Transcript Revision 01F - St John Houghton Catholic Voluntary Academy

AQA (A) GCSE English & English Language Unit 1
GCSE English Exam
Foundation Paper - Jan 2011
READING Lesson 1
Hodder Education Revision Lessons
Foundation GCSE Exam
Paper
Exam (2 hours and 15 minutes)
Reading (1 hour 15mins): requires reading
responses to unseen non-fiction and media
texts.
Writing (1 hour): two pieces of writing:
Q5:(25mins) writing to inform/explain/describe
Q6: 35mins writing to argue / persuade
Click to
continue
3 Non-Fiction articles
Click to
continue
Section A: Reading
• In section A you will be asked to read 3 texts
and answer 4 questions
• You will have 15 mins reading time before you
start to answer the questions.
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text.
2. Assesses your skills of inference and reading
between the lines
3. Focuses on the language of one item you have
read.
4. Looks at the comparison of the
presentation/layout of two texts (of your choice).
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
Worth
4 marks
2. Assesses your skills of
inference and
reading
between the lines (longer question).
3. Focuses on the language of one item you have
read.
4. Looks at the comparison of the presentation of
two items (of your choice).
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
Worth
4 marks
2. Assesses your skills of
inference and
reading
between the lines (longer question).
3. Focuses on the language of one item you have
read.
4. Looks at the comparison of the presentation of
two items (of your choice).
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
between the lines (longer question).
Worth
4 you have
3. Focuses on the language
of one item
read.
marks
4. Looks at the comparison of the presentation of
two items (of your choice).
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
between the lines (longer question).
3. Focuses on the language of one item you have
read.
4. Looks at the comparison
of the presentation
of
Worth
8
two items (of your choice).
marks
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
between the lines (longer question).
3. Focuses on the language of one item you have
read.
4. Looks at the comparison of the presentation of
two items (of your choice).
Worth 12
marks
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
between the lines (longer question).
Worth
12
3. Focuses on the language of one item you have
read.
marks
4. Looks at the comparison of the presentation of
two items (of your choice).
Click to
continue
Exam objectives
Assessment Focus AO1 and AO2:
AO1: Understand texts, selecting quotations.
AO2: Explain how writers use language and
presentational features to achieve effects
and influence the reader.
(What they make the reader feel/think –
laugh – shocked – concerned – serious)
Click to
continue
Question 1a
Objective • To be able to skim / scan read in
order to retrieve key points of a
text.
Key
words:
Skim
Scan
Retrieve
Click to
continue
What do the following
terms mean?
Skimming
Scanning
Skimming – Read text
rapidly in order to
establish the main points.
Scanning – Reading rapidly
to find specific
information.
What's the difference
between the two?
Click to
continue
Retrieving
information
Q1a will always ask students to retrieve information
from the text.
Read the text: Guardian .co.uk.- ‘Jamie Oliver’s…’
Underline the information below from the text.
Where does the writer show:
• Which year was the Feed Me Better Campaign?
• By what % did level 5 in Science go up?
• How it affected asthmatics?
• Who did they have to train?
Click to
continue
Practice makes
perfect!
1) Look at Q1a from the Jamie Oliver paper
identify the information that the question is
asking students to retrieve.
2) List four things you learn about healthier
school dinners in Greenwich
Then highlight the article with the information
you are being asked to retrieve.
Click to
continue
So how to I get top
marks?
• Check you have read the question properly
highlight the key words in it
• Find the relevant pieces of information in the
correct source text
• Write them in the exam booklet – one piece of
information on each line
Click to
continue
Were you correct?
Give one mark to each of the possible answers up to a
maximum of 4.
Answers are on the GREEN Mark Scheme Booklet:
For example
• Improved test results
• Cut the number of days pupils were off sick
• 6% more students achieved a level 5 in science
Click to
continue
Q 1a - Skills
Read the sample script
Explain how top marks can be scored for this section
Click to
continue
Section A Questions
1a Tests your ability to retrieve (find information).
1b Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
Worth
4 marks
between the lines (longer
question).
3. Focuses on the language of one item you have
read.
4. Looks at the comparison of the presentation of
two items (of your choice).
Click to
continue
Q. 1b
Understanding the text
Objective • To be able to use information to
show you have understood a text
• To be able to use quotations to
show what meaning is inferred
• Infer means what you can work
out (not obvious)
Key words:
Point
Evidence
Infer
Click to
continue
Understanding
a text
Q1b will always ask students to infer
information from the text.
This requires you to read, understand and
report back. You are expected to use
POINT and EVIDENCE and make an
INFERENCE
There are 0 marks for detailed explanations
Click to
continue
Inference
• This is when you read something and draw a
conclusion – make a suggestion.
