Exams:
Paper 1: Monday 4th July 11.30am
Paper 2: Friday 8th July 12.30pm
Below are some practice papers for both papers. Yes, one of them does say Year 8 but the paper is a GCSE style paper.
Paper 1 Mark Scheme
Paper 1 Question Paper
Paper 1 Insert
Paper 2 Mark Scheme
Paper 2 Question Paper
Paper 2 Inserts
Model answer for Q5 Paper 1
Model answer for Q5 Paper 2
Writing Techniques List
Paper 2:
Homework Set: Tuesday 28th June
Homework Due: Thursday 30th June
Complete the planning grid for Q4. Below is the example we completed in class, plus some options you can include.
Make sure that in every box you have:
- a point;
- a quotation;
- comment on writing technique, sentence structure, punctuation or keyword;
- effect on reader;
- link back to question.
Paper 1:
Homework Set: Friday10th June
Homework Due: Monday 20th June
Task: Complete Section B question on descriptive writing. Write a description of the image. Imagine you are part of the picture, describe what you can see, hear, feel, taste and touch.
Do not complete the narrative writing.
Task 2:Revise for your mock mock on Section A on Tuesday 21st June.
The PPTs are below if you need them.
Homework Set: Tuesday 7th June
Homework Due: Thursday 9th June
Rewrite Q2 based on what you have learnt about the mark scheme. Time yourself, try and do the question within 20 minutes at most.
Below is your model example for Q2:
The writer uses interesting verb choices
to describe the effect of the weather: “trembled and swayed, rocking”.
These verbs
all add together to build a sense the coach is out of control because of the
fierce wind– all suggest the weather is powerful. The list of three further
emphasises the violent nature of the weather, causing the reader to feel a
sense of foreboding. The sense of foreboding is prominent in the whole extract
through the use of negative vocabulary: ‘dispirited’, ‘sullenly’, ‘croaked’,
‘groaned’. Each of these show that the weather is not friendly and the reader
will understand that the weather is causing more damage and danger for the
people in the coach.
The concept of the weather being
dangerous is further exemplified in the description of the wind ‘like a
drunken man.’
This simile allows the reader to visualise the
coach lurching haphazardly. The reader understands
its movement is out of control, which again makes the wind seem powerful,
capable of creating chaos. The chaos continues as the wind
and rain cause “the soft spattered mud”
to fly towards the coach windows. The alliteration emphasises the sound of the
mud and the wind combining to cause chaos. The tense atmosphere causes the
reader to fear for those within the coach.
Finally, the writer’s use of
sentence forms further extend the notion that the weather is chaotic. The whole
first paragraph is a long, complex sentence, reflecting
onward movement of the coach – the wind is propelling it along. This
descriptive sentence creates a horrific atmosphere for the reader. Furthermore,
as the reader continues reading the sentences stay long and complex, however
more and more commas have been used. The use of the commas shows that
everything is happening too fast and the events are uncontrollable. Every time
a comma is used, the weather has committed another crime against the coach.
Therefore, the writer uses
interesting verbs, similes, alliteration and long complex sentence in order to
portray the weather as dangerous, powerful and chaotic.
Below is the marking criteria and under is the detailed example of what the examiner will look for:
detailed, perceptive analysis (7-8 marks) -
• Shows detailed and perceptive understanding of
language:
• Analyses the effects of
the writer’s choices of
language
• Selects a judicious
range of textual detail
• Makes sophisticated
and accurate use of
subject terminology
•clear, relevant explanation (5-6 marks)
• Shows clear understanding
of language:
• Explains clearly the
effects of the writer’s
choices of language
• Selects a range of
relevant textual detail
• Makes clear and
accurate use of subject
terminology
•Some understanding and comment (3-4 marks)
• Shows some understanding
of language:
• Attempts to comment
on the effect of
language
• Selects some
appropriate textual
detail
• Makes some use of
subject terminology,
mainly appropriately
•simple, limited comment (1-2 marks)
• Shows simple awareness of
language:
• Offers simple comment
on the effect of
language
• Selects simple
references or textual
details
Homework Set: Friday 27th May
Homework Due: Monday 6th June
English Language Paper - Section B:
You are going to enter a creative
writing competition.
