Collins English GCSE for AQA

GCSE English Language

GCSE English

Publishing from April 2010!

Student Book Targeting Grade C 978 0 00 734211 2 9.99

Student Book Targeting Grade A/A* 978 0 00 734212 9 9.99

Teacher Guide (Foundation And Higher)978 0 00 734214 3 75.00 + VAT

Assessment Pack978 0 00 734217 4 100.00 + VAT

Student Book Targeting Grade C978 0 00 734219 8 9.99

Student Book Targeting Grade A/A*978 0 00 734220 4 9.99

Teacher Guide (Foundation And Higher)978 0 00 734213 6 75.00 + VAT

Assessment Pack978 0 00 731247 4 100.00 + VAT

Interactive CD-ROM978 0 00 734434 5 500.00 + VAT

Foundation Revision Guide 978 0 00 734100 9 3.33

Higher Revision Guide 978 0 00 734101 6 3.33

GCSE English Literature

Revision Guide

Teacher Guide (Foundation And Higher) 978 0 00 734215 0 75.00

Assessment Pack978 0 00 734218 1 100.00 + VAT

Interactive CD-ROM

Evaluation Pack (publishing February 2010)978 0 00 734263 1 15.00

Evaluation Pack

Sample Pages

Chapter 1 Unit 1A Reading non-fiction texts

Understanding a range of non-fiction texts

Close reading in the exam

Exam preparation

Chapter 2 Unit 1B Writing non-fiction texts

Planning for purpose

Communicating with accuracy and clarity

Writing to engage the reader

Exam preparation

Chapter 3 Unit 2 Speaking and listening

Presentations

Discussing and listening

Adopting a role

Chapter 4 Unit 3 a) Extended text study

Character and voice

Themes and ideas

Genre and form

Controlled assessment preparation

Chapter 5 Unit 3 b) Creative writing

Recreations

Moving images

Commissions

Controlled assessment preparation

Chapter 6 Unit 3 c) Spoken language investigation

Social attitudes to spoken language

Spoken genres

Multi-modal talk

Controlled assessment preparation

English Language Contents

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GCSE English Language Targeting Grade A/A* Student Book Sample Pages

Chapter introductions outline theexpectations of the specification

and list student-friendly summariesof the Assessment Objectives.

Provides an overview of whatthe students will learn, why this

is important and what is requiredto achieve a C or A Grade.

Focus for developmentsections enable

students to see what isrequired to achieve the

highest grades.

Remember boxes summarise keypoints for students to remember

and are useful revision aids.

Examiners tips helpstudents improve their skills

and raise their grades.

Exam Tasks give students theopportunity to discuss and

practise exam-type activities.

Regular boosters enablestudents to self and peer assesstheir work, showing them how toimprove their grade. Each section

ends with a sample exam orControlled Assessment task.

Unit 1(b) Writing non-fiction texts2

60

What does writingnon-fiction texts involve?You will get 20% of your English Languagemarks for your ability to write non-fictiontexts.You will have to complete two writtentasks in an exam lasting one hour.

What is required?You will be marked on your writing of two responses one short, one long to

two set tasks.

What is being tested?You are being examined on your ability to write for specific audiences and purposes communicate clearly, effectively and

imaginatively

organise information in a structured wayusing a range of paragraphs

use a variety of sentence structures andstyles

use a range of linguistic features forimpact and effect

write with accuracy in punctuation,spelling and grammar

How should you prepare?As for other forms of assessment and exams,you will be able to prepare by developingyour skills, trying them out on practice examquestions, and reviewing the progress youhave made. The skills you will develop willalso help you with many other parts of yourEnglish Language course.

A grade C candidate will:Plan so that the organisation ofhis/her writing is effective, forexample in using clear and coherentparagraphing to sequence ideas.Form and style will besuccessfully adapted todifferent purposes. C

A grade A candidate will:Plan so that the organisation of his/herwriting is effective, skilful and coherent,with a logical structure. The chosenform will be assured, confident andcontrolled and will, whereappropriate, engage anddelight the reader. A

Purposeful Writing

61

IntroductionThis section of Chapter 2 shows you how to understand what a written response question is asking you understand the meaning of the words task, audience, purpose and form generate ideas and plan your writing explore different approaches to planning the structure of your work.

Why is planning for purpose important? To complete any written task either in class or in the exam you need tounderstand what you have to do and, once you have done that, focus on howyou get there.

The plan and the structure for your writing are like a road map to make sureyou get where you want to go.

This gives you the big picture, not just the details, so that you see the overall effectof particular choices you make.

Prior learningBefore you begin this unit, reflect on what you already know aboutaudience, purpose and form

previous occasions when you havehad to come up with ideas for awritten task

how confident you are about thestructure and organisation ofyour written work.

