GCSE English Language
Mrs J Gibbs 2014
Exam Date 15th December (TBC)
2014
 We have 15 lessons until your exam.
 We have 8 flexi sessions until your exam (mons/weds)
 This lesson will help you to:
 Understand the mark scheme of the exam
 Understand how to manage your time
 Identify and practice the key skills needed to answer
Question 1
Preparing for Section A
 Each of you has been given a table with information about
how to use your time in the exam.
 Generally if your target grade is a C or above you will sit the
Higher tier
 Your teacher decides which tier you will be entered for based
on your performance in class and CCA tasks.
 Even if you have a high target grade, you may be entered
for the Foundation tier in June so that you gain at least a
C. Then, if you are successful at this level you may resit
the Higher tier next year.
Lesson 1 Starter
 What is a non-fiction text?
You have been given a selection of very short extracts.
 With your partner divide the extracts into a fiction and a non
fiction pile.
 Put the fiction extracts to one side and focus on the nonfiction pile. Look at the following statements. With your group
decide whether you agree, disagree or are unsure.
Statements
 All non-fiction texts are similar
 Non-fiction texts are written in the present tense
 Most non-fiction texts are written in the third person
 Non-fiction texts seem to be impersonal
 Some non-fiction texts share features with fiction texts
 The layout of a non-fiction text depends on the purpose and
audience of a text
Band
4
A*- B
Do
 Your exam answers will be marked and placed in a Band
from 1 (lowest) to 4 (highest)
 Look at the following band descriptors. With a partner match
the key words with the correct band.
Perceptive
Some/attempts
limited
clear
detailed
Band
3
B/C
Band
2
C/D
relevant
Band
1
E/F
Reading Question 1
 In question 1 you are asked to do three things
 in your response:
 Retrieve
 Interpret
 Support
Write down these key words in your book and with a partner
come up with an explanation of each term.
Review
 Below is an exam style question 1. Annotate the question to
show what three things you are being asked to do:
You are being asked
to retrieve the
important
information and
ideas in the article
You are being asked to
support the important
information and ideas that
you retrieve. Use
evidence from the text to
back up your point
What do you understand from
the article about…?
The rest of the question will
depend on what the article is
about.
You are being asked to
interpret the important
information and ideas
that you retrieve. Read
between the lines. What
can you work out from
the text without actually
being told.
Rating:
Easy
Learn how to retrieve
 Read the extract about finding peace in Tibet. (in booklet)
In which paragraph does the writer explain:
1. The reasons for Jonah’s difficult childhood
2. Jonah’s experiences at school
3. The religion that Jonah found most interesting?
Rating:
Challenge
Learn how to retrieve
 Read the extract about a recent experiment to see how young
people cope when modern technology is taken away from them.
Identify the important information in by making a list of 5 key
points.
E.g.
1. ‘Some volunteers said giving up technology for 24 hours was
like trying to come off drugs’
2.
3.
4.
5.
Hinge
 Discuss your key points with a partner to see if you have
found the most important information and ideas in the extract.
Starter
 Read the mini texts and complete the table in your resource
booklet. 5 mins!
Learn how to support the
information
Now look at how to support the information that you have
retrieved. How will you back it up with evidence from the text?
 Select words and phrases from the text to back up the
information and ideas you retrieved.
 By the side of each key point, copy your selected words or
phrases e.g. ‘They felt like they were going “cold turkey” to
break a hard drug habit.’
Hinge
 Discuss your selection with a partner to see if you have found
the best words and phrases to support the key points that
you retrieved.
She wore the
necklace
everyday
Learn how to interpret the
information and ideas
 To interpret something means to ‘read between the lines’ to
work out what the text is saying, without actually being told
explicitly. Discuss the hidden meanings here.
She couldn’t get
through the first
lesson of the day
without a can of
Redbull.
He kept the
landing light
on when he
went to bed
Hinge
 Using the table. Add your five key points to the column
headed ‘Retrieval’ and supporting words and phrases in the
column headed ‘Support’.
 Add your comments on what you think the writer might be
suggesting in the column headed ‘Interpretation’. Some
examples have been done for you.
 Discuss your table with a partner to see if you have
interpreted the key points in an effective way.
Apply
 Now you’re going to combine the key skills needed to answer
Question 1: retrieving, supporting and interpreting
Read the extract ‘IQ Tests’
Make a table like the one you had for ‘Facebook Generation’
and fill it in.
Question 1 test
 You will now combine all your skills by completing a response
to Question 1. You will have 15 minutes to complete the test
using the source on Panda breeding.