• E.g. ‘teenagers push boundaries’ infers that…
…sometimes
teenagers break the rules. This
could be a way to test adults to see
what the consequences of their actions could
be.
Click to
continue
Q.1b Read the news article
in your Exam Paper
1b: What was Jamie Oliver’s reaction to the
research about his school dinners?
• Highlight the key pieces of information which
show his ‘feelings’ and ‘comments’
Click to
continue
Q.1B What can you
infer?
Explain the following
information
in
your
own
Research results suggest it was a
words:
professional study
“Oliver describes the research results as
fantastic”
Fantastic shows how pleased Oliver is
with the positive impact
Click to
continue
Focus on...
• Short quotations and a short (inference)
comment
‘says… which suggests… which indicates…
• Now complete the question using logical
connectives: Another comment…He also
says…
• Write about 2 more short quotations
Click to
continue
Peer Assessment
Check your partners answers using the BLUE Mark Scheme
Booklet:
• Pleased a serious study has been done
• He has noticed improvements
Give them a total mark out of /4 and a target
SELF ASSESSMENT
Highlight any quotations used
Are they short and embedded into sentences.
Is there some inferences – because…suggests
Give yourself a target
Click to
continue
Mark scheme
Question 1b
Skills
Mark Band 3
• clear evidence that the text is
understood
“clear” “relevant”
4 marks
• clear engagement with the
text and makes inferences
• offers relevant quotations to
support what has been
understood
Click to
continue
Getting Top Marks
Read the sample script
Explain how top marks can be scored for this section.
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
between the lines (longer question).
3. Focuses on the language of one item you have
read.
4. Looks at the comparison
of the presentation
of
Worth
8
two items (of your choice).
marks
Click to
continue
Understanding
a text
Q2 will always ask students to infer
information from the text.
This requires you to read, understand
and report back. You are expected to
use POINT and EVIDENCE and make
an INFERENCE
This suggests…reveals…indicates…
Click to
continue
Reading the text
Skimming
Scanning
Skimming – Read text
rapidly in order to
establish the main points.
Scanning – Reading rapidly
to find specific
information.
1. How much does it cost to sponsor a child?
2. Find the phrase “unique personal connection”
3. How many editions of the magazine are there
every year?
Click to
continue
Understanding
a text fully
• When is an inference not an inference?
• Consider this example:
Click to
continue
Understanding
a text fully
• When is an inference not an inference?
• Consider this example:
Click to
continue
Understanding
a text
Q2 will always ask students to infer
information from the text.
Use POINT and EVIDENCE and make
an INFERENCE.
This suggests…reveals…indicates…
Show that you have worked something out
about the text which is not obvious.
Read between the lines
Click to
continue
Q2 Understanding
a text
Q2: What can you infer from the text.
What reasons are given to persuade the
reader to sponsor a girl?
“No girl deserves to be ignored. Every girl
deserves access to a decent education.”
Zoom- in on key words
“Ignored”- “education”
Click to
continue
What can you infer?
Explain the following information in your own
Ignored suggests that their opinions are
words:
not heard or they are neglected
“No girl deserves to be ignored. Every girl
deserves access to a decent education.”
Makes us wonder why some girls might
not have these rights. They need to be
equal.
Click to
continue
Mark scheme
Question 2
Skills
Mark Band 3
• clear evidence that the text is
understood
“clear” “relevant”
4 marks
• clear engagement with the
text and makes inferences
• offers relevant quotations to
support what has been
understood
Click to
continue
Getting Top Marks
Read the sample script
Explain how top marks can be scored for this section.
Click to
continue
Focus on...
• Using POINT – EVIDENCE - INFERENCE
‘Highlight four key quotations you
could comment on”
• Now complete the question using logical
connectives:
• One of the reasons… The second…Another
Furthermore… In addition…Finally…
• This suggests…indicates…could mean…might…
Click to
continue
Peer Assessment
Check your partners answers using the BLUE Mark Scheme
Booklet:
• No girl deserves to be ignored – need rights
• To give girls a voice – hear their opinions / power
• Check there are 3-4 Point Evidence Inference.
paragraphs
• Have they made comments that are not just obvious
points
Give them a total mark out of /8 and a target
Click to
continue
Self Assessment
Highlight any quotations used.
Are quotations short and embedded into sentences.
Have you used logical connectives?
Have you made some inferences?
Have you covered most of the text?
Give yourself a target
Click to
continue
Mark scheme
Question 2
Skills
Mark Band 3
• clear evidence that the text is
understood
“clear” “relevant”
4 marks
• clear engagement with the
text and makes inferences
• offers relevant quotations to
support what has been
understood
Click to
continue
Getting Top Marks
Read the sample script
Explain how top marks can be scored for this section.
