1. An Inspector Calls
Mock revision 2019

2. Recall S1 – Comment on the events in the play using textual evidence
Macbeth: What is one of the Witches’ second set of prophecies?
Romeo and Juliet: Romeo, Juliet, The Friar – who dies first?
A Christmas Carol: Who tells Scrooge to be merry, that he is “rich enough”?
An Inspector Calls: Who repeats the Inspector’s words once he has left?
Poetry: In which poem is the sea spitting “like a tame cat turned savage”?
Language:
1. Beware/none of woman born/the wood. 2. Romeo. 3. Fred. 4. Sheila 5. Storm on the Island. 6.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

3. Edwardian England: How might these images reflect differences in class?
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

4. J.B. Priestley
At the time I was writing plays, my work and ideas were ground breaking and controversial. I liked to write about social inequalities and was interested in politics in Britain.
Priestley deliberately set his play in 1912 because the date represented an era when all was very different from the time he was writing.
In 1912, rigid class and gender boundaries seemed to ensure that nothing would change. Yet by 1945, most of these class and gender divisions had been breached. Priestley wanted to make the most of these changes. Through this play, he encouraged people to seize the opportunity the end of the war had given them to build a better, more caring society.
How can we link this to the play?
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

5. QUOTATION CHALLENGE “Unsinkable, absolutely unsinkable”
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: explain how this quotation links to significant historical contexts.
“Unsinkable, absolutely unsinkable”
EXPLAIN: the intended dramatic effect of Priestley’s choice of the adverb “absolutely” in this quotation.
Be ready to feedback to the class.
CONTRAST: Mr. Birling’s sense of certainty here with a quotation where he seems much less assured of himself and the situation.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

6. QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how does this quotation convey ideas about Edwardian attitudes to social responsibility?
“I’ll tell you what I told her. Go and look for the father of the child. It’s his responsibility.”
ZOOM: in on a word or phrase which you think conveys Mrs. Birling’s belief in her authority in this situation.
Be ready to feedback to the class.
CONTRAST: Mrs. Birling’s comment here with her reaction once she discovers her son Eric to be the “father of the child.”
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

7. QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT:
how does this quotation link to ideas about social class in the play?
“We don’t live alone. We are members of one body. We are responsible for each other.”
ZOOM: in on the dramatic significance of Priestley’s deliberate and repeated use of a plural pronoun in this quotation.
Be ready to feedback to the class.
CONTRAST: Inspector Goole’s attitude here with an opposing view expressed by Mr. Birling.
Anaphora: the repetition of a word or phrase at the beginning of successive clauses
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

8. QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how does this quotation link to ideas about social class in the play?
“You’d think we were all mixed up together like bees in a hive – community and all that nonsense”
SYNTHESISE: identify two related words and explain what they convey about Mr Birling’s attitude to society.
Be ready to feedback to the class.
CONTRAST: Mr Birling’s attitude here with an opposing view expressed by Inspector Goole.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

9. QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how does this quotation convey ideas about Priestley’s attitudes to social responsibility?
“You’ve had children. You must have known how she was feeling and you slammed the door in her face.”
ZOOM: in on the dramatic significance of Priestley’s deliberate and repeated use of a pronoun in this quotation.
Be ready to feedback to the class.
CONTRAST: the Inspector’s attitude here with Mrs. Birling’s defence of her decision to reject Eva’s application for charitable support.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

10. Rules: complete each task based on the quotation
QUOTATION CHALLENGE
Rules: complete each task based on the quotation
CONTEXT: explain how this quotation conveys Sheila’s awareness of the privilege and power her social status affords her.
METHODS: highlight and label the method(s) Priestley has used in this quotation.
“It’s the only time I’ve ever done anything like that and I’ll never, never do it again to anybody.”
ZOOM: in on Priestley’s use of epizeuxis in the phrase “never, never” and explain the intended dramatic effect of this repetition.
CONTRAST: Sheila’s remorse here with the more self-absorbed impression Priestley creates of her before the Inspector’s arrival.
an epizeuxis is the repetition of a word or phrase in immediate succession,
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

11. QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: explain how this quotation conveys Sheila’s perception of women and social class in Edwardian society.
“If she’d been some miserable, plain little creature
I don’t suppose I’d have done it.”
ZOOM: in on a word or a phrase which conveys ideas about Sheila’s envy of Eva to an audience.
Be ready to feedback to the class.
CONTRAST: Sheila’s jealousy here with her compassion and remorse, using a quotation to illustrate the change in her attitude.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

12. Rules: complete each task based on the quotation
QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: how this quotation conveys ideas of toxic masculinity to a modern audience?
“I was in that state when a chap easily turns nasty and I threatened to make a row.”
CONTRAST: Eric’s justification of his behaviour here with a comment expressing his changed attitude later in the play.
ZOOM: in on Priestley’s deliberate choice of adverb “easily” to convey ideas about Eric here to an audience.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

13. QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
STAGECRAFT: explain the significance and dramatic effect of the change of lighting here.
“The lighting should be pink and intimate until the inspector arrives.”
EXPLAIN: what is ironic about the fact that the mood is described as “intimate” given what we learn about this family’s relationships?
Be ready to feedback to the class.
CONTRAST: the mood on stage prior to Inspector Goole’s arrival to the mood established by a sudden change to a “brighter and harder” stage lighting.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

14. QUOTATION CHALLENGE
Rules: complete each task based on the quotation
METHODS: highlight and label the method(s) Priestley has used in this quotation.
CONTEXT: Explain what this quotation conveys about Gerald’s perception of social class in Edwardian society.
“After all, y’know, we’re responsible citizens and not criminals.”
EXPLAIN: the significance of Gerald’s comment here in relation to Priestley’s ideas about morality and social responsibility.
CONTRAST: Gerald’s opinion here with an opposing view expressed by Inspector Goole.
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

15. Social Responsibility
Everyone is responsible for everyone else.
Who makes this point clear?
How is it proved in the plot? Who disagrees?
Does anyone in the play come to understand this?
What message does this give and why does Priestley allow two characters to change?
Social Responsibility
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

16. Class How does Preistley present the different classes in the play?
How are the audience meant to react/respond?
What are we meant to feel about each class?
Class
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

17. Time What sense of time passing by is given in the opening act?
What references to the future?
What do those references suggest about Birling’s society and what do they suggest about him?
Time
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

18. Role of Women
How are women presented in the play and what does this say about their position in society?
Eva Smith
Mrs Birling
Sheila
Edna
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader

19. What do you need to revise?
S1 – Comment on the events in the play using textual evidence
S2 – Explain inferences made
S3 – Examine the effects used by Priestley
Challenge – Analyse the impressions made on the reader