Check
 Improving your answer
 You will now be given an example response to ‘Panda
breeding…’.
 This answer would be in Band 3 but annotations show you
how you could improve the response up to a Band 4.
 (You would not need to add all of them to get into a Band 4
but these are examples of what you could say.)
Improve
 Look again at your own response. With a partner decide
which Band your response fits into at the moment. Use the
following mark scheme:
Mark
Skills
Band 4
Perceptiv
e/detailed
7-8
marks
•
•
•
•
Offers evidence the text has been understood
Shows detailed reading of the text
Makes perceptive connections and comments
Provides quotations to support understanding
Band 3
Clear/
Relevant
5-6
marks
•
•
•
•
Shows clear evidence that the text is understood
Shows clear reading of the text
Begins to interpret and make connections
Provides quotations to support understanding
Self-assessment
Ishu
Zak
Natasha
Adam
Amran
Anisa
Coral
Muna
Habon
Kim
Akshay
Kallan
Jesus
Revise
 For homework complete another example question.
What do you understand from the article about the Dogs
Helping Kids Programme set up by Tracey Berridge?
Lesson 2 Q2
Do
 What are the characteristics of an effective headline? With a
partner come up with as many as you can.
 Short and catchy/memorable
 Often use puns (joke made out of the different meanings of
words)
 Sometimes use alliteration
 Can be shocking or humourous
 Link to the text in some way
Headlines with puns
 FROM RUSSIA WITH GLOVES
 SUPER CALEY GO BALLISTIC, CELTIC ARE
ATROCIOUS!
 GORD HELP US NOW!
 CELEBRITY BIG BLUBBER
 WAYNE RUDE-NEY
 IRON MAN STEELS THE SCREEN – SURE HIT IS WELD
DONE
 MUMPS OUTBREAK SWELLS
Reading question 2
 In the exam question 2 is based on source 2 and is worth 8
marks.
 You are asked to do 4 things in your response. Look at the
question below. Can you work out what those four things
are?
Explain how the headline and picture are effective and
how they link with the text.
Review
You are being asked to:
 Comment of the effect of the words used in the headline
 Comment on the effect of the details used in the picture
 Explain how the text links with the headline by using actual
words and phrases from the text
 Explain how the text links with the picture by using actual
words and phrases from the text
 What are you NOT being asked to do?
Tip: don’t say that ‘the headline creates a picture in
the reader’s mind’ or ‘it’s effective because it makes
you want to read on.’ These are BANNED because
they are vague and could relate to any headline.
The effect needs to be connected to the article
you’re reading
Learn
 Look at the effect of words used in a headline. The example
below is from an article about some local rail enthusiasts in
Yorkshire. Their plans to re-open a disused railway as a tourist
attraction have been approved.
Full steam ahead for railway plans
 Why has the writer chosen these particular words?
 What effect is the writer trying to create?
 Think about the words in relation to what you know about the
article. How do they add to your understanding of what is
happening?
 Write your answer in a paragraph (use PEE+E structure)
Hinge
 The writer has used a pun with the words ‘full steam ahead’.
If something goes ‘full steam ahead’ it means it’s moving
forward really quickly. The effect of this is to tell us the
campaign has worked and we are pleased for the local rail
enthusiasts that they can get started with the re-opening
straight away. ‘Steam’ is also a word to do with old trains, so
the writer is making a joke.
 Band 3
Looking at the pictures
 Look at the picture on the next slide, it is from an article
about a street theatre company that visited Liverpool on the
anniversary of the sinking of the Titanic. There were three
giant puppets and this one is called Little Girl.
List 6 details about this picture. Use these details to answer
the questions on the next slide.
Apply
 Explain why the writer has chosen a picture with these
particular details.
 What effect is the writer trying to create?
 Think about these details in relation to what you know about
this article. How do they add to your understanding of what
is happening?
Review
 The picture shows Little Girl, one of the giant puppets that
was part of the street theatre company visiting Liverpool. We
can see the huge crane holding her strings and the people
watching in the background look tiny to emphasise how big
the puppet is. There is also a real little girl staring up at her
who looks extremely small and the effect is to reinforce the
scale and show that Little Girl really isn’t little at all!
 Band 3
Tip: don’t say that the picture ‘catches the reader’s
eye’ or that the picture is effective because ‘it stands
out’. This could apply to any picture. The effects of
the details you select need to link to the article
you’re reading.
Exam Practice Question 2
 Complete to practice question. Rise of the Robots
 Explain how the headline and picture are effective and how
they link to the text.
