esl exam revision

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Merrylands High SchoolESL Exam Revision


ESL ENGLISHPaper 1


Date: Monday October 15Time: 1.50 – 3.30 PM

Paper 1 Language Study within an Area of Study


ESL ENGLISHPaper 1 Section I


PERSONALPERSONAL CULTURALCULTURAL HISTORICALHISTORICAL SOCIALSOCIALCONTEXTS

THE LARGER WORLD

THE LARGER WORLD

COMMUNITIESCOMMUNITIESPEOPLEPEOPLE

PLACESPLACES

GROUPSGROUPS

CONNECTIONS


ENRICHGROUPENRICHGROUP

BARRIERS THAT PREVENT

BELONGING


BELONGING

CHALLENGEGROUP

CHALLENGEGROUP

ACCEPTANCEACCEPTANCE

IDENTITYIDENTITY

EXPERIENCESEXPERIENCES

ATTITUDES MODIFIED OVER TIME


CHOICES NOT TO BELONG


RELATIONSHIPSRELATIONSHIPSCHALLENGE

COMMUNITYCHALLENGE

COMMUNITY

UNDERSTANDINGUNDERSTANDING ENRICHCOMMUNITY

ENRICHCOMMUNITY


Paper 1 Section I - the answer booklet

Identifies stimulus text

Identifies type of text

Identifies marks per questionIdentifies the length

of your answer


Paper 1 Section I – the stimulus texts


one idea communicated (1)how communicated (2)two reasons (2)explain two ways a sense not belonging is communicated (4)two reasons for developing campaign (2)explain why (2)identify and explain effect of two persuasive techniques (4) why appropriate title (1) explain how changing sense of belonging two examples (4)meaning of quote (2)identify two other ideas about belonging (2)how visual features convey ideas about belonging (4)explain poet’s relation with natural world (2)how are language techniques used to express this relationship (4).

The types of questions (the marks are in brackets)


identify two ideas about belonging (2)according to writer of text how do young Australians benefit from being part of ‘tribal generation’ (2) how writer conveys attitude (4)how ideas about belonging represented in photo (4)explain metaphor (1)how language used to sustain metaphorcompare ways language used in two texts to convey ideas about belonging (4)

The types of questions (the marks are in brackets)


•read the limiting words•ideas about belonging

Comparing texts


relate effect of language feature to the textuse correct terminology write appropriate lengthrefer to the correct text and text typebe conciseexplain don’t describerefer to the correct number of examplesidentify an aspect of belongingprovide additional technique/effect when requiredbe specific in the effectmake required links e.g. idea in text and aspect of belonging, purpose and technique.

What you must do


Imaginative writing (the last question in this section)

type of text audience purposemarks 6-8

what to write about ideas from a text that relate to an aspect of belonging/not belonging


Type of text Audience Times used

magazine article students 2

reflective journal entry/ diary entry self 2

creative writing (narrative?) 1

description 1

introduction to resource booklet HSC students (implied)

1

letter o the editor 1

speech year 7 students 1

transcript of interview 1

transcript of radio announcement 1

The types of texts


Describe a person, place or community that has given you a sense of belonging. Make connections with the ideas in at least one of the texts. (8)

•Criteria• effective description• communicate sense of belonging• connection between own experience and ideas in at least one text• sustain appropriate register

•Issues• analyse or summarise a text/texts• repeat information given in earlier responses• make superficial connection between ideas about belonging and personal

experiences• make no reference to personal experience.

The question 2009


Imagine a situation or event in which a person overcomes barriers which have prevented belonging.Using ideas from at least ONE text compose a diary entry as this person.Describe the person’s feelings and response to the situation in this diary entry. (6 marks)•Criteria

• effective diary entry• communicate a changed sense of belonging• connects imagined experience with the ideas in at least one text• sustains appropriate register

•Issues• rely on information in texts • do not communicate a changed sense of belonging• do not write in register of diary• do not describe the feelings of a person who has overcome a barrier.

