This document provides guidance for students on preparing for Paper 1 of an exam. It discusses fact-finding questions, focusing on identifying both explicit and implicit details from a text. It also reviews punctuation, sentence forms, and the different question types that may appear on Paper 1, including questions about the writer's use of language, structure, and the student's personal judgement. Students are advised on techniques for planning and writing creative responses. The document aims to equip students with strategies for successfully answering a range of question types on the exam.

1. Lesson 3
03/ November /2021
Fact-finding questions
Practice for paper 1: Focus on fiction

2. Review

5. Fact-finding: explicit vs implicit

6. Remember (Question 1):
● For question 1 (fact-finding) You can only use the given
text, not your on knowledge from different sections.
● You do not need to plan. But make sure you check your
answers.
● You should use your own words and/or quotes and write in
full sentences. One word answers are not good enough.

7. Fact-finding: explicit
Read the paragraph twice: List four things from this part of the text about Dracula’s
appearance (4 marks)

8. Fact-finding: implicit
Read the following extract from a novel. List four facts about George (4 marks)

9. Implicit and explicit: Fact finding
1. The will was unusual.
2. Mr. Utterson helped to write the will.
3. Mr. Utterson does not enjoy examining Dr. Jekyll’s will.
4. Mr. Utterson is usually asleep early in the evening.
5. Edward Hyde is present in the room at this time.
6. Jekyll and Mr. Utterson have opposing personalities.
7. Henry Jekyll is well-educated.
8. Mr. Utterson will inherit Dr. Jekyll’s fortune.
Which four statement are true? (4 marks)

10. Spelling: Look at the student’s answer. Spot and correct the mistakes
Student Answer:
Question: How does the author show their feelings about school dinners in the town of Brazilia?
1. The author of the novella shows they’re feelings towards school dinners by describing them as
“exciting” and “nutritious”.
2. The author describes how the nutritious food has a positive affect on the body’s health and so
is beneficial.
3. There author highlights the variety of vegetables in the Brazil school dinner e.g. tomatoes,
plantains, and red peppers.
4. The author describes how the town of Brazillia is famous for its freshly baked bread.

11. Spelling: affect and effect
https://quizlet.com/138662062/affecteffect-flash-cards/
https://quizlet.com/31274556/affect-and-effect-flash-cards/

12. Spelling: affect and effect
https://quizlet.com/138662062/affecteffect-flash-cards/
https://quizlet.com/31274556/affect-and-effect-flash-cards/

13. Review
Last lesson we:
● Learned about Paper 1 question 1. This is a fact-finding question which requires you to
find information (implicitly or explicitly) from within the text. It’s a 4 mark question - try
your best to get the full 4 marks here!
● We reviewed parts of speech. Particularly nouns and adjectives, as well as verbs and
adverbs. This is coming along well, but needs more emphasis on 3+ syllable words for
KS3.
1 syllable adjective - red e.g. The car is red
2 syllable adjective - lovely e.g. It’s a lovely car
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14. Review: syllables
1 syllable adjective - red e.g. The car is red
2 syllable adjective - lovely e.g. It’s a lovely car
3 syllable adjective - beautiful e.g. “What a beautiful car you have there!”
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15. Review: Text types and Syllables
From the title, what type of text is this?
Who is the intended readership?
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16. Review: Syllables
pneumonoultramicroscopicsilicovolcanoconiosis
Guess how many syllables?
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17. List four things from this part of the text about Brian’s school. (4 marks)
Brian had hated school. He often thought back to the dreary breezeblock walls, the
freezing classrooms and the constant drone of the centuries old plumbing.
St. Mary’s had been the closest school to Brian’s house, but that was an all girl’s
school. This meant that every morning Brian had had to withstand the torment of a
fifteen-minute bus journey across town to Beeches Hall - the all boy’s school. This
bus journey would have been perfectly tolerable had it not been for the driver, a
peculiar, unpleasant man with a severely erratic driving style.
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18. This will require a longer written answer. Therefore we will need...
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19. 19

20. Look at the student’s answer. Find the P.E.E.D.
The writer uses various linguistic devices to demonstrate how powerful the fire is. At the
start of the extract, he paints a vivid picture of the fire as a “pageant” of colour. He
then uses a metaphor to equate the destructive power of the fire with that of the beast
that is tearing down the workshop and “devouring” it. All these images make the fire
seem impressive and potent.
Point. Evidence. Explanation. Develop
There are: 1x point, 2x evidence, 2x explanation, 2x development points
How does the writer use language to describe the fire
20