Do you find others can follow your ideaseasily?Why?Why not?

Could you jot down what youunderstand by these terms?

What did you do?What techniques did you use?

Do you use paragraphs, headings orother organisational features effectively?

Learningobjectives To understandhow task, purpose,audience andform shape yourwritten responsein the exam

62

What do these terms mean?The task is the question or problem you have been set: for example, towrite a letter to an employer applying for a job or an article for a travelmagazine describing an exciting trip.The audiencemeans the reader or readers: the people who will receiveyour letter, or read your article.The purpose is the reason for writing the letter or article: for example,to persuade or to explain and describe.The form is the type and category of writing: letter, article, report, etc.

Checklist for success You need to identify the purpose, audience and form in the writing

task you have been set. You need to consider how these things will shape your writing plan.

In the writing exam,purpose, audience and form are all present inthe task.

Understanding Task, Purpose,Audience and Form

Read these threesample questionsand then, with apartner, note downfor each case the audience the purpose the form.The first has been donefor you.Of course, thetask and purpose aretied up together, sodont worry if youcant separate them.

ACTIVITY

Then, compare youranswers with anotherpair.Did you agree?Which one of these would you consider the most difficult task?Why?

Sample question 1:Write a report for your headteacheradvising him or her about whether it would be a good ideato lengthen the school day by an hour and a half.

Sample question 2: Some people believe our countrys energyneeds will be solved by us taking responsibility at home.Theyadvise us to save energy by turning off lights, unplugging phone-chargers, heating only the rooms we are in, and so on.Write aletter to your local newspaper either persuading readers to followthis advice, or arguing against it.

Sample question 3: A website calledClassic Kids Films has asked users tosuggest one classic film they wouldrecommend to parents for their children.Describe the film you would choose,saying why you would recommend it.

form audience task/purpose

Identifying task, audience, form and purpose inthe exam question will help shape your answer.

Texts can have more than one purpose and morethan one audience.

Remember

63

Focus for development: Audiences and purposes

ACTIVITYNow read this email from astudent to a revision website:

Answer: Discuss this issuewith a partner:

Can texts have more than onepurpose? (Think about theautobiography of a celebrity: whatpurposes might that text have?)

A student writes Cant textshave lots of purposes? If I send anemail to a friend about him comingto visit me, I could be giving himinformation, persuading him ifhes not sure even making himlaugh, cos were good friends

ACTIVITY

Look at this extract from a students answer in the exam.Can youwork out what the task, audience, purpose and form were?

EXAM TASK

The production of Romeo and Juliet by Year 10 and 11 last night was one of the bestperformances to grace the school stage in a long, long time. With atmospheric lighting, moodymusic and fantastic sound effects, the whole production was a credit to the students, and Ithoroughly recommend that you come along to see your sons and daughters performing. Dontmiss out tickets for the remaining nights are selling quickly.

What does it meanto plan?When you plan an answer you arethinking ahead.Your plan is anoutline of the main ideas andcontent you are going to include.It may also be the stage where youdecide which points to analyse ingreater detail.

Checklist for successA successful plan is one that answers themain purpose of the task covers themain points provides a structure, with a clear sequence of steps and

sharp detail sometimes includes key words, phrases or sentences you

intend to use.

You will have one hour to answer two questions. Spend fiveminutes planning each answer but before you write the plan,you need to generate ideas.

Planning an Answer

64

Learningobjectives To understandhow importantthe plan is to asuccessful answer

To write a basicplan for an exam-style question

Generating ideasRead Sample question 1 on page 62 again.A student has started to generate ideas for this answer using aspider diagram.Complete it by adding main points of your own.Then include detail for each main point.

REPORT lengthening school day, good or bad?

ChildcarePupils views

Parents views Homework clubs

Longer School day

ACTIVITY

Examiners tipYou can use otherways of generatingideas for example,a list or flowchart or whatever worksfor you.The mainthing is to get ideasdown on paper!You dont have touse everything youwrite down initially:you can always leaveout ideas that youlater decide to rejectbecause they dont fitwhat you want tosay.

A good, detailed plan will helpyou to write a high levelresponse.

A plan will keep you focused andgive you a clear sequence tofollow as you write your answer.

Remember

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Focus for development: What makes a good plan?

The planNow read this plan basedon the spider diagram:

Look at the plan witha friend and discuss: whether you would you beable to write an answer tothe task based on this plan

if there is another way theanswer might have beenstructured.