Your entry will be judged by a
panel of young people of your own age.
Either:
Write a description suggested by this picture:
Or
Write the opening part of a story that
is set in an old town.
(24 marks for content and
organisation, 16 marks for technical accuracy) = [40 marks]
Content
•
Communication is consistently clear and effective
•
Tone, style and register matched to purpose, form and audience
•
Increasingly sophisticated vocabulary and phrasing , chosen for effect with a
range of appropriate linguistic devices
Organisation
•
Writing is engaging with a range of detailed connected ideas
•
Coherent paragraphs with integrated discourse markers
•
Effective use of structural features
Technical
Accuracy
·
Sentence
demarcation is mostly secure and accurate
•
Range of punctuation is used, mostly with success
•
Uses a variety of sentence forms for effect
•
Mostly uses Standard English appropriately with mostly controlled grammatical
structures
•
Generally accurate spelling, including complex and irregular words
•
Increasingly sophisticated use of vocabulary.
Homework Set: Friday 29th April
Homework Due: Friday 6th May
Bronze:
Complete a chapter by chapter summary of 'The Strange Case of Dr. Jekyll and Mr. Hyde'.
For each chapter you need a brief summary which includes 5 main points. You need to list all the key characters on the last sheet, including a brief description of each. Finally, you need to list all the different settings and which chapter they appear in.
Silver:
Add three quotations to each chapter summary.
Gold:
For each of the main characters, find six key quotations and write them in your book.
Homework Set: Friday 29th April
Homework Due: Friday 6th May
Next week you will sit a mock mock exam question on Jekyll and Hyde.
You need to revise the following:
- the narrative;
- the character of Hyde;
- the character of Utterson;
- the context of the time: science, religion, good and evil, the supernatural.
For those aiming for a Grade 7 + consider the aspects of traditional Gothic Literature and the use of the uncanny in 'The Strange Case of Doctor Jekyll and Mr. Hyde'.
Use your books to help you revise, try and learn key quotations for Hyde.
If you're struggling these websites will help:
^ Summary of Chapter 1, if you look under related videos there is a summary of the other chapters.
^Comic bookish style version of 'The Strange Case of Dr. Jekyll and Mr. Hyde'.
Homework Set: Monday 18th April
Homework Due: Monday 25th April
Bronze:
Question:
How effective is ‘The Story
of the Door’ as an opening chapter?
(20 marks)
Consider:
•the
contradictory nature of Utterson
•vivid descriptions of two sides of London
•drama created by Enfield’s account of Hyde and the girl
•the unanswered questions we have
•themes of duality and secrecy
•vivid descriptions of two sides of London
•drama created by Enfield’s account of Hyde and the girl
•the unanswered questions we have
•themes of duality and secrecy
If you do not have your own copy of J+H, use the eBook below:
Your homework is an essay. You will need to write an introduction, three main paragraphs with a quotation analysis in each and a conclusion.
Silver Challenge: Add contextual information to your work.
Gold Challenge: Research and add the 'uncanny' - it's a theory. If you do this, you will have less homework next week! :)
Homework Set: Thursday 24th March
Homework Due: Monday 11th April
Easter Project
Remember, the Bronze tasks are the tasks that you must complete. The Silver and Gold are extensions.
Bronze:
Bronze Task 1:
A minimum of one bullet point must be completed within the first four days of the holiday:
- Sleep for ten hours.
- Binge watch a TV Show (Vampire Diaries, Pretty Little Liars, Shadowhunters, Arrow, The Flash - all are really good!)
- Catch up on reading - whether that is a novel, a play, a sports website, the latest magazine. Enjoy what you are reading.
- Eat a proper meal - and sit down to eat it. Don't walk around and don't try and eat it as fast as possible.
- Wash your hair and then style it properly.
- Text some friends and go out. Have some fun.
- Put your phone down and enjoy nature. Go for a walk or a bike ride or a skate.