 8 marks
Reading Question 3
 In the exam question 3 (Higher tier) is based on Source 3
and is worth 8 marks. You are asked to do 3 things in your
response. Annotate this question to show what these three
things are:
Explain some of the thoughts and feelings … has when…
select
identify
interpret
 Select parts of the text that convey thoughts and feelings of
a character(s). This may include what is happening or what
the character is saying or doing.
 Identify thoughts and feelings of a character or characters.
 Interpret the thoughts and feelings (read between the lines)
and use your own words.
Selecting parts of the text
 Start by looking for parts of the text that convey some of the
thoughts and feelings of a character or characters. This could
be found in what’s happening or what they are saying or
thinking.
Learn
 Read the short extract called Moon Landing by Buzz Aldrin.
He and Neil Armstrong were the first two people to walk on
the moon and this extract describes the moment they landed.
 Underline any parts of the extract that convey thoughts and
feelings.
 Write an overview sentence about the extract (summarise
what it is about.)
Hinge
 Create a table in your books like the one below and using the
parts of the text you have highlighted, then fill in your table.
Selection
Identification
Interpretation
1. Neil and I looked at
each other with a stolen
glance of relief and
immense satisfaction
He is feeling relieved and
satisfied (you have been
specifically told this)
Buzz Aldrin feels grateful that
they have landed safely and
probably thinks they are very
lucky. He is extremely happy
and proud about what they
have achieved.
2.
3. We had less than 20
He is thinking about how
seconds of fuel remaining little fuel they have (here
the thought is implied)
4.
5.
Apply
 Using your table, write a complete response to the question:
Explain some of the thoughts and feelings that Buzz Aldrin
and Neil Armstrong have when they land on the moon.
Check
 Compare your table with a partner. What similarities and
differences do you notice?
Top tip checklist for question 3
 For band 4 you need to explain a range of thoughts and feelings
in details relating to the whole text.
 Do not comment on language or effect on the reader for this
question, you won’t get marks for it.
 Select parts of the text that enable you to explain thoughts and
feelings.
 Sometimes you are told a thought/feeling, other times it is
implied.
 Work through the source in order to keep your answer logical.
 Interpret means to infer meaning. Use your own words.
 One piece of text might imply more than one thought/feeling.
 Start your response with an overview sentence.
Exam practice question 3
 Now combine your skills and complete the ‘Dumbo in the
Jungle’ question.
Reading Question 4
 In the exam, question 4 is based on Source 3 and a choice of
either source 1 or 2 and is worth 16 marks. You are asked to
do 3 things in your response.
Compare the ways in which language is used for effect in
the two texts. Give some examples and analyse what the
effects are.
Do
 With a partner discuss the meaning of the word analyse.
What do you think it means and what are you being asked to
do?
 Select
 Compare
 Comment
Review
 When you read a text, you need to ask yourself what sort of
language the writer has used.
 Make a list of all the different things you could look for.
 You will be given a checklist of language features to revise.
Stick this into your book.
Tip: you won’t have time to
mention everything, just pick the
language features you think are
most effective.
Learn
 Re-read the article on IQ tests. Highlight words, phrases and
language features that you think might be effective.
Apply
 Analysing means looking closely at specific words, phrases
or language features and commenting on their specific effect
on the reader. Answer the following questions:
 What is the writer suggesting when she includes the well-known
metaphor ‘battle of the sexes’?
 The writer talks about IQ testing over ‘the past 100 years’ why
does she include this fact? How does it affect your
understanding of the text?
 The phrase ‘lagged behind’ is the beginning of an extended
metaphor. Can you find two other phrases that continue the
same idea in the next sentence?
 The writer uses the adjective ‘world-renowned’ to describe the
expert in IQ testing. What effect does this have on the reader?
 What is the effect of using the word ‘juggling’? What’s the writer
suggesting? Why is it a better word than ‘combining’?
Simultaneous comparison
 With a partner, make a list of as many comparative words as
you can.
 For an extra challenge try to list words that compare
(similarities) and words that contrast (differences)
 E.g. Likewise = comparing
Alternatively = contrasting
A Closer Look at Language
 Read the first two paragraphs of the text: ‘Meat eaters – you
are daredevils or dumb or both.’
 What do you notice about the way these paragraphs have
been written?
 Now read paragraph 3 of the text: ‘Meat eaters – you are
daredevils or dumb or both.’
 What do you notice about the way this paragraphs has been
written? How does it compare to the previous paragraphs?