21. Read the passage again. How does the writer describe the atmosphere of the school? Use the P.E.E.D
structure above.
Brian had hated school. He often thought back to the dreary breezeblock walls, the
freezing classrooms and the constant drone of the centuries old plumbing.
St. Mary’s had been the closest school to Brian’s house, but that was an all girl’s
school. This meant that every morning Brian had had to withstand the torment of a
fifteen-minute bus journey across town to Beeches Hall - the all boy’s school. This
bus journey would have been perfectly tolerable had it not been for the driver, a
peculiar, unpleasant man with a severely erratic driving style.
21

22. Checklist:
22

23. Sentence forms: here are three types of sentence forms. Find the subjects and verbs in the following
sentences:
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24. Underline/ write 2 examples each of simple and complex sentences from the
passage:
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25. 25

26. Lesson 5
Paper 1 Question 2 : Effects of Language on the reader part 2
+ punctuation
17/November/2021

27. Lesson 5
● Review 1: PEEL
● Review 2: Sentence Forms
● Today: Punctuation KS1, KS2, KS3
● Today: Paper 1 question 2 full attempt

28. Review 1: PEED/L
Notes from last week: Strong with EE but not P or D/L. You can use the
wording in the question to create your P sentence. YOu can use words
like “overall” for the D/L part of the paragraph.
The writer uses various linguistic devices to demonstrate how powerful the fire is. At the
start of the extract, he paints a vivid picture of the fire as a “pageant” of colour. He
then uses a metaphor to equate the destructive power of the fire with that of the beast
that is tearing down the workshop and “devouring” it. All these images make the fire
seem impressive and potent.

29. Review 2: Sentence Forms
and punctuation, such as commas, colons and semicolons.

30. KS 1&2: Punctuation
KS 1 & 2 level: Students should know how to use full stops, commas, questions marks, and exclamation
marks.
KS3: Punctuation
KS3 level: Students should know how to use commas, semicolons, quotation marks, and apostrophes.
KS4: Punctuation
In KS4 you need to be able to use all KS1, 2, and 3 punctuation as well as: brackets, ellipsis, colon,

31. KS1&2: Punctuation
https://wordwall.net/resource/46088/english/match-up-punctuation

32. KS3&4: Punctuation
https://wordwall.net/resource/35303/english/punctuation

33. 1. Words and phrases
2. Language features and techniques
3. Sentence forms
Student Answer
Q: How does the author make this an entertaining text?
In order to entertain the reader, the writer uses an extended metaphor that
personifies the bike as a dance partner. The bike and the rider become an
“elegant couple” whose movements contrast with the “plodding” and “graceless”
cars. The writer uses a long sentence to develop this metaphor and build tension.
The lengthy second sentence contains several verbs that are related to dancing
and speed, such as “whirling” and “darting”. The overall effect of these verbs
makes the reader feel tense. It is as if the sentence is rushing and building
towards a conclusion. The writer then disperses this tension with the final
short sentence. The phrase “hit the wall” is very blunt, and contrasts to the
preceding build up, adding to the shock and impact of the conclusion.

34. Today
Paper 1 question 2 question. 8 marks. 10 minutes.
Underline + jot down notes
Remember peel for the paragraph.
Use Peed/l
Check through your work!

35. 35

36. Extra time.
Review commas for a list of adjectives. Verbal dictation
Her bag contained climbing shoes, rope, karabiners, chalk and a map.
He had walked through the mountains in Wales, Scotland, Norway, Turkey and Greece.
It was a cramped, dark, and dusty room.

37. Lesson 6
24/ November/2021
Paper 1 Question 3 (I): The writer’s use of structure
+ Punctuation (II)

38. Overview:
● Introduce question 5
● Review: Punctuation: Commas + apostrophes
● Introduce Question 3
i. what is structure
ii. Identifying structure
iii. Analysing the structure

39. Question 5: Creative writing: Example Questions
40 marks total
Marks are for Content + accuracy

40. Punctuation review: commas

42. Question 3: The writer’s use of structure
8 marks / 10 minutes (1 of these minutes is to check)
Question 3 is about the structure of the text - you need to talk about how the writer has used structure to
make the text more interesting/ entertaining to read i.e. how the writer effects and influences the reader.