ACTIVITYPlan1 Intro: thank him for asking me to report for him2 Advantages of lengthening school day:

less childcare for parents could have tea provided homework done in school so equal for everyone

3 Disadvantages: pupils want to go home, may be problems clubs outside school will have to change times buses, trains?

4 Conclusion: good idea if problems dealt with first;parents kept informed.

Now look at a second sample question.

Generate ideas and then write a plan for this question.Take no more than 5 minutes to do so.

1 Start by reading the question and identifying thepurpose, audience and form.

2 Next, generate ideas: use a spider diagram, list of points ornotes.

3 Then,write your plan.Use numbers or letters for eachsection (these could be your paragraphs in the final answer).

A website called Classic Kids Films has asked users tosuggest one classic film they would recommend to parentsto show their children.Write a description of yoursuggestion, explaining why you would recommend it.

EXAM TASK

Examiners tipWhen youve done your plan, jot down avariety of suitable words and phrases readyto use in your answer, for example somegood connectives (firstly,however,moreover) or impressivephrases/sentences you might use(spectacular experience,thrill-a-minuteadventure).

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Learningobjectives To understandhow basicstructure canchange meaningand effect

What is structure?The structure of a text is the way it is organised, particularly theorder of the content.

Checklist for successSuccessful structure is achieved by including the key conventions of

a particular form of text, such asthe opening to a letter

sequencing the contentappropriately: for example,deciding whether to state yourmain point at the start of a text

organising content effectively(for example, deciding whether togroup certain ideas together)

making sure the reader can followyour argument, viewpoint orexplanation.

Check the key conventions of non-fiction forms on pages 67.

SSttrruuccttuurriinngg yyoouurr TTeexxtt

A student writesI find it easy when I have towrite about two sides of anargument I just deal with oneside then the other, then addmy final decision. Sometimes,though, it can seem clumsy.What else could I do?

You could deal with each

issue or topic in turn. It does

mean, though, that you will

need to use comparative

language well (on the other

hand, in contrast).

Here is a Grade Aexample in whicha student haswritten about theadvantages anddisadvantages of abeach holiday anda city break.

ACTIVITY

The main problem with beach holidays is theweather. If its sunny fine, but what do you do ifthe sand is as soggy as a marshmallow? On theother hand, bad weather in a city is actually quitewelcome. No one needs an excuse to sit in sometrendy caf sipping a hot chocolate, do they?

When it comes to chilling out, the beachholiday wins hands down. You cant beat the mix offresh air and warm sea. City breaks might berelaxing, but you can never escape the traffic, thefumes and the people.

Which structure has the student used from the two options given above?

Changing the order or sequence of information yougive changes the effect. Sometimes it is best to bedirect, dont be afraid to experiment with structure.

Remember

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Focus for development: Sequence and organisationSimilar decisions about organisation what you deal with and in what order occureven in texts in which you are not comparing things. For example, what is the best wayto start a text: to get straight to the point, or to be more subtle?

Write two plans for this task.

For each plan, jot down what you are going toinclude over five paragraphs. In the first plan, use the first paragraph for statingyour point of view and then deal with all the prosand then all the cons.

In the second plan, deal with each point in turn,looking at the pros and cons of each.

Work with a partner and give an improvised talk based on each plan.Discuss which structure worked better, and why.

ACTIVITYYour form teacher hasasked you whetherhaving a whole schoollitter pick at the endof each day is a goodidea. Advise him orher on what is the bestcourse of action.

Approaches to structureYou can use structure to affect tone and style, forexample by having an unusual opening.Look at these two emails students have written inresponse to a question about inviting an old friendto meet up.Which one do you think uses a moreoriginal and engaging opening? Why?

Hiya. Would you like to meet up some time?Its been ages since Ive been in touch. Itd begreat to hear all your news, and share a coffee.We could meet, in Princes Park if you like?

A

ACTIVITY

A sunny afternoon Princes Park veggieburgers, diet coke and a good laugh. Sound likefun? I havent been in touch for ages, so itd begreat to meet up next week if youre around

B

Grade Booster

Extended Exam TaskGenerate ideas, plan a task and decide on a structure for this question.

If you feel ready, write the opening two paragraphs of your article.Remember to follow this process:

Evaluation What have you learned?With a partner, use the grade skills list below to evaluate your work on theExtended Exam Task.

Write an article for your school magazine in which you attempt topersuade your year group to volunteer to work for local charities.

Decide on structure or sequenceGenerate ideas Plan

68

D I can write plans but they are not always detailed or clearly linked topurpose, audience, form and the task set.

C I can write plans with a view to interesting the reader; my organisation isclear and language is generally appropriate, linked to the purpose and form.

B I can write a plan which allows me to develop and organise ideas for task,purpose, audience and form, with a clear sense of the effect they will haveon the reader, considering things such as alternative beginnings and endings,and variety of paragraphs.

