Paper 1 Section a: ToP TIP SHEET 1)Divide the Extract

8/14/2019 Paper 1 Section a: ToP TIP SHEET 1)Divide the Extract

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Paper 1 Section A: TOP TIP SHEET

1)Divide the extract by question section.2)

3)Underline evidence that helps you answer the

question.4)

5)Use the question tips on the exam paper

6)7)Always explain what hints the writer gives us

about the characters thoughts and feelings.

8)

9)Alwa s refer to the ri ht stor section in our


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Paper 1 Section A

Learning Obj: to learn how to structure C gradeanswers in this section.

To gain a C you must1)Read the question carefully

2)Understand WHAT you read and HOW it was

written3)Select appropriate points to write about

4)Support your points with evidence

5)Write about the ideas the writer hints at

To AIM HIGHER you must explore the writers


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Task 1

Using the success criteria, write a personal target for the

end of the lesson and be prepared to feedback.

Task 2

Question A1

Look at lines 1-32

What are the boys thoughts and feelings in these lines?

You must refer to the text to support your answer.

Use the Top Tip sheet to choose which skills you need to

use to answer this question.


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Task 3

Look at lines 1-32.Underline/highlight all the lines that tell us about the boys

thoughts and feelings.Be able to explain what the boy is thinking and feeling.


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Task 3

Look at lines 1-32.Underline/highlight all the lines that tell us about the boys

thoughts and feelings.Be able to explain what the boy is thinking and feeling.

I think the boy feels excited because he getsout of bed like a fish leaping from water

which gives the idea that he cant wait to go

out into the bush.

understanding

evidence

explanation

PHRASE BANK for explaining:

showing because which suggests which gives the idea

which reveals which makes me think


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Task 4

Choose 1 of the boys thoughts and 1 of his

feelings you have picked out from lines 1-32.

Write an understanding, evidence,explanation answer for each follow the

structure of the modelled answer.

Swap your answer with a partner

Check your partners work for EVIDENCE and


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Task 5

Question A2

Look at lines 33-44.

Underline/highlight WHAT happens to the deer be able to

feedback to the class with a line from the section (evidence NOT

ideas).


2)Understand WHAT you read and HOW it was

written

3)Select appropriate points to write about4)Support your points with evidence

5)Write about the ideas the writer hints at

To AIM HIGHER you must explore the writers use

of language and the effect on the reader


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Task 6

Choose 3 story lines that show the sufferingof the deer.Using the modelled answer write an answer

that explains which words and phrases in yourevidence show the suffering of the deer.

PHRASE BANK for explaining/writing about language

showing because which suggests which gives the idea


which means This word suggests The writer uses___language to


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Task 6

Choose 3 story lines that show the sufferingof the deer.Using the modelled answer write an answer

that explains which words and phrases in yourevidence show the suffering of the deer.Swap your book with a partner.

On your partners answer highlight and labelthe C grade answer features, use the TOP TIPS

Sheet to help.PHRASE BANK for explaining/writing about languageshowing because which suggests which gives the idea


which means This word suggests The writer uses___language to


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Paper 1 Section A

Learning Obj: to learn how to structure C gradeanswers in this section.To gain a C you must

1)Read the question carefully2)Understand WHAT you read and HOW it was written

3)Select appropriate points to write about

4)Support your points with evidence

5)Write about the ideas the writer hints atTo AIM HIGHER you must explore the writers use of

language and the effect on the reader

Set an improvement target for next lesson &Set an improvement target for next lesson &


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Paper 1 Section A

Learning Obj: to learn how to structure C gradeanswers in this section.


2)Understand WHAT you read and HOW it was written

3)Select appropriate points to write about

4)Support your points with evidence5)Write about the ideas the writer hints at

To AIM HIGHER you must explore the writers use of

language and the effect on the reader


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Task 1

Question A3

Look at lines 45-53

How does the boy react to the suffering of the

deer?You should refer to (1) what he does, (2) what he

thinks, and (3) what he feels.

Use the Top Tip Sheet to pick out the skills

this question is asking you to use be prepared

to feedback.


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Task 2

Look at lines 45-53.Underline lines that tell us (1) what the boy

does, (2) what he thinks, (3) what he feels.

(1) The boy starts to cry which shows us how

upset he is about the death of the deer and he

is also described as sweating which shows thathe could be afraid of how the deer is suffering.

Now complete your answer for (2) and (3),o o in the ode ed ans er abo e


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Task 4

Question A4

Look at lines 54-71.

Explore how and why the incident with the deer

changes the boy.

What do you think this question is asking you to

do?

What skills is this question asking you to use?


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Task 5

Underline lines in the final section that hint at HOWand WHY the incident with the deer has changed the

boy.

I think the incident with the deer has changed the boybecause now he understands the effect his actions have.

He begins to think that he could have caused the deer

to suffer.

He saw himself

He doesnt want to cause the suffering of an animal; but

at the beginning of the story he doesnt seem to care


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Task 6

Choose 3-5 more lines that show HOW

the boy has changed and explain WHY

the deer incident has changed the boy.Use the modelled answer and your Top

Tip Sheets.

Swap books with your partner.On your partners work, highlight and

label the C grade features of their

answer.


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What skills doWhat skills doyou have to useyou have to use

to gain a C gradeto gain a C grade

on Paper 1on Paper 1

Section A?Section A?


