SlideShare a Scribd company logo

Exam ppt

•Download as PPTX, PDF•
•
M
MsButterfield

1. Resources from an English class will be available on the school's virtual learning environment (VLE) parental area and a teacher's blog. 2. A useful blog for past exam papers is also provided. 3. Instructions are given for which classrooms students should move to for part of their lesson. 4. Details are provided about the assessments and exams for English Language and English Literature. 5. Ways that teachers can provide support for revision and ways parents can help their children revise at home are outlined.

1 of 24
Download to read offline
All resources from tonight (with the exception of the mock paper from November) will available on: the VLE parental area the blog: msbutterfield.com useful blog for past papers: https://younisfarid.wordpress.com/categ ory/igcse-first-language-english-0500- past-papers/
Which Room am I in? N / V band (stay in the hall to start with) D band (move to classroom for 25 mins) 11n2 Owain John A1 11n1 (Kat Kolakowski) and 11n3 Robin Marsden A9 11n4 and 11v1 Kirsty Saull A3 11v2 Sarah Martin A4 11v3 Lisa Scott A5 11d1 Robin Marsden A9 11d2 Owain John A1 11d3 and 11d5 (Kat Kolakowski) Chloe Butterfield A2 11d4 Lucy Gotham A3 11d6 Julie Forth A4
English Language 40% - coursework 3 pieces (1 side of A4 typed each) a rant a descriptive piece a letter responding to an article or blog 20% - Speaking and Listening (assessed in March in private to the class teacher. You can have prompt cards and props) a 3 min presentation on a topic of your choice followed by 5 min discussion 40% - 1 Exam. The same format as the mock in November. 3 questions over 2 hours
English Literature 40% - cwk - comparison between poems and a play or novel 60% - exam - 1 question on an unseen poem - 1 question on ‘Journey’s End’ Three essential things: 1. Have a copy and re-read ‘Journey’s End’ (we can get you a copy if needed) 1. Watch the film on YouTube 1. Get key quotes for every character from through the play (first time we see them/middle/last time we see them) and place these around the house and/or have them on prompt cards.
English Literature How we can help: • Provide you with all of the past questions • Provide you with a sample full mark answers and mark schemes • Provide you with key quotes for each character to learn • Revision sessions before the exam and possibly over Easter • Mocks in class (one in the last week of this term) These will be e-mailed out and the ones in blue will be available tonight in hard format
English Literature How you can help: • Make your son/daughter sit somewhere where you can see them (with no electronic gadgets near them) and re-read the play – they might want to note down any interesting quotes as they go! • Watch the film with them. They could make notes on key events that happen. • Test them on key quotes for each character (they won’t have time to be flicking through the play in the exam) • Use the past paper questions to plan out answers. Choose at least 3 quotes from the beginning/middle and end (and try and include a stage direction). Choose quotes and link them back to the question and to other moments or quotes in the play. • Create an adjective bank for characters so you sound as intelligent as you are eg. Osborne is mature/perceptive/considerate
English Language How we can help: • Cwk guides to show you how to complete each piece and how to move the work to a C or A* • Teacher’s doing their own presentations for speaking and listening. • A revision guide with past papers and and the formula on how to do each question • Their November Mock with mark scheme and formula on how to do each question • Revision session over Easter and before the exam • Mocks in class
English Language How you can help: • Go to Younis Farid’s blog and find a past paper (always choose paper 2). You can practise Question 1 and Question 2 (BUT NOT 3 AS IT IS DIFFERENT THIS YEAR) • Help them create prompt cards – one for each question (3) - and check that they know the timings and what they have to do for that question • Open past papers and get them to tell you in their own words what the questions requires (not reading the question is the most common error in exams) • Get them to summarize texts (read them and select 15 key ideas in bullet points) • Get them to talk to you in a character/voice that you choose. Eg. A newspaper reporter • Practise reading something and then putting in their own words (you hold the text in front of you and see if they can avoid using any words in there!)
Q3: The summary question (20 marks out of 50) Read this and understand what it is about… Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. Who is Alice?
