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Breathe Sleep well Eat well. The Exam: 2 hours 15mins (Section A&B) 15 minutes reading time Section A: 1 hour Q1 8 marks 12 minutes Q2 8 marks 12 minutes.

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Presentation on theme: "Breathe Sleep well Eat well. The Exam: 2 hours 15mins (Section A&B) 15 minutes reading time Section A: 1 hour Q1 8 marks 12 minutes Q2 8 marks 12 minutes."— Presentation transcript:

1 Breathe Sleep well Eat well

2 The Exam: 2 hours 15mins (Section A&B) 15 minutes reading time Section A: 1 hour Q1 8 marks 12 minutes Q2 8 marks 12 minutes Q3 8 marks 12 minutes Q4 16 marks 24 minutes Section A: 1 hour Q1 8 marks 12 minutes Q2 8 marks 12 minutes Q3 8 marks 12 minutes Q4 16 marks 24 minutes Section B: 1 hour Q5: 16 marks 25 minutes Q6: 24 marks 35 minutes Section B: 1 hour Q5: 16 marks 25 minutes Q6: 24 marks 35 minutes Section A: 1 hour Q1 8 marks (4+4) 12 minutes Q2 8 marks 12 minutes Q3 12 marks 18 minutes Q4 12 marks 18 minutes Section A: 1 hour Q1 8 marks (4+4) 12 minutes Q2 8 marks 12 minutes Q3 12 marks 18 minutes Q4 12 marks 18 minutes Section B: 1 hour Q5: 16 marks 25 minutes Q6: 24 marks 35 minutes Section B: 1 hour Q5: 16 marks 25 minutes Q6: 24 marks 35 minutes

3 Reading Worth 40 marks You should spend 6o minutes on this section Section A: 1 hour Q1 8 marks (4+4) 12 minutes Q2 8 marks 12 minutes Q3 12 marks 18 minutes Q4 12 marks 18 minutes Section A: 1 hour Q1 8 marks (4+4) 12 minutes Q2 8 marks 12 minutes Q3 12 marks 18 minutes Q4 12 marks 18 minutes Read the questions… Then the sources.

4 Question 1a Skill: Finding Information Key terms: Skimming reading a text quickly to get an idea of what it is about Be clear Don’t use unnecessarily lengthy sentences. Use 4 different points You need to find 4 pieces of information

5 Be clear Answer the question Give a quote Infer meaning (say what it shows in detail) Question 1b Skill: Inference and Understanding Key term: When you infer, you find a meaning that isn’t directly given to you.

6 BAND321BAND321 -Clear evidence that the text is understood -Clear engagement with the text and makes inferences -Offers relevant and appropriate quotation -Makes developed reference to the question -Some evidence that the text is understood -Attempts to engagement with the text and make inference -Offers some relevant quotation to support what has been understood -Makes some reference to the question -Limited evidence that the text is understood -Limited engagement with the text -May offer limited quotation, textual detail or copying out -Limited reference to the question Q1 b Success = Marks42-31Marks42-31

7 Question 2 Skill: Summarising and inference Key skills: The ability to pick out important points and explain meaning in reference to a particular focus. Be clear Answer the question Use quotes from the text Explain what you found out in your own words by summarising and joining information together

8 BAND321BAND321 -Clear evidence that the text is understood -Clear engagement with the text and makes inferences -Offers relevant and appropriate quotation -Makes developed reference to the question -Some evidence that the text is understood -Attempts to engagement with the text and make inference -Offers some relevant quotation to support what has been understood -Makes some reference to the question -Limited evidence that the text is understood -Limited engagement with the text -May offer limited quotation, textual detail or copying out -Limited reference to the question Q2 Success = Marks Marks

9 Question 3 Skill: analysing language Key terms: Language Analysis Picking out detail and explaining how a writer creates a certain effect on the reader Be clear Answer the question Use quotes from the text Identify techniques and explain the effect that they have on the reader.

10 What does Q3 expect? It expects you to… ~Engage with the text ~Show detailed understanding by referring to quotes ~Use the PEE structure ~Analyse words and techniques ~Make consistent links back to the text ~Consider the effectiveness of language used for purpose ~Refer to purpose and audience when linking back. It expects you to… ~Engage with the text ~Show detailed understanding by referring to quotes ~Use the PEE structure ~Analyse words and techniques ~Make consistent links back to the text ~Consider the effectiveness of language used for purpose ~Refer to purpose and audience when linking back. Typical example Q3 Typical example Q3 : Explain does the writer uses language to inform the reader about Sport Relief and the many people it helps to support. 12 minutes (8marks)

11 Language Toolkit! Facts/Statistics (Something that can be proved to be true) Pronouns (we, you, us, your) Figurative language (similes, metaphors, personification) Formal or informal? Adjectives (Describing words – The red bus) Opinions (A person’s point of view) Short sentences for effect Rhetorical questions (Questions that don’t require an answer) Humour (even if you don’t think it’s funny!) Imperative Verbs (Command – Sponsor a girl) Verbs (Doing words – He was running) TONETONE Emotive language (words that make you FEEL something) 1 st or 3 rd ?

