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Mock Language Exam Feedback This PPT should be read in conjunction with the MARKSCHEME which can be found here.here.

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Presentation on theme: "Mock Language Exam Feedback This PPT should be read in conjunction with the MARKSCHEME which can be found here.here."— Presentation transcript:

1 Mock Language Exam Feedback This PPT should be read in conjunction with the MARKSCHEME which can be found here.here

2 Unseen Reading Question 1 Read Text 1 and Question 1 again. Read Text 1 and Question 1 again. Now read your response and decide which of the targets are most appropriate for you. Likely target 1: read carefully, and only answer, the question set! Likely target 3: dont work paragraph by paragraph, look for links within the text and the writers point of view, and then summarise it in your own words.

3 Unseen Reading Question 1 Refer to the Markscheme and see why this response achieved full marks. this

4 Unseen Reading Question 2 Read Text 1 and Question 1 again. Read Text 2 and Question 2 again. Q. What is there in the following extract that could not be said about any headline of any article? The headline of the article immediately outlines the topic of the article and gives a very brief summary of what the reader is about to find out. The headline is in bold font and this is effective because it is very eye-catching and people will gain the readers attention in telling them what the article is about. Likely target 1: be specific, not general

5 Unseen Reading Question 2 Read Text 1 and Question 1 again. Q. What are the strengths and weaknesses of the following answer? The headline is effective at catching the readers eye as it is the biggest piece of writing on the page in a special font and size, this will entice the reader to look closer. The opening quotation gives a sense of drama because it says ticking time bomb which is a metaphor and means that the diets teenage girls have are going to harm them, perhaps very seriously. In the picture there is a large burger which might be the bomb given its size and unhealthy appearance. In fact both the headline and the picture link directly to the fourth paragraph of the article which says An appetite for junk food is feeding a ticking timebomb of disease and ill health. It certainly looks like the girl in the picture has an appetite for junk food, and this makes the use of the emotive verb starved in the headline seem slightly ironic. It is clear from the article though that this problem is not an ironic one, in fact Millions of teenagers are dangerously low in key vitamins and minerals, which further contextualises the statement in the headline that these girls are starved of vitamins. Now look at the markscheme and sample answer. How many marks do you think it was awarded and why? Likely target 2: make clear links to the article to show you have understood it

6 Unseen Reading Question 3 Read Text 3 and Question 3 again. Q. Why is the second extract below better than the first? Q. Write a sentence to improve the first extract. When she is in the desert she is really happy and excited. We can tell this because she describes crystal stars and says I loved the desert. The narrator describes her experience of the night in the desert with real passion and a sense of awe. Unlike in much of the rest of the text which becomes very negative in its description of flea-bitten creatures and long-bearded gnome- like men, here she uses some beautiful metaphors such as the sky being a vast expanse of crystal starts glimmering in a flat black sky, like a tarpaulin drawn over us. The crystal stars show how she viewed the sky as intensely beautiful, and finds the view to one of great personal and spiritual value. The sky is also vast, showing how she isnt scared of this emptiness, and in fact the tarpaulin suggests that she felt protected and safe in this natural environment. Now look at the markscheme and sample answer. How many marks do you think it was awarded and why? Likely target 1: show how the quotes you use make you deduce the effects you have identified

7 Unseen Reading Question 4 Likely target 1: make comparative points with a focus on language Likely target 2: avoid generalisations about descriptive and factual language Likely target 3: make sure you analyse language in detail Likely target 4: make sure you analyse how the language feature contributes to the purpose of each text. How is this feature suitable for the audience of the text it is in?

8 Unseen Reading Question 4 Read Question 4 again. Read and assess, using the Markscheme, the response to question 4.

9 Unseen Reading Question 4 Sources 2 & 3 Alliteration: used in both sources to give a sense of harsh and unpleasant realities. Source 3: brittle, belched, butchered, blackened – also give rise to the sense of a dirty but fascinating place. Source 2: diet packed with pizza, sweets and sugary drinks – emphasise and create a negative image of teenage girls diets. Alarmist and graphic imager: used in both sources to convey the destruction of bodies: Source 3: shrivelling my skin to an old prune – consolidates burning me and drying me up – suggests that part of her is being worn away or wasted; it relates to her sense of isolation without her husband. Source 2: spurious diets, severe toll on their health, starved of minerals. Emotive phrases: used in Source 3 (so far from him, so far from my life, pined for him) to give the reader a sense of longing, of her isolation and empathy with her missing her husband; used in Source 2 (girls faring worst) to invoke a sense of concern in the reader with girls being singled out (links to the isolation in Source 3), so focussing the audience in a negative way with the word worst. Choose ONE of these points and write it as a PEE paragraph

10 Writing Task Likely target 1: use paragraphs! Look at the markscheme. Q. At what Band does it say students are usually using coherent paragraphs? Q. At what Band does it say students are not using paragraphs at all? Q. What does this tell you about general expectations about using paragraphs as a skill in writing?

11 Writing Task Likely target 2: show you are catering to context, purpose and audience Q. Why does the following pick up marks in qu 6 for context, purpose, audience? Teenage years can be awfully tiring, with schoolwork piling up, and parents always on your case about homework and results and revision and organisation and discipline and behaviour and attitude and this and that and something else and then a random complaint about something that hardly makes sense finishing with another lecture on the importance of homework – it is not an easy life at all. However, your health should still be of massive importance in your lives, and there are no excuses for not taking care of yourself!

12 Writing Task Likely target 3: whoever the set audience is, it needs to appeal to adult markers! Q: Why might this paragraph not appeal to an adult marker? So you want to know about my favourite meal, do you? Well, it just has to be my mums lasagne. Umm its just so heavenly. I mean she spends hours cooking it, lavishing each layer of its carefully constructed pasta structure with the same love and care shown to her children. Im licking my lips now just thinking about the white, creamy sauce and the tender meat that acts like the foundation. It really is just like a slice of heaven!


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