ks3 paper 1

1. English Reading and
Writing exam
4 reading questions
1 writing question

2. English Reading and Writing Exam
1 hr 30 mins
• 4 reading questions & 1 writing question
45 mins for reading (Section A)
45 mins for writing (Section B)

3. Reading questions
Question 1 – 4 marks (5 MINS)
What do you learn about (character/place)?
List four things.
Full sentences.
Use own words.
Question 2 – 8 marks (12 MINS)
How does the author use language to present
(character/place)?
Use PEEZL to look at 3 or 4 quotes.
Remember to explain what is suggested by the
language used
What impression is given to the reader/what is
the effect on the reader?
Only look at extract given.
Question 3 – 8 marks (12 MINS)
How does the author structure the text to
interest the reader?
Whole extract
Look at three points:
Beginning (opening words and sentence)
Middle (is there a shift in the plot/ a new
action/ new character?)
End (cliff hanger or suspense? Is the extract
‘finished’/resolved?)
Then find examples of sentence types
(subordinate clauses for more information,
short snappy ones for impact)
Question 4 – 20 marks (25 MINS)
Given an opinion statement.
How far do you agree or disagree with the
statement?
‘I agree/disagree that… There are many
reasons for this: ________; __________;
________ and ________.’
Then use PEEZE in each paragraph, provide a
quote in each, to explain how you agree or
disagree.

4. Read through your extract
• Always read through the extract fully first.
• Then look at question 1 and go back to the
extract for evidence and your four points.
• Then take each question at a time – spend a
few minutes after each question highlighting
evidence you could use.
• You can use the same quotes in different
answers.

5. Look at the first two paragraphs.
List four things you learn about the man who enters the inn.

7. Question 2
• Look at paragraphs 7 & 8.
• From ‘He was a very silent man by custom…’ to
‘"the seafaring man with one leg.“’
• How does the author use language to describe
the nature of the old man?
You could include the writer’s choice of:
– Words and phrases
– Language features and techniques
– Sentence structures.
• Spend about 4 minutes
looking for examples of
devices you could use in
your answer.

8. He was a very silent man by custom. All day he hung round the cove or upon the
cliffs with a brass telescope; all evening he sat in a corner of the parlour next the fire
and drank rum and water very strong. Mostly he would not speak when spoken to,
only look up sudden and fierce and blow through his nose like a fog-horn; and we
and the people who came about our house soon learned to let him be. Every day
when he came back from his stroll he would ask if any seafaring men had gone by
along the road. At first we thought it was the want of company of his own kind that
made him ask this question, but at last we began to see he was desirous to avoid
them.
For me, at least, there was no secret about the matter, for I was, in a way, a sharer in
his alarms. He had taken me aside one day and promised me a silver four-penny on
the first of every month if I would only keep my "weather-eye open for a seafaring
man with one leg" and let him know the moment he appeared. Often enough when
the first of the month came round and I applied to him for my wage, he would only
blow through his nose at me and stare me down, but before the week was out he
was sure to think better of it, bring me my four-penny piece, and repeat his orders to
look out for "the seafaring man with one leg."
How does the author use language to describe the nature of the old man?

9. Question 2
• Look at paragraphs 7 & 8.
• From ‘He was a very silent man by custom…’ to
‘"the seafaring man with one leg.“’
• How does the author use language to describe
the nature of the old man?
You could include the writer’s choice of:
– Words and phrases
– Language features and techniques
– Sentence structures.
• Stevenson shows that
the old man is ____.
• This is clear in the line
‘______’, which implies…
• The [device/word]
‘______’ suggests…
3/4
paragraphs.

10. Question 3
• Create a time line on which you pinpoint the
opening, a shift and the conclusion of the extract.
• Select a structural device (sentence length,
punctuation, dialogue, paragraph organisation) from
this area of the extract.
• Think, how does this impact or interest the reader?
Why do you think the writer chose to present this
information in this way?

11. Question 3
• Look at the whole extract.
• How does the author structure his writing to interest the reader
throughout?
You could write about:
– How the writer focuses your attention.
– How and why the writer changes this focus as the extract develops.
– Any other structural features that interest you.
• Look at the opening line – how does this hook the reader? Select at least one key word.
• Find a shift or change (a new character, a new action for example)
• Look at the final few lines. How does the extract leave the reader wanting to find out
more?
• Find examples of short, snappy sentences.
• Look for any varying paragraph lengths. Have short, simple paragraphs been used to grab
attention?
• Spend about 4 minutes looking for examples you could use in
your answer.
Do not start your write up until you are told to do so.