- Have a conversation with your parents.
- Learn about politics.
- Learn Kung Fu - but you can't use it for evil or to attack other students.
- Speak in an accent all day - nothing rude!
- Learn Japanese.
- Find out and prove that the secret McDonald's menu is real. I'm curious about this one.
The point of the above tasks is to tell you to relax. Yes, you will have homework and you will have work but the point of a holiday is not just for you to catch up on work but also to relax and refresh. Your body and mind both need a break so for the first few days just relax. After that, plan what day and when you will be doing which homework. Try not to do it in one weekend or else you will be stressed and irritated next term!
Bronze Task 2:
Research the following:
What was life like in London 1886?
Consider:
- How men and women were treated. Were they equals?
- What was expected of a man from a rich family and a man from a poorer family? What is a gentleman?
- What about women? Did noble women and poor women have the same expectations?
- How important was reputation in 1886?
- How important was wealth?
- Research violence and crime during this period. How many crimes were reported and if crimes were reported how did the police handle them?
- What was the role of science during this period? How important was religion in comparison?
- Who was Robert Louis Stevenson?
Try and write at least a page but ideally I would like two pages of research. You do need to write this in your own words. If you copy and paste your work you will be asked to do it again. You can type your work as long as the words are your own.
Silver:
Research the ideas of the supernatural in the late 1800s in London. Think about the reasons why people blamed the supernatural when anything went wrong. Try and link your response to science. Was supernatural seen as something which was the opposite of science or equal to?
From BBC Bitesize: Closely linked to the Victorians' increasing sense of the conflict between science and religion was the idea that humans have a dual nature. On the one hand, they saw the calm, rational, everyday normality of family life and employment; on the other, fantasies, nightmares, anger and violence. It was the explainable versus the inexplicable; the natural versus the supernatural; good versus evil.
(Minimum 1 page)
Gold:
To what extent do you think that the humans have good and bad within them? Do you think humans look for reasons to be 'evil' or is 'evil' something you are born as? Do you think life makes people 'good' or 'evil'? Is 'good' and 'evil' too black and white, is there a grey area?
This question is all about your own opinion. I don't want a basic answer but I want to see your reasons for what you believe. This is not a research question, it is a judgement and viewpoint question.
Useful Links:
Some eBooks of Gothic Literature if you are interested:
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Homework Due: Monday 14th March
Task 1: Complete the tasks I have written in your books on the 8th March.
Task 2: Write one or two paragraphs covering all four bullets points listed below. You must use quotations in your response.
Question:
How does Roald Dahl show that he had a
happy childhood and a close relationship with Joss?
Consider:
•Writing
techniques
•Word
choices
•Sentence
structure
•Punctuation
Challenge:
Can you incorporate the following
words (and those of your own) to express how ‘happy’ and ‘close’ they were?
•Idolised
•Ecstatic
•Comfortable
•Anticipation
•Lucky
•Exhilarating
•Routine
•Enthused
MODEL
We can see that Dahl is happy with Joss
when he says they discussed the game ‘without pause’ on the way home, showing
they are enthused by what they have just experienced together.
Gold challenge: Research gothic literature.
Flashcards due on Thursday 10th March
Guidelines for writing flashcards for poetry:
Task:
You must create a minimum of flash card per poem. The idea is that on these flashcards you will have quotations which you will memorise by this time next year.
Your flash card must contain some information about context, structure and what poems you can compare the poem on your flashcard to. You must also (obviously) have a minimum of four quotations on a flashcard.
Email me or see me on Monday if you are struggling! :)
Example of a flashcard:
‘Exposure’ by Wilfred Owen
Context: Owen was a soldier in WW1. He
had shell shock in 1917. He died a few days before war ended.
Biblical reference in “like
a dull rumour of some other war” – holy war: end of the
world/apocalypse.
Key quotations: x4 (The example only contains one quotation, your flashcards must have four!)
1. Stanza 1: “Our brains
ache, in the merciless iced east winds that knive us . . .” – tired. ‘brains ache’ = PTSD link.
