English Language Exam Revision PowerPoint

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  • 1.ENGLISH LANGUAGE PAPER 1 Reading and Writing Non- Fiction Texts 2 hours.

2. ENGLISH LANGUAGE EXAM Section A: Reading 3 non-fiction source texts 1 hour, 15 minutes to complete 40 marks Section B: Writing 1hour to complete 2 tasks Writing to inform, explain and/or describe Writing to argue and/or persuade 40 marks 3. SECTION A: READING (UNDERSTANDING NON-FICTION TEXTS) Usually there are four questions; you will have to go through the answer booklet to find them. You are also given three sources texts that you use to answer the questions. It doesnt matter what order you answer the questions in. In all of the most recent examinations, the four questions have focused on: Question 1 comprehension (what is the article about?) Question 2 headlines, pictures, captions, subheadings Question 3 comprehension with a focus Question 4 looking closely at/comparing language in two of the three sources. 4. In all five of the recent examinations, the first question has been a straight-forward comprehension question. The examiners want to know that you are able to understand what the article in question is about. This means that you will need to summarise the articles main points. Highlight/circle key words in the question. What are they asking you to look for? What source text are you focusing on? Make sure that you support your response with appropriate quotations. Highlight/underline significant sections of the text. Past questions: What do you learn from Jan Moirs newspaper article about where Bruce Parry has been and what he has been doing. What do you learn from Elisabeth Hydes article about where she has been and what she has been doing? What do you learn from Steven Hicks article about the issues and concerns regarding mobile phone use? QUESTION ONE WHAT IS THE ARTICLE ABOUT? 5. QUESTION 1 8 MARKS = 12 MIN This will refer to the first text and will ask you to RETRIEVE information and ideas. AO2, i Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross references as appropriate. Questions might include: According to the author, what can be done about; or What are the audiences for, and purposes of, this text; or What is the writers argument/ view Quote or use some language from the text. Audience? Purpose? Compare within the text 6. INFERENCE AND RETRIEVAL Whilst watching the clip on the next slide, answer the following questions on a whiteboard: 1. What is the name of the contestant? 2. Who does he compare himself to? 3. What is he wearing? 4. What does the contestant say that he can do during karaoke? 7. MORE QUESTIONS... Now, watch the clip again, but answer the following questions: 1. What are Simons first impressions of Onkar when he first enters the room? 2. What is Simons opinion of Onkars performance? 3. What is Sharons opinion of Onkars performance? 4. How does Onkar think that his performance has gone? 8. THE QUESTIONS What was the difference between the two sets of questions? What is the name of the contestant? Who does he compare himself to? What is he wearing? What does the contestant say that he can do during karaoke? What are Simons first impressions of Onkar when he first enters the room? What is Simons opinion of Onkars performance? What is Sharons opinion of Onkars performance? How does Onkar think that his performance has gone? 9. RETRIEVING INFORMATION What is the name of the contestant? Who does he compare himself to? What is he wearing? What does the contestant say that he can do during karaoke? How did you work out the answers to these questions? Were they easy, or difficult? Was there more than one answer to them? 10. INFERRING MEANING How did you work out the answers to these questions? Were they easier or more difficult than the other questions? Could there be more than one right answer to them? What are Simons first impressions of Onkar when he first enters the room? What is Simons opinion of Onkars performance? What is Sharons opinion of Onkars performance? How does Onkar think that his performance has gone? 11. DEFINITIONS Retrieving Facts Inferring Meaning Right or wrong answers Reading between the lines Copying information Using evidence to inform our opinion Using evidence to answer the questionMore than one possible answer 12. DEFINITIONS Retrieving Facts Inferring Meaning Right or wrong answers Reading between the lines Copying information Using evidence to inform our opinion Using evidence to answer the question More than one possible answer Which of these question types do you think is more difficult? Why? 13. SKIMMING 14. WHAT IS THIS TEXT ABOUT? WHERE MIGHT YOU FIND IT? 15. The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the 1900's . The changes we've seen over recent years and those which are predicted over the next 80 years are thought to be mainly as a result of human behaviour rather than due to natural changes in the atmosphere. 