Q3: Read this and understand what it is about… Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. Who is Alice? A police inspector? A headteacher? A celebrity?
Q3: Read this and understand what it is about… Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. Who is Alice? A police inspector? A headteacher? A celebrity? WE NEED TO READ THE WHOLE THING FIRST BEFORE WE ANSWER OR MIGHT GET IT WRONG.
Q3: Select bullet points that summarize the text Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. What do we discover about Alice and how she is feeling? What would you underline and use for your bullet points?
Q3: Select bullet points that summarize the text Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. What do we discover about Alice and how she is feeling? What would you underline and use for your bullet points?
Q3: Select bullet points that summarize the text Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. What do we discover about Alice and how she is feeling? What would you underline and use for your bullet points? • She is angry and ‘slam[s] the door’ (a short quote and explanation) • She is not feel very confident and ‘hardly knew where to start’ (a short quote and explanation) • She is ‘upset’ because they don’t ‘trust her judgment’
Q3: Use the bullet points to write a summary in your own words What do we discover about Alice and how she is feeling? • She is angry and ‘slam[s] the door’ (a short quote and explanation) • She is not feel very confident and ‘hardly knew where to start’ (a short quote and explanation) • She is ‘upset’ because they don’t ‘trust her judgment’ Alice is feeling upset unhappy and angry frustrated because she thinks that people don’t trust her or her judgment opinions.
Q1: writing in another voice (20 marks out of 50) Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg! We would be enjoying a friendly fight or just sitting doing nothing when she would pounce on us like a cat, and savage retribution would follow. As we stood in the corner of the room with hands on heads, she would snarl, ‘How dare you! Making my tidy room messy, wasting your time. I saw you!’ Aunt Pegg had eyes on sticks. How she saw us we never knew: one moment she wasn’t there, the next she was on top of us. She was a wizened, tiny woman of great muscular strength and energy, and her mouth was like an upside-down new moon without the hint of a smile.
Q1: writing in another voice • Imagine you are Aunt Pegg. After one week of looking after the children, you write a letter to their parents in which you: • give your impressions of the children; • give an account of your progress with them so far; • tell your plans for the next week. • Write your letter. Base it on what you have read in Passage A.
Q1: writing in another voice (or number them in the text) Bullet Point Ideas for the text (at least 3 for each bullet point) 1. What children are like 2. Progress so far 3. Plans for next week
Q1: writing in another voice What children are like Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg! We would be enjoying a friendly fight or just sitting doing nothing when she would pounce on us like a cat, and savage retribution would follow. As we stood in the corner of the room with hands on heads, she would snarl, ‘How dare you! Making my tidy room messy, wasting your time. I saw you!’ Aunt Pegg had eyes on sticks. How she saw us we never knew: one moment she wasn’t there, the next she was on top of us. She was a wizened, tiny woman of great muscular strength and energy, and her mouth was like an upside-down new moon without the hint of a smile.
Q1: writing in another voice Bullet Point Ideas for the text (at least 3 for each bullet point) What children are like Fighting scrapping Lying around doing nothing at all Making the room messy Room = bombsite. Progress so far Plans for next week
Q1: writing in another voice Bullet Point Ideas for the text (Minimum = 3 for each bullet point) What children are like Fighting scrapping Lying around doing nothing at all Making the room messy Room = bombsite. Dear Linda and Paul, I hope you are having a good holiday? Everything here is fine. I had a rather tough time to start with as the children insisted on scrapping all the time and if they weren’t doing that then they lay around around doing nothing at all. I was very surprised because I know that you will have bought them up to use their time wisely and to respect each other and their property. It was an effort to stop them turning the house into a bombsite!
Q2: Selecting 4 interesting words and analyzing them Read the reactions of the writer and his family to the bath and the shower. Select four powerful words and explain how each word or phrase selected is used effectively. The crew carried the twins to the large four-feet deep, hot sea- water bath. There, in the fresh water shower (we had to adjust our ideas to the notion that fresh water could be used for other things besides drinking) they soaped and lathered and wallowed in luxury, scrubbing at the brown scurf which our skins had developed. Then Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of not having to protect boil-covered parts of our anatomies from solid contacts had to be experienced to be believed, but the simple joy of soap lathering in fresh water is surely one of the greatest luxuries of mankind.
