [5]
Simon Cowell admits he’s rude.
What explanations does he give for
his behaviour? [5]
Some points that candidates may
explore and comment on:
• he’s rude, partly because people now
expect him to be rude / he’s become
famous for it;
• he says he’s just being honest / he
only says what he’s thinking / he is
'being himself';
• his views give contestants 'a reality
check';
• he says his rudeness/honesty is fun
for the viewers – and for him;
• he wants contestants to realise it’s
hard to break into the music business;
• his `rudeness` reflects the music
business.
Now look at the last paragraph of
the passage.
4. List five reasons, according to
Simon Cowell, why anyone who wants
to be a star should keep reading his
book. [5]
Some points that candidates may
explore:
• he’s turned 'hopefuls into global pop
stars' / he has the experience;
• he will 'take you behind the scenes' /
'share secrets';
• he can 'show you what it takes to
make it to the top' / make you famous;
• you’ll learn 'how to develop your
skills';
• you’ll learn how to handle an audition;
• you can learn how to stand out from
the crowd;
• the book offers the right guidance /
my guidance;
• he is 'the only man on earth' who can
tell readers all this.
Question 4 - Higher
Compare and contrast what Max Davidson and
Bill Bryson think about Manchester.
Organise your answer into three paragraphs,
using the following headings:
• the weather
• the restaurants
• the people
 This question tests the ability to select material
appropriate to purpose, to collate material
 from different sources and make cross-references.
 0 marks: nothing attempted or fails to engage with the
texts and/or the question.
 Give 1 mark to those who make simple comments with
occasional reference to the text, or copy unselectively.
 Give 2-4 marks, according to quality, to those who make
simple comments based on surface features of the text.
Weaker answers could be a jumble of detail. Better
answers should make some clear, if obvious, comparisons
and contrasts.
 Give 5-7 marks, according to quality, to those who make
valid comments based on appropriate detail from the texts.
Better answers will show the ability to cross-reference in
an organised way.
 Give 8-10 marks, according to quality, to those who make
valid comments based on a thorough and organised selection
of appropriate detail from the texts. The best answers
should be coherent and insightful, ranging confidently
across both texts.
Some points that candidates may explore:
The weather:
• Both say it is rainy (contrast in how they
react);
• Davidson also suggests it is cold (pack your
thermals);
• Davidson suggests it is 'unpredictable'.
The restaurants:
Bryson:
• Critical and disappointed (general
response);
• Little choice of variety;
• National chains (dismal food and plastic
menus);
• Pompous, disappointing hotel dining rooms;
• The restaurant in Chinatown was tatty and
the food was just OK.
Davidson:
• Excited and enthusiastic (general
response);
• Plenty of choice;
• Vegan cafes;
• restaurants are as ‘super-stylish’ or ‘funky’;
• packed and lively with music;
• cosy.
The people:
Bryson:
• He was not impressed (general response);
• The waitress was ‘surly’;
• The young men were threatening and
disgusting (no 'respectable chaps');
• Hurrying pedestrians.
Davidson:
• He admires and likes them (general
response);
• The people are willing to laugh at
themselves;
• They are down to earth;
• They are proud (of their city and their
team);
• They are warm and welcoming (even Sir
Alex!).
Question 5 – Foundation
To answer this question you will need to
consider both texts.
5. These two texts give very different
impressions of Simon Cowell. What impressions
does each
text give of him?
You should organise your answer under two
headings:
(a) the magazine article;
(b) Simon Cowell’s autobiography.
 0-1mark - Question not attempted or candidates
struggle to engage with the text and/or question.
 Give 2-4 marks, according to quality, to those who copy
unselectively, make unsupported assertions or make
simple comments with occasional references to the
texts.
 Give 5-7 marks, according to quality, to those who use
both texts to make some simple comments/inferences
and some appropriate selection from the texts.
 Give 8-10 marks, according to quality, to those who
make valid comments based on a range of appropriate
detail from the texts. Better responses will make links
across the two texts.
(a) the magazine article
• positive impression – pleasant / kind /
caring / helpful / decent etc.;
• he cares a lot for Sian and has a
special relationship with her – ‘tease
each other’ etc.;
• he has a good relationship with Sian’s
family;
• he’s quickly at ease with people;
• he gets on very well with children;
• he never lets Sian down;
• he behaves well – not above himself
(photographs and autographs);
• he is generous – will pay for Sian’s
treatment if necessary;
• his friendship has a positive influence
on how people feel (Sian’s
spirit/godparents etc).
(b) Simon Cowell’s autobiography
• Negative impression – he’s rude /
nasty / unpleasant;
• he thinks he’s being honest;
• we get the impression he enjoys
giving his opinion / behaving the
way he does;
• he wants people to have a
realistic view of the music
business / he tells it
'like it really is';
• he has made a lot of money;
• he successfully turns 'hopefuls
into global pop stars';
• he is bigheaded – he is confident
about what he does;
• he holds strong views about the
stars – the best and the worst;
• he is the best person to develop
and nurture people with talent.
Reward valid alternatives. This is not a checklist and
the question should be
marked in levels of response