16. The best treatment for mouth ulcers. Gargle with salt water. You should find that it works a treat. Salt is cheap and easy to get hold of and we all have it at home, so no need to splash out and spend lots of money on expensive mouth ulcer creams. 17. QUESTION ONE: RAFTING ON THE GRAND CANYON Read the text you have been given. Working in pairs, answer the following comprehension question: What do we learn from Hyde article about where she has been and what she has been doing? Highlight relevant questions before you start your written answer. 18. QUESTION ONE: RAFTING ON THE GRAND CANYON From the article, written by Elizabeth Hyde, we learn that she went rafting on a 13 day, 225-mile trip down the Colorado River through the Grand Canyon. In addition to this, she describes the trip as a Disneyland like experience, emphasizing how she found it scary, yet exhilarating. On the trip, she was not only joined by her husband and three children, but 17 other strangers, who would be packed onto 6m rafts and squished in with masses of gear. Hyde describes how the group is eclectic, ranging from her teenage daughters to a couple in their mid-70s. We can infer from this that the trip would appeal to all ages, but only those looking for a once in a lifetime, whit-knuckle experience. The fact she was with these strangers meant that she couldnt be shy as they would be eating, sleeping and bathing together, thus a lack of privacy was one thing the group had to get used to. Despite this, the fact that they were on the water for five to eight hours a day in one of the most spectacular environments on earth, we can infer that the group would share a range of fantastic memories screaming with the thrill of the rafting experience. 19. QUESTION 2 8 MARKS = 12 MIN This will refer to the second source and will test your ability to understand and interpret presentational devices. AO2, iii Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects, and engage and influence the reader, supporting their comments with detailed textual references. Questions might include: How do the writers of this text use presentational features to engage the reader?; or How effective are the presentational devices in communicating what is being conveyed in the text?; or How do the presentational features add to the effectiveness of the text? Paragraphs, sections, bullet points, boxes, discourse markers.. Fonts, titles, subtitles, colours, pictures Describe what you can see in detail Give an opinion 20. What is the GENRE of these two texts? 21. GAP When we are looking at a new text for the first time, we always need to work out the GAP: AUDIENCE GENRE PURPOSE What type of text is it? Who was it written for? Why was it written? 22. 1 minute End Choose one of these two texts (magazines) and decide who the AUDIENCE is and what the PURPOSE is. 23. A: WHY? Title is another name for young girls, spelt with zs to be more informal Pink fonts and boxes, traditionally a girls colour Stories about fashion Cool and fab make reader think of younger people Hotties is a word used by teenage girls Zac Efron appeals to younger readers Says that its a girls mag! 24. P: WHY? INFORM: Learn something about other peoples lives INFORM: Find out more about fashion and Zac Efron ENTERTAIN: Uses words like hotties and cool, so is probably not going to be an encyclopaedia 25. QUESTION 2 -FEARSOME TYRANNOSAURUS REX SUE MAY HAVE DIED OF A SORE THROAT Working in pairs, answer the following question: Explain how the headline, sub-headline and picture are effective and how they link with the text? Write some quick notes before you begin, giving you some ideas to get going with. Talk first about the headline, then the picture. Use the Sentence Starters to help you start your sentences. You have 12 minutes to complete the task. 26. This newspaper article aims to inform and entertain the more educated reader about the surprising new evidence that may explain the plight of Sue, the prehistoric predator. The headline and sub-headline are effective because they inform the reader that the violent and petrifying Tyrannosaurus rex may have died of a measly sore throat, which will both fascinate and intrigue the reader. The readers disbelief will attract them to read the article due to the juxtaposition between the fearsome skeleton of the large dinosaur which dwarfs its onlookers, and the fact that it may have starved to death due to being unable to swallow properly. The fact that the headline names her as Sue is effective because its both humorous and unexpected for the reader, who would probably not think of such a violent and threatening dinosaur as female