Read the reactions of the writer and his family to the bath and the shower. Select four powerful words and explain how each word or phrase selected is used effectively. The crew carried the twins to the large four-feet deep, hot sea- water bath. There, in the fresh water shower (we had to adjust our ideas to the notion that fresh water could be used for other things besides drinking) they soaped and lathered and wallowed in luxury, scrubbing at the brown scurf which our skins had developed. Then Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of not having to protect boil-covered parts of our anatomies from solid contacts had to be experienced to be believed, but the simple joy of soap lathering in fresh water is surely one of the greatest luxuries of mankind. The writer describes X as ‘QUOTE’… This means… The use of a Y (technique) is effective because it makes the reader feel…. This is reinforced when …. (the link)
Read the reactions of the writer and his family to the bath and the shower. Select four powerful words and explain how each word or phrase selected is used effectively. The crew carried the twins to the large four-feet deep, hot sea-water bath. There, in the fresh water shower (we had to adjust our ideas to the notion that fresh water could be used for other things besides drinking) they soaped and lathered and wallowed in luxury, scrubbing at the brown scurf which our skins had developed. Then Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of not having to protect boil-covered parts of our anatomies from solid contacts had to be experienced to be believed, but the simple joy of soap lathering in fresh water is surely one of the greatest luxuries of mankind. The writer describes the family’s reaction to the bath by saying that they ‘wallowed’ in it. This verb makes them sound like they enjoyed being surrounded by the water and is effective because it makes the reader feel that they are almost like hippos in a mud bath with the water bringing them relief. This is reinforced when the writer says that they ‘luxuriated’ …. (the link)

More Related Content

Exam ppt

  • 1. All resources from tonight (with the exception of the mock paper from November) will available on: the VLE parental area the blog: msbutterfield.com useful blog for past papers: https://younisfarid.wordpress.com/categ ory/igcse-first-language-english-0500- past-papers/
  • 2. Which Room am I in? N / V band (stay in the hall to start with) D band (move to classroom for 25 mins) 11n2 Owain John A1 11n1 (Kat Kolakowski) and 11n3 Robin Marsden A9 11n4 and 11v1 Kirsty Saull A3 11v2 Sarah Martin A4 11v3 Lisa Scott A5 11d1 Robin Marsden A9 11d2 Owain John A1 11d3 and 11d5 (Kat Kolakowski) Chloe Butterfield A2 11d4 Lucy Gotham A3 11d6 Julie Forth A4
  • 3. English Language 40% - coursework 3 pieces (1 side of A4 typed each) a rant a descriptive piece a letter responding to an article or blog 20% - Speaking and Listening (assessed in March in private to the class teacher. You can have prompt cards and props) a 3 min presentation on a topic of your choice followed by 5 min discussion 40% - 1 Exam. The same format as the mock in November. 3 questions over 2 hours
  • 4. English Literature 40% - cwk - comparison between poems and a play or novel 60% - exam - 1 question on an unseen poem - 1 question on ‘Journey’s End’ Three essential things: 1. Have a copy and re-read ‘Journey’s End’ (we can get you a copy if needed) 1. Watch the film on YouTube 1. Get key quotes for every character from through the play (first time we see them/middle/last time we see them) and place these around the house and/or have them on prompt cards.
