1. English revision
The penultimate lesson…

2. Language Exam
• 2nd June 2015
• Unit 1 reading
• Unit 2 writing
• Each exam makes up 30% of your total
language grade.

3. An important issue is how you
use your time
• Here is a guide to the timing:
• 5 mins – read and annotate the questions and skim
read the two articles – you should highlight the
topic sentences as you go through the article.
• Write the question numbers on the extracts.
• 5 mins – read the first article and annotate the
quotations you will use in your answer
• 10 mins – answer question 1
• Follow this format for the following 3 questions – aim
for about 10 mins per question.

4. Understanding Questions
• You need to recognise question key
words
• “What” questions are “search and find”
questions. They are the easiest type
and need you to find information in the
text and explain. For higher marks you
need to use evidence and show
inference.
• “How” questions require a mixture of
language analysis and exploration of
techniques used by the writer.

5. Tricky questions
• “Why” questions can be search and find
• – e.g – Explain why Charles Starmer-Smith thinks cycling is a popular
and enjoyable activity. [10]
• This question tests the ability to read with insight and engagement, to
make appropriate references to texts and to sustain an
interpretation.
• Or inference questions
• e.g-According to the magazine article, why do people watch reality
TV programmes? [10]
• This question tests knowledge and understanding of text and use of
inference. It also tests appreciation of language.
• Give 8-10 marks, according to quality, to those who select
appropriate material from the text to reach a well-considered and
detailed response. The best answers should be thorough as well as
perceptive, covering a range of points with insight and accuracy.
These answers should be cohesive and coherent, making clear
inferences.

6. Tricky
• Sometimes a question will ask “what” and
“how”
• This question tests the ability to select material
appropriate to purpose and explain and
evaluate how writers use linguistic,
grammatical and structural features to
achieve effects.
• You must comment on what they are saying
then comment on specific language features
– read between the lines and infer…

7. Understanding Questions
• Question 4 asks you to “COMPARE
AND CONTRAST”
You will need a bank of comparative
connectives to answer this question.

8. A* Skills - reading

9. A* Skills - writing

11. Literature
• Unit 1 - 18th May 2015
• 2 hours
• 1 hour Of Mice and Men ( 1 extract
question and 1 whole text question)
• 1 hour Unseen poetry

12. Of Mice and Men
• Extract question (20 minutes)
• Usually asks about mood and atmosphere or what we learn
about a character or the relationship between characters
1. Begin by contextualising the extract - where is it from in the
novel? What happens before and after? How does it link to
other events?
2. Then analyse language – pick quotations and analyse in
detail – embed short quotations and link your analysis to the
question. Consider the writers purpose.
3. Use quotations from throughout the extract – track changes
in mood and atmosphere or character –
4. End by commenting on the end of the extract and suggest
how your final quotation links to (or foreshadows) later
events.

13. Of Mice and Men
• Whole text question
• You must link your answer to historical context.
 The Great Depression
 The American Dream
 Representation of women
 Migrant workers
 Industry and its effect on agriculture
 Racism
 Disability
 Old age

14. Whole text questions
• There is usually a choice between a
character/relationships question and a theme
question.
• Theme is generally the one to go for if you are
aiming for A or A* (although you can still gain
a high grade on the character question if you
link into themes and context and show a
confident knowledge of the whole text)
• Consider and evaluate the writers purpose
and context throughout your response and
ensure you stay focused on the question.

16. Unseen poetry
• The question is always the same.
Write about the poem and its effect on you.
• You may wish to include some or all of these
points:
• the poem’s content – what it is about;
• the ideas the poet may have wanted us to
think about;
• the mood or atmosphere of the poem;
• how they are written – words or phrases you
find interesting, the way the poem is structured
or organised, and so on;
• your response to the poem. [20]
Use the bullet points to help you plan and structure your response

17. To get a D you must:
• Show understanding of the main meaning of the poem
• Use PEE but only repeat quote in explanation
• Re-tell the story
• Spot poetic techniques but don’t explain the effects
• Make obvious connections between the poems
To get a C / B you must:
• Show understanding of the subtext
• Start to have your own opinions about the poem’s meaning
• Use PEE and explain your quote and evaluate your points
• Have a structured answer
• Explain the effects of poetic techniques on the reader through
language, structure and form
• Make clear and thoughtful links between the poems
To get an A/A* you must:
• Be confident in your own interpretation of the poem and its
subtext
• Use PEE confidently, using one word embedded quotes with a
well structured answer
• Evaluate the effects of language structure and form and discuss
why the poet may have chosen them
• Make original links between the poems

18. Literature
• Unit 2 - 22nd May 2015
• 2 hours
• 1 hour Blood Brothers (1 extract
question and 1 whole text question)
• 1 hour Pride and Prejudice (1 extract
question and 1 whole text question)

19. Critical response to texts (AO1)
Candidates will:
display some
understanding of
main features;
make generalised
reference to relevant
aspects of the text,
echoing and
paraphrasing;
begin to select
relevant detail.
Candidates will
make more detailed
reference to text;
discuss thoroughly, and
increasingly
thoughtfully,
characters and
relationships;
probe the sub-text with
increasing confidence;
select and evaluate
relevant textual details;
understand and
demonstrate how
writers use ideas,
themes and settings to
affect the reader;
convey ideas clearly
and appropriately.
D / E GRADE
C/B GRADE A / A* GRADE
Candidates will:
make increasingly assured
selection and incorporation of
relevant detail;
are able to speculate/offer
tentative judgements;
are able to evaluate
characters/relationships and
attitudes/motives;
at the highest level,
consistently handle texts with
confidence, have an overview
and ability to move from the
specific to the general:
convey ideas persuasively
and cogently with apt textual
support.

20. Language, structure and form (AO2)
Candidates will
be able to recognise
and make simple
comments on
particular features of
style and structure.
Candidates will
see how different
aspects of style and
structure combine to
create effects;
show increasingly
clear appreciation
of
how meanings and
ideas are conveyed
through language,
structure and form.
D / E GRADE C/B GRADE A / A* GRADE
Candidates will
show appreciation of
how writers use
language to achieve
specific effects;
make assured
exploration and
evaluation of the ways
meaning, ideas and
feeling are conveyed
through language,
structure and form;
at the highest level,
make assured
analysis of stylistic
features.

21. Social, cultural, and historical contexts (AO4)
Candidates will
show a limited
awareness of
social/cultural and
historical contexts.
begin to be aware
how
social/cultural and
historical context is
relevant to
understanding the
texts(
Candidates
are able to set texts
in contexts more
securely; begin to
see how texts
have been
influential.
have a clear grasp
of social/cultural
and historical
context;
begin to be able to
relate texts to own
and others'
experience.
D / E GRADE C/B GRADE A / A* GRADE
Candidates will
show a clear understanding of
social/cultural and historical
contexts; are able to relate
texts
to own and others'
experience;
are able to identify and
comment on importance of
social/cultural and historical
contexts; Awareness of literary
tradition shown; at the highest
level, show a clear
understanding of
social/cultural and historical
contexts; Able to relate details
of text to literary background
and explain how texts have
been / are influential at
different times.
This is only assessed for Of Mice and Men on
Unit 1
and Pride and Prejudice on Unit 2