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
between the lines (longer question).
3. Focuses on the language of one item you have
read.
4. Looks at the comparison of the presentation of
two items (of your choice).
Worth 12
marks
Click to
continue
Understanding
a text
Q3 will always ask students to analyse
the use of language in the text.
• LANGUAGE FEATURE
• EVIDENCE
• EXPLAIN THE EFFECT. (Why the
writer choose those words/style?)
Click to
continue
What do we mean by
Language techniques?
1) Which techniques do you know for writing
to persuade?
A.F.O.R.R.E.S.T.
2) Which techniques do you know for
descriptive writing?
Similes, Personification, senses, adjectives
Click to
continue
Question 3: will be about language
techniques (12 marks)
Read Source 3 – an extract from an advice leaflet
Getting on with your teenager
Question:
How does the writer use language features to:
a) Inform the reader about teenagers
b) Advise parents and carers?
Click to
continue
Step 1- Find
techniques
1) Identify a few language techniques:
Look for A.F.O.R.R.E.S.T. (are often in most texts.)
2) If it is a descriptive piece you will need to look for:
Similes, personification, strong adjectives (describing words).
3) Narrative style : Look for 1st – 2nd – 3rd person
4) Formal or informal style – find examples to prove your
point
4
TRY TO FIND CLEAR EXAMPLES IN THE TEXT
Annotate quotes with your response (effects)
Click to
continue
Step 1- Find
techniques
1) Examples of informal style “ “
2) Examples of Personal Pronouns: You - Your
3) Examples of Facts: about the brain
4) Examples of rhetorical questions:
5) Examples of advice: solutions
4
TRY TO FIND CLEAR EXAMPLES IN THE TEXT
Annotate quotes with your response (effects)
Click to
continue
Step 1- Find
techniques
1) Formal or informal?
2) Examples of Personal Pronouns: You - Your
3) Examples of Facts:
4) Examples of Rhetorical questions:
5) Examples of vocabulary:
4
TRY TO FIND CLEAR EXAMPLES IN THE TEXT
Annotate quotes with your response (effects)
Click to
continue
Click to
continue
How does the writer use
language - informal?
One way the article uses language is to advise
parents is by using informal language.
For example it says ‘It’s not always fun being a
teenager, it’s not always fun living with one’ this
gives the article a chatty feel.
The article is written in a way which makes it feel as
if the writer is having a conversation with you, in a
light-hearted way.
Click to
continue
Step 2 – Prepare
examples – choose 4
2) Prepare to write 3–4 paragraphs
• One of the ways…
• Another way…
• Furthermore…
• In addition
• Finally…
Click to
continue
Step 3 – Write
detailed paragraphs
3) How does the writer use language?
• Topic sentence – mention the technique
• Clear example – quotation from the text
• Explanation – try to link to purpose or
audience (makes us feel / think)
Click to
continue
How does the writer use
language?
Another way the article uses language is to inform the reader
about teenagers, is by using clear examples of behaviour.
We learn “Changes in their brains and emotions make it hard for
them to take on other people’s feelings’
This example seems like a fact, it helps the reader to sympathise
with teenagers and understand that things are not easy for
them.
Write 2 paragraphs with your own example of language
FACTS – PERSONONAL PRONOUNS
Click to
continue
Peer Assessment
Check your partners answers using the BLUE Mark Scheme
Booklet:
To Inform:
• Makes clear statements
• Gives facts about the brain
To Advise
• Use Question and answer format
• Addresses the reader directly
Give them a total mark out of /12 and a target
Click to
continue
Self Assessment
Check your partners answers using the BLUE Mark Scheme
Booklet:
SELF ASSESSMENT
Highlight any quotations used.
Circle any techniques mentioned.
Have you explained why the writer used those words?
Have you used logical connectives?
Give yourself a target
Click to
continue
Mark scheme
Question 3
Skills
Mark Band 3
• clear evidence that the text is
understood in relation to
language features
“clear” “relevant”
• Comments on the effect of
features to inform and describe
4 marks
• supports response with
relevant quotations
•Clear focus on language
features to inform and describeClick to
continue
Getting Top Marks
Read the sample script
Explain how top marks can be scored for this section.
Click to
continue
Section A Questions
1. a) Tests your ability to retrieve (find information).
b) Assesses your ability to understand a text
(short question).
2. Assesses your skills of inference and reading
between the lines (longer question).
Worth
12
3. Focuses on the language of one item you have
read.
marks
4. Looks at the comparison of the presentation of
two items (of your choice).
