1. Identify Language Features
GCSE Lesson 28
Learning Outcomes:
Choose Quotes
Analyse Quotes
Identify Language Features
Answer Question 4

2. Feedback on homework
Read the text ‘A ticking Time Bomb’ and use the grid used in class with ‘The Sweet Shop’ to help identify the language features.
Put the list of language features for each of the two text beside each other to help identify similarities and differences.
Then, make a list of five comparative statements about the point and purpose of both texts. Think about:
• Who the audience might be for both texts
• What the purpose of both texts might be
• What the subject of both texts is; what they both have in common
• What the main differences are between the two texts.
Use the ‘both / however’ technique.
Answer the following question:
Use all of the above to ‘Compare the ways in which language is used for effect in ‘The Sweet Shop’ and ‘A Ticking Time Bomb’. Give some examples and analyse the effects. (16 marks)

3. Recap on format of the exam
Fill in the table (handout) with the timings of the exam and marks available for each question.
Tutor to give each learner a handout.
Learners to complete the table to the best of their ability.
As a class, check answers against the PowerPoint slides.

4. Section A Question 1 http://timer.onlineclock.net/
Spend minutes on this question. Aim to write 5-8 different bits of information.
Question 1
Aim for about 5 developed ideas.
You do NOT need to write in PEED paragraphs because you are not analysing the information.
Tests your ability to:
Find information and put it into your own words.

5. Question 2
Explain how the headline and picture are effective and how they link to the text.
Tests your ability to: identify, understand and interpret presentational features .
Spend minutes on this question. Aim to write 2-3 comments on EACH feature (1 PEED in 3 mins). “Presentational features” includes the language used in the headings.

6. Question 3: interpreting emotions
Based on Source 3 only.
8 marks
12-15 minutes, including reading time
Tests your ability to: analyse the language of the text
Discuss four or five points where the reader (i.e. you!) is able to ‘read between the lines’.
Use PEED
Timing: 8.05
CSPAR: Present
Resources: ppt slide.
Objectives: To learn the requirements of Q3 of the exam.
Activity: Show slide. Tutor to go through each line to emphasise the requirements for this particular question.
Differentiation: Sarah/Matthew to look out for questions.

7. Section A
This is worth 16 marks. Spend minutes on this question.
Make 6-8 points, i.e. 3-4 pairs of comparisons.
Question 4
Tests your ability to:
Compare the effectiveness of language in two texts.

8. Section B
This is worth 16 marks. Spend 25 minutes on this question.
Question 5
Asks you to complete a piece of writing to:
Inform, explain or describe.
For example:
The travel section of your local newspaper is inviting readers to write about their favourite place.
Write a letter to the editor describing a favourite place you know and explaining why others would like it.

9. Section B Question 6 persuade or argue a point of view.
This is worth 24 marks. Spend 35 minutes on this question.
Question 6
Asks you to complete a piece of writing to:
persuade or argue
a point of view.

10. Question 4- Activity to identify language features
What skills is Question 4 testing?
Resources:
Text for ‘The Sweet Shop’
Answer grid
Prompt answers for tutor

11. Analysing text game Make a comment about the quote, then indicate another person to make a further comment.
Short of actually poking your head into the kitchen, how can you tell if a restaurant is clean as a whistle - or no such thing?

12. Close to 80% of Saudi Arabia's revenue comes from oil but it has been hit by falling prices in the past year.

13. BHS has fallen behind cheaper and more tech-savvy rivals, and is struggling with debts of more than £1.3bn, including £571m in pension liabilities.

14. The star's catalogue was only available to stream on Tidal, while he relentlessly pursued people who illegally uploaded his material to sites like SoundCloud, Daily Motion and YouTube.

15. "We had a fantastic opportunity when the operators turned the wind farm off for several months for some major maintenance.”

16. As a child during the Second World War she inspired the nation.

17. Millions have fled the conflict, but nearly 18 million people still live in the war-torn country.

18. Tips for question 4
You won’t have time to write about everything in the text. Selecting language features that you think are particularly effective means that you will be able to say interesting things about the ways in which they work. A really important reading skill to develop is the ability to “respond to the text”. In your exam, ‘responding’ can mean noticing three or four aspects of the way the text has been written which you think are particularly effective.