Taking things further
 You have probably come up with interesting ideas but the
following activities will push your ideas further:
 You will be given 10 cards with an aspect of language on
each plus one blank one for your own ideas.
 Write the title of the article in the middle of your page.
 Take each card in turn and place it closer to or further from
the title, depending on how useful you think it is in helping
you to comment on the use of language in the text. If it is
completely unhelpful, don’t put it on the paper at all.
Compare
 Send one person from your group to look at another group to
see how they have positioned their cards. Discuss any
differences.
Apply
 Now you have decided what is helpful you need to work on
making your comments interesting.
 Look at the model below:
In the first two paragraphs, the writer uses eight
pronouns. In the third paragraph they use only 2.
 How could it be improved?
 Now look at the next example.
Why is this better?
In the first two paragraphs, there is a very personal feel to the
writing. Many personal pronouns are used: ‘I’ve wondered’, ‘I’ll put
aside,’ ‘I’m not stupid.’ are a few examples – and we are lulled into a
false sense of security that she is telling us a fairly light-hearted
story about her own reasons for being a vegetarian. In paragraph
three, however, her tone completely changes. She uses a much
more impersonal (and therefore more serious) tone – there are no
first person pronouns at all. Instead Ellen uses a series of hardhitting facts to make her point about the dangers of eating meat.
Apply
 Now write your own point about language.
(Practice reading paper if time)
 You will be given the question you most need to practice.
Preparing for Section B: Writing
 Section B is worth 40 marks.
 It is now your turn to produce non-fiction texts.
 You have to complete 2 tasks: one shorter task worth 16.
marks and one longer task worth 24 marks.
 Shorter task: inform/explain/describe. (Only two of these)
 Longer task: argue/persuade.
 You are marked for both communication and accuracy.
A*
Writing questions
 Mark scheme:
 Band 4: Convincing/compelling
 Band 3: Clarity/success
 Band: Some
 Band 1: Limited
To give reasons for
something: the
what, why, how
To tell, give main
facts or ideas
about something or
someone
To make
something come
alive by using vivid
details and
language features.
Writing to inform, explain, describe
 The question will be based on personal experience.
Write an entry for your online blog, describing a place
that you hate and explain why you dislike it so much.
Write a brief article for real-life magazine, describing a
childhood memory and explaining why it is important
to you.
Text
 What type of text are you producing? You will be told in the
question what it is you have to write. This could be an article,
leaflet, letter or a blog.
Purpose
 The purpose may be given to you in the question or it may be
implied. What is the implied purpose of the following:





Write an information leaflet about a place your know well
Write a letter applying for a part-time job you would like
Write about a place that is special to you.
Write about a person who is important to you and say why.
Write a letter to the governors of your school informing them
about changes you would like made and why.
 Explain your dreams and ambitions and explain how you could
achieve them.
 Describe a nightmare world.
Audience
 This is the person or people you are writing for. The audience
may be given to you in the question or it may be implied. EG
you may be asked to write for a newspaper/magazine,
listeners of a radio programme or your local councillor.
Task
 Look at the question below. Identify the text, audience and
purpose.
Write a brief article for real-life magazine, describing a
childhood memory and explaining why it is important
to you.
Planning your response
 Before you start, spend a few minutes thinking about what
you are going to say and what order you are going to say it
in.
Write an entry for your online blog, describing a
place you hate and explain why you dislike it so much
 Mind-map some suggestions.
Planning your response
 Now you have chosen the place you are going to describe,
you need to consider what you are going to say about it.
Below are some suggestions.
Posters about
diseases
The doctor’s waiting room
A horrible, smiling
receptionist who
looks fake
Patients
spreading germs
everywhere
Toys to keep
children occupied
are dirty and
broken and noisy
Everything white,
cold and sterile
Choosing and using your ideas
The next step is to write your plan. You will need to decide:
 Which of these ideas you are going to use/develop
 How these ideas could be grouped together
 The best order in which to arrange these ideas.
Focus on four or five main points and number them. These will
form your paragraphs.
Tip: You may want to structure your work
in a more adventurous way; for example,
using a flashback or introducing a twist at
the end. Plan this carefully!
Practice
 Using the steps we’ve discussed draw a spider diagram with
‘childhood memory’ in the centre and three or four examples
of memories around it.
 Choose the one you think you can write about most effectively.
 Draw a spider diagram with your chosen memory in the middle
and possible ideas around it.
 Now decide:
 Which of these ideas you are going to use/develop
 How these ideas could be grouped together
 The best order in which to arrange these ideas.
