TEACHER-OF-ENGLISH.COM
Edexcel GCSE Language
and Literature Exam
Preparation
1 exam – The Writer’s Voice
1 hour 45 minutes
THE WRITER’S VOICE –
TIME: 20MIN, 40 MIN, 40 MIN
Section A -- Of Mice and Men
Given an extract – answer both questions:
(a)
• Pick out at least three language devices
• Write about the language in this extract and how it influences your
understanding… (16 marks)
(b)
• Link to another part of the novel and write about the language used there
and what it shows about characters, relationships, themes or setting
• Assessed on ability to understand language and the effects (24 marks)
Section B – Transactional Writing
Choose one of two questions • Know your writing conventions: Analyse, review, comment, argue, persuade,
advise, explore, explain, describe
Assessed on your own writing skills – marks given for accuracy and effective use
of language (24 marks)
Two exams –
Understanding Poetry
Understanding Prose
1 hour 45 minutes each
UNDERSTANDING POETRY
Section A – Unseen Poetry
Given a poem
• Explain/Explore an idea from the poem in one essay (20)
Section B – Anthology Poems
Two parts
• (a) Essay exploring theme from one poem (15)
• Choice (b)(i) or (b)(ii) between two essays comparing two or
more poems from the collection (15)
• Total 50 marks for paper
Assessed on knowledge of the poems and poetic devices,
giving a sound and ordered response and backing up ideas
with quotes from the poem
UNDERSTANDING PROSE
Section A – Hound of the Baskervilles
Given an extract
• What do you discover about the character… (8)
• Comment on a the effect of language used to describe…
(10)
• Explore the significance of… (10)
• Explore the significance of … in one other part of the novel
(12)
Section B -- Of Mice and Men/Heroes
Given a choice between two questions
• One essay on either theme, plot, character, setting etc (40)
Assessed on knowledge of the novel, themes and characters. A
sound and ordered response is needed with all points
backed up with quotes
1 exam – The Writer’s Voice
1 hour 45 minutes
SECTION A
OF MICE AND MEN
It is really important to be able to navigate
the novel quickly in these exams
REMIND YOURSELF OF WHAT HAPPENS IN
EACH CHAPTER
• Bullet point the key events
• Add a symbol as a visual reminder of what
happens where
Ch 1
Ch 2
Ch 3
Ch 4
Ch 5
Ch 6
Ch 1
George and Lennie introduced
Their appearance
George dominant – Lennie childlike
Lennie kills the mouse
Warning to hide in the brush.
Ch 3
George tells Slim about Weed
George and Lennie’s childhood
Lennie gets a puppy
Candy’s dog shot by Carlson.
Ch 5
Lennie kills the pup
Curley’s wife reveals her dreams
Lennie kills Curley’s Wife
The men go after him.
Ch 2
We meet the other characters
Hierarchy
The boss hires them
Slim appreciates them.
Ch 4
We meet Crooks in his room
He can’t join the others
Lennie joins him then Candy
Curley’s Wife shatters their dream.
Ch 6
Lennie hides in the brush
He imagines his Aunt Clara and rabbit
Plans to run away
George calms him down with the dream
George shoots Lennie.
NOW… REMIND YOURSELF OF
THOSE KEY CHARACTERS ON
A BASIC LEVEL
FOR EACH ONE…
• Write a sentence to explain their background or position
on the ranch.
• Write 3 perceptive adjectives to describe them.
• Find 2 perceptive quotes that really get to the heart of
their character. These could have been from them,
another character or the narrator.
Character
George
Lennie
Slim
Crooks
Curly
Curley’s
Wife
Candy
Who? 3x adjectives 2x quotes
NOW… WE NEED TO LOOK
CLOSELY AT THE WAY THIS
WILL BE EXAMINED IN THE
WRITER’S VOICE PAPER…
Section A -- Of Mice and Men
Given an extract
(a)
Pick out at least three language devices
Write about the language in this extract and how it influences your
understanding… (16 marks)
Link to another part of the novel and write about the language used
there and what it shows about characters, relationships, themes or
setting (24)
Assessed on ability to understand language and the effects
HERE ARE SOME TYPICAL
EXTRACTS AND QUESTIONS.
• Read through them carefully and notice the
language devices used and the effect on a
reader
• We will look at them as a class and you will
have your own copy in your books to annotate
and analyse in detail.
• Remember we are looking closely at language
and how it creates an impression. This could be
an impression of setting, character etc
EXTRACT 1
A few miles south of Soledad, the Salinas River
drops in close to the hillside bank and runs deep
and green. The water is warm too, for it has
slipped twinkling over the yellow sands in the
sunlight before reaching the narrow pool. On one
side of the river ….
