Transcript IGCSE English: Language Paper Tues 19th May 2009

IGCSE English Language Tips
Format of the exam
Two hour paper
Question 1 – Directed Writing 20 marks
Question 2 – PEA
10 marks
Question 3 – Summary
20 marks
Reflective learners
Before we begin planning:
What do you think are your strengths and
weaknesses with the Language paper?
Look through your IGCSE folders to help
remind yourself.
Language Paper – Question 1
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Question is focused on passage A only
Worth 20 marks
Write in the appropriate format (diary, interview,
article, speech, letter)
Select relevant information only
Consider the purpose, form and audience
Use your own words as far as possible
Focus carefully on spelling, punctuation and
grammar (worth 5 marks)
Suggested time length – 40-45 minutes.
Question 1: Directed Writing
We’re going to read over the November 2011 paper – ‘Running with the bulls’
Task:
You are going to spend 10 minutes to PLAN your response.
Write a letter of protest to the organisers. In your letter, persuade the
organisers that the event should be stopped
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Begin your letter: ‘Dear Organisers, …’.
Base your letter on what you have read in Passage A. Be careful to use your
own words.
Write between 1½ and 2 sides, allowing for the size of your handwriting.
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You will now spend 35 minutes to write your response.
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Mark scheme – key points
13-15 – ideas are developed throughout with understanding and
originality. Reactions are well linked to the passage. Candidates
have a strong sense of overview
10-12 – some well developed thoughts and feelings; passage is well
used but not sustained, some originality
7-9 – passage is used satisfactorily; plenty of references but little
originality, mechanical in places
4-6 – brief inference to the text, little in the way of developed ideas,
some evidence of understanding the passage
Question 1 Example answer:
Link to the mark scheme
Envoy task:
Your task is to go through the marking criteria with your small group.
Share and discuss the criteria and mark each other’s papers.
How close have the group got to tackling the task successfully?
The Envoy will work with the group for 15 minutes before sharing their
thoughts with the group.
Language Paper – Question 2
Writer’s effect and craft
 Analysis at word, sentence and text level
 Use appropriate terminology
 Use PEA paragraphs
 Focus on SPAG
 Worth 10 marks – do NOT spend more
than 30 minutes on this task!!
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Question 2: PEA
Re-read the descriptions of…
(a)
the town of Cascais in paragraph 1, beginning ‘Cascais,
along the coast …’;
(b)
the atmosphere and the events as the ‘Running with
the Bulls’ is about to begin in paragraph 3, beginning
‘The bull run takes place …’.
Select words and phrases from these descriptions, and
explain how the writer has created effects by using this
language.
Mark scheme – key points
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Key words and phrases should be explored explicitly
9-10 – wide ranging discussion of language with some high comments that
explore the meaning and association of words; demonstrating the writer’s
intents and purposes
7-8 – Reference is made to a number of words and phrases, there is some
evidence that the candidate understands how language works
5-6 – satisfactory attempt made to identify appropriate words and phrases.
The answer tends to give the meaning of words and hardly ever explores
the effects
Question 2: PEA
General comments on your responses:
TFI (target for improvement)
- Think about the writer’s intentions; why have they
chosen that specific word or phrase
- Improved identification of words/phrases but not enough
analysis of the meaning and effect
WWW (what went well)
- Improved fluency and awareness of how language works
- Considering aspects of humour / irony in the paragraphs
- Nobody overwriting (hooray!!)
Example of what to consider...
Link to the mark scheme
Question 2 student example
Reflective learners
Before we begin planning:
What do you think are your strengths and
weaknesses with the Language paper?
Look through your IGCSE folders to help
remind yourself.
Reflective learners
Question 3: Strengths
Identifying the key points in the passages
 Improved focus on the style of writing
required for the task
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Reflective learners
Question 3: Weaknesses
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Overwriting
Timing and efficiency
Concision
Wasting words with generic phrases
Not enough points for A and/or B
An imbalanced response
Language Paper – Question 3
Make effective use of highlighters
 Extract relevant points from both passages (min of 15)
 Use only the information in the source texts
 Re-order points in a logical way, avoiding repetition
 Use your own words where possible
 NO INTRODUCTIONS OR CONCLUSIONS NEEDED
 No more than ONE SIDE
 Write in a clear, concise and impersonal style
 Focus on your SPAG (spelling, punctuation and grammar)
worth 5 marks
List of points to consider
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Question 3: Summarise
Summarise:
(a) how safety and order are promoted at the
Pamplona Bull Run, as described in Passage B;
(b)
the reasons why the local people of Cascais enjoy
the ‘Running with the Bulls’, as described in
Passage A.
Use your own words as far as possible.
You should write about 1 side in total, allowing for the
size of your handwriting.
Envoy task
Mark scheme – key points
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One mark will be awarded for each relevant point, up to 15 marks
Quality of writing
5 – All points are made clearly and concisely in your own words
4 – Most of the answers are concise and well-focused, even if there is an
inappropriate introduction
3 – There are some examples of concision, occasional loss of focus and
repetition of words
2 – Generally well focused, often unnecessary explanations and excessive
response beyond the suggested word limit
1- Grossly long, wordy, written in the wrong form (i.e. narrative, diary entry)
and frequent lifting from the passage (i.e. copying!)