More Related Content

What's hot

Asking & giving opinion
Asking & giving opinionAsking & giving opinion
Asking & giving opinionimamfauzi
 
Result questionnaire
Result questionnaireResult questionnaire
Result questionnairepangk1
 
Cross Cutural Game Group4
Cross Cutural Game Group4Cross Cutural Game Group4
Cross Cutural Game Group4dothom
 
Group work
Group workGroup work
Group workHoa Dang
 
Audience Review
Audience ReviewAudience Review
Audience ReviewLoftusg1
 
Audience feedback for finished product
Audience feedback for finished productAudience feedback for finished product
Audience feedback for finished productwilljewell
 
Audience research
Audience researchAudience research
Audience researchjamiedear
 
موقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانوي
موقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانويموقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانوي
موقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانويملزمتي
 
Leisure time 2017
Leisure time 2017Leisure time 2017
Leisure time 2017Ana Mena
 
Questionnaire analysis
Questionnaire analysisQuestionnaire analysis
Questionnaire analysisBeckyWalsh
 
Music magazine questionnaires
Music magazine questionnairesMusic magazine questionnaires
Music magazine questionnaireskmoore7
 
Expression of asking for and giving opinion
Expression of asking for and giving opinionExpression of asking for and giving opinion
Expression of asking for and giving opinioncina1234
 
4 masthead ideas
4 masthead ideas4 masthead ideas
4 masthead ideasemmybyrne1
 
Masthead feedback
Masthead feedbackMasthead feedback
Masthead feedbackJessieGee14
 
6. masthead final 4 & audience feedback
6. masthead final 4 & audience feedback6. masthead final 4 & audience feedback
6. masthead final 4 & audience feedbackLeah Hancox
 
Article research
Article researchArticle research
Article researchhayley5689
 

What's hot (20)

Asking & giving opinion
Asking & giving opinionAsking & giving opinion
Asking & giving opinion
 
Result questionnaire
Result questionnaireResult questionnaire
Result questionnaire
 
Cross Cutural Game Group4
Cross Cutural Game Group4Cross Cutural Game Group4
Cross Cutural Game Group4
 
Group work
Group workGroup work
Group work
 
Task 8
Task 8Task 8
Task 8
 
Interview questions
Interview questionsInterview questions
Interview questions
 
Audience Review
Audience ReviewAudience Review
Audience Review
 
Audience feedback for finished product
Audience feedback for finished productAudience feedback for finished product
Audience feedback for finished product
 
Audience research
Audience researchAudience research
Audience research
 
موقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانوي
موقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانويموقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانوي
موقع ملزمتي - مراجعة كتاب Hello للصف الثالث الثانوي
 
Leisure time 2017
Leisure time 2017Leisure time 2017
Leisure time 2017
 
Media questionaire
Media questionaire Media questionaire
Media questionaire
 
Questionnaire analysis
Questionnaire analysisQuestionnaire analysis
Questionnaire analysis
 