Get the complete extract here
EXTRACT 1 – FOUNDATION
PAPER
(a) (i) Give three examples of the writer’s use of language in the extract.
Identify the feature for each example chosen. (3)
(a) (ii) Explain how the language in the extract influences your view of the setting for
the novel. (13)
(b) In the novel, John Steinbeck gives clues as to the themes and characters
through the settings.
Explore the ways the setting is described in another part of the novel. In your
answer you should give examples of the language the writer uses.
You may wish to consider how the writer:
•
Describes the setting so that a reader feels as it they were there.
•
Creates atmosphere.
•
Gives clues to the plot or characters (24).
EXTRACT 2
Both men glanced up, for the rectangle of
sunlight in the door way was cut off. A
girl was standing there looking in. She
had full, rouged lips and wide-spaced
eyes, heavily made up. Her finger nails
were red. Her hair …
Get the full extract here
EXTRACT 2 – HIGHER PAPER
(a) Explain how the language in the extract influences your view of the
characters in the novel. (16)
(b) In the novel, John Steinbeck creates memorable characters
Explore the ways a character is described in another part of the novel. In
your answer you should give examples of the language the writer uses.
You may wish to consider how the writer:
•
Describes the character through verbs.
•
Uses dialogue to add depth to a character.
•
Creates a connection between the reader and a character (24).
Extract 3
Curley stepped over to Lennie like a terrier. ‘What
the hell you laughin’ at?’
Lennie looked blankly at him. ‘Huh?’
Then Curley’s rage exploded. ‘Come on, ya big
bastard. Get up on your feet. No big son-of-a-bitch
is gonna laugh at me. I’ll show you who’s yella.’
Lennie looked helplessly at George …
Get the full extract here
EXTRACT 3 – FOUNDATION
PAPER
(a) (i) Give three examples of the writer’s use of language in the extract.
Identify the feature for each example chosen. (3)
(a) (ii) Explain how the language in the extract influences your view of the characters
in the novel. (13)
(b) In the novel, John Steinbeck creates memorable and action-filled scenes.
Explore the ways such a scene is described in another part of the novel. In your
answer you should give examples of the language the writer uses.
You may wish to consider how the writer:
•
Describes the events through verbs.
•
Uses dialogue to add depth and tension to the scene.
•
Creates a connection between the reader and the events taking place(24).
EXTRACT 4
Lennie’s big fingers fell to stroking her hair.
‘Don’t you muss it up,’ she said.
Lennie said, ‘Oh! That’s nice,’ and he stroked harder.
‘Oh, that’s nice.’
‘Look out, now, you’ll muss it.’ And then she cried
angrily, ‘You stop it now, you’ll mess it all up.’ She
jerked her head sideways and Lennie’s fingers closed
on her hair and hung on. ‘Let’s go,’ she cried. ‘You let
go.’
Get the full extract here
EXTRACT 4 – HIGHER PAPER
(a) Explain how the language in the extract influences your view of the characters
and events in the novel. (16)
(b) In the novel, John Steinbeck creates scenes where the atmosphere changes
suddenly.
Explore the ways such a scene is described in another part of the novel. In your
answer you should give examples of the language the writer uses.
You may wish to consider how the writer:
•
Describes the events through verbs.
•
Changes the atmosphere suddenly through language.
•
Has an effect on a reader by manipulating their emotions (24).
SECTION B
WRITING.
What are the examiners looking for in this paper?
IN THE SECOND PART OF THE WRITER’S VOICE, THE EXAMINERS
ARE LOOKING FOR HOW SUCCESSFULLY YOU CAN USE YOUR
OWN VOICE IN WRITING.
Audience
Purpose
Layout
(Form)
AUDIENCE – who is this for?
PURPOSE – what is this trying
to do?
Layout – what is it?!
Write a letter to your headteacher, persuading him
that uniform is a thing of the past.
WRITE AN ARTICLE FOR A
TEENAGE MAGAZINE
PERSUADING READERS TO LIVE
A HEALTHY LIFESTYLE
WRITE A LETTER TO YOUR
TOWN COUNCIL ADVISING OF
IMPROVEMENTS THAT COULD
BE MADE TO YOUR LOCAL
TOWN.
WRITE AN ARTICLE FOR A
PARENTING WEBSITE WHERE
YOU COMMENT ON THE
PRESSURES FACING 15/16
YEAR OLDS TODAY.