  • 5. English Literature How we can help: • Provide you with all of the past questions • Provide you with a sample full mark answers and mark schemes • Provide you with key quotes for each character to learn • Revision sessions before the exam and possibly over Easter • Mocks in class (one in the last week of this term) These will be e-mailed out and the ones in blue will be available tonight in hard format
  • 6. English Literature How you can help: • Make your son/daughter sit somewhere where you can see them (with no electronic gadgets near them) and re-read the play – they might want to note down any interesting quotes as they go! • Watch the film with them. They could make notes on key events that happen. • Test them on key quotes for each character (they won’t have time to be flicking through the play in the exam) • Use the past paper questions to plan out answers. Choose at least 3 quotes from the beginning/middle and end (and try and include a stage direction). Choose quotes and link them back to the question and to other moments or quotes in the play. • Create an adjective bank for characters so you sound as intelligent as you are eg. Osborne is mature/perceptive/considerate
  • 7. English Language How we can help: • Cwk guides to show you how to complete each piece and how to move the work to a C or A* • Teacher’s doing their own presentations for speaking and listening. • A revision guide with past papers and and the formula on how to do each question • Their November Mock with mark scheme and formula on how to do each question • Revision session over Easter and before the exam • Mocks in class
  • 8. English Language How you can help: • Go to Younis Farid’s blog and find a past paper (always choose paper 2). You can practise Question 1 and Question 2 (BUT NOT 3 AS IT IS DIFFERENT THIS YEAR) • Help them create prompt cards – one for each question (3) - and check that they know the timings and what they have to do for that question • Open past papers and get them to tell you in their own words what the questions requires (not reading the question is the most common error in exams) • Get them to summarize texts (read them and select 15 key ideas in bullet points) • Get them to talk to you in a character/voice that you choose. Eg. A newspaper reporter • Practise reading something and then putting in their own words (you hold the text in front of you and see if they can avoid using any words in there!)
  • 9. Q3: The summary question (20 marks out of 50) Read this and understand what it is about… Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. Who is Alice?
  • 10. Q3: Read this and understand what it is about… Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. Who is Alice? A police inspector? A headteacher? A celebrity?
  • 11. Q3: Read this and understand what it is about… Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. Who is Alice? A police inspector? A headteacher? A celebrity? WE NEED TO READ THE WHOLE THING FIRST BEFORE WE ANSWER OR MIGHT GET IT WRONG.
  • 12. Q3: Select bullet points that summarize the text Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. What do we discover about Alice and how she is feeling? What would you underline and use for your bullet points?
  • 13. Q3: Select bullet points that summarize the text Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. What do we discover about Alice and how she is feeling? What would you underline and use for your bullet points?
  • 14. Q3: Select bullet points that summarize the text Alice walked into the room, slamming the door behind her. She hardly knew where to start … maybe she just needed to be blunt and tell them what she really thought. Tell them that she was really upset by the fact that they clearly didn’t trust her judgment. She sighed, sat down opposite a hoard of hungry cameras and cleared her throat. What do we discover about Alice and how she is feeling? What would you underline and use for your bullet points? • She is angry and ‘slam[s] the door’ (a short quote and explanation) • She is not feel very confident and ‘hardly knew where to start’ (a short quote and explanation) • She is ‘upset’ because they don’t ‘trust her judgment’
  • 15. Q3: Use the bullet points to write a summary in your own words What do we discover about Alice and how she is feeling? • She is angry and ‘slam[s] the door’ (a short quote and explanation) • She is not feel very confident and ‘hardly knew where to start’ (a short quote and explanation) • She is ‘upset’ because they don’t ‘trust her judgment’ Alice is feeling upset unhappy and angry frustrated because she thinks that people don’t trust her or her judgment opinions.
  • 16. Q1: writing in another voice (20 marks out of 50) Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg! We would be enjoying a friendly fight or just sitting doing nothing when she would pounce on us like a cat, and savage retribution would follow. As we stood in the corner of the room with hands on heads, she would snarl, ‘How dare you! Making my tidy room messy, wasting your time. I saw you!’ Aunt Pegg had eyes on sticks. How she saw us we never knew: one moment she wasn’t there, the next she was on top of us. She was a wizened, tiny woman of great muscular strength and energy, and her mouth was like an upside-down new moon without the hint of a smile.
  • 17. Q1: writing in another voice • Imagine you are Aunt Pegg. After one week of looking after the children, you write a letter to their parents in which you: • give your impressions of the children; • give an account of your progress with them so far; • tell your plans for the next week. • Write your letter. Base it on what you have read in Passage A.