Music magazine questionnaires
Music magazine questionnairesMusic magazine questionnaires
Music magazine questionnaires
 
Expression of asking for and giving opinion
Expression of asking for and giving opinionExpression of asking for and giving opinion
Expression of asking for and giving opinion
 
4 masthead ideas
4 masthead ideas4 masthead ideas
4 masthead ideas
 
Masthead feedback
Masthead feedbackMasthead feedback
Masthead feedback
 
Task 7
Task 7Task 7
Task 7
 
6. masthead final 4 & audience feedback
6. masthead final 4 & audience feedback6. masthead final 4 & audience feedback
6. masthead final 4 & audience feedback
 
Article research
Article researchArticle research
Article research
 

Similar to Gcse wjec – unit 1 june2011

College Interview Questions And Answers 2023
College Interview Questions And Answers 2023College Interview Questions And Answers 2023
College Interview Questions And Answers 2023Simplilearn
 
Writing The College Application Essay
Writing The College Application EssayWriting The College Application Essay
Writing The College Application Essayhgozen
 
Interview Tips
Interview TipsInterview Tips
Interview TipsSam Georgi
 
Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...
Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...
Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...Linda Austin
 
Target audience research objective IV
Target audience research objective IVTarget audience research objective IV
Target audience research objective IVmylesegan
 
782 1 огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110с
782 1  огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110с782 1  огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110с
782 1 огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110сSpringRus
 
Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)
Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)
Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)Ned Kenney
 
EF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptxEF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptxPremLearn
 
I AM CANADIAN, EH? How Canadians Are Perceived
I AM CANADIAN, EH? How Canadians Are PerceivedI AM CANADIAN, EH? How Canadians Are Perceived
I AM CANADIAN, EH? How Canadians Are PerceivedDana Lynch
 
History paper guide and questions
History paper guide and questionsHistory paper guide and questions
History paper guide and questionsMrDaviesRSA
 
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxCOMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxmccormicknadine86
 
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxCOMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxdrandy1
 
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxCOMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxcargillfilberto
 
Traditionally, 2 percent of the citizens of the United States live.docx
Traditionally, 2 percent of the citizens of the United States live.docxTraditionally, 2 percent of the citizens of the United States live.docx
Traditionally, 2 percent of the citizens of the United States live.docxedwardmarivel
 
Summary of feedback questionnaire results
Summary of feedback questionnaire resultsSummary of feedback questionnaire results
Summary of feedback questionnaire resultsLucyrutter21
 
Indivdiual Interview RA Training
Indivdiual Interview RA TrainingIndivdiual Interview RA Training
Indivdiual Interview RA TrainingRoss Logan
 
Doing Interviews
Doing InterviewsDoing Interviews
Doing InterviewsMike Crabb
 

Similar to Gcse wjec – unit 1 june2011 (20)

College Interview Questions And Answers 2023
College Interview Questions And Answers 2023College Interview Questions And Answers 2023
College Interview Questions And Answers 2023
 
Writing The College Application Essay
Writing The College Application EssayWriting The College Application Essay
Writing The College Application Essay
 
Interview Tips
Interview TipsInterview Tips
Interview Tips
 
Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...
Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...
Chapter 6 - Interviews - Start to Finish - JNL-1102 - Reporting and Writing I...
 
Target audience research objective IV
Target audience research objective IVTarget audience research objective IV
Target audience research objective IV
 
782 1 огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110с
782 1  огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110с782 1  огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110с
782 1 огэ. английский язык. macmillan. говорение.-кейт пикеринг_2015 -110с
 
36922
3692236922
36922
 
Questionnaire Feedback
Questionnaire FeedbackQuestionnaire Feedback
Questionnaire Feedback
 
Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)
Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)
Stuff We Wish We Had Been Told Before We Went to College (2016 Edition)
 
EF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptxEF4I Unit 6B - Modals of deduction.pptx
EF4I Unit 6B - Modals of deduction.pptx
 