CONSIDER THE LAST GREAT
NOVEL THAT YOU READ AND
WRITE A REVIEW FOR
SCHOOLTEACHERS
CHOOSING BOOKS FOR THE
NEXT ACADEMIC YEAR
YOUR LOCAL NEWSPAPER IS
PUBLISHING A SPECIAL
EDITION ABOUT THE 2012
LONDON OLYMPIC
GAMES. THE NEWSPAPER
WANTS TO INCLUDE YOUNG
PEOPLE’S VIEWS.
WRITE A CONTRIBUTION
WHICH GIVES YOUR VIEWS
ABOUT THE 2012 LONDON
OLYMPIC GAMES.
WRITE A MAGAZINE ARTICLE
WHICH EXPLAINS THE
IMPORTANCE OF ONE
MODERN INVENTION THAT
YOU THINK HAS REALLY
CHANGED PEOPLE’S LIVES.
THERE HAVE BEEN A NUMBER
OF SERIOUS TRAFFIC
ACCIDENTS INVOLVING
CHILDREN ON A BUSY
ROAD IN YOUR AREA.
WRITE A LETTER TO YOUR
LOCAL COUNCIL,
SUGGESTING WAYS IN WHICH
SUCH ACCIDENTS COULD BE
AVOIDED.
WRITE AN ARTICLE FOR A
TEENAGE MAGAZINE IN
WHICH YOU EXPLAIN WHAT
CHANGES TEENAGERS COULD
MAKE TO THEIR LIVES AND
WHY.
Jazz up your Vocabulary.
Add more appropriate vocabulary to the following.
Add either a word or phrase that really brings the sentence and idea to life. Look at what the mark schemes say about vocabulary first!
•Teenagers today have (no) precious little idea about what the future will be like for them.
•Teenagers can be (lazy about) __________ what to do with their future.
•The future can look (bad) _____________ through the eyes of a teenager.
•The invention of the internet has been (a big thing) _____________ in the lives of most people.
•Perhaps the most (important) ___________________ invention has been the television.
•The Olympic games were a (big thing) in the lives of Londoners and those from (other places) __________________.
•Were the Olympic games actually (good) ___________ for Britain’s economy?
•.Animal Farm should (definitely) ________________ be (kept) on the GCSE syllabus.
•Perhaps pupils could learn (important stuff) _________________from reading 1984 by George Orwell.
•It is time for parents to (learn more about) _________________ the lives of their children.
•Many parents have (no idea) _____________ about the true (things) _____________ in their children’s lives.
•There are many things that could make Basildon a (better) _________________ place to live and (do stuff) ________________.
•Basildon is a (pretty boring)_______________ place for (young people)_________________.
START OUT IN THE RIGHT
WAY…
• Sometimes beginning sentences or paragraphs is the difficult
thing!
Use the openers on the following slides to help you structure
your piece and begin each paragraph in a clear and
interesting way.
Argue, Persuade, Advise
Some people think…
We all know that…
Many would say…
Do they really think that…
What would the consequences be if…
What would happen if?
Everyone knows that…
It is self evident that…
The most important aspect…
Despite the view that…
Research shows that…
The evidence clearly shows that…
Another factor to be considered is…
Opponents declare... but…
Think about…
Make sure that you…
If you… then you could…
If you want to…..then you need to…
In order to begin you need to…
Make sure that you…
Think about which
beginnings are most
appropriate for the
task. Some are
interchangeable…
Inform, explain, describe
There are many kinds of…
A little known fact about … is that…
You may not know that…
A little research reveals that…
It may be that…
It is clear that…
The effect of this is that…
Imagine this,…
Sometimes…
Many times…
There are a number of ways to…
… is an interesting subject because…
This is a fascinating subject because…
There has been a lot of interest in…
Many people are aware of…
Many people are unaware of…
… is a mysterious subject for most people.
Think about which
beginnings are most
appropriate for the
task. Some are
interchangeable…
Analyse, Review, Comment
A common argument is…
Some people would argue that…
Another interpretation might be…
However…
On the other hand…
Sometimes…
Firstly…
Secondly…
Thirdly…
Very often it seems that…
However…
Nevertheless…
On balance…
Moreover…
One solution might be to…
There are a number of benefits…
There are a number of drawbacks…
Another possibility would be to…
My own view would be that…
There is an alternative…
Think about which
beginnings are most
appropriate for the
task. Some are
interchangeable…
WRITING QUESTIONS AND
MARK SCHEMES
HIGHER
EITHER
9. Your local newspaper is publishing a special edition about the
2012 London Olympic Games. The newspaper wants to include
young people’s views.