  • 18. Q1: writing in another voice (or number them in the text) Bullet Point Ideas for the text (at least 3 for each bullet point) 1. What children are like 2. Progress so far 3. Plans for next week
  • 19. Q1: writing in another voice What children are like Vile Aunt Pegg! Leering, sneering, peering Aunt Pegg! We would be enjoying a friendly fight or just sitting doing nothing when she would pounce on us like a cat, and savage retribution would follow. As we stood in the corner of the room with hands on heads, she would snarl, ‘How dare you! Making my tidy room messy, wasting your time. I saw you!’ Aunt Pegg had eyes on sticks. How she saw us we never knew: one moment she wasn’t there, the next she was on top of us. She was a wizened, tiny woman of great muscular strength and energy, and her mouth was like an upside-down new moon without the hint of a smile.
  • 20. Q1: writing in another voice Bullet Point Ideas for the text (at least 3 for each bullet point) What children are like Fighting scrapping Lying around doing nothing at all Making the room messy Room = bombsite. Progress so far Plans for next week
  • 21. Q1: writing in another voice Bullet Point Ideas for the text (Minimum = 3 for each bullet point) What children are like Fighting scrapping Lying around doing nothing at all Making the room messy Room = bombsite. Dear Linda and Paul, I hope you are having a good holiday? Everything here is fine. I had a rather tough time to start with as the children insisted on scrapping all the time and if they weren’t doing that then they lay around around doing nothing at all. I was very surprised because I know that you will have bought them up to use their time wisely and to respect each other and their property. It was an effort to stop them turning the house into a bombsite!
  • 22. Q2: Selecting 4 interesting words and analyzing them Read the reactions of the writer and his family to the bath and the shower. Select four powerful words and explain how each word or phrase selected is used effectively. The crew carried the twins to the large four-feet deep, hot sea- water bath. There, in the fresh water shower (we had to adjust our ideas to the notion that fresh water could be used for other things besides drinking) they soaped and lathered and wallowed in luxury, scrubbing at the brown scurf which our skins had developed. Then Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of not having to protect boil-covered parts of our anatomies from solid contacts had to be experienced to be believed, but the simple joy of soap lathering in fresh water is surely one of the greatest luxuries of mankind.
  • 23. Read the reactions of the writer and his family to the bath and the shower. Select four powerful words and explain how each word or phrase selected is used effectively. The crew carried the twins to the large four-feet deep, hot sea- water bath. There, in the fresh water shower (we had to adjust our ideas to the notion that fresh water could be used for other things besides drinking) they soaped and lathered and wallowed in luxury, scrubbing at the brown scurf which our skins had developed. Then Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of not having to protect boil-covered parts of our anatomies from solid contacts had to be experienced to be believed, but the simple joy of soap lathering in fresh water is surely one of the greatest luxuries of mankind. The writer describes X as ‘QUOTE’… This means… The use of a Y (technique) is effective because it makes the reader feel…. This is reinforced when …. (the link)
  • 24. Read the reactions of the writer and his family to the bath and the shower. Select four powerful words and explain how each word or phrase selected is used effectively. The crew carried the twins to the large four-feet deep, hot sea-water bath. There, in the fresh water shower (we had to adjust our ideas to the notion that fresh water could be used for other things besides drinking) they soaped and lathered and wallowed in luxury, scrubbing at the brown scurf which our skins had developed. Then Lyn and I luxuriated in the warmth of the deep tub. The ecstasy of not having to protect boil-covered parts of our anatomies from solid contacts had to be experienced to be believed, but the simple joy of soap lathering in fresh water is surely one of the greatest luxuries of mankind. The writer describes the family’s reaction to the bath by saying that they ‘wallowed’ in it. This verb makes them sound like they enjoyed being surrounded by the water and is effective because it makes the reader feel that they are almost like hippos in a mud bath with the water bringing them relief. This is reinforced when the writer says that they ‘luxuriated’ …. (the link)