12 Connective The author / language in the text… The reader… (or ‘we’…) Firstly Secondly Thirdly As well as this Furthermore Moreover Finally Lastly Likewise Similarly Builds Connotes Contrasts Conveys Creates Demonstrates Describes Depicts Emphasises Evokes Exaggerates Expresses Gives the impression Gives a sense Highlights Informs Implies Indicates Narrates Realises Recognises Refers to Reflects Reveals Signifies Suggests Shows Tells Is made aware Is informed Is told Learns Discovers Realises USEFUL WORDS & PHRASES

13 BAND321BAND321 Shows clear evidence that chosen language and its effects, are understood. makes clear and appropriate links between the language and the effect on the reader Offers a clear explanation in organised structure Employs relevant quotations or references Shows some evidence that the language techniques and their effects, are understood. makes some links between the text and its effect on a reader Offers an explanation in a structured way Uses quotations or references Shows limited evidence that the language techniques and their effects, are understood. limited comment on the effect of words/ phrases on a reader Offers an explanation in a structured way Refers to language and uses examples from the text Q3 Success = Marks Marks

14 Question 4 Skill: analysing and comparing presentational features refer to any two of the sources, selected by you. The question will test your ability to write about presentational features and to compare two texts. It is worth 12 marks Remember to: -write about the way the sources are presented -explain the effect of the presentational features -compare the way they look

15 Presentational devices Toolkit! Captions Colour Images/ pictures Italics/ underlining Bullet points WhatitLOOKSlikeWhatitLOOKSlike Headings Text boxes Sub headings Columns Logos/ slogans Font

16 Question 4: Compare the different ways in which presentation is used for effect in the two texts. TIPS: Discuss presentational devices where possible. Make links between the two texts. Use sophisticated and technical language. Show off- show depth of analysis and understanding. whereas however In contrast on the other hand alternatively similarly in the same way Even so 18 minutes Unlike Although

17 Choose two of the three sources and compare the way that both texts use presentational features for effect. Clear evidence that texts are understood in relation to presentational features. Clear analysis of the effect of the presentational features in both texts. Relevant and appropriate examples to support ideas. Some evidence that the texts are understood in relation to presentational features. Some comment on the effect of presentational features in both texts. Attempts to support response with usually appropriate examples. Limited evidence that the texts are understood in relation to presentational features. Simple comment on the effect of presentational features. Few examples are given. BCDBCD BCDBCD Q4Q4

18 Do your sentences make sense? Read through and check Reading Have you said what you meant to? Have you used capital letters and full stops? Have you answered all the questions? Have you mentioned the effects? Quotations?

19 Writing Worth 40 marks You should spend 6o minutes on this section Section B: 1 hour Q5: 16 marks 25 minutes Q6: 24 marks 35 minutes Section B: 1 hour Q5: 16 marks 25 minutes Q6: 24 marks 35 minutes Vocabulary Paragraphing Sentence structure

20 Remember it is important to consider the TAP of the text. T ext: T ext: What type of text is it asking you to create- how can you show what text type is it? What would make it clear it was a leaflet? Audience: Audience: Who is your audience? What type of language might you use for this audience? Purpose: Purpose: What type of language features do you need to include to show you are answering the question?

21 Question 5 Worth 16 marks You should spend 25 minutes on this section The question will ask you to inform, explain or describe. Do this question 2 nd !

22 Question 5 Skill: writing to explain and describe Key terms: If you inform, the writing tends to stick to facts - things you know about and things that can be checked elsewhere. If you explain, the writing tends to be about facts and reasons, so you'd write about why or how something happened. If you describe, it's like taking a photo of something - you need information, but also lots of interesting details. You can include your own thoughts and feelings as well, because that helps convey information to your audience.