Write a contribution which gives your views about the 2012 London
Olympic Games.
(24)
OR
10. Write a magazine article which explains the importance of one
modern invention that you think has really changed people’s lives.
(24)
Band Mark AO4: (i) and (ii)
00
No rewardable material.
1 1-3
• Expresses ideas that are generally appropriate.
• Generally sound grasp of the purpose and audience.
• Generally sound evidence of control in the choice of vocabulary and sentence structures.
• Organisation shows generally sound grasp of text structure, with opening and development, and broadly appropriate
paragraphing.
2 4-6
• Expresses and develops ideas appropriately.
• A clear sense of the purpose of the writing and audience.
• Well-chosen vocabulary, and shows some evidence of crafting in the construction of sentences.
• Organisation is sound, with a clear text structure, controlled paragraphing to reflect opening, development and closure,
together with successful use of cohesive devices.
3 7-9
• Effectively presents ideas in a sustained way.
• A secure sustained realisation of the purpose of the writing task and its intended audience.
• Aptly chosen vocabulary and well controlled variety in the construction of sentences.
• Organisation is secure, with a well-judged text structure, effective paragraphing and use of cohesive devices between and
within paragraphs
4 10-12
• Assured presentation of fully developed ideas.
• A consistent fulfilment of the writing task and assured realisation of its intended audience.
• Aptly chosen, reasonably extensive vocabulary and assured control in the construction of varied sentence forms.
• Organisation is assured, with sophisticated control of text structure, skilfully sustained paragraphing and the effective
application of cohesive devices.
5 13-16
• Achieves precision and clarity in presenting compelling and fully developed ideas. A strong, consistent fulfilment of the writing
task sharply focused on the writer's purpose and audience.
• An extensive vocabulary and mature control in the construction of varied sentence forms.
• Organisation is convincing, with sophisticated control of text structure, skilfully sustained paragraphing and the effective
application of cohesive devices.
Band Mark AO4 (iii)
00
No rewardable material.
1 1-3
• Sentences are generally clearly structured, with generally sound control of expression and
meaning. A reasonable selection of sentence structures are used.
• Generally sound control of a range of punctuation devices, enabling intended emphasis and
effects to be conveyed for most of the response.
• Spelling is mostly accurate, with some slips which do not hinder meaning.
2 4-6
• Sentences are purposefully structured, with sustained control of expression and meaning. A
wide and varied selection of sentence structures is used.
• Thorough control of the full range of punctuation, enabling intended emphasis and effects to
be conveyed.
• Spelling is almost always accurate, with occasional slips.
3 7-8
• Sentences are convincingly structured, with sophisticated control of expression and
meaning. A convincing selection of sentence structures is used.
• Control of the full range of punctuation is precise, enabling intended emphasis and effects to
be conveyed.
• Spelling is consistently accurate.
WRITING QUESTIONS AND
MARK SCHEMES
FOUNDATION
EITHER
9. There have been a number of serious traffic accidents involving children on a busy
road in your area.
Write a letter to your local Council, suggesting ways in which such accidents could be
avoided.
In your letter, you may wish to suggest:
• Reducing traffic speed
• Introducing a pedestrian crossing
• Teaching road safety to children
• Any other ideas you might have
(24)
OR
10. Write an article for a teenage magazine in which you explain what changes teenagers could
make to their lives and why.
In your article, you may wish to consider such things as:
• Changes at school or college
• Changes in relationships with family and friends
• The ways teenagers spend their leisure time
• Any other ideas you might have
(24)
Band Mark AO4(i) and (ii)
0 0 No rewardable material.
1 1-3
• Expresses ideas at a basic level.
• Little awareness of the purpose and audience.
• Basic vocabulary; little variety of sentence structure; little evidence of control.
2 4-6
• Expresses ideas with limited appropriateness.
• Limited grasp of the purpose and audience.
• Limited evidence of control in the choice of vocabulary and sentence structure.
• Organisation shows limited grasp of text structure, with opening and development, and limited use of appropriate paragraphing.
3 7-9
• Expresses ideas that are sometimes appropriate.
• Some grasp of the purpose and audience.
• Some evidence of control in the choice of vocabulary and sentence structures.
• Organisation shows some grasp of text structure, with opening and development, and some appropriate paragraphing.
4 10-12
• Expresses ideas that are generally appropriate.
• Generally sound grasp of the purpose and audience.
• Generally sound evidence of control in the choice of vocabulary and sentence structures.
• Organisation shows generally sound grasp of text structure, with opening and development, and broadly appropriate
paragraphing.
5 13-16
• Expresses and develops ideas appropriately.