I AM CANADIAN, EH? How Canadians Are Perceived
I AM CANADIAN, EH? How Canadians Are PerceivedI AM CANADIAN, EH? How Canadians Are Perceived
I AM CANADIAN, EH? How Canadians Are Perceived
 
History paper guide and questions
History paper guide and questionsHistory paper guide and questions
History paper guide and questions
 
Quiz Bee.pptx
Quiz Bee.pptxQuiz Bee.pptx
Quiz Bee.pptx
 
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxCOMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
 
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxCOMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
 
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docxCOMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
COMM4153 NONVERBAL COMMUNICATION OPTIONAL ASSIGNMENT JOURN.docx
 
Traditionally, 2 percent of the citizens of the United States live.docx
Traditionally, 2 percent of the citizens of the United States live.docxTraditionally, 2 percent of the citizens of the United States live.docx
Traditionally, 2 percent of the citizens of the United States live.docx
 
Summary of feedback questionnaire results
Summary of feedback questionnaire resultsSummary of feedback questionnaire results
Summary of feedback questionnaire results
 
Indivdiual Interview RA Training
Indivdiual Interview RA TrainingIndivdiual Interview RA Training
Indivdiual Interview RA Training
 
Doing Interviews
Doing InterviewsDoing Interviews
Doing Interviews
 

More from Emma Sinclair

The Handmaid's Tale Section 4
The Handmaid's Tale Section 4The Handmaid's Tale Section 4
The Handmaid's Tale Section 4Emma Sinclair
 
The Handmaid's Tale Section 3
The Handmaid's Tale Section 3 The Handmaid's Tale Section 3
The Handmaid's Tale Section 3 Emma Sinclair
 
The Handmaid's Tale part 2 (pg2- 64)
The Handmaid's Tale part 2 (pg2- 64)The Handmaid's Tale part 2 (pg2- 64)
The Handmaid's Tale part 2 (pg2- 64)Emma Sinclair
 
The Handmaid's Tale section 1
The Handmaid's Tale section 1The Handmaid's Tale section 1
The Handmaid's Tale section 1Emma Sinclair
 
Unit 1 WJEC unseen poetry higher - past questions
Unit 1  WJEC unseen poetry higher - past questionsUnit 1  WJEC unseen poetry higher - past questions
Unit 1 WJEC unseen poetry higher - past questionsEmma Sinclair
 
Unseen poetry WJEC revision
Unseen poetry WJEC revisionUnseen poetry WJEC revision
Unseen poetry WJEC revisionEmma Sinclair
 
Language skills for higher level responses WJEC
Language skills for higher level responses WJEC Language skills for higher level responses WJEC
Language skills for higher level responses WJEC Emma Sinclair
 
Of Mice and Men revision
Of Mice and Men revisionOf Mice and Men revision
Of Mice and Men revisionEmma Sinclair
 
Of Mice and Men: past questions WJEC Unit 1
Of Mice and Men: past questions WJEC Unit 1Of Mice and Men: past questions WJEC Unit 1
Of Mice and Men: past questions WJEC Unit 1Emma Sinclair
 
Blood Brothers: Past questions WJEC
Blood Brothers: Past questions WJECBlood Brothers: Past questions WJEC
Blood Brothers: Past questions WJECEmma Sinclair
 
Whole text questions: WJEC Lit exam
Whole text questions: WJEC Lit examWhole text questions: WJEC Lit exam
Whole text questions: WJEC Lit examEmma Sinclair
 
Pride and Prejudice: Symbols - place, letters and balls
Pride and Prejudice: Symbols - place, letters and ballsPride and Prejudice: Symbols - place, letters and balls
Pride and Prejudice: Symbols - place, letters and ballsEmma Sinclair
 
Revision: Social class - Themes and context
Revision: Social class - Themes and context Revision: Social class - Themes and context
Revision: Social class - Themes and context Emma Sinclair
 
Blood Brothers: Tell Me It's Not True
Blood Brothers: Tell Me It's Not TrueBlood Brothers: Tell Me It's Not True
Blood Brothers: Tell Me It's Not TrueEmma Sinclair
 