The question 2010


Write the transcript of a short announcement for a local radio that encourages listeners to participate in an event that will bring people and the community together.Use ideas form at least one text in your announcement. (6)• Criteria

• ability to communicate benefit of community participation• connections between imagined experience and ideas in one text• sustains appropriate register• sustains appropriate form

•Issues

• rely on information in texts• do not clearly communicate benefits of community participation• analysis of texts• copy large parts of texts.

The question 2011


ESL ENGLISHPaper 1 Section II


•20 marks

•40 minutes

Paper 1 Section II


• demonstrate understanding of the ways language shapes and expresses perceptions

The exam rubric

LanguageLanguage


• interrelationships among texts

Explore and examine


ENRICHGROUPENRICHGROUP


BELONGING


BELONGING

CHALLENGEGROUP

CHALLENGEGROUP

ACCEPTANCEACCEPTANCE

IDENTITYIDENTITY

EXPERIENCESEXPERIENCES





RELATIONSHIPSRELATIONSHIPSCHALLENGE

COMMUNITYCHALLENGE

COMMUNITY

UNDERSTANDINGUNDERSTANDING ENRICHCOMMUNITY

ENRICHCOMMUNITY


Relationships and experiences shape an individual’s sense of belonging.To what extent do the texts that you have studied support this idea?In your response, refer to your TWO prescribed texts and ONE text of your own choosing. The link to the rubricthe influence of relationships and experiences on sense of not/belonging

The notes from the markers•ability to explain how the sense of belonging is created in the texts•need to assess the extent to which texts support the idea•if poetry is prescribed must refer to more than one poem•suitability of related text.

The question 2009


You have been asked to give a speech to your class on the following topic: ‘Acceptance and understanding are necessary for a sense of belonging.’ Write the script of your speech. In your speech, refer to your TWO prescribed texts and ONE text of your own choosing.

The link to the rubricthe aspects of acceptance and understanding are linked to the concept of belonging

The notes from the markers•writing in the mode of speaking a speech•speech form limited to introduction and conclusion remainder in essay form•discussion of the concept of belonging is general and not related to texts or question•selection of a few key extracts from the texts rather than an in-depth discussion•don’t write about personal experience as a related text•use the words from the question not synonyms.

The question 2010


‘A sense of belonging comes from having connections with people and places.’Compare how the texts you have studied convey this idea.In your response, refer to your TWO prescribed texts and ONE text of your own choosing. The link to the rubriclink concept of belonging to aspects of connections with people and places

The notes from the markers•comparison of texts studied•comparison of texts implied rather than explained and explicit•general discussion of belonging•focus on either people or places instead of on both•use synonyms for the words in the question instead of the question wording•selection of a few key extracts from the texts rather than an in-depth discussion.

The question 2012


ESL ENGLISHPaper 2


Wednesday 17 October3.25 -4.30 PM

Paper 2 Modules

It is very important to write the correct question number on your cover sheet!


Question 2

Paper 2 Module A Elective 2


What will you do with the texts?

ExploreExplore ExamineExamine Analyse


What will you analyse?

Textual formsLanguage modesMedia

Textual formsLanguage modesMedia


How will you compose?


• explore the ways in which language is used to represent visions in texts

• consider the different types of visions evident in texts• consider how the creation of a distinctly Australian

vision, or visions• affects interpretation• shapes meaning

• examine one prescribed text, in addition to other texts and examples drawn from their own experience.

Australian visions


Shape meaning


Visions

VisionsVisionsvisualisevisualiseviewsviews

ideasideas

conceptconcept

perceptions

perceptions

beliefsbeliefs

imagesimagespredictpredict


• represent the social and historical context in which they are formedAND

• can change over time

• can reflect realityBUT

• can be aspirational.

Visions


From image to visionStrictly Ballroom


• what is being described• what is happening• on the surface level, in each of the scenes, Luhrmann

describes what he wants us to see or depicts some action

• we have to look deeper into the film to discover what this tells us about:• our perceptions of others (people living in

Australia)• our perceptions of the world (Australia).

Images


How do we move from an image to a vision?


Some values survive because they are embedded within Australian customs, language and ways of speaking, and iconic symbols:– socio-economic egalitarianism– mateship– a fair go– the underdog– the battler– volunteering.