• A clear sense of the purpose of the writing and audience.
• Well-chosen vocabulary and shows some evidence of crafting in the construction of sentences.
• Organisation is sound, with a clear text structure, controlled paragraphing to reflect opening, development and closure, together
with successful use of cohesive devices.
Band Mark AO4: (iii)
0 0 No rewardable material.
1 1-3
• Sentences show basic attempt to structure and control expression and meaning. A
limited range of sentence structures is used.
• Basic control of a range of punctuation devices, with little success in conveying
intended emphasis and effects.
• Spelling is basic in accuracy, with many slips which will hinder meaning.
2 4-6
• Sentences show some attempt to structure and control expression and meaning.
Some variety of sentence structures used.
• Some control of a range of punctuation devices, enabling intended emphasis and
effects to be conveyed for some of the response.
• Spelling is sometimes accurate, with some slips which may hinder meaning.
3 7-8
• Sentences are clearly structured, with sound control of expression and meaning. A
reasonable selection of sentence structures are used.
• Sound control of the full range of punctuation, enabling intended emphasis and
effects to be conveyed for the majority of the response.
• Spelling is mostly accurate, with occasional slips.
2 exams – Understanding Poetry
Understanding Prose
1 hour 45 minutes each
UNDERSTANDING POETRY
Section A – Unseen Poetry
Given a poem
• Explain/Explore an idea from the poem in one essay (20)
Section B – Anthology Poems
Two parts
• Essay exploring theme(s) from one poem (15)
• Choice between two essays comparing two or more poems from the
collection (15)
Assessed on knowledge of the poems, giving a sound and ordered response
and backing up ideas with quotes from the poem
SECTION A
UNSEEN POETRY
Given a poem
Explain/Explore an idea from the poem in one essay (20)
TOP SECRET…
S ubject – what is the poem about – what kinds of
relationships
P urpose – what is the poem trying to do – describe an experience?
Create sympathy?
E motion – feelings in the poem – anger? Frustration? Lust? Guilt?
sadness?
C raft – how does the poet do it!!!
S
tructure – how is it put together? – layout – verses –
sonnet? – regular or irregular shape?
L anguage – choice of vocab – Dialect? Slang? Emotive
words? Tone created? Repetition?
I magery – the pictures in your mind – simile – metaphor personification
M ovements – rhythms and rhyme – patterns – punctuation
used
S ounds – onomatopoeia and alliteration
CLICK THE VIDEO FOR
ANOTHER WAY OF LOOKING
AT A NEW POEM
ART WARS
HERE ARE SOME EXAMPLES OF
QUESTIONS ON UNSEEN POEMS.
USE EITHER OF THE METHODS TO
ANNOTATE YOUR POEMS AND GET
READY TO ANSWER ONE OF THEM IN
FULL
READ THE POEM I SHALL PAINT MY NAILS RED
HOW DOES THE POET PRESENT THE IDEA OF DRESSING TO IMPRESS?
READ THE POEM THE CLASS GAME
HOW DOES THE POET PRESENT HER IDEAS ABOUT THE CLASS SYSTEM
AND ITS EFFECTS ON SOCIETY?
READ THE POEM HALF CASTE
HOW DOES THE POET REPRESENT THE IDEA OF RACE AND IDENTITY?
READ CITY JUNGLE BY PIE CORBETT
HOW DOES THE POET EXPLORE THE ATMOSPHERE OF A CITY AT
NIGHT?
SECTION B
ANTHOLOGY POETRY
Two parts
Essay exploring theme(s) from one poem (15)
Choice between two essays comparing two or more poems from the
collection (15)
AIMS:
TO IDENTIFY SUB-THEMES WITHIN THE THEME OF LOVE
TO MAKE LINKS, THROUGH THEME TO MUSIC
I AM GOING TO PLAY
YOU A SERIES OF SONGS
• They are all about love but there are sub themes. Try to
identify the specific theme for each one
• Identify the poem that you think most closely links to the
song
• Add a quote that demonstrates this link
• Add any further notes ie They have the same tone. The
narrator/singer is the same sex. Anything else you find of
interest
Song/lyric
Sub-Theme
Poem/quote
notes
Song/lyric
Sub-Theme
Poem/quote
notes
IN THIS EXAM, IT IS
IMPORTANT TO BE ABLE TO
NAVIGATE YOUR
ANTHOLOGY QUICKLY.
HERE IS A QUICK QUIZ TO SEE
WHO CAN FIND WHAT THEY
NEED IN THE SHORTEST TIME.
Who Said That?
Who Said That?