IGCSE English Literature Tips
Format of the exam:
1hr 45mins (2hrs extra time)
Romeo and Juliet and Of Mice and Men (50 mins
each)
60 marks in total
•Choice of thematic or character based question
•Answer one question in essay format
•Include 6-8 paragraphs (PEE123)
Remember to discuss:
-theme
-context
-writer’s craft
-personal response
Plan for 8-10 minutes.
Take time to check for errors at the end.
Of Mice and Men
Characters:
You will have a question on one or a
combination of the following characters but
be sure to prepare for a ‘curve ball’.
Lennie; George; Curley’s Wife; Crooks;
Candy; Curley
Of Mice and Men
Themes:
Know your themes really well. You’ll have a
question on one of them.
• Cruel nature of humanity
• Power – literal and metaphorical
• Friendship / Loneliness
• The American Dream
Things such as racism, ageism, sexism are
motifs which are represented in the novel.
Tips for use of quotes
Keep them bitesize and of course, relevant
to your question.
Try to embed the quotes into your response
for a more fluid and engaging read.
Extension: The higher marks will be
achieved by considering the effect of the
writer’s word choices and their craft
Of Mice and Men
Choose one of the following questions. Produce a plan to help with
your structure:
(a)Explore
the theme of loneliness in the novel,
considering how successful individual characters
are in overcoming it.
(b)What
do we learn about the character of
Curley’s wife and how she reacts to others?
Exam questions – planning and introduction
Suggested points to consider
a) Explore the theme of loneliness in the novel, considering how
successful individual characters are in overcoming it.
Many different characters are affected by loneliness, and candidates will be rewarded for
any appropriate individuals selected:
Shifting
nature of work as an itinerant ranch hand
No home, possessions (bleak bunk house), long-term friendships, relationships
No security in poor job conditions, despite wanting a ‘dream’ of success/farm/stability
Above time for G/L (though they do travel together and George looks after Lennie)
(Lennie is more lonely because of his simplicity and problems)
Crooks – black, disabled (separates him even more)
Curley’s wife – the only woman, lonely
No-one really overcomes loneliness, although they try to deal with it:
George’s friendship with Lennie is an attempt to counter loneliness
Crooks wants a share in George’s and Lennie’s ‘dream’ of a farm
Curley’s wife tries to befriend/seduce the ranch hands
Despite efforts, there is a bleak ending: dreams are unfulfilled, there is Curley’s wife’s
death, and George kills Lennie to ‘save’ him from his troubles.
Suggested points to consider
b) What do we learn about the character of Curley’s wife and how she
reacts to others?
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Her appearance – rather cheap-looking. Reference to red dress
(dangerous? provocative?)
Her frustration – marriage is not what she hoped/dreamed
(Hollywood), after a row with her mother she married Curley (not for love)
Her attempts to seduce the ranch hands
She has a mean streak
Her reactions to others:
She shows her feelings about Curley and indicates that she has little to do
on the ranch
She tries to exert power over others/men ranch hands eg Crooks – she
could get him lynched
Comes into the men’s territory – the barn – to try to get some company
She is provocative: gets herself into the situation with Lennie, and provokes
the tragedy.
Romeo and Juliet
Themes:
Know your themes really well. You’ll have a
question on one of them.
• Love
• Death
• Youth v Old Age
• Fate/Destiny
Things such as light and dark, violence
represented in the play are motifs.
Romeo and Juliet
Characters:
You’re sure to have a question on one or a
combination of the following characters but
be sure to prepare for a curve ball.
Romeo, Juliet, Tybalt, Mercutio
Curve balls include: Friar Lawerence, Lord or
Lady Capulet, The Nurse…even Benvolio
Romeo and Juliet
Choose one of the following questions. Produce a plan to help with
your structure:
(a)What
do we learn about the character of Romeo
as the play progresses?
(b)‘The
contrast of youth and old age is important
in this play.’ How far do you agree with this
statement?
Exam questions – planning and introduction
Suggested points to consider
a) What do we learn about the character of Romeo as the play
progresses?
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Initially he is presented as young, headstrong and playful, being
infatuated/lovesick with Rosaline
However, when he encounters Juliet he changes his affections being
struck by her love and beauty
He has a naïve charm in wooing her – honeyed courtship words
Despite the family feud, he shows himself capable of planning a
secret marriage to her
He becomes more of a peacemaker, trying to break up the fight in
the market-place
He has a strong sense of family honour: when Mercutio is killed he
is duty-bound to respond by killing Tybalt
He shows that he is prepared to do anything for love – even to die
when he thinks Juliet is dead.
Suggested points to consider
b) ‘The contrast of youth and old age is important in this
play.’ How far do you agree with this statement?
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Clearly there are many examples of contrasting young and old characters,
so it is hard to argue that it is NOT important. However, more sophisticated
responses may note that there are other (more?) important themes. Look
for evidence drawn from the portrayal of a range of younger (includes
Romeo, Juliet and their peers) and older characters (includes older family
members, Nurse, Friar).
Youth is commonly represented as impulsive, headstrong, passionate,
hasty, naïve
Older characters are often marked by greater wisdom, caution, restraint
(see especially the Nurse and the Friar)
The young males are energetic, cocksure, aggressive
Older characters (Capulets and Montagues) often have set views, bound by
traditional attitudes, hostilities and expectations
Not all young act in identical way: variations in how they are presented
Similarly, some of the older characters reveal more personal and distinctive
traits.
Remember to PEA
See example
Exam questions – planning and introduction