Australian values


• respect for and appreciation of a multicultural Australia• the concept that sustained effort will help you to achieve your

goal• standing up for what you think is right (your beliefs).

Other values in Strictly Ballroom


A focus on the themes

• the film presents a variety of visions• these are presented through:– language features– textual features (film and those specific to the text you have

chosen)• each of the texts can be aligned with one or more of the

‘Australian values’• the visions presented may change over time.


Consider the following:1.What values are evident in the text I have chosen?2.Do they reflect the same values in my prescribed text?3.If so, what do they add to my understanding of these values?4.What visions are communicated?5.How have my understanding and perceptions been amplified?6.How will I communicate this?

Values in the text of my choice


How is meaning made?(how are visions constructed?)

LANGUAGEAND TEXTUAL FEATURES !!!


The language of film


• it is not enough to have a list of textual features that you can identify in your text

• examples chosen must illustrate the point that you are making in your answer

• the effect is more than attract the reader’s attention – be specific

• analyse the language features of your quote in detail• relate your analysis to the Australian values you have

identified• explain what understanding this gives us of our relationships

with and understanding of others and the world.

Language and textual features


Australian

Vision


VISION


Consider the following:1.What language structures and features are evident in the text I have chosen?2.How do they complement those in my prescribed text?3.What do they add to my understanding of how meaning is made?4.What effect do they have on the creation of an Australian vision?

5.How will I communicate this?

Language structures and features in the text of my choice


• have a clear thesis in your introduction• read the question carefully – is a related text

required?• have a thorough knowledge of your prescribed

text and choose the most suitable examples to illustrate the range of visions in the text

• integrate your analysis of textual features• relate analysis to the question• maintain a formal register.

Notes from the marking centre


• explain how the visions in you text reflect the beliefs, values and attitudes of individuals or groups within Australian society

• you answer must include more than– a recount of the texts– a list techniques

• explore how a range of visions are expressed through film techniques

• show an awareness of the social and historical context and project to present time.



• refer to a range of scenes• contrast alternative visions• focus on the big picture visions.



ESL ENGLISHThe listening exam


Wednesday 17 October4.40 – 5.10

The listening exam


The paperWednesday October 17 - 4:40 PM (after

Modules 3:25- 4:30 PM)Working time 30 minutes including listening

timewhile the questions are being read do NOT

writeyou usually have about 11 minutes to write

answers to the questionsa warning is sounded when you have TWO

minutes left.


Reading the questions read the questions carefully the questions will guide your listening identify the task words

identify explain describe analyse list evaluate effectiveness compare how why

Fairfield High School LISTENING


Reading the questions

identify the specific information you need e.g. will you need direct quotes?

Note the limiting words

•TWO•ONE•purpose•positive•techniques•reason•engage the audience•effective

•feelings•mood•tone•music•sound effects•structure•voice•language


The contextthe first statement you hear is the context of

the text and the speakers Year Text

2004 Short story

2005 Author reading extract from book

2006 Interview radio program (interviewer and interviewee)

2007 Excerpt from radio program (presenter talks to 3 women and 2 scientists)

2008 Excerpt from radio program (two presenters review films)

2009 Radio program (presenter and interviewees)

2010 Speech (recorded from You Tube)

2011 Radio program (presenter and interviewees)


The instructionsbefore you hear the recording you will have TWO

minutes to read the questionsread the questions and pay attention to the key

wordslisten to the recording and follow the questionsyou MAY make notes as you listen (BUT it is a

good idea to listen closely to the recording before you make notes)

any notes you write in the Candidate’s Notes spaces will NOT be marked.


The instructionsyou will hear the recording for the first time –

listen carefully paying attention to the structure, features of text and language features

you will hear the questions think about the information you havewhat further information will you need to focus on?

you will hear the recording for a second timemake notes as you listen


The questionsHIGHLIGHT the key words in each question – analyse,

describe, explain, identify, features, techniquesbe aware of the relationship between the demands of

the question, the length of the response and that marks allocated – a 4 mark question will require more time

address all parts of each question if the question is divided into two parts, make sure that

you write your answer in the appropriate space if you are asked to provide TWO reasons, make sure

you provide different reasons and do not simply restate or explain ONE reason.