Draw the tone bar and write the names of the poems along
it to reveal their tone.
How does the poet / speaker feel?
reflective
happy
afraid
angry
miserable
UNDERSTANDING PROSE
Section A – Hound of the Baskervilles
Given an extract
• What do you discover about the character… (8)
• Comment on a the effect of language used to describe… (10)
• Explore the significance of… (10)
• Explore the significance of … in one other part of the novel (12)
Section B -- Of Mice and Men/Heroes
Given a choice between two questions
• One essay on either theme, plot, character, setting etc (40)
Assessed on knowledge of the novel, themes and characters. A sound and
ordered response is needed with all points backed up with quotes
SECTION A
Hound of the Baskervilles
Given an extract
•What do you discover about the character… (8)
•Comment on a the effect of language used to describe… (10)
•Explore the significance of… (10)
•Explore the significance of … in one other part of the novel (12)
Ch1
Ch2
Ch3
Ch4
Ch5
Ch6
Ch7
Ch8
Ch9
CH10
THESE ARE THE ANSWERS
WHAT ARE THE QUESTIONS?
•
•
•
•
•
•
•
•
•
•
•
•
•
Boxer
The Battle of the Windmill
Snowball
Napoleon
Old Major
The 7 commandments
The pigs
Chapter 4
Glue
Ribbons
Stalin
Russia
England
Reread
Hound of the
Baskervilles
– quietly!
Make up 10 questions on
Hound…
Try to make them
worth 5 marks each
Draw character sketches
for each …
3 words to describe
2 actions…
Facebook status updates for
…
Do them from a particular
point in the story
Ext – add some comments from others
ANIMAL
FARM
EXAM
QUESTIONS
One Sunday morning, when the animals assembled to receive their orders,
Napoleon announced that he had decided upon a new policy. From now
onwards Animal Farm would engage in trade with the neighbouring farms: not,
of course, for any commercial purpose, but simply in order to obtain certain
materials which were urgently necessary. The needs of the windmill must
override everything else, he said.
Get the full extract here
Answer all parts of the question that follows as fully as possible. (ch6)
(a) Explain how the author presents the character of Napoleon in this extract. Use evidence from the extract to support
your answers. (8)
(b) Comment on how the language in the extract is used to create atmosphere. Use evidence from the extract to support
your answers. (10)
(c) How does this extract demonstrate mistrust? Use evidence from the extract to support your answers. (10)
(d) Explore how mistrust is demonstrated in the society of Animal Farm in one other part of the novel. Use evidence from
the extracts to support your answers. (12)
At last the day came when Snowball's plans were completed. At
the Meeting on the following Sunday the question of whether or
not to begin work on the windmill was to be put to the vote. When
the animals had assembled in the big barn, Snowball stood up
and, though occasionally interrupted by bleating from the sheep,
set forth his reasons for advocating the building of the windmill….
Get the full extract here
Answer all parts of the question that follows as fully as possible. (Ch5)
(a) Explain how the author presents the character of Snowball in this extract. Use evidence from the extract to support your answers.
(8)
(b) Comment on the effect of the language used to create suspense in the extract. Use evidence from the extract to support your
answers. (10)
(c) Explore the importance of the setting in this extract. Use evidence from the extract to support your answers. (10)
(d) Explore the effect of the language used to create suspense in one other part of the novel. Use evidence from the extracts to
support your answers. (12)
The animals crowded round the van. ‘Good-bye, Boxer!’ they
chorused, ‘good-bye!’
‘Fools! Fools!’ shouted Benjamin, prancing round them and
stamping the earth with his small hoofs. ‘Fools! Do you not see
what is written on the side of that van?’
Get the full extract here.
Answer all parts of the question that follows as fully as possible. (Ch9)
(a) Explain how the author presents the character of Benjamin in this extract. Use evidence from the extract to support your
answers. (8)
(b) Comment on the effect of the language used to create a sense of urgency in the extract. Use evidence from the extract to
support your answers. (10)
(c) Explore the importance of the friendship in this extract. Use evidence from the extract to support your answers. (10)
(d) Explore the importance of the friendship in one other part of the novel. Use evidence from the extracts to support your
answers. (12)
As winter drew on, Mollie became more and more troublesome.
She was late for work every morning and excused herself by
saying that she had overslept, and she complained of
mysterious pains, although her appetite was excellent…
Get the complete extract here.