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Paper 1 Section AExam Practice One

You have one hour to work on thissection of the exam.

You should start by reading the text.

You should then divide the text into thesections dictated in the questions. Read the first question, highlight /

underline anything relevant to you

answer Write your answer aiming for 10 marks Spend about 13 minutes on each

question

ANSWER ALL QUESTIONS


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Paper 1, Section B

DESCRIPTION

NARRATIVE


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Paper 1, Section B

DESCRIPTION

A moment intime

No action/character

development

NARRATIVE

A story with astart, middleand end

Characters,plot and

setting needto be


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Our focus today is:

DESCRIPTIVE

WRITING


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Descriptive Writing Top Tips Sheet

Use the senses.

Use descriptive techniques in EVERY paragraph.

Similes Metaphors Personification Onomatopoeia

Alliteration Repetition Imagery

Use interesting vocabulary throughout.

Include interesting details about people and setting.

Use a variety of sentences.

Use paragraphs to create a piece that makes the sense.


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Paper 1 Section B QB1

Learning Obj: to learn how to write a C or above piece of

descriptive and narrative writing.

To gain a C or above you need to

Use the sensesUse descriptive techniquesUse interesting vocabularyInclude interesting details about people and setting

Use a variety of sentences.Use paragraphs to create a piece that makes the sense.


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Descriptive writing features

Similes a descriptive comparison using

as or like.Metaphors a descriptive comparison

using is.

Personification a descriptive

comparison giving something not human,

human characteristics.

Onomatopoeia words that sound like

what they are describing; e.g. bang, slap.

Alliteration a repeated letter sound in

a group of words.Repetition a repeated word or idea in a

section of writing.

Imagery creating pictures with words

for the reader.

Adverbs verb

descriptions usually ending

in -ly.

Interesting and original

verbs.

The Senses - used in

EVERY paragraph.Interesting word choices

throughout.

Interesting details about

specific descriptions.


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alliterationImmediatelyusing the

senses

simile

metaphor

The first thing I saw out of the greasy and grimy

car window was the sparkling blue sea meeting the

golden beach like a strip of yellow foil. The beach

was dotted with yellow and red umbrellas and the

people looked like sunbathing seals. The sun madethe diamond sea glitter and I couldnt wait to feel

the sand between my toes.


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Using the sheet with the descriptive writing features

Highlight and label the descriptive features in each paragraph IN

PAIRS you have 7 minutes.Descriptive writing features

Similes a descriptive comparison using

as or like.

Metaphors a descriptive comparisonusing is.

Personification a descriptive

comparison giving something not human,

human characteristics.

Onomatopoeia words that sound likewhat they are describing; e.g. bang, slap.

Alliteration a repeated letter sound in

a group of words.

Repetition a repeated word or idea in a

section of writing.Ima er creatin ictures ith ords

Adverbs verb descriptions

usually ending in -ly.

Interesting and original

verbs.The Senses - used in EVERY

paragraph.Interesting word choices

throughout.

Interesting details aboutspecific descriptions.


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Independently choose

the STRONGEST, most

effective paragraph inthe example and be able

to explain WHY youchose it.


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Using the descriptor below would this piece be awarded a C?

Label the features of the essay that match the grade descriptors

and be able to feedback your reasons to your partner



Use a variety of sentences.Use paragraphs to create a piece that makes the sense


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Paper 1 Section B

Learning Obj: to learn how to write a C or above piece of

descriptive and narrative writing.



Use a variety of sentences.Use paragraphs to create a piece that makes the sense.

Set a target for your own writing nextSet a target for your own writing next

lessonlesson


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You are on a coach which has stopped because ofYou are on a coach which has stopped because of

road works. Describe the scene.road works. Describe the scene.

Senses

Smell

TasteTouch

See

Hear

, , ,hors alliteration personification onomatopoeia etc?

The fog of fumes from the chorus of

cars filled the bus with the sickly

stench of metallic motor fuel


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Obj: be able to plan and structure

narrative and descriptive writingDescriptive:

Setting the scene

Organising thedescription

Moving from the

general to theparticular

NOT telling a story

Narrative:

Beginning, Middle,

End = PLOT

One, two or three

believable

CHARACTERS

Setting the SCENE

And always, always, always write in

paragraphs!


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Narrative Writing

Top Tips Sheet

PLAN the Beginning, Middle &

End.Use interesting vocabulary

throughout.Include interesting details about

people and settingCreate a believable plot and

character.

Use a variety of sentencesthroughout.Use paragraphs to create a piece

that makes the sense.

Use the senses.

Use descriptive techniques in EVERY

paragraph.

Similes Metaphors

Personification Onomatopoeia

Alliteration Repetition Imagery


Include interesting details about people

and setting.


Use paragraphs to create a piece that

makes the sense.

Descriptive Writing Top Tips

Sheet


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Paragraph 1: set the

scene

Paragraph 2: zoom 1

Paragraph 3: zoom 2

Paragraph 4: zoom 4

KEY POINTS:OrganisedMoving from the

general to the

particular


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You have 9 minutes to write a GOOD SIZED opening

paragraph for this task

You are on a coach which has stoppedYou are on a coach which has stoppedbecause of road works.because of road works. DescribeDescribe the scene.the scene.

Remember you are writing a description not a narrative

Remember to include interesting details zooming in will

help you with this


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Checklist:Use the senses.

Use descriptive techniques in EVERY paragraph.