Click to
continue
Objective
• To practise Q4 Comparing Presentation
• Key words: Presentation, layout,effect, devices
Click to
continue
• How many presentational devices can you
identify in the picture below? You have 3 mins
Click to
continue
Features of LAYOUT
Presentational devices: what is the
impact/effect?
a) Colours - associations
b) Images: Photo– Drawing– Cartoon- Map
c) Logo: Image – slogan - font
d) Text boxes – links – bullet points - arrows
Click to
continue
Associations with
colours.
1) What do you associate with the colours:
RED
BLACK
GREY
PINK
GREEN
Click to
continue
Writing about
images
Why this cartoon?
What impact does it have?
Click to
continue
Writing about Images
Why this image?
Why not this
image?
Click to
continue
Writing about Images
What is the message of the
image?
What can you work out about
the tone of the article based
on the image?
How do the parents look?
How does the teenager come
across?
Click to
continue
Writing about Images
Point - Evidence – Explanation
The article uses a cartoon drawing, to show
that it is a light-hearted piece.
It shows parents dressed as teenagers. The
father even has a baseball cap on.
It shows the roles have been reversed in a
humorous way. The teenager is telling the
parents that he should be breaking rules
not them. It is showing the reader what it is
like to be in each others shoes.
Click to
continue
Writing about Photos
Make notes around this
photo, explain the impact of
the photo.
How does it make the reader
feel?
Why is it a close-up?
Why is the child looking
straight at the reader?
Click to
continue
Comparing images
Compare how these images have been used for effect.
1) Image 1 – P.E.E.
2) Comparison connective – unlike – whereas
3) Image 2 – P.E.E.
REMEMBER: Point – Evidence – Explanation
Click to
continue
Q.4. Comparing
presentational devices
Similarities
Differences
Similarly
In contrast
Just as
Whereas
Likewise
On the other hand
Also
But / However
Click to
continue
Features of LAYOUT
Presentational devices: what is the
impact/effect?
a) Colours - associations
b) Images: Photo– Drawing– Cartoon- Map
b) Logo: Image – slogan - font
d) Text boxes – links – bullet points - arrows
Click to
continue
Writing about Logos
hfhshfs
Click to
continue
Writing about Logos
• Another presentational feature the website uses is….
• It is a drawing of …
And uses the colours ………. and …………
• The drawing used represents…
• The colours remind us… / or make it seem…
• Charities and organisations often use logos because…
Click to
continue
Writing about Logos
Another ________________ feature the website uses is the
_________.
It is just the wording of the online _____________
(guardian). It is a _______, __________ font.
This suggests it could be a _________ website. The logo is
easy to __________ as it never changes, it also suggests that
it is a ___________ newspaper.
Click to
continue
Writing about Logos
Another presentational feature the website uses is the logo.
It is just the wording of the online newspaper (guardian). It
is a formal, modern font.
This suggests it could be a serious website. The logo is easy
to recognise as it never changes, it also suggests that it is a
reliable newspaper.
Click to
continue
Writing about Logos
•
•
•
•
•
•
Another presentational feature the website uses is….
It is a drawing of …
The logo makes the reader think of…
The logo helps the reader to…
Charities often use logos because…
Organisations often use logos because…
Click to
continue
Q.4. Comparing
presentational devices
Similarities
Differences
Similarly
In contrast
Just as
Whereas
Likewise
On the other hand
Also
But / However
Compare the presentational features.
Compare how they are presented
Compare how they look
Click to
continue
Q.4 Presentational devices
Write a response to Q4 Comparing TEXT 2 with TEXT 3.
a) Colours - associations
b) Images: Photo– Drawing– Cartoon- Map
c) Logo: Image – slogan - font
d) Text boxes – links – bullet points - arrows
Click to
continue
Marks
Skills
Mark Band 3
‘clear’
‘relevant’
9 - 12 marks
• clear evidence that the texts are understood in relation to
presentational features
• clear comparison of presentational features
• Developed comment on the effect of the presentational features
in both texts
• focused examples of presentational features from both texts
Mark Band 2
‘some’
‘attempts’
5 - 8 marks
• some evidence that the texts are understood in relation to
presentational features
• attempts to compare presentational features
• some comment on the effect of presentational features in both
texts
• some examples of presentational features
Click to
continue
Getting Top Marks
Read the sample script
Explain how top marks can be scored for this section.
Click to
continue
Q.4 – Comparing
Presentational Devices
Read sample Answer
 Highlight in one colour any presentational devices
mentioned.
 Circle any words used to compare
 Highlight in another colour where the candidate has
explained in their own words how or why devices are
used.
Click to
continue