43. Last week when I was going about my day with
my family, my mum said she had lost her keys.
Then she looked for them. Then I said they
were in her hand. She found it embarrassing
but we found it funny.
Text 1
Text 2
How has the writer made Text 1 more interesting/ entertaining than Text 2?

44. What is structure?

45. Read the text. Do you see any structural devices? Draw a line

47. (8 marks)

48. Lesson 7
01/December/2021
Paper 1 Question 4
+ Linking works
48

49. Today’s Overview:
-Report
-Review last week: Question 3 - structure
-Introduce linking words
-Introduce Question 4 - Personal Judgement (20 marks)
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50. 50

51. 51
ACT 1: Scene1 ACT 1: Scene 1
What are the differences in the structure for the beginnings of these two stories?
Review structure:

52. Review Question 3
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53. Q3: Grade The Student Answers: A=4-5, B=6-7, C=8-
9
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54. Linking words:
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https://wordwall.net/resource/17575045/linking-words-cloze https://wordwall.net/resource/3972718/essay-writing-linking-words

55. Paper 1, Question 4 (20 marks)
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-You will read a passage.
- Next you may be given a statement
- You will have to give your opinion/judgement as to whether you agree or disagree with the statement.
- In your writing you will have to give lots of examples to back up your opinion/ judgement.
- You should spend around 20 minutes on this question.
This is an example of critical thinking!

56. 56
Plan:
(20 marks)

57. Lesson 8
P1, Q5: Creative Writing + Linking words
08/November/2021
57

58. Today’s Outline:
- Review linking words: ordering/structuring and linking within PEEL.
- Introduce Question 5 + Introduce planning
- Plan 1/2x Question 5 answers
- Extra time: Start writing question 5
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59. 59

60. Review: Linking words
Linking words to give additional information search: “and/also”: (write three)
Linking words to disagree with a previous point search: “but”: (write three)
Linking words to give structure e.g. (check previous slide) (write three):
Linking words to give an opinion (check previous slide (write three):
https://www.thesaurus.com/browse/search 60

61. KS4: Linking words
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62. Question 5 - Creative writing
What is creative writing?
Creative writing is usually fiction that draws on your imagination.
It might have some emotional truth, or might be inspired by
reality, but the writing takes the reader
somewhere else.
40 marks, 45 minutes. 24 marks for content and 16
marks for accuracy.
You will always have a choice of 2 questions.
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63. Question 5 - Creative writing
Writing Tips:
- Make sure the first paragraph has lots of detail (adjectives/ adverbs), lists to draw the reader in
and create an entertaining world.
- Similarly, make sure the last paragraph has a strong, convincing end so the reader is satisfied.
- Use long and short sentences. Short sentences can build tension and show emotion.
- Use all the senses- smell, touch, taste, hear, see
- Try to use sophisticated vocabulary. Be dramatic!
- Try to use similes, repetition, alliteration etc..
- Proofread for Spelling, Punctuation, and Grammar.
- Link back to the question! - Don’t get distracted!
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64. Match the openings to the question:
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65. 65

66. 66
Pick one to write about:

67. Lesson 9
P1, Q5: (planning and writing + linguistic devices)
15/December/21

68. Today’s class:
1. Learn: Technical writing
1. Finish P1, Q5 (creative writing)
1. Revise: Planning

69. Technical
Language

70. https://wordwall.net/resource/26572449/technical-writing

71. Write a sentence to describe the picture. It must contain a simile OR repetition OR a list.
E.g. “The long, tall, and straight trees stood proudly like soldiers.”

72. 1. Try to include at least one
simile or other technical
language.
2. Check for spelling,
punctuation, grammar
Finish you creative writing:
3. 40 marks, 16 for technical
language

73. 73
Choose one to plan: (10 minutes)

74. 74
Choose one to plan: (10 minutes)
Second - make a list of paragraph points. Make sure you have one idea per paragraph
E.g.
Para 1……
Para 2……
Para 3……
First - create a mindmap of your ideas
How to plan:

75. Extra time: Finish the Simile:
1. The air was as cold as ______.
1. The lights shone like ______.
Use your imagination!

76. Happy
Holidays
& Have a Great New Year!