Include interesting details about people and

setting.


Use paragraphs to create a piece that makes

Grade D Grade C Grade B


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description begins tointerest the reader

paragraphs arelogically ordered and

sequenced there is some

attempt to focus ondetail moving from

the general to theparticular

there is some range,of vocabulary

occasionally selectedto create effect orto convey precise

meaning basic spelling and

punctuation isaccurate basic sentence

structure is accurate

description engagesand sustains the

readers interest paragraphs are used

consciously tostructure the writing

detailed content is-well organised withinand between

paragraphs

begins to use arange of vocabulary

selected to createeffect or conveyprecise meaning

,most spellingpunctuation is

accurate begins to use a rangeof sentences for

effect

description isrelevant and coherent

and engages andsustains the readers

interest paragraphs are usedto structure the

writing detailed content is

-well organised within

and betweenparagraphs

a wide range ofvocabulary is

selected to createeffect or conveyprecise meaning

spelling and punctuationis accuratea variety of sentence typesare used for effect


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Setting the scene


Moving from the


NOT telling a story

Narrative:

Beginning, Middle,

End = PLOT

One, two or three

believable

CHARACTERS

Setting the SCENE


paragraphs!


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Narrative Writing Top Tips Sheet

PLAN the Beginning, Middle & End.Use interesting vocabulary throughout.Include interesting details about people and

settingCreate a believable plot and character.Use a variety of sentences throughout.Use paragraphs to create a piece that makes

the sense.


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Narrative structure

Build tension

with key

events

Hook us

straight inResolve

questions/

tension

2-3

characters


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You have 3 minutes to plan a basic plot, setting and

characters for one of these tasks:

.2 Cho ose o ne of the follo wing titles for. [ ]o ur wr it ing 2 0The quality of your writing is more important than

.its length You should write about two pages in

.

your answer book

,ither ( ) .O n t he R un,r ( ) Wr i te ab o ut a t im e w h en y ou f el t.s ha m e d o f y o u r s e l f,r ( ) .Th e Jo u rn e y o f a Li f et im e,r ( ) : C o nt i nu e th e fo l lo w in g Ev er y on e s ai do u s ho ul d n ev e r g o b a c k bu t I c ou l d n o t. . . . esist,r ( ) .A n Un f or g et t ab le M om e nt


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Setting the scene


Moving from the


NOT telling a story

Narrative:

Beginning, Middle,

End = PLOT

One, two or three

believable

CHARACTERS

Setting the SCENE


paragraphs!


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He hoped he would have the strength to

do what was right. He knew that he couldsave everybody if he just had enough

courage to tell the right people. His

palms were sweaty; he could see the

crowds that look liked flocks of birds

down below. He felt the icy smooth

screen of his iPhone as he looked for the

number. He closed his eyes and took adeep breath of the fume-filled air and

pressed the phone number.

Begins

with the

question

idea

Describes

the sense

- FeelSimile

Metaphor

Alliteration


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Task 2:

Highlight and label the different

narrative writing features used in the rest

of the example essay.

In pairs- decide which is the weakest

paragraph.

Discuss ideas about HOW it could be

improved be prepared to feedback.

Grade D Grade C Grade B


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some control of plotand characterisation

narrative isbeginning to show

evidence of someconscious construction

there is anappropriate beginning

and an apt conclusion narrative is

developed to engagethe reader's interest

paragraphs arelogically ordered andsequenced

there is some range

,of vocabularyoccasionally selected

to create effect or toconvey precise meaning

overall the writing iscontrolled and

coherent plot and

characterisation issustained narrative is

organised andsequenced purposefully

engaging the readers

interestcontent is well

organised within andbetween paragraphs

some use of devicesto achieve particular

effects there is a range of

vocabulary selected tocreate effect or toconvey precise meaning

overall the writing iscontrolled and

coherent plot and

characterisation areconvincingly sustained

narrative isorganised andsequenced purposefully

,it has shape pace and

,detail engaging thereaders interest

paragraphs of variedlength are linked by

text connectives andprogression is clear

use of devices toachieve particulareffects

a range of vocabularyselected to create

effect or to convey

precise meaning


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Narrative Writing Top Tips Sheet

PLAN the Beginning, Middle & End.Use interesting vocabulary throughout.Include interesting details about people and

settingCreate a believable plot and character.Use a variety of sentences throughout.Use paragraphs to create a piece that makes

the sense.

2 3


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Narrative structure

Build tension

with key

events

Hook us

straight inResolve

questions/

tension

2-3

characters


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You have 3 minutes to plan a basic plot, setting and

characters for one of these tasks:

.2 Cho ose o ne of the follo wing titles for. [ ]o ur wr it ing 2 0The quality of your writing is more important than

.its length You should write about two pages in

.

your answer book

,ither ( ) .O n t he R un,r ( ) Wr i te ab o ut a t im e w h en y ou f el t.s ha m e d o f y o u r s e l f,r ( ) .Th e Jo u rn e y o f a Li f et im e,r ( ) : C o nt i nu e th e fo l lo w in g Ev er y on e s ai do u s ho ul d n ev e r g o b a c k bu t I c ou l d n o t. . . . esist,r ( ) .A n Un f or g et t ab le M om e nt


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Paper 1 Section B Narrative writing - QB2


PLAN the Beginning, Middle & End.Use the senses.