12. • In the opening paragraph, Stevenson introduces us to…
• He uses [structural feature] in the line ‘________’.
• This impacts/interests the reader because…
• Then the focus changes to…
• He uses [structural feature] in the line ‘________’.
• This impacts/interests the reader because…
• By the end of the extract Stevenson describes…
• He uses [structural feature] in the line ‘________’.
• This impacts/interests the reader because…

13. Question 4
• A student who read this extract said: ‘I would not be afraid
of this man, he clearly is a mad and harmless sailor.’
• To what extent do you agree with this statement?
• In your response, you should:
– Write about your own impressions of the old man and his actions
– Explain how the writer has created these impressions through his choice of
words and phrases
– Support your opinions with quotations from the text.
Remember this is worth
20 marks!

14. To help you:
• I agree/disagree with this statement. To clarify, I
think…
• There are a variety of reasons for this: (1) ________;
(2) ____________ and (3) _______.
• Firstly…
• In conclusion, although some people may feel… I
think that mainly…
Then use PEEZL to discuss quotes from the extract!
The old man/visitor/pirate figure is…
This is clear in the line ‘_____’.
This suggests that…
This implies the man is/isn’t intimidating because…

15. Question 4
Focus this part of your answer on the second half of the
source, from line 26 to the end.
Roald Dahl once said: ‘Every writer in the world has to use
characters that have something interesting about them.’
• To what extent do you agree that the characters in this
extract have something interesting about them?
• In your response, you could:
– write about your own impressions of the characters
– evaluate how the writer has created these impressions
– support your opinions with quotations from the text.
Remember this is worth 20 marks!

16. Section B: Writing
• Write a description based on an image
OR
• Write the beginning of a story about [theme
given].
• Both worth 40 marks:
– 24 content
– 16 SPaG and organisation

17. Language feature bingo
1. Metaphor
2. Simile
3. Personification
4. Pathetic fallacy
5. Repetition
6. Triple
7. Rhetorical question
8. Direct address
Select the 4
devices you are
the most confident
with!
Now write 4 full sentences
using these language features
to describe something in this
room!

18. Write a description based upon this
image
• Make a plan – 5 paragraphs (one should be a one sentence paragraph)
• Don’t write about ‘the picture’ – pretend you are there!
• Tips to remember:
• AFORESTY
– Sensory language
• Sight
• Sound
• Taste
• Touch
• Smell
– Metaphor
– Simile
– Personification
– Zoom in on tiny:
– sound, smell, sight

19. Write a description based upon this
image
• Make a plan – 5 paragraphs (one should be a one sentence paragraph)
• Don’t write about ‘the picture’ – pretend you are there!
• Tips to remember:
• AFORESTY
– Sensory language
• Sight
• Sound
• Taste
• Touch
• Smell
– Metaphor
– Simile
– Personification
– Zoom in on tiny:
– sound, smell, sight

20. Write a description based upon this
image
• Make a plan – 5 paragraphs (one should be a one sentence paragraph)
• Don’t write about ‘the picture’ – pretend you are there!
• Tips to remember:
• AFORESTY
– Sensory language
• Sight
• Sound
• Taste
• Touch
• Smell
– Metaphor
– Simile
– Personification
– Zoom in on tiny:
– sound, smell, sight

21. Writing to describe
• In front of me I can see…
• There is a stench of…
• The sight of this man makes me…
• The sound of ______ is…
• His coat feels as though…
• The shoes on his feet are…
• The bench he sleeps on is…
• The surrounding grass looks like…
• This bench is no better than the pavement. It
is a…

22. Ideas for structure
1. In the local town you can find…
2. Suddenly, we had an idea…
3. We could barely contain our excitement! We
couldn’t wait to…
4. Slowly we built up upon out idea. It grew like a…
in our minds.
5. The fateful day arrived. We decided to…
6. It took careful planning in order for…
7. The trap was set. [name] would soon be…
8. The reaction was amazing. She/He couldn’t
stop…

23. Peer assessment - checklist
• Around 4, 5 or 6 paragraphs
• A one sentence paragraph
• Didn’t write about ‘the picture’ – they have embedded themselves
in the image.
• Use of metaphors
• Use of similes
• Use of personification
• Has zoomed in on tiny sounds, smells, sights
• AFORESTY throughout
– Sensory language
• Sight
• Sound
• Taste
• Touch
• Smell
 Add a WWW and EBI comment using this checklist.
 You must annotate their work throughout!
 Initial the work so I am aware who has marked it.