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Y11 Parents Support Evening 13 th December, 2012.

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Presentation on theme: "Y11 Parents Support Evening 13 th December, 2012."— Presentation transcript:

1 Y11 Parents Support Evening 13 th December, 2012

2 GCSE English Language External Exams Unit 1 Reading20% 1 hour Unit 2 Writing20% 1 hour 10 th January 2013

3 Unit 1 Paper (Reading) What does it look like? Two passages of non- fiction reading Four 10 mark questions 1 Hour Exam = minutes reading and annotation time for 2 texts + 10 – 12 minutes writing time per question

4 The 4 types of question Unit 1 paper: Question 1: Information Retrieval Question 2: Impressions, Viewpoint & Attitude Question 3: Persuasive Techniques Question 4: Comparison of texts FactsIndicators of biasPresentation features Similarities DetailOpinion & perspective Language featuresDifferences Feeling /atmosphere created Features of biasContent Form Style Viewpoint

5 Threshold Scores for the C grade on Unit 1 - Foundation: Unit 1 Reading Summer 2012 C35/40

6 Threshold Scores for the C grade on Unit 1 - Higher: Unit 1 Reading Summer 2012 C18/40

7 What score does a student need to get on each question in Unit 1 to achieve the C grade? Foundation Tier: Grade C marks on each 10 mark question Higher Tier: Grade C 18 5 marks on each 10 mark question Grade B 21 6 marks on each 10 mark question

8 Unit 1 – Key Pointers minutes per question – never leave a question unattempted New question, new side of answer booklet Aim to write one side per 10 mark question Use close textual detail to support your ideas – weave quotations into your answers The mantra: Say it, nail it and move on! Answer the question on the part of the text you are directed to.

9 A good answer: 10/10 (Foundation)

10 The impressions I get from the article about Ambreen Sadiq is that it has been hard getting to where she is but she is proud of herself and wants to continue. She is strong and has "overcome opposition' to get to where she is; this shows that she will do anything and fight anything in her way. She is"aiming for the 2012 Olympics' and is determined to get there. This demonstrates the fight and strong will-power she has to get to her dream. The article states that she has "already won big fights which shows that Ambreen is good at what she does. She gets "mixed feedback' from the community but takes it on the chin and gets through it. She is talented and wants to win. Ambreen paid "no attention' to those that disagreed and carried on because she wants to be a boxer and will do anything to get what she wants. The writer proves this by saying that she is a "dedicated boxer' and in the ring shows how talented she is by using quotes that tell us she is "strong and determined' to get her goal because she really wants it. She blocks out negative feedback' because she knows it will affect her so she shows her strong side, although when she is interviewed she admits she gets "really down when people tell her parents she shouldn't be boxing. The writer describes her as a ''rapid-fire fighting machine which shows she is good at what she does and she wants to prove to the people who didn't believe in her that they were wrong.

11 Unit 2 Writing Exam You will be assessed for your writing skills: Awareness of Audience and Purpose Appropriate Format of text Presentation of your work Handwriting Spelling Punctuation

12 Unit 2 paper – What does it look like? 1 hour 2 questions – 30 minutes per question Each task worth 20 marks each

13 Types of Writing Writing to argue – presenting a line of argument convincingly, acknowledging but countering other viewpoints Writing to persuade – employing persuasive devices to convince an audience of your viewpoint Writing to advise – Offer guidance and advice on a specific topic, often in the form of an article or leaflet Writing to comment /review – Writing to evaluate and provide a viewpoint on a given focus

14 Possible text types: Magazine articles Promotional materials Letters – formal and informal Reviews – books, films, DVDs Newspaper articles Leaflets / guides Online forums Charity appeals

15 Unit 2 – Mock Task 'TV talent shows (such as X Factor) are hugely popular. Some people think they are great because they give unknown people with talent a chance to become famous. Other people think they are put on so that the TV audience watching can laugh at contestants making fools of themselves.' Write a letter to a newspaper giving your views on TV talent shows. [20]