Answer all parts of the question that follows as fully as possible. (Ch5)
(a) Explain how the author presents the character of Mollie in this extract. Use evidence from the extract to support your
answers. (8)
(b) Comment on the effect of the language used to present Clover’s actions in the extract. Use evidence from the extract to
support your answers. (10)
(c) Explore the theme of betrayal in the extract. Use evidence from the extract to support your answers. (10)
(d) Explore the theme of betrayal in one other part of the novel. Use evidence from the extracts to support your answers. (12)
The animals were stupefied. This was a wickedness
far outdoing Snowball's destruction of the windmill. But
it was some minutes before they could fully take it in.
They all remembered, or thought they remembered,
how they had seen Snowball charging ahead of them
at the Battle of the Cowshed…
Get the full extract here.
Answer all parts of the question that follows as fully as possible.
(CH7)
(a) Explain how the author presents the character of Boxer in the extract.
Use evidence from the extract to support your answers. (8)
(b) Comment on the language used by Squealer in this extract. Use
evidence from the extract to support your answers. (10)
(c) Explore what the extract reveals about Boxer’s attitudes to Napoleon
and work. Use evidence from the extract to support your answers. (10)
(d) Explore Boxer’s attitudes to Napoleon and work shown in one other
part of the novel. Use evidence from the extracts to support your
answers. (12)
He did not believe, he said, that any of the old suspicions still
lingered, but certain changes had been made recently in the
routine of the farm which should have the effect of promoting
confidence stiff further. Hitherto the animals on the farm had had a
rather foolish custom of addressing one another as ‘Comrade.’…
Get the full extract here.
Answer all parts of the question that follows as fully as possible. (CH10)
(a) Explain how the writer presents the character of Mr Pilkington in this extract. Use evidence from the extract to support
your answers. (8)
(b) Comment on the effect of the language used to show the relationship between Napoleon and Pilkington in the extract. Use
evidence from the extract to support your answers. (10)
(c)Explore the importance of injustice in this extract. Use evidence from the extract to support your answers. (10)
(d) Explore the importance of injustice in one other part of the novel. Use evidence from the extracts to support your
answers. (12)
SECTION B
OF MICE AND MEN
Section B -- Of Mice and Men
Given a choice between two questions
One essay on either theme, plot, character, setting etc (40)
Assessed on knowledge of the novel, themes and characters. A sound and
ordered response is needed with all points backed up with quotes
CHAT AND DOODLE
• Work in a pair
• Use different colours, shapes, symbols to draw out more
and more ideas
• Consider the following questions and produce a mind
map to clarify and extend your ideas
• An example is next…
AIMS:
TO USE MIND MAPPING TO EXPLORE
AND MEMORISE A KEY THEME IN
OF MICE AND MEN
TO PRODUCE AND SHARE MIND MAPS
FOR ANOTHER THEME
AIMS:
TO USE MIND MAPPING TO
EXPLORE AND MEMORISE
A KEY THEME IN
OF MICE AND MEN
TO PRODUCE AND SHARE
MIND MAPS FOR ANOTHER
THEME
THINK FOR YOURSELF!
• Do George and Lennie both gain something from the
friendship? Who gains the most?
• Why is Curley so uptight?!
• What do you think John Steinbeck wanted us to learn from
reading this little novella?
• How is the bunkhouse a little bit like school?
• What does a reader learn from Crooks in this novel?
• What are the difficulties and dangers of being a migrant
worker, as demonstrated in this novel?
• Poor Curley’s Wife… do you think she is completely or
partly to blame for her own death? Do you think she is
completely innocent?
USE THE GRIDS TO DRAW OUT IDEAS AND
EVIDENCE FOR EACH OF THE BOLD STATEMENTS.
THIS WILL HELP YOU SUPPORT YOUR ANSWERS WITH
EVIDENCE FROM THE TEXT
THE SECOND GRID ENCOURAGES YOU TO
EXPLORE ALTERNATIVE IDEAS FOR EACH OF THE
QUESTIONS
Bold Statement
Y/N
Evidence and quote
George needs Lennie as
much as Lennie needs
George
Y
They look after each other but in different ways ‘I got you to look after me and you got me to
look after you’ – balanced relationship
Lennie offered to go but George said ‘Cause I want you to stay with me’
Lennie provides the Dream, and excitement from him makes it real
Curley’s wife is a tart
Crooks is cruel
Steinbeck shows the
migrant workers to be
mean and heartless
Curley’s Wife is to blame
for her own death
The Dream was never
going to come true
Ext – Add one of your own
No
Bold Statement
George needs Lennie as
much as Lennie needs
George
Curley’s wife is a tart
Crooks is cruel
Steinbeck shows the
migrant workers to be
mean and heartless
Curley’s Wife is to blame
for her own death
The Dream was never
going to come true
Yes
Think about how an examiner might respond
to your own answer.