A I can compose a plan quickly and efficiently, which shows the most effectiveorganisation and structure for the task, audience, purpose and form. It allowsme to show a wide range of ambitious language choices and techniques.

A I can compose a plan quickly and efficiently which shows my immediategrasp of the rich potential of the task, allowing me to demonstrate mycreative flair by using a wide range of language choices and techniques.

*

You may need to go back and look at the relevant pages from this section again.

Sample Pages

GCSE English Language Teachers Guide Sample Pages

Provides a clear match to the specificationwith graded learning outcomes and

assessment objectives flagged up at thestart of each lesson plan.

Support and extension opportunities ensure thewhole class is stimulated and challenged, providing

different pathways (all must, most should, somecould) through the Student Books according to ability.

The Plenaryoffers guidance on

how to assessstudent progress.

Starter activities withworksheets introduce the skill ortopic covered and help ascertain

students prior knowledge.

Each Teacher Guide supportsboth the Targeting Grade Cand Targeting Grade A/A*

Student Books.

The structure and presentationof your text

Differentiated learning outcomes All students must discuss and complete the activities in pairs. (Grade D/C) Most students should write responses to the activity questions. (Grade C) Some students could write their own interesting email opening. (Grade B/A)

Ask student to read in pairs, What do structure and presentationmean? and Checklist for success.

Starter: Sequencing paragraphsAsk students to work in pairs to sequence and link together theparagraphs on Worksheet 1. When finished, they should share theirorder with another pair and discuss the reasons for their choices.This activity should take no more than ten minutes.

Feed back by asking one pair to read out their order. If another grouphave a different order, ask both groups to defend their decisions.(The correct order is probably 5, 3, 1, 6, 2, 4.)

Give extra challenge by asking students to imagine the piece is amagazine article on the life of Danny Blanchower. They could give it a titleand see if they can invent an interesting headline for each paragraph.

Main activity sequenceAsk students to complete the two activities in pairs.

All students must discuss and complete the activities in pairs. Most students should write responses to the activity questions. Some students could write their own interesting email opening.

Activity

Generatingideas

Activity

Approaches tostructure

Students should work out that B is more unusual than A. This isbecause the writer has not suggested meeting up immediately;instead he has tried to interest his friend in what they might do.A rhetorical question is posed.

Discuss the reason that B is more unusual than A. Ask the students totell you which is the more unusual and ask them to defend theiranswers.

Give extra challenge by asking students to write their own interestingemail opening, inviting a friend to join them for a tness work-out after school.

DevelopmentThinking about the typical structural features, students could work onone of the suggestions below to write a newspaper report:

There has been a pop concert in a field near you. Some peopleenjoyed the concert but others complained about the excessive noiselate at night.

A famous film star is to be married at a church near you. You havebeen asked to interview the film star for your local newspaper.

Ask students to plan the article and then write the article usingpresentational features such as headings, subheadings, a lead paragraphand perhaps an interesting photo.

They need to be aware of connectives such as because, in addition,however, furthermore and therefore. Also, pronouns such as he, she itand they.

All students must plan and write an article. Most students should use connectives to organise and link their paragraphs. Some students could organise the content effectively and engage the reader by

use of layout and structural features.

PlenaryAsk members of the class to describe how they structured their article.

Finally, ask your students to tell you how they have connected theirparagraphs. They need to give examples such as, I ended my thirdparagraph by mentioning the group had made a great deal of noise,then I used a connective to open the fourth paragraph, saying,However, those attending really enjoyed the music..

Remind students that making original or unusual choices will maketheir work stand out and help them achieve high grades in the exam.

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Assessmentobjectives

AO4 Writing Write to communicate clearly,

effectively and imaginatively,using and adapting forms appropriate to task andpurpose in ways that engagethe reader.

Organise information andideas into paragraphs andwhole texts, using a variety oflinguistic and structuralfeatures to support cohesionand overall coherence.

Ask pairs to share their discussions with the class. Students shouldbe able to understand that candidate Y has written a verydifferent opening to Candidate X:

Candidate Y has written an introduction and the final decisionabout the school day will come at the end of the essay.

Candidate X has given a verdict in the first paragraph and willback up the argument by only discussing the good points.

Students might also notice that Candidate Y achieves a slightlymore formal tone, appropriate to the task, purpose and audience.

Chapter 1 Unit 1B Writing Non-ction Texts Planning for purpose Lesson plans

21 21

Student book pp. 589

31

Planning for purpose Worksheets

Worksheet 1 The structure andpresentation of your text

In pairs, try to work out the best order for these paragraphs.