19. Top Tip
First write about the article they name, then write about the one you have chosen. (Say what language features it has and how effective they are.) Tip: Choose the one that has more emotive language; it will be easier to analyse. (Compare its features to the first article.)

20. Your answer to Q4 might be organised like this:
And how it compares to Item #1.

21. To help you choose the features to write about, you may like to use a diagram. For example:

22. You must use connectives to show how the ideas are linked.

23. As a class:
Look at the 2 articles about the Queen.
What features can you identify in the first article?

24. In pairs: Read the 2 articles about Shakespeare.
Identify 4 features in the first article to compare and contrast.
Together, draft 2 paragraphs: 1 to explain the 4 features you found in the first text, and the second paragraph to compare and contrast the features of the second text.
Remember to use connectives.

25. Individually: SQ3R the two texts (Ethiopian handout).
Underline 3 language features in the first article.
Write a paragraph about the 3 language features identified in the first article.
Then write a second paragraph comparing the second text.

26. Swap with someone else. What connective words have they used
Swap with someone else. What connective words have they used? Have they chosen the same language features as you?

27. Question 5: Explain or Describe
How can you improve your vocabulary?
Discuss in groups of 3-4 how you can help yourself find more unusual or sophisticated words to use in this question.
Choose 3 good techniques from what you have discussed.
Feed back to the class.

28. Go back to the articles you have been working with today.
Did you spot any words that are unfamiliar to you?
How can you find out the exact meaning of those words? Do it now.
Now write the word in a sentence of your own.

29. Instead, REVISE ACTIVELY.
Active Revision
Practice does not always make perfect – perfect practice makes perfect.
Face facts: browsing through your notes does not imprint vital facts into memory.
1) you are not using your brain; 2) it’s boring and sleepy; 3) it doesn’t fix things in your brain; 4) after, you don’t know whether you’ve learnt anything
Instead, REVISE ACTIVELY.
*** have lots of scrap paper handy, ¼ size.
*** study a topic e.g. the definition of ‘analyse’; how to use a semi-colon; the effect of a specific metaphor on the reader; the criteria the examiner is looking for in a particular question.
*** try to memorise the crucial points.
*** cover your notes.
*** from memory, jot down those crucial points.
*** look back at your notes – did you get it right?
*** go over anything that’s wrong/could be improved.

30. People (you) tend to remember:
20% of what you read
30% of what you hear
40% of what you see
50% of what you say
60% of what you do
90% of what you read, hear, see, say and do.

31. Therefore, use lots of different approaches to reinforce your learning.
Read your notes; say them out loud into your phone; listen to what you have recorded; draw a picture of it; walk into a different room and stick it on the wall; tell someone else about it; write a blog post on what you have found out; a friend about it; read your out loud while you stand on one leg; watch a video on the topic; write down what you have learnt in the form of a poem; recite your poem as you walk up the garden; cut it into separate lines and then fit it back together again; use physical gestures (wave your arms about) while you repeat out loud the main point of what you are trying to learn.

32. Reflect: What have you learnt today?
Complete the second part of your ILP.

33. Homework 1
Identify one thing you need to revise (e.g. how to write a PEED paragraph; how to use a colon; how to structure an argument; what features to talk about in a picture [Q2]).
Then, use a range of revision techniques to find out what works best for you.
The next day, test yourself on what you have learnt.
Which revision techniques worked best? Make a note to tell us your tips for revision next week.

34. Homework 2 Find 2 examples of Junk Mail.
Write an article to compare and contrast the 2 documents.
Try to make 4 points about the language features in your first document. Then write about the second one: how is it the same; how is it different? Is it effective? Do not spend more than 30 minutes on this essay.
If you have the time, try it again with another pair of texts.

35. Homework 3 Find an article in a newspaper or magazine or on a website.
Write down the Main Point of the article.
What features of Layout can you see?
Who is the audience that your article is aimed at?
How would you describe the language in your article? (Informal? Technical? Persuasive?)
Identify and write out examples of at least 3 language features (AFORESTPIE) from your article.
Choose one of the features and write a paragraph to say WHY the writer has used it and HOW it affects the reader and WHETHER it is effective.
Bring your article and written paragraph to the lesson next week.

36. Optional homework Recap on how to use apostrophes: watch the video