Blood Brothers: Council Chamber
Blood Brothers: Council ChamberBlood Brothers: Council Chamber
Blood Brothers: Council ChamberEmma Sinclair
 
Blood Brothers: Act 2 final
Blood Brothers: Act 2 final Blood Brothers: Act 2 final
Blood Brothers: Act 2 final Emma Sinclair
 
Blood Brothers: One Day in October
Blood Brothers: One Day in OctoberBlood Brothers: One Day in October
Blood Brothers: One Day in OctoberEmma Sinclair
 
Blood Brothers: Light Romance
Blood Brothers: Light RomanceBlood Brothers: Light Romance
Blood Brothers: Light RomanceEmma Sinclair
 
Blood Brothers: Marilyn Monroe 3
Blood Brothers: Marilyn Monroe 3Blood Brothers: Marilyn Monroe 3
Blood Brothers: Marilyn Monroe 3Emma Sinclair
 

More from Emma Sinclair (20)

The Handmaid's Tale Section 4
The Handmaid's Tale Section 4The Handmaid's Tale Section 4
The Handmaid's Tale Section 4
 
The Handmaid's Tale Section 3
The Handmaid's Tale Section 3 The Handmaid's Tale Section 3
The Handmaid's Tale Section 3
 
The Handmaid's Tale part 2 (pg2- 64)
The Handmaid's Tale part 2 (pg2- 64)The Handmaid's Tale part 2 (pg2- 64)
The Handmaid's Tale part 2 (pg2- 64)
 
The Handmaid's Tale section 1
The Handmaid's Tale section 1The Handmaid's Tale section 1
The Handmaid's Tale section 1
 
Unit 1 WJEC unseen poetry higher - past questions
Unit 1  WJEC unseen poetry higher - past questionsUnit 1  WJEC unseen poetry higher - past questions
Unit 1 WJEC unseen poetry higher - past questions
 
Unseen poetry WJEC revision
Unseen poetry WJEC revisionUnseen poetry WJEC revision
Unseen poetry WJEC revision
 
Letter writing
Letter writingLetter writing
Letter writing
 
Language skills for higher level responses WJEC
Language skills for higher level responses WJEC Language skills for higher level responses WJEC
Language skills for higher level responses WJEC
 
Of Mice and Men revision
Of Mice and Men revisionOf Mice and Men revision
Of Mice and Men revision
 
Of Mice and Men: past questions WJEC Unit 1
Of Mice and Men: past questions WJEC Unit 1Of Mice and Men: past questions WJEC Unit 1
Of Mice and Men: past questions WJEC Unit 1
 
Blood Brothers: Past questions WJEC
Blood Brothers: Past questions WJECBlood Brothers: Past questions WJEC
Blood Brothers: Past questions WJEC
 
Whole text questions: WJEC Lit exam
Whole text questions: WJEC Lit examWhole text questions: WJEC Lit exam
Whole text questions: WJEC Lit exam
 
Pride and Prejudice: Symbols - place, letters and balls
Pride and Prejudice: Symbols - place, letters and ballsPride and Prejudice: Symbols - place, letters and balls
Pride and Prejudice: Symbols - place, letters and balls
 
Revision: Social class - Themes and context
Revision: Social class - Themes and context Revision: Social class - Themes and context
Revision: Social class - Themes and context
 
Blood Brothers: Tell Me It's Not True
Blood Brothers: Tell Me It's Not TrueBlood Brothers: Tell Me It's Not True
Blood Brothers: Tell Me It's Not True
 
Blood Brothers: Council Chamber
Blood Brothers: Council ChamberBlood Brothers: Council Chamber
Blood Brothers: Council Chamber
 
Blood Brothers: Act 2 final
Blood Brothers: Act 2 final Blood Brothers: Act 2 final
Blood Brothers: Act 2 final
 
Blood Brothers: One Day in October
Blood Brothers: One Day in OctoberBlood Brothers: One Day in October
Blood Brothers: One Day in October
 