Note down your suggested order here:

Blanchflower left school at 14 and it was not long before he joined theRAF. He lied about his age to join up in 1943. He was posted to Canadaand gained a reputation as an excellent footballer.

Other successes included the FA cup for Spurs in 1962 and he alsocaptained Northern Ireland to the quarter finals of the World Cup in 1958.

He gained some footballing skills early on, as his mother played centre-forward in a womans team. His school days were spent playing footballas often as possible.

After retiring from football, Blanchflower wrote for newspapers, managedfootball teams and worked for radio. He was also known for his unusualand interesting sayings, such as Ideas are very funny things. They neverwork unless you do. and If weve got the ball, they cant score.

Danny Blanchflower was ranked as Tottenham Hotspurs (Spurs) bestever player. He is remembered as one of the greatest tacticians in thehistory of football and for his passing abilities. As a youngster, he couldonly dream of playing for a football team.

After World War Two, Blanchflower became a professional footballer.He soon moved to England and played for Tottenham Hotspur in 1958.He captained the team to the league and FA Cup double in 1962. Spurswere the first team to win the double in the twentieth century.

When youve come up with an agreed order, join with another pair andcompare your answers.

Note down the order of paragraphs that you have agreed with the otherpair here:

6

5

1

2

3

4

Sample Pages

Chapter 1 Unit 1A Reading non-fiction textsUnderstanding a range of non-fiction texts

Close reading in the exam

Exam preparation

Chapter 2 Unit 1B Writing non-fiction textsPlanning for purpose

Communicating with accuracy and clarity

Writing to engage the reader

Exam preparation

Chapter 3 Unit 2 Speaking and listeningPresentations

Discussing and listening

Adopting a role

Controlled Assessment preparation

Chapter 4 Unit 3 a) Reading literary textsShakespeare

Exploring cultures

Literary Heritage

Controlled Assessment preparation

Chapter 5 Unit 3 b) Creative writingMoving images

Prompts and Re-creations

Me. Myself. I.

Controlled Assessment preparation

GCSE English Targeting Grade A/A* Student Book Sample Pages

Chapter introductions outline theexpectations of the specification

and list student-friendly summariesof the Assessment Objectives.

Provides an overview of whatthe students will learn, why this

is important and what is requiredto achieve a C or A Grade.

Remember boxes summarise keypoints for students to remember

and are useful revision aids.

Easy-to-use double-pagelessons provide clear learningobjectives, success checklists

and explanations of key concepts.

Examiners tips helpstudents improve their skills

and raise their grades.

Practice Tasks give students theopportunity to consolidate theirunderstanding of each topic.

Focus for development sectionsenable students to see what is

required to achieve the highest grades.

Activities throughout the lessondevelop students understanding

and application of the skills.

Unit 2 Speaking and Listening Presentations3

What does Speaking andListening involve?You will get 20% of your English Languagemarks for your Speaking and Listeningability.You will have to complete three Speakingand Listening controlled assessments.

What is required?You will be marked on your presenting discussing and listening role playing.

What is being tested?Your teacher will be judging your ability to speak clearly and purposefully organise your talk and sustain your ideas speak appropriately in different situations use standard English and a variety of

techniques when speaking listen and respond to what others say and

how they say it interact with others, shaping meanings

through suggestions, comments andquesti ons and drawing ideas together

create and sustain different roles.

How should you prepareAs with any other controlled assessment, youwill be able to prepare for your assessmentsby developing your skills and practising yourperformances.

32

This section of Chapter 3 shows you how to give a presentation to an audience select a topic and structure your talk decide what content you might include use a range of techniques to boost your performance.

Why is the development of presentational skillsimportant? we can all talk generally about topics, but to get top grades you need to

demonstrate a range of presentation skills. planning, structuring and enlivening your presentation makes success easier

to achieve. you will use the same skills in other parts of the English course, for example,

when you are required to write in the examination. it is likely you will have to use these presentational skills throughout your working

life. Developing these skills now will help you succeed in whatever you choose to do.

C grade candidate will:Adapt their talk to the situation,using standard Englishconfidently. They will engage thelistener through their use oflanguage, so that information,ideas and feelings arecommunicated clearly.

A grade candidate will:Use assured standard English,vary sentence structures andexhibit a broad repertoire ofvocabulary to engage thelistener, employing suitable style and register.

Prior LearningBefore you begin this unit, think about: Times when you have heard someone

talk in a formal situation

How you have been taught to structure your formal essays

Which speakers have interested you most and why? Which of their techniques might

you be able to use?

C A

When you watched someone on television,listened in assembly or had an outside speaker

in school, how did the speaker begin/ try tohold your attention/ conclude?

Which of these techniques could you use whenpreparing and delivering a presentation?