Use descriptive techniques.Use interesting vocabulary.Include interesting details about people and settingCreate a believable plot and character.

Use a variety of sentences.Use paragraphs to create a piece that makes the

sense.

P O


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Paper OneSection B (Practice Exam)

Exam Paper 1 (from last week)Questions are on page 4 (the backpage)

Spend 25 minutes on your answer toB1

Spend 40 minutes on your answer toB2

ANSWER BOTH QUESTIONS, THEY


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Paper Two

Section AObjective:

*To be able to use differentreading techniques to selectrelevant information.


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Top TipsManage your timeRead the non-fiction texts carefully

Underline key words in the questions (toensure you look for the relevantinformation)

Use different reading techniques;skimming, scanning and close reading tolocate the relevant information in thetexts.

Highlight the information you need for


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Exam

Success


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Time Management

Spend 50 minutes on Paper 2, Section A

Spend approximately 10 minutes reading

and highlighting the texts Spend approximately 10 minutes

answering each question

Answer all of the questions

Remember each question is worth the

same amount of marks


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What is the difference between

skimming, scanning and close reading?

Skimming Scanning Close Reading

Quickly reading a text toget the gist (overall idea)to decide if it is relevantand worth reading in more

detail (for example asection of article to helpdecide if it is useful to

ou)

Reading a text, lookingfor specific information(for example openingtimes)

You use clues such asheadings and keywords tonarrow your search

Reading a text in detail,looking for andunderstanding meaning(for example reading an

article and finding out howthe author reacted)Making inferences anddeductions

Read the text and answer the short questions:


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Read the text and answer the short questions: The Fwooperis an

African bird with extremely

vivid plumage. Fwoopersvary in colour, they may beorange, lime green, yellow orpurple. The Fwooperhas long

since been the provider offancy quills and highlypatterned eggs (often foundin homes at Easter time).

The song of the Fwooper hasbeen known to drive mencrazy and for this reason alicenceis required if you wishto keep one. They must be

handled with care. Fwoopers

1. What can Fwooper song doto a man?

2. What colour is a Fwoopersplumage?

3. When and where might youfind Fwooper eggs?

4. What continant do Fwoopersoriginate from?

5. What must you have if youwish to keep a Fwooper?

Use skimming & scanningto locate the answers to

the above questions.

The texts you are given to read and


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The texts you are given to read andanswer questions on are always

thematically linked!The link could

be:PeoplePlaces

EventsHobbies In2007t

he

linkwas

Warwick

Castle

There are usually between four and five

questions on the paper. Each question

has a different focus and will require

you to use the appropriate skill.

Question A1

Spend 12 minutes highlighting and selecting the
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Question A1(and sometimes A2)

Look at the WarwickCastle leaflet.

Question A1

List five places in WarwickCastle that could be interestingto visit. [5]

Question A2.

Find the following information:(a)Which day is the castle closed?(b)How long is it recommended you

should allow for a visit?(c)What number would you ring for

information about access fordisabled visitors?

(d)How old must you be to visit

without an adult?

Usually the first ten marks awarded on Paper 2,Section A will require you to look for and extract

specific information.

Which reading techniques

should you use to find

the answers for these

10 marks?

Spend m nutes h ghl ght ng and select ng the

relevant information in the text and then answer

the two questions.

List five places in Warwick Question A2


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List five places in Warwick

Castle that could be

interesting to visit.

Award one mark, up to amaximum of 5, for each of thefollowing:

Kingmaker/Richard Neville'shousehold;

Death or Glory/Arms and armourcollection;

Dungeon;

Torture Chamber;

Great Hall;

State Rooms;

Towers/Ramparts;

Grounds/Gardens;

Mill/Engine House;

Question A2

Find the following

information:

Award one mark for

each correct answer.

a) Christmas day

b)Three to four hours

c) 0870 442 2393

d)17

e) Two hours

How did you do?

4-F/E 5-E

6-E/D 7-D

8 C 9 C/B


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On a Post-It jot down when you

might need to use skimming andscanning in the exam.

When might you need to use close

reading in the exam?


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Paper Two

Section AObjective:

*To understand how to achieve aC in this section of the exam.


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Exam

Success

One question will require you to explain how


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How does the writer try to make this an

interesting article? (2005)

How does the leaflet try to persuadeyou to visit Warwick Castle? (2007)

How does the writer try to make this

article interesting? (2008)


a text fulfils its purpose

What are the key words

in each of these questions?

Question A3


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Question A3

How does the leaflet try to persuade

you to visit Warwick Castle? You should consider:

what the leaflet says you can see and do;

the choice of words used to persuade

you;

the use of illustrations/pictures. [10]


a text fulfils its purpose

Read through the text and highlight

information ou will use in our answer.

Question A3 Example How does


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Question A3 How does the leaflet

try to persuadeyou to visit

Warwick Castle?

You should consider:

what the leaflet

says you can see

and do;

the choice ofwords used to

persuade you;

the use of

illustrations/pic

Example How doesthis persuadethe reader?

What the leafletsays you cansee and do

The choice ofwords used to

persuade you

The use ofillustrations/pictures.

Using your notes, write an answer to A3

Tr to write one ara ra h about each bullet oint!

What mark would you give


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What mark would you give

this example? The leaflet tries to persuade you to visit Warwick Castle by

highlighting the fact that there is plenty to see and do and that there issomething for the whole family. Children will love the gory torturechamber and the drama shows which are made to sound spooky and excitingwhereas adults might prefer to look around the Great Hall and State rooms

which are made to sound very impressive.