Sibilance = sound of the wind. Personification creates a cutting, bitter
atmosphere. Owen showing that propaganda in Britain was inaccurate compared to
the true horrors. … = unfinished
sentence, too tired to finish? Unnatural lines = war is unnatural. ‘our’ =
soldiers as one. Cold imagery. Weather as enemy. Man vs Nature.
Structure: 8 stanzas/5 lines. Rhyme
scheme = ABBAC – Owen is trying to control an uncontrollable event. War is
chaotic and through his structure Owen is trying to control the war.
Poems to compare to: ‘Remains’ by Armitage, ‘Charge of the Light
Brigade’ by Tennyson, ‘War Photographer’ by Duffy, ‘Poppies’ by Weir.
Homework Set: Friday 12th February
Homework Due: Monday 22nd February
Complete all quote explosions for your planning stage. The six things you are annotating for are:
1. Meaning
2. Keyword and effect
3. Writing technique and effect
4. Punctuation/Sentence Structure and effect
5. Audience reaction / Writer's intention
6. Context
You have an example in your book. If you do not, click the 7J3 tab at the top of the page to see a basic example.
Extension: Plan an essay response to the following question: How is power and conflict explored in 'The Charge of the Light Brigade' and one other poem? You may write the essay but you must plan it first.
Homework Set: Friday 5th February 2016
Homework Due: Tuesday 8th February 2016
Answer all questions in PEE paragraphs:
1.Where do you think the encounter between
the speaker and the traveller
takes
place? Is it on the street? Is it in the speaker's head? What does this
vagueness contribute to the poem?
2.In this poem three different people speak
(the speaker, the traveller,
and
Ozymandias). What do you make of this? Does it make the poem seem more like a
novel or a play, where different voices are permitted to speak?
3.There's a lot of alliteration in this
poem. There's also plenty of rhyming. What do you make of all this repetition?
Does it suggest some kind of cyclical, history-repeats-itself, idea?
4.Why is the sculptor important in this
poem? Who is more important, Ozymandias or the sculptor?
5.Are there political leaders today that you
consider to be similar to Ozymandias, or is he a different case because he had
absolute power? Which leaders would you want to read this poem?
6.What is the power and conflict presented
in this poem? Is it resolved?
Homework Set: Thursday 21st January 2016
Homework Due: Tuesday 26th January
Bronze:
Complete the following table in your books. (Draw it using a pencil.)
In this table you will be comparing the similarities and differences in the poem. Use the row on the left to guide you and add any more 'points' or rows you would like in your books. Try and include quotations for each one.
Pain
(Add your own themes)
|
Similar to Armitage as civilian is killed and there is a sense of guilt 'half formed ghost'. Reference to ghosts is similar to Owen.
|
||
Silver:
Turn one row into one detailed PEE paragraphs so you are analysing each quotation in detail, including analysing a keyword, writing technique, writer's intention, reader's reaction and effect of each. You must use comparative connectives.
Gold:
Complete your own contextual research for each poem. Has each poet written more war poems? How do the poems you have found influence the poems we are studying? Are there any key similarities?
Homework Set: Tuesday 12th January 2016
Homework Due: Monday 18th January 2016
You must complete the Bronze task before moving onto Silver and/or Gold. If you complete all three well, there is a better chance of you getting a '1' for homework in your reports.
Bronze:
Annotate 'Remains' by Simon Armitage. Make sure you analyse the following:
- Structure;
- Language and effect;
- Punctuation and effect;
- The title;
- How power and conflict is explored;
- Themes;
- Tones and Atmosphere;
- Emotions;
- Context.
Silver:
Find five similarities and five differences between 'Remains' and 'Exposure'. You may list the similarities and differences using bullet points but you must include quotations from both poems.
Gold:
Write three paragraphs explaining how contextual information has influenced Armitage's poem.
Question paper terminology and marks scheme detailing is quite amazing. Completed the full optional agenda of LSAT Courses and now just doing daily test practice with them. Quite nervous for my exam next month. But motivation from teachers is helping me a lot to overcome the phobia. Hoping for favorable results.
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