or called by the friendly name of Sue. The word fearsome connects with the picture which shows T Rex as immense, aggressive and terrifying; and also links to the main article where it also describes the violent skirmishes she had, that she weighed a formidable seven tonne and was a whopping 13 metres long. QUESTION 2 -FEARSOME TYRANNOSAURUS REX SUE MAY HAVE DIED OF A SORE THROAT 27. QUESTION 3 8 MARKS = 12 MIN This question will refer to the third text and ask you to understand and interpret meaning. AO2, i Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross references as appropriate. Questions might include: How does the writer use language and grammar to shape the readers response?; or How does the writer reveal her language and attitudes in this text?; or What are the writers thoughts and feelings? QUOTE!! Audience? Purpose? Compare within the text 28. ANSWERING QUESTION THREE Question 3 is based on source 3. It is a difficult question in that it appears to be quite vague. It will ask you to explain to make clear and understandable, something you have read about in the source. The question is, once again, worth 8 marks. It will often, but not always, be based on a non-fiction text such as a journal or autobiography piece. Like question 2, this question will be testing your ability to understand and interpret meaning, this time in source three. Again, it is not a language analysis question, and language should only be analysed if it specifically answers the question. You should not write about the effect on the reader in this question (that comes in question 4). As with question 1, you should aim to make a range of points which cover all parts of the text. Comment on how the text begins, what it is saying in the middle and how it ends. 29. IDENTIFY THE BASIC LANGUAGE FEATURES: What language devices show the thoughts and feelings of the writer? Adjectives Adverbs Comparatives and Superlatives Sentence structure and length Punctuation for effect NOT THE RED RASP and SOMP (unless it directly links to the question) 30. Now read Source 3, Everest The Hard Way, which is an extract from a non-fiction book. Explain which parts of Pete Boardmans story of the return to Camp 6 you find tense and exciting. (8 marks) Underline the parts which are tense and exciting Annotate the basic language devices used to create this Write in clear, PEE paragraphs, explaining how the language shows the situation to be tense and exciting. ANSWERING QUESTION THREE 31. The fact that a decision had to be made and there was a time limit of ten more minutes suggests that they were in a precarious position and builds tension and excitement, ending in the declarative statement that time was up. Furthermore, the part where they are going the wrong way, that there was a blizzard, that night was coming on and they had to consider their own lives shows that they were up against nature and the elements and in an extreme situation. That there was no sign of Mick suggests that something terrible had happened. Boardman used short sentences when describing getting down the mountain when Pertemba was not used to moving without fixed ropes and is slow, and the fact that Boardman thought he was lost, is exciting and adds to the sense of risk and danger. The avalanche, the dependency on the rope and the ice axe shows the life or death hazards they endured and is exciting. The miracle of finding the rope in the dark and the fact that Pertemba seemed to be struggling, and Boardmans tumble adds excitement to the end of the journey. The fact that Boardman, the strong, experienced conqueror of Everest burst into tears shows just how tense the experience had been and that he knows Mick is not coming back. ANSWERING QUESTION THREE 32. QUESTION 4 16 MARKS = 24 MIN You will be asked to compare the third text with one other text. You will be tested on your ability to compare the effectiveness of language used by the writers. AO2, i Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross references as appropriate. AO2, iii Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects, and engage and influence the reader, supporting their comments with detailed textual references. Questions might include: Compare how choices of language are used for effect in ..; or Compare how content and language link to purpose and audience; or Compare how writers present attitudes to Connectives of comparison, contrast and balance will be essential here Quote!!! 33. ANSWERING QUESTION 4 This is the trickiest question in section A, in that it will require you to choose which sources you will write about. You will be asked to compare the language use in two texts one is set and the other is to be chosen by you. This question is worth 16 marks and requires a very detailed answer. A lot of stu...