Focus for development: selecting effective contentYou must be selective in your choice of materials. Just because you find a detailinteresting does not necessarily make it appropriate for your presentation. So, the talk on Florence Nightingale

offers facts which give a clear picture of what washappening

indicates the problems the nurses faced

shows the number of nurses coping with them

moves on to talk about how the care wasrevolutionary for its time.

It only includes facts relevant to the main topic nursing. It does not talk about thebattles, the politics or where Florence Nightingale went to school.

Selecting the right content for your presentation

Learningobjectives To understand the

importance ofselecting and usingcontent wisely.

Why is a focus on content important?Regardless of your topic, without interesting and relevant content, youwill not engage your audience.Also, remember that listening is a different skill to reading. What yousay must be easily understood by your audience. You need to makeyour points clear and precise. If your listeners miss what you say, it isgone for ever. If they cant follow your argument, you will lose theirattention.

Checklist for success You need to be dealing with a topic about which you have enough

information so that you avoid making irrelevant points orunconvincing assertions.

You need to be very clear about the purpose of your talk.

You need details and examples that support your main points.

4 5Chapter 3 Speaking and Listening

This is from an A* Gradepresentation. The studentwas comfortable with hertopic because she hadresearched it thoroughly. How many facts does

she include?

How does she use thefacts?

What is her main point?

How does she make usinterested in FlorenceNightingale?

ACTIVITY

I think Boys will be Boys is a programme that would appeal toanyone. I thought about my own brothers when I was watching

it. I laugh at them, and I laughed at the boys on the screen.The show made fun of Steve, Imran and Ben, but I have to say

the girls seemed ridiculous too: Maeve with her hair andSammy with her turned up nose She tries to be so superior

If you were planning theNightingale talk, whatcontent might you need foryour next section?

ACTIVITY

You have been asked to give apresentation reviewing atelevision programme, film orplay you have seen recently foryour teaching group.With a partner, decide which ofthe following ideas you mightor might not include in yourreview, and why:

ACTIVITY

Character details when and where you saw it yourfavourite forms of entertainment the storyline themes opinions of others about it comparison withother similar productions your range of hobbies why you watched it length best/worst moments the last production you saw prior to this one alternative ways of spending your time

Of course, it is not just aquestion of selecting theright ideas, but what youchoose to say about them.Compare these extractsfrom students reviews.1 To what extent does

the first review rely on description?

2 How has the secondstudent improved herreview by being morecritical?

ACTIVITYStudent 1: from a C Grade response:

My sister loves Boys will be Boys. Mind you, she loves boys,full-stop, so maybe shes not the most reliable judge of the

programme. She adores Steve because hes cute; but she hasalways reacted to Bambi in much the same way, so take that asyou will. She also claims Imran is the best thing since the MP3

player; but I prefer an i-pod touch

Student 1: from a C Grade response:

Florence Nightingale took a group of 38 nurses to the ScutariBarracks Hospital in October 1854, to care for wounded British

soldiers in the Crimean War. Although many were in agoniesbecause of their injuries, many more were dying of terrible diseaseslike typhus fever, typhoid and cholera. The nurses cared for these

soldiers in a way we have come to expect nowadays; but back then itwas a revolutionary move

Content needs to be appropriate for your purpose andaudience.

Research if necessary but be selective in what you use. Make sure all your content is relevant and supports

your main points.

Remember

6 7Chapter 3 Speaking and Listening

Effective researchBecause you prepare presentations, you can always do research. Thatdoes not mean finding out everything you can about a subject. Youneed to be selective, finding information which suits your purpose.

If you were researching the talk about Florence Nightingale andhow she revolutionised nursing care, which of these websites doyou think might be useful?Why/why not?1 Florence Nightingale Museum:

www.florence-nightingale.co.uk

2 Jon Baines Tours Florence Nightingale in Istanbul:www.jonbainestours.co.uk

3 Details of a new book about Florence Nightingale:www.florence-nightingale-avenging-angel.co.uk

Having found relevant material, you have to put it across effectivelyto your audience. That could mean using: diagrams or pictures powerpoint slides anecdotes

ACTIVITY

A C grade student was asked to respond to this task:Organise the following facts into a conclusion for a presentationwhich argues that Nightingale is one of the greatest women tohave lived.Try to offer a conclusion which summarises is completely relevant to your argument leaves the audience with positive feelings about Nightingale

(and, therefore, about you as a presenter!).

ACTIVITY

Examiners tipIf you do research,remember simply finding facts

helps you little

it is how you useand develop ideasthat is crucial.

The informationyouve found needsto be part of yourcentral message. Youwill have a purpose: to argue that

Nightingalechanged nursingacross the world.