Blood Brothers: Light Romance
Blood Brothers: Light RomanceBlood Brothers: Light Romance
Blood Brothers: Light Romance
 
Blood Brothers: Marilyn Monroe 3
Blood Brothers: Marilyn Monroe 3Blood Brothers: Marilyn Monroe 3
Blood Brothers: Marilyn Monroe 3
 

Recently uploaded

Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxPooja Bhuva
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxannathomasp01
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxRamakrishna Reddy Bijjam
 
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17Celine George
 
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxEsquimalt MFRC
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibitjbellavia9
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the ClassroomPooky Knightsmith
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17Celine George
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.MaryamAhmad92
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structuredhanjurrannsibayan2
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfSherif Taha
 
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxDr. Sarita Anand
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Pooja Bhuva
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Jisc
 
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...pradhanghanshyam7136
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsKarakKing
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jisc
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxheathfieldcps1
 

Recently uploaded (20)

Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
 
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptxCOMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
COMMUNICATING NEGATIVE NEWS - APPROACHES .pptx
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
 
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
 
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structure
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptx
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 

Gcse wjec – unit 1 june2011

  • 1. Past paper practice: June 2011 L.O: To analyse the skills needed to produce a top level response for the final questions of Unit 1 (the reading paper) GCSE WJEC – Unit 1: Revision
  • 2. Question 3 - Higher  3. What are Max Davidson’s thoughts and feelings about Old Trafford and Manchester United? [10]  This question tests knowledge and use of text and inference / interpretation. It also tests appreciation of language.
  • 3.  0 marks: nothing attempted or fails to engage with the question and/or the text.  Give 1 mark to those who make unsupported assertions or simple comments with occasional reference to the text.  Give 2-4 marks, according to quality, to those who make simple comments with reference to surface features of the text.  Give 5-7 marks, according to quality, to those who select appropriate material from the text to reach a valid response.  Give 8-10 marks, according to quality, to those who select appropriate material from the text to reach a well-considered response. These answers should be thorough as well as perceptive.
  • 4. Some points the candidates may explore: • He thinks it is ‘the best’ thing about his visit to Manchester / he is a fan / 'sports mad' • He thinks Old Trafford is ‘the Theatre of Dreams’ • He thinks about his ‘great memories’ • He admires the statue of the ‘Holy Trinity’ (a religious experience!) • He does not like the ‘tacky merchandise’ in the shop / not for the squeamish • Mentions the Rooney romper suit • He thinks anyone would like the museum (because it is a ‘celebration’ of the role of football in the life of Manchester) • He thinks the success of Manchester United has inspired Mancunians and made them proud • He feels ‘pure pleasure’ in the museum • The interactive exhibits are ‘great’ • It restores his faith in the ‘beautiful game’ • He feels thrilled by his ‘warm welcome’ from Alex Ferguson, no less! • He feels MUFC is part of his life (overview)
  • 5. Question 3 and 4 foundation  Now look at the extract from Simon Cowell’s autobiography on the oppositepage. Look at the first two paragraphs of the passage.  3. Simon Cowell admits he’s rude. What explanations does he give for his behaviour? [5]  Now look at the last paragraph of the passage.  4. List five reasons, according to Simon Cowell, why anyone who wants to be a star should keep reading his book. [5]
  • 6. Simon Cowell admits he’s rude. What explanations does he give for his behaviour? [5] Some points that candidates may explore and comment on: • he’s rude, partly because people now expect him to be rude / he’s become famous for it; • he says he’s just being honest / he only says what he’s thinking / he is 'being himself'; • his views give contestants 'a reality check'; • he says his rudeness/honesty is fun for the viewers – and for him; • he wants contestants to realise it’s hard to break into the music business; • his `rudeness` reflects the music business. Now look at the last paragraph of the passage. 4. List five reasons, according to Simon Cowell, why anyone who wants to be a star should keep reading his book. [5] Some points that candidates may explore: • he’s turned 'hopefuls into global pop stars' / he has the experience; • he will 'take you behind the scenes' / 'share secrets'; • he can 'show you what it takes to make it to the top' / make you famous; • you’ll learn 'how to develop your skills'; • you’ll learn how to handle an audition; • you can learn how to stand out from the crowd; • the book offers the right guidance / my guidance; • he is 'the only man on earth' who can tell readers all this.
