GCSE English Literature
Unit 1 Modern Texts
An Inspector Calls
by J B Priestley
LO: to explore the techniques Priestley uses to present
characters and themes
Key words:
Responsibility, morality, community, consequences
It would be advisable if you bought your own copy of
the play so that you can write notes in your book.
Eva Smith
The first we hear of Eva Smith is the
inspector’s description of her death.
Two hours ago a young woman died in the
Infirmary. She’d been taken there this afternoon
because she’d swallowed a lot of strong
disinfectant. Burnt her inside out, of course.
Like a lot of these young women who get into
various kinds of trouble, she’d used more than one
name. But her original name – her real name –
was Eva Smith.
What do you think the inspector means by ‘a lot
of these young women who get into various
kinds of trouble’?
Questions:
What is a strike?
Why do people strike?
Why was Eva striking?
When Eva
loses her
job she is
faced with
a bleak
future.
Act 1- Eva Smith’s story
After Mr Birling sacks Eva
1) Once Eva leaves the works how long is
she unemployed?
2) What quote describes Eva’s situation?
(p18)
3) Why doesn’t Eva go back to her parents?
4) How long do Eva’s savings last?
5) Where was Eva living?
6) Why didn’t Eva Smith just go on the
dole?
Write a diary entry for Eva Smith once she is
sacked from Mr Birling’s factory.
Include:
• What conditions were like at the
factory and how you felt about Mr
Birling’s attitude to the workers and
wages.
• What was it like being on strike over
Christmas and why you returned to
work.
* How you felt at being sacked and
what options you have
What was going through Eva’s mind
• Conditions at the factory
• How you felt about Mr
Birling’s attitude to the
workers and wages.
Eva’s diary entry
Dear diary,
Work was terrible today because I had a meeting from hell
with the devil himself. That Arthur Birling is a greedy pig!
How does he expect his workers to continue to work under
such terrible conditions; we get very little money, yet we
have to work twenty four seven; he treats us like a piece of
rubbish. I tell you what we will do-we will strike! Let us see
what he will do then.
When I met him today about a pay rise he said that twenty
five shillings a week was too much-we would keep earning
twenty two….
Band 4 B – confident writing: contains a high level of detail. The writer manages to
develop ideas and ‘crafts’ their language. Words are deliberately chosen for effect.
Paragraphs link with each other and the narrative develops clearly.
Band 3 C– clear writing: presents ideas with some clear detail. The writer manages
to develop ideas though is not always clear in their description. Uses vocabulary for
effect. Clear evidence of paragraphing though this is not always used correctly.
Band 1/2 E/F/G – limited writing: some attempt at detail to inspire reader. The
writer uses limited description to develop detail. Use of vocabulary is limited to
commonly used words. Attempts to manage sentences and may attempt to use
paragraphs to show structure.
Hot Seating Prep
Write down 5 questions for
each character.
Sheila
Eva
Criteria for questions
Grade E- What…?
Why?
Grade C/D-Why…?
What effect…?
Grade B+ -Reflect on…?
How…?
Imagine…
Act it out!
Groups:
Act out this scene where
Sheila goes shopping and gets
Eva sacked.
Think about :
•how each character might
act/speak
•
Success Criteria
•All must either say/do
something
•Some of you might
take act out a part
•One person needs to take
overall responsibility to direct
the task and help group to
discuss ideas in detail
SUCCESS CRITERIA: SPEAKING AND LISTENING
Creating and sustaining roles
BAND 3 7-9
Sustain roles and characters using appropriate language, gestures and movements
Make contribution to the development of ideas and situations showing
understanding and insight into relationships and issues
BAND 2
Show understanding of characters by creating strait forward roles using speech,
gestures and movements
Engage with ideas and situations showing understanding of relationships and issues
BAND 3
Listen closely and attentively, engaging with what is heard through perceptive
responses.
Make significant contributions that move discussions forward.
Success Criteria
B - confident and developed interpretations of texts
engagement with writers’ ideas and attitudes
understand and respond to different viewpoints
relate to historical, social and cultural contexts