Your researchfindings need tosupport thatmessage.

Died 1910, aged 901907: International conference of Red Cross Societies listed her asa pioneer of the Red Cross MovementWas asked by US for advice on caring for the sick during theirCivil WarCalled Lady of the Lamp because of her hours tending the sick inthe CrimeaFirst woman to receive the British Order of Merit

Response:

Produce a better ending by organising the material more

effectively so that the ideas seem todevelop more logically

adding more detail rephrasing where necessary and

totally rewriting where that needsto be done.

So, Florence Nightingale was famousall over the world. She was evenrespected in the United States and bythe Red Cross Movement by the timeshe died in 1910. The Lady of theLamp, as she was called, was the firstwoman to receive the British Order ofMerit and she certainly deserved it.

You are asked to talk to the class about your favourite pastime.1 What points would you make?2 Why? 3 How would you develop them?

PRACTICE TASK

Point Why Development

running is healthy health issues important atany age

how my life changed as I becamehealthier

15 million Britishpeople run

pleasure/competition/feeling of well-being

age no barrier: Constantina Ditabecame world marathonchampion at 38; Buster Martinran in London marathon at 101

8 9Chapter 3 Speaking and Listening

Leading a group discussion

Learningobjectives To learn how to

manage adiscussionsuccessfully.

Why is the ability tolead important?To gain a high grade, students areexpected to support others in thegroup, show empathy for their ideasand lead the group throughdiscussions to its conclusions.

Checklist for successYou need to be prepared to directdiscussions, help resolvedisagreements and bring thediscussion to a conclusion oroutcome.

Focus for development: effective leadershipThis extract shows the difference between C Grade students, Sheri andAbdul, and an A Grade student, Jessica, who leads the discussion.

A student writesI like working in groups but Im hopeless at leading theothers. I always get swampedby their ideas.

The ability to manage a

group is expected from a

top student. However, you

can always try to guide the

group through sections of

the discussion. Taking brief

notes might help you stay

in touch.

ACTIVITY

What skills are being demonstrated by Jessica? How could the others react to her suggestion at the

end? Explain.The person leading the group might sometimes supportone point of view but should ensure that all viewpointsare allowed and all participants feel comfortable

ACTIVITY

1 In a group of three, have a discussion in which two take directly opposed viewpointsand the third is responsible for leading them to an amicable conclusion.Choose any suitable topic, such as: Football is more important than anything

or . is the best singer the world has ever knownThe important thing is that it must be a topic on which there is strong disagreement.

2 Repeat with different topics and different roles.

PRACTICE TASK

How does the speaker leador shape the discussion inthese examples?1 Right, to kick things off: why

dont we like this story..?

2 Are you sure, Satish? Letsjust look at

3 Thats agreed, then. Wethink

4 Well, thats a totally differentpoint. For now, can we getback to..?

ACTIVITY

Jessica: So, are we in favour of single-sexeducation or against it? Abdul?

Abdul: Its unnatural. Boys and girls arepart of society, so why keep themapart at school?

Jessica: Sheri?Sheri: Wed get more work done if the

boys werent there, messingabout And theres the timewasted while they all explain whytheyve not done theirhomework

Abdul: Thats a silly line to take. Often itsgirls with their stupid questionswho are the wasters.

Jessica: OK. So, if youre both saying theothers waste time, could it bebetter if they were kept apart?Only half the time lost..?

Abdul: Maybe. But I work better withgirls around

Sheri: We definitely dont need theboys

Jessica: Are we needing single-sex schoolsas an option, then? I mean, forthose who want it. Or, maybesingle sex classes for subjects in thesame school? Would that work forboth of you?

Wayne: This is the worst place to live.Jayne: Its better than the middle of a slumWayne: This is a slum.Jayne: Its not. Have you ever been to places with

rubbish lying around and broken windowseverywhere?

Wayne: Its like that round here

What might a leader in the group have done to make this discussion more positive move the discussion forward?

Sample Pages

GCSE English Literature Assessment Pack Sample Page

Interactive CD-ROM Overview

Sample Pages

Writing to describe

Describe something or someone you really know about. You may think it is moreinteresting to describe someone from Siberia, but your lack of knowledge will show inthe writing.

If you invent a person, base them on someone (or some people) you know well. He orshe will then come across as a real person.

If you are describing a place, choose one where you have lived, or one you havevisited.

Group your ideas together in a plan. Unless you plan carefully, your description willramble and have no structure.

This is a plan for a response to the question: Describe a beach in August.. The main ideashave each been given a separate paragraph. The further details show how the ideas can bedeveloped.

A lively opening will immediately attract the examiners attention.