The questions you must make links between different parts of the

program if the question asks you to infer 2003 bushfires + fireworks = danger

be concise in your answer – do not retell/recount, get to the point quickly

don’t use quotes instead of explaining how or why – sometimes a paraphrase shows more understanding

remember that the text will give you clues if you are asked what a metaphor means 2004 What does ‘rocketed to stardom’ mean?

you need to use conjunctions to demonstrate cause and effect.


The questions• if a question asks you to compare, two features

need to be commented on– use the language of comparison in your answer

• explain a technique:– identify the technique– provide an example or quote– link to the purpose of the text

• a technique can be language, voice or textual – make sure that you can identify what technique you are being asked to comment on and choose appropriate examples.


Features of textthe types of text included:

Interview ABC radio JJJ Part of a radio program – The Sports Factor includes

interviews Excerpt from radio program (includes talk back and

interview) Short story Author reading extract from book Interview radio program (interviewer and interviewee) Excerpt from radio program (presenter, 3 women and 2

scientists interview ) Excerpt from radio program (two presenters review

films)


Radio program in analysing a radio program you can comment on:

sound effects the use of music (structural/ mood) if the location is incorporated into the program the number of speakers the relationship between speakers

if you are asked to explain the effect of a feature, make sure that you make your explanation specific to the text generic answers tend to be awarded fewer marks

you may be asked to comment on the structure of the program – pay attention to the ‘markers’ e.g. the use of music to indicate breaks.


The role of a presenter• introduce speakers• set the context• link the speakers and information• provide background information about the topic• provide additional information about the topic• create cohesion in the program (make links)• simplify (paraphrase) information presented by

the speakers• conclude the program.


Features of voice


Volume HesitationsTone RepetitionPitch False starts

Inflections PausesStress Fillers (umm, er)Intonation Words left outRhythm SilencesPronunciation/ accent


Examples of the effect of features of voiceFeature Effect

Slow pace •Helps the listener to understand and follow the speaker

Clear pronunciation

•Helps the listener to understand and follow the speaker

Low pitch (deep voice)

•Gives the speaker authority•Shows the speaker’s maturity•Demonstrates the speaker’s confidence•Is pleasant to listen to

Varied tone and volume

•Maintains the listener’s interest•Stresses the speaker’s main points

Pause •Gives the listener time to think and evaluate what the speaker is saying•Creates a relaxed atmosphere


The relationship between speakers


Who sets the topic? What roles are adopted by the participants? How are the questions/ statements/ exclamations distributed? Who addresses whom? Who speaks the most? What type of turn-taking occurs? (Q&A, follow on) Are there any simultaneous utterances? Is there any positivity/negativity? Is there any degree of co-operation/conflict? Is there any humour? What kind? What is the effect? Are there any hidden messages? What strategies signal the start and finish of the conversation?


Language features

• Is it sufficient to identify the following features?– Slang– Humour– Register (formal/informal continuum)



Language features


the relationship between language, word type and tone what is ‘tone’?

mood or feeling tone of voice the tone of voice may help you to identify the tone of the text

to describe a character or the personality of a speaker use relevant adjectives support with quotes from the text support with language techniques support with features of voice


Language features• a list of prepared language features/techniques that are not

specific to the text will receive fewer marks• relate the analysis of language features to the text and the

speaker’s (composer’s) purpose and explain how • some purposes you identify are easier to link to language

features:– purpose: to inform– language feature: use of first person pronoun– link: the audience gains information from a personal recount.


A prepared list of language features

• emotive• persuasive• modality• first person• second person• positive• negative• descriptive• factual• biased


Describe

QuoteQuote

ExplainHOW

ExplainHOW

the language featurethe textual featurethe ‘voice’ feature

communicates a feeling or attitudeengages the listenerachieves a purpose

esl exam revision

Documents

correct text

writer of text

language techniques

language study

metaphorcompare ways

types of questions

changing sense

correct number