16 C Grade Response

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19 Grade C Spelling Punctuation & Grammar a range of grammatical structures is used to vary the length and focus of sentences simple, compound and complex sentences are used to achieve particular effects a range of punctuation is used accurately to structure sentences and texts, sometimes to create deliberate effects, including parenthetic commas most spelling, including that of irregular words, is usually correct control of tense and agreement is secure

20 Recap: Sentence Types 1. Simple Sentence 2. Compound Sentence 3. Complex Sentence [I eat chocolate]. Simple : one verb / one clause [I eat chocolate] and [I like fruit] Compound : at least two verbs / at least 2 clauses of equal value joined by a connective [[When I eat chocolate], I often feel thirsty.] Complex: at least two verbs and at least 2 clauses where one clause cannot stand on its own and still make sense.

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22 Pizza Sentences The man walked in The man walked in dressed in an Armani suit, a purple silk tie and with the heavy scent of aftershave. A sprinkled list of additional detail

23 Burger Sentence The man walked in. The man, dressed in an Armani suit, walked in. Drop a bit of additional detail in the middle, adding mayonnaise – the parenthetic commas

24 Prawn Cocktail Sentence The man walked in Dressed in an Armani suit, the man walked in. All the detailed bit first, ahead of the main event

25 Think… Pizza Burger Prawn Cocktail

26 Content and Form: shows clear understanding of the purpose and format of the task shows clear awareness of the reader / intended audience clear sense of purpose shown in analysis / comment; appropriate reasons given in support of opinions/ ideas ideas are shaped into coherent arguments paragraphs or sections are used consciously to structure the writing style is adapted to purpose / audience there is a range of vocabulary selected to convey precise meaning or to create effect

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28 Steps to completing a Response: 1. Make yourself aware of the form and audience given in the task – for whom and why are you writing? 2. Decide what your own view is on the issue – it will be something you are likely to have a view on. 3. Work out in planning what your main points are going to be and put them in a logical order. 4. Write your opening paragraph. 5. Write the main body of the piece. 6. Write your concluding section. This needs to wrap up your response effectively and leave the reader clear about your purpose.

29 Writing with accuracy: Use accurate punctuation to make meaning clear. Use accurate spelling. Make sure your use of verb tenses is consistent and correct. End each sentence while you are in control of it. Dont let your writing run on aimlessly.

30 Organising your writing: Make sure your writing targets the intended audience throughout. Write using an appropriate format for the task. Make sure the content of your writing is focussed on the task, contains the right level of detail and is always relevant. Structure your writing so it is easy for the reader to follow.

31 Unit 2 C Grade Thresholds - Foundation Unit 2 Writing Summer 2012 C /40

32 Unit 2 C Grade Thresholds - Higher Unit 2 Writing Summer 2012 C /40

33 Key Differences between a C and D performance on Unit 2: D grade Identify points without comment Use limited vocabulary chosen for meaning Use fewer complex sentences and structures Write less in less detail C grade Comment and explain Use a wider vocabulary chosen for effect Use more complex sentences and sentence structures Develop ideas and express them more fully

34 Key Things Students Need to do: Write accurately – write less but get it right (1 side of A4) Focus on choosing language features and for effect Consider their vocabulary choice and its effect Aim to include sentence variety Plan the text and develop ideas before writing

35 How can they do this? Working through and undertaking timed practice of past papers Reading non-fiction texts for presentation and language features – consider the audience, purpose and style

36 What can you do? Use the mark schemes to work through the past papers and discuss where marks were gained or lost Encourage reading of non-fiction text types Discuss non-fiction text types – their content, form and style Short basic skills practice sessions – marking Encourage and praise

37 What support is available? NELE – Getting the C grade course Past exam papers and mark schemes Exemplar student scripts Lesson slide shows Basic skills practice sheets English Teacher: Name Set 1 mellis Set 2 twilliams Set 3 kharrison Set 4 tclarke Set 5 bowens Set 6 hstevenson Set 7 hlong Set 8 skelley Set 9 jseyburn


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