AS English Language
Student Handbook
AS
English Language 9093
Cambridge International Examination Board
Course Outline & Examination Structure
Papers
Paper 1 Reading
3 questions
Question 1
Question 2
Or
Question 3
Paper 2 Writing
2 sections,
A&B
MUST do 1 from A
and 1 from B
AS Language 9093
Time & content
Weighting
2 hours
50%
15 mins
answer 2
compulsory
All questions in 2 parts:
1. commentary on passage
2. directed writing based
Choose 1
on passage
2 hours
Choice of 3 questions in
each section
50%
A = Imaginative writing
B = Writing for an
audience
600-900 words on each
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Course Content & Assessments
Through class discussions and shared reading of a great deal of material we will
be seeking to develop our use of the English language and identifying the
different ways language can be used for effect. There is a high expectation that
students take notes during classes and that they re draft those notes into
effective revision tools at home. There is an expectation of private reading,
daily, and an active contribution to all lessons.
Assessment will be done in a variety of ways and to prepare for it you will work in
groups, pairs or individually at different times during the course.
Spoken assessments such as a pod cast, TV advert or a Ted talk; written
assessments such as a description, news article or a one act play will mean that
you access a range of source materials in many different genres and have a
chance to use them yourselves in interesting ways.
All work will be assessed using the Cambridge Board criteria, a copy of which is
attached to this student handbook.
Course Detail and Nota Schedule 2nd Medio
Month
July
Nota
Unit focus
Learning to Learn
August
3.1
Information
booklet
September
Report writing –
formal and news
October
Book review
3.2
November
Passages for
comment &
Descriptive
writing
Exam week
December
4
Sources used
Considering how we learn and why
we learn. Working together on a
mini project to trial the learning
techniques discussed in class.
Info booklets; travel writing about
Santiago; travel ads on internet &
tv; Lonely Planet on line & Exodus
websites
Newspaper reports about sport
events; you tube commentaries
from great sporting moments;
extracts from sporting
autobiographies; factual formal
reports
Read reviews in papers on line;
Amazon sales lines; radio 4
Bookclub extracts;
Preparation May 2007 booklets;
Leading Questions text book
Extracts from novels/short stories
Outcome / assessment
Thinking about learning
Evaluating product and
process.
Creating an on line guide to
Santiago – a web page or
powerpoint!
Writing a report about the
school Hockey final that
happens in August or
September – 2 versions,
formal and for news report
Interview an author; pair
work, both play author and
interviewer to enable detail
about each book
Passages assessment
Writing a description of a
place or person
Discussion about which
course – CAE or Language based on learning &
progress since July.
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AS Language: 3rd and 4th Medio Medium term plan
Month
Nota
Unit focus
Sources used
March
4 wks
2.1
Journalism
April
2 wks
April
2 wks
2.2
Passages for
Comment
Film Review
Newspapers and on line
news sites; BBC & TV
news programmes
Newspaper articles
May
2 wks
May
1 wk
June
4 wks
July
August
4 wks
September
3 wks
October
4 wks
3.1
3.1
Novel
continued
November
4 wks
3.2
Storybook for
prep
December
4
March
April
2
3
Exam
4th Medio
Revision of
examination
papers
Revision of
examination
papers
Reflection on
Learning
3.2
4
2.1
2.2
May
June
4
Film Review
cont/d
Argue
Discursive
speech
debate
Exam
Creative
writing
Novel
Outcome /
assessment
A formal article
Radio reviews; newspaper
reviews; Rotten Tomatoes
internet review of various
films; you tube clips;
90 second preview for
a film – voice over,
sound, images;
a film review
Info booklets; newspaper
reports; internet articles on
controversial issue;
famous speeches;
A speech;
an argument;
film with a voiceover
Pictures; extracts from
novels & short stories
Novel;
newspaper reviews;
radio reviews &
discussions of various
novels;
Stories for children; close
language study of phonics;
some teaching by pre prep
teacher of ‘what is
phonics’
Create a short story
Imaginative Writing
Writing for an Audience
Cambridge
International
Passages for Comment
AS
Examinations
Looking at CV writing,
interview techniques and
reflecting on our learning
techniques and
experiences
Application
Statement
Radio discussion
show author interview –
role play
a story book for 5 – 6
year olds
As you can see above, the course is varied to give you every chance to read and
experience the language in a range of interesting and hopefully stimulating ways!
We hope that you enjoy the course we have designed for you and please
remember, we are always here to help you.
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My Targets: AS Language
Passages for Comment:
1. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------Writing in the style of:
1. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------Writing to persuade / argue
1. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------Imaginative writing:
1. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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