The following is how different paragraphs in an
essay about Steinbeck and nature might be
graded by an examiner…
Look at some of the exam questions and
practise moving up the grades by adding the
appropriate detail
Example
Description of skills
Grade
Steinbeck writes about nature
You make a statement or remark, you
comment on an aspect of the text
G
Steinbeck writes about nature. He uses a metaphor.
You pinpoint or spot a device,
F
Steinbeck writes about nature. He uses a metaphor to show that Lennie is
like an animal.
You back up your statement with some
evidence or some detail
E
Steinbeck writes about nature. He uses a metaphor to show that Lennie is
like an animal. This shows that he can be dangerous.
You organise your points so that they
answer the question
D
Steinbeck writes about nature. He uses a metaphor to show that Lennie is
like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw’. This
shows that he can be dangerous.
You give details to make your point clear
C
Steinbeck writes about nature. He uses a metaphor to show that Lennie is
like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw…’
This shows that Lennie is dangerous and can perhaps be unpredictable
when, moments before, he had been ‘smiling with delight at the memory of
the ranch.’
You investigate and look at points in
detail. You see that there is more to
discover
B
Steinbeck writes about nature. He uses a metaphor to show that Lennie is
like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw…’
This shows that Lennie is dangerous and can perhaps be unpredictable
when, moments before, he had been ‘smiling with delight at the memory of
the ranch.’ Steinbeck describes Lennie in this way to subtly suggest that
he, like an animal, reacts instinctively to the immediate situation.
You delve deeper into the author’s
methods. You examine them as if under
a microscope
A
Steinbeck writes about nature. He uses a metaphor to show that Lennie is
like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw…’
This shows that Lennie is dangerous and can perhaps be unpredictable
when, moments before, he had been ‘smiling with delight at the memory of
the ranch.’ Steinbeck describes Lennie in this way to subtly suggest that
he, like an animal, reacts instinctively to the immediate situation, but also
forms a pattern of behaviour which can be traced throughout the novel and
leads to the death of Curley’s wife.
You weigh up how effective the method
is. You use your own judgements and
invent your own ways of looking at the
novel
A*
MIND MAPPING
THEMES THAT COULD BE EXPLORED
Minority
groups
Anger and
violence
Women
Dreams
Friendship
Loneliness
and isolation
OF MICE AND MEN --- EXAM STYLE QUESTIONS --- LITERATURE
CHOICE BETWEEN TWO ESSAYS
‘Steinbeck shows people to be cruel or kind.’ How far do you agree with this statement?
Think about – the characters who are cruel
the characters who are kind
Introduction
Plan
Conclusion
Essay
Introduction
Plan
Conclusion
Essay
those who might be a mixture
Which characters do you feel most sympathy for in the novel?
Think about – what has happened to the character(s)
how they are victims
why you feel a particular empathy
How does Steinbeck create a sense of insecurity in the novel?
Think about – the setting
characters who may feel insecure
events that add to this feeling of danger or insecurity
Introduction
Plan
Conclusion
Essay
THE BIG QUIZ
HOW MUCH CAN YOU REMEMBER
FROM ALL THE TEXTS THAT YOU HAVE
STUDIED THESE LAST TWO YEARS?
WHERE IS THE NOVEL OF
MICE AND MEN SET?
(THREE POSSIBLE
ANSWERS)
HOW MANY
COMMANDMENTS WERE
THERE IN ANIMAL FARM?
WHICH POET IS RUBBISH
AT ADULTERY?
WHERE DO THE MIDDLEAGED KISS IN KISSING?
WHAT IS THE FIRST THING
THAT LENNIE KILLS?
WHAT IS THE LAST THING
HE KILLS?
LIST ALL OF ‘THE WEAK
ONES’ IN OF MICE AND
MEN
HOW DOES OLD MAJOR DIE
AT THE BEGINNING OF
CHAPTER 2?
WHERE DO THEY BURY HIS
BODY?
WHAT IS THE FIRST BATTLE
CALLED IN ANIMAL FARM
WHAT DOES NAPOLEON USE
AS HIS BODYGUARDS AND
ARMY?
WHAT WAS THE DATE THAT
IAM MCMILLAN’S MOTHER
DIED?
NAME ALL THREE OF TONY
HARRISON’S
GRANDFATHERS
WRITE DOWN ALL THE
THINGS THAT GILLIAN
CLARKE’S MOTHER GREW IN
HER GARDEN
WHAT IS THE NAME OF
BRIAN PATTEN’S EX WIFE?