The writer of the leaflet uses language to persuade the reader to visitWarwick Castle for example the use of the superlative Greatest is verypersuasive because it suggests that Warwick is the best castle to visit.Also the writer uses the second person a lot for example "Will you decide to

join him." this appeals to the readers imagination and will make them want tovisit the castle and experience it. Also words like "cavernous" and "lavishlydecorated" make the rooms of the castle sound opulent and impressive andthis would make the reader want to see them for themselves.

Finally the use of pictures is very persuasive because it makeseverything about the castle look dramatic and exciting. For example the

How did you do?

Use the mark scheme to

award yourself a mark.

A4


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A4

What did the writers children enjoy about

their visit to Warwick Castle? Why did they

enjoy it? (2007)

What are Bill Brysons thoughts and feelings

about Bradford? (2008)

One of the men on the lifeboat, Roger Good, saidthe rescue was really hard. What made the

rescue so hard? (2009)

One question will require you to explain what

the author thinks / feels and why

What are the key words

in each of these questions?

A4


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A4

Now look at the article, Fancy a

Spot of Torture?on the oppositepage.

What did the writer writers children

enjoy about their visit to WarwickCastle?

Why did they enjoy it? [10]

One question will require you to explain what

the author thinks / feels and why

Read through the text and highlight

information you will use in your answer.

A4 Ph B k


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A4 Using the information

that you highlightedanswer the questionbelow.

Now look at the

article, Fancy a Spotof Torture?on theopposite page.

What did the writers

children enjoy abouttheir visit toWarwick Castle?

Why did they enjoy

it? [10]

Phrase Bank

They enjoyed ... They were

entertained when ... They liked it when

they visited ... They found this

enjoyablebecause ....

They liked thisbecause ...

They could see ... They found this

excitin because ...

Remember to say WHAT

they enjoyed and WHY!

You could have written about:


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What did they enjoy?

they were entertained by the guide dressedas a knight;

they visited real dungeons that were scaryso they could imagine how bad theywere;

they were amused by methods of torture;

the interactive displays held their attention;

they could hold a real sword;

they could try on a soldier's helmet; they were "amazed" by the tales of the

knights running into battle carrying suchheavy swords;

the exhibition of guns fascinated them;

they were shown how to use a bow andarrow;

they could see the furniture and wallhangings from bygone days;

they could try on medieval and Victoriancostumes;

they enjoyed the realism of the wax modelsin the Kingmaker exhibition.

Why did they enjoy it?

there were lots of interesting things to seeand do;

they were able to be actively involved;

children enjoy gruesome stories;

having an opportunity to hold real weaponswould be exciting for a child;

the weapons they saw were so different fromtoday's weapons;

everything was realistic; they could be "safely scared"/the exhibitions

were so realistic they felt a bit scared;

they could try on costumes and children likedressing up;

what they saw was unlike things they would beused to.

Add up your marks for the four questions


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Add up your marks for the four questions

(well look at question five tomorrow)

U 0-9

G 10-14

F 15-19

E 20-24

D 25-29C 30-34

B 35-40

How are you doing so far?

What do you need to work on?


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How did you do?

Look at the mark scheme and

award yourself a grade for A4.


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Paper Two

Section AObjective:

*To understand how to answer

compare question*To understand how to answer a collatequestion


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Exam

Success

The texts you are given to read and


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y ganswer questions on are always

thematically linked!The link could

be:PeoplePlacesEventsHobbies In2

007the

linkwas

Warwick

Castle

The final question on the paper will usually

ask you to compare the two texts and/or

to collate information from the two texts.

Compare
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Compare

What differences

are there between

the two?

What similarities

do these two

items have in

common?

Phrase Bank:Both ...However one

difference is ..Another thing

they have in

common ...The first

similarity is ...A major

difference betweenthe two ...Similarly ...In contrast ...

However ...

ll


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Collate Mars Bars are sweet

and they havecaramel, they aresubstantial andchewy. They fill you

up. They give you anenergy boost thathelps you work, restand play.

Milky Ways are lightand the opposite of aMars Bar. They arecreamy and fluffy

smothered in

Find examples of whypeople like Mars Barsand Milky Ways.

List your ideas under

two headings: Mars Bar

Milky Way

CompareThe purpose of each text The two texts have different purposes the newspaper


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Compare

Compare the

newspaperarticle andthe campaignsheet, usingthese

headings: the

purpose ofeachtext;

Thelayout/presentation

of

p p p p

articles purpose is to entertain and to inform whereas the

Fairtrade campaign sheet is to persuade the reader to buy

Fairtrade products and to raise awareness of Fairtrade.

The layout/presentation of each text

The layout of the newspaper article is in columns of

short paragraphs with some pictures. The layout of the

Fairtrade campaign sheet is different it has short sections;

sub-headings and uses coloured fonts.

How the content is similar

Both texts say bananas are the most popular fruit in

the UK and both talk of the importance of bananas to the UK

economy. Another similarity between the texts is that both

refer to the poor conditions of the plantation workers. Also

both texts both talk of the sales of Fairtrade bananas to UK

supermarkets; and that Fairtrade bananas guarantee fair

prices to farmers.