 Write a plan that focuses on four or five points and number
them.
 Discuss this with a partner and make a note of any
improvements to your plan.
Tone
The mood of your response will impact your reader. Your tone will make it
obvious how you feel about the topic (or your reader).







Light-hearted
Witty
Mocking
Bitter
Reassuring
Angry
Sad
The tone you choose is up to you but should be appropriate to your topic.
Choice of language
 To describe means to bring things alive by using vivid details
and language features.
 Use your imagination to create an interesting and engaging
picture.
 Each of you has been given an abstract noun. Complete the
following short tasks.
Choice of language
 Similes and metaphors
 Appeal to the senses
 Effective vocabulary
 Strong openings
 Rhetorical questions
 Alliteration
 List of three
Tip: It’s not always appropriate to include
all 5 senses. The sense you choose will
depend on what you are describing.
Openings – which is better?
The doctor’s waiting room
The first thing I noticed was the dead fish floating in
the tank. Somehow, this didn’t fill me with confidence.
I walked in through the door and saw lots of sick people
all looking like they were about to die.
Add an
effective
simile
Effective choices
She was wearing cheap perfume, the kind that stank
like………………………………………………………………………………………..
It was........................
Add an effective
adjective
Language techniques
Complete the following short tasks:
 Using your ‘childhood memory’ ideas, think of 2 similes and 2
metaphors that could be effectively included.
 List the senses that could be effectively included. Give 2
examples for each.
HEAR
TOUCH:
Childhood memory
SMELL
TASTE
SEE
Effective vocabulary
 Adjective
 Verb
 Emotive language e.g. missing the concert was devastating
 Using your childhood memory ideas, list 3 adjectives, 3 verbs
and 3 examples of emotive language that could be effectively
included in your final response.
Sentence structure
 Simple sentence:
Subject:
The pictures on the wall look
deadly
 Compound sentence:
Main verb
First simple sentence:
The walls are covered with frightening posters full of
information about deadly diseases and this creates a scary
atmosphere
Joining word
second simple sentence:
Complex sentences
 A complex sentence is where one part of a sentence is
dependent on the other:
I hate the doctor’s surgery, especially the waiting room
I was late for school; the bus broke down
Question 6:36 minutes, 24 marks
You are being
asked to adopt a
point of view
You are being
asked to address
one of these
Writing to argue, persuade
 The question will give you a topic to write about.
Argue: to convince someone to have the same point
of view as you
Persuade: To convince someone to do or think
something
Writing to argue
 Firstly, identify the Text, Audience and Purpose of the
question below:
‘Celebrities exploit their position in society and offer
nothing in return.’ Write an article for a magazine of
your choice, arguing for or against this idea.
‘Celebrities exploit their position in society and offer
nothing in return.’ Write an article for a magazine of
your choice, arguing for or against this idea.
Identify the TAP
 ‘Many people believe that it is our duty to support space
exploration, whatever the cost.’ Write an article for a website
which argues for or against the idea of exploring other
worlds.
Compare your TAP with a partner to see if you agree.
Planning your response
 Decide what point of view you are going to adopt. Do you
completely agree with the statement, completely disagree
with it or agree with just parts of it.
 Now think about the reasons why you believe this to be true.
You should also consider some of the reasons why it may not
be true. Mindmap possible arguments both for and against
the statement below:
‘Celebrities exploit their position in society and offer
nothing in return.’ Write an article for a magazine of
your choice, arguing for or against this idea.
Choosing and using your reasons
The next step is to write your plan:
 Which of the reasons are you going to use a develop
 How could these reasons be grouped together
 What is the best order in which to arrange these reasons?
 TASK: look at your mindmap, pick the best ones to develop,
identify any that you could group together, then number them
in a logical order.
Make kids want
to be famous
Everyone thinks
they can be a
celeb
Bad role models
by getting drunk
and having affairs
Charity work
Some are rich
but don’t actually
do anything
celebrities
May have no
talent
Fake tans
and designer
clothes
Some talented
singers and film
stars
Inspire us
Structuring your argument
 Your argument should consist of three parts:
Part 1: state your point of view
clearly so that everything follows
logically from here.
There are several ways
this can be structured.
The most effective way is
to present your counterargument first, dismiss it
and then develop
Part 2: Develop and sustain your point
of view but include the other side of the
argument. This shows that you have
considered it and dismissed it because
your point of view is stronger.
Part 3: Conclude your
response by summing
up your points,
referring back to the
title and restating your
point of view.