Good descriptive writing usually appeals to all five senses. Write about what you (orother people) are seeing, hearing, touching/feeling, smelling and tasting.

The more detail you include, the better the description. Describe a particular beachtowel, for example, not just beach towels in general.

Note how this extract uses the techniques above.

The plan is clearlydivided into sections.

Some ideas fordeveloping the mainpoints are given ineach section.

One of the questionsin Section B of Paper2 lets you write todescribe.

You will probably haveto describe a personor place.

When writing todescribe, you should: describe what you

know plan and structure

the description write an effective

introduction andconclusion

use your fivesenses, asappropriate

go into detail.

PLANIntro:

the overall atmosphere on beach

Para 2: familiesdads red, mothers looking after babies and youngsters

Para 3: childrenon sands, in sea, ice cream, sunburn

Para 4: seasandy grey waves, seaweed, lilos

Conclusion:view from the pier, people drifting to steps and home

When I arrived at the beach, it was busy and exciting.Families in bright T-shirts were packed together, musicblared and children were screaming. The sun beat downand the waves lapped against the shore.

The coloured windbreaks and T-shirts werebright. You could smell sun-tan cream andfried onions from hot-dog stalls, and yourlips tasted of salt and sand. All alongthe beach, the fathers sat in deck chairs,reading their newspapers with sweatrunning down their necks or lay on towels.The mothers tried to make the childrenbehave properly, shouting at boys andgirls, who were shouting back. One womanin a Liverpudlian accent was screaming,and looked set to explode.

sight

taste

feeling

smell

sound

Key points

Good Points

Good Points It is clear from the

start what thestudent is writingabout.

Sounds, as well assights, aredescribed.

The beach and thepeople are bothdescribed.

Interesting wordsare used (packed,blared, lapped).

Good Points All the senses are

used to help thereader experiencethe seaside.

There is some gooddetail, such as friedonions from hot-dogstalls.

REMEMBERFor a really strikingopening, think about adifferent approach, e.g.

Focus on one familyin detail.

Focus on oneparticular area, thenbroaden out.

Begin with someonespeaking.

REMEMBERGood descriptivewriting often includesfeatures that are foundin poetry. Forexample, you couldinclude a simile suchas fathers sat in deckchairs, going red likeapples in the sun.

The aim of descriptivewriting is to give thereader a clear pictureof the person or placeyou are describing. Itis very unlikely thatyou will be asked towrite a story.

If you are writing adescription of aperson, dont includeall the senses.Instead, try to includesome description ofbackground, such asthe things they like to do.

REMEMBER

Describe a place where you spend much of your time, for example: a park a swimming pool a club your bedroom.

Task

Writing Skills Writing to describe

82 83

Describe what you know

Structure

Introduction

Include all five senses and detail

2 Below, there are some extracts from texts. Say:

who you think they were written for

why you have come to that decision.

1 Why has the writer written this text? You might wish to offer alternative ideas but try tosupport what you say with quotations from the article.

You might be asked to write about the purpose and audience of a particular text.

If that does not happen, the purpose and audience are still key considerations, becauseeach element of the texts you will be looking at are chosen for a particular purpose.

(4 marks)

Michael Perham is fourteen years old but hashis name in the record books. He sailedsingle-handedly across the Atlantic, alonefor six whole weeks. He faced gales, 25 foot waves,danger from larger ships, loneliness and sharks. Butback on dry land, he now has to face the ultimate test:his GCSE examinations.

Michael seemed very calm after arriving in Antigua,and was looking forward to returning to his home inHertfordshire. However, the small matter of GCSEexams stand between him and his next voyage, a non-stop round-the-world trip he is planning.

He has a great deal to do before he can set outagain. After all, he only took some RE work with himthis time, yet did not find a moment to start on that,even with six watery weeks on his hands. He mightwell be a hero to his classmates, but his teachers willjust see him as someone who needs to catch up!

Hero beats theAtlantic nowfor GCSEs!

Sunday Times, 21.01.07

Michael on his yacht, sailing back tohis studies.

3 What is the purpose of this text, and how does it appeal to its audience?

AudienceExtract Reason for decision Marks

For the woman in yourlife: Erotique, the newfragrance by Henri.

Throughout the nineteenthcentury, nurses continued todo as they were told bydoctors. They knew their place.

Discipline your children. Nolonger can they be allowedto do exactly as they wish.

Investors in Sun LifeAssurance of Canadarejoiced earlier today, asshare values reachedunprecedented heights.

2

3

3

3

(6 marks)Continue on lined paper if necessary.102 103

Reading Media and Non-Fiction Purpose and audience

Purpose and audience

Why are purpose and audience important?

Purpose

Audience

Audience and purpose