How the content is different

Both texts are about the work oflifeboat crews. Using information from

Both texts are about the work oflifeboat crews. Using information from


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g

both texts, write a paragraph about

each of the following:

*what you learn about the lifeboat

crews;*what you learn about the lifeboats.

From reading the two texts I have

learnt that being part of a lifeboat crew

is hard work. It is important that youwork as a team and pull together to help

save peoples lives. A lifeboat crew will

often work together for a long period of

time, this is important because it allows

them to build up trust; this is anessential element of being a successful

crew. Lifeboat crews are usually made

up from volunteers from the local

community.

Lifeboats are very expensive and

g

both texts, list what you learn under the

headings

*lifeboat crews;

*lifeboats.

Lifeboat Crews:

*It is hard work

*It is important that you work as a team

*Most crews are made up of volunteers*Most crews have worked together for a

long time which helps them build a

trusting working relationship

Lifeboats:*Lifeboats are expensive to maintain and

run

*Most lifeboats rely on funding and local

support to operate

*Modern lifeboats contain a lot of high-

Both of these

questions require

you to collateinformation

To achieve maximum marks you must use

information from both texts

One question will require you to use both texts in youranswer Either a comparison of the texts and/or collating


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Compare the newspaper article and the campaign sheet, using these headings:

the purpose of each text; the layout/presentation of each text; how thecontent is similar; how the content is different.(2005)

Fauja Singh and Matthew Parris are both marathon runners. Compare the two

men, using the following headings: their ages; their fastest marathon

times; the number of marathons each runner has taken part in; their

attitude towards the other runners; their attitude to running marathonsin the future.(2006)

Find examples of how visitors to Warwick Castle can do more than just look at

things. List your answers under these headings:the article; the leaflet.

(2007)

The brochure and Brysons article give different impressions of Bradford.

Compare what the two texts say about Bradford under the following

headings: the buildings; the attractions in Bradford; the places to eat.

(2008)

Both texts are about the work of lifeboat crews. Using information from both

texts, write a ara ra h about each of the followin : what ou learn

answer. Either a comparison of the texts and/or collating

relevant information from the two texts

What should you do for each of these questions?

Q 5


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Question A5

Find examples of how visitors to

Warwick Castle can do more than just

look at things.

List your answers under these headings:

the article;

the leaflet.

[10]

Is this question asking you to

compare or collate?

Wh i h hi ?

How have they over


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Whats wrong with this answer?

Both the article and the leaflet present Warwick Castle ina positive way. They both tell the reader that there is plenty to

see and do. For example in the article it says that visitors meet

a "knight" who tells you all about the torture chamber. Whereas

in the leaflet it says you 'meet' Neville's horse, Fortune. Bothof these things make it sound very exciting.

Another similarity between the two items is each text

mentions the sounds.

One difference between the leaflet and the article is that

the leaflet talks about the food you can eat at the castle, this is

not mentioned in the leaflet.

How have they over

complicated it?

WHAT does the question

require you to do?

Despite the candidate clearlyunderstanding the two texts they

fail to list the required information

and provide relevant details under

the given headings. As theyprovide some relevant information

they would be awarded 2-3 marks.

Now have a go at

answering the question!


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How did you do?

Look at the mark scheme and

award yourself a grade for A5.

,

appropriate reference to texts. It tests the candidates ability to collate

material from different sources


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material from different sources.

Award one mark for each of the following:

The article

visitors meet a "knight" who tells you all about the torture chamber;

there are interactive displays/wooden chests with questions and answers;

visitors can hold a real medieval sword;

visitors can try on a soldiers helmet;

the "Bowman of Warwick" shows visitors how to use a bow and arrow;

visitors can try on medieval and Victorian costumes;

visitors can experience the sights, sounds and smells of the Kingmaker exhibition.The leaflet

visitors can walk through the Kingmaker exhibition, hearing the ladies of the wash house singing;

visitors can 'meet' Neville's horse, Fortune;

visitors can 'decide' to join the Kingmaker in battle; visitors can dress up (picture)//try on a battle helmet;

visitors can handle the weight of a broadsword;

visitors can experience the dark and damp of the dungeon and torture chamber;

they can watch and hear the killing of Sir Fulke Greville being acted out;

they can hear the tales of gossip, scandal and intrigue at a Victorian house party;

How did you do?

4-F/E 5-E

6-E/D 7-D

8 C 9 C/B

Add up your marks for the five


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Add up your marks for the f ve

questions we have completed this weekU 0-9

G 10-14

F 15-19

E 20-24

D 25-29C 30-34

B 35-40

Your challenge is to do as well or

better in todays practice exam!

Paper Two Section A


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p

Exam Practice You have 50 minutes to complete this

section of the exam.

Remember to manage your time wisely.


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Paper 2, Section B

Non-Fiction writingObjectives:

1. Know the format of this paper and

what marks are awarded for2. Understand how to look for/use key

information in questions

3. Understand how to write a

formal/informal letter

Paper 2, Section B:


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p ,

Non-Fiction Writing

Top Tips:Know your AUDIENCE. Target them with

your content and vocabulary.Look for the PURPOSE and FORM/TEXT

TYPE in the question

PLAN a clear structure/paragraphsDEVELOP your points with

detail/explanation/examples

Check your SENTENCES SPELLING and

Th f t f P 2B


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The format of Paper 2B

Following on from the non-fiction reading texts, so it maper question (made up of 13 for content and organisation, 7 for

ns. You must answer both.

minutes per question

Look at the exam paper, Section B, now. What other

hints/reminders does it give you about what you should

write and what you will be marked for? (These are all

R di th sti s


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Reading the questions

TOP TIPS:Know your

AUDIENCE.