  • 7. Question 4 - Higher Compare and contrast what Max Davidson and Bill Bryson think about Manchester. Organise your answer into three paragraphs, using the following headings: • the weather • the restaurants • the people
  • 8.  This question tests the ability to select material appropriate to purpose, to collate material  from different sources and make cross-references.  0 marks: nothing attempted or fails to engage with the texts and/or the question.  Give 1 mark to those who make simple comments with occasional reference to the text, or copy unselectively.  Give 2-4 marks, according to quality, to those who make simple comments based on surface features of the text. Weaker answers could be a jumble of detail. Better answers should make some clear, if obvious, comparisons and contrasts.  Give 5-7 marks, according to quality, to those who make valid comments based on appropriate detail from the texts. Better answers will show the ability to cross-reference in an organised way.  Give 8-10 marks, according to quality, to those who make valid comments based on a thorough and organised selection of appropriate detail from the texts. The best answers should be coherent and insightful, ranging confidently across both texts.
  • 9. Some points that candidates may explore: The weather: • Both say it is rainy (contrast in how they react); • Davidson also suggests it is cold (pack your thermals); • Davidson suggests it is 'unpredictable'. The restaurants: Bryson: • Critical and disappointed (general response); • Little choice of variety; • National chains (dismal food and plastic menus); • Pompous, disappointing hotel dining rooms; • The restaurant in Chinatown was tatty and the food was just OK. Davidson: • Excited and enthusiastic (general response); • Plenty of choice; • Vegan cafes; • restaurants are as ‘super-stylish’ or ‘funky’; • packed and lively with music; • cosy. The people: Bryson: • He was not impressed (general response); • The waitress was ‘surly’; • The young men were threatening and disgusting (no 'respectable chaps'); • Hurrying pedestrians. Davidson: • He admires and likes them (general response); • The people are willing to laugh at themselves; • They are down to earth; • They are proud (of their city and their team); • They are warm and welcoming (even Sir Alex!).
  • 10. Question 5 – Foundation To answer this question you will need to consider both texts. 5. These two texts give very different impressions of Simon Cowell. What impressions does each text give of him? You should organise your answer under two headings: (a) the magazine article; (b) Simon Cowell’s autobiography.
  • 11.  0-1mark - Question not attempted or candidates struggle to engage with the text and/or question.  Give 2-4 marks, according to quality, to those who copy unselectively, make unsupported assertions or make simple comments with occasional references to the texts.  Give 5-7 marks, according to quality, to those who use both texts to make some simple comments/inferences and some appropriate selection from the texts.  Give 8-10 marks, according to quality, to those who make valid comments based on a range of appropriate detail from the texts. Better responses will make links across the two texts.
  • 12. (a) the magazine article • positive impression – pleasant / kind / caring / helpful / decent etc.; • he cares a lot for Sian and has a special relationship with her – ‘tease each other’ etc.; • he has a good relationship with Sian’s family; • he’s quickly at ease with people; • he gets on very well with children; • he never lets Sian down; • he behaves well – not above himself (photographs and autographs); • he is generous – will pay for Sian’s treatment if necessary; • his friendship has a positive influence on how people feel (Sian’s spirit/godparents etc). (b) Simon Cowell’s autobiography • Negative impression – he’s rude / nasty / unpleasant; • he thinks he’s being honest; • we get the impression he enjoys giving his opinion / behaving the way he does; • he wants people to have a realistic view of the music business / he tells it 'like it really is'; • he has made a lot of money; • he successfully turns 'hopefuls into global pop stars'; • he is bigheaded – he is confident about what he does; • he holds strong views about the stars – the best and the worst; • he is the best person to develop and nurture people with talent. Reward valid alternatives. This is not a checklist and the question should be marked in levels of response