23 Writing to Inform To inform is to give someone the facts. One example of writing to inform would be to inform someone about a job. When writing to inform it is important to: Use straightforward language to present essential information, e.g. Key details about the job. Give the reader more information, e.g. What is interesting about the job? USEFUL TECHNIQUES Facts Present Tense Short, clear sentences Connectives Technical terms Address the reader with the personal pronoun ‘You’. Remember it is important to consider the TAP of the text. ! ? ; …

24 Writing to Explain To explain is to give factual information with added detail. To explain is to make clear, show the meaning or to account for. When writing to explain, you should always remember who you are writing to and why you are writing to them, e.g. ‘How to assemble a T.V. Unit’. USEFUL TECHNIQUES AFOREST. Clear, factual information. Personal pronouns, e.g. ‘You’ ‘Your’. Balanced view. Connectives of comparison. Break down topics. Evidence to support points. Third/first person. Remember it is important to consider the TAP of the text. ! ? ; …

25 Writing to Describe To describe is to give a description of what something or someone is like. It is important to focus on thoughts and feelings when writing to describe. Some examples of descriptive writing are: diary entries, scene descriptions, travel guides and recount texts. USEFUL TECHNIQUES Sensory description (5 senses) Interesting adjectives/adverbs Similes/Metaphors Personification Proper nouns Onomatopoeia Complex sentences Remember it is important to consider the TAP of the text. ! ? ; …

26 Band321Band321 Shows clarity and communicates with success Engages the reader with detailed explanations Clearly communicates the purpose of the text, using the right sort of techniques. Writes in a way appropriate for the audience Uses effective vocabulary. Uses Paragraphs. Uses a variety of structural features Q5 Success = Marks Marks Shows clarity and communicates with success Engages the reader with detailed explanations Clearly communicates the purpose of the text, using the right sort of techniques. Writes in a way appropriate for the audience Uses effective vocabulary. Uses Paragraphs. Uses a variety of structural features

27 Writing to inform/explain: Text Types Letter Leaflet Article Don’t start with ‘I am writing to you…’ Use ‘It has recently come to my attention that…’ Or Start with the subject matter of the letter Remember LAYOUT, information and facts Don’t start with ‘I am writing to you…’ Use ‘It has recently come to my attention that…’ Or Start with the subject matter of the letter Remember LAYOUT, information and facts Most importantly remember LAYOUT, presentational features and INFORMATION This should be FACT based Most importantly remember LAYOUT, presentational features and INFORMATION This should be FACT based Remember LAYOUT: columns, headline, subheading, image This should be also FACT based with some opinions Remember LAYOUT: columns, headline, subheading, image This should be also FACT based with some opinions

28 Q5: Writing to Explain - TASK Q5: ‘Extra Curricular, leisure and fun activities help improve social skills.’ Write a letter to your local councillor informing them of your opinions of this and why this is so important to you. Q5: ‘Extra Curricular, leisure and fun activities help improve social skills.’ Write a leaflet of information for your local leisure centre informing them of ways to improve social skills. Q5: ‘Extra Curricular, leisure and fun activities help improve social skills.’ Write a leaflet of information for your local leisure centre informing them of ways to improve social skills. Q5: Write an article for your local magazine with the headline: ‘Extra Curricular, leisure and fun activities help improve social skills.’ Explain in detail why you feel this is important. 25 minutes

29 Question 6 Worth 24 marks You should spend 35 minutes on this section The question will ask you to argue, persuade or advise. Do this question 1 st !

30 Question 6 Skill: writing to argue, persuade, advise esize/english/writing/writingtoargueac t.shtml

31 Writing to argue Looking at different sides of an issue (usually both sides of the argument are reasonable) USEFUL TECHNIQUES Facts and opinions said as facts (assertions) Formal language Balanced sentences Technical terms Address the reader with the personal pronoun ‘You’. Short sentences for impact Examples to prove point (anecdote/stats) Counter argue – whilst you may think… Clear conclusion Remember it is important to consider the TAP of the text. ! ? ; … Remember when you write an argument you MUST consider the counter argument.

32 Writing to persuade A means of convincing people to believe something or act a certain way, to agree with you, to do something, to spend their money in a certain way… USEFUL TECHNIQUES AFOREST!! Present Tense – “do it now!” Short sentences add drama! Address the reader with the personal pronoun ‘You’. Powerful opening and conclusion – sock it to ‘em! Ham it up a bit Remember it is important to consider the TAP of the text. ! ? ; … be.com/watch?v= TJI6y0cypTg

33 Writing to advise Giving your reader a range of options in order to help them to reach a decision of their own. You can’t rant about one option…even if this is YOUR favourite. Make SUGGESTIONS. Create a balance! USEFUL TECHNIQUES Facts Short, clear sentences Connectives Technical terms Address the reader with the personal pronoun ‘You’. Present Tense – conditional tense ‘you could’ ‘you might’ ‘should you wish’ Remember it is important to consider the TAP of the text. ! ? ; …

34 Do your sentences make sense? Read through and check Writing Have you said what you meant to? Have you used capital letters and full stops? Have you answered both the questions? Have you used the techniques? Paragraphs?

35 Exam Do your sentences make sense? Check everything! Have you said what you meant to? Have you used capital letters and full stops? Have you answered all the questions?


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