Target them withyour content andvocabulary.

Look for thePURPOSE and

FORM/TEXTTYPE in the

question

TASK - Findand underline:

the audience (orreader) in Q B1and B2

the type of text you

are asked to writein each question

the purpose/reason

you are writing

Q sti n B1


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Question B1

A magazine is running a series of articles forparents under the heading An Enjoyable

Day Out for the Family.

Write an article recommending a place to

visit, and explaining its appeal to all the

family.

You might like to think about a town, a

seaside resort, a theme park or a museum,

but you are free to make your own choice

Qu sti n B1Type ofType of


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Question B1





family.



but you are free to make your own choice

Type ofType of

text/formtext/form

AudienceAudience PurposePurpose

(explain/persuade)(explain/persuade)

Question B2


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Question B2

A local businessman has applied forpermission to hold an outdoor music

festival in your area.Write a letter to your local newspaper

either supporting or opposing this

idea.

Question B2Type ofType of AudienceAudience


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Question B2




idea.

Type ofType of

text/formtext/form

AudienceAudience

PurposePurpose

(argue/persuade)(argue/persuade)

TOP TIP: Know your AUDIENCE. Target


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y g

them with your content and vocabulary.

Audience Ideas forcontent (what towrite about)Ideas forlanguage/style(how to write)Parents

(QB1)LocalNewspaperreaders(QB2)

Hints: think what they would be interested in or

know about. Think how formal or informal your

register (tone) should be


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Paper 2, Section B







ave you met so far?ave you met so far?

t type in questions is a LETTERt type in questions is a LETTER


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Write a letterto your local newspapergiving your views about the ban onsmoking public places. (2008)

Write a letter to your local newspapereither supporting or opposing the musicfestival. (2007)

Write a letter to a friend who is moving to

another country, giving them adviceabout how to cope.

yp qyp q

Do these tasks require a formal or a semi-formalDo these tasks require a formal or a semi-formal

t type in questions is a LETTERt type in questions is a LETTER


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Write a letterto your local newspapergiving your views about the ban onsmoking public places. (2008) Semi-formal

Write a letter to your local newspapereither supporting or opposing the musicfestival. (2007) Semi-formal

Write a letter to a friend who is moving toanother country, giving them adviceabout how to cope. Informal

yp qyp q

Do these tasks require a formal or informal or sDo these tasks require a formal or informal or s

Letter writing


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Letter writing

FORMAL (e.g. aFORMAL (e.g. abusiness letter)business letter)

Opening and endingOpening and endingmust followmust followconventions, andconventions, anddepend on who thedepend on who the

letter is toletter is to Layout is set in stoneLayout is set in stone

addresses, dates, addresses, dates,

opening, endingopening, ending

INFORMAL (e.g. to aINFORMAL (e.g. to afriend)friend)

Opening and endingOpening and endingcan be much morecan be much morerelaxedrelaxed

Layout is less strictLayout is less strict

Look at the formal letter addressed


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to the Lord Mayor of Coventry

TASK 1: work out the layout rules TASK 2: write down how you think this

letter should be signed off at the end

TASK 3: look at how the letter isstructured. What is the job of eachparagraph? What do you think therest of the letter should contain?(THINK IN TERMS OF PARAGRAPHS.How many? Focussing on what?)

Openings and endings in formal


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letters

If you know the persons name...If you know the persons name...

YOURS SINCERELYYOURS SINCERELY

If you dont know the persons name (e.g. Dear Sir,If you dont know the persons name (e.g. Dear Sir,

YOURS FAITHFULLYYOURS FAITHFULLY

Now write the first few lines of


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this letter.

A relative has written to

you to ask for someideas of what you would

like for your birthday.

Write a letterexplaining 3 ideas for

presents they might

buy you

Same purpose, same text type but DIFFERENT AUDIESame purpose, same text type but DIFFERENT AUDIEN

Now write the first few lines of


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this letter.

A relative has written to

you to ask for someideas of what you would

like for your birthday.

Write a letterexplaining 3 ideas for

presents they might

buy you

with your partner. Do the ideas, layout and vocabulary sewith your partner. Do the ideas, layout and vocabulary se

Homework:


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Homework:

1. Learn the list of commonly misspelledwords ready to be tested on

Thursday

2.

3.Find and read the letters page in your

local paper. Bring it in onWednesday. Think about how the

letters open, what style they use,

how the are structured etc

STRATEGIES FOR LEARNING


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SPELLINGS

1. Mnemonic (e.g. because: Big Elephants)2.Memory hook, shape or visual picture

(piece of pie, soldier died)

3.Circle the error and learn just that bit4.Words within a word (beginning)5.Rule or pattern or similar word (hear/here)

6.SACAWAC say and cover and write andcheck7.Try several options out on scrap paper

8 Sound it out (beautiful)

In Paper 2, Section B


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Paper 2, Section B







In Paper 2, Section B

I will remember to...key points from this lesson?key points from this lesson?


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Starter: find the article FancyA Spot of Torture? from the

2007 Paper 2.Quickly skim read the text and work out:

Who you think it is aimed at

How it is structured (how it starts,develops, ends)

Are there any other ways the writer could have ch


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Paper 2, Section B


1. Be able to create plans to help you

gain a C or above (quick,focussed)

2. Understand key features of C gradepersuasive/explanation writing

Paper 2, Section B:


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Non-Fiction Writing

Top Tips:Know your AUDIENCE. Target them with

your content and vocabulary.Look for the PURPOSE and FORM/TEXTTYPE in the question

PLAN a clear structure/paragraphs

DEVELOP your points withdetail/explanation/examples

Check your SENTENCES SPELLING and


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Make sure you include the

order/structure of your ideas


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order/structure of your ideas

Keepchecking

the

question to

make sure

you are

focussed on

what it

Question B1


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Question B1





family.



but you are free to make your own choice.


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Paper 2, Section B





Writing to persuade/explain


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Writing to persuade/explain

A magazine is running aseries of articles forparents under theheading An EnjoyableDay Out for the Family.

Write an articlerecommending a placeto visit, and explainingits appeal to all thefamily.

You might like to thinkabout a town, a seasideresort, a theme park ora museum, but you arefree to make your own

choice.

A local businessman hasapplied for permission tohold an outdoor musicfestival in your area.

Write a letter to your local

newspaper eithersupporting or opposingthis idea.

The difference between a D and


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a C grade?Content, development of ideas, fitting task

D grade Somereasons are given in support of opinions andrecommendations. Topic sentences are supported byrelevant detail.Sequence of ideas is logical/coherentSome range of vocabulary, occasionally selected toconvey precise meaning or to create effect

C grade Points developed as appropriate with detail/supportingreasons etc.Ideas are shaped into coherent argumentsA range of vocabulary, selected to convey precisemeaning or effect

TOP TIP:TOP TIP:DEVELOP your points withDEVELOP your points with

detail/explanation/examplesdetail/explanation/examples

Reaching that C How do you


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develop/support your points?

Biased content, with reasonsexplained

Explain why the opposition iswrong, undermine them

Use specific persuasivetechniques (emotive

language, rhetorical

Because of thisAs a resultThe reason for this is

Others may argue howeverNo doubt some people will say

but

Clearly this is not trueWe all know this is__,__ and __Studies have proved that

Writing to PERSUADE

Reaching that C How do you


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develop/support your points?

Use phrases that lead intoelaborating

Give examples

Liken your subject tosomething else

Describe the benefits

It also means/We alsoBecauseThe reason for this is

For instanceFor example

in much the same way asThis is similar to

The advantage of this is

Writing to EXPLAINWriting to EXPLAIN

Question B2


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Question B2




idea.Make a plan for an answer to this question. Remember to aim for:Clear start, development, endPoints developed as appropriate with detail/supporting reasons etc.Ideas shaped into coherent arguments

A range of vocabulary, selected to convey precise meaning or effect

ou do in the first five minutes of answering one of the writing questions in Section B


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Paper 2, Section B





ou do in the first five minutes of answering one of the writing questions in Section B


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Spellingtest

Commonly misspelled (ormisspelt) ords


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misspelt) words

argument beautiful

business

definite

grateful guarantee

happening

immediately

independent a lot

necessary

occurring

separate similarity

successful

truly

until weird

there

their

theyre here

hear

wear


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Paper 2, Section B


1. Identify the features of a

successful piece of semi-formal, non-fiction writing2. Be able to set personal

targets to improve your

non-fiction writing

Paper 2, Section B:Non Fiction Writing


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Non-Fiction Writing

Top Tips:Know your AUDIENCE. Target them

with your content and vocabulary.

Look for the PURPOSE andFORM/TEXT TYPE in the question

PLAN a clear structure/paragraphs

DEVELOP your points withdetail/explanation/examples

Check your SENTENCES, SPELLINGand PUNCTUATION.

A letter to a local newspapercalls for a semi formal style


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calls for a semi-formal style

Read the letter (B1) in support of amotorcycle race.

Find and highlight 5 sentencesFind and highlight 5 sentencesthat you think fit this semi-formalstyle, i.e.

Too formal for chatting to a friend Less formal than a business

letter/application

A C grade or above answer willinclude a range of vocabulary,


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g y,selected for particular effect or

precise meaning.

Dear Editor

I am writing to expressmy total support for theproposedmotorcycle race onthe roads in and around

Manchester. I cannot see whyanyone would object to thisproposal

These 3 examplesshow this

student has hitabove a C for

.vocabulary Canyou in d 5ore e xampl es

in the text of-well chosen

vocabulary?

Vocabulary selected forparticular effect:


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particular effect:

If Manchester wereto be invaded by anarmy of bikers, I

would gladlysurrender!

It would simply becruel to deny thewomen ofManchester an army

of bikers

hy e lse d oo u t hi nkhis letters uccessful?

re th ere a nyr eas youh ink aree sssuccessful?


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Paper 2, Section B:Non Fiction Writing


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Non-Fiction Writing

You will have 1hour and 10minutes.

35 minutes perquestion.

Set yourself sometargets to

Top Tips: Know your AUDIENCE.

Target them with your

content andvocabulary.

Look for the PURPOSEand FORM/TEXTTYPE in the question

PLAN a clearstructure/paragraphs

DEVELOP your pointswith

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Paper 1 Section a: ToP